PIONEER CHARTER SCHOOL OF SCIENCE - II
Submitted to Massachusetts Department of Elementary and Secondary Education
November 14, 2012
Pioneer Charter School of Science II
TABLE OF CONTENTS
Table of Contents…………………………………………………………………………………….ii
Charter Applicant Information Sheet…………………………………………………………………iii
Commonwealth Charter School Certification Statement…………………………………………….. v
General Statement of Assurances……………………………………………………………………..vi
Statement of Assurances for the Federal Charter School Program Grant……………………………...ix
Executive Summary………………………………………………………………………………….. x
Public Statement…………………………………………………………………………………….. xii
I. Charter School Mission, Vision, and Description of the Communities to be Served
A. Mission Statement…………………………………………………………………………... 1
B. Vision Statement……………………………………………………………………………. 1
C. Description of the Communities to be Served…………………………………………….. 1
II. How Will the School Demonstrate Academic Success?
A. Educational Philosophy……………………………………………………………………... 3
B. Curriculum and Instruction …..……………………………………………………….……. 6
C. Performance, Promotion, and Graduation Standards……………………………………….. 17
D. Assessment System ………………………………………………………………………… 20
E. School Characteristics ………………………….……………………………………..…….. 23
F. Special Student Populations and Student Services ……………………………………………28
III. How Will the School Demonstrate Organizational Viability?
A. Enrollment and Recruitment ………………………………………………………………...36
B. Capacity…………………………………………………………………………………….. 37
C. School Governance ………………………………………………………………………… 39
D. Management ……………………………………………………………………………….. 44
E. Facilities and Student Transportation……………………………………………………….. 51
F. School Finances……………………………………………………………………………...51
G. Action Plan ………………………………………………………………………………… 55
IV. How Will the School Demonstrate That It is Faithful to the Terms of Its Charter?
A. Process……………………..………………………………………………………………...59
B. Accountability Plan Objectives……………………..……………………………………….. 60
C. Narrative ……………………..………………………………………………………..…… 60
C. Dissemination ………………..………………………………………………………..…… 61
V. Attachments
A. Draft Bylaws …………………..………...……………………………………….………...... 62
B. Draft Recruitment and Retention Plan……………………………………………………….69
C. Draft Enrollment Policy and Admission Application…………………………………………71
D. Draft Organizational Chart……………………………….………………………………… 75
E. Founding Group Statements and Resumes………………………………………………… 76
F. Curriculum for Grades 11 & 12 ………………….………………………………………… 120
G. Letters of Support…………………………...……………………………………………… 123
H. Lesson Plan Feedback Rubrick……………..……………………………….……………… 138
I. Grades 8 & 12 Benchmarks for ELA, Mathematics, and Science…………………………… 139
J. Operating Budget…………………………………………………………………………… 148
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Pioneer Charter School of Science II
Commonwealth Charter Applicant Information Sheet
This form must be attached to the letter of intent, prospectus, and final application. Please type
information.
Name of Proposed Charter School: Pioneer Charter School of Science II (PCSS-II)
School Address (if known): Unknown
School Location (City/Town REQUIRED): Saugus
Primary Contact Person: Barish Icin
Address: 51 Summer Street
City: Everett
State: MA
Daytime Tel: (617) 389-7277
Zip: 02149
Fax: (617) 389-7278
Email: icin@pioneercss.org
1. The proposed school will open in the fall of school year:
School Year
Grade Levels
First Year
Second Year
Third Year
Fourth Year
Fifth Year
7, 8, 9
7, 8, 9, 10
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
√ 2013-2014
 2014-2015
Total Student
Enrollment
180
240
300
360
360
2. Grade span at full enrollment: 7-12
3. Total student enrollment when fully expanded: 360
4. Age at entry for kindergarten, if applicable: N/A
5. Will this 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 Appendix B. (Use additional sheets if necessary.)
Saugus
Lynn
Salem
Peabody
Danvers
______________________
______________________
______________________
______________________
If no, please specify the district’s population as reported in the most recent United States census
estimate for the community the school intends to serve: ___________. 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).
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Pioneer Charter School of Science II
6. For all proposed charter schools, list the districts that are contiguous with the proposed school’s
district or region. Please only list districts that are included in Appendix B. (Use additional sheets if
necessary.)
Beverly
Hamilton-Wenham
Topsfield
Middleton
Lynnfield
Wakefield
Melrose
Revere
Nahant
Swampscott
Marblehead
7. Is the proposed school to be located in a district where overall student performance on the
MCAS is in the lowest 10 percent, as designated in Appendix B? √ Yes  No
8. Will the proposed school be located in a district or districts in which the 9 percent net school
spending cap is, or could be, exceeded by 2012-2013 applications?  Yes √ No
9. Is the applicant group currently the board of trustees of an existing charter school? √ Yes 
No
10. Is the applicant group/board of trustees intending to create a network of schools? √ Yes  No
11. If the applicant group/board of trustees is intending to create a network of schools, how many
applications is the group submitting in the 2012-2013 application cycle? 3
12. Do members of the applicant group currently operate or are they employed by a private or
parochial school?  Yes √ No
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Pioneer Charter School of Science II
Commonwealth Charter School Certification Statement
Proposed Charter School Name: ___Pioneer Charter School of Science II_________
Proposed School Location (City/Town): ___Saugus__________________________
I hereby certify that the information submitted in this prospectus/application is true to the best of
my knowledge and belief and that this prospectus/application has been or is being sent to the
superintendent of each of the districts from which we expect to draw students and from any
contiguous districts. Further, I understand that, if awarded a charter, the proposed school shall be
open to all students on a space available basis, and shall not discriminate on the basis of race, color,
national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, age, ancestry, athletic performance, special need, proficiency in the English language or
a foreign language, or academic achievement. I further understand that the information submitted
in this prospectus/application serves as an initial application for start-up assistance funding under
the federal Charter Schools Program grant. This is a true statement, made under the penalties of
perjury.
Signature of
Authorized Person___________________________________________ Date__11/13/2012_
(Please label the copy that has original signatures.)
Print/Type Name____Barish Icin____________________________________________
Address_______51 Summer St., Everett MA 02149_________________________________
Daytime Phone___617-389-7277_____________ Fax _____617-389-7278______________
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Pioneer Charter School of Science II
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 Pioneer Charter School of Science II to be
located at Saugus is true to the best of my knowledge and belief; and further, I certify that, if awarded a
charter, the school:
1.
Will not charge tuition, fees, or other mandatory payments for attendance at the charter school, for
participation in required or elective courses, or for mandated services or programs (Mass. Gen. Laws
c. 71, § 89(m), and 603 CMR 1.03(3)).
2.
Will not charge any public school for the use or replication of any part of their curriculum subject to
the prescriptions of any contract between the charter school and any third party provider (Mass.
Gen. Laws c. 71, § 89(l)).
3.
Will permit parents to enroll their children only voluntarily and not because they must send their
children to this school (The Elementary and Secondary Education Act of 1965, as amended, Title V,
Part B, Subpart 1 — Public Charter Schools Section 5210(1)(h)).
4.
Will enroll any eligible student who submits a timely and complete application, unless the school
receives a greater number of applications than there are spaces for students. If the number of
application exceeds the spaces available, the school will hold a lottery in accordance with
Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.06).
5.
Will be open to all students, on a space available basis, and shall not discriminate on the basis of race,
color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, age, ancestry, athletic performance, special need, proficiency in the English language or a
foreign language, or academic achievement (Mass. Gen. Laws c. 71, § 89(m)).
6.
Will be secular in its curriculum, programs, admissions, policies, governance, employment practices,
and operation in accordance with the federal and state constitutions and any other relevant
provisions of federal and state law.
7.
Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education
Amendments of 1972.
8.
Will adhere to all applicable provisions of federal and state law relating to students with disabilities
including, but not limited to, the Individuals with Disabilities Education Act, section 504 of the
Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990 and chapter
71B of the Massachusetts General Laws.
9.
Will adhere to all applicable provisions of federal and state law relating to students who are
English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964,
the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General
Laws.
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)).
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Pioneer Charter School of Science II
11.
Will meet the performance standards and assessment requirements set by the Board of
Elementary and Secondary Education for all students in public schools including, but not limited
to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen.
Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).
12.
Will submit an annual report to the Department of Elementary and Secondary Education on or
before the required deadline (Mass. Gen. Laws c. 71 § 89(jj)).
13.
Will submit an accountability plan no later than the end of the first year of the school’s charter,
establishing specific five year performance objectives as specified in the state regulations (603
CMR 1.05 (1)(j)) and guidelines.
14.
Will submit an annual independent audit to the Department of Elementary and Secondary
Education and the Office of the State Auditor no later than November 1st of every year, as
required by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as
designated in 603 CMR 1.09 (3)).
15.
Will submit required enrollment data each March to the Department of Elementary and
Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR
1.09(4)).
16.
Will meet enrollment projections through demonstration of support for the proposed charter
school in the communities from which students would be likely to enroll (603 CMR 1.05(1)(c)).
17.
Will operate in compliance with generally accepted government accounting principles (Mass.
Gen. Laws c. 71, § 89(jj)).
18.
Will maintain financial records to meet the requirements of Mass. Gen. Laws c. 71, § 89 and 603
CMR 1.00.
19.
Will participate in the Massachusetts State Teachers’ Retirement System (Mass. Gen. Laws c. 71,
§ 89(y)).
20.
Will employ individuals who either hold an appropriate license to teach in a public school in
Massachusetts or who will take and pass the Massachusetts Tests for Educator Licensure (MTEL)
within their first year of employment and meet all applicable staff requirements of the federal No
Child Left Behind Act (Mass. Gen. Laws c. 71 § 89(ii), and 603 CMR 1.07).
21.
Will provide the Department of Elementary and Secondary Education with written assurance that
a criminal background check has been performed, prior to their employment, on all employees of
the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and
603 CMR 1.05(3)(d)).
22.
Will obtain and keep current all necessary permits, licenses, and certifications related to fire,
health, and safety within the building(s) and on school property (603 CMR 1.05(1)(p), 1.05(3)(g),
1.05(3)(h), and 1.09(6)).
23.
Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.05(3)(j)).
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Pioneer Charter School of Science II
24.
Will submit to the Department of Elementary and Secondary Education the names, home
addresses, and employment and educational histories of proposed new members of the school’s
board of trustees for approval prior to their service (603 CMR 1.05(3)(a)).
25.
Will ensure that all members of the school’s board of trustees file with the Department of
Elementary and Secondary Education, the State Ethics Commission, and the city or town clerk
where the charter school is located completed financial disclosure forms for the preceding
calendar year according to the schedule required by the charter school office (Mass. Gen. Laws c.
71, § 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member
of a board of trustees must also comply with the disclosure and other requirements of said chapter
268A.
26.
Will recognize, if applicable, an employee organization designated by the authorization cards of
50 percent of its employees in the appropriate bargaining unit as the exclusive representative of
all the employees in such unit for the purpose of collective bargaining (Mass. Gen. Laws c. 71, §
89(y)).
27.
Will provide the Department of Elementary and Secondary Education with a federal taxpayer
identification number issued solely to the charter school and all required information regarding a
bank account held solely in the name of the charter school (603 CMR 1.05(4)).
28.
Will, in the event the board of trustees intends to procure substantially all educational services for
the charter school through a contract with another person or entity, submit such contract for
approval by the Board of Elementary and Secondary Education to provide for any necessary
revisions and approval prior to the beginning of the contract period (Mass. Gen. Laws c. 71, §
89(k)(5)).
29.
Will notify the Department of Elementary and Secondary Education immediately in writing of
any change in circumstances that may have a significant impact on the school’s ability to fulfill
its goals or missions as stated in its charter (603 CMR 1.09(7)).
30.
Will submit in writing to the Commissioner of Elementary and Secondary Education a request to
amend its charter if the school plans to make a change to its operations as defined in 603 CMR
1.11.
___________________________________
Signature
___________________
Date
___________________________________
Affiliation
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Pioneer Charter School of Science II
STATEMENT OF ASSURANCES FOR THE FEDERAL CHARTER SCHOOL PROGRAM GRANT
These additional assurances are required to ensure compliance with requirements for the federal Charter
Schools Program grant:
1. Will annually provide the U.S. Secretary of Education and the Department of Elementary and
Secondary Education such information as may be required to determine if the charter school is
making satisfactory progress toward achieving objectives described in this application (The
Elementary and Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public
Charter Schools Section 5203(b)(3)).
2. Will cooperate with the U.S. Secretary of Education and the Department of Elementary and
Secondary Education in evaluating the program described in the application (The Elementary and
Secondary Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools
Section 5203(b)(3)).
3. Will provide other information and assurances as the U.S. Secretary of Education and the
Department of Elementary and Secondary Education may require (The Elementary and Secondary
Education Act of 1965, as amended, Title V, Part B, Subpart 1 — Public Charter Schools Section
5203(b)(3)).
___________________________________
Signature
Date
___________________
___________________________________
Affiliation
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Pioneer Charter School of Science II
EXECUTIVE SUMMARY
The mission of Pioneer Charter School of Science (PCSS) II is to prepare educationally under-resourced
students for today’s competitive world. PCSS will help students to develop the academic and social skills
necessary to become successful professionals and exemplary members of their community. This goal will be
achieved by providing the students with a rigorous academic curriculum with emphasis on math and science,
balanced by a strong foundation in the humanities, a character education program, career-oriented college
preparation, and strong student–teacher–parent collaboration.
PCSS-II will replicate the successful model of the PCSS (the flagship school) in the cities of Danvers, Lynn,
Peabody, Salem, and Saugus. PCSS is a successful nonselective STEM based school located in Everett. On
the MCAS, PCSS students have surpassed their sending districts and the state averages in all the grade levels
that they were tested in. PCSS ranked as the eighth highest district in grade ten mathematics and tenth highest
district in grade ten science in 2011. Moreover, PCSS eighth graders were the first in the state in mathematics
for student growth and the tenth graders were the fifth in the state. In 2012, PCSS was recognized as the
second highest growing district in 10th grade mathematics. Recently, Boston Magazine recognized PCSS as the
fourth highest ranked charter school.
PCSS has been making a real difference in the lives of its students. The first graduating class of PCSS started
the school with the same dismal MCAS mathematics scores that were reflective of the sending districts. By
the time they reached high school PCSS students increased their performance by 59 percentage points
(almost three times more than where they started), while their peers in sending districts increased their
performance from 19 to 35 percentage points (and the increase for state average was only 26 percentage
points). PCSS students had the second highest student growth results in the state for grade ten mathematics.
The difference for the class of 2013 is 64 percentage points.
Our graduates have done well too. 97% of our first graduating class have been accepted to colleges. The
amount of scholarships raised by our first graduating class was $94,000 per student on average. The class of
2013 is on its way to beat the success of their schoolmates. Already a remarkable 76% of this year’s
graduating class qualified for the state’s prestigious John and Abigail Adams Scholarship. College readiness
has become the norm and part of the school culture at PCSS. About 70% of our current juniors and seniors
take at least one Advanced Placement course.
PCSS-II will be established as a regional school within the districts of Danvers, Lynn, Peabody, Salem, and
Saugus. When fully operational, the school will serve grades 7-12 with 360 students at maximum. The
development group consists of the current Board of Trustees and administrators from PCSS (the flagship
school). The applicant group is recognized as a proven provider by the Department of Elementary and
Secondary Education.
The applicant group is motivated with the idea of helping today’s students to have a better future in the
proposed region. They are united for the same ideal that all children can learn and strive toward their highest
levels of capability as long as they are given the opportunity. The faculty and staff of PCSS-II, in collaboration
with parents, will provide this opportunity in the proposed region by creating a learning atmosphere where
each student will learn how to use their potential. Our students will strive toward their highest levels of
capability with an education addressing their individual learning styles. Upon graduation from PCSS-II, our
students will be equipped with a solid math and science background and will have developed the essential
academic skills, social skills and ambition to pursue their education at prominent colleges. PCSS-II will engage
students through home visits, tutorials, peer study groups, and individualized instruction. Through the
character education program at the school and support from the parents at home, our students will build
good personality and will develop into responsible citizens with high moral values. Our teachers will also
endeavor to be role models for the students in character education. Our parents will establish stronger
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Pioneer Charter School of Science II
relations with their children and the school community through various programs at the school. PCSS-II will
collaborate with local universities, community agencies, and educational institutions to share resources and to
build community assets. PCSS-II will create science initiative programs to provide opportunities for
internships, projects, and participation in local, national, and international science fairs and competitions.
PCSS-II, including the faculty, staff, students and parents, will be an example institution in all aspects in the
society it serves. Our students will be of good character and will have high academic performance. They will
become exemplary pioneers in their community.
PCSS-II is envisioned as a charter school with the following four guidelines:
1) A rigorous curriculum with emphasis on math and science
2) Career-oriented college preparation
3) Character education
4) Individual attention through the student-teacher-parent triad
PCSS-II will implement a campus-wide Character Education Program that will help students build good
character, personality, and leadership skills; improve academic performance, general behavior, and attitudes;
and reduce discipline referrals, dropouts, expulsions, crime rates, and drug use. Students at PCSS-II will be
encouraged to take responsibility for their actions, seek positive role models, and to develop into good
citizens with high moral values.
A maximum faculty-student ratio of 1:15 and a total enrollment of 360 students at full capacity will ensure
that each student will receive adequate individual attention. This will enable us to determine each student’s
needs and problems and, therefore, provide each student with the necessary tools and programs to help them
to succeed. Each full-time teacher will mentor a cohort of students, monitor their progress in each subject,
and contact their parents regularly.
Our plans to support our curriculum include, but are not limited to:
(a) University Collaboration Program, (b) Field Trips, (c) Volunteer Work, (d) School Project Fairs, (e) Peertutoring and Mentorship Programs, (f) Athletic Program, (g) Role Model Initiative, (h) Character Education
Program, (i) Student Clubs, (j) School Magazine, (k) After-School Program, (l) Awards and Prizes.
PCSS-II will combine the nationally proven instructional methodologies that have been successful. These
include problem-based learning, project-based learning, direct instruction, and collaborative learning.
The school will be in session for 200 days. There will be orientation for the new staff and staff development
in the second and third week of the August. Parents will be invited to meet with the teachers during these
weeks as well. The school will start at the beginning of the fourth week of August. There will be one-week
vacations in December, February, and April.
The sample school day will run from 8:00 a.m. to 3:35 p.m. and is followed by after-school programs until
5.30 p.m. There will be 40 periods of instruction per week. In line with PCSS-II’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 activities such as computers, foreign language, fitness, music, and the arts.
PCSS-II has a dress code policy to create 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 affect students from low-income families. A dress code policy will also ensure that students enter
into school mode even before arriving to school. The thinking in the morning as they put their uniform on
will not be “what will I wear today” but “I am going to school”.
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Pioneer Charter School of Science II
PUBLIC STATEMENT
The mission of Pioneer Charter School of Science (PCSS) II is to prepare educationally under-resourced
students for today’s competitive world. PCSS-II will help them develop the academic and social skills
necessary to become successful professionals and exemplary members of their community. This goal will be
achieved by providing the students with a rigorous academic curriculum with emphasis on math and science,
balanced by a strong foundation in the humanities, a character education program, career-oriented college
preparation, and strong student–teacher–parent collaboration. The school will be established as a regional
school in Danvers, Lynn, Peabody, Salem, and Saugus. PCSS-II is proposed to start in 2013-14 academic year
with 180 students in grades 7-9 and to be located in Saugus. When fully operational, PCSS-II will serve grades
7-12 with 360 students maximum. The development group consists of the Board of Trustees of the PCSS
(the flagship school) in Everett.
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I. CHARTER SCHOOL MISSION, VISION, AND DESCRIPTION OF THE COMMUNITIES
I.A. MISSION STATEMENT
The mission of Pioneer Charter School of Science II (PCSS-II) is to prepare educationally underresourced students for today’s competitive world. PCSS-II will help students to develop the academic and
social skills necessary to become successful professionals and exemplary members of their community. This
goal will be achieved by providing the students with a rigorous academic curriculum with emphasis on math
and science, balanced by a strong foundation in the humanities, a character education program, careeroriented college preparation, and strong student–teacher–parent collaboration. 1
I.B. VISION STATEMENT
The founding members of PCSS-II are united for the same ideal that all children can learn and strive
toward their highest levels of capability as long as they are given the opportunity. The faculty and staff at
PCSS-II, in collaboration with parents, will provide this opportunity by creating a learning atmosphere where
each student will learn how to meet that potential. Our students will strive toward their highest levels of
capability with an education addressing their individual learning styles. Upon graduation from PCSS-II, our
students will be equipped with a solid math and science background and will have developed the essential
academic and social skills and ambition to pursue their education at prominent colleges. Through the
character education program at the school and backed by the parents at home, our students will develop great
personalities and they will develop into responsible citizens with high moral values. Our teachers will also
endeavor to be role models for the students in collaboration with the character education program. Our
parents will establish stronger relations with their children and the school community, as they are included in
the education of students through their contributions in the school activities and after-school programs.
PCSS-II will collaborate with local universities, community agencies, and educational institutions to share
resources. PCSS-II, including the faculty, staff, students and parents, will be an example institution in all
aspects in the society it serves. Our students will be of good character and will have high academic
performance. They will become exemplary pioneers in their community. 2
I.C. DESCRIPTION OF THE COMMUNITIES TO BE SERVED
PCSS-II will be a regional charter school serving the students of Danvers, Lynn, Peabody, Salem, and
Saugus. The total number of students combined from these areas is about 30,000 students with the following
racial distribution: 53% White, 31% Hispanic, 6% Asian, and 7% African-American. The percentage of lowincome students is 56%. There is a great need for a charter school with an emphasis on math and science in
this region. In terms of accountability two of the districts in the region are Level 4 schools, two of them are
level 3 schools and one of them is a Level 2 school. 3 Students in the region have not done well on the MCAS
and been lagging behind the state averages. In terms of graduation and percent of students attending college
the region is also not doing well as a whole, with averages well below state numbers.
This mission statement is developed at our flagship school and successfully implemented there. The goal of the
founding team is to replicate the implementation of the same ideals at other locations.
2 The founding team did not feel any need to alter flagship school’s vision statement. The original vision statement,
guided by our mission, provided the foundation that our successful program at PCSS is built on. Moreover, it also
provided the fundamentals of the accountability measures developed for PCSS. The founding members have envisioned
PCSS as a place where each student will be given the opportunity to strive toward his/her highest level of capability.
And that has already been achieved at the flagship school. PCSS has established a culture of high academic and behavior
standards. Not only are students continuously challenged in their classes but also the policies and procedures of the
school reflect the importance of academics and good character. Moreover, each student is provided with the support
he/she needs not only in the classroom but outside of the classroom through after school tutoring programs. The
academic program is reach in mathematics and sciences with classroom time, science fair, projects, activities, and
competitions. PCSS demands its students to work harder and longer, to show exemplary behavior and to plan to go to
college. In addition to procedures and policies (that are also described in the remainder of the application) established to
ensure an environment where these expectations will be realized, the school culture is set up in a way so that these
expectations are the norm at PCSS.
3 PCSS is a Level 1 school (highest accountability status available under the new accountability measures)
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Pioneer Charter School of Science
These districts were chosen by the founders based on their similarity to the districts PCSS has already
been serving. As an example, the percentage of low-income and minority students are about 60% each at
PCSS, similar to the region proposed. Overall the region proposed has MCAS scores slightly higher than the
region (Chelsea, Everett, and Revere) that PCSS currently serves. The academic success of the PCSS,
especially the student growth percentile (SGP) results, shows that every student can reach their highest
potential if the opportunity is given to them. When established, PCSS-II will provide this opportunity to these
districts. PCSS-II will also provide choice for the students living in these communities, especially in the
STEM area.
As a proven provider, the founding group of PCSS-II 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. In granting the proven provider status the DESE looks at the evidence of academic
program success (MCAS results, attendance, retention, attrition, graduation and dropout data), evidence of
organizational viability (effective governance, effective financial management, and compliance with applicable
laws and regulations), and the evidence to demonstrate that the successful school serves a student population
similar to the population to be served by the proposed charter. 4
The founding group anticipates strong parental support from the communities described. The PCSS
flagship school already attracts students from Saugus and Lynn in spite of their relative distance to the school.
This past school year we had 37 students enrolled from the proposed region and 39 more applied to get into
PCSS. There are numerous students from these districts on the waiting list. The support and involvement of
the parents in the flagship school (especially parents from Saugus) is also another indicator of parents backing
the genuine efforts for the success of their children; and we believe this support will also be replicated for
PCSS-II. Some sample letters from parents and residents are provided in Attachment H.
Moreover, the founding group contacted various community groups as part of the outreach campaign.
Several residents, educators, business members and organizations have already been to the flagship school to
see what PCSS-II will look like eventually. While several support letters are provided in Attachment H our
outreach efforts will continue for upcoming weeks.
PCSS-II will be an alternative option for the parents who would like their children to be exposed to the
rigorous math and science curriculum, a career-oriented college preparation, character education and
individual attention. PCSS has successfully provided this option with its flagship school in Everett, Revere,
and Chelsea and would like to extend it to the other neighboring districts through PCSS-II. In order to
address the needs of the students, similar to the flagship school, PCSS-II is also envisioned as a charter school
with the following four guidelines:
1) A rigorous curriculum with emphasis on math and science: PCSS will have a curriculum with a significant
focus on math and science. The foundations and love of math and science should be instilled at early ages. If
students successfully gain these skills, they will not be intimidated by these subjects in later years and will be
more open to career options in these fields. To motivate students, PCSS-II will establish programs and
activities that will introduce role models who have successful careers in academia or technology fields. They
will provide mentoring, and raise awareness about careers in science and technology fields.
2) Career-Oriented College Preparation: PCSS-II will motivate students to continue higher education. The
school will provide guidance to students with their higher education choices and career options. In addition,
we will organize seminars where successful people from local colleges will come and interact with students.
Students will also meet and interact with professionals during Career Days and will be encouraged to begin
thinking about their future aspirations. Two of our founding members are faculty in local universities and
have strong ties with the engineering and science departments of their institutions. These relationships will be
utilized to provide students with access to graduate students and professors to help them understand the
career possibilities in these areas as well as to motivate and guide them through their education early on so
that they can make the right career choices later.
3) Character Education Program: Several research-based studies show that character education in schools
improves academic performance, general behavior, and attitudes and reduces discipline referrals, dropouts,
4
The founding group’s proven provider status is confirmed by the DESE on October 2012.
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expulsions, crime rates, and drug use 5. Thus, we will address this need by implementing a campus-wide
Character Education Program that will help students build good character, personality, and leadership skills.
Students at PCSS-II will be encouraged to take responsibility for their actions, seek positive role models, and
develop into good citizens with high moral values.
4) Individual Attention through Student-Teacher-Parent Collaboration: PCSS-II will engage parents in their
children’s education and choices early on. We believe that family involvement is very important for
educational success. PCSS-II teachers will be encouraged to have close contact with parents. At the same
time, continuous feedback from parents will be sought. Establishing successful communication with parents
will be one of the criteria used to measure the teachers’ performance.
One of PCSS-II’s great features will be conducting home visits, especially to those who have lower levels
of communication with the school and teachers because of their work schedules. Home visits help to
establish rapport among students, parents, and teachers. During home visits, teachers will discuss the
student’s progress, programs, and planning; parents will provide priceless feedback and input. As a result of
the visits students will improve both academically and socially. PCSS-II will also provide basic training about
higher education and career choices to the parents.
A maximum faculty-student ratio of 1:15 and a total enrollment of 360 students at full capacity will
ensure that each student will receive adequate individual attention. This will enable us to determine each
student’s needs and problems and, therefore, provide each student with the necessary tools and programs to
succeed. Each full-time teacher will mentor a cohort of students, monitor their progress in each subject, and
contact their parents regularly.
Through these guidelines, PCSS-II graduates will be highly qualified and be able to get into better
colleges and/or get better jobs in the demanding science and technology job market. In addition, with our
character education program, students will develop good citizenship with high ethical values and work ethics.
PCSS-II will educate parents in its after-school programs to involve them in their child’s education. In
addition, 40 hours of community service will be required of students for our high school graduation. This
will allow our students to give back to the community we are serving and form bonds.
Charter schools provide alternatives for parents, especially for those who would like their children to be
educated with an orientation in a particular subject area. PCSS-II has been organized around the themes of
math, science and technology, and related analytical skills. Our emphasis on these themes requires the
flexibility to use a specialized and unique curriculum, as well as educational and motivational tools, which
support the goal of preparing students for higher education.
A lot PCSS-II’s programs and procedures require the flexibility that the structure of a Commonwealth
charter school provides. The extended learning program, tutoring and extracurricular activities, a
comprehensive assessment system, data-driven approach, and home visits are an integral part of the school’s
program and non-negotiable. In addition, the structure of a Commonwealth charter school places the student
achievement at the center of the whole system, which ensures that the level of expectations held for PCSS-II
students are an integral part of the system. The organization of the school around a single theme that
Commonwealth charter provides also makes the STEM focus viable at PCSS-II.
Moreover, the Commonwealth charter provides the flexibility in teacher selection. Selecting highly
qualified individuals is the key for success. Flexibility in setting the high qualifications for the teachers and
flexibility in the hiring and termination process are also necessary for realizing our mission and quickly
responding to the requirements of our needs. As it has been a requirement in our flagship school, we will
require that our prospective teachers attend an orientation program, which is based on our curriculum and
educational settings, before the academic year begins. We will also ask our teachers to attend yearly
professional development and evaluation programs so that we are able to meet our educational standards.
II. HOW WILL THE SCHOOL DEMONSTRATE ACADEMIC SUCCESS?
II.A. EDUCATIONAL PHILOSOPHY
5
Josephson Institute of Ethics. “Evidence.” http://www.charactercounts.org/doing/survey-reports.htm
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Pioneer Charter School of Science
The PCSS-II will share the original philosophy of the PCSS (the flagship school). The PCSS-II believes
that each child has a natural curiosity and love of learning and that each child has a unique intelligence, level
of capability, and learning style. The education that will be offered at PCSS-II will help students to develop
their essential skills and ethical values that will help them to learn how to meet their potential. Our mission is
to raise a generation that excels in math, science and technology and to raise moral individuals of good
character.
Our fundamental goal is to raise young adults who will know how to learn and who will gain the
understanding that education is a lifelong process. Eric Hoffer describes this as follows: “The central task of
education is to implant a will and facility for learning; it should produce not learned but learning people. The
truly human society is a learning society, where grandparents, parents, and children are students together.” 6
We will practice what Gail Burrill, President, National Council of Teachers of Mathematics (NCTM) said:
"An old Chinese proverb says, 'Give a man a fish, and you feed him for a day. Teach a man how to fish, and
you feed him for a lifetime.' In teaching children how to prosper in a mathematically literate society,
classroom educators have become aware of a very valuable lesson: If we give students the answers, they will
do well on a test; if we teach students to solve problems, they will succeed for a lifetime."
Guided with the school’s mission the philosophy of PCSS-II is based on following:
• Promoting science and mathematics education,
• Serving as a college preparatory school that ensures students who enter college will do so without
remediation,
• Providing intense instruction in science, mathematics, and technology7,
• Engaging students through home visits, tutorials, peer study groups, and individualized instruction,
• Offering intensive one-on-one tutoring, after-school programs, including preparation for science
competitions, study groups, and extra curricular activities with a focus on academics, social activities, and
art,
• Teaching students stronger critical thinking and reasoning capabilities,
• Inviting scientists, who are vanguards in their own fields, from local universities and companies to give
motivational speeches,
• Creating science initiative programs to provide opportunities for internships, projects, and participation in
local, national, and international science fairs and competitions,
• Collaborating with local universities, community agencies, and educational institutions to share resources
and build community assets,
• Empowering all stakeholders--students, teachers, families, and community members--to participate in the
development of the school,
• Involving parents in the education of students through continuous communication, parent events and
activities, after school programs and home visits,
• Implementing a campus-wide character education program that will help students build good character,
personality, and leadership skills; improve academic performance, general behavior, and attitudes; and
reduce discipline referrals, dropouts, expulsions, crime rates, and drug use, 8
• Encouraging students to take responsibility for their actions, seek positive role models, and to develop into
good citizens with high moral values,
• Exercising the “whole-child approach”: the development of self-reliance, independence, and respectfulness
6
Eric Hoffer, American philosopher, 1902-1983, Reflections on the Human Condition (1973), section 32.
STEM skills are not only an important component to become competitive in today’s world, but also highly
transferable. See STEM report by Georgetown University Center on Education and the Workforce. It can be accessed at
cew.georgetown.edu/STEM. “An increasing number of jobs at all levels-not just professional scientists-require
knowledge of STEM” (Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology,
Engineering, and Mathematics, The National Academies Press, Washington, DC: 2011).
8 Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York, NY: Bantam. Brooks, D.B.,
7
and Goble, F.G. (1997). The Case for Character Education: The Role of the School in Teaching Values and Virtue. Northridge, CA: Studio 4
Productions. Josephson Institute of Ethics. http://www.charactercounts.org
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through academic work. Thus, self-development of the child is realized through self-motivated education,
which prepares students for life. Extracurricular activities, on the other hand, will provide students the
opportunity to experience the world outside the classroom in a more practical setting.
The instructional philosophy and practices constitute a paradigm shift in secondary school education from
the teacher to the student. PCSS-II will combine the nationally proven instructional methodologies that have
been successful. These include problem-based learning, 9 project-based learning, 10 direct instruction, 11 and
collaborative learning 12.
Use of problem-based learning, project-based learning, direct instruction, and collaborative learning
reflect core beliefs of providing an engaging, dynamic learning environment for students to explore the
questions they have about the world and ways to contribute positively to the world around them. By utilizing
a diversity of instructional approaches to teach advanced concepts and thinking skills in mathematics and
science, as well as other disciplines, PCSS-II will positively engage each individual in that person’s dominant
learning style and foster collaboration among students who possess individual strengths and styles of learning
and leadership.
Problem-based learning is an educational approach that organizes curriculum and instruction around carefully
crafted problematic situations adapted from real world issues. Learners are guided to gather and apply
knowledge from multiple disciplines in their quest for solutions.
Project-based learning is a model for classroom activity that shifts away from the classroom practices of
short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term,
interdisciplinary, student-centered, and integrated with real world issues and practices.
Direct instruction is a systematic way of planning, communicating, and delivering a mastery of information in
the classroom. In direct instruction, the teacher transmits to students what is known via the teacher, a book,
a video, and/or other sources of knowledge.
Collaborative learning occurs when two or more students work together to solve problems and complete
tasks. Collaborative learning techniques include round robin, think pair share, three step interview, team
word webbing, and reciprocal teaching.
Our intent is not to subscribe to one method, but to have many successful methods to maximize classroom
learning and serve diverse needs of our students. There are many educational theories and practices that have
proven to be effective in the classroom environment. PCSS-II believes in allowing teachers to teach in an
environment that supports their successful practices and strategies, so that each teacher may customize
teaching materials according to the needs of a particular group of students. 13
Our core belief is that every individual has different ways of learning that must be supported to maximize
that person’s own strengths and to help them to work effectively with others. Customized and individualized
instruction for each student is central to the teaching approach at PCSS-II. The staff will assess each student
upon enrolling in school to determine the individual’s particular learning styles, academic strengths, and
weaknesses. The staff will also conduct a student and parent interview and review records from previous
schools, along with any relevant evaluations such as Individualized Education Plan (IEP), speech, and so on.
9
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
Illinois Mathematics and Science Academy. “Problem Based Learning Network.” http://www.pbln.imsa.edu. Stepien, W.J.;
Gallagher, S.A. (1993) Problem-based Learning: As Authentic as it Gets. Educational Leadership, 50(7), 25-8.
10
Blumenfeld, P.C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., &Palincsar, A. (1991) Motivating project-based learning:
Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.
11 Gersten, R..;Keating, T. (1987) Long-Term Benefits from Direct Instruction. Educational Leadership, 44(6), 28-29.
Johnson, D.W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive and individualistic learning.
Boston: Allyn & Bacon.
13 Tomlinson & Allan state: “A teacher who is comfortable and skilled with the use of multiple instructional strategies is
more likely to reach out effectively to varied students than is the teacher who uses a single approach to teaching and
learning” Tomlinson, C. & Allan, S. D. (2000) Leadership for Differentiating Schools & Classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development. (page 11). For more on this topic see Tomlinson, C. (1999).
The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum
Development.
12
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The educational philosophy at PCSS has contributed to the development of a strong school culture and
successful academic program that in a short period of time has lead to tremendous achievement. High
expectations, a data driven academic program 14, timely assessments followed by effective action plans,
character education program, strong parent school collaboration, strong math & science exposure, safe
learning environment and community relations have produced a high quality educational opportunity at PCSS
that will be replicated at PCSS-II.
II.B. CURRICULUM AND INSTRUCTION
PCSS-II will use the curriculum and instructional methods developed and implemented at PCSS (the
flagship school). PCSS developed a college preparatory curriculum to prepare its students for success in
college and after as stated in its mission. This rigorous curriculum is aligned to the Massachusetts Curriculum
Frameworks and Common Core Curriculum. The curriculum is designed to ensure access and rigor for
students with different ability levels and learning styles. The results achieved within a short period of time
clearly demonstrate the success of the curriculum that was developed at PCSS.
The curriculum at PCSS focuses on the backward design principles. With the backward design approach
teachers are asked to look at the big picture with the end goals in mind. This model centers on the idea that
process starts with the identification of desired results and then working backwards. Teachers set the vision
or the essential questions of their units, decide how students will provide evidence of their learning, and
finally design instructional activities to help students learn what is needed to be successful. The curriculum
map template contains state standards, content, essential questions, resource/text reference, instructional
strategies, pace, and assessment strategies. There is also a section on technology integration and a list of
accommodations for students with diverse needs (advanced level students, students below grade level, special
education students, etc).
Curriculum maps, daily lesson plans, and centrally created assessments also are important part of this
process. Teachers will use a common template to create lesson plans. There are three types of activities that
the lesson plans will focus on. Teachers are expected to start with a motivational activity that will grab
students’ attention and introduce them to the topic. This is followed by a developmental activity where the
material is introduced to students through various instructional strategies. The lesson ends with a closure
activity that reviews the material learned before students proceed to their next class. Accommodations,
assessments, and assignments are also included in lesson plans. The school’s interim assessments that are
based on the MCF will provide information to teachers and administration to continuously follow student
mastery of the state standards and skills. Based on the results teachers will adjust instruction and struggling
students will be provided with tutoring and extra support. This process along with lesson plans and classroom
observations will ensure that the curriculum is effective and successfully implemented.
The curriculum is also aligned vertically and horizontally. To maximize the learning of all students,
courses are purposefully designed to deliver continuity and coherence. Vertical alignment is sequenced
alignment within a department. It provides continuity for students by monitoring the scope and sequence of
the skills learned before allowing students to move on to the next set in the progression. Horizontal
alignment is purposeful alignment between departments. It links courses across an academic year. It describes
the way in which different academic departments work together to create interdisciplinary units. This
structure provides coherence from course to course within one academic school year.
PCSS-II will implement the curriculum developed at PCSS and will benefit from the experiences
accumulated throughout the first charter cycle. In addition to the curricula PCSS-II will collaborate with the
flagship school about the experiences that took place and how they helped to shape the curriculum to what it
is. With strong collaboration between the two, the goal is that the staff at PCSS II will not go through the
same growing pains that PCSS went through during the early implementation phase. Lessons learned and
processes developed at the flagship school will be instrumental in the success of PCSS-II
PCSS-II’s curriculum will be revised on an annual and ongoing basis, similar to the process utilized at the
flagship school. During the year, as the teachers meet with their department heads and by grade level, they
will keep notes on any adjustments needed on their existing curricula. Rotating bi-weekly meetings by
department and by grade will facilitate horizontal and vertical alignment of the curriculum, and gaps and
14
Protheroe, N. & Tucker, C. (2008). Data-Based Decision Making. Alexandria: VA. Educational Research Service.
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redundancies will be addressed. The last ten days of the school year will be half-days and will be devoted to
reviewing, revising, and updating the curriculum for the next school year. While the Dean of Academics will
be responsible for the implementation and revision of the curriculum, the Executive Director and other
administrators will also provide feedback.
The curriculum development process is a collaborative one that starts within the departments. Under the
leadership of their department chairs teachers will work on the changes or additions that will continue to
improve the curriculum. The finalized recommendations will be made to the Dean of Academics. The Dean
of Academics will prepare the final revisions with the collaboration of the department chairs. Finalized
revisions will also include the Executive Director’s input.
English Language Arts: The ELA curriculum at PCSS-II will follow the MCF and focus on reading
comprehension, analysis of text and media, writing in fiction and nonfiction for various audiences, and
conventions of discussion. The approach in reading comprehension will range from basic vocabulary to
recognizing symbolic and thematic meaning. Students will be exposed to and taught to analyze a wide variety
of texts and media from letters and concrete poetry to Shakespeare and literary theory. Writing instruction
will cover all the stages of the writing process. Teachers at PCSS-II will employ scaffolded writing instruction
using graphic organizers and mnemonic devices such as IREST (Introduction, Restate, Example, Support,
and Tie Up.) Students will produce creative, expository, and persuasive texts in all grade levels.
Mathematics: PCSS-II mathematics program will aim to ensure that PCSS-II students complete their high
school course of studies with at least pre-calculus and calculus for a majority of them. Middle school program
will aim to target fundamental math concepts and bridge any gaps in students’ skill levels with 10 periods of
weekly math instruction. In high school students will take additional mathematics classes during their
freshman and sophomore years. Students will take a variety of math classes depending on their mathematics
ability levels. Students will be given an opportunity to take college classes within the dual enrollment program
to provide a smooth transition between high school and college.
Science: PCSS-II science program will emphasizes academic literacy and scientific methods in its curriculum
allowing its students to have access to abundant scientific literature and learn how to develop answers to
some questions nobody has ever answered before. PCSS-II science department will teach students how to
think critically and raise intellectual questions about their observations. PCSS-II students will be able to use
their skills to produce new scientific data and communicate their findings to their audience through
presentations, essays, posters, and science fairs.
Teachers will prepare students to use science to improve their lives by relating science to everyday life as
much as possible. They will work to make students aware of science and technology-related careers. Science
department will especially focus on those following skills;
• The ability to identify a problem and pertinent information within a problem.
• Simplify problems into solvable parts.
• Organize information into data tables, graphs, and charts.
• Apply mathematical reasoning to science.
• Use mathematics as a tool for further insight into the natural world.
• Make connections between subject being taught and the world outside of the classroom.
Science at PCSS-II will be taught at many different levels. Besides the lab-enriched classes, PCSS-II will
broaden students’ horizon with the following programs:
• School-wide science fair program where all students are required to participate.
• State science fair preparation and participation.
• Preparation and participation in the International science and engineering fairs and Olympiads.
• Preparation and participation in the middle school level state science Olympiad.
• Preparation for the most prestigious nation-wide science Olympiads such as USABO (USA Biology
Olympiad), USNCO (US National Chemistry Olympiad) and USAPO (USA Physics Olympiad).
• In collaboration with local universities and colleges including MIT, Harvard, Broad Institute,
Northeastern University and Boston University, exposing students to different laboratories and helping
them take part in a research team.
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•
Encouraging and helping students take college science courses within the dual-enrollment program from
universities such as Salem State University, UMASS Boston or Bunker Hill Community College.
• Science speaker series; university professors and researchers will be invited to PCSS-II to inspire the
students for scientific field research and study.
• School-wide “Mad Science Day” program which will include scientific shows performed by the PCSS-II
teachers.
• College level elective classes will be offered such as Human Anatomy and Physiology, Astronomy,
Organic Chemistry.
• In collaboration with local universities and colleges helping students find internships at laboratories.
History and Social Sciences: PCSS-II students will gain a strong background in history and the social
sciences with the option to pursue further studies in a number of specialized courses. The students will learn
his or her rights and responsibilities as a citizen of the United States and valuable member of the world
community. Skills in historical interpretation, documentation, and writing will coincide with skills in of
geography, civics, government, and economics. All students will be familiar with and able to access primary
and secondary documentation. The ability to work with and complete short-term, long-term, and
interdisciplinary performance tasks will be expected of students when they graduate from the program.
Detailed main subject area course content descriptions for 7th to 10th grades are given below (for 11th to
12th grade course descriptions, see Attachment B):
Grade 7 English Language Arts: This course starts with a unit on short stories during which students will look
at elements of a story and read short stories and personal narratives by several contemporary and classical
authors. Throughout the year, nonfiction, essays, poetry, and novels from several authors will be discussed.
Students will be able to interpret and interact with texts as well as comparing and connecting texts to their
own lives. Additionally, students will have the opportunity to explore their own formal and informal writing
as we create personal narratives, short stories, letters, research papers, poems, and more.
Grade 7 Mathematics: Students will be studying Mathematics in five major categories which are Number
Sense; Patterns, Relations, and Algebra; Measurement; Geometry; Data Analysis and Probability. Main
objective of this course is to prepare students for algebra. Students will be able to do operations with integers,
fractions, decimals and mixed numbers; explore concepts in rate, ratios and proportions; deepen their
knowledge in equations and one & two dimensional inequalities including their graphs. Finally probability and
statistics will be covered following geometry and measurements. This course is designed in such a way that it
gives students an introduction to geometry as well as the basics of algebra.
Grade 7 Social Studies: In seventh grade Social Studies students will study the beginnings of human society
(Prehistory – 2500 B.C.) through the fate of ancient Rome (900 B.C.- A.D. 192) using the textbook entitled
History of Our World. The seventh grade will examine the beginnings of mankind through the study of early
cavemen and end their year by studying the fall of the Roman Empire. During each unit we will be building
skills in the following areas: history, geography, study and research, thinking, and reading and writing. We will
explore aspects of ancient cultures and how culture impacts history. Such as how religion, belief systems, and
traditions have impacted the actions of historical figures and groups. While completing our studies students
will complete several research-based projects that will help them build skills in researching historical topics.
Grade 7 Science: This course will provide opportunities for students to explore concepts in life science, earth
science, and astronomy. Students will be actively engaged in the investigation of topics such as:- scientific
method, cell structure and functions, genetics, evolution, earth and life history, structure and function in
human systems, biotic and abiotic factors, environment-interactions and responses between biotic and abiotic
components and organism, and the different cycles in nature.
Grade 7 Music: Students will be focusing on various periods in music history, as well as basic music theory.
Classical Music (Baroque, Classical, and Romantic Eras), Early 20th Century music (approx. 1920s through
the 1960s), and Classic Rock (1960s through the 1980s).. Major composers, songs, and theory will be covered.
There will also be a basic instrumental component to the course that supplements the period in history we are
in using percussion instruments.
Grade 8 English Language Arts: The emphasis of this course will be in developing as a writer, improving
reading fluency and comprehension, increasing exposure to literature and informational text, honing grammar
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and vocabulary skills, and learning research techniques. Speaking and listening are also taught as an important
communication tools within the eighth grade core. Writing journals, organizing and keeping portfolio, as well
as using technology within writing and research application are daily areas of focus. The importance of
research and interdisciplinary studies are also stressed throughout the year. Benchmark assessments are
conducted based on students’ ability to perform during testing, write grade level essays, create comprehensive
projects, and present to an audience.
Grade 8 Mathematics: In this course, students will receive an introduction to high school level mathematics,
with a focus on algebra and a review of geometry. Topics include rates and proportions, solving and graphing
linear equations, solving multi-step inequalities, identifying polygons and polyhedral. In addition, students will
be able to calculate perimeter, area, surface area, and volume, and investigate rational & irrational numbers
and comfortably work with variables. This class will meet for two periods a day and is aligned with the
Massachusetts Frameworks. Coursework includes preparation for the MCAS exams in May. Students are
expected to keep an organized binder with their notes and any handouts.
Grade 8 Social Studies: The study of world history in Grade 8 will address the time period from the fall of the
Roman Empire to British Imperialism. This course will cover the migrations of early peoples, the rise and fall
of civilizations, the establishment of governments and religions, the growth of economic systems, and the
ways in which these events shaped Europe, Asia, Africa, and the Americas. Students will engage in a variety
of instructional activities, including, but not limited to, lecture, class discussion, cooperative groups, and
independent research. Students will be able to improve their public speaking skills through in-class
presentations.
Grade 8 Science: The main goal of the 8th Grade Science course will be to provide a solid foundation for
high school course work. Starting with physical science, students explore causes behind everyday
phenomenon. To maximize the learning experience students will be exposed to a plethora of hands on lab
experiments which enable them to witness numerous scientific principles as they unfold right before their
eyes. They are taught to report these findings using protocol outlined in scientific inquiry. Students learn
proper lab equipment use and safety procedures. Students will use these skills to explore how technology
enriches our lives starting from basic tools to more complex engineering designs. These lessons will include
integration of hands on building projects which require students to design their own prototype, and market
their products.
Grade 8 Music: Students will be focusing on various periods in music history, as well as basic music theory.
Jazz Music and Music of the Early 20th Century music (approx. 1900s through the 1950s). Major composers,
songs, and theory will be covered. There will also be a basic instrumental component to the course that
supplements the period in history we are in using guitars.
Grade 9 English Language Arts: This course will be designed to help each ninth grader improve his or her
communication skills. This includes reading, writing, speaking, and listening skills. Students will also learn a
number of life skills which will help them in other classes such as note taking, organization, summarizing, text
analysis, and public speaking.
The class will cover a variety of genres such as novels, short stories,
nonfiction, poetry, drama, and mythology. By the end of the year, students should be able to recognize the
elements of each of these genres, and feel comfortable analyzing literary works, using their knowledge of
literary devices and literary terms which they will cover in class. The course will also cover grammar, and
focus on building each student’s working vocabulary. The class will be divided into units which are based on
the Common Core Standards. Some of the literature books and articles that will be read are “The Most
Dangerous Game, The Cask of Amontillado, The Washwoman, The Checkout, To A Mouse, Of Mice and
Men, The House on Mango Street, The Necklace, The Gift of the Magi, The Blues Ain’t No Mockingbird, I
Have a Dream, On Summer, A Celebration of Grandfathers, Before Hip Hop was Hip Hop, From A White
House Diary, Dream Deferred, articles on immigrant workers”.
Grade 9 Mathematics: There will be two mathematics courses 9th grade students will take; algebra 1 and
geometry. The Algebra 1 course will cover operations on real numbers; linear, quadratic, exponential
functional relationships including domain-range and graphs of these function types; polynomials; system of
equations and inequalities including their graphs and graphical representation of data. Geometry course will
include properties of two dimensional figures such as triangles, parallelograms, kites and trapezoids;
measuring and constructing segments and angles; using inductive and deductive reasoning to prove algebraic
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and geometric expressions; properties of parallel and perpendicular lines; triangles and triangle congruency;
similarity of figures; special right triangles; properties of widely used polygons; solid geometry and formulas in
three dimension; surface area and volume of spheres, pyramids, cones and cylinders and transformations
including applications on xy coordinate plane.
Grade 9 Social Studies (World History II): Students will study the rise of the nation state in Europe, the
French Revolution, and the economic and political roots of the modern world. They will 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.
Grade 9 Biology: Biology is devoted to the study of living things and their processes. Throughout the year
this course will provide an opportunity for students to develop scientific process skills, laboratory techniques,
and an understanding of the fundamental principles of living organisms. Students will explore biological
science as a process, cell structure and function, genetics and heredity, evolution and classification, diversity
of living organisms and their ecological roles, and an introduction to animal structure and function. At the
end of the course, students will be prepared to obtain success in the Biology MCAS (a requirement for
graduation from high school).
Grade 9 Foreign Language 1: Students will be given options to choose foreign language of their interest from
variety of different languages. Main focus will be on listening, reading, writing and speaking skills through
grammar practice, analysis of authentic texts and audiovisual materials. Students will explore language
expressions and cultural traditions of the countries. Students will complete projects that build on the
vocabulary they are developing in class, including an autobiography and a travel brochure on the destination
city for their year-end field trip. Topic areas for vocabulary will include greetings, days/dates, time, the
alphabet, colors, numbers, sports, music, food, school, bedroom, school subjects, weather and seasons,
numbers to 100,000, and clothing. Students will be evaluated through homework, class participation, quizzes,
speaking assessments, tests and written assignments. By the end of foreign language 1 students will have
developed the listening, reading, writing and speaking skills necessary to succeed in an Intermediate level
college course.
Grade 10 English Language Arts: In tenth grade ELA, students will be able to analyze the connections
between the texts they read and the real world. They will further be able to demonstrate how to paraphrase,
evaluate, and summarize the information they read. They will be able to analyze the differences between fact
and opinion, analyze conflict and identify imagery and symbolism. They will evaluate point of view and
analyze figurative language and identify elements of poetry. Students will focus on interpreting mood and
tone in a text, as well as characters’ motives and other traits. They will also be able to complete full sentences,
and write expository, description, and narrative essays.
Grade 10 Mathematics: Students will take Algebra 2 and Trigonometry. In algebra 2 following topics will be
covered: complex numbers; vectors and matrices; tools of algebra; polynomial functions; sequences and
series; rational, radical, logarithmic, quadratic, exponential and trigonometric functions and their graphs; linear
systems and probability and statistics. In addition, students will be able to analyze a given chart to write a
model equation. Students will have a clear understanding in Linear, Exponential, Sinusoidal, Quadratic
equation models.
In the trigonometry course students will have a deeper knowledge about trigonometric functions; the unit
circle; graphs of trigonometric functions and their inverses; transformations on trigonometric functions,
applications of trigonometric functions to real world; trigonometric identities and their proofs; trigonometric
angle formulas and their derivations. Students will be able to apply algebra rules to Trigonometric functions
to prove some identities. Tenth grade mathematics curriculum is designed in such a way that it prepares
students for the SAT subject test level I test.
Grade 10 Social Studies (US History I): The study of US History in tenth grade addresses the time period
from Columbus’ discovery to Reconstruction following the Civil War. This course will cover the migrations
of early peoples, pre colonial and colonial times, the rise and revolution, the establishment of governments
and religions, the growth of economic systems, and the ways in which these events shaped The US. Students
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will engage in a variety of instructional activities, including, but not limited to, lecture, class discussion,
cooperative groups, and independent research. This class emphasizes class discussion in order to engage
students. Throughout the year, there will be several projects with a required presentation piece. Presentations
are aimed to improve students’ speaking skills in a professional environment.
Grade 10 Chemistry: Chemistry is the study of the composition and properties of matter. It provides an
introduction to the theories concerning the structure of matter and includes mathematical problems that
illustrate these theories. Laboratory experiences and demonstrations are integral parts of this course.
Chemical nomenclature, stoichiometry, atomic structure, bonding theories, thermochemistry, periodic
properties, solution calculations, gas laws and the properties of solids and liquids are among the topics
discussed. At the end of the class students will have a clear understanding in the difference between chemical
and physical change of matter. Moreover, they will be able to recognize the types of the chemical bonds and
reactions. Students will also be able to calculate and interpret pH & pOH of a solution.
Grade 10 Foreign Language 2: This course will offer students a 2nd year of foreign language. Students will be
placed, according to the class they took during their freshman year. Foreign language 2 focuses on continuing
to build on vocabulary and grammar acquired in foreign language 1, in addition to developing more
conversational capacity. Also foreign language 2 helps students strengthen their reading and writing skills.
Students will cover present tense, interrogatives and imperatives. In addition, students will continue to build
vocabulary and knowledge of idiomatic expressions. Beyond the classroom, students will complete a
Language Lab component to improve their listening skills, and have at least 1 oral interview per quarter as
part of a unit exam. Students will have a number of projects throughout the year, including a photo collection
of their peers to discuss clothing and a book about their hobbies to practice vocabulary that expresses social
relationships. By the end of foreign language 2, students will have developed the reading and writing skills
necessary to succeed in an Advanced level college course.
Character Education Program
PCSS-II will implement a Character Education Program for building good character, bringing out the
best in our students, and ensuring that they acquire the basic life skills that will guide them to life-long
success. The objective of the Character Education Program at PCSS-II is to encourage students to take
responsibility for their actions, to familiarize them with good character traits, to place role models before
them, and to help develop good citizens with high ethical values.
The curriculum for the Character Education Program at PCSS-II will be built by using widely available
and approved resource guides such as Character Counts, Good Character, Project Wisdom, and Character
Education Partnership. 15
We will put into practice a well-structured character education plan by means of the following: Character
Education Class, quotes displayed throughout the school, special events and activities, and curriculum
integration. In addition, teachers will read announcements in their classes that will reinforce the quotes and
messages that will be displayed throughout the school. Each month a character trait will be announced.
Because parents will play a vital role in this program, parents will regularly be informed about the trait of the
month to ensure their involvement in their homes in our efforts to inspire good behavior. Other traits will be
integrated throughout the entire year, so that students are frequently reminded of these values and given the
opportunity to make connections between various concepts.
Research-based studies show that character education at schools improves academic performance,
general behavior, and attitudes and reduces discipline referrals, dropouts and expulsions, and crime and drug
use. 16,17 One of the nation's most thorough and multi-faceted assessments of character education has been
taking place in South Dakota. 18 It is a five-year study of character education and uses an extensive
questionnaire covering demographics, attitudes, and behavior. Each year, researchers based at South Dakota
State University collect the evaluation forms from large numbers of students and teachers. The student
Josephson Institute of Ethics. http://www.charactercounts.org; Goodcharacter.com. http://www.goodcharacter.com; Project
Wisdom. http://www.projectwisdom.com; Character Education Partnership. http://www.character.org
16
Harms, K.; Frit, S. (2001) Internalization of Character Traits by Those Who Teach Character Counts! Journal of Extension, 39(6).
17 Project Wisdom. “Proven Results.” http://www.projectwisdom.com/results/index.asp and Josephson Institute of Ethics.
“Research on Character Counts.” http://www.charactercounts.org/research/index.html.
18
South Dakota Survey results 1998-2000. http://charactercounts.org/doing/SD2000report.htm
15
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Pioneer Charter School of Science
sample comprises as many as 8,419 respondents. The results show that character education cut crime and
drug use sharply from 1998 to 2000. The program has led to many other improvements. For example,
students who said they had (a) cheated on an exam dropped 30%, (b) received a detention or suspension
dropped 28%, (c) missed class without a legitimate excuse dropped 39%, (d) teased someone because of race
or ethnicity dropped 45%, and (e) borrowed money without repaying it dropped 34%.
The main principles of the character education program are (a) your character is defined by what you do,
not what you say or believe; (b) every choice you make helps define the kind of person you are choosing to
be; (c) good character requires doing the right thing, even when it is costly or risky; (d) you don't have to take
the worst behavior of others as a standard for yourself; (e) you can choose to be better than that; (f) what you
do matters and one person can make a big difference; (g) the payoff for having good character is that it makes
you a better person and it makes the world a better place.
The Character Education Program curriculum will include these topics: (a) trustworthiness, (b) respect,
(c) responsibility, (d) fairness/justice, (e) caring, (f) citizenship, (g) honesty, (h) diligence, (i) integrity, (j)
courage, and (k) work ethics (racism, teamwork, attitude, sexual harassment, misconduct). Each topic will be
discussed in detail by sharing experiences and real world stories.
Curriculum Support and Non-Academic Programs
Our plans to support our curriculum include, but are not limited to 19:
• University Collaboration Program: Trips for all students to the universities in the area will be organized
so that students may interact with academicians, visit laboratories, and learn about student life in colleges.
• Lectures by Professionals: Professors and PhD students from the area universities and professionals from
companies will be organized to support our curriculum by giving lectures to students or to teachers on
staff development days. A list of people who want to contribute to our school will be prepared with their
areas of expertise and will be given to teachers. Teachers will arrange the schedule of these professionals
according to their course schedule.
• Field Trips: In addition to classroom instruction, regular field trips to academic resources in the Boston
metropolitan area, in Massachusetts and other states will be widely used with relevant topics of study.
Trips will be planned every year to support our curriculum in science, history, art, and technology.
• Community Service: Forty (40) hours of community service is part of our high school graduation
requirement. Students will learn to appreciate volunteerism and the importance of the community.
• School Project Fair: Completed senior projects will be presented to the community and the school which
is part of the high school graduation requirement. Parents, surrounding communities, and professionals
from colleges and companies will be invited to this annual event. This will be a good opportunity for
students to practice their public speaking and presentation skills.
• Peer-tutoring and Mentorship Programs: Successful students will be encouraged to be peer-tutors for
their friends and mentors for the younger students (with their parents’ consent). Students will contribute
to the success of the school and their friends through these programs. There will be a peer mentoring
program where high schools students will be selected to mentor the middle school students and lower
level high school students. The program will be set up to provide academic and social support to students
who are in need of it. The school counselor will work very close with the dean of students to identify the
students that are in need and to help to plan the events.
• Athletic Program: A successful athletic program will help create a strong school spirit. Students will learn
the importance of being a team member.
• Role Model Initiative: PCSS-II will bring distinguished members of the community to school for
speeches and will create a platform for them to interact with students.
• Character Education Program: This program has been explained in detail previously.
• Student Clubs: Student clubs (such as, drama, math club, science club, chess club, photo/film/art club,
dance team, school newspaper and magazine, yearbook, and debate team) will be encouraged and
supported by PCSS-II. Students will learn to work together and take responsibility in a team environment
and compete with other schools as real-world experience.
19
Programs described below have been successfully implemented at the flagship school.
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•
After-School Program: PCSS-II believes that after-school programs are essential for students’ success. In
addition, these types of programs (including club activities and the sports program) will keep students
from getting bad habits, such as drug use, etc.
• Awards and Prizes: Students who demonstrate good citizenship (good work skills and ethics, leadership,
and good behavior [such as being respectful to others and others’ opinions]) through the mentorship
program, community service, student clubs, athletic program, etc. will be recognized and given awards by
the school administration.
Being successful in the real world requires working habits, such as meeting deadlines and sustaining a
substantial workload; participating actively in teams; and good social behaviors, i.e., respecting others.
Therefore, our non-academic standards will be a very important part of student learning at PCSS-II. PCSS-II
will achieve these non-academic goals by teaching these behaviors through the programs mentioned
previously. Our character education program will also help us to promote and teach the importance of these
behaviors and habits to be successful in real life. We believe that achieving higher standards in non-academic
goals will help our students to perform better in their academics as well.
Services for LEP and At-Risk Students
The school’s small size will allow for personal relationships among students, staff, administration, and
families. Students will have daily and individualized support for reaching milestones of achievement towards
their own goals and the school’s goals. The curriculum supports defined previously, such as one-on-one
tutoring, mentorship programs, and after-school programs will be used to help improve the levels of LEP
students and at-risk students. In addition to those services, PCSS-II will offer multiple ability-based tracks
within science and math courses. The topic coverage will be the same for different levels, but the levels will
differ in the depth of coverage. Students will be categorized according to their level of knowledge in these
two courses. LEP students will also be categorized to avoid their segregation in these classes. This will enable
students with special needs and those with less rigorous academic preparation to remain at the same temporal
point in the longitudinal curriculum as their peers yet achieve functional competence in all subjects.
Tutoring Programs
PCSS-II will use the tutoring program successfully developed at the flagship school as a model for its
tutoring services. Through this program students are provided with various extra support and tutoring
programs after school and on weekends. Weekday programs start right after regular classes. The weekend
program is scheduled for Saturday mornings. Students are recommended to the program based on their
performance in classes and on internal assessments. The program is run by the Dean of Academics, who
regularly collects data on student performance during and after tutoring. Tutoring programs are mainly
provided by PCSS teachers. Peer tutors and outside tutors are also utilized when needed.
Vertical and Horizontal Alignment of the Curriculum
To maximize the learning of all students, courses are purposefully designed to deliver continuity and
coherence. Learning by sequencing and alignment are best realized when curriculum is designed for vertical
and horizontal coherence and mobility. The core curriculum will be aligned vertically and horizontally with
the intention of systematically developing student basic and critical thinking skills and content knowledge.
Vertical alignment is sequenced alignment within a department. It provides each student with a discernible
scope and sequence for skills and content acquisition and mastery from year to year. Horizontal alignment is
purposeful alignment between departments. It links courses across an academic year.
Vertical Alignment
The first mode of the curriculum, vertical alignment, provides continuity for students by monitoring the
scope and sequence of the skills learned before allowing students to move on to the next set in the
progression.
Vertical
Department A
7th Grade Content
8th Grade Content
9th Grade Content
10th Grade Content
Horizontal
Department B
7th Grade Content
8th Grade Content
9th Grade Content
10th Grade Content
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Pioneer Charter School of Science
11th Grade Content
12th Grade Content
11th Grade Content
12th Grade Content
Horizontal Alignment
Horizontal alignment describes the way in which different academic departments work together to create
interdisciplinary units. This structure provides coherence from course to course within one academic school
year. Especially, content in the social science courses will be used as the catalyst to drive the shared content
in the other disciplines. For example, whatever time period or culture is being taught in the social science
class is also being researched and written about in the writing class.
Aligning the PCSS-II Curriculum with the Massachusetts Curriculum Frameworks (MCF)
Our curriculum is designed to meet and exceed the MCF standards. Since one of our goals is to improve
our students’ MCAS results, we will put great emphasis on the alignment of our curriculum with the MCF. All
PCSS-II teachers will have a copy of the MCF that corresponds to the classes they are teaching. Teachers will
align the content of the learning expeditions they design, as well as their regular classroom instruction,
explicitly with the MCF and will also have in mind the dates and content of the MCAS exams to prepare our
students to succeed as measured by both the standards of PCSS-II and the standards of the DESE. The
department chairs will confirm the alignment of the curriculum and will take appropriate action to guide
teachers in meeting the standards. Staff development week before the academic year will also be used for this
purpose.
Instruction
PCSS-II teachers will use a variety of different teaching methods such as direct instruction, a systematic
way of planning, communication, and delivering a mastery of information in the classroom using power point
presentations and other visuals. 20 Teachers will also implement collaborative learning in which two or more
students work together to solve problems and complete tasks. Collaborative learning techniques include team
work and other group activities. 21 Depending on the subject and projects, students will also engage in project
based learning in which the classroom activity shifts away from the short term classroom practices to a more
long term interdisciplinary, student centered approach that integrates real world issues in the classroom. 22
Students present their findings through oral presentations and explanation of their work using poster boards,
other visuals and skits that they put together with their groups. PCSS-II will encourage teachers to use many
successful methods to maximize classroom learning by motivating and allowing students to work together
and to challenge them to work to their highest potential.
PCSS-II believes in allowing teachers to teach in an environment that supports their successful practices
and strategies, so that each teacher has the right to customize their teaching strategies to accommodate the
needs of all students. The teachers are aware that every individual student has a different way of learning and
that it is their responsibility to support their students on a day to day basis by providing accommodations and
materials that will allow students to learn more effectively. Like learning teaching is an ongoing process in
which we learn what works for some kids and not for others. PCSS-II administrators will encourage the staff
to re-evaluate and make any necessary changes to their methods if needed.
Teachers will use backward design to look at the big picture with the end goals in mind. In backward
planning, teachers set the vision or the essential understanding of their curriculum or unit, decide how
students will provide evidence of their learning, and finally design instructional activities to help kids learn
what is needed to be successful. The backward design model centers on the idea that the design process
should begin with identifying the desired results. Then the teachers work “backwards" to develop instruction
20
Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of
constructivist discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2). Clark, R., Kirschner, P.,
& Sweller, J., (2012) Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator. Spring 2012.
21
Kagan, S. (2008). Kagan Cooperative Learning. California. Kagan Publishing. Johnson, D.W., & Johnson, R. T. (1999). Learning Together
and Alone: Cooperative, Competitive and Individualistic Learning. Boston: Allyn & Bacon. Marzano, R., Pickering, D., Pollock, J., (2001).
Classroom Instruction that Works. Alexandria: VA. ASCD.
22
Blumenfeld, P.C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., &Palincsar, A. (1991) Motivating project-based learning:
Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.
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Pioneer Charter School of Science
rather than the traditional approach which is to define what topics need to be covered. The framework
identifies three main stages.
Stage 1: Identify desired outcomes and results.
Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results
(assessment).
Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.
Expectations for excellent instruction will be clearly outlined through the PCSS-II lesson plan template (a
sample lesson plan rubric is provided in Attachment I). These expectations will also be solidified at the
summer teacher institute at the beginning of the school year and also through workshops and meetings
throughout the school year.
The lesson plans will be broken up into three parts. The first is the Motivational Activity which is one of
the most crucial parts. During this part the teacher is encouraged to “grab” the student’s attention which
motivates the students to want to learn the material. The second part is the Developmental Activity, here the
teacher teaches the material that is being covered this is done through direct instruction and or cooperative
learning. The final part of the lesson delivery is the Closure Activity in which the teacher and students “wrap
up” the covered material. At this point the teachers review all the information taught with the students using
some kind of activity or directly stating the main points of the lesson.
The goal for supervision and evaluation at PCSS-II is to ensure high-quality instruction, to maximize
successful student outcomes and to foster professional development and growth in our teachers. PCSS-II
teachers will receive formal and informal feedback through classroom observations and lesson plan reviews.
A summative description of the teacher’s performance in seven areas (planning, instructional effectiveness,
classroom management, interpersonal relationships, professional ethics, scholarship, and contributions to
school improvement) will be prepared for each teacher. Feedback will also be given in a timely manner on
teacher lesson plans thorough a rubric. PCSS-II teachers also receive support through informal venues, such
as peer observations, mini observations 23, walk-throughs 24 by administrative staff, departmental meetings, and
grade level meetings.
Supervision at PCSS-II will have students and learning at the center. 25 This can be understood in the
larger context it happens. The process is an integral part of a strategy to improve teaching and learning.
Classroom observations, curriculum planning with benchmarks, and interim assessments all work together to
continuously analyze learning. 26 From the formal observations to mini observations, walk-throughs to peer
observations, the focus will be on student learning, student work, and student time on task. The observation
feedback (especially for informal and mini observations) will be given in a timely manner, in most cases
within 24 hours. Interim assessments will be aligned with benchmarks developed and given throughout the
school. 27 Purposeful analysis will follow each assessment that will also include debriefing sessions with
teachers and the Dean of Academics. The analysis and meetings will follow a protocol to ensure efficiency
and improvement of student achievement 28 These interactions with teachers will lead to the end of year
summative evaluation mentioned above.
PCSS-II will strive to offer support for teachers and staff on how to best serve the needs of our students.
We will begin our year with an intensive Summer Teacher Institute for both new and returning staff that will
allow time for staff team-building, pedagogy workshops, curriculum development, and instructional
workshops and training. During this time, we will share school expectations and academic policies for both
new and returning staff. Throughout the school year, teachers will have professional development from 1:30
to 4:30 every six weeks. The focus of professional development will range from differentiated instruction,
Marshall, K. (2009). Rethinking Teacher Supervision and Evaluation. San Francisco: CA. John Wiley & Sons, Inc.
Downey, C., Steffy, B., English, F., Frase, L., & Poston, W. (2004). The Three-Minute Classroom Walk-Through. Thousand
Oaks: CA. Corwin Press
25 Sullivan, S. & Glanz, J. (2009). Supervision That Improves Teaching and Learning. Thousand Oaks: CA. Corwin Press.
Zepeda, S. & Mayers, R. (2004). Supervision Across the Content Areas. Larchmont: NY. Eye on Education.
26 Marshall, K. (2009). Rethinking Teacher Supervision and Evaluation. San Francisco: CA. John Wiley & Sons, Inc.
27 Marshall, K. (2008). Interim Assessments: A user’s guide. Phi Delta Kappan, 90(1).
28 Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction. San Francisco: CA. John Wiley &
Sons, Inc.
23
24
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building relationships with students and parents, using data effectively, science across curriculum to effective
classroom management strategies. Sessions will also incorporate accommodating the needs of ELL and
Special Education students. Moreover, PCSS-II will also provide training to focus on specific classroom
strategies. This will be achieved through the sharing of best practices among teachers. Teachers will utilize
easy to implement resources like “Teach Like a Champion”. 29 These techniques will be covered throughout
the school year.
In regards to professional development, the administrative team will plan for what they feel is necessary
based on teachers’ suggestions (which are shared during faculty, grade chair and department chair meetings),
internal needs (test analysis after midterms and finals) and state mandates (ELL Trainings, physical restraint,
DCAP, etc). The administrative team will also encourage the staff to sign up for any professional
development opportunities outside of the school that they think will benefit them and allow them to improve
in their profession.
PCSS-II will encourage collaboration among teaching staff and will provide opportunities for this to
occur. Every Wednesday, teachers will either participate in either department or grade level meetings where
they share best practices, talk about student issues, review data, plan curricular activities and trips together.
PCSS-II will also encourage peer observation as a method to share best practices and provide feedback to
each other. PCSS-II will try to establish a culture of strong work ethic and professional climate among its
faculty, similar to the one exists at PCSS (flagship school).
Diverse Learners
The school’s small size will allow for personal relationships among students, staff, administration, and
families. This will ensure no one falls through cracks and all students are provided with high quality education
that fits their needs. PCSS-II believes that improving educational results for children with disabilities is
essential to ensuring equal opportunity, full participation, independent living, and economic self-sufficiency.
To the maximum extent appropriate, PCSS-II will educate students with disabilities in regular classrooms
with non-disabled students. The IEP Team, as needed, will develop teaching strategies and classroom
modifications and strategies. Special classes, separate schooling, or other removal of students with disabilities
from the regular educational environment will occur only if the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Teachers will be regularly trained to understand their responsibilities in implementing IEPs and also be
able to better serve students with disabilities. Training will start with a student support guideline presentation
given at the beginning of the school year to teachers to clearly outline expectations. An introduction to child
find process, RTI responsibilities, IEPs, related laws, and teacher responsibilities will be provided through
this training. Throughout school year teachers will be provided with support from the special education
department on differentiated instruction and strategies to be used in the classroom. A whole staff workshop
will also be done on differentiated instruction by the members of the special education team.
Teachers will be given student support cards (one-page summary profiles) at the beginning of the school
year and after annual meetings/evaluations as needed. Teachers will be expected to read each student’s IEP
and refer to the student support cards. This will allow the teacher to be knowledgeable about the student’s
IEP goals, understand student’s learning challenges, and learn about the modifications needed in curriculum,
instruction and assessment. Teachers will also participate in IEP meetings as needed.
PCSS-II will also target English Language Learners population. PCSS-II will be committed to better serve
this population and will work diligently to recruit and retain ELL. All teachers at PCSS-II will be supportive
in creating a warm classroom environment where the English language is not interference but rather becomes
a part of the students’ normal functioning in the academic learning process. PCSS-II will support and
accommodate ELL by providing sheltered English immersion classes and state recommended number of
hours of pull out ESL instruction based on their MEPA scores. Annual MEPA and MCAS scores will be
used to measure student success. Instruction will be effectively delivered by both a licensed ELL teacher and
content teachers that will receive appropriate trainings.
Lemov, D. (2010). Teach Like A Champion: 49 Techniques That Put Students On The Path To College. San Francisco: CA.
John Wiley & Sons, Inc.
29
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Teachers will be notified about which students are ELL and how to accommodate them through student
information cards. The SEI classrooms will be observed by the ELL coordinator, and feedback will be given
to the teachers. Observations will focus on method of instruction, materials, teaching interaction and student
response.
Professional development will also be delivered by the ELL coordinator to support teachers in improving
instructional practice and student achievement. Teacher training will start with an introduction to ELL,
teacher responsibilities, and related law at the beginning of the school year. Throughout the school year ELL
coordinator will support teachers individually but also conduct whole staff training sessions. ELL coordinator
will regularly interact with teachers through department level, grade level, and staff meetings.
The ESL curriculum at PCSS-II will be is based on the MA English language proficiency benchmarks
(WIDA standards) and outcomes. In addition, it will be designated to provide students with at least the
minimum number of state suggested hours of direct ESL instruction and the opportunity to participate fully
in the academic goals and mission of PCSS-II.
II.C. PERFORMANCE, PROMOTION, AND GRADUATION STANDARDS
Performance standards at PCSS-II will follow the practice developed at the flagship school. PCSS-II will
use a comprehensive assessment system to monitor progress towards course objectives. Performance in each
subject at all grade levels will be measured through benchmarks that closely align with state standards and
college readiness skills (SAT subject or AP expectations). In early grades the emphasis will be placed on state
standards while at later grades the balance will shift towards college readiness skills. Each benchmark will be
aligned with a unit of study and is further broken down into smaller sections to provide clarity. This system is
currently being implemented at the flagship school and is responsible for the success obtained in a short
period of time. 30
Students will be given internal assessments at the end of each unit that will measure the mastery of
benchmarks covered. Classroom work and assignments will also be designed around these benchmarks.
Moreover, the school’s final exams will assess the end of quarter and end of year progress towards attainment
of proficiency on the benchmarks. For each subject described below 25% to 50% of the grade will be based
on school-wide interim assessments. The rest of the grade will be based on classroom assignments and
projects. Students will be expected to perform at least 60% for each benchmark. The following provides an
illustration of expectations from students for benchmark.
0-59
The student has very little or no understanding of the subject matter
60-69 The student has some understanding of the subject matter
70-79 The student has moderate understanding of the subject matter
80-89 The student has good understanding of the subject matter
90-100 The student has deep understanding of the subject matter
Below are examples of benchmarks for grade eight for three subject areas: mathematics, English language
arts, and science. The specific expectations for each benchmark are provided in Attachment J.
Grade 8 Mathematics: Benchmark M8.1 - Integers and Algebraic Expressions; Benchmark M8.2 - Rational
Numbers and Exponents; Benchmark M8.3 - Real Numbers and The Coordinate Plane; Benchmark M8.4 Applications of Proportions; Benchmark M8.5 - Applications of Percent; Benchmark M8.6 - Linear
Equations and Inequalities; Benchmark M8.7 - Two-Dimensional Geometry; Benchmark M8.8 - ThreeDimensional Geometry; Benchmark M8.9 - Data Analysis; Benchmark M8.10 – Functions; Benchmark
M8.11 – Polynomials; Benchmark M8.12 - Systems of Linear Equations
PCSS students consistently scored well above the sending districts and state averages on MCAS for last couple of
years. Moreover, PCSS as a district placed in the top 25 highest scored districts in multiple categories. In the most recent
MCAS test PCSS was the first district in the State for student growth in grade eight English and second highest district
in grade ten mathematics. In terms of proficiency levels PCSS ranked seventh highest in grade eight English and
sixteenth in the Biology test. During the previous year PCSS students were the first district in terms of student growth
for grade eight mathematics and English. PCSS MCAS scores and student growth numbers are readily available on the
DESE website.
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Grade 8 English Language Arts:
READING LITERATURE (Divided into ten subsections including but not limited to textual evidence,
theme, meaning of words and phrases, analysis, compare and contrast, identify characters, etc)
WRITING (Divided into ten subsections including writing arguments, supporting claims, narratives, research
projects, etc)
SPEAKING AND LISTENING (Divided into six more sections from collaborative discussions to
integrating multimedia and visual displays)
LANGUAGE -- CONVENTIONS OF STANDARD ENGLISH (Has six subsections regarding grammar
and usage)
Reading Informational Texts (Has ten subsections similar to the reading literature)
Grade 8 Science: Benchmark Sci. 8.1 Lab Equipment and Safety; Benchmark Sci. 8.2 Materials Tools and
Machines; Benchmark Sci. 8.3 Engineering Design; Benchmark Sci. 8.4 Manufacturing Technology;
Benchmark Sci. 8.5 Bioengineering Technology; Benchmark Sci. 8.6 Construction Technology; Benchmark
Sci. 8.7 Transportation Technology; Benchmark Sci. 8.8 Properties of Matter; Benchmark Sci. 8.9 Evolution
and Biodiversity; Benchmark Sci. 8.10 Elements, Mixtures and Compounds; Benchmark Sci. 8.11 Motion of
Objects; Benchmark Sci. 8.12 Forms of Energy; Benchmark Sci. 8.13 Thermal Energy; Benchmark Sci. 8.14
The Earth and The Solar System; Benchmark Sci. 8.15 Transfer of Heat In The Earth's System
Grading Scale
PCSS-II will follow the following grading scale for assigning letter grades for quarter and semester work.
Individual departments and teachers will establish the grading policies and procedures for their classes, and
their grades will correspond to this scale. However, a certain portion of a student’s grade must be based on
centrally administered quarter midterm and finals.
100-98 = A+
89-87 = B+
79-77 = C+
69-67 = D+
59-0 = F
97-93 = A
86-83 = B
76-73 = C
66-63 = D
92-90 = A82-80 = B72-70 = C62-60 = DGrading Promotion Policy
The 7th & 8th grade promotion from one grade to another will be based on the following criteria:
• If a student receives a final letter grade of a “D”, a numerical average of 60-69, or higher, the student
earns a passing grade.
•
A final numerical average of 59 or below is considered to be an “F”, which is a failing grade.
•
If failures occur, the following policy will prevail with respect to final marks in either full year or
partial year subjects:
o If a student in grade 7 or grade 8 receives final marks of “F” in any of the four core courses
English, Math, Science or Social Studies and if the average is 0-49 the student will repeat the
grade, if the average is 50-59 the student must attend Summer school to be promoted to
Grade 8 or Grade 9.
o If a student in grade 7 or grade 8 receives final marks of “F” in any of the courses listed
below that are the equal of (2) Full Credit Value (C/V), he/she cannot be promoted to
Grade 8 or Grade 9.
The 9th – 12th grade promotion from one grade to another will be based on the following criteria:
• If a student fails two (2) core English, Math, Science or Social Studies courses he/she has to repeat
the grade or if a student receives final marks of “F” in any of the courses listed below that are the
equal to a total of (3) Full Credit Value (CV), he/she cannot be promoted to the next grade.
•
If a student receives final marks of “F” in any of the four core courses English, Math, Science or
Social Studies and if the average is 0-49 he/she will repeat the grade, if the average is 50-59 he/she
can attend Summer school to be promoted to the next grade.
Subjects
Middle School
High School
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English Language
1 CV
Mathematics
1 CV
Science
1 CV
Social Studies
1 CV
Character Education
1/2 CV
Computer Science
1/3 CV
Foreign Language
1/3 CV
Physical Education
1/3 CV
Music/Art
1/3 CV
* CV for the Electives is determined by the subject matter.
1 CV
1 CV
1 CV
1 CV
N/A
1 CV
1 CV
1/2 CV
1/2 CV
Summer School
Students have the opportunity to attend summer school at PCSS-II, if available, or in any neighboring
towns (at their own expense) for the purpose of meeting the requirements of the promotion policy.
Students will not be allowed to register for more than two courses during the summer session. Students
must meet the following requirements for each course that he/she wishes to take in summer school for which
they desire to have credit reinstated:
• The student must have obtained an average of no less than 50 in the course for which they are
seeking to regain credit.
• The student must receive approval to attend summer school from the teacher whose course he/she
has failed and wishes to regain credit.
• The failure of the course for which the student wishes to regain credit was not a result of excessive
absences.
Students must receive a passing grade of 70 (or C) in order to receive credit for attendance at summer
school.
High school graduation requirements
In order to receive a high school diploma a student must earn 27 credits in grades 9-12, besides other
requirements given in table below.
Mathematics: 5 credits
Electives: 4 credits
Arts: 1 credit
Science: 5 credits
Computer: 1 credit
English Language Arts: 4 credits
Physical Education/Health: 1 credit
Foreign Language: 2 credit (of the
Social Studies: 4 credits
same language)
Other requirements: (a) 40 hours of community service; (b) Completing a senior project and
presenting it in the school project fair; (c) MCAS scores of 240 or above on the grade 10 English
and Math tests, or MCAS score between 220 and 238 on these tests and fulfill the requirements
of an Educational Proficiency Plan (EPP); (d) MCAS score of 220 or above on Science and
Technology/Engineering test.
Following options can also be used to fulfill the PE/Health requirement:
o Participation annually in the school’s PE/Health program.
o Participation in school’s athletic program for one full year.
PCSS-II graduation requirements ensure that students will be ready for the challenging work ahead of
them in college. While college readiness is continuously emphasized in the classroom students also sharpen
their independent thinking and research skills through the senior project they have to complete. Below we
provide a sample of benchmarks for three subjects mathematics, English language arts, and science in grade
twelve. The details of each benchmark are provided in Attachment J.
Grade 12 Mathematics: Benchmark 1 Functions and Their Graphs; Benchmark 2 Polynomial and Rational
Functions; Benchmark 3 Exponential and Logarithmic Functions
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Grade 12 English Language Arts: Benchmark 1: Write in several forms; Benchmark 2: Write essays that
proceed through several stages or drafts; Benchmark 3: Write in informal contexts; Benchmark 4: Complete
expository, analytical, and argumentative writing assignments; Benchmark 5: Identify and explain an author’s
use of rhetorical strategies and techniques in nonfiction; Benchmark 6: Analyze graphics and visual images;
Benchmark 7: Evaluate, use, and cite primary and secondary sources; Benchmark 8: Cite sources using a
recognized editorial style; Benchmark 9: Use appropriately and effectively a wide-ranging vocabulary;
Benchmark 10: Use a variety of sentence structures; Benchmark 11: Logical organization; Benchmark 12: An
effective use of rhetoric
Grade 12 Science: Benchmark Sci. 1. Engineering Design; Benchmark Sci. 2. Construction Technologies;
Benchmark Sci. 3. Energy and Power Technologies - Fluid Systems; Benchmark Sci. 4. Energy and Power
Technologies - Thermal Systems; Benchmark Sci. 5. Energy and Power Technologies - Electrical Systems;
Benchmark Sci. 6. Communication Technologies; Benchmark Sci. 7. Manufacturing Technologies
II.D. ASSESSMENT SYSTEM
A well-structured assessment system has been one of the cornerstones of the academic program and
reasons for the success of the PCSS (flagship school). The founding boards aim is to replicate this system at
PCSS-II.
Assessments will be implemented to eliminate misunderstandings and to ensure that the goals of a lesson,
a unit, or a class are being achieved successfully. Assessments also provide the basis for further instruction,
thus allowing educators to prepare a better educational environment and educational activities. 31 Moreover,
assessments are used not only for assessing students, but also for assessing educators.
PCSS-II’s evaluation and assessment will be conducted on an annual, quarterly, weekly, and daily basis in
all curriculum areas. The frequency of these evaluation tools will be based on each individual student’s
progress. These assessments will enable the faculty to identify each student’s individual strengths and
weaknesses and to design and implement individualized programs for the students. Also, the assessments will
serve as opportunities for teachers and administrators to follow the overall progress of the school and to
critique the program, adapt instructional approaches, and establish new goals and expectations to better serve
the student population. The Dean of Academics will have the primary responsibility in implementing and
overseeing the assessment system.
External Assessment: The MCAS will be administered according to the DESE schedule: MCAS Math:
grades 7, 8, and 10; MCAS Science: grades 8 and 10; MCAS ELA: grades 7, 8, and 10. The results of the
MCAS tests will help us evaluate each student’s progress and our school’s progress and success in comparison
to the districts we serve and to the state.
A standardized assessment program will also be administered in all applicable grade levels. College
readiness skills will be an important component of this program. The testing will enable us to monitor each
student’s progress from year to year. While multiple assessment tools from various companies may be
considered, PCSS-II will utilize College Board’s PSAT. The PSAT is chosen because it is in line with our
mission of career-oriented college preparation. While providing a profile of college readiness, PSAT will also
enable teachers to identify strengths and weaknesses of their students through an analysis of aggregate test
question performance and skills feedback.
PSAT and SAT test results will provide us with comparative state and national data. Courses for SAT test
preparation will be available as part of the college preparatory after-school program. Students will be
encouraged to take AP and SAT II tests to get ready for college.
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.
Earl, L. (2003). Assessment As Learning: Using Classroom Assessment To Maximize Student Learning. Thousand Oaks: CA.
Corwin Press.
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Newly enrolled students will take a mathematics diagnostic test. This data, along with the MCAS and
other standardized test results (if available) from previous years and teacher prepared tests, will be used to
determine each student’s starting grade of study as well as the appropriate math and science levels in that
grade.
Once enrolled in the school, each student will complete a home language survey. If the student indicates
a native language other than English, a trained teacher will test the student to assess the need for ELL
services. All students that qualify with ELL services will also be tested every spring.
Internal Assessment: PCSS-II will use an extensive assessment system. Throughout the school year all
middle and high school students will take various benchmark tests in their grade levels. 32 These assessments
will be administered every quarter. They are called quarter midterms and finals.
Quarter midterms will be administered to all grades. They will cover all topics and standards learned in a
particular quarter. The questions will be prepared by the Dean of Academics in collaboration with teachers.
They will be aligned with state standards and reflect expectation of high stake tests when relevant.
Similarly, quarter finals will be administered to all grades at the end of every quarter. They will be cumulative
and cover standards taught throughout the year. The questions will be prepared by the Dean of Academics in
collaboration with teachers. They will be aligned with state standards and reflect expectation of high stake
tests when relevant. Moreover, PCSS-II will use MCAS, SAT, and AP practice tests for relevant grades in
order to ensure progress towards mastery of state and college readiness standards.
The use of such internal assessments will allow us to gain accurate information about student’s mastery
of the subject matter. An analysis of the results will be done with graphs and reports such as: Results with
graphics, Student Progress Report that shows students’ cumulative scores, Item Remediation Analysis for
each state standard, Item Analysis of each question, Learning Focus for each learning objective, and Student
Performance Chart for each state standard.
This analysis will allow the teacher to get a more in depth explanation of the questions that students did
not answer correctly and the standards that the questions covered. Teachers will utilize the results of these
assessments to modify their instruction (re-teach, remediate, groupings, extra support, etc). Results will also
be utilized by the administration to target students for extra help and tutoring, and target faculty for
additional support.
The Quarter Midterms and Finals analyses will be discussed with the entire staff. Summary results will
also be shared with the entire school. The results and reports will also be discussed at the department and
grade level meetings. Moreover, individual debriefing sessions will be held between the administration and
teachers to go over the results of the assessment and discuss possible action plans. A sample teacher analysis
form is provided in the Appendix. Dean of Academics will closely follow the implementation of action plans
and student progress from assessment to assessment.
Teacher prepared class work and homework, 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. The
quizzes and exams will assess the students’ level of mastery. The majority of tests will use open-ended
questions. Behavioral progress of the students will be assessed through review of each student by a group of
teachers according to information gathered from that student’s teachers.
Projects & Fairs: PCSS-II teachers will be using various project and performance based assessments in their
classrooms. While some of these assessments will be subject specific (e.g. debate for ELA), others will be
interdisciplinary in nature. Moreover, students will also participate in two school-wide project fairs. All
students will take part in the annual school science fair. Students will be assessed through a standards based
rubric and this will become part of their science grade. The rubric will focus on three areas: research,
understanding of content and making connections. Through the science fair students will have an opportunity
to use the scientific method to investigate a question that interests them. The science fair will not only benefit
students through the hands-on study of science, but it will also improve their presentation and
communication skills.
Marshall, K. (2008). Interim Assessments: A user’s guide. Phi Delta Kappan, 90(1). Bambrick-Santoyo, P. (2010). Driven
by Data: A Practical Guide to Improve Instruction. San Francisco: CA. John Wiley & Sons, Inc.
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All seniors will prepare a senior project and present it at the senior project fair as part of their graduation
requirement. A senior project will have many benefits to our students, but the greatest benefit will be the
opportunity it presents to create student-led, independent learning and thinking and to encourage students to
explore their personal areas of interest that otherwise might not be covered in the high school curriculum.
Additional benefits include:
• Students will develop a working, academic relationship with an adult advisor at the school.
• Students will consider ways in which they can personally impact their community, empowering them to
serve others and to give back to their community.
• Students will gain academic research and writing skills.
• Students will gain experience with public speaking and academic presentations.
• Students will have the opportunity to practice articulating their ideas both orally and in writing to others
and in drawing on the research and experience of others to support their ideas.
• Students will produce a final product of which they can be proud.
• Students can begin to explore areas of personal interest to help narrow down a field of interest as they get
ready to select a college major.
Reporting: Report cards will be mailed to students’ home address at the end of each quarter and will contain
grades, detailed academic and non-academic profiles and teachers’ notes. The school will also make an effort
to send report cards in select foreign languages as needed. Interim progress reports cards will be mailed in the
middle of each quarter to prevent surprises with the report cards.
PCSS-II will have a student database system that can be accessed securely (password protected) through
internet. All grades, comments, and notes from teachers will be placed on the database. Moreover,
information about schedules, attendance, discipline, and testing (benchmarks, quarter midterms & finals,
practice tests) will be available on the database.
The testing module on the database will make various analyses readily available for teachers and
administration. Through various graphs and tables of the tests administered, staff will be able to analyze class
and/or individual student results. Test result and item information will also be available to parents/guardians
through the database. Moreover, our database will send weekly detailed progress reports through e-mail.
Parents/guardians will be able to view this information for their own children only. PCSS-II will send
home an informational flier about how to use the PCSS-II 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 collaborations with
local non-profit organizations. To increase parental involvement 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.
The Board of Trustees will receive quarterly and annual summary reports on the students’ achievement. The
Board will discuss the results with the Director and ask that appropriate action be taken to improve the
results. In addition, the Director will present monthly progress report to the Board.
The Board, administration, and faculty will have full access to the students’ results through the computer
database. At the end of each year, PCSS-II will report a summary of its students’ achievements to the public
and the DESE through the annual report.
Use of Data: We understand that professional development is the key to improving student performance.
PCSS-II will provide frequent, diverse, and meaningful professional development with specific attention to
the areas of academic weakness that are identified through assessment data. As part of each monthly meeting,
administrators and teachers will discuss changes regarding practice and/or curriculum in the areas that need
to be improved based on the assessment data.
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. Once the dean of academics
collects, analyzes, and distributes assessment data, teachers will further analyze data, identify student in need
of support, and implement curricular and instructional changes. Teachers then 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 Academy based on
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assessment results. During that time, students can receive help on their identified weaknesses and benefit
from small group instruction or individual tutoring. A sample analysis and action plan form teachers are
expected to complete after the internal assessments is included in the Appendix.
The adoption of student cohorts by each teacher will provide a structure for both teachers and students
to monitor progress towards learning goals. Each full-time teacher will mentor a cohort of students, monitor
their progress in each subject, and contact their parents regularly.
Teachers and administrators will use the assessment data to identify trends in terms of students’ areas of
strengths and weaknesses. Based on this evaluation they will determine whether students may need one-onone 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.
Students continuously assessed as “A-” or better in a subject and designated by a group of teachers will
have the opportunity of becoming peer tutors in the Mentorship Program, and working with those in need of
help during or after-school time.
PCSS-II will use data to measure progress towards non-academic goals too. The school will implement a
merit and demerit system that will clearly relay students acceptable and unacceptable behaviors. The system
will articulate a list of behavior violations and assign a number of points for each specific example of
misbehavior. When points are incurred, teachers or administrators will enter the points onto the school’s
student database and students or parents can check on accumulated point totals anytime they want. 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 PCSS-II will be able to measure student progress and whether the character
education program is effective. Quarterly school wide point reports will be analyzed by the Dean of Students.
A misdemeanor mark conversion table will enable PCSS-II to provide conduct grades for students.
Moreover, the Dean of Students will track the number of discipline referrals throughout the school year to
gage the effectiveness of the programs being implemented.
MISDEMEANOR MARK CONVERSION TABLE
0-10 points............................A
11-20 points..........................B
21-30 points..........................C
31-40 points..........................D
41-100 or over .....................F
II. E. SCHOOL CHARACTERISTICS
PCSS-II will imitate the culture and characteristics of the successful PCSS (flagship school) model. As a
college-preparatory school with math and science focus PCSS has established itself as a school with high
academic standards and high expectations in a short period of time. PCSS provides a safe learning
environment where everyone feels welcomed and appreciated. Every student knows that they are a part of the
PCSS family and that they contribute to the success of the school.
PCSS-II will have an extended learning time program. The school calendar will be 200 days long, 20
school days longer than the 180 school days most public schools follow. Moreover, students will spend more
time in school than their counterparts in other public schools. To reduce schedule conflicts of parents who
might have students enrolled with us, as well as within the public school system, the school—as much as it
can—will follow a calendar compatible with the school districts it will serve. A typical school calendar for
students will run from the third week of August to the fourth week of June. There will be week-long
orientation for the staff development prior to first day of classes. Parents will be invited to meet with the
teachers during this week as well. There will be one-week vacations in December, February, and April.
The school’s operation hours will be from 7:30 a.m. to 4:30 p.m. A sample school day will run from 8:00
a.m. to 3:35 p.m. and will be followed by after-school programs until 4.30 p.m. There will also be homework
make-up time until 5:30 p.m. Breakfast will be offered prior to start of the classes. After-school activities will
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be composed of tutoring, extracurricular activities/clubs, and homework make-up. PCSS-II staff members
will be involved in the after school tutoring and extracurricular activities until 4:30 p.m. While teachers will
answer student questions or clarify a concept from the class during tutoring hours on certain days, they will
also be asked to run extracurricular activities of their choice on other days. There will be no after-school
programs on Wednesdays due to weekly staff meetings.
There will be 40 periods of instruction per week. In line with PCSS-II’s emphasis on math and science,
the majority of hours will be spent on these subjects. For example, there will be double periods of math
classes in the middle school. Science classes will also include additional periods in the middle school to
provide exposure. In high school students will be required to take at least 5 math and 5 science classes
(ensuring more than one class per year). Additional elective classes will be available. Based on our experience
at PCSS we expect a typical student in high school to have at least 12 year-long math and science courses.
While focusing on math and science students will also be provided with a strong background in the
humanities. Moreover, students will also spend time in a range of activities such as computers, foreign
language, fitness, music, and the arts.
As a 7-12 school PCSS-II will start with a new seventh grade cohort every year. 33 PCSS-II intends to
enroll students in grades eight and nine only if there is available seat not filled with students moving up from
grade seven and eight respectively.
Food Program: We believe that nutrition is important to get the most out of our students; and low-income
families might lack resources and time to provide breakfast to their children. Therefore, a healthy breakfast
will be provided at 7:30 am, and a snack will be provided before after-school programs. During the school
day, a 44-minute lunch period will take place. This extra time will provide a break for eating and a welldeserved structured rest from the instructional program.
After-School Program: The school will put forth a significant amount of effort in offering additional
intellectual growth-promoting activities during after-school hours. During after-school periods on certain
days students have the option of working on homework, receiving individualized tutoring from teachers, or
participating in group projects. On other days they may participate in various clubs that will be run by the
staff. The following is a sample of clubs that will be run at the school: drama, math club, science club, chess
club, photo/film/art club, dance team, school newspaper and magazine, yearbook, and debate team. The
extracurricular program will also include competitive sports (such as cross country, baseball, volleyball,
basketball, and soccer).
One-on-One Tutoring: Tutoring will be provided to PCSS-II students free of charge. Besides the teachers of
PCSS-II, undergraduate and graduate students from the local colleges will be recruited for tutoring. Tutoring
is intended to be of the highest quality at PCSS-II. Tutoring will be used especially for students at-risk and
under achieving students. One-on-one teaching will be designed according to student needs and will increase
improvement in a shorter time frame.
School Uniform: PCSS-II has a dress code policy to create 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. The dress code policy will also
ensure that students enter into school mode even before arriving to school. The thinking in the morning
when students put their uniforms on will not be about “What will I wear today” instead it will be “I am going
to school”. All PCSS-II students will be required to wear their school uniform every day, beginning the first
day of school. The uniform will consist of school shirts with the PCSS-II logo, and either khaki or navy
pants, shorts, or skirts. School shirts will be available for sale from the school. Khaki/navy pants or skirts
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.
Teachers: Teachers will have a weeklong staff development and orientation at the beginning of the school
year. There will be weekly teachers’ meetings every Wednesday for grade and department levels. Teachers
may have meetings during the week other than the designated time as needed.
Each full-time teacher will mentor a cohort of students, monitor their progress in each subject, and contact
their parents regularly. Teachers will make home visits to increase parent-school interaction and obtain
33
Exception to this will be the first year where PCSS-II will also admit new eight and ninth grade cohorts.
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valuable feedback about students. To achieve high standards and give close attention to each student, the
school will have a low teacher-student ratio (lower than 1:15).
Bulletin Boards: There will be large bulletin boards placed in the school to display: student work, class
projects, relevant local newspaper articles, school announcements, praise for outstanding students, and topics
related to character education. As part of the character education program, many bulletin boards will be
dedicated to support the topics of the program. Each club and after-school program will be provided with a
bulletin board to inform other students about its activities and works.
Discipline: Safety, order, and student discipline will be fundamental to learning at PCSS-II. While students
need a challenging curriculum, dedicated teachers, and proper materials, they must also have a secure learning
environment where they feel safe. PCSS-II will implement a well-documented code of conduct and point
system for behavior and rewards. The student/parent handbook will serve as the guideline for in-class
disciplinary action, suspension, or expulsion of students. Staff will review this document every year to make
any adjustments necessary. We will use our character education program to educate our students about
appropriate in-class, in-school, and out-of-school behaviors. Research-based studies show that character
education at school improves academic performance, general behavior, and attitudes and reduces discipline
referrals, dropouts and expulsions, and crime and drug use. In-class disciplinary actions will include, but are
not limited to:
• Additional assignments to be completed at home and/or at school,
• Detention after school,
• Mandatory homework study hall after school,
• Loss of incentives and school trips.
A merit and demerit system called discipline point system (DPS) will clearly relay acceptable and unacceptable
behaviors. The DPS defines a point value for infractions, ranging from using profanity to passing notes.
Administrators and teachers will enter the points into the student database system at the time that the
infractions occur or after class. When students accumulate a certain number of points, a consequence will be
issued. The DPS will be well documented in the student handbook. Parents will be able to check their
children’s discipline points at any time on the school’s database system.
PCSS-II will also have a recognition and reward point system (RPS), which will offer an opportunity for
students who demonstrate good behavior and academic achievement to earn points for rewards. These points
can also be applied to decrease the number of discipline points accrued. Some examples of behaviors that are
eligible for awards include good deeds, citizenship, leadership, teacher assistance with classroom activities,
best homework, academic improvement, and behavior improvement. Students will earn rewards such as
participation in field trips, positive telephone calls home from the school, pizza parties, and ice cream and
dress-down passes.
Culture of High Expectations: Similar to PCSS, the school culture at PCSS-II will be based on high
expectations from everyone—staff and students alike—in the building. Students will be respectful, hard
working and motivated. Adults in the building will act as role models not only in the classroom but outside of
the classroom as well. School’s well-structured student conduct policy will contribute positively to the overall
school culture. College preparation will be an important part of the PCSS-II. PCSS-II will develop a culture in
which college readiness and acceptance will be the norm.
Science Program: PCSS-II aims to graduate a generation of students not only skilled in math and science but
also has a passion for sciences. Aside from a rigorous academic program PCSS-II will take additional actions
to motivate and engage students in sciences. Efforts will be undertaken by the science department in training
students for a science environment as soon as they enter PCSS-II, designing lesson plans that revolve around
inquiry based learning, providing opportunities to investigate questions students want answers, and providing
opportunities to compete in science events. Moreover, every student at PCSS-II will participate in the annual
school science fair. This will not only be an opportunity for students to do hands-on science, but also an
opportunity to sharpen their presentation and public speaking skills. Area scientists and researchers will be
invited to be judges at the school science fair.
PCSS-II will also provide opportunities to network with the science community and learn about the
current research. Speakers will be invited to school for assemblies and class visits. Trips will be scheduled to
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universities and research centers. Students will be provided with information about the careers in science
related fields. Judges from the school science fair will serve as another opportunity to network.
PCSS-II teachers will work collaboratively to reinforce the importance of science for students. Nonscience teachers will do units that will show the relevance of science in everything we do. ELA and history
teachers will pick science related texts for their classes.
PCSS-II will also provide opportunities to see the fun in sciences to its students. Mad Science Days, a day
of exciting experiments and demonstrations done by staff, students, and visitors will be scheduled to raise
enthusiasm about sciences.
All these activities have been successfully implemented at PCSS (the flagship school). PCSS collaborates
with researchers from MIT, Harvard, Boston University, Broad Institute, etc. We would like to imitate the
success of PCSS at other locations in motivating students for science education.
A Typical Day from the Student Perspective: This is my first year at the Pioneer Charter School of
Science-II, and I’m in the seventh grade. I’ll tell you about Monday – my favorite day because we have both
art and PE. We get to school at 7:30 in the morning and go directly to the cafeteria for breakfast. After the
breakfast we proceed to the gym for morning assembly. During the assembly I learn about the upcoming
events for the day and the week. During the announcements we also get recognized for all of our hard work
and achievements. After the pledge of allegiance I proceed to my first period class. I have math for two
periods followed by science. I do participate in the Drop Everything and Read program right after my third
period class. Then I head down for ELA. The classes are really interesting because the teachers present the
material in lots of different ways, but the work can get pretty intense. Then it’s lunch for 44 minutes. That’s
a big difference from my friends in public school. We actually have time to eat, to play, to relax, and to
socialize! After lunch I go to my second science class, followed by social studies, computer and then PE.
Having gym last period works for me because by then my brain needs a break! After school I have a meeting
with my math team and then go to soccer practice. By 5:00 pm I’m ready to head for home, eat dinner and
get started on my homework. The work is really challenging, so I don’t want to fall behind – especially since
my parents seem to know everything we’re supposed to be doing!
A Typical Day from the Teacher Perspective: This is my first year at Pioneer Charter School of ScienceII, and I teach mathematics to grade seven. I arrive to school at 7:30 in the morning. After I complete my
preparations in the classroom I head down to the gym for morning assembly around 7:40 am. I walk the lines
as students start coming from the cafeteria. I start taking attendance of my advisory around 7:45 am. Then I
listen to the morning announcements and proceed to my first period class with students. I have two
mathematics classes with 7-H during first and second periods. Then I have my prep period where I go over
my lesson plan for the day, check homework, and enter student grades to database. At the end of the third
period I proceed to classroom 102 to participate in the Drop Everything and Read program. I teach 7-Y next
period followed by lunch. During lunch two of my students come to ask a question about the problem we
discussed yesterday. I have 7-Y again right after lunch. Then I teach 7-M for periods seven and eight. I have
another prep period during last period of the day where I enter the homework on the database, check the exit
tickets I collected and prepare the board for tomorrow. Right after the dismissal I head to room 103 for math
team meeting. I coach the math team with another teacher. At 4:30 I get ready to leave. I enjoy working at
PCSS-II. We work well as a team with other teachers. It is great to see the ELA and History teachers willing
to collaborate with me to go over the math vocabulary in their classrooms. The school has a great culture that
has a great focus on student achievement. The work is challenging but also rewarding.
Family Involvement
The Parent-Teacher Organization (PTO): The PCSS-II will give special attention to creating an effective
PTO. Director and Deans will be asked to dedicate a significant amount of their time just before the school
starts to establish this organization with the participation of parents. The PTO will be organized for the
purpose of supporting the education of children at PCSS by fostering relationships among the school,
parents, and teachers. This will be achieved by fundraising, sponsoring school community events and
outreach to the community.
Parent-Student Handbook: Parents and students will be given a Student Handbook, which includes the
school calendar, offered activities, and school policies on curriculum, assessment, code of behavior, and
student and parent contracts. Parents and students will meet with the administrators and grade-level teachers
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before school starts. The school will also put great effort into publishing the Student Handbook in different
languages for parents/guardians with limited English proficiency.
School database system: This will be an interactive, password-protected, web-based system where parents
may access their child’s records. Parents will be able to monitor attendance, grades, and class averages.
Parents will be given computer classes to be able to use this feature of our school. Parents will also be
informed about places (e.g., libraries, community centers) where they may access the Internet for free. Parents
at the flagship school have been relying on the database to keep track of their children and relay their
satisfaction all the time.
Parent Surveys: To measure parents’ satisfaction with the school, surveys will be mailed to them with report
cards at the end of each quarter. The results from those surveys will be given special attention and reported to
the school’s board. The results will be evaluated and necessary improvements will be implemented.
Report Cards: Report cards will be mailed quarterly to parents to inform them about student grades and
achievement.
Scheduled Home Visits: One of PCSS-II’s unique features will be conducting home visits, especially to those
who have lower levels of communication with school and teachers because of their work schedules. Usually
low-income families work longer hours in hourly paid jobs, which may prevent them from attending school
activities and teacher meetings. Home visits will contribute to building a community, learning about the
student, learning about the family, increasing parental involvement, and providing parents with additional
means of interacting with their child’s school. This has been taking place at the flagship school for the past
five years. 34
Family Involvement: Parental support is vital for the success of our school program. We believe that high
student attendance will be a result of high family involvement in the school’s programs. Therefore,
parents/guardians will be asked to participate in the school process by volunteering to serve on a committee
or in the classroom, run a social activity, or coach--all at the comfort level of the parent/guardian. Since
parents will play a vital role in our character education program, parents will regularly be informed about the
trait of the month to ensure their involvement at home in our efforts to inspire good behavior.
Engaging Parents: Programs will be established to engage parents in their children’s education. Some sample
goals of these programs will be as follows: (a) Ask parents to get their children to describe (in detail, daily)
what they did in school; (b) Give an assignment that requires children to ask their parents questions; (c) Ask
parents to watch a specific television program with their children and discuss it afterward; (d) Suggest ways
for parents to include their children in any of their own educationally enriching activities; (e) Suggest games or
group activities related to the children’s schoolwork that can be played by either parent or child or by child
and siblings; (f) Suggest how parents can use home materials and activities to stimulate their children’s
interest in reading, math and other subjects. The Pioneer Charter School of Science will be dedicated to
building and maintaining positive relationships with parents and students. Parental involvement encourages
student success. PCSS II will work very hard to help the parents and students to adjust to the new school
system and curriculum. The administrators, staff members and parents will work together as a team to ensure
that there is open communication. Parents will be encouraged to volunteer for our DEAR program, trips and
other school events. Open house sessions will be used a way to bring parents together to discuss any changes
that might take place throughout the year. Teachers will be asked to send home weekly/monthly newsletters
that will keep the parents up to date on what has been going on in the classroom.
Collaborations with Organizations: PCSS-II understands the importance of the ties between the
community and the students within the community. PCSS-II will pursue opportunities for community
participation to foster the students’ feelings of belonging to their community and the community’s feeling of
responsibility toward the students. The PCSS’ mission and program have been getting considerable support
from science and engineering professionals from universities and research institutions. We will leverage PCSS’
success in community outreach to start similar programs at PCSS-II. Area scientists will be asked to give
presentations about their research to promote science and math in the school setting and to give students a
chance to learn about career opportunities and the latest advancements in science, engineering, and
34
Sawchuk, S. (2011) More Districts Sending Teachers Into Students’ Homes. Education Week, http://www.edweek.org. Aguilera, D.
(2010) When Are You Coming to My House? Educational Leadership, Volume: 67 Number: 5.
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technology. We plan to invite college students interested in teaching to work as teaching assistants and
supervise after-school programs as well.
Besides all of the aspects mentioned above, 40 hours of community service will be set as a requirement
for our high school graduation to enable our students to give back to the community and bond with the
community we are serving. Members of the community will be asked to serve on special advisory or task
committees. We will also try to utilize community resources and contacts to assist with the recruitment of
students and master teachers.
II.F. SPECIAL STUDENT POPULATIONS AND STUDENT SERVICES
Services for Students with Disabilities
PCSS-II believes that improving the educational results for children with disabilities is essential to
ensuring equal opportunity, full participation, independent living, and economic self-sufficiency. Special
education programs and services at PCSS-II 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). The school will not discriminate in admission
based on a student’s disability.
The school’s primary approach to special education is to offer students with disabilities access to the
general curriculum through a system of supports and accommodations within the general education
classroom setting. To the maximum extent appropriate, PCSS-II will educate students with disabilities in
regular classrooms with non-disabled students. The IEP Team, as needed, will develop teaching strategies and
classroom modifications and strategies. Special classes, separate schooling, or other removal of students with
disabilities from the regular educational environment will occur only if the nature or severity of the disability
is such that education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily.
Moreover, PCSS-II will provide students with disabilities an equal opportunity with students in the
regular education program to participate in and, where appropriate, receive credit for, nonacademic,
extracurricular, and ancillary programs, services, and activities. Students with disabilities receive the same
notices concerning school-sponsored programs, activities, and services as other students. Such programs,
services, and activities include, but are not limited to, art and music, counseling services, health services,
transportation, recess and physical education, field trips and other recreational activities, and schoolsponsored clubs or groups.
Services to Be Provided: As early as is feasible, PCSS-II will contact all feeder districts to establish processes
for expeditious transfer of IEP for all students with disabilities attending the school. Once a final list of
admitted students has been developed by the school, specific written requests for the IEP for each student
with a disability will be issued to the student’s district of residence, in accordance with the established process.
This will enable PCSS-II to anticipate student needs along the continuum of services, including staffing needs
relating to self-contained settings.
PCSS-II will establish an IEP Team, including the special education coordinator, director of the school
(or his/her designee), teachers, and parents of the student and outside evaluators as needed. A student
suspected of having a disability will be referred in writing to the special education teacher/coordinator for an
individual evaluation and determination of eligibility for special education programs and services. Referrals
may be made by any professional staff member of the school. Such referrals will (a) state the reasons for the
referral and include any test results, records, or reports upon which the referral is based, if any; (b) describe
any attempts to remediate the student’s performance prior to the referral, including any supplementary aids or
support services provided for this purpose, if any, and (c) describe the extent of parental contact or
involvement prior to the referral. A copy of such referral, along with the procedural safeguards notice
described in federal and state law, will be sent to the student’s parents in five days. The notice required by 603
CMR 28.04(1)(a) will meet all of the content requirements set forth in M.G.L. c. 71B, § 3, and in federal law,
(b) will seek the consent of a parent for the evaluation to occur, and (c) provide the parents with the
opportunity to express any concerns or provide information on the student's skills or abilities. Parents have
the right to be involved in meetings that discuss the identification, evaluation, IEP development, and
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educational placement of their children. The school will give written notice to the parents at least five school
days before the IEP Team meeting.
The IEP will contain 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 PCSS-II will provide and
when and where those services will be provided. Initial evaluations, re-evaluations, and revisions of the IEP
and the procedures relating thereto are the responsibility of the special education coordinator. The IEP Team
will review the IEP and the progress of each eligible student at least twice a year. 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 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 postschool activities.
To the maximum extent appropriate, students with disabilities will be educated in regular classrooms with
non-disabled students. The IEP Team, as needed, will develop teaching strategies and classroom
modifications and strategies. Written documentation of recommended interventions and their effects will be
recorded and shared with the parents/guardians. Special classes, separate schooling, or other removal of
students with disabilities from the regular educational environment will occur only if the nature or severity of
the disability is such that education in regular classes with the use of supplementary aids and services cannot
be achieved satisfactorily. Students with disabilities will have an equal opportunity with students in the regular
education program to participate in and, where appropriate, receive credit for, nonacademic, extracurricular,
and ancillary programs, services, and activities. Students with disabilities will receive the same notices
concerning school-sponsored programs, activities, and services as other students. Such programs, services,
and activities will include, but are not limited to, art and music, counseling services, health services,
transportation, recess and physical education, field trips and other recreational activities, and schoolsponsored clubs or groups.
Quarterly progress reports regarding each student and the IEP, as well as copies of all report cards, will
be sent to the student’s parents. Parents will be informed of these policies in the parent-student handbook,
the school website, newsletter, and in meetings with individual parents with their child.
PCSS-II will teach students their civil rights and invite adult human service agency representatives to speak to
student groups about provided services and eligibility requirements.
Assessment: The IEP developed by the team may determine that some students with disabilities cannot
participate in regular state assessments. In these instances, the State Alternate Assessment will be
administered as required by law. If the IEP Team determines that none of the various assessments
administered by PCSS-II are appropriate for a given student with disabilities, PCSS-II may create
individualized assessment instruments based on the goals and objectives of a child’s IEP and a thorough task
analysis. (Among the assessment instruments that may be used are the Social Skills Rating System [Gresham
& Elliot, 1990] for social studies; the Adaptive Behavior Scale [Lambert, Nihira, and Leland, 1993] for
adaptive behavior; Life Skills Instruction for All Students with Special Needs [Cronin & Patton, 1993] for life
skills.) Ongoing assessment and review of the IEP will identify specific areas of weakness for all students.
These areas will be addressed through additional individual and group instruction, tutorials,
parent/community volunteers, student interns, and peer teaching where appropriate.
Staff and Contracted Services: PCSS-II will hire a special education teacher and contract with appropriately
certified or licensed companies/individuals 35 to provide the special education programs and services as
indicated on each student's IEP. The special education coordinator will be employed part-time and will be
PCSS-II intends to benefit from the services of the companies/individuals that provide services to the flagship school,
such as Communicative Health Services. We currently have very good working relationship with our providers. They
indicated interest in extending their services to other schools in the network.
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provided through the network services that will be established. (Please see the later sections for network
details and the budget for salary and other expenses)
The region has a special education population of 17%. Based on that number, we estimate that the
number of SPED students in PCSS-II will be 30, 51, and 61 for 1st, 3rd, and 5th years, respectively.
Accordingly we plan to hire 2, 3, and 4 SPED teachers for 1st, 2nd, and 3rd year respectively. The special
education department will have 4 teachers during the first 5 years and receive additional administrative
support from the network support services. In addition to SPED teachers we will have a full time counselor 36
who will help SPED teachers as needed. The counselor will provide all required counseling services to special
needs students. PCSS-II will hire staff as needed to meet the needs of its special education students. In
addition to the contracted special service providers noted above, in its first year of operation PCSS-II will hire
a Special Education Teacher. The Special Education Coordinator (SEC) will be employed through the
flagship school and work part-time at PCSS-II. SEC will provide, design, or supervise special education
services.
Teacher Training: Teachers will be trained to understand their responsibilities in implementing IEPs in
general and individual students' IEPs in particular by either the special education coordinator (SEC) or
his/her designee. Professional training and development for staff involved with the education of students
with disabilities will include the following: the referral process to the special education coordinator,
development of a student’s IEP, implementation of a student’s IEP, evaluation of a student’s progress toward
meeting IEP goals and objectives, requirements for reporting to parents, and discipline of students with
disabilities.
PCSS-II will provide substitute coverage for teachers, as necessary, to ensure that they are able to attend
special education committee meetings. As required by the IDEA, the student’s regular education teacher will
be involved in the development and implementation of the student’s IEP, provided that the student is, or
may be, participating in the regular education environment. PCSS-II will ensure that the teacher is
knowledgeable about the student’s needs and will help implement any modifications or accommodations as
determined by the IEP Team. PCSS-II will send the mandated procedural safeguards notice to the parents.
Every teacher of a student with a disability will be provided a copy of the students’ IEP and training will be
provided by the special education coordinator, as needed, to ensure their understanding of the student’s
needs and the teacher’s specific responsibilities related to implementing the student's IEP.
Program Review: To ensure the effectiveness of the special education program, the special education
department will complete a self-evaluation on a monthly, quarterly, and annual basis. The purpose will be to
review the effectiveness of the academic programs for special education students as well as the special
education programs effectiveness. These evaluations will include Qualitative Reading Inventory (QRI), record
review for compliance, collaboration with regular education teachers in monthly department, staff and grade
chair meetings, review of quarter midterm and final scores, special education progress reports, classroom
observations, results of standardized testing and MCAS scores, and program evaluation. Sample self
evaluation procedures are provided below.
Monthly Evaluations:
Academics:
The QRI (Qualitative Reading Inventory) will be administered to special education students who
receive services for ELA. This inventory assesses fluency and reading comprehension. The data will
be used to design curriculum and materials based on the student’s current reading level. The data will
also be reported back to regular education teachers in order to target areas of need with the special
education students in the regular classroom.
Record Review:
In order to ensure that records are compliant, the special education department will select student
files to check for documentation: evaluation consent, N1, timelines followed, translations, signed
IEPs, amendments, evaluations, procedural safeguards and transition planning forms. This review
will be used to ensure the special education is compliant with all state and federal regulations.
During the first year of the school, the counselor will work part-time. With the start of the second year we will hire a
full-time counselor.
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Collaboration:
Student concerns and progress will be discussed in monthly department, staff, and grade chair
meetings.
Quarterly Evaluations:
Review of Midterm/Final Scores:
Each quarter, students’ midterm and final exams will be analyzed. The data will be broken down by
class average, individual average, and cumulative individual averages as the year progresses. This data
will be used to tailor instruction, provide re-takes, and create review opportunities of necessary
concepts.
Progress Reports:
The special education department will complete required progress reports, commenting on student
advancement towards reaching his/her goals. Small group instruction will be tailored according to
student progress on particular objectives.
Annual Evaluations:
Classroom Observations:
Observations will be completed to ensure the regular education teachers are providing
accommodations and services outlined in IEPs. The special education department will use a checklist
of accommodations and will provide the regular education teacher with feedback. These observations
will also provide the department with information regarding the effectiveness of the student support
cards (one-page summary profiles) and the trainings provided to the staff.
MCAS Scores:
Each year the staff will review the MCAS scores and formulate goals to reach for the current year.
Students will take practice MCAS exams in order to provide data to assist in targeting the standards
that require review and re-teaching.
Program Evaluation:
The special education department will review the areas of IEP implementation, transition planning,
lawful timelines, parent contact, and evaluations.
The special education department will prepare a three year plan to improve the program. As a result of the
yearly evaluation, the department will make adjustments to the three year plan to improve the effectiveness of
the program.
Confidentiality: PCSS-II will follow all applicable requirements of the IDEA and the Family Educational
Rights and Privacy Act (FERPA) and observe regulations relating to the confidentiality of student records (34
CFR §300.560-577, 34 CFR Part 99, and 603 CMR 23.00). All appropriate staff will be trained in such
requirements, and the special education coordinator will be responsible for ensuring the confidentiality of
personally identifiable information within student records.
All files that are required by law to be kept confidential shall be kept under lock and key in a place and
manner that restricts access to only those individuals who are authorized to view these records. Files that are
removed from the secure room must be signed out by authorized personnel (such as the special education
coordinator) and noted in a records access log; these records may not leave school and must be returned by
the end of the school day. All staff members will be instructed on maintaining student confidentiality. All
employees will be required to sign confidentiality agreements.
Services for LEP (Limited English Proficient) Students
Students at PCSS-II with limited proficiency in English will achieve proficiency in the English language as
quickly as possible through the use of the school’s services and teaching methods. PCSS-II will hire at least
one teacher ESL-certified in Massachusetts (please refer to the budget for the salary) and will adapt staffing
according to the student population. The average LEP population in the region is about 8%. Therefore
PCSS-II expects to have about 14 LEP students during the first year of the school and 24 in the third year.
Identifying LEP Students: PCSS-II will identify LEP students through the Home Language Survey (survey
will be translated into the languages of the school community). The Home Language Survey will be sent to
every student’s household after the start of each school year and is designed to help identify students who
may have limited English proficiency. After receiving the home language surveys there will be a preliminary
evaluation of the student’s academic history. The academic history will be assessed using the academic
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records from within or outside the United States, course grades in relation to the students grade level, if they
indicate the lack of progress is due to limited English acquisitions and information on everyday classroom
performance. The data collected is maintained for “Statistical Use Only” and is protected in accordance with
the Privacy Act.
If, based on the answers to the Home Language Survey and the review of the academic history it is
determined that the student is of foreign birth or ancestry and comes from a home where a language other
than English is spoken, the student will be given the W-APT (WIDA ACCESS Placement Test) by the ELL
teacher. The W-APT score will be used to determine the initial tier placement for English language
assessment and assist in determining the student’s initial English language proficiency (ELP) level.
The screener will serve to identify ELLs, and assists in placement into an appropriate language instruction
educational program that meets the needs of the student. In addition, screener scores will provide an initial
tier/level placement on the annual ELP assessment, ACCESS for ELLs. Finally, the ELP level determined on
the screener will identify students as ELLs in student enrollment systems. Multiple sources in addition to WAPT will be used to make decisions for the education plans of students.
Based on their level, students will receive pull out ESL instruction and sheltered English immersion
content classes and they will participate in state assessments including the MCAS. Upon reaching proficiency
in the English language students will transition from LEP to former limited English proficient (FLEP) status.
Students will exit the ELL program based on multiple criteria including course grades, teacher observations,
MCAS scores, ACCESS scores, and other standardized and internal assessments administered by the school.
Once the student is FLEP, the student will be monitored for two years.
Plan for Educating LEP Students: PCSS-II will educate LEP students by providing English Language
Development (ELD) instruction in the quantities recommended by the DESE and through language
immersion in content classes. PCSS-II plans to provide all relevant staff with specialized curricular materials
to enable LEP students to achieve proficiency. PCSS-II will also provide directly, or make referrals to,
appropriate support services that may be needed by LEP students to achieve and maintain a satisfactory level
of academic performance. Such services may include individual counseling, after-school English immersion
programs, one-on-one tutoring, ESL mentorship, home visits, and parental counseling. Teachers will be
notified about which students are LEPs and how to accommodate them through student information cards.
The ELL coordinator will observe the SEI classrooms and will give feedback to the teachers. The ELL
coordinator will also deliver professional development sessions to support teachers in improving instructional
practice and student achievement.
PCSS-II will ensure that LEP students will not be excluded from curricular and extracurricular activities
based on their inability to speak and understand the language of instruction and that LEP students will not be
assigned to special education because of their lack of English proficiency. Teaching students to understand
content is (and should be) the central focus and ultimate goal of any subject, especially in science and
mathematics. In mathematics, for example, "the best teaching practices are those that assess what students
understand in a range of mathematical problem settings and then develop those understandings to their
mathematical end points.” 37
It is important to keep in mind that "many of the difficulties experienced by under-prepared students
cannot be attributed only to, or explained by, the second language use but must be understood in terms of a
broader socio-cultural perspective.” 38 Differences in academic performance result from the level of
preparedness and the quality of the student’s prior education.
In order to meet the needs of every student, the educational program for each student will be designed
with the language proficiency level in mind. PCSS-II will hire a teacher with ESL certification who will act as
the school's ESL (English as a Second Language) Coordinator (ESLC). This individual will coordinate the
students and be responsible for training and needed content area support to help LEP students. The ESL
37
W. G. Secada and D. A. Carey (1990). “Teaching Mathematics with Understanding to Limited English Proficient Students.” Urban
Diversity Series, 101.
38
D. Miller, J. Bradbury, and K. Pedley. “Academic Performance of First and Second Language Students: Disadvantages and UnderPreparedness.” South African Journal of Science 94(3), 103-107.
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coordinator and teachers will meet on a regular basis during grade level meetings to plan strategically for the
needs of their students. The ESL coordinator will train teachers to meet the needs of LEP students and
communicate with students designated as LEP students. The ESL coordinator will train and assign tutors to
help LEP students reinforce their English language skills in the school’s after-school program. The ESL
coordinator will collaborate with the special education coordinator to meet the needs of LEP special
education students, who will receive ESL services in accordance with their IEPs. Teachers may participate in
ESL courses and professional development through the district, local universities, and online resources.
The ELD instruction will be provided by a licensed ELL teacher. ELD classes will be structured to
encourage active engagement of ELL students. The lessons will include: language objectives based on the
WIDA (World-Class Instructional Design and Assessment) English Language Development Standards;
content objectives based on the Massachusetts Curriculum Frameworks; frequent opportunities for
interaction and discussion between teacher and students and among students; grade appropriate
supplementary materials; pictures and visuals; and instruction linking academic concepts to students’ prior
learning. Students will effectively engage in the general curriculum of the school. We will provide many
opportunities for students to practice and apply new language and demonstrate their mastery of English.
PCSS-II will follow a plan of structured English language transitional immersion. LEP students will
receive the same academic content as non-LEP students do. All instruction will be in English; however, the
level of English used for instruction will be modified for any LEP student, if necessary. After-school hours
will be used for more intensive English language instruction for LEP students (as well as for other
individualized support for students with different needs). The ESL coordinator will administer the afterschool English immersion program.
A quality sheltered content instruction will be instrumental in providing support to LEP students. Some
of the strategies that will be used by our teachers include:
• Providing frequent opportunities for students to use the language, especially in small groups or pairs.
• Providing specific purposes for reading (read for specific information, read for main idea, read for
vocabulary)
• Providing an overview of the reading assignment with key vocabulary defined
• Providing scaffolding (modeling, guided practice, and independent practice)
• Making both the content and the language objectives explicit
• Wait time - teachers will give students ample time to process what has been said, and then formulate a
response
• Linking new material to background knowledge and past learning (discussing what students already
know)
• Creating context by previewing new material
• Supplementary materials - graphic organizers, note outlines where they can listen and fill in the blanks
during class, pictures, visuals, etc.
• Using anchor charts – charts with new words that are kept on the wall for students to refer to during
class or charts of information that students already know
• Feedback on language areas (listening, speaking, reading and writing) as well as on content.
• Explicit vocabulary instruction
• Activities that require all the language skills (Reading, Writing, Speaking, and Listening)
• Lesson plans with language goals as well as content goals
• Explicit explanations of background information needed to fully understand a concept
• Explicit explanation of idiomatic language and classroom expressions
• Frequent checks for deep understanding, not just asking, "Do you understand or Are there any
questions."
• Asking students to answer in full sentences.
PCSS-II will be prepared to address the needs of students who are struggling with the structured English
immersion and transitional education program by providing, if it is determined to be the best course of
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action, a pull-out instructional model using the one-to-one tutoring program. Prospective tutors, who pass
English language skills assessments and interviews, will be trained by the ESL coordinator.
Students with an “A-“ grade or better in ELA courses will be asked to participate in the education of
LEP students via the Mentorship Program. These students will help LEP students during tutoring sessions as
well as throughout the day. They will be encouraged to communicate with LEP students as much as possible
to create an English-speaking friendly environment to speed the integration of LEP students in the school as
well as practice what they learn in their English immersion program.
The school will also evaluate each LEP student’s performance in academic content areas to measure the
student’s progress in core subjects. If an LEP student fails to show appropriate progress in these academic
areas and teacher assessment of classroom work, modifications to the instructional program may be made for
individual students. In addition, PCSS-II will look at disaggregated data for LEP students as a group to
evaluate the progress these students are making in the acquisition of the English language and in core
subjects. This data will provide information as to whether broader program modifications are necessary
and/or additional professional development needs to be provided to our teaching staff.
Parents whose English proficiency is limited will receive notices and information from the school in
their native language so that PCSS-II will be able to encourage the participation of all parents, regardless of
their home language, in the PCSS-II community.
Schools do not have primary control in influencing student, family, and language factors. However, one
factor about which schools can exert primary control is critical—the quality of teachers who will be working with
the LEP students. Simply, educators are important determiners of how successful second language students
will be. Another determiner of student success that is controlled by schools, besides curriculum, instruction,
and assessment, is technology to be used as a tool to speed up the process of ESL education.
Teacher Quality: At PCSS-II, teachers will be aware of diverse languages and cultures in their classrooms so that
they may help the literacy development of their students and be better able to select those instructional
activities that promote learning. Teachers also will be encouraged to "engage in the interactions with their
students in ways that would be culturally and linguistically congruent.” 39 To promote multicultural themes
and math and science emphasis of the schools educational plan, qualified bilingual teachers will also be
encouraged to be hired. "Ultimately, teacher attitude and behavior is vital to helping LEP students succeed,”
argues Gil Valdez. 40 PCSS-II will ensure that the teachers will have these high qualities and standards.
Technology: Technology use is directing schools to another promising avenue for helping LEP students to learn
mathematics and science for understanding. The role of technology has been increasingly discussed as a
means of bringing students and science together, thereby easing the process of language minority student
integration into the mathematics and science classrooms. Certainly, technology has the potential to improve
LEP student success in mathematics and science.
In this context, we will investigate application service providers (ASP) and educational content providers
(ECP), offering web-based applications, resources, and content. Examples include, but are not limited to
RiverDeep, Classroom Connect, and Fraboom. Each offers a variety of subscription levels for classroom
services and aligns its curriculum with state and national standards.
Program Evaluation: In order to evaluate the effectiveness of the ELL program, the ELL Coordinator will
analyze student progress, ESL curriculum and instruction, SEI instruction, professional development, and
communication with content teachers, administrators, and families. The evaluation will be followed by a
formal write up submitted to the executive director along with goals and recommendations for the following
year based on the outcome of the self evaluation.
While focusing on the student progress the self-evaluation will check following items:
 Students are progressing in all four-language areas. Look at students’ work, quizzes, and progress reports
in their files through the year.
39
O. Lee and S. H. Fradd (1996). “Literacy Skills in Science Learning among Linguistically Diverse Students.” Science Education 80(6),
651-671.
40 Gil Valdez. North Central Regional Educational Laboratory.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/vald3tr.htm. Dr. Valdez is Deputy Director, NCREL, and Director
of the North Central Eisenhower Mathematics and Science Consortium.
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 Students are appropriately grouped by grade and ELP level. Review student ESL schedules, ACCESS
scores, progress reports, and state recommendations.
 Students receive the state recommended number of ESL pull out classes. Review student ESL schedules
and ACCESS scores.
 Students receive SEI instruction in all content classes. Review student class schedule and SEI observation
forms.
 Extra support is available to students after school. Review the school’s after-school program schedule
and record which students take advantage of.
 Students show evidence of assimilating into the culture. Talk to classroom teachers, review SEI
observation notes, talk to student, review student extracurricular activities (e.g. students play sports,
participate in talent shows, and socialize with other students, etc).
 Parents are made aware of students’ participation in and progress in ESL. Talk to parents, review parent
contact log, review student files with copies of letters sent home.
While focusing on the curriculum and instruction part, self-evaluation will check whether:
 Curriculum is appropriate for ELL students based on grade and level. Review WIDA standards, analyze
textbooks and student work.
 Teacher has lesson plans based on WIDA standards. Review plans and WIDA.
 Teacher has effective student centered lessons including explicit instructions, sufficient student talk time,
adjusting for different learning styles, checking for understanding, reviewing concepts, and closure.
Review teacher lesson plans and observations of teacher.
 Content teachers have received support and professional development for SEI. Review ELL
coordinator’s professional development dates and agendas, review copies of student support cards and
information given to content teachers from coordinator, review grade level meeting attendance and
notes.
 ELL director communicates with content teachers about student progress. Review teacher
recommendations for students into ESL, grade level meeting notes, ask content teachers.
 Students take the ACCESS as required by the state. Review student rosters.
Breakfast, Lunch, and Snack Services
We believe that nutrition is important to get the most out of our students, and low-income families might
lack the resources and time to provide breakfast to their children. Therefore, breakfast, consisting of a healthy
cereal, milk will be provided in the morning and healthy snacks will be provided before the after-school
program. During the school day, a 44-minute lunch period will occur. This extra time will provide a break for
eating and a well-deserved structured rest from the instructional program. PCSS-II will follow all federal
regulations addressing proper nutrition. We will purchase lunch from a food services management company.
Criteria in choosing the company will include nutrition, federal and state dietary guidelines, past performance
by the company, and competitive bidding. At PCSS-II, breakfast and lunch will be available for all students at
the full purchase price or less; no service charges will be assessed. In addition, students will be allowed to
bring their lunch and/or breakfast to school. We expect to participate in the federal free/reduced lunch
program for eligible students.
Health Services
PCSS-II will comply with all health service requirements applicable to other public schools, including
diagnostic testing requirements and will provide on-site health care services to the extent that such health
services are available to children attending other public schools. PCSS-II will employ a school nurse to
supervise the disbursement of medication, the treatment of students who are ill, the treatment of students
who are injured, and the training of faculty and staff in first aid. The nurse will also be responsible for all
record keeping and correspondence related to these responsibilities. PCSS-II staff will work with the
appropriate local health department and other appropriate organizations to provide health education on
topics such as personal hygiene, smoking, and drug and alcohol abuse.
III. HOW WILL THE SCHOOL DEMONSTRATE ORGANIZATIONAL VIABILITY?
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III.A. ENROLLMENT AND RECRUITMENT
Enrolment Size and Its Rationale
The number of students to be enrolled each year and over a 5-year period is shown in the table below.
The number of students in each grade level and the overall student populations is the same as the flagship
school. We were able to work well and produce outstanding results with these student numbers. We believe
that individualized attention is the key to our success. For this reason, at PCSS-II, we will also keep the class
sizes relatively small, around 20 students. 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 will keep the school size also relatively small, 360 at maximum. This enrollment
size can support a financially sound school where each student will receive adequate attention. We would like
to keep our faculty-student ratio around 1:15, allowing us to monitor each student’s achievement closely. As it
has at the flagship school (PCSS), the small size will create a family-like school environment in which
everybody knows 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.
We plan to start with 180 students and grow gradually (60 students [one grade] per year and 20 students
per class). The starting numbers, based on our experience and as shown in our budget, is what believe makes
sense financially. It is also still small enough so that we can start implementing our curriculum and programs
within a smaller group that will bring success more effectively. Moreover, this enrollment plan allows for a
steady growth of the student body during the start-up years, which is important to building and maintaining a
positive and strong school culture.
Student enrollment and grade levels to be served per year
School Year
First Year
Second Year
Third Year
Fourth Year
Fifth Year
Grade Levels
7, 8, 9
7, 8, 9, 10
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Total Student Enrollment
180
240
300
360
360
Parental Demand
For enrollment and recruitment we will be capitalizing on the anticipated strong parental support from
the region we will serve. The PCSS flagship school already attracts students from Saugus and Lynn in spite of
their relative distance to the school. This past school year we had 37 students enrolled from the proposed
region and 39 more applied to get into PCSS. There were numerous students from these districts on the
waiting list. Recent articles on various local media about the applications for new PCSS locations and about
our flagship school also generated additional interest in our school. 41 We repeatedly get interest and questions
from residents living in the area. The support and involvement of the parents in the flagship school
(especially parents from Saugus) is also another indicator of parents backing the genuine efforts for the
success of their children; and we believe this support will also be replicated for PCSS-II. Moreover, we also
benefit from their efforts to spread the word about PCSS-II.
Publicizing the School
As explained in the Draft Recruitment and Retention Plan (available in the Appendix), PCSS-II will
implement various methods to publicize the school’s program to prospective students of a broad range of
demographics. Moreover, PCSS-II will benefit from having a strong flagship school. Upon submission of
final applications PCSS (flagship school) website will be utilized to give information about the proposed
network and PCSS-II. In the website, general information will be provided and contact information for
PCSS-II will be given. Parents will also be able to submit application forms through the website.
Articles were published on The Globe North Edition, The Daily Item of Lynn, Salem News, and other local
newspapers and weeklies.
41
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Additionally, PCSS-II will reach the public through as many available routes as is practical, including (but
not limited to):
• Mailings to residents of the target school districts,
• Fliers and notices (in multiple languages) posted in local newspapers, supermarkets, churches and other
temples, community centers, and apartment complexes, etc.
• Open houses,
• Visits to local organizations in surrounding neighborhoods,
PCSS-II will provide translation services, if necessary, for all promotional materials. Presentations and
Q&A sessions will provide information about the school and the enrollment process. All will be invited to
presentations about the school and events at the school through primary news and media sources in print and
on the Internet and radio.
We have already contacted local community and business members from the area and gave some of them
a tour of our flagship school.
Enrollment Process
The recruitment and enrollment process will be an extensive, region wide outreach effort that will include
advertisement in local newspapers, at local libraries, community centers, schools, and many other locations
mentioned above. In addition to the efforts of publicizing the school mentioned above, PCSS-II’s Draft
Enrollment Policy (available in the Attachment) provides more information about the enrollment process.
Based on the strong interest from the community for PCSS (and also for two other charter schools that serve
Lynn and Salem) and our experience with recruitment at PCSS we are confident that we will have adequate
enrollment starting at our first year in PCSS-II.
Our flagship will provide a tremendous opportunity in reaching out to families who are interested in kind
of education we provide but not able to enroll at PCSS due to where they live. As soon as the final
application is submitted we will mail application forms to those who have indicated interest in our school.
During our outreach programs described previously, we plan to start distributing application forms. The
application forms will also be available online as described above. All paper and electronic copies of the
application forms will be carefully collected and logged. The first lottery will be conducted before the midMarch 2013 submission of enrollment data deadline. Right after the lottery the enrollment data will be
prepared for mid-March submission to the DESE.
PCSS-II will not discriminate towards any student or student population during the enrollment process as
well as the operation of the school. As described in previous sections school and all curricular and
extracurricular activities will be accessible by all eligible students. Various school policies will include language
to ensure full accessibility for all eligible students.
III.B. CAPACITY
The founding group of the PCSS-II consists of the Board of Trustees and current staff members of the
PCSS (the flagship school). Upon receiving our charter renewal at the flagship school, we decided to replicate
the successful model of the PCSS in other locations. Members believe that all students have the potential to
succeed if they are given better opportunities. The Board is motivated with the desire to give more parents
and students a chance to have high quality education and an opportunity to excel in math and sciences. PCSS
has demonstrated excellent academic achievements.
The philosophy of PCSS has been that all children can learn and strive toward their highest levels of
capability as long as they are given the opportunity. PCSS Board of Trustees, faculty and staff, in
collaboration with parents, have been providing this opportunity for the last five years for students from
Chelsea, Everett, and Revere by creating a learning atmosphere where each student learns how to use their
potential. After a successful five years, as a proven provider, we would like to provide this education
opportunity to students in other districts in Massachusetts. The decision of replicating PCSS in other
communities and becoming a network is also in line with M.G.L. c. 71, § 89, which states two of the purposes
of establishing charter schools as (1) to provide parents and students with greater options in selecting schools
within and outside their school districts; (2) to provide models for replication in other public schools. The
decision to expand into these communities also follows the spirit of the 2010 Legislation and Secretary of
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Education Paul Reville’s and Commissioner Mitchell Chester’s urge to have proven providers expand into
cities other than Boston and especially into gateway cities.
Through the initial discussions at the monthly Board meetings we decided to establish an expansion
committee, which had regular bi-weekly meetings, to discuss the expansion plans. While Mr. Icin, Executive
Director of PCSS, has been the primary author of this application, Dr. Dogan, the Chair of the Board of
Trustees, has been involved extensively in the writing process.
Since the founding group is currently overseeing a very successful public charter school, they are highly
qualified to establish PCSS-II in the proposed region. The founding members have expertise in fields such as
education, science, engineering, architecture, business, and finance. Founding members with teaching
backgrounds provided guidance in primarily developing and reviewing the curriculum and assessment
sections and members with engineering and business backgrounds provided guidance primarily for
developing and reviewing the organizational structure and viability.
PCSS-II will also benefit from the expertise of a small group of individuals who provide input as
members of PCSS Advisory Board. While they mainly provide targeted feedback on all issues related to
STEM, the founding group also hopes to leverage their vast experiences and contacts. Support letters from
three of the members are provided in the Appendix. 42 Moreover, the founding group has also been actively
involved in the efforts to recruit new Board members. While looking for qualified prospective members, the
Board works with reputable consultants, such as the Brennan Group and Slowey/McManus
Communications, as part of the outreach effort.
Currently, the founding team consists of twelve members (ten current board members and two staff
members of PCSS). Summaries of each member’s qualifications, in alphabetical order, are as follows:
Dr. Mehmet Dogan has been a Board member since 2010. Dr. Dogan also provided help with science
program during the application process of original PCSS. Currently he serves as the Chair of the Board of
Trustees. He holds a Ph.D. from Boston University. He currently works as a Senior Research Scientist at
Science Research Laboratory Inc. in Somerville.
Volkan Efe has been a Board member since 2008. Mr. Efe currently serves as the Secretary of the Board
of Trustees. He has an M.S. in Electrical Engineering from the University of Maryland. He currently works
at Witricity Corporation as a Senior Engineer.
Dr. Nuh Gedik has been a Board member since 2009. Dr. Gedik holds a Ph.D. from University of
California, Berkeley in Physics. Currently he is a faculty member at MIT in the Physics Department.
Barish Icin joined PCSS in 2010. He currently serves as the Executive Director of PCSS. Prior to joining
PCSS Mr. Icin worked in NJ as a math teacher and later as an administrator. He has extensive experience in
charter school proposal writing and management. He has been one of the authors & founders of two
successful charter school applications in NJ.
Sanela Jonuz is a founding member of PCSS. She worked as an English teacher during the first year of the
school. Currently she is the Dean of Students at PCSS. Prior to PCSS she worked in Malden Public Schools
and in Bronx, NY. She is a certified teacher both in Massachusetts and New York.
Dr. Mustafa Ozdemir has been a Board member since 2007. He holds a Ph.D. from Northeastern
University in Electrical and Computer Engineering. He currently works as a Senior Software Engineer at
Airvana Network Solutions in Chelmsford.
Dr. Asil Oztekin joined PCSS Board in 2012. He currently serves as the Treasurer of the Board of Trustees.
Dr. Oztekin has a Ph.D. in Industrial Management and Engineering from Oklahoma State University. He is
currently a faculty member at the Manning School of Business at UMass Lowell.
Patricia A. Pervane is a founding Board member of PCSS. Until very recently she served as the Vice-Chair
of the Board of Trustees. She is a retired teacher of ELA and social studies Boston Public Schools. She has
34 years of experience in the Boston Public Schools at the middle school level.
They are Dr. Daniel Hastings, Dean for Undergraduate Studies at MIT, Brock Reeve, Executive Director of the
Harvard Stem Cell Institute, and Dr. Yvonne Spicer, Vice President, Advocacy & Educational Partnerships, of the
National Center for Technological Literacy.
42
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Bora Pervane has been involved at the founding of PCSS as an advisory Board member. He has been a
Board member since 2007. He has been running his own urban design and regional planning office for more
than 30 years. He worked on different regional planning projects including from other countries. He holds
advanced degrees in regional planning from Harvard University and in urban design from Columbia
University. He has a BS in architecture.
Anke Shumann has been a Board member since 2007. Her degree is in Fine Arts & Graphic Design from
UMass Lowell. She currently works as a Graphics Specialist at Simon-Kucher & Partners.
Janice Smith has been a Board member since 2010. She is a parent of an eleventh grader at PCSS. She
currently works at Supportive Care in Malden.
Dr. Murat Yaldizli joined PCSS Board in 2012. He holds a Ph.D. from Michigan State University in
Mechanical Engineering. He currently works as a Mechanical Engineer at Riley Power Inc. in Worcester.
III.C. SCHOOL GOVERNANCE
Role Distinction between the Board and School Leader
The Board of Trustees will have the ultimate authority as the governing body of the school. The Board is
responsible for monitoring the financial, educational, and managerial well being of the school. Upon the
approval of the PCSS-II and/or other schools in the network the Board will adopt the structure provided on
the chart below. A Chief Education Officer (CEO) will report to the Board on behalf of individual schools in
the network. Each individual School Leader in turn will report to the CEO. The School Leader(s) will hold
overall responsibility in overseeing day-to-day operations of their respective schools. The CEO will hold
overall responsibility in overseeing day-to-day operation of the network and services provided to each school.
In a broad sense, the Board will be responsible for setting goals, ensuring these goals are met, and approving
or disapproving the decisions of the CEO. On the other hand, the CEO will be responsible for taking action
to achieve the goals set by the Board, running the network on a day-to-day basis, and taking action on the
daily issues regarding education, students, parents, staff, etc. The CEO will inform the Board about decisions
in monthly meetings with the Board. The CEO will rely on the School Leaders to carry out the day-to-day
operations at each school in the network and will utilize their feedback in taking appropriate actions. Special
attention and time will be dedicated during the Board development sessions to train the Board members to
understand and to make the distinction in practice.
Roles and Responsibilities of the Board
The Board of PCSS Flagship School will hold the charter for PCSS-II and will have ultimate authority as the
governing body of the school along with the other schools in the network. The Board will be responsible for
monitoring the financial, educational, and managerial well-being of the school by ensuring all are aligned with
the mission. Key responsibilities of the Board include:
• Ensuring that the school will be in compliance with federal and state laws and regulations,
• Ensuring that the school meets public accountability expectations and is faithful to the terms of its
charter,
• Ensuring that the school’s educational goals and objectives are met,
• Continuously monitoring the current needs of students and the community and setting goals and
objectives for the school aligned with these needs,
• Developing and approving school policies and regulations,
• Recruiting, supervising, and evaluating the CEO of the PCSS Network,
• Approving and/or recruiting of school’s staff,
• Approving the school’s business and management plan,
• Approving the school’s annual budget,
• Overseeing the fiscal health of the school,
• Selecting and evaluating the school facilities and approving of renovation plans,
• Holding monthly meetings open to the public,
• Ensuring meetings are held in compliance with the open meeting law,
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•
Providing the means for the professional development of staff and the board itself.
The Board will establish subcommittees that will assist and guide the Board in the successful operation of
the school and the PCSS 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, Finance,
Academics, Facilities, Personnel, and Public Relations Committees. The CEO will be a non-voting ex-officio
member of the Board.
The Board will not be directly involved in decisions concerning curriculum, personnel, budget allocation
and vendor selection except through its supervision of the Director and through 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 much of the day-today implementation and management.
Qualifications, Recruitment, and Evaluation of the School Leader
The Board seeks an outstanding candidate 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. A recruitment committee will develop a
job description for the School Leader according to the qualification described previously. Qualified
candidates will be invited for an interview. The process will be finalized within a month of the charter
approval.
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,
• 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,
• Parental approval and demand.
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.
Responsibilities and Qualifications of the Board Chair
The Board Chair is the leader of the Board of Trustees and presides at all meetings of the Board and
other meetings as required. The process of the selection and term of office for the Board Chair is included in
the bylaws (see the Appendix). The Board Chair will be responsible for:
• Overseeing the Board development goals and ensuring that the goals are achieved,
• Managing Board meetings and functions, such as creating subcommittees and overseeing them,
• Ensuring effective communication between Board members,
• Ensuring effective communication between Board and the Director,
• Representing the school,
• Developing annual fund raising and obtaining funds from outside sources.
The Board Chair should possess the following qualifications:
• Full commitment to the school’s mission and vision,
• Excellent communication, organizational, and interpersonal skills,
• Excellent managerial and leadership skills.
Policy Development Process
The Board will be responsible for policy development. The policy-making process will include the
following steps:
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1. Need for the policy: Any member of the school, such as a member of the Board, the director, staff,
parents, or students, may 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. Assignment of a task force: The Board will consider the need and will decide if the need requires action.
If it does, the Board will establish a task force, 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. Drafting of the policy: The task force will write a draft of the policy, according to the suggestions they
collect from the members of school. The task force may seek legal and/or expert advice, depending on
the policy.
4. Approval: After the task force presents the draft to the Board, the Board will review and discuss it. The
Board may approve the draft or may ask for revisions from the task force. If revisions to the draft are
required, the second draft must also come to the Board for approval.
5. Review: The Board will revisit and modify all its policies as needed.
Involvement of the staff, parents, and the community in the school’s policy process has been described
previously. Staff, parents, and students may request a new policy or a change in the existing policy. They may
serve in the task forces that will draft the policy. The Director will be responsible for collecting and reporting
the ideas that are suggested by the staff, parents, students, and the community to the Board. Parents,
students, and the community may submit suggestions/comments through the school’s website or email
and/or by talking to the director or the staff. The staff will be able to discuss the policies at staff meetings. In
addition, parents and community members may serve on Board subcommittees.
Legal Counsel
Throughout the application process the founding team sought advice and legal counsel from Krokidas &
Bluestein LLP. The flagship school also utilized Rucci, Bardaro & Barrett PC as independent auditors. Upon
granting of the charter the founding team will evaluate the benefit of continuing with the same firms for legal
counsel and financial audit.
Board Member Recruitment and Board Development
The recruitment and orientation of new Board member will include followings:
1. Need: If the number of members will become less than seven or a member with certain expertise will be
needed on the Board, the Board chair will ask all Board members to recommend highly qualified
individuals to fill the vacancy.
2. Recommendation: Any Board member may recommend an individual for Board membership. The
recommended individual should have expertise in at least one of these areas: education, scientific
research, financial services, human resources, nonprofit administration, business administration, law, real
estate and building renovation, and technology. The Board may request an informal interview with the
recommended individual.
3. Invitation: After Board discussion, the Board may decide to invite the recommended individual to serve
on the Board. Expert individuals who have ties with the communities that the school will serve will be
given higher priority. Prospective Board members will be given the Board Member Folder, which
includes the school’s executive summary, bylaws, educational philosophy, responsibilities of the Board,
and organizational structure.
4. Visit: The prospective member will be asked to visit the school and talk to the director and Board
members.
5. Acceptance: Prospective Board members may accept the invitation after the information sessions
described previously.
6. Orientation: At this point, the new member should already have extensive knowledge about Board
responsibilities and the school. The Board chair will have a one-day meeting with the new Board member
before that person’s term starts. In this meeting, they will go over the Board Member Folder and discuss
each file in detail. The Director will attend a portion of this meeting to present information about the
school, such as the parent/student profile, student achievements, staff, and daily routine of the school.
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7. Annual Development: Every year, the Board will have member development programs. In these
programs, managerial and educational consultants, community leaders, and professionals from
universities and companies will be asked to give seminars related to Board members’ functions, such as
submitting grants, soliciting funding, evaluating staff, and overseeing school operations. Board members
will be encouraged to attend national or state meetings related to school governance, non-profit board
development, or Massachusetts Charter Public School’s Association meetings.
Evaluation of the Board
Annual Internal Evaluation: The Board will appoint a Board Review Committee (BRC) consisting of three
Board members. The members of this committee will rotate each year. The BRC will prepare a report for the
Board indicating major actions taken by the Board, results of those actions, trustee attendance, fundraising
efforts, the school’s overall performance, and parental satisfaction with school governance. This report will be
used to develop suggestions for improving the performance and the development of the Board.
Annual External Evaluation: The Board will look for a consultant to evaluate the effectiveness of Board
meetings and Board performance. The consultant will also be given the report prepared by the BRC. The
consultant’s report will also be used in the design of the annual Board development program. If a need for a
new Board member with a certain expertise arises after these evaluations, the Board chair will take the
appropriate action as described previously.
Network of Schools
The governance structure of the PCSS network is presented in the following chart. The network of the
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 Boars 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 establish a central office to help run the
network. The central office 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, Chief Development Officer, Director of Special Services, and Director of Facilities, each
of whom will be hired by and report to the CEO. PCSS-IIand every other school in the network will have an
Executive Director (ED), who will be responsible for the safe and orderly operation of the school and
student success. The EDs will report to the CEO.
The Network Central Office will play a key role in the management of the network of schools. The role of
each officer in the central 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 ED and the Dean of Academics (DoA) in planning and evaluating the instructional programs,
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evaluating and improving the student performance, and planning of innovative education programs. CAO
will also help the EDs and DoAs in managing the information systems to manage and track progress on the
goals and academic excellence indicators of the schools. CAO will assist the EDs in recruiting the key
academic personnel including the DoAs.
Chief Financial Officer (CFO): The CFO will be responsible for the operation of all financial and business
affairs of the schools including fiscal management and complying with regulations. Fiscal management will
include managing the budget, accounting, payroll, and purchasing of 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 executive director, other
central office personnel, and the CEO.
Chief Technology Officer (CTO): The CTO will be responsible for all aspects of the technological needs
of the network schools and the central office. 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.
Chief Development Officer (CDO): The CDO will be responsible for coordinating the outreach efforts of
the PCSS-II and every other school in the network. The CDO will be instrumental in starting partnerships
and getting the community involved in the school. The CDO will design implement and manage all
fundraising and grant activities, and will supervise grant, donor and gift record keeping. The CDO will
develop the public relations and advertisement plans, design and oversee production of all major publications,
and create and implement a communication and promotional plan.
Director 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 PCSS-II 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.
Director of Facilities (DF): The DF will be responsible for overseeing the maintenance all buildings and
grounds within the PCSS network, ensuring facilities are in compliance with legal requirements, and preparing
long-range plans for construction, site acquisition, remodeling, maintaining and purchasing of equipment.
The DF will conduct routine and periodic inspections for the purposes of ensuring that all facilities and
grounds are in a condition of excellence, will conduct safety inspections, and will manage all maintenance
personnel.
While the founding team is confident for the merits of their network proposal, they are also ready to
overcome challenges should the proposed network plan is approved with limitations. The network structure
is designed in a way that it can be implemented with either of the school. While having both schools will
result in a stronger and more efficient network, a single school can still be sustained ensuring successful
replication of the flagship school.
The Board of Trustees was motivated with the desire to provide to other school districts the same quality
of education that residents of Chelsea, Everett, and Revere have been enjoying. The Board believes in the
need of a highly skilled workforce with strong math and science backgrounds. Several national and state level
reports illuminated the dire situation of science related careers in the nation and the urgency to focus on
STEM education. In a short period of time this has been an area that PCSS has flourished in. While
continuing to improve the program PCSS offers, the Board strongly believes in the need to act urgently to
reach out to more students and locations to help bridge the gap between STEM related jobs and the skills of
our workforce. The passage of the 2010 amendment and the proven provider status made the conditions ripe
to apply to open an additional school and establish a network of schools.
By governing multiple schools the Board of Trustees would like to raise a generation that excels in math,
science and technology and to raise moral individuals of good character. Moreover, the Board would like to
see collaboration and sharing of best practices at multiple locations within and outside of the PCSS network.
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The Board also believes that by becoming a network PCSS 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 each school in the network will replicate the success of the flagship school.
As a Board that will be governing multiple schools, we would like to establish successful schools that are
modeled after our flagship school. The new schools will be, at minimum, as successful as our flagship school
over the next 5 years. The replication will be less demanding than establishing a school from scratch, but we
are aware of the challenges. Although the demographics of the new districts will be similar to that of the
current districts PCSS has been serving, they will not be exactly the same. There will also be differences in the
management styles of the executive directors of the schools. Therefore, slight differences in the academic
performance, discipline and school culture among the network schools is anticipated. The Board experienced
these kinds of challenges as PCSS had Executive Director changes in the past. However, in spite of the
changes, the academic success of the school steadily increased year over year due to the oversight of the
Board, clearly expressed expectations from the directors, policies and procedures put in place. The same
oversight of the Board will ensure the success in the new schools. With the new schools, the Board will need
to be more efficient in its oversight. For this reason, academic and financial dashboards will be created to
help efficiently monitor the schools and act upon possible problems in a timely manner.
With the addition of new schools the Board will need to evaluate the academic program and
organizational viability of multiple schools, ensure faithfulness to charter at multiple locations, provide
support and guidance to multiple Directors on issues from leadership development to facility acquisition,
ensure that quality stays consistent as numbers rise, and ensure talent being recruited in large quantities to
sustain the network. The Board is ready to manage these challenges. 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.
The Board will also develop a similar rubric to assess the effectiveness of the services provided to
network schools through the Network Central Office described in the following sections. The Board will rely
on the expertise it developed over the years through the successful governance of PCSS. In addition, the
Board will also increase its capacity by recruiting new members with expertise in finance, real estate and
management, especially from the locations of new schools and also enlist services of consulting firms that
have experience with managing multiple schools.
During the last five years the Board has successfully prepared sound budgets, monitored school’s
finances, conducted long-term and strategic planning and evaluated its Director. Budget development process
is taken on at the Finance subcommittee (composed of the Treasurer, board members, and Director).
School’s finances are closely monitored at the monthly meetings through study of monthly cash flows and
yearly forecasts. Long-term and strategic planning (including the expansion plans) are prepared through
committee work.
III.D. MANAGEMENT
Management Structure
The organizational structure of PCSS-II is represented in the following chart.
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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 is modified for the network structure.
The Chief Executive Officer (CEO) will report to the Board and will hold overall responsibility in overseeing
the day-to-day operations of the network and the central office. The CEO will appoint an Executive Director,
who will be responsible for the orderly and safe operation of the school. The Executive Director will work in
collaboration with the Network Central Office and his administrative staff to fulfill the needs of the school.
The Executive Director will directly report to the CEO and will be ultimately responsible overseeing the dayto-day operation of the school. The Executive 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 Executive 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, guidance counselor, and college 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 Executive Director.
Curriculum, Instruction, and Student Achievement: PCSS-II will utilize the curriculum developed at the
flagship school. However, the curriculum is always a work in progress at PCSS 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 level chairs 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 Director of Academic Services at the Network Central Office. 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 Director of Special Services at the Network Central Office to ensure that needs of
students with disabilities and LEP students are met. The Dean of Academics will report to the Executive
Director who has the ultimate responsibility for student achievement and implementation of the curriculum
and instruction in his/her building. The Executive Director will report to the Chief Education Officer, who
in turn will report to the Board of Trustees.
Financial Management: The Board will set the goals for fiscal planning annually and review the results on a
monthly basis. The Executive Director working in collaboration with the Chief Financial Officer will prepare
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 Executive Director, CFO,
and CEO will have regular meetings to make decisions on financial issues.
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Operations: At the building level operations will be followed up by the Business Manager, who will manage
operations, overseeing the personnel and outside contractors related to operations. The Facilities Director
will assist each school in managing facilities and related personnel. The Business Manager, Executive Director
and the Facilities Director will meet regularly. Major projects will be carried on by the Facilities Director with
the involvement of the CEO.
Roles and Responsibilities
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 CEO will also establish and
maintain regular communications with state officials, local boards of education, superintendents, and county
administrators as needed.
The Executive Director will be responsible for the safe and orderly operation of each individual school
and student success. The Executive Director will hold overall responsibility in overseeing day-to-day
operations of the school. Some responsibilities of the Executive 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 Executive Director lead the school in an efficient and accountable manner. Both
deans 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 will also supervise the special education and ELL teachers, and
administer the character education program, career programs and after-school programs.
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 carried over by the
Executive 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 Executive Director on the most efficient way of utilizing
technology in the classroom.
While the Executive 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 Executive 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 Executive 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 Manager and the Director
of Facilities.
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 Executive 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:
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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: There will be three departments, Math, Science, and ELA/Social Studies. 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 PCSS-II 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 PCSS-II’s mission and
educational goals and objectives, the staff of PCSS-II will constantly collaborate to help children reach their
full potential.
To that end, PCSS 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.
Human Resources
The numbers of the faculty and supporting staff are given in the table below. PCSS-II’s aim is to keep the
faculty/student ratio at or below 1:15 at all times. The Board will hire the director, whose responsibilities are
discussed previously. The Director will be responsible for hiring the faculty and the staff, who all are subject
to Board approval. The first step will be the recruitment of the Dean of students, the Dean of academics, and
the Business Manager. Once these individuals are hired, they will work with the Director to hire the
individuals who will report to them, e.g., the Dean of Students will work on the recruitment of the nurse and
the Dean of Academics will work on the recruitment of teachers.
Recruitment projection for the first five years
1st year 2nd year 3rd year 4th year 5th year
Student population
180
240
300
360
360
Executive Director
1
1
1
1
1
Administrative Asst. 1
1.5
2
2
2
Dean of Academics 1
1
1
1
1
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Dean of Students
1
1
1
1
1
Business Manager
1
1
1
1
1
IT Manager
0.5
0.5
0.5
0.5
0.5
English
3
4
5
5
5
Mathematics
3
4
5
6
6
Science
2
3
4
5
5
Social Studies
2
2
3
4
4
Other
4.5
6
6.5
7
7
ELL Teacher
1
1
1
2
2
SpEd Teacher
2
3
4
4
4
Nurse
0.5
1
1
1
1
Counselor
0.5
1
1
1
1
Custodian
1
1
1
1
1
The Director and the reporting director of the position (RDP, i.e., the Dean of Students and Dean of
Academics) will conduct candidate searches for all positions using common recruitment methods, such as
placing newspaper and professional journal ads, advertising on appropriate web sites, engaging a recruitment
agency specializing in teacher placement, attending job fairs, and utilizing word of mouth. As soon as suitable
candidates are found, the Director and the RDP will conduct personal interviews with the goal of
determining whether the candidates’ professional experience, personal and professional goals, commitment of
effort and time, and enthusiasm and dedication fit the position and are in line with the school’s mission and
vision. Each candidate for a faculty position will be invited to teach a model lesson with the goal of
determining the candidate’s teaching qualifications.
The candidate’s personal interview, model lesson reports, resume, and professional references will be
used as a basis for deciding whether or not to make an offer as well as determining the starting salary. One a
candidate(s) finalized, name(s) will be forwarded to the CEO for final approval.
When a position at the school becomes vacant, the director and RDP will start the replacement search by
looking at current personnel to identify a potential candidate for the vacant position. If a suitable candidate
among existing school employees is found, that person will be given preference over outside candidates.
We believe that there are three main factors for retention of individuals at their work place: (a) job
satisfaction, (b) friendly work environment and co-workers, and (c) salary and benefits package. PCSS will put
great effort into creating a school where staff will get job satisfaction through their development and the
school’s success; all the administrators and staff will be collaborative, cooperative, and supportive for the
success of both the school and its staff; and competitive salaries and benefits packages will be offered.
The administration will conduct annual surveys on job satisfaction using questionnaires that will cover
issues such as those described in the previous paragraph. The questionnaire will be developed by the Board
and the Director. The results of this annual survey will be used to ensure that personnel are retained. If a staff
member decides to leave the school, an exit survey will be given to learn why the person is leaving. The
reasons will be discussed by the school’s administration and Board. If the reasons relate to problems in
procedures or policies, they will be revisited and revised if needed.
Salary
To be able to attract the best teachers, PCSS-II will offer an initial average salary that will be competitive
with the region and state average, $45,000 with a range from $30,000 to $60,000. A teacher’s initial salary will
be determined by the person’s experience, professional references, and the interview. The salaries of the
deans will be higher than the teachers’ by $10,000 to $15,000, depending on the experience of the individual.
The salary range for the Director will be $60,000-$90,000 depending on the experience. In addition, the
Director will be given a 0-6% annual bonus if the school’s achievement outcomes exceed expectations. The
business manager’s salary will be in the range of $30,000-$40,000.
Salaries will be adjusted every year based on regional cost-of living increases and/or the consumer price
index (CPI), which is expected to be around 2-3%. In addition to this base increase, a bonus will be given
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annually based on reviews conducted by the director and the RDP. Before the school begins in August, and at
the same time every year thereafter, the performance objectives for all employees will be detailed in the form
of a rubric, which will be decided after discussions with the employee and the respective RDP. The Board will
make sure that the resulting rubrics will maintain a minimum standard. At the end of the year, the Director
and the RDP will review all personnel to evaluate their performances with respect to their performance
objectives. Based on performance, employees might be eligible for a bonus ranging from 0-4% of their annual
salary.
The teacher review will include data on the teacher’s performance based on student achievement,
contribution to overall school success, academic knowledge in the subject taught, and the time devoted to
self-development. The details of teacher evaluation and supervision are provided in previous sections. All
administrators will be reviewed by the Director based on similar performance values as those described for
teachers. The Director will be reviewed by the CEO and the CEO by the Board.
PCSS will make contributions to pension plan of MTRS in the amount of 3% of the teacher’s annual
salary. PCSS will pay 75% of the health, dental, and vision insurance premium for each full-time employee.
The details of the benefits will be described in the Personnel Handbook.
Ideal Teacher
The ideal teacher of PCSS is described in a broad sense in this quote by Confucius: "The ideal teacher
guides his students but does not pull them along; he urges them to go forward and does not suppress them;
he opens the way but does not take them to the place."
In addition the ideal teacher:
• Must have a zest for their subject and teaching,
• Should give all children the same chance to learn: treats people equally,
• Is kind, generous, and forgiving,
• Doesn't give up on students: listens, encourages, keeps confidences, cares for students’ opinions,
• Loves teaching children,
• Loves teaching the subject and uses every opportunity for self-improvement,
• Should be collaborative, cooperative, and supportive of colleagues.
Typical Week of a Teacher
As mentioned before, PCSS aims to keep the number of hours a full time teacher spends in the
classroom between 25 to 30 periods at all times and we will plan our teacher recruitment accordingly.
Teachers will be expected to be in school between 7:30 a.m. and 4.30 p.m. Each teacher will take a 35-minute
lunch break; however, each teacher might be assigned additional lunch duty depending on their teaching load.
Depending on the need teachers might also be asked to take part during the dismissal procedures. All
teachers will take part during the day in two advisory periods (15 minutes each). Each teacher will be asked to
coordinate a club activity in the after-school program and/or participate in the one-on-one tutoring program.
Each teacher will also mentor a cohort of students, monitor their progress in each subject, and contact their
parents regularly. Teachers will make home visits to increase parent-school interaction and obtain valuable
feedback about students. Teachers will have a meeting (75 minutes) every week, alternating between grade
and department level meetings. Additional general meetings including all teaching staff will also be scheduled
as needed.
Network Implementation
The successful operation of the PCSS-II will depend on the ease and pace of the replication. The
proposed network structure will play an important role in ensuring an efficient and successful replication. The
lines of authority among and within schools will be clear and the lines of communication will be open. The
CEO will be responsible for the smooth and successful operation of the network and will report to the
Board. The Executive Directors of each school will be ultimately responsible for their respective schools in
terms of educational program, student achievement, and operations and will report to the CEO. The network
central office will provide support services under the supervision of the CEO to each school and will work
with their counterpart at each school. The CFO will be responsible with inputs from Executive Directors and
central office staff to prepare the annual budget and manage procurement activities. The Deans will assist the
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Executive Director in managing day-to-day activities of the school. While the Dean of Academics will be
responsible for student achievement, curriculum, and instructions, the Dean of Students will be responsible
for student life, discipline, and attendance. The Business Manager will report to the Executive Director at
each school and manage the clerical duties of the business office. The staff at each school will report to their
respective administrators (either to the Dean of Academics or Dean of Students) as indicated on the
organizational chart.
The network structure will provide an avenue to share resources and best practices and will contribute to
the improvement of educational outcomes for all schools in the network. Through the network central office
cross-pollination of best practices will occur. The CAO and DSS will focus on strategies and methods that
will work best for the network. They will develop specific curriculum, resources, procedures, and structures
by taking into account the model in the flagship school and implementation across other network schools.
The central office will be a depository of tested and proven methods and resources from all schools in the
network. CAO and DSS will put student achievement first in their approach to provide services to all schools.
Having additional personnel focusing on the curriculum and instruction at the network level will positively
contribute to the performance of each school. With a larger network of committed educators avenues for
specialization, training, exchange, and sharing will increase. The network central office will provide the
organizational capacity to improve productivity across schools and raise student achievement.
The Board will utilize its expertise from founding, developing, and running a successful charter school in
starting and sustaining the proposed new school. As a proven provider, the founding team has shown its
ability to deliver strong academic results while staying organizationally strong. Upon granting of the charter
the Board will establish a committee to recruit the CEO. Board members with expertise in business will
provide guidance in development of the Network Central Office. The Board committee will also work on
goals and deliverables for the Central Office. Board’s has done a good job keeping the flagship accountable
and faithful to its charter while at the same time producing high academic results. Moreover, Board members
with expertise in science and mathematics will ensure that math and science focus is apparent in the network
from day one.
Human resources will be one of the challenges that will be addressed by the Board. Finding qualified
teachers and administrators will be key to the success of individual schools and the network. To that effect we
will use our own resources and current staff to develop qualified administrators and staff for the network and
other schools in the network. We will groom qualified staff at our flagship school to be utilized for the
network. Staff recruitment for new schools has already been discussed before.
To ensure a consistency of replication across schools, we will start with the establishment of the Central
Office. The central office staff will assist respective Executive Directors of each school in their efforts to
implement the structure of the flagship school. While CAO will ensure the consistency of curriculum,
instruction, and assessment across schools, CFO will follow similar policies for the financial management of
each school. The DSS and CTO will similarly ensure consistency for services for special populations and
instructional technology. The Executive Directors of each school will regularly visit the flagship school in
early days to ensure the consistency of replication at their own campuses.
With the addition of new schools the Board will need to evaluate the academic program and
organizational viability of multiple schools, ensure faithfulness to charter at multiple locations, provide
support and guidance to multiple Directors on issues from leadership development to facility acquisition,
ensure that quality stays consistent as numbers rise, and ensure talent being recruited in large quantities to
sustain the network. The Board is ready to manage these challenges. To ensure the quality of the network and
consistency of practices the Board will regularly evaluate the performance of all schools through the CEO
and network central office. A performance rubric will be used to evaluate the performance of each school.
This rubric will include among other things 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. A similar rubric will
also be developed to assess the effectiveness of the services provided to network schools through the central
office. The Board will rely on the expertise it developed over the years through the successful governance of
PCSS.
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III.E. FACILITIES AND STUDENT TRANSPORTATION
Facilities
The Founding members have been working with a local real estate brokers from Burgess Properties, Inc.
in Malden, MA to identify a viable school facility. Since the school is proposed to open in 6 months after
chartered, we have been looking for a facility that will be ready to use as a short-term option. Our priority is
to find a temporary physical building to start up the school and move to permanent location when we grow in
enrollment.
We have already identified a few potential facilities including the one, located at 20 Bennett Hwy in
Saugus, which has great potential for future growth as well. We have been in contact with several charter
school facility developers. Charter School Development Corporation in Washington DC, Build with Purpose
in Boston, East Coast branch of Agassi Canyon from Arizona, Bouma Construction, Mass Development are
the institutions that we have been in conversations for the best facility solution.
The building that we will rent will have enough number of classrooms, offices, science labs, computer
labs, technology/resource room, cafeteria, gym, boys and girls bathrooms, staff launch and bathrooms, small
size classrooms for special education students. Safety and security of the building is a high priority. It will be
in compliance with all federal and local laws and regulations including ADA regulations.
In best-case scenario, we prefer starting small in a smaller building and grow in the third year or
operation to accommodate full capacity of the school. The budget reflects the increase in the rent for the
third year.
Transportation
PCSS II plans to use transportation services provided by the local public school system, with student
eligibility according to school district guidelines and will work closely through the district to arrange
transportation for students. PCSS II will provide busing service for students who are not eligible to be
provided transportation in the cities of Saugus, Lynn, Danvers, Peabody and Salem. The school will contract
with a bussing company. Students who choose to enroll to come to PCSS II from outside of these
communities will be asked to accommodate their own transportation at least to the closest pick up point.
In addition, PCSS II administration will ensure access, services and accommodations for families’ full
participation in the educational program. Special Needs students, who are physically challenged, will be given
access to transportation according to state or federal laws as well as ADA requirements.
III.F. SCHOOL FINANCES
(1) Fiscal Management:
Board of Trustees and Chief Executive Officer (CEO) have the ultimate responsibility of the school’s
finances. There will be a finance committee that will include the CEO, Chief Financial Officer (CFO), School
Director, Board Treasurer and a Board member. The Finance committee will prepare the annual operating
and capital budget as well as the cash flow budget, and recommend them to the Board. Board will have the
right to implement changes or approve the budget. CEO and CFO will set up and maintain the school’s
financial systems. The CFO will generate monthly standard financial reports, which will include forecasts of
revenues and expenses for the remaining months and the actual variances to the approved annual budget.
The Finance committee will review these reports and present to the Board every month. CEO and CFO will
monitor all accounting and book keeping activities, and they will frequently meet with Finance Committee as
needed but at least once a month. The Board will select an independent auditor and the Finance Committee
will see the audit to completion. Assistant Business Manager at the site is responsible for daily follow-ups
within the building and reports to the CFO as well as the School Director.
The Board has the authority to select and terminate key employees and set salaries for such employees.
However, at the site level, School Director, Dean of Students, and Dean of Academics will be heavily
involved in staff and teacher recruitments and making recommendations to the Board. CEO and CFO
evaluate and finalize requests and recommendations that come from school level and prepare staff planning
for Board approval.
The Board maintains the sole authority to purchase property, incur debt, invest funds, and choose a bank
and an auditor. The CFO plans and carries out purchases in collaboration with School Business Managers.
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Pioneer Charter School of Science
Board will give special attention to the internal controls, and procedures and policies will be developed to
limit the likelihood of any misappropriations. For example, checks over $5,000 will need to be authorized by
dual signatures, and someone other than the person who records the transaction will maintain the cash
receipts log.
Enrollment and average daily attendance, personnel planning and hiring, purchasing, bookkeeping and
reporting/auditing are major fiscal management items. For fiscal health and viability of organization the
Board has developed a two level monitoring system. It is both school level and network level responsibility to
ensure projected revenues are secured and expenses are within the limits. Projections and decisions about
major fiscal items above are developed and requested by School Director for approval from network CEO
and CFO. As the primary management level of fiscal responsibilities, the CEO and the CFO of the network
review requests and develop a plan. After the Board’s approval they carry out the projected budget.
Enrolment monitoring and reporting of attendance is School Director’s responsibility and it is overseen
by the CFO. Purchasing is a two-step process: Requisition is presented to the CFO and the CFO approves
requisitions, places orders. Bookkeeping is also CFO’s responsibility as well as reporting and preparation for
the audit. The CFO will maintain and manage accounting books separately for all network schools, for PCSS
II in particular.
Fiscal Controls and Financial Management Policies
The CEO and CFO will set up the financial systems and purchase and maintain the financial tools
required such as the equipment and the software. The Board will open a bank account for the school. The
treasurer, CEO and CFO will have the authority to sign the checks. Financial records and reports will be
done in accordance with generally accepted accounting principles (GAAP) and government accounting
standards. We are planning to use Quickbooks to record the financial transactions, as we have been using the
software in the flagship school.
School Business Manager will maintain the fixed assets register and will register and record disposables.
Also CFO will track and receive grants. School Director will maintain personnel records and adhere to payroll
policies. School Business Manager will serve as assistant of the CFO on site and follow up daily business
office tasks. He/she will report to the CFO as well as the School Director.
There are multiple levels of approvals for different types of expenditure. Checks less than $10,000 may be
signed either by CFO or CEO or Board Treasurer. If the check amount is larger than $10,000, then dual
signatures are required and in addition any expenditure larger than $10,000 also needs to be presented to
Financial Committee unless there is a Board-approved contract or it is a recurring charge such as salaries or
rent.
(2) Operating Budget and Budget Narrative
Major Assumptions and details of each Revenue and Expenses can be found in the operating budget in
the Attachment.
In the budget of PCSS II, major assumptions are as follows: Students will be drawn from 5 cities, Saugus,
Lynn, Peabody, Danvers and Salem. As we experienced statistically in the flagship school, we are expecting
about the same number of students from each of 5 cities and outside of the area. Therefore per-pupil funding
is assumed as an average of the cities. Enrolment plan is 180, 240 and 300 students in the first three years
respectively. We plan to use the building in two phases. Initial two years about 24,000 sf. building will suffice
and the following years about 40,000 sf. will be needed. We project $10.00 rent per sf.
Staff planning is as shown in the table below. Positions and responsibilities have been explained in
Human Resources Section. We are planning to hire 25, 32 and 38 FTE personnel in the first 3 years
respectively. That will result the teacher to student ratio as 1:10.6, 1:10.9 and 1:11.1.
A
B
C
D
MAJOR ASSUMPTIONS
Per Pupil Tuition
Student Enrollment
Facility Size (square
footage)
Cost per square foot
Pre-Op.
Year 1
Year 2
Year 3
FY2013
FY2014
FY2015
FY2016
12,300
180
12,300
240
12,300
300
24,000
10
24,000
10
40,000
10
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Pioneer Charter School of Science
E
(1.0 FTE =40 hours)
Staff FTE:
E1.
E2.
E3.
E4.
E5.
E6.
E7.
E8.
F
Staff FTE:
Administrative (Professional)
Administrative (Support/Clerical)
Instructional: Teachers
Instructional: Other (Professional)
Instructional: Paraprofessionals
Instructional: Salaries - Support/Clerical
Other Student Services
Operation and Maintenance of Plant
Subtotal:
0.5
0.5
1.0
1.0
2.0
17.0
2.5
1.0
0.0
0.5
1.0
25.0
1.0
2.5
22.0
3.0
1.5
0.0
1.0
1.0
32.0
1.0
3.0
27.0
3.0
2.0
0.0
1.0
1.0
38.0
Start-up Period Revenues and Expenses
Start-up period will be from March 1, 2013 to June 30, 2013. For the operational period, the fiscal year
starts from July 1 to the June 30th of the following year. In the period until our first operation year, the startup phase, there needs to be particular preparation for the fiscal year. During start-up we plan to hire a School
Director and an administrative assistant in March. Director will play an active role in organization of the
other activities including preparation of the facilities and recruitments. In May, we anticipate to hire Business
Manager, Dean of Academics and Dean of Students. Deans’ and Business Manager’s inputs are important for
the rest of recruitment activities and setting up the necessary systems. We will start advertising teacher
positions in April and expect most of the hiring of teachers will be done before July. The salaries of Director
and Administrator Assistant for the months from March through June are included in the start-up expenses
column in the Budget for the time they serve in this period. Other costs during the start-up phase will include
purchase of furniture and equipment including computers, LCD projectors and smart boards as major
purchase item. Some modest amounts for legal, office expenses, bank charges and recruitment costs are also
included. On the revenue side, we have two major sources for start-up: A third of Federal Start-up Grant
money and private donations. We will immediately apply for $150,000 start-up grant and expect to spend
almost all of it during this phase. In addition, we expect to have $50,000 private donations to support start-up
activities. The founding board of the flagship school in Everett had successfully secured and received $40,000
private donations in its start-up year and we are confident that the Board will raise at least $50,000 private
donations from various sources. $200,000 total revenue in the start up phase will cover all costs projected in
the budget to prepare the school for opening.
Revenue Years 1-3: The Operating Revenues are as shown in the table below:
1
2
3
4
5
6
7
8
9
10
11
12
OPERATING REVENUES
Tuition
Grants - State
Grants - Federal
Grants - Private
Nutrition Funding - State & Federal
Program Fees
Contributions, in-kind
Contributions, in-cash
Investment Income
Transportation Reimbursements
Other:
Other:
13
TOTAL OPERATING REVENUES
Pre-Op
Year 1
Year 2
Year 3
FY2013
FY2014
FY2015
FY2016
2,214,000
2,952,000
3,690,000
250,000
280,000
160,000
45,000
30,000
30,000
60,000
40,000
30,000
75,000
45,000
30,000
40,000
50,000
3,402,000
4,050,000
150,000
50,000
200,000
2,569,000
The revenue assumptions are based on the actual numbers that we have been realizing in the flagship
school in the last 5 years. The biggest source of revenue comes from the student tuition disbursement given
by the local districts. The table below shows the revenue streams for three years. Tuition disbursement
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Pioneer Charter School of Science
revenues are included in State revenues with other state grants and Transportation reimbursement. The data
is driven from DESE’s website. Tuition disbursement is calculated based on per student costs of 5 cities. The
biggest share of the Federal Revenues is the $150,000 per year start-up money for the first 3 years. Other
Federal Revenues includes entitlements and grants for such as Title I, Title II-B, Title V and IDEA. In
calculating Federal Grants, it is assumed that 40% of the students will be eligible for free and reduced lunch.
Projected percentage of special education students is 17%.
Private revenue includes Private Grants, cash and in-kind donations, and program fees. Based on other
comparable charter schools, 10% of the revenue can be raised through private fundraising. In our case, we
conservatively assumed only 5% of revenues from private sources for Budget purposes. However, Board
anticipates that it can do better and will set the internal target to obtaining 10% of the revenues from Private
revenues. The board had raised $40,000 in the startup year of the flagship school and we anticipate more than
$50,000 for PCSS II. Another private donor has pledged 60 Apple IPads for 9th grade students to support
technology in the classroom in the first 3 years.
Expenses Year 1-3: The Operating Expenditures is shown in the budget and a summary table is below:
Pre-Op.
FY2013
31
46
55
68
75
78
79
80
81
OPERATING EXPENDITURES
Administration
Instructional Services-General Ed.
Instructional Services-Special Ed.
Other Student Services
Operation and Maintenance of Plant
Fixed Charges
Community Services
Contingency Fund
TOTAL OPERATING
EXPENDITURES
SURPLUS/(DEFICIT)
Year 1
FY2014
Year 2
FY2015
Year 3
FY2016
86,500
6,750
-
491,000
1,018,000
123,000
205,000
417,000
240,000
-
571,404
1,301,650
179,000
280,000
470,200
284,000
-
658,515
1,623,820
240,320
355,000
697,800
339,000
-
188,250
11,750
2,494,000
75,000
3,086,254
315,746
3,914,455
135,546
55,000
40,000
Budget Line 31: Administration Staff includes Director, Business Manager, and Administrative Assistant.
Other Administration costs include student recruitments expenses, office supplies and accounting/auditing
costs. One major item in this section is Purchased Management Services.
PCSS Network:
PCSS II will be a part or PCSS Network. The Board has a robust plan to replicate the successful model
of PCSS in new locations. Initial replication plan includes establishing two regional charter schools, PCSS II
in Saugus in 2013 and PCSS IV in Woburn in 2014. The Board hopes to amend the charter of PCSS (flagship
school) to include grades K-6 starting from Fall 2014. The central office will support and manage the network
schools, sustaining the flagship school’s success and replicating the same model to new locations. According
to projections PCSS Network enrolment plan is as follows:
PCSS (7-12)
PCSS II
PCSS IV
PCSS (K-6)
TOTAL
2012-2013
360
0
0
0
360
2013-2014
360
180
0
0
540
2014-2015
360
240
180
180
960
2015-2016
360
300
240
300
1200
2016-2017
360
360
300
420
1440
The network’s central office expenses will be shared based on the number of enrollment of each school.
Central office personnel will be on PCSS’s payroll and will receive all benefits as a school personnel. Other
expenses will be budgeted and paid by PCSS too. PCSS II and PCSS IV will reimburse their share of cost to
the flagship school as Purchased Management Services.
According to the enrollment projection PCSS II will assume $216,000, $264,000 and $330,000 as
Purchased Management Services. The anticipated cost per student is $1,200 in the first year and $1,100 in the
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Pioneer Charter School of Science
following years. As the network schools grow and enrollment increases we anticipate to see a significant
decrease in the per student management cost. In any case it will be no more than 9% of the student tuition
revenue.
Budget Line 46: Instructional Personnel is referred earlier in the document in Human Resources
Section. As the number of students increase in year 2 and 3, number of teachers increase accordingly and
maintain a maximum 11.1:1 student teacher ratio. Also as the school grows towards to its steady state, the
ratio of cost of instructional services will be more than 50% of the over-all budget. Other Instructional
Services Cost includes textbooks, computers, projectors, hardware and software for a computer lab and
computers for classrooms. To support teaching and learning in classroom with advanced technology, 60
Apple IPads will be given to 9th grade students for their use in high school years. Revenues section shows inkind donation of $30,000 and the same amount is included in this section as a part of instructional
technology. Salaries of tutors and substitute teachers are included in this section too. Professional
Development is a separate item. Staff stipends are additional expenses for extra tutoring, club activities and
Saturday Academy.
Budget Line 55: Student Services include a part time nurse, athletic services, food services and
transportation costs. Food costs assume 200 school days and $2.95 per student for breakfast and lunch. We
will provide milk and cereal for breakfast and for lunch we will outsource this service to licensed food service
management / catering companies. The school will participate in Federal Lunch Program. For student
transportation, two busses will serve in two routs in the first year. Another bus will be added in the following
two years. We assume $45,000 for each bus for a year. The school will get into a contract with a bussing
company.
Budget Line 68: Operation and Maintenance will include one full time staff first year and increase to
two staff in the second year. Students will be asked to keep the premises clean but the school will be cleaned
three to four nights a week. As leasing costs, we assumed $10 per square feet for the first year. Our plan is to
rent about 24,000 sf. in the first two years and increase it to 40,000 for the following years. We intent to offer
a lease that allows payments of 5 year’s rent with per-student-base. Even though we stay within our budget
when we pay square foot based payment, per-student-payment will leave us more room for contingencies.
Budget Line 75: Fixed Charges include Payroll Taxes, Fringe Benefits and insurance costs. Payroll taxes
include worker’s compensation, MA unemployment, and Medicare for all the employees. As fringe benefits,
we will contribute to the MA Teachers Retirement System. We allocated $1500 for the set-up cost of the
system as well. In addition, we are going to provide 75% of health insurance costs for the school personnel.
Insurance cost will include property, fire, and liability coverage. As the facility and the staff grow over time,
the insurance costs will increase in year two and three.
Our budget is constructed with many contingencies and safety margins. In the first place, revenue items and
expenses are assumed based on actual numbers, which have been realized in PCSS for the last 5 years.
Another contingency approach is, for example, in the revenue line, we assumed revenues conservatively but
in the expenses we budgeted for more than 100% of the expenses. As seen in the Budget, we also assumed 410% surplus as contingency item. We have been conservative on private donations and grant assumptions as
well. We are anticipating State grants on top of Federal Start-up Grant and it is not included in the revenues.
We did not assume increase in tuition revenues in the second and third years. However, we calculated a 3%
raise for salaries every year.
Sep
Aug
Jul
Jun
May
Apr
Mar
Feb
III.G. ACTION PLAN
PCSS II’s action plan, which is shown below will start from the time of approval to the first day of the
school is included below. We made sure that every single task is assigned to a person or persons within a
certain time frame. It is important to leave some contingency margin for completion of the tasks.
OBJECTIVES/TASKS
Respon
PHASE ONE: START UP ACTIVITIES
sible
Person
Mission Development
Board
Done
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Pioneer Charter School of Science
Board Formation
Board Incorporation
Establishment of Timeline
Preliminary Site Identification(s)
By-Law Development
Identification of Preliminary Resources
a. Legal
b. Developer
c. Public Relations
d. Fiscal Assistance
Start Up Grant Identification
Review of the State Application
Charter Application Completion
Submission Process
Discussions with Authorizer
SITE ISSUES
Identify site
Financing secured
Preliminary inspection made
Signed lease/purchase & sales agreement
Final inspection and occupancy certificate
Completion of renovations
Acquisition of furniture and materials
Phone lines/numbers
Electric, Gas/Oil, Water, Sewer, Trash
Cert. Of Occupancy to DESE
First day of school
ADMINISTRATION
Hire attorney
Submit grant application
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Board
Done
Done
Done
Done
Done
Done
Done
Ongoing
Ongoing
Ongoing
Board
Board
Board
Board
Board
Board
CFO
CFO
CFO
CFO
Director
Done
Ongoing
Done
Director
Director
Done
Adopt Certificate of Incorp. and By-Laws
Board
Done
Establish board meeting schedule
Adopt school policies:
- Code of Conduct, Dress Code
- Salary schedule, Staff Handbook
- Performance bonus plan
Approve:
- Start up budget
- Bids for furniture
- Bids for computers
- Enrollment meeting schedule
- Costs for marketing
Board
Done
Board
Board
Board
Board
Board
Board
Board
Board
Done
Done
Done
Ongoing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Pioneer Charter School of Science
- Annual Board meeting schedule
EDUCATIONAL/OPERATIONS
PROGRAM
Finalize curriculum adoption
Determine assessment mechanism
Student orientation
Administer base line assessment
Order:
- Curriculum materials
- Classroom/Office equipment and
furniture
- Computers
- Consumables
- Telephones
Arrange:
Student transportation
- Food service vendor
- Nursing services
ADMISSIONS
Hold informational meetings/hold events
as necessary to recruit enrollment targets
Establish telephone number
Approve brochure
Adopt enrollment form
Implement marketing & PR strategy
Adopt parent/student handbook
Hold auditions
Initial enrollment deadline
Hold lottery: (If applicable)
Send admission letters
Establish wait list
Send DESE the enrollment report
Confirm acceptances
Request student records
Receive student records
STAFFING
Hire temp. receptionist
Hire School Leader
Advertise teachers’ positions
Start interviewing teachers
Extend offers to teachers:
- Criminal background checks
Pre-Service Teacher Training
Board
X
Director
Director
Director
Director
X
X
Director
X
X
X
X
X
X
X
X
X
Director
X
X
Director
Director
Director
X
X
X
X
X
X
X
X
Director
Director
Director
X
X
X
X
X
X
X
X
X
X
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Board
Director
Director
Director
Director
Director
Ongoing
Done
Ongoing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Pioneer Charter School of Science
FINANCIAL MANAGEMENT
Identify check signers
Arrange insurance
Identify and hire auditor
Establish payroll
Forms (PO’s, expense forms)
Open account
Revise First year’s budget
Produce financial reports
Establish credit for Staples/Office Depot,
etc.
SPECIAL EDUCATION SERVICES
Identify students with IEP
Acquire records
Contact with Special Ed. Admin
Define services requirements
Hire/contact with providers
Identify resources (internal/external)
FOOD SERVICE
Identify free/reduced lunch
Select vendor
HEALTH & SAFETY
Send medical forms to parents
Check for completeness
Identify medical resources
Health and fire inspections
Staff first aid training
Fire drill policy/schedule/route
Traffic management (drop off/pick up)
Building insurance
Liability insurance
Workers compensation insurance
Health insurance
Student accident medical insurance
CFO
CFO
CFO
CFO
CFO
CFO
CFO
CFO
X
X
CFO
X
Director
Director
Director
Director
Director
Director
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Director
Director
X
X
X
X
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
Director
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Building the PCSS Network:
The founding team members of PCSS II have been working on the expansion project for more than a year.
After we decided to become a network of schools, we put together a robust plan to make sure that we have
the capacity to replicate the successful model of PCSS, the flagship school. Several sections of the application
have already outlined the network structure that will be created to manage multiple schools, ensure
governance oversight and support the healthy growth of these successful schools. Moreover, our efforts to
increase capacity also include the following:
1. Board of Trustees: We have been searching for potential board members, particularly from the
areas that we will serve. A number of names have been identified and they have visited our school.
We especially focus on prospective members with a real estate, law or business background.
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Pioneer Charter School of Science
2. Advisory Board: We have established an advisory board to provide guidance and expertise in
becoming a premiere STEM school in the greater Boston area. Our members come from prestigious
institutions like MIT, Harvard University and the Museum of Science. Their support letters are
provided in the attachment section. They are exited about replicating PCSS in more localities. Our
advisory board will be instrumental in our outreach efforts.
3. Human Resources: The replication will go smoothly with the right kind of leadership that have
been part of or know intimately the culture of the flagship school. Therefore; we have been
grooming the leaders of the proposed schools from our current talent pool. We also hope that a
group of “seeds”, a group of teachers will be a part of the proposed schools and that they will
transfer their knowledge and expertise to assist in the creation of the same school culture.
4. Finance: Our flagship school has been financially sound and has a good reputation with financial
institutions. We will leverage our financial strength to secure any line of credit or any short term or
long term borrowing that the new school will need to grow. Cambridge Trust Company, the primary
institution we bank with, has already indicated interest in working with our proposed schools. A
support letter from the bank is included in the attachment section. In addition, we have a good
reputation with Mass Development and we have already consulted with them for a different project.
5. School Facility: The Board is well aware that finding a school facility is one of the most challenging
and critical components that we will face. We have been working with real estate brokers, developers,
and financial institutions to secure the facility in a timely manner. One promising alternative is
working with Berkeley Investments from Boston. We have been negotiating with them to buy a piece
of land they own in Everett to build elementary school building on it. It is a project we hope to
complete in the next 20 months. They are aggressively willing to finance the project and rent it to the
school. They are also interested in helping PCSS replicate the model in new areas. They will also
provide development services for the proposed schools. While facility is always a challenge, the
academic success and the organizational strength of our flagship school has impressed and provided
confidence to landlords, developers and financial institutions.
6. Community Outreach: We have been reaching out to the communities we will serve in two ways:
First; we have reached out the parents to give them information about our proposed schools and we
have received overwhelming interest. Secondly, we reached out the community leaders, elected
officials and business community in the area. The response has been favorable too. Many of them
either visited our school or showed their support soliciting the program to their communities.
Building a network and replications of success is full of opportunities and challenges, but it is promising and
exciting. The Board and management team of PCSS, the flagship school, have been in collaboration with
successful networks that have completed their replication phase. We also have been benefitting from
expertise of professionals who have been working with replicating groups. The Board will also contract with
consultants who have had experience in replicating; this will lead to a smooth transition for establishing and
sustaining success in one site to replicating it to new locations.
IV. HOW WILL THE SCHOOL DEMONSTRATE THAT IT IS FAITHFUL TO THE TERMS
OF ITS CHARTER?
IV.A. PROCESS
The Board will establish advisory subcommittees that will be responsible for developing goals and
objectives in the three accountability areas; academic success, organizational viability, and faithfulness to
charter.
The subcommittees will work with the CEO, the Executive Directors, and the CFO to develop an
Accountability Plan during the first year. The Academics subcommittee, working with the Chief Academic
Officer (CAO), will develop the specifics of the academic goals. The Finance subcommittee, working with the
CEO, will be responsible for the specifics of the goals pertaining to the financial health of the school. The
whole team, with the guidance of the Board, will develop goals and criteria that best reflect faithfulness to the
original charter, the mission, and the core principles of the school.
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Pioneer Charter School of Science
The board and the CEO will establish core principles and basic ideas that should guide the development
of the accountability plan; the CEO will instruct and orient the rest of the team about the plan at the outset.
Each sub-team responsible for one of the three areas will then develop specific goals. Each sub-team will
carefully consider relevant requirements and guidelines, including DESE’s guidelines for writing
accountability plans. The sub-team will also observe the implementation and progress of the programs and
the operation of the school. The plan in progress will periodically be presented to the Board and to the
subcommittees established by the Board for review and feedback. The draft plan will be reviewed and
approved by March 1 of the first year and submitted to the Charter School Office (CSO). Working with the
CSO, the Board will make necessary changes and approve the final version by June 1.
IV.B. ACCOUNTABILITY PLAN OBJECTIVES
Academic Success
Objective 1: Students will demonstrate improvement and become proficient in their ELA skills. MCAS scores
will be the indicator. Students who attended PCSS-II for at least 2 years will have higher averages than the
sending districts. Median student growth percentile will be higher than 50.
Objective 2: Students will demonstrate improvement and become proficient in their mathematics skills.
MCAS scores will be the indicator. Students who attended PCSS-II for at least 2 years will have higher
averages than the sending districts. Median student growth percentile will be higher than 50.
Objective 3: Students will demonstrate improvement and become proficient in their mathematics skills.
MCAS scores will be the indicator. Students who attended PCSS-II for at least 2 years will have higher
averages than the sending districts.
Organizational Viability
Objective 1: PCSS-II annual budget will be sustained by its enrollment and will support the academic
program. The indicator will be the enrollment count and the budget.
Objective 2: PCSS-II will demonstrate will demonstrate history of positive net assets, adequate cash flow, and
consistently operate within budget. Annual financial reports will be the indicator.
Objective 3: PCSS-II’s annual audit will be free of material or repeated findings. Annual independent financial
audit will be the indicator.
Objective 4: PCSS-II will provide effective and efficient governance and leadership. The indicator will be
Board evaluation. The Board will be rated once a year as effective by an external consultant demonstrating
that the Board is following the best practices.
Faithfulness to Charter
Objective 1: PCSS-II will be faithful to its mission of building good characters. Indicators will be the dropout rates and student conduct grades. The dropout rate will be lower than the sending districts. Majority of
students will have a B or above in conduct by the end of the year.
Objective 2: PCSS-II will be faithful to its mission of college-prep education. Indicators will be graduation
rates and course selections. The graduation rate will be higher than the sending districts. AP or comparable
college level courses will be offered to juniors or seniors.
Objective 3: PCSS-II will be faithful to its mission of strong parent-teacher collaboration. Indicators will be
surveys, home visits, and parent communication. At least 70% of the parents surveyed will indicate
satisfaction with the school. PCSS staff will communicate with at least 50% of the parents regularly.
Objective 4: PCSS-II students will demonstrate improvement in their research skills. Indicators will be the
annual science fair and competitions. All students will participate in the annual science fair. Every year
students will participate in academic competitions at the regional, state, or national level.
IV.C. NARRATIVE
The inspection team will meet with school management team devoted to the mission of the school and
its success. They will see that the school is financially fit, the Board is involved, and the operation of the
school is efficient. They will meet with teachers and staff that are equally enthusiastic and excited about
contributing to the core mission and success of the school and who will tell success stories of their students.
Some students will have succeeded at the regional, state or national level, but many will have done so at a
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personal level, unique to each student, overcoming unique and personal obstacles. The staff will be equally
proud of each student’s achievement, whether it is a medal in a science Olympiad or a private triumph at a
personal level. Academic indicators will be far better than those of the sending districts’ averages and better
than the students’ starting levels at the school. Teachers will discuss plans for further improving academics,
never content with what has been achieved. They will talk about students, individual by individual, not only
on how they do academically but also on their character development.
The inspection team will see students genuinely curious about many things, often not content with what
is in the textbooks. Their enthusiasm will be evident through projects, artifacts, and presentations that will be
on display throughout the school. News clippings and awards received will illustrate the achievements of the
students and will also give them a sense of pride and encouragement. When the members of the team talk to
students, they will find them knowledgeable and well rounded. The students will be respectful yet confident
in expressing themselves. When the team talks to any one of them, they will likely hear thoughtful plans on
college, career, and the future. There will be many outside activities and programs with colleges, youth
organizations, scholastic institutions, etc. The parents will be similarly proud of the school and will share
their enthusiastic approval for the school.
IV.D. DISSEMINATION
First, PCSS-II will always be open to inquiries by other parties who want to learn from its experience.
PCSS-II sees it an imperative of its core philosophy of contribution to the education of our children that it
responds enthusiastically to any request for sharing its best practices. However, PCSS-II will not simply wait
for outside inquiry. PCSS-II will work actively to identify its best practices and share those through
appropriate channels.
Two of the channels for dissemination will be our website and the school newsletter. Furthermore, the
staff will be encouraged to write about their experiences, recommendations, and education in general for
journals, papers, and other scholarly or popular publications. PCSS-II will participate in conferences and
workshops, especially concerning the areas that are core to its mission. It will collaborate with regional,
national, and international organizations, such as those concerned with math, science, and technology
education in high schools or with character education, leadership for youth, etc. PCSS will also strive to
establish active lines of communication with the districts and public schools in its region to tackle shared
issues and propagate its best practices.
The Director, the Dean of Academics, and the Dean of Students will note, during periodic reviews, the
practices that have given good results in academic development, character education, parental involvement,
and in other areas important to the school’s mission. These practices will be compiled and disseminated
regularly through the channels described previously. As the best practices more clearly emerge over the initial
years of the school, the directors and the Board will try to identify basic principles and underlying themes and
draw higher-level conclusions. These distilled corollaries and principles will then be propagated and
advocated at a higher level, becoming a part of the unique character and culture of PCSS.
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ATTACHMENT A:
DRAFT BYLAWS OF PIONEER CHARTER SCHOOL OF SCIENCE II
ARTICLE I
NAME
The name of the School is the Pioneer Charter School of Science II (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 School is to prepare educationally under-resourced students for today’s competitive world.
The School will help them develop the academic and social skills necessary to become successful
professionals and exemplary members of their community. This goal will be achieved by providing the
students with a rigorous academic curriculum with emphasis on math and science, balanced by a strong
foundation in the humanities, a character education program, career-oriented college preparation, and strong
student–teacher–parent collaboration.
ARTICLE II
MEMBERSHIP
The School has no members. The rights, which would otherwise vest in the members vest in the
Directors of the School (hereinafter the “Trustees”) who hold the charter from the state for the Pioneer
Charter School of Science II. 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”).
A. Powers:
ARTICLE III
BOARD OF TRUSTEES
The Board is a public entity and shall conduct or direct the affairs of the School and exercise its powers,
subject to the limitations of the Education Law, Not-for-Profit Corporation Law, the School's Charter and
these Bylaws. Board members are considered special state employees. The Board may delegate the
management of the activities of the School to others, so long as the affairs of the School are managed, and its
powers are exercised, under the Board's ultimate jurisdiction. Without limiting the generality of the powers
hereby granted to the Board, but subject to the same limitations, the Board shall have all the powers
enumerated in these Bylaws, and the following specific powers:
1. To elect and remove Trustees;
2. To select and remove Officers, agents and School leader; to prescribe powers and duties for them; and to
fix their compensation;
3. To ensure that the school is an academic success, organizationally viable, faithful to the terms of its
charter, and earns its charter renewal;
4. To conduct, manage and control the affairs and activities of the School, and to make rules and regulations;
5. To enter into contracts, leases and other agreements which are, in the Board's judgment, necessary or
desirable in obtaining the purposes of promoting the interests of the School;
6. To carry on the business of operating a charter school and apply any surplus that results from the business
activity to any activity in which the School may engage;
7. To act as trustee under any trust incidental to the School’s purposes, and to receive, hold, administer,
exchange and expend funds and property subject to such a trust;
8. To manage the financial affairs of the school and approve the annual budget;
9. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and
to hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey or otherwise dispose of
such property;
10. To borrow money, incur debt, and to execute and deliver promissory notes, bonds, debentures, deeds of
trust, mortgages, pledges, hypothecations and other evidences of debt and securities;
11. To lend money received only from private sources and to accept conditional or unconditional promissory
notes therefore, whether interest or non-interest bearing, or secured or unsecured; and
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12. To indemnify and maintain insurance on behalf of any of its Trustees, Officers, employees or agents for
liability asserted against or incurred by such person in such capacity or arising out of such person's status
as such, subject to the provisions of the Massachusetts Not-for-Profit Corporation Law and the
limitations noted in these Bylaws.
B. Number of Trustees:
The Trustees of the School shall consist of not less than seven nor more than fifteen 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.
3. Interested Persons: Not more than 49% of the persons serving on the Board may be interested persons. An
“interested person” is: (1) any person currently being compensated by the School for services rendered to
it within the previous 12 months, whether as a full-time or part-time employee, independent contractor
or otherwise; or (2) any sister, brother, ancestor, descendant, spouse, sister-in-law, brother-in-law,
daughter-in-law, son-in-law, mother-in-law or father-in-law of any such person in (1).
4. Term of Office:
1. The Trustees elected or appointed shall be divided into three classes for the purpose of staggering
their terms of office. All classes shall be as nearly equal in number as possible.
2. The terms of office of the Trustees initially classified shall be as follows: that of the first class shall
expire at the next annual meeting of the Trustees, the second class at the second succeeding annual
meeting and the third class at the third succeeding annual meeting. Following the expiration of these
designated terms, the term of each Trustee shall continue for three (3) years and shall be renewed at
the annual meeting.
3. The term of office of a Trustee elected to fill a vacancy in these Bylaws begins on the date of the
Trustee's election, and continues: (1) for the balance of the unexpired term in the case of a vacancy
created because of the resignation, removal, or death of a Trustee, or (2) for the term specified by the
Board in the case of a vacancy resulting from the increase of the number of Trustees authorized.
5. Time of Elections: The Board shall elect Trustees whose terms begin on September 1st of a given year at the
Annual Meeting for that year, or at a Regular Meeting designated for that purpose, or at a Special Meeting
called for that purpose.
D. Removal of Trustees:
The Board may remove a Trustee in accordance with the provisions of the Education Law and the Notfor-Profit Corporation Law.
The Board may remove any Trustee who:
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 involved in any activities that the Board deems to be conduct unbecoming a Board member
and is detrimental to the mission and reputation of the Pioneer Charter School of Science II.
E. Resignation by Trustee:
A Trustee 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.
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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
PRINCIPAL OFFICE
The School's principal office shall be at the following address:
The Pioneer Charter School of Science II, 51 Summer St., Everett MA 02149 or at such other place as
the Board may select by resolution or amendment of the Bylaws. The Secretary shall note any change in
principal office on the copy of the Bylaws maintained by the Secretary.
ARTICLE V
MEETINGS OF THE BOARD
A. Place of Meetings:
Board Meetings shall be held at the School's principal 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 every other month 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. Adjournment:
A majority of the Trustees present at a meeting, whether or not a quorum, may adjourn the meeting to
another time and place.
F. Notices:
Notices of Board Meetings shall be given as follows:
1. A five days' notice including the time, date, and the location of the Board meetings will be delivered to
Trustee 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 the State, or a copy of the yearly schedule of meetings to the Charter School Office and the
Secretary of State's office 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 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. 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.
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H . Records of the Meetings:
A record of every meeting shall 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.
A. Quorum:
ARTICLE VI
ACTION BY THE BOARD
Unless law requires a greater proportion, 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. Trustee participation occurs
in person for purpose of quorum or vote.
B. Action by the Board:
1. 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.
2. 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, additional Trustees
may participate in a Board meeting through use of video- and/or tele-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. Participation in a meeting pursuant to this section
constitutes presence in person at such meeting. 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 use of email.
C. Committees:
1.
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 except for any Executive committee, which shall comprise not
fewer than five Trustees, who shall serve at the pleasure of the Chair of the Board.
2. 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:
1. Election of Trustees;
2. Filling vacancies on the Board or any committee that has the authority of the Board;
3. Fixing of Trustee compensation for serving on the Board or on any committee;
4. Amendment or repeal of Bylaws or the adoption of new Bylaws; and
5. Appointment of other committees of the Board, or the members of the committees.
3. 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:
1. One or more Officers or employees of the School whom the Trustee believes to be reliable and
competent in the matters presented;
2. Legal counsel, public accountants or other persons as to matters that the Trustee believes are within
that person's professional or expert competence; or
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3. 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.
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.
1. 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.
2. 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.
3. Secretary: The Secretary shall: (a) keep or cause to be kept, at the School's principal 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.
3. 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
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Pioneer Charter School of Science
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:
1. 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.
2. Eligibility: A Trustee may hold any number of offices, except that neither the Secretary nor Treasurer may
serve concurrently as the Chair.
3. Term of Office: Each Officer serves at the pleasure of the Board, holding office until resignation, removal or
disqualification from service, or until his or her successor is elected.
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
The Trustees shall not be personally liable for the School's debts, liabilities or other obligations.
ARTICLE IX
INDEMNIFICATION OF CORPORATE AGENTS
The Pioneer Charter School of Science II 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. “Selfdealing 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 Year:
The fiscal year of the School begins on July 1 of each year and ends on June 30.
B. Execution of Instruments:
Except 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
engagement, to pledge the School's credit, or to render it liable monetarily for any purpose or any amount.
C. Checks and Notes:
Except 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 Chair of
the Board, the Director or Treasurer.
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D. Construction and Definitions:
Unless the context otherwise requires, the general provisions, rules of construction, and definitions
contained in the any applicable law, 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 and are not intended to limit or define the scope or effect of any provisions.
E. Conflict of 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 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. Interpretation of Charter:
Whenever any provision of the Bylaws is in conflict with the provisions of the Charter, the provisions
of the Charter shall control.
G. Non-discrimination:
Board of Trustees may not discriminate against potential members on the basis of age, sex, sexual
orientation, race, national origin, ancestry, religion, marital status, or non-disqualifying handicap or mental
condition.
ARTICLE XII
AMENDMENT
A majority of the Trustees may adopt, amend or repeal these Bylaws. The approval of Department of Education is
required for an amendment approved by Board of Trustees.
CERTIFICATE OF SECRETARY
The undersigned does hereby certify that the undersigned is the Secretary of the Pioneer Charter School of Science II, an
educational organizational duly organized and existing under the laws of the State of Massachusetts; that the foregoing Bylaws of
said School were duly and regularly adopted as such by the Board of Trustees of said School; and that the above and foregoing
Bylaws are now in full force and effect.
__________________________, Secretary
Dated: _______________
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ATTACHMENT B:
DRAFT RECRUITMENT AND RETENTION PLAN
A. General Recruitment Activities
List recruitment activities undertaken each year which apply to all students.
Advertisements in local papers
Open houses will advertised in local papers and will be held at the school. A school representative will
talk to parents about the school and give a tour of the school
Pamphlets will be available at local youth centers and libraries
Mass mailing
B. Recruitment Plan – Goals and Strategies
List goals and strategies for recruitment activities for each demographic group.
Goal: To raise awareness in local areas about the special education services at
Demographic Group:
A. Special education students
PCSS II.
Strategies: 1. A Special Education Representative will be present at the Open
House sessions.
2. Fliers stating that PCSS II provides services to all kinds of students with special
needs will be placed in local centers that serve special education students.
Demographic Group:
B. Limited English-proficient
students
Demographic Group:
C. Students eligible for free
lunch
Goal: To raise awareness in local areas about the ELL services at PCSS II.
Strategies: 1. All information pamphlets will be translated into multiple
languages.
2. Advertisements and pamphlets will be placed in Bilingual newspapers and at
local churches. Advertisements and fliers will also be placed in local YMCA
centers.
Goal: To inform parents of children who are eligible of free lunch about PCSS II.
Strategies: Info pamphlets and flyers that clearly state that we provide free and
reduced breakfast and lunch will be placed at the local unemployment centers,
churches and community centers.
Demographic Group:
D. Students eligible for
reduced price lunch
Goal: To inform parents of children who are eligible for reduced lunch about
PCSS II.
Strategies: Info pamphlets and flyers that clearly state that we provide free and
reduced breakfast and lunch will be placed at the local unemployment centers,
churches and community centers.
Demographic Group:
Goal: To raise awareness among the local public about the programs available at
PCSS II for students who are sub proficient.
Strategies: 1. PCSS II will put together fliers that talk about various support
programs that are available at our school.
2. During Open house sessions there will be time allocated to discussing our
support programs.
E. Students who are subproficient
Demographic Group:
F. Students at risk of dropping
out of school
Goal: To raise awareness among the local public about the programs available at
PCSS II for students who are at risk of dropping out of school.
Strategies: 1. PCSS II will put together fliers that talk about the support
programs that are available at our school (such as tutoring, Saturday Academy,
smaller classroom size, counseling).
2. During Open house sessions there will be time allocated to discussing our
support programs.
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Demographic Group:
G. Students who have dropped
out of school
Demographic Group(s):
H. Other subgroups of students
who should be targeted to
eliminate the achievement gap
Goal: To raise awareness among the local public about the programs available at
PCSS II for students who have dropped out of school.
Strategies: 1. PCSS II will put together fliers that talk about the support
programs that are available at our school such as (tutoring, Saturday Academy,
smaller classroom size, counseling).
2. During Open house sessions there will be time allocated to discussing our
support program.
Goal: To raise awareness among the local public about the programs available at
PCSS II to ensure a diverse student population.
Strategies: 1. PCSS II will put together fliers that talk about the support programs
that are available at our school.
2. During Open house sessions there will be time allocated to discussing our
support programs.
II. RETENTION PLAN
Overall Student Retention Goal
Annual goal for student
retention (percentage):
Annual goal for student retention is 80%
Retention Plan Goals and Strategies -- List goals and strategies for retention activities
 Newsletters containing updates on activities and upcoming events will be
To improve parent
communication and to
build stronger
relationships with
students and their
parents.
prepared and distributed.
 PCSS II will have a database system that will be used by teachers, parents and
students. Grades, attendance and assignment descriptions will be added to the
database on a regular basis by teachers.
 Teachers will keep parent logs of all the phone calls made home.
 Teachers and administrators will make home visits to the homes of the students
whose parents have given the school the permission to visit.
To provide social and
emotional support
The counselor will work on putting together mentoring groups and support groups
for students.
Programs and awareness for bullying will be implemented
 Students who need extra help and support attend Saturday tutoring.
 AFTER SCHOOL TUTORING- During the hours of 3:40-4:30 students
receive tutoring in the subjects that they need extra help in.
 SCIENCE TEAMS and MATH TEAMS- students will be given the
opportunity to participate in these teams and to go to state wide competitions
 PCSS II will offers a variety of club and extracurricular choices.
 Athletics- A variety of sports are available for students to participate in.
To ensure positive
academic success
To continue to provide
opportunities for social
interactions that
contribute to the positive
school culture
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ATTACHMENT C:
DRAF ENROLLMENT POLICY AND ADMISSION APPLICATION
Admissions Criteria
Charter schools are public schools, and therefore, they are open to all Massachusetts students on a space
available basis. This means that Pioneer Charter School of Science (PCSS) II does 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 in a foreign
language, or prior academic achievement when recruiting or admitting students. Moreover, PCSS II may not
set admissions criteria, including but not limited to any test of ability or achievement, that are intended to
discriminate or that have the effect of discriminating based upon any of these characteristics. M.G.L. c. 71, §
89(l); 603 CMR 1.06(1); 603 CMR 1.06(2).
PCSS II has an interest in making sure that all prospective students and their families understand the mission
and focus of the school and are interested in being a part of the school community.
PCSS II requires:
1. Candidates for admission to apply for the grade immediately following their current grade and to
successfully complete that grade to be admitted.
2. Students to be resident of Massachusetts at the time that they submit an Application Form (attached) and
at the time that they are offered admission.
3. That primary preference for admission be given to siblings of students "currently attending" the school in
accordance with Massachusetts Department of Education regulations.
4. That secondary preference for admission is given to students who are residents of Saugus, Salem, Peabody,
Lynn, and Danvers (as defined in 603 1.06(4)) at the time that they are offered admission to the school.
PCSS II will not:
1. Give preferences to children of the school’s staff or Board members;
2. Give preference to siblings of students accepted to the school, but not yet attending; or
3. 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. [See M.G.L. c. 71 § 89(1)]
Outreach
Throughout the year, PCSS II provides information about the school for families who are interested in
sending their children to the school. The application forms are available to families at school and online
application forms are also available throughout the year. The school provides application forms in the
prevalent languages of the population served. The recruitment and enrollment process is an extensive, region
wide outreach effort that includes advertisement in local newspapers, at local libraries, community centers and
schools. Attendance of Information Sessions is strongly encouraged for students and their families, but not
required as a condition of enrollment.
Enrollment Process
1. For a given school year at the beginning of August, PCSS II will publicize several information sessions
and invite families to attend and fill out an application form. Attendance in information sessions is not
required as a condition of enrollment. PCSS II will publicize all the application deadlines at least one
month in advance. Returning students or those students who are currently on a waiting list for grades
DO NOT have to reapply.
2. PCSS II will accept application forms until March 1 of the year in which the lottery will take place.
3. The proof of residency has to be submitted with the application form (except in the case of homeless
students). The following forms will be accepted: current utility bill, mortgage statement, rental agreement,
homeowner’s or renter’s insurance.
4. After this initial application period, the school will conduct a lottery before March 15, for which the date
and time will be publicized at least one week before the lottery date. 603 CMR 1.06(6). Unless otherwise
stated lottery will be held at the school building located at 51-59 Summer St, Everett, MA 02149. An
incomplete application will not be considered for the lottery.
5. The school will set a final date for students to accept offers of enrollment and the actual date of
enrollment.
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6. Any form submitted after March 1 will enter a secondary lottery, and if there is a waitlist these students
will go to the bottom of the waitlist in the order that they are chosen from the lottery. Notification of the
secondary lottery date will be announced one week prior to the lottery.
7. PCSS II will publicize all lottery enrollment deadlines and the fact that there will be a lottery if there are
more eligible applicants than there are available spaces within a given lottery enrollment process, with
reasonable public notice of at least one week.
8. Public notice of all application deadlines will be given at least one month in advance.
9. All information requested in the application is not intended and will not be used to discriminate.
After initial application deadline passes, PCSS II will divide all application forms into three categories under
603 CMR 1.06(4)
• Siblings: Students who share a common parent (i.e. either biologic or legal parent) are defined
siblings. Whether the children reside in the same household has no bearing on determining if the
children are siblings for purposes of a sibling preference. Children who live in different households
but share a common parent are siblings for purposes of the sibling preference. Children who may
live in the same household but do not share a common parent are not considered to be siblings. If
siblings are placed in foster homes and one of them enrolls in the charter school, then the siblings of
that student are entitled to admission preference. Foster children are not considered siblings of other
children in the foster home unless they share a common parent.
• Residents: Students who live in the city of Saugus, Salem, Peabody, Lynn, or Danvers. Residents
enrolled in district, charter, private or parochial schools or enrolling in schools in the district get
equal preference.
• Non-residents: Students who live within Massachusetts but outside the city of Saugus, Salem,
Peabody, Lynn, or Danvers are defined as non-residents.
Preference for admission is given first to applicants in the "Siblings" category followed by applicants in the
“Residents” category, and then by applicants in the “Non-Residents” category, regardless of when their
application form is submitted as long as it is prior to the application deadline. PCSS II will either extend an
offer of admission to all applicants within a group (Siblings, Residents, or Non-Residents) that meet the
application deadline or select applicants randomly using a lottery. PCSS II will not offer admission to
applicants on a first come first serve basis.
Lottery
PCSS II will determine the number of spaces available each by grade level. If there are more eligible
applicants in any of the categories (“Siblings”, "Residents" or “Non-Residents”) than there are spaces
available, PCSS II must hold a lottery to determine which applicants will receive an offer of admission. 603
CMR 1.06(3)(a). As previously mentioned, the school must give a public notice of the lottery at least one
week before the lottery date. An individual who has no connection to the school will randomly draw
numbers, which have been specifically assigned to each application received by the school before the deadline
to ensure the privacy of student information. The parent or guardian of each student, however, is entitled to
know his or her lottery number in advance of the drawing. If the school uses names, the school will notify
parents of this practice when they complete an application and allow parents to opt out of having their
child(ren)’s names publicly used. After the available slots are filled, the individual shall keep drawing the
remaining applicants in each category and place them on a waiting list in the order they are drawn. Each
lottery is conducted in public and (unless otherwise stated) at the school located at 51-59 Summer St.,
Everett, MA 02149.
If the school does not reach capacity after admitting all eligible “Siblings” and "Residents," then it may admit
non-resident applicants. In this case, the school must hold a lottery, under the same rules as outlined above
to select non-resident students for the remaining spaces if there are more non-resident applicants than
spaces available. 603 CMR 1.06(4)(b).
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Pioneer Charter School of Science
Waiting List
PCSS will maintain waiting lists for “Siblings”, “Residents”, and “Non-Residents.” Lists will be accurate and
contain names, home addresses, telephone numbers, and grade levels of students. These lists will be rolled
over from year-to-year. All students in the waiting list will be contacted as openings will be available. School
will not fill the openings occurring in grades 10, 11 and 12.
PCSS II must accept “Resident” students before accepting “Non-Resident” students unless the “NonResident” student is also a “Sibling.” No student will be admitted ahead of other eligible No student will be
admitted ahead of other eligible students on the waiting list unless said student is either a sibling of a
previously enrolled student or a resident of the charter school’s city or town (603 CMR 1.06(5)). There is one
exception – if a space becomes available to a student from the waiting list, and whose expenses will cause his
or her sending district exceeding the net school spending cap (9%), the charter school should skip over that
student but will keep the name on the waiting list. However, if such a student on the waiting list is a sibling of
a student currently enrolled at the charter school, the school may enroll that student, and the Commonwealth
of Massachusetts will pay the tuition to the charter school, but it is subject to state appropriations.
If a student declines an offer of admission, his/her name will not be placed in the waiting list. He/she must
reapply again in the future.
When a student stops attending PCSS II for any reason, PCSS II will attempt to fill vacant seats up to
February 15th, excluding seats in the last half of the grades offered and in grades 10, 11, or 12. Seats for
students who have accepted an offer of admission but have never attended are exempt. A vacancy not filled
after February 15th moves into the subsequent grade.
Secondary Lottery
PCSS may hold a second lottery under the following conditions:
1. If the school has received fewer application forms by March 1 than it has spaces available; or
2. If the school receives additional application forms for the upcoming school year after March 1.
Enrollment Confirmation
Families of the students will be notified at the lottery and by mail of their admission status that is either
accepted for admissions or placed on a waiting list. If a student declines an offer of admission, the school will
immediately contact the family of the student who is on the top of the waiting list. If a student is accepted in
the lottery, that family must confirm by May first that the student will attend the school. The school will hold
an orientation session in August (before the first day of school) to prepare new families and students for the
transition to the School and to assist families with any remaining paperwork. If a student is selected off of the
waiting list and if the family is notified after May 1st, the family has 5 days to confirm enrollment.
Other Limitations
Students for whom enrollment in the charter school would cause the sending district to exceed their tuition
cap will not be offered admission but will remain on the waiting list. If those students are siblings of students
currently in attendance at the school, the state may pay the child’s tuition, subject to appropriation (M.G.L.
Chapter 71, Section 89(i); 603 CMR 1.06(4)(e)).
PCSS will have and implement a student recruitment and retention plan as outlined in M.G.L. c. 71 89(f) and
CMR 603 1.05(f).
Third-Party Mail H ouse
PCSS II, upon request, will provide the names and addresses of students to a third party mail house for
mailing (M.G.L. c.71 (89)(g)) unless the parent requests that the school withhold their child’s information.
Parents can request student information not to be disclosed during the application process. Forms to deny
disclosure of information will be made available to parents.
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Pioneer Charter School of Science
DRAFT PCSS II APPLICATION FORM
First Name
STUDENT
Middle Name
Last Name
Address:_____________________________________ ,__________________ , _____ , _________
Street, apt #
city
Date of Birth (m/d/y)
___ / ___ / ___
City and State of Birth
Current Grade
Name of Current School
state
zip
Gender
 Female
 Male
Applying for grade
First Name
PRIMARY PARENT / GUARDIAN
Middle Name
Last Name
Address:_____________________________________ ,__________________ , _____ , _________
Street, apt #
city
state
Relationship to Student
Home Phone
Work Phone
Cell Phone
Email
Gender
 Female
First Name
zip
 Male
SECONDARY PARENT / GUARDIAN
Middle Name
Last Name
Address:_____________________________________ ,__________________ , _____ , _________
Street, apt #
city
state
Relationship to Student
Home Phone
Work Phone
Cell Phone
Email
Gender
 Female
zip
 Male
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Pioneer Charter School of Science
ATTACHMENT D:
DRAFT ORGANIZATIONAL CHART
NETWORK:
SCHOOL:
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Pioneer Charter School of Science
ATTACHMENT E:
FOUNDING GROUP STATEMENTS OF COMMITMENT AND RESUMES
To Whom It May Concern:
I have been serving in the board of Pioneer Charter School of Science (PCSS) for the last five
years, which has been truly a productive and rewarding experience. Our first class already
graduated this year with a high outcome in terms of acceptance to some locally and nationally
reputed universities and colleges. When I first joined the board I was aware that the mission in
front of us was quite challenging given the students to be served were some of the most
underprivileged ones in the greater Boston area. However we knew that this same group of
students is not any less talented than their luckier counterparts. We knew that they only needed
an environment that would challenge them and force them to utilize their full capacity.
Throughout this past five years we successfully developed a very dedicated managing team with
a hardworking group of teachers and a quite supportive parent teacher organization. Our scores
have shown a steady improvement over this term and due to our success the Governor of
Massachusetts named PCSS a 2011 Commendation school. Throughout this term our board of
trustees also has strengthened itself with a few important additions from academia and industry
based in different parts of the state.
Having had a very successful term with our first class, now we genuinely feel that we are ready
to spread our experience to other parts of the state where the kids are in desperate need for more
opportunities and more support. Since the times I joined the board of trustees, I have tried to
convey my engineering background in a way to guide the school into a path of science with
applications in real life. I have also had the privilege to serve in a few subcommittees to support
some of the school functions. Through this letter of intent I would like to reiterate my strong
interest in pursuing an active role within the efforts to expand our school to serve many more
children whom we would like to see at the forefront of the country’s future.
Sincerely,
Volkan Efe
Proposed Board Member
To Whom It May Concern:
I have felt myself very lucky to be a board member (and treasurer) of Pioneer Charter School of Science
(PCSS) in Everett. PCSS has recently had its 5-year renewal approved which is surely a certification for its
success in educating teenagers from various cultural and ethnic backgrounds particularly to be excelled in
math and science.
As a resident of Lowell and an educator of UMass Lowell, I would greatly appreciate the opportunity to have
such a successful school established in the greater Lowell region and other locations. This appreciation can be
summarized three-fold: First of all, we as UMass Lowell community, mostly teach students from our
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Pioneer Charter School of Science
neighboring cities located in greater Lowell. I, myself, am teaching Operations Analysis and Operations
Management courses both of which are heavily math-oriented. As far as I have observed, most students
unfortunately have a lack of knowledge particularly in mathematics. This is where PCSS can significantly
contribute to the greater Lowell community students considering its recorded success in math and science.
Also, the degree of resemblance in the communities of greater Lowell area and the communities that PCSS is
currently serving is noteworthy. Having such a successful school system replicated in Lowell would help us
teach students harder and deeper topics easier at the college level. Secondly, for the last 5 years, especially
since Chancellor Marty Meehan has started serving at UMass Lowell, the strategic vision of the city has
shifted gears from just being a gateway to being a highly-industrialized, technology-provider, and
economically-growing, and safer neighborhood. Aligned with this strategic direction, I believe PCSS would
well fit into the bright new picture that Lowell area would hopefully have in the near future. Thirdly, having
personally observed the dedication of the administrators as well as teachers of PCSS with their significant
extra workload in the way that they deal with problematic students via additional tutoring and student-family
involvement activities, I have a lot of hope that one of the main drawbacks that Lowell has can easily be
overcome. This drawback, according to me, is the low-income, not well-educated, and to some extent underresourced families about their children’s success. PCSS has successfully integrated students’ families in their
education system, which is most probably one of the drivers it recorded such a remarkable success in a short
period of time.
I am honored to serve as a board member of the PCSS schools and happy to see our successful school
replicated especially in my neighborhood and other cities. I will dedicate my time and efforts to further
improve its success here in Lowell as well. Even though I have a special interest in Lowell I am also equally
dedicated to help all three proposed schools in the proposed PCSS network to succeed.
Asil Oztekin, Ph.D.
Assistant Professor of Operations and Information Systems
Manning School of Business
UMass Lowell
Proposed Board Member
To Whom It May Concern:
I taught for 34 years in one of the Boston Public Middle Schools, worked part time as a coach/mentor for
the Advanced Work grade 6 ELA teachers in Boston after retirement, and am presently working as a part
time library assistant in a public library.
I dedicated my professional life to working with urban youth from disadvantaged backgrounds – to
helping them to overcome the odds against them and to giving them the tools to succeed in the world at
large. The majority of the students I taught in my early years lived in the old Columbia Point project in
Dorchester – students who were disadvantaged in every sense of the word except that they were lucky
enough to have a group of young, dedicated teachers committed to changing the world starting with the
reluctant students sitting in each of their classrooms. Things were difficult in those days of
desegregation and busing, and yet some of these very same students ended up attending college and
eventually coming back to teach where they, themselves, had been taught. These “disadvantaged”
students proved to me that they could “make it” if given half a chance.
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Pioneer Charter School of Science
Later in my career I taught sixth grade students in the Advanced Work Class program. Many of these
students were learning in their second or third language, dealing with problems at home, and struggling
with peer pressure involving sex, drugs and alcohol. And yet, given a supportive school environment
and a very rigorous academic curriculum they were able to succeed and to move on successfully to
Boston’s exam schools. Working with them I have seen firsthand what our students are capable of
doing when given the opportunity and support. I am excited to see the possibility of that kind of
opportunity and support being extended to students in the cities of Revere, Chelsea and Everett through
PCSS.
Working with PCSS gives me the opportunity to continue my commitment to serve urban youth in a new
capacity. PCSS gives these students not only an opportunity to succeed, but also a distinct advantage in
the areas of math, science and technology. It is a privilege to be able to use my years of experience in
the field to advise and help in any way possible the new generation of educators dedicated to ensuring
the all of our students are offered the very best education, particularly in the crucial areas of math,
science and technology.
Patricia A. Pervane
Retired Teacher
Proposed Board Member
To Whom It May Concern,
Please accept this letter as a letter of intent for the replication of the Pioneer Charter
School of Science (PCSS) is located in Everett, MA. We would like to replicate our promising and
successful school in other surrounding areas.
I can honestly say that I am proud to be the Dean of Students at this young and
promising school. PCSS in a short time established itself as a school with high academic
standards and high expectations. PCSS provides a safe learning environment where everyone
feels welcomed and appreciated. While focusing on mathematics and science PCSS also
provides a strong foundation in humanities. PCSS has a family-like environment with a school
culture based on respect, hard-work, high expectations, and service. PCSS works hard to forge a
lasting relationship with parents and community at large. Parents are always kept in the loop
with school database that is available 24/7 and allow parents to keep track of grades,
homework, attendance, and discipline. Teachers and administration keep lines of
communication open all the time. They even visit parents at their homes to ensure high
parental involvement. Various activities also bring the community members to school ensuring
a connection with the school and larger community (public service employees, local elected
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Pioneer Charter School of Science
officials, leaders from local scientific community, etc). Through their education experience at
PCSS students built academic and social skills needed to become successful professionals and
exemplary members of their community.
Our students have continuously out-performed the surrounding districts on MCAS
exams. This year we received our renewal with no conditions. We also had our first graduating
class. Our graduating seniors have been accepted to prestigious local and national universities,
including Columbia and Boston College. They have also raised about $3.2 million in scholarships
as a class together.
If given the chance to expand our team which consists of highly educated and
passionate professionals will work together to ensure that our success continues and that other
parts of Massachusetts will continue to prosper. We will ensure that students will be given the
appropriate education and experiences that will ensure positive growth to them individually
and to our country as a whole.
Sincerely,
Sanela Jonuz
Dean of Students, PCSS
To Whom It May Concern:
I am a Parent and a board member of Pioneer Charter School of Science. First and
foremost, as a parent I would like to say how proud I am of the accomplishment that the students
and faculty have achieved. The rigorous education has challenged and enlightened students,
making them eager to learn and thrive, allowing them to eventually become critical thinkers in
our society.
Our country needs more rigorous Math and Science courses for our children to succeed in
our competitive and ever changing world; PCSS has provided just that. As a board member I
would like to mention that the dedication and professionalism of the faculty and other board
members has been more than exceptional. I believe that the replication of the Pioneer Charter
School of Science would only enhance learning experience and future for many students
throughout the state.
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Pioneer Charter School of Science
Sincerely Yours,
Janice Smith, Parent
Proposed Board Member
To Whom It May Concern:
It is with great pleasure that I write this letter in support of the Pioneer Charter School of Science
Network application. I believe this timely effort has the potential of fulfilling a crucial need.
I have been living Massachusetts for about 8 years now. Being a father of a little girl, I have a
strong personal interest in the quality of education in our community. Although we can be
considered somewhat luckier for having access to higher quality education compared to most
other states, I believe a lot more could be and should be done to raise the bar in education. I have
observed in particular that entrepreneurship, innovation and creativity have taken a backseat to
fact-memorization and test-readiness. I feel the edge we, the United States, still hold at higher
education level at colleges and universities will fade away unless we have a stronger base and
feed from the elementary levels of education. I have also experienced that charter school model
provides a great value by instigating healthy competition, initiating the most needed motivation,
and bringing about new ideas and techniques to advance teaching and learning. Moreover, being
a firm believer of public involvement and community service, especially regarding such a crucial
matter as education, I see a great potential in charter school model as a medium to public
participation.
With these thoughts, concerns and my strong background in teaching, I feel obliged to assume
responsibility and join forces with other respected and highly qualified members of our local
community in new charter school initiatives in various locations. I am honored to serve as a
Founding Board member of the Pioneer Charter School of Science Network, and looking
forward to contributing my labor and sweat to the establishment of a new prominent institution
for our community.
Murat Yaldizli, PhD
Proposed Board Member
10 Derby Rd Unit B
T: 508 250 5077
E: yaldizli@gmail.com
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Pioneer Charter School of Science
To whom it may concern,
I am writing to confirm my intent to actively participate in the expansion of Pioneer Charter
School of Science (PCSS). I have been serving on the board of PCSS for more than 3 years.
During this time, I was delighted to see that the hard work of the PCSS board, administration and
the teachers paid off as we have witnessed many incredible achievements. Our first class just
graduated with a very high college acceptance rate, our test scores have steadily improved and
PCSS was named a 2011 Commendation school by the Massachusetts Governor.
As an assistant professor at MIT, I have tried to establish connections between MIT and PCSS
with the goal of trying to inspire students to pursue a career in science and engineering. I have
hosted students from PCSS in my laboratory at MIT, myself and my graduate students
participated in PCSS science fairs as judges. I have also had discussions with science teachers
about different ways to improve science curriculum.
I believe that PCSS has been extremely successful and many more kids deserve to be served in
the same manner. I therefore highly support the expansion of PCSSS and will do my best to
actively contribute to this effort.
Sincerely,
Nuh Gedik
Proposed Board Member
To Whom It May Concern:
I am honored to be a Founding Board member of the Pioneer Charter School of Science (PCSS) Network. I
know the population that PCSS Network intends to serve is in significant need of an environment that
produces academic and personal success.
The schools strong parent/teacher/student collaboration helps the parents and children feel confident in
their education and themselves. These positive outcomes are even further developed with the
implementation of the “Character Education” process. Adding this to the educational philosophy gives
parents like me peace of mind that our children will be learning positive moral and ethical behaviors in
addition to the educational advantages.
Education will permit these students to support themselves as independent contributors to our community.
As a parent and former childcare provider with over 5 years of experience in working with young children, I
believe in the overall goal of preparing students to be productive citizens. I believe small classes, intensive
individual academic support, community and parent involvement, and a student-centered curriculum, will
help students accelerate academically. It will prepare students to successfully pass the MCAS tests and
graduate from high school despite the difficulties some of them are facing.
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Pioneer Charter School of Science
As a parent, I am excited to volunteer my time and my skills to further the success of PCSS Network and its
students. My focus as a founding Board Member is driven by my passion and ability to make a positive
difference in the lives of young people.
I continue to look forward to the opportunity of offering my expertise to all schools in PCSS Network.
Anke Schumann
Graphics Specialist
Proposed Board Member
To Whom It May Concern:
I have been involved with PCSS from the very early days. It gives great pleasure to see how
much the school improved over the years and has become one of the top performing charter
public schools in the greater Boston region. Now it is time to replicate this success in other
locations of the State and provide a quality education to more Massachusetts students.
Therefore, as the Board of Trustees of the PCSS, we decided to pursue the endeavor of
establishing a network. PCSS is a great STEM based school and has been investing in the next
generation through a rigorous college preparatory program that focuses on math and science.
I had a long and rewarding career as an architect and a planner and would like to bring my
expertise to the development of the PCSS Network. I am, like other members of the Board of
Trustees, committed to ensure the success of the every proposed school in our proposed network.
If accepted this network will not only benefit the residents of various cities to the north of
Boston, but will also positively contribute to the ever needed STEM education in Massachusetts.
Bora M. Pervane,
227 Center ST Hanover, MA 02339
bora@pervane.com
Proposed Board Member
To Whom It May Concern:
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I have been the Executive Director of the PCSS for more than two years now. PCSS is a
great institution with a strong academic program, a school culture of high
expectations, and a safe, family like environment. Everyone in school works hard and
long. Our students go to school for 200 days! They are challenged in their classes
every single day. We raise a generation of students with strong math and science skills
as well as individuals with high moral values.
Students I see every day in my building gives me the motivation to continue this work
and also aim more. They amaze me every day by living up to the high standards we set
for them, by overcoming difficulties and challenges, and most importantly by never
giving up. They prove me every day that each child is capable of great work and can
flourish when provided the right environment. At PCSS we work hard to provide the
environment that our students will excel. And now we would like to do the same for
more students and for more cities. I know children over there are as talented,
committed, and ready as PCSS students are. I can’t wait to meet them.
With the guidance of our Board of Trustees we have been able to establish a very
strong academic institution in a very short time. We are one of the best STEM schools
in the greater Boston area and we are NONSELECTIVE. Now, with our recent renewal,
our Board of Trustees decided to replicate this successful institution and establish a
network of schools. I completely support this decision and offer my services to help
realize this goal. PCSS has the know-how and resources to help guide our proposed
sister schools and we are committed to the success of all of the proposed schools. I
hope you will see the great things we have accomplished at PCSS and let us do the
same in further north of where we are located.
I have been involved with every level of charter school experience for the last eight
years. I am looking forward to using my experience in helping our Board to establish
the PCSS Network.
Sincerely,
Barish Icin
Executive Director, PCSS
To Whom It May Concern:
After middle school, I passed a nation-wide entrance examination and had the opportunity to be educated in
one of the top Science High Schools in my home country. Our curriculum had extensive math and science
coverage including several college-level advance concepts. The experimental methodology and the
investigative method of the science classes have attracted my curiosity. After graduation, I succeeded in the
entrance exam for the top Electrical Engineering College and fed my curiosity by learning about the
computer and electronics technology. Since receiving my MS and PhD from a prominent U.S. institution, I
have been working on the cutting edge of technology and science, as a senior software engineer at Airvana
Inc.
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I support the PCSS and am proud to be one of the board members. The primary reason for my interest in
this project is my desire to give back to the community. I consider myself very lucky to be able to use the
opportunities this country presents. I am very conscious of what this country has given me and I want to pay
back in the best way I know, contributing back to education.
As a long-time member of the American community now, I strongly feel that I can and should contribute my
experience and time towards improving the science and technology education in schools. I believe that
Pioneer Charter School of Science is already fulfilling a great mission in improving the science and technology
education in middle and high school.
My time, energy and dedication are precious to me. However, I genuinely believe in the cause of PCSS and
feel that I have a lot to contribute to this expansion project, which will create value for the society.
Mustafa Ozdemir, PhD
Senior Engineer / Parent
Proposed Board Member
I have been serving in the Board of Pioneer Charter School of Science (PCSS) for the last two
years, but my involvement with the school dates back to the very first days. I was lucky enough
to participate in the proposal development efforts as early as 2004 and volunteered in providing
expertise in the development of math and science programs. It has been a very rewarding
experience to witness the progress students achieved within the last five years. The first
graduating class, most of whom were accepted to prominent universities and colleges, is the
testimony for this success.
I come from a blue-collar working family, in many ways similar to the families of the PCSS
community. I am the first college graduate in my family and first ever to hold an advanced
degree. I was able to achieve because I was fortunate to get quality education through individual
attention, dedication, and opportunities enabled by scholarships. I, myself, experienced what one
can achieve once the opportunity is given. As a person who went through similar experiences of
our students, I relate to PCSS at the personal level. As a parent, I also understand how important
it is to provide children with skills, values, and access to rigorous education. That is why I feel
obliged to give back to the community. With my scientific and managerial background, I have
been contributing to PCSS with strategy, policy development and oversight.
PCSS has already proven itself as a high quality charter school dedicate to its students. I believe
the new PCSS schools will provide more access to this high-quality education and will continue
make differences in the lives of the students. I therefore would like to reiterate my commitment
to PCSS and the proposed PCSS network.
Mehmet Dogan, PhD
Chair, PCSS Board of Trustees
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Patricia A. Pervane
51 Summer St.
Everett, MA 02149
Phone: (617) 389-7277
E-mail: pat@pervane.com
Education:
Master of Education, Boston University, Boston MA 1970 (teaching of reading)
BA Earlham College, Richmond, IN 1965 (history and education)
Professional Experience:
Coach/Mentor Advanced Work Class program, Boston Public Schools, Boston, MA
2004-present
•
•
Grade 6 ELA classroom visits for observation, feedback, and support
Curriculum implementation reviews for grade 6 AWC teachers
Teacher: John W. McCormack School, Boston Public Schools, Boston, MA
1970 –2004
•
Served in the following capacities:
o
Teacher of Humanities (reading, English, and history combined): whole class instruction
grade 6 for advanced work classes and inclusion classes
o
Teacher of Advanced Work Class: whole class instruction in reading, English Language
Arts, and history.
o
History Alive: trained in History Alive methods and subsequently implemented program
in my history classes
o
Teacher of History: whole class instruction grade 6
o
Teacher of English Language Arts: whole class instruction in grades 6 and 7
o
Teacher of Reading: whole class instruction in grades 6 and 7
o
GED classes: technology assistant for class of adults preparing to take the GED
o
Computer Instructor: whole class instruction in grades 6 through 8, teaching
programming and applications
o
Title I / Chapter I Reading Specialist: small group remedial reading instruction for
students in grades 4 through 8
o
In addition to teaching duties I have served on many committees such as the McCormack
Task Force and School Improvement Team, as well as run school programs such as the
JFK Library Corps and the school / bank business partnership program Reading is Fun.
Teacher: Leary Institute, Alexandria, VA
•
1968 (half year)
taught a self contained class of children with learning disabilities.
Teacher: Escuela John F. Kennedy, Queretaro, Mexico, 1965- 1967
•
taught an English language kindergarten class for children who were in the process of becoming
bilingual
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Nuh GEDIK
Massachusetts Institute of Technology
Department of Physics
77 Massachusetts Avenue, 13-2114
Cambridge, MA 02139
Phone: 617-389-7277
Fax: 617-389-7278
E-mail: gedik@mit.edu
Web page: http://web.mit.edu/~gediklab/
EDUCATION
Ph.D. Physics (GPA 4.0/4.0), University of California, Berkeley (05/04)
M.A. Physics (GPA 4.0/4.0), University of California, Berkeley (05/01)
B.S.
Physics (1st Honors), Bogazici University, Istanbul, Turkey (08/98)
APPOINTMENTS
Assistant Professor, Physics Department, MIT (01/08 – present)
Postdoctoral Scholar, Prof. Ahmed Zewail group, Chemistry Department, Caltech (07/04
– 01/08)
Graduate Student Researcher, Prof. Joe Orenstein group, Physics Department, UC
Berkeley (06/99 – 05/04)
HONORS AND AWARDS
Plenary Speaker, 3rd. International Conference in Superconductivity and Magnetism
(ICSM2012)
Alfred P. Sloan Fellowship, 2012-2014
DOE Early Career Award (05/11)
Solomon Buchsbaum Research Fund Award, MIT Research Support Committee (05/11)
NSF CAREER Award (07/09)
NEC Corporate Fund Award, MIT Research Support Committee (06/08)
Michael and Philip Platzman Fund for Junior Faculty in Physics, MIT (01/08)
Berkeley Physics Department Fellowship (08/98 – 08/00)
The Scientific and Technical Research Council of Turkey Fellowship (08/95 – 08/98)
Bogazici University Physics Department Fellowship (08/95 – 08/98)
7th Rank Among Over 1 Million Candidates, The University Entrance Exam in Turkey
(06/95)
Bronze Medal, 26th International Physics Olympiad Canberra, Australia (07/95)
Silver Medal, National Physics Olympiad of Turkey (12/94)
PUBLICATIONS
1. “Measurement of intrinsic Dirac fermion cooling on the surface of a topological
insulator Bi2Se3 using time- and angle-resolved photoemission spectroscopy” Y. H.
Wang, D. Hsieh, E. J. Sie, H. Steinberg, D. R. Gardner, Y. S. Lee, P. Jarillo-Herrero, and
N. Gedik accepted to PHYS. REV. LETT. (2012)
2. "A Theoretical and Experimental Study of Second Harmonic Generation from the Surface
of the Topological Insulator Bi2Se3" J. W. McIver, D. Hsieh, S.G. Drapcho, D.H.
Torchinksy, D.R. Gardner, Y.S. Lee, and N. Gedik Phys. Rev. B 86, 035327 (2012) (pdf)
3. "Observation of a metal-to-insulator transition with both Mott-Hubbard and Slater
characteristics in Sr2IrO4 from Time-Resolved Photo-Carrier Dynamics" D. Hsieh, F.
Mahmood, D. H. Torchinsky, G. Cao and N. Gedik Phys. Rev. B 86, 035128 (2012) (pdf)
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4. "Control Over Topological Insulator Photocurrents with Light Polarization" J. W.
McIver*, D. Hsieh*, H. Steinberg, P. Jarillo-Herrero and N. Gedik Nature
Nanotechnology 7, 96–100 (2012) (pdf)
5. "Observation of a warped helical spin-texture in Bi2Se3 from circular dichroism angleresolved photoemission spectroscopy" Y. H. Wang, D. Hsieh, D. Pilon, L. Fu, D. R.
Gardner, Y. S. Lee and N. Gedik, PHYS. REV. LETT. 107, 207602 (2011) (pdf)
6. "Nonequilibrium Quasiparticle Relaxation Dynamics in Single Crystals of Hole and
Electron doped BaFe2As2" Darius H Torchinsky, James W. McIver, David Hsieh, G.F.
Chen, J.L. Luo, N. L. Wang and Nuh Gedik, Phys. Rev. B 84, 104518 (2011) (pdf)
7. "Selective Probing of Photoinduced Charge and Spin Dynamics in the Bulk and Surface
of a Topological Insulator" D. Hsieh, F. Mahmood, J. W. McIver, D. R. Gardner, Y. S.
Lee, and N. Gedik, Phys. Rev. Lett. 107, 077401 (2011) (pdf)
8. "Electron Pulse Compression With a Practical Reflectron Design for Ultrafast Electron
Diffraction" Y. H. Wang, and N. Gedik, IEEE Journal of Selected Topics in Quantum
Electronics 99, 1-9 (2011) (pdf) (invited paper)
9. "Nonlinear optical probe of tunable surface electrons on a topological insulator" D.
Hsieh*, J. W. Mc Iver*, D. H. Torchinsky, D. R. Gardner, Y. S. Lee, and N. Gedik, Phys.
Rev. Lett. 106, 057401 (2011) (pdf)
10. "Band-dependent quasiparticle dynamics in the hole-doped Ba-122 iron pnictides"
Darius H. Torchinsky, James W. McIver, David Hsieh, G.F. Chen, J.L. Luo, N.L. Wang
and Nuh Gedik, Journal of Physics and Chemistry of Solids 72, 519-522 (2011) (pdf)
11. “Band-dependent Quasiparticle Dynamics in Single Crystals of the Ba0.6K0.4Fe2As2
Superconductor Revealed by Pump-Probe Spectroscopy” Darius H Torchinsky, G.F.
Chen, J.L. Luo, N. L. Wang, and Nuh Gedik , PHYS. REV. LETT. 105, 027005
(2010).(pdf) (Highlighted in Nature Materials )
12. “Real time observation of cuprates structural dynamics by Ultrafast Electron
Crystallography” Advances in Condensed Matter Physics, vol. 2010, Article ID 958618
(2010) (Invited Review)
13. "Non-equilibrium phase transitions in cuprates observed by ultrafast electron
crystallography" N. Gedik, Ding-Shyue Yang, Gennady Logvenov, Ivan Bozovic, and
Ahmed H. Zewail Science 316, 425 (2007) (pdf).
14. "Ultrafast Electron Crystallography: I. Non-equilibrium Dynamics of Nanometer-scale
Structures" Ding-Shyue Yang, N. Gedik and Ahmed H. Zewail, J. Phys. Chem. C 111,
4889 (2007) (pdf). (cover story)
15. "Observation of spin Coulomb drag in a two-dimensional electron gas" C. P. Weber, N.
Gedik, J. E. Moore, J. Orenstein, J. Stephens, and D. D. Awschalom, Nature 437, 13301333 (2005). (pdf)
16. "Abrupt transition in quasiparticle dynamics at optimal doping in a cuprate
superconductor system" N. Gedik, M. Langner, J. Orenstein, S. Ono, Yasushi Obe, and
Yoichi Ando, Phys. Rev. Lett. 95, 117005 (2005). (pdf)
17. "Transient gratings formed by nonequilibrium quasiparticles in YBCO", N. Gedik, J.
Orenstein, Ruixing Liang, D.A. Bonn, and W.N. Hardy, Journal of Superconductivity 17
–(1): 117-120, (2004). (pdf)
18. "Non-equilibrium quasiparticle dynamics in single crystals of YBCO Ortho II" N. Gedik,
J. Orenstein, Ruixing Liang, D.A. Bonn, and W.N. Hardy, Physica C 408-410, 690
(2004). (pdf)
19. "Absolute Phase Measurement in Heterodyne Detection of Transient Gratings" N. Gedik,
J. Orenstein, Optics Letters 29, 2109 (2004). (pdf)
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Pioneer Charter School of Science
20. "Single-quasiparticle stability and quasiparticle-pair decay in YBa2Cu3O6.5", N. Gedik, P.
Blake, R.C. Spitzer, J. Orenstein, D.A. Bonn, Ruixing Liang, and W.N. Hardy, Phys.
Rev. B 70, 014504 (2004). (pdf)
21. "Reply to Comments on 'Photoinduced changes of reflectivity in single crystals of
YBa2Cu3O6.5 (Ortho II)" N. Gedik, J. Orenstein, D.A. Bonn, Ruixing Liang, W.N. Hardy,
Phys. Rev. Lett. 91, 169701 (2003). (pdf)
22. "Diffusion of nonequilibrium quasi-particles in a cuprate superconductor", N. Gedik, J.
Orenstein, Ruixing, Liang, D.A. Bonn, and W.N. Hardy, SCIENCE 300, 1410 (2003).
(pdf)
23. "Photoinduced changes of reflectivity in single crystals of YBa2Cu3O6.5" G.P. Segre, N.
Gedik, J. Orenstein, D.A. Bonn, Ruixing Liang, W.N. Hardy, Phys. Rev. Lett. 88, 137001
(2002). (pdf)
News Coverage
• "Spin in the slow lane", Nature 437, 1249 (2005). (pdf).
• "Watching Quasiparticles Move", LBL MSD Research Highlights, April 4th, 2003.
(html).
• “Tracking the Strange Behavior of Quasiparticles”, P. Preuss, LBL Science Beat,
Sept.23rd, 2003 (http://enews.lbl.gov).
• “Broken Cooper Pairs Caught Bouncing Around”, B. Keimer, Science 300, 1381 (2003).
(pdf)
RESEARCH SUMMARY
Assistant Professor, Department of Physics, MIT (01/08 - present)
Ultrafast electronic and structural dynamics in quantum materials: We are developing
and using advanced optical techniques for investigating fascinating properties of quantum
materials such as high Tc superconductors and topological insulators. Experimental
techniques include ultrafast electron diffraction, time and angle resolved photoemission
spectroscopy, pump-probe spectroscopy, transient grating spectroscopy and time domain
terahertz spectroscopy.
Postdoctoral Researcher, Prof. Ahmed Zewail Group, Caltech (07/04 - 01/08)
Structural dynamics in solids and at interfaces with atomic-scale resolution: Used
ultrafast electron diffraction (UED) to investigate structural dynamics in solids,
nanostructures and interfacial molecular assemblies. Specific systems studied include
cuprate superconductors, GaAs quantum well structures and interfacial water assemblies
at hydrophobic and hydrophilic surfaces. UED can provide ultra-short spatial resolution
(0.1 to 1nm) combined with ultrafast time resolution (10-13 to 10-12 s) with sub-monolayer
sensitivity.
Graduate Student Researcher, Prof. Joseph Orenstein Group, UC Berkeley (05/99 05/04)
Quasiparticle dynamics in high temperature superconductors: Developed a novel
transient grating spectroscopy setup and measured diffusion coefficient of
nonequilibrium quasiparticles in high temperature superconductors for the first time,
obtained elastic and inelastic quasiparticle scattering rates using ultrafast optical
spectroscopy.
Optical manipulation of spins in quantum wells: Used transient spin grating spectroscopy
to measure spin diffusion in quantum wells and for the first time observed spin Coulomb
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drag (SCD) by showing that spin diffusion is smaller than charge diffusion as a result of
electron-electron interactions in excellent quantitative agreement with SCD theory.
TEACHING EXPERIENCE
Main lecturer for Vibration and Waves (Physics 8.03), Department of Physics, MIT (Fall
09& Fall 10)
Graduate student instructor, Physics Department, UC Berkeley (08/99 – 05/00)
Teaching assistant, Physics Department, University of Southern California (08/98–05/99)
PROFESSIONAL ACTIVITIES
• Program committee member for two SPIE conferences: “Nanosensing: materials and
devices II” and “Nanostructure integration techniques for manufacturable devices,
circuits and systems: interfaces, interconnects, and nanosystems” (23–26 October
2005)
• Referee for Science, Nature, Nature Physics, Physical Review Letters, Chem. Phys.
Lett., Phys. Rev. B and Appl. Phys. Lett.
• Invited panel member for “Ultrafast Materials Science” workshop. This study was
sponsored by Council for the Division of Materials Sciences and Engineering, Office
of Basic Energy Sciences of U.S. Department of Energy. The goal was to develop a
comprehensive and strategic framework for research in Ultrafast Materials Science
(21 -24 October 2007, Santa Fe, NM)
• International Advisory Committee Member for International Conference on
Superconductivity and Magnetism (ICSM2010 and ICSM2012)
• Committee Member for QELS 2011 (the Conference on Lasers and Electro-Optics)
for the subcommittee on "Optical Interactions with Condensed Matter and Ultrafast
Phenomena"
• Program Committee Member of 18th International Conference on “Ultrafast
Phenomena” (UP 2012)
INVITED TALKS
Conferences
1. “Ultrafast Probing of Dynamical Spin-Charge Coupling in Topological Insulators” LEES
2012 Low Energy Electrodynamics in Solids, Napa, California (July 22 - 27, 2012)
2. "Ultrafast Probing of Dynamical Spin-Charge Coupling in Topological Insulators"
Workshop on Spin-Orbit Coupling in Condensed Matter: Topological Insulators
and Related Materials in 2012 NSLS/CFN Joint Users' Meeting, BNL, Upton, NY
(May 23, 2012)
3. “Ultrafast Probing of Topological Insulators and Superconductors” Plenary talk at the
3rd International Conference on Superconductivity and Magnetism, Istanbul, Turkey
(29 April - 4 May 2012)
4. “Ultrafast Probing of Dynamical Spin-Charge Coupling in Topological Insulators”
DCMP Invited Session: Magneto-Electric and Magneto-Optical Properties of
Topological Insulators APS March Meeting Boston, MA (February 27–March 2 2012)
5. “Ultrafast probing of dynamical spin-charge coupling in topological insulators” Gordon
Conference on Ultrafast Phenomena in Cooperative System, Galveston, TX (February
19-24, 2012)
6. “Ultrafast Optical Probing of Topological Insulators” Frontiers in Optics (FiO)
2011/Laser Science (LS) XXVII San Jose, CA, (16-20 October 2011)
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7. “Simultaneous vectorial spin mapping of a topological insulator using circularlypolarized time-of-flight photoemission” Workshop on Novel Trends in Photoemission,
Advanced Light Source User meeting (Berkeley, CA 4 October 2011)
8. “Ultrafast probing of dynamical spin-charge coupling in topological insulators” Fifth
Stig Lundqvist Conference on the Advancing Frontiers of Condensed Matter
Physics, ICTP, Trieste, Italy (July 11-15 2011)
9. “Direct Observation of Structural Dynamics with Ultrafast Electron Diffraction” Fast
Electron Microscopy & Scattering, 2010 MRS Fall Meeting, Boston, MA Nov. 30, 2010
10. “Potentials and challenges in topological insulators” Workshop on Assessment of
Potential Advances Associated with Topological Insulators, UT Austin (November 19,
2010)
11. “Ultrafast electronic and structural dynamics in high temperature superconductors”
LEES 2010 Low Energy Electrodynamics in Solids, Les Diablerets , Switzerland, July
5-10, 2010
12. “Ultrafast Electronic and Structural Dynamics in High-Temperature Superconductors”
17th Statistical Physics Days, Sabanci University, Istanbul, Turkey (July 1st, 2010)
13. Discussion leader for “Ultrafast Phase Transitions” in Gordon conference on “Ultrafast
Phenomena in Cooperative Systems” Galveston, TX (March 2, 2010)
14. “Ultrafast Structural Dynamics Observed with Atomic Scale Resolution” Ultrafast
Processes in Materials Science, 2009 MRS Fall Meeting, Boston, MA Nov. 30, 2009
15. “Ultrafast electronic and structural dynamics in superconductors” Femtochemistry IX,
The 9th international conference on fundamental ultrafast processes in chemistry,
biology, and physics, Peking University, Beijing, China August 8-13, 2009.
16. “Photoinduced structural phase transition in a cuprate superconductor observed by
ultrafast electron diffraction” 3rd International Conference on Photo-Induced Phase
Transitions and Cooperative Phenomena (PIPT2008), Osaka, Japan, November 11-15,
2008.
17. “Ultrafast structural dynamics observed with atomic scale resolution” , Workshop on
Dynamics of Materials in Extreme Fields in 2008 NSLS/CFN Users' Meeting, Upton,
NY (May 19, 2008)
18. "Photoinduced structural phase transition in a cuprate superconductor observed by
ultrafast electron diffraction" Gordon Conference on Ultrafast Phenomena in
Cooperative System, Lucca (Barga), Italy (February 3-8th, 2008)
19. "Time-resolved measurements of quasiparticle recombination and propagation in cuprate
superconductors ", 8th International Conference on Materials and Mechanisms of
Superconductivity and High Temperature Superconductors, Dresden, Germany (July 914th, 2006).
20. "Ultrafast measurements of quasiparticle dynamics in cuprates and spin diffusion in
quantum wells", Ultrafast dynamics of collective excitations in solids: 355. Wilhelm
und Else Heraeus-Seminar, Vitte, Hiddensee islands, Germany (September 11-15th,
2005).
21. "Quasiparticles dynamics in cuprates: recombination and propagation", Aspen Winter
Conference 2005 in Condensed Matter Physics: High-Temperature Superconductivity,
Aspen, Co (January 14th, 2005).
22. "Recombination and diffusion of nonequilibrium quasiparticles in high-Tc cuprates",
Division of Condensed Matter Physics symposium on Excitations in Strongly Correlated
Materials II, APS March Meeting 2004, Montreal, Canada (March 26th, 2004).
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23. "Recombination and propagation of nonequilibrium quasiparticles in high-Tc
superconductors", Dynamic inhomogeneities in complex oxides, 14. - 20. June 2003,
Bled, Slovenia.
24. "Recombination and propagation of nonequilibrium quasiparticles in high-Tc
superconductors", CIAR Quantum Materials Summer School, May 14th 2003 in
Vancouver, Canada.
University Seminars
1. “Probing the Topological Insulators with Ultrashort Laser Pulse” Research Seminar on
Optical, Electronic and Quantum Systems at the University of Colorado at Boulder,
(February 25th 2011)
2. “Probing the Topological Insulators with Ultrashort Laser Pulses” Physics Department
Colloquium, University of South Florida, (March 11th 2011)
3. “Probing the Topological Insulators with Ultrashort Laser Pulses” Condensed Matter
Physics Seminar, University of Maryland, (April 7th 2011)
4. “Ultrafast electronic and structural dynamics in high temperature superconductors”
Physics Department Colloquium, North Carolina State University, (October 25th, 2010)
5. “Time-resolved Quasiparticle Dynamics in Pnictide Superconductors”, Chez Pierre
Seminar, Dept. of Physics, MIT, (May 10th, 2010).
6. “Ultrafast electronic and structural dynamics in high temperature superconductors”
Condensed Matter Physics Seminar, Michigan state University (November 23rd, 2009)
7. “Ultrafast Structural Dynamics Observed with Atomic Scale Resolution”, Condensed
Matter Physics Seminar, UC Berkeley (October 12th, 2009)
8. “Ultrafast Electronic and Structural Dynamics in High Temperature Superconductors”,
Condensed Matter Physics Seminar, Princeton University (October 5th, 2009)
9. “Ultrafast structural dynamics observed with atomic scale resolution” Physics
Department Colloquium, Boston College (January 21st, 2009)
10. "Seeing the ultra-small and capturing the ultra-fast" Physics IAP Lecture Series, MIT
(Jan 20th, 2009).
11. “Ultrafast structural dynamics observed with atomic scale resolution” Condensed Matter
Physics Seminar, Boston University (October 24th, 2008).
12. “Ultrafast Structural Dynamics Observed with Atomic Scale Resolution”, Condensed
Matter Physics Seminar, Florida State University, Magnet Lab (October 10th, 2008).
13. “Ultrafast Structural Dynamics Observed with Atomic Scale Resolution”, Physical
Chemistry Seminar, MIT Chemistry Department (September 23rd, 2008)
14. "Ultrafast structural dynamics observed with atomic scale resolution", Materials Science
and nanotechnology Graduate Program Seminar, Institute of Materials Science &
Nanotechnology, Bilkent University, Ankara, Turkey (January 10th, 2008)
15. "Ultrafast structural dynamics observed with atomic scale resolution", Math-Science
Seminar, Koc University, Istanbul, Turkey (January 8th, 2008)
16. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics Seminar, Physics Department, Caltech, (November 30th, 2007)
17. "Ultrafast structural dynamics observed with atomic scale resolution" CUOS Seminar,
Electrical Engineering and Computer Science, University of Michigan, (March 22nd,
2007)
18. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics Seminar, Physics Department, Rutgers University, (March 20th, 2007)
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19. "Ultrafast structural dynamics observed with atomic scale resolution" LASSP Seminar,
Physics Department, Cornell University, (February 28th, 2007)
20. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics Seminar, Physics Department, MIT, (February 20th, 2007)
21. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics Seminar, Physics Department, University of Maryland, (February 12th, 2007)
22. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Seminar, Physics Department, University of Minnesota, (February 8th , 2007)
23. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics Seminar, Physics Department, University of Toronto, Canada, (February 5th ,
2007)
24. "Ultrafast structural dynamics observed with atomic scale resolution" Condensed-Matter
Physics & Materials Science Seminar, Brookhaven National Lab, (January 19th , 2007)
25. "Capturing the ultrafast motions of charge, spin and lattice in complex materials" Physics
Department, Whittier College (October 27th, 2006)
26. "Time resolved measurements of charge, spin and lattice dynamics", Condensed-Matter
Physics & Materials Science Seminar, Brookhaven National Lab, (July 6th, 2006).
27. "Ultrafast dynamics of quasiparticles in cuprates and spins in quantum wells", Condensed
Matter Seminar, Dept. of Physics and Astronomy, UCLA, (November 9th, 2005).
28. “Tracking the electrons in high temperature superconductors”, Dept of Physics and
Astronomy, California State University, Northridge (February 9th, 2005).
29. "Tracking the quasiparticles in high temperature superconductors", Dept. of Physics,
Bilkent University, Ankara, Turkey (June 10th, 2004).
30. "Dynamics of quasiparticles in high temperature superconductors", Dept. of Physics,
Middle East Technical University, Ankara, Turkey (June 9th, 2004).
31. "Quasiparticle dynamics in high temperature superconductors", Dept. of Physics, Koc
University, Istanbul, Turkey (June 3rd, 2004).
32. "Tracking the quasiparticles in high temperature superconductors", Faculty of
Engineering and Natural Sciences, Sabanci University, Istanbul, Turkey (June 2nd,
2004).
33. "Quasiparticle dynamics in high temperature superconductors", Dept. of Physics,
Bogazici University, Istanbul, Turkey (June 1st, 2004).
34. "Tracking the elusive d-wave quasiparticle", Chez Pierre Seminar, Dept. of Physics,
MIT, (April 12th, 2004).
35. "Tracking the Quasiparticles in High Temperature Superconductors", Dept. of Physics,
Columbia Univ., (March 30th, 2004).
36. "Tracking the Quasiparticles in High Temperature Superconductors", Rowland Institute
at Harvard (March 29th, 2004).
37. "Tracking the Quasiparticles in High Temperature Superconductors", JILA Seminar,
JILA, Boulder, Co. (March 15th, 2004).
38. "Tracking the elusive d-wave quasiparticle", Condensed Matter Seminar, Physics
Department, Rice University, (November 24th, 2003).
39. "Tracking the elusive d-wave quasiparticle", Condensed Matter Seminar, Physics
Department, University of Texas at Austin, (November 11th, 2003).
40. "Tracking the elusive d-wave quasiparticle", Herb Seminar, Physics Department,
University of Wisconsin at Madison, (October 30th, 2003).
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SYNERGISTIC ACTIVITIES
Research mentor for Caltech’s Freshman Summer Institute (FSI) program
The FSI program is designed to enhance the transition from high school to a researchbased institution such as Caltech. It is organized by the Office for Minority Student
Education and aimed especially towards minority students. During the summer of 2005, I
was selected as one of the research mentors for this program and supervised an incoming
freshman student in the lab
Founder and board member, Berkeley Multicultural Activity Club (BMAC), (20002003)
Founded BMAC for bringing students from different cultures together, served as a board member,
actively involved in organizing activities and social events.
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Asil Oztekin
Assistant Professor
Web: http://www.uml.edu/MSB/faculty/Oztekin-Asil.aspx
University of Massachusetts Lowell
Manning School of Business, Department of Operations & Information Systems
One University Ave. Southwick Hall 201D Lowell, MA 01854 USA
Primary E-Mail: Asil_Oztekin@uml.edu;
Academic Qualifications
• Ph.D., Industrial Engineering and Management, Oklahoma State University, January 2007- December
2010
GPA: 3.93, Major advisor: Dr. Zhenyu Kong, Co-advisor: Dr. Dursun Delen (Dissertation: Data
mining-based survival analysis and simulation optimization for lung transplant matching and
allocation)
• M.Sc., Industrial Engineering, Fatih University, Istanbul, Turkey, January 2005-August 2006
GPA: 4.0 (Top Ranked Student in the academic year of 2005-2006) (Thesis: Usability Evaluation of
eLearning Systems by a Neural Networks-based Modeling Approach)
• B.Sc., Industrial Engineering, Yildiz Technical University, Istanbul, Turkey, September 2000-July
2004 (Senior Design Project: Selecting the Best Supplier for an Automotive Company using the
Fuzzy Analytic Hierarchy Process-FAHP)
Research Experiences
 Oklahoma State University, IE&M Research Assistant, 2007-December 2010
• Survival and prognostic analysis of lung transplantation procedures
• Development of a material handling system in healthcare facilities for efficient medical asset
tracking by RFID implementation
• Process performance prediction for chemical mechanical planarization (CMP) processes by
integration of statistical and dynamic process modeling using particle filtering
• Stream of variation analysis (SOVA) for multi-station assembly process with consideration of
GD&T factors
 Fatih University Industrial Engineering Usability and Human Factors Lab, January 2005-August 2006
• Usability evaluation of e-learning systems and web-based information systems
Teaching Experiences
• Assistant Professor, UML B.S. course, Operations Analysis Techniques, Fall 2011
• Visiting Asst. Prof., OSU Graduate level course, Statistical Experimentation, Spring 2011
• Visiting Asst. Prof., OSU B.S. course, Engineering Statistics, Spring 2011
• Visiting Asst. Prof., OSU B.S. course, Engineering Statistics with DOE, Spring 2011
• Instructor, OSU B.S. course Operations Management, Summer 2010
• Instructor, OSU B.S. and M.S. courses: Engineering Economic Analysis & Economic Decision
Analysis, Fall 2007
• TA, OSU B.S. course Manufacturing and Service System Tools, Spring 2010
• TA, OSU Graduate level course Reliability & Maintainability, Spring 2010
• TA, OSU Graduate level course Breakthrough Quality, Spring 2007
• TA, Fatih University M.S. course Human-Centered Design, Spring 2006
• TA, Fatih University M.B.A. course Production and Operations Management, Fall 2005
• TA, Fatih University M.B.A. course Management Information Systems, Fall 2005
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TA, Fatih University B.S. course Statistical Quality Control, Spring 2005
Training & Certification
• Usability Laboratory, The Observer XT, Theme, and uLog Software Training for stationary and
portable observation labs, provided by Noldus Information Technology Incorporation, February 2005
(lab details: http://ie.fatih.edu.tr/?labs,37&language=EN).
• Computer Integrated Manufacturing Systems Lab, Emco WinNC Sinumerik Turn&Mill, Cosimir
Factory, Cosimir Robotics, Cosimir Control, Emco WinCAM Turn&Mill, Esprit CAD System
Software Training, provided by Festo Company, February 2005 (lab details:
http://ie.fatih.edu.tr/?labs,36).
• Advanced Metrology and Manufacturing System Quality Lab, Romer Perceptron Scanworks Robot
Optical Sensor Hardware Training provided by Perceptron Incorporation, March 2007.
• Advanced Metrology and Manufacturing System Quality Lab, Quality Inspection Software Training,
provided by Geomagic Qualify Incorporation, April 2007.
• Predictive Modeling and Data Mining Certificate, test provided by the SAS® Software company,
March 2009.
Grants and Contracts
• Principal Investigator, “Establishing the Healthcare Operations Research Center” UMass Lowell
Advancing Research, Scholarship, and Creative Work Project Grant, May 2012–July 2013, Amount:
$8,000.
Journal Papers
1. Oztekin A., F. Mahdavi, D. Delen, L. K. Swim, An RFID network design methodology for asset
tracking in healthcare, Decision Support Systems, Volume 49, Issue 1, pp. 100-109 (IF*=2.622).
2. Oztekin A., A. Nikov, S. Zaim, UWIS: An Assessment Methodology for Usability of Web-based
Information Systems, Journal of Systems and Software, Volume 82, Issue 12, pp. 2038-2050
(IF*=1.340).
3. Oztekin A., D. Delen, Z. J. Kong, Predicting the Graft Survival for Heart-Lung Transplantation
Patients: An Integrated Data Mining Methodology, International Journal of Medical Informatics,
Volume 78, Issue 12, pp. e84-e96 (IF*=3.126).
4. Delen D., A. Oztekin, Z. J. Kong, A Machine Learning Approach to Prognostic Analysis of Thoracic
Transplantations, Artificial Intelligence in Medicine, Volume 49, Issue 1, pp. 33-42 (IF*=1.645) (This
article has been among the most downloaded top 10 articles in the Artificial Intelligence in Medicine
journal).
5. Oztekin A., Z. J. Kong, O. Uysal, UseLearn: A Novel Checklist and Usability Evaluation Method for
eLearning Systems by Criticality Metric Analysis, International Journal of Industrial Ergonomics,
Volume 40, Issue 4, pp. Volume 23, Issue 2, pp. 455-469 (IF*=0.956).
6. Kong Z. J., A. Oztekin, O. Beyca, U. Phatak, S. T. S. Bukkapatnam, and R. Komanduri, Process
Performance Prediction for Chemical Mechanical Planarization by Integration of Statistical Modeling
and Process Dynamic Modeling using Particle Filtering, IEEE Transactions on Semiconductor
Manufacturing, Volume 23, Issue 2, pp. 316-327 (IF*=2.25).
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7. Kong Z. J., W. Huang, A. Oztekin, Variation Propagation Analysis for Multi-Station Assembly
Process with Consideration of GD&T Factors, ASME Transactions Journal of Manufacturing Science
and Engineering, Volume 131, Issue 5, pp. 051010 (IF*=0.356).
8. Oztekin A., F. Mahdavi, K. Erande, Z. J. Kong, L. K. Swim, S. T. S. Bukkapatnam, Criticality Index
Analysis based Optimal RFID Reader Placement Models, International Journal of Production
Research, Volume 48, Issue 9, pp. 2679-2698 (IF*=0.803).
9. Oztekin A., A Decision Support System for Usability Evaluation of Web-based Information Systems,
Expert Systems with Applications, Volume 38, Issue 3, pp. 2110-2118 (IF*=2.908).
10. Oztekin A., Z. J. Kong, D. Delen, Development of a Structural Equation Modeling-based Decision
Tree for Analysis of Lung Transplantations, Decision Support Systems, Volume 51, Issue 1, pp.155166 (IF*=2.622).
11. Sevkli M., A. Oztekin, S. Zaim, D. Delen, Development of a Fuzzy ANP based SWOT Analysis for
Airline Industry in Turkey, Expert Systems with Applications, Volume 39, Issue 1, pp. 14-24
(IF*=2.908).
12. Delen D., A. Oztekin, L. Tomak, An Analytic Approach to Better Understanding and Management of
Coronary Surgeries, Decision Support Systems, accepted for publication (IF*=2.622).
13. Oztekin A., A. Iseri, S. Zaim, A. Nikov, A Taguchi-based Kansei Engineering Study of Mobile
Phones at Product Design Stage, Production Planning and Control: The Management of Operations,
accepted for publication (IF*=0.730).
14. Oztekin A., S. Zaim, D. Delen, An Information Fusion-based Sensitivity Analysis Methodology for
Usability Evaluation of eLearning Systems, International Journal of Human-Computer Studies, under
review (IF*=2.380).
15. Oztekin A., S. Zaim, D. Delen, Knowledge Management Implementation in Service Industry Using
Variance Based SEM Analysis, Information & Management, under review (IF*=2.282)
*IF refers to the “Impact Factor” of each journal for the 2009-2010 academic year.
Contributions in Peer-Reviewed Conferences and Congresses
1. Oztekin A., A. Nikov, S. Zaim, A.R. Guner, Measuring the Usability of Web-based Services
Exemplified by University Student Information System, 15th Annual Business Congress, IMDA 2006,
June 18-21, 2006, Sarajevo, Bosnia and Herzegovina, pp. 306-310.
2. Nikov A., A. Oztekin, G. Gencyilmaz, S. Zaim, NN-WebUse: A Neural Networks-based Method for
Usability Evaluation of Web-based Services, 6th Production Research Symposium, September 22-23,
2006, Istanbul, Turkey.
3. Nikov A., A. Oztekin, S. Zaim, Quality Improvement in Web Services by Structural Equation
Modeling, Conference on Mathematics and its Applications, CMAIA 2006, University of West
Indies, September 25-26, 2006, St. Augustine, Trinidad and Tobago.
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4. Oztekin A., A. Nikov, I. Demirci, S. Demir, I.I. Uzonur, NN-eLearn: A Neural Networks-based
Approach for Measuring Quality of eLearning Systems, 53rd Congress of German Human Factors
Association, February 28-March 2, 2007, Magdeburg, Germany.
5. Oztekin A., A. Nikov, S. Zaim,, A. Iseri, M. Akkurt, E. Yilmaz, A Taguchi-based Kansei
Engineering Study of Mobile Phones at Product Design Stage, 6th International Symposium on
Intelligent Manufacturing Systems, October 14-16, 2008, Sakarya, Turkey.
6. Oztekin A., F. Mahdavi, Z. Kong, S.T.S. Bukkapatnam, Determining the Optimal RFID Network
Design for Efficient Medical Asset Tracking, ASME 2009 Design Engineering Technical Conferences
and Computers and Information in Engineering Conference, August 30-September 2, 2009, San
Diego, CA, USA.
7. Oztekin A., M. Sevkli, G. Torlak, S. Zaim, D. Delen, Determining the Best Strategy for Turkish
Airlines Using SWOT Fuzzy ANP, 1st International Symposium on Computing in Business,
Engineering, and Science, June 3-5, 2010, Gediz University, Kusadasi-Aydin, Turkey.
8. Balcilar M., A. Oztekin, D. Delen, Genetic Algorithm-based Partial Least Squares Path Modeling for
Measuring Web Service Usability, 1st International Symposium on Computing in Business,
Engineering, and Science, June 3-5, 2010, Gediz University, Kusadasi-Aydin, Turkey.
9. Turkyilmaz A., A. Oztekin, H. Zaim, D. Delen, S. Zaim, Measuring Customer Satisfaction and
Loyalty In Turk Telecom Company Using Universal Structure Modeling, 1st International Symposium
on Computing in Business, Engineering, and Science, June 3-5, 2010, Gediz University, KusadasiAydin, Turkey.
10. Kong Z.J., T. Liu, T. Ley, A. Oztekin, E. Biru, Development of a Structural Health Monitoring
Guidebook for Critical Bridge Structures for Betterment in Supply Chain Management, 2010 ODOTOTC Transportation Research Day, October 15, 2010, Oklahoma Department of Transportation,
Oklahoma City, OK, USA.
11. Oztekin A., Z.J. Kong, D. Delen, Data Mining-based Survival Analysis and Simulation
Optimization for Lung Transplantation, Institute for Operations Research and Management Science
(INFORMS) 2010, November 9, 2010, Austin, TX, USA.
Contributions in Book Chapters
1. Oztekin A., A. Nikov, I. Demirci, S. Demir, I.I. Uzonur, Measuring Quality of eLearning Systems by
Neural Networks, In: M. Schuette (Editor) "Kompetenzentwicklung in Realen und Virtuellen
Arbeitssystemen (Competence Development of Real and Virtual Systems)" Dortmund, Germany: GfA
Press, 2007, pp. 413-417 (in German).
2. Oztekin A., Z. J. Kong, D. Delen, Simulation Modeling for Lung Transplants to Validate a Novel
Composite Score Matching Index, In: Frank Columbus (Editor) “Health Care Research Updates”,
USA: Nova Science Publishers Inc., on-going work.
Professional Activities
• Served as member of Operations & Information Systems Department Faculty Search Committee Fall
2011–present
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Editor of the Special Issue “Intelligent Computational Techniques in Science, Engineering, and
Business” in the journal Expert Systems with Applications (c.f.
http://iscse2010.gediz.edu.tr/docs/intelligent_computational_techniques_in_science_engineering_and
_business.pdf)
Active Reviewer for Journal of Systems and Software (Elsevier), invited by and reviewing under the
supervision of the editor-in-chief Dr. Hans van Vliet.
Active Reviewer for Intelligent Information Management (Scientific Research Publishing), invited by
and reviewing under the supervision of the editor-in-chief Dr. Bin Wu.
Symposium Organizing Committee Member, 1st International Symposium on Computing in Science
and Engineering, Gediz University, June 3-5, 2010, Kusadasi-Aydin, Turkey.
Reviewer for Decision Support Systems (Elsevier), Special Issue on Modeling for Better Healthcare,
invited by the guest editors Dr. Ashish Gupta and Dr. Ramesh Sharda.
Reviewer for Journal of Strategic Information Systems (Elsevier), Special Issue on Strategic
Enterprise Information Systems for Global Supply Chain Competitiveness, invited by the guest editor
Dr. Angappa Gunasekaran.
Reviewer for Computers in Industry (Elsevier), Special Issue on Radio Frequency Identification
(RFID) in Supply Chain Logistics: Research and Applications, invited by the guest editor Dr. Eric
Ngai.
Reviewer for International Journal of Production Research (Taylor & Francis), Special Issue on
RFID Technology and Applications in Production and Supply Chain Management, invited by the
guest editor Dr. Eric Ngai.
Will be reviewer on the editorial review board of International Journal of Systems and Software
Engineering, invited by the Intelligent Systems Engineering associate editor Dr. Dursun Delen
(forthcoming journal in 2011).
Reviewer for 43rd Hawai International Conference on Systems Sciences-HICSS43 2009, Hawai,
USA.
Reviewer for 17th European Conference on Information Systems-ECIS 2009, Verona, Italy.
Reviewer for 15th Americas Conference on Information Systems-AMCIS 2009, CA, USA.
Reviewer for 16th Americas Conference on Information Systems-AMCIS 2010, Lima, Peru.
Reviewer for 44th Hawai International Conference on Systems Sciences-HICSS44 2010, Hawai,
USA.
Honors and Awards
• Listed in the 65th edition of “Marquis Who’s Who in America”.
• Outstanding Research Assistant Award in Oklahoma State University, School of Industrial
Engineering and Management, November 2009
• Nominee for the Oklahoma State University university-wide Outstanding Doctoral Student Phoenix
Award--ranked the 5th among all Ph.D. candidates of Oklahoma State University
• Recipient of US nation-wide Material Handling Education Foundation Scholarship ($2000), June
2010
• Nominated by Oklahoma State University, School of Industrial Engineering and Management
Scholarship Committee for US nation-wide HIMMS Healthcare Information Management Systems
2011 ($5000)
• Nominated by Oklahoma State University, School of Industrial Engineering and Management
Scholarship Committee for US nation-wide 2010 ASQ Applied Statistics and Quality Management
Scholarship ($5000)
• Nominated by Oklahoma State University, School of Industrial Engineering and Management
Scholarship Committee for US nation-wide 2010 Alpha Pi Mu Award of Excellence
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Nominated by Oklahoma State University, School of Industrial Engineering and Management
Scholarship Committee for Institute of Industrial Engineers (IIE) 2009 Gilbreth Memorial
Fellowship ($2000)
Member of Golden Key International Honor Society (ranked among top 15% in OSU-IEM graduate
students), September 2009
Recipient of US Nation-wide SAS® Predictive Modeling and Data Mining Certificate, March 2009
Member of OSU Alpha Pi Mu, Industrial Engineering Honor Society, December 2007
Fatih University, Top Ranked Student in Graduate Program, July 2006
Fatih University, Full Scholarship for Graduate Program, January 2005
Ranked 12th in National EML Exam*, among 200,000 candidates in Turkey, May 1997
Ranked 6th in National DPY Exam*, among 250,000 candidates in Turkey, May 1997
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These are nationwide exams held in Turkey to select students who will be awarded by a scholarship
during their high school education.
Extracurricular Activities
• President, American Society for Quality (ASQ) Student Chapter, Oklahoma State University School
of Industrial Engineering and Management, 2008-2010
• Treasurer, American Society for Quality (ASQ) Student Chapter, Oklahoma State University School
of Industrial Engineering and Management, 2007-2008
Student Supervision
• Co-supervision of Mr. Ermias Biru, my Ph.D. academic advisor Dr. Kong’s M.Sc. student, thesis
related to the development of a structural health monitoring (SHM) methodology for critical bridge
structures for betterment in supply chain management. In that research, he is developing a times series
analysis-based statistical modeling for sensor signals to measure in-situ quality and reliability of
critical bridges of Oklahoma.
• Co-supervision of Mr. Kaustubh Erande, Dr. Kong’s M.Sc. student, Development of a material
handling system in healthcare facilities for efficient medical asset tracking by RFID implementation.
This study led a paper with the student which has been published in the International Journal of
Production Research.
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Janice Smith
51 Summer Street
Everett. MA
(617) 389-7277
Experience
2001 to Present
Supportive Care. Malden, MA
Provide support and assistance to elderly and handicap in
all aspects of their lives and continue to do so.
1990 to 1995
Health Force. Malden, MA
Provide service for elderly in the homes and enabled them
to continue to reside in their home
1983 to 1987
New England Shrimp Co. Malden, MA
Collected and analyzed various tests on outgoing diagnosed
and assessed results with the United States Department of
Commerce Criteria
Education
1976
Mission San Jose High School
San Jose Calif.
1979
Boston English High
Boston MA
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BORA M. PERVANE
51 Summer St., Everett MA 02149
Phone 617.3897277
Fax 617.389.7278
bora@pervane.com
Education
" A design oriented architect/planner with a strong sense for social . . ."
Mathematics
Architecture
Urban Design
City & Regional Planning
Experience
Jun 1989 - Mar 1992
Aug 1986 - Jun1989
Feb 1982 - Jul1986
Regional Planner:
Middle East Technical University, 1963 CM
Agean University, 1967 BA
Yildiz Technical University, 1968 MA
Columbia University, 1969 MUD
Harvard University, 1973 MCP
Senior Architect with J. A. Wetzel Associates Inc. an exhibit design firm
specializing in museums and aquariums. Projects: Florida Aquarium at Tampa,
Florida, concept development to GMP phase documents with detailed models, Awaji
Sealife Park in Japan, Rain Forest, Reef and Tidal Bay Exhibits concept design and
development through schematic level. West Lake Park, Florida, a state recreational
park exhibits design.
Senior Architect with Atlantic Design & Construction, Inc., industrial and
commercial projects, involved in concept development, sales, client contacts,
administration, contract and site coordination. Established Arris CAD System and
trained personnel both at sales and cost estimating departments for interactive design
concepts.
Senior Architect with J. M. Johnson, Inc., a zoo & aquarium exhibit design firm.
Projects: Coordination & details for Central Park Zoo, Prospect Park Zoo renovation,
concept & exhibits design of New York Aquarium Education Building (Discovery
Cove), Springfield, MA Childrens' Zoo. General manager of the firm as well as senior
design architect, during the last two years.
Project Manager:
Cities Bank of Turkey, "five year town plans" for towns of Kiraz & Selçuk
City of Regina, Canada, CBD reconstruction & planning competition
City of Samerkant Revitalization Competition
Çukurova Development Project, demographic profiles, labor studies & general
economic development concepts suitable for this region
A. Geller Asso., N.Y., design of elderly housing of 250 units in Munich, Germany,
renovation projects in Manhattan
G. E. Post & Sons, N.Y. Residential Projects at Long Island, NY
US Dept. of Commerce, Izmir International Fair, American Pavilion, design
& construction supervision.
F. Russell Asso., Sheraton Hotel design and project management & numerous
residential projects
Registration:
UIA , TMMO
Interests:
References:
World history, current affairs, computer languages, photography, bonsai husbandry,
At request . . .
Research Analyst:
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MUSTAFA OZDEMIR
51 Summer St., Everett, MA 02149 (617) 389-7277
mozdemir@gmail.com
Summary of Qualifications
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Strong background in wireless communications, wireless ad hoc networks, wireless cellular networks,
digital signal processing, software engineering, mathematics, modeling theory, algorithm
development, analyses, simulation and TCP/IP
Extensive C/C++ experience for developing (design/code/test/support) real-time embedded system
software and network applications
Experience related to the design, implementation and performance evaluation of wireless
communications, cellular networks and ad hoc systems
Experience with research, design, development and implementation of cdma2000 1xEV-DO based
wireless cellular networks
Experience with research, design, development and implementation of IEEE 802.11n based wireless
networks and IEEE 802.11s based mesh networks
Extensive knowledge in network design and simulations in OPNET
Extensive programming experience at C/C++, Perl, Matlab
Education
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Ph.D. in Electrical and Computer Engineering
June 2001 - June 2006
NORTHEASTERN UNIVERSITY, Boston, MA
GPA: 3.80/4.00
Area: Digital Communications, Signal Processing and Wireless Networks
Research Topic: “Analysis of Reconfigurable Wireless Networks: An Ergodic Queuing Model with
Enhancements for QoS enabled MAC”
M.S. in Electrical and Computer Engineering
Aug. 1998 - June 2001
NORTHEASTERN UNIVERSITY, Boston, MA
GPA: 3.77/4.00
Research Topic: “Localization and Characterization of Buried Objects from Multi-frequency, Array
Inductive Data”
B.S. in Electrical and Computer Engineering
Aug. 1994 - June 1998
BILKENT UNIVERSITY, Ankara, Turkey
Work Experience
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Senior Software Engineer, Airvana Inc.
Apr. 2011 – Current
o Airlink, Network Performance and Analysis
o DSP Based Modem and SW Development of 3GPP2 FemtoCells (supporting CDMA2000 and
HDR EVDO)
Senior Software Engineer, Airvana Network Solutions Inc.
Sept. 2006 – Apr. 2011
o Led and planned 1xEV-DO Rev-B Interoperability Test Cases to fully verify the functionality of
1xEV-DO Rev-B features
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Designed, developed and analyzed the Power and Rate Control algorithm to provide higher
system capacity and triple the existing wireless bandwidth in cdma2000 1xEV-DO ATCA Rev-B
systems (C/C++)
o Proposed, developed and analyzed simulations of adaptive Admission Controller to maximize the
network’s ability to meet the QoS and Best-Effort guarantees associated with the changing traffic
and channel conditions in cdma2000 1xEV-DO (HDR) systems (C/C++)
o Designed, implemented and analyzed an Packet combiner between Abis Fast Path and Modem
Card Fast Path components to reduce the Modem Card CPU utilization significantly (C/C++)
o Designed, implemented and analyzed an Admission Controller based on real-time measurements
to give operator how to control the bandwidth usage to each traffic type associated with current
users of the shared packet data channel in cdma2000 1xEV-DO (HDR) systems (C/C++)
o Worked on various aspects of 1x Evolution-Data Optimized (1xEV-DO) Standard, with focus on
Physical and MAC layer
o Developed and tracked software defects using Clearcase and Clearquest platform
o Debugged memory problems in a VxWorks environment using Tornado and GDB debuggers
Graduate Research Assistant, Northeastern University
June 2001 – June 2006
o Designed, developed, analyzed simulations of Asynchronous Reservation Oriented Multiple
Access (AROMA) MAC protocol to provide improved QoS for real-time sessions in Wireless
LANs using OPNET modeler (Supported by BBN Technologies)
o Analysis of Wireless Ad Hoc Network Performance: An M/MMGI/1/K Queuing Model
o Implemented and investigated self-organizing protocol for adaptive routing in large, highly
mobile ad hoc networks using OPNET modeler
Mitsubishi Electric Research Laboratories, Boston, MA
May 2005 – Sept. 2005
o Participated in standardization process of IEEE 802.11n protocol for high-capacity wireless
LANs and IEEE 802.11s for wireless mesh networks
o Designed, proposed, developed, analyzed simulations of Reverse Direction protocol for IEEE
80211n high-capacity wireless LANs, enhancing MAC performance significantly (C/C++)
OPNET Technologies, Inc., Bethesda, MD
June 2003 – Sept. 2003
o Prepared “Introduction to Wireless LANs” session for OPNETWORK 2003 conference
o Developed Random Waypoint mobility model to analyze Ad Hoc routing protocols (C/C++)
o QA/Tutorial testing for OPNET release 10.0
Network Data Analyst, Genuity, Inc.
June 2000 – June 2001
o Developed statistical models to more accurately forecast network capacity (Perl).
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Skills
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Programming Languages: C, C++, Java, Perl, HTML, and Intel 8086 Assembly
Programming Tools: OPNET, MATLAB, NS-2, Tornado, GDB
Operating Systems: Linux, Unix, Windows, DOS
Network Technologies: Protocols (OSPF, BGP, RIP, IGRP, IEEE 802.3 Ethernet, IEEE 802.5 Token
Ring, DSDV, DSR, AODV, OLSR), Wireless LAN (IEEE 802.11a/b/e/g/n/s), and cdma2000 1xEVDO
Software Development Tools: IBM Rational ClearCase (base and UCM), IBM Rational ClearQuest,
Visual SlickEdit, Eclipse
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Selected Graduate Courses
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Special Topics in Computer Networks
Spread Spectrum Communications
Computer Communication Networks
Detection & Estimation Theory
Probability & Stochastic Processes
Data Communications
Digital Communications
Digital Signal Processing
Parallel Processing
Software Engineering
Mobile & Wireless Networks
Patents and Publications
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Patents:
o Ozdemir, M., Gu, D., Zhang, J., “An Efficient Protocol for Reverse Direction Data
Transmission”, Application Number: 11/993054, MERL patent 1701-74195WO, Pub. No.:
WO/2007/001267, International Application No.: PCT/US2005/021670, Publication Date:
04.01.2007, International Filing Date: 20.06.2005
o Ozdemir, M. Schumann, A., Sager, Y., “A Weight Controlled Pet Feeding System” Application
Number: 12427740, Attorney Docket Number : AMYZ-042109-1
Journal Publications:
o Ozdemir, M. and McDonald A.B., “On the Performance of Ad Hoc Wireless LANs: A
Practical Queuing Theoretic Model”, Elsevier’s Performance Evaluation: An International
Journal, Special Issue on Performance Modeling of Wireless Ad Hoc, Sensor, and Ubiquitous
Networks ― Volume 63 , Issue 11, Pages: 1127 - 1156 , November 2006, ISSN:0166-5316
Conference Publications:
o Ozdemir, M., Gu, D., McDonald, A.B. and Zhang, J., “Enhancing MAC Performance with a
Reverse Direction Protocol for High-Capacity Wireless LANs”, IEEE Vehicular Technology
Conference (VTC’06), Montréal, Canada, September 25-28, 2006
o Ozdemir, M. and McDonald A.B., “A Queuing Model of Multi-hop Ad Hoc Network with
Hidden Nodess”, Proceedings of the IEEE Seventh International Conference on Mobile and
Wireless Communications Networks (MWCN’05), Marrakech, Morocco, September 19-21, 2005
o Ozdemir, M. and McDonald A.B., “A Queuing Theoretic Model of Ad Hoc Wireless LANs”,
Proceedings of the IEEE/ACM International Conference on Wireless and Mobile Computing,
Networking and Communications (WiMob’2005), Montréal, Canada, August 22-24, 2005
o Ozdemir, M., McDonald A.B. and Ramanathan, R., “Reservation and Admission Control for
QoS Support in Wireless Networks”, Proceedings of the IEEE International Conference on
Wireless Networks, Communications, and Mobile Computing (WIRELESSCOMM’05),
International Symposium of Wireless Quality-of-Service (WiQoS’05), Maui, Hawaii, June 13-16,
2005
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Ozdemir, M. and McDonald A.B., “An M/MMGI/1/K Queuing Model for IEEE 802.11 Ad
Hoc Networks”, Proceedings of ACM Workshop on Performance Evaluation of Wireless Ad
Hoc, Sensor and Ubiquitous Networks (IEEE/ACM PE-WASUN’04), Venice, Italy, October 7,
2004, pp. 107-111
Ozdemir, M. and McDonald A.B., “A Queuing Theoretic Model for IEEE 802.11 DCF using
RTS/CTS”, Proceedings of the 13th IEEE Workshop on Local and Metropolitan Area Networks
(LANMAN’04), San Francisco, CA, April 25-28, 2004, pp.33-38
Ozdemir, M., Miller, E. L., and Witten, A., “Statistical Clutter Modeling and Parameter
Estimation for the Characterization of buried Objects using Frequency Domain
Electromagnetic Induction Sensing”, Proceedings SPIE AeroSense Symposium, Detection
Technologies for Mines and Minelike Targets V, Abinash C. Dubey, James F. HarveyJ. Thomas
Broach, and Regina E. Dugan editors, Orlando Fl., April 2000
Ozdemir, M., Miller, E. L., Norton, S. J., “Localization and Characterization of Buried
Objects from Multi-Frequency, Array Inductive Data”, Proceedings SPIE AeroSense
Symposium, Detection Technologies for Mines and Minelike Targets IV, Abinash C. Dubey,
James F. Harvey, J. Thomas Broach, and Regina E. Dugan editors, Vol. 3710, Orlando Fl., April
1999, pp. 26--36.
Honors
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Ranked 97th in the University Entrance Exam among all nation (over 1 million participants) in
Turkey, in 1994.
Top Score in CDSP Ph.D. Qualification Exam in 2002.
Best Poster Presentation Award in CDSP Annual Research Workshop, in 2003, 2005 & 2006.
References
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Available upon request.
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MURAT YALDIZLI
51 Summer St., Everett, MA 02149
Phone: 617–389–7277, E-mail: yaldizli@msu.edu
EDUCATION
Ph.D. Mechanical Engineering, 12/2008
Michigan State University East Lansing, MI
• Advisor: Dr. Farhad A. Jaberi
• Thesis Title: “Numerical Analysis of Turbulent Reacting Flows in Complex Combustion
Systems”
M.S. Mechanical Engineering, 06/2004
Bogazici University Istanbul, Turkey
• Thesis Title: “Multiple-Domain Analysis of Unsteady Combustion With Detailed Chemistry
For A Spherical Fuel Source”
B.S. Mechanical Engineering, 06/2002
Istanbul Technical University Istanbul, Turkey
• Senior Project Title: “Design of A Brake System For A Converted Hybrid Minivan”
PROFESSIONAL EXPERIENCE
Mechanical Engineer Riley Power Inc., Worcester, MA
Fuel Equipment Design Group
10/2008–present
• Performing design evaluation and optimization studies related to development of energy
conversion boiler/furnace systems and fossil/biomass -fuel burners using computational fluid
dynamics.
• Technology development for existing combustion and heat recovery systems for increased
efficiency and decreased emissions.
Research Assistant Michigan State University
Computational Fluid Dynamics Laboratory
08/2004–10/2008
• Developed a numerical model for simulations of turbulent reacting flows in complex
combustion systems, incorporating: spray effects, multiphase flow, and compressible flow and
actively controlled spray-injected fuel systems.
• Extensively studied and investigated the local and global behavior of partially-premixed
methane flames interacting with high-intensity turbulent flows.
• Experienced with heat transfer simulations, grid generation and computational fluid dynamics
using package programs.
Research and Teaching Assistant Bogazici University, Turkey 10/2002–07/2004
Flow Modeling and Simulation Research Group
• Studied domain decomposition techniques and their applications in optimization of numerical
analysis of reacting flows.
• Tutored problem sessions of Thermodynamics course for a class of 50 students.
Intern Engineer Mercedes-Benz Turk A.S., Turkey 08/2001–06/2002
Warranty-Aftermarket Services Division
• Collaborated in a team of 8 to pursue topics related to product liability and customer problems.
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• Supplied technical assistance to nation-wide Mercedes-Benz services for analyzing
manufacturing related problems.
• Performed instrumentation and documentation of road tests.
Summer Internship Mercedes-Benz Turk A.S., Turkey 07/2000–08/2000
Production, Assembling and Central Purchasing Divisions
• Experienced at the production and assembly chains of various components of Mercedes-Benz
intercity transportation buses.
• Assisted to the senior engineers of for supply chain management.
Summer Internship Istanbul Technical University, Turkey 08/1999–09/1999
Mechanical Engineering Workshops
• Studied and hands-on practiced in manufacturing methods of casting, welding, turning, milling,
and drilling.
LEADERSHIP
Coordinator, CFD Laboratory
Michigan State University
06/2005–10/2008
• Leading and providing technical support to a group of 6 research assistants.
• Moderating lab’s homepage and mailing list and pursuing lab’s technological needs.
• Hosting investors from industry and government agencies and giving them brief presentations.
Graduate Student Representative
Bogazici University, Turkey 09/2003–06/2004
• Provided the communication between the students and professors on ways to enhance student /
faculty interactions, and to bring the students concerns to the attention of faculty committee.
PUBLICATIONS
• “Burner Component Upgrades for Wall-Fired Coal Burners-RPI Results and Experiences”,
M. Yaldizli and S. Black, ASME 2011 Power Conference, Denver, CO, July12-14, 2011.
• “Large-Eddy Simulations of Turbulent Methane Jet Flames with Filtered Mass Density
Function”, M. Yaldizli, K. Mehravaran, F. A. Jaberi, Int. J. Heat & Mass Transfer, Vol. 53, pp.
2551-2561, 2010.
• “The Structure of Partially-Premixed Methane Flames in High-Intensity Turbulent Flows”,
M. Yaldizli, K. Mehravaran, H. Mohammad and F. A. Jaberi, Combustion and Flame, Vol. 154,
pp. 697-714, 2008.
• “A New Model for Numerical Simulations of Two-Phase Turbulent Combustion”, Z. Li, M.
Yaldizli, and F. A. Jaberi, 6th US National Combustion Meeting, Ann Arbor, MI, May 17-20,
2009.
• “Filtered Mass Density Function For Numerical Simulations of Spray Combustion”, Z. Li, M.
Yaldizli, and F. A. Jaberi, 46th AIAA Aerospace Sciences Meeting and Exhibit, Reno, NV,
January 2008.
• “A New Model for Large Eddy Simulations of Multi-Phase Turbulent Combustion”,
M.
Yaldizli, Z. Li, and F. A. Jaberi, 43 AIAA / ASME / SAE / ASEE Joint Propulsion Conference
& Exhibit, Cincinnati, OH, July 2007.
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• “Numerical Simulations of Two-phase Turbulent Combustion in Spray Burners”, Z. Li, M.
Yaldizli, and F. A. Jaberi, Proceedings of the ASME Technical Conferences & Computers and
Information in Engineering Conference, Las Vegas, NV, September 2007.
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• Li, Z., Yaldizli, M., and Jaberi, F. A., Modeling and Simulations of Turbulent Combustion in
High-Speed Propulsion Systems, Proceedings of the 20th ONR Propulsion Meeting, Dec 2007,
Arlington, Virginia
• Li, Z., Yaldizli, M., and Jaberi, F. A., Numerical Simulation of Two-Phase Turbulent
Combustion, Third International Symposium on Non-Equilibrium Processes, Plasma,
Combustion and Atmospheric Phenomena, Jun 2007, Sochi, Russia
• Afshari, A., Li, Z., Yaldizli, M., and Jaberi, F. A., A High Fidelity Model for Numerical
Simulations of Complex Combustion and Propulsion Systems, Proceedings of the 19th ONR
Propulsion Meeting, Dec 2006, Orange County, California
COMPUTER SKILLS
• Proficient in application and management of commercial CFD packages (Fluent-Gambit, StarCCM+).
• Experienced in parallel computing and computer-aided design (CAD) systems such as I-DEAS
and AutoCAD.
• Good programming skills in FORTRAN and experienced in using it for modeling and analysis
of heat transfer, thermodynamics and fluid dynamics problems.
• Strong aptitude in Windows and Linux operating systems and shell scripting in UNIX
environment.
• Skilled in documentation via Microsoft Office, WinEdt and Latex.
PROFESSIONAL SOCIETIES
• American Society of Mechanical Engineers (ASME)
• American Institute of Aeronautics and Astronautics (AIAA)
• Society of Automotive Engineers (SAE)
ACTIVITIES & INTERESTS
• Photographing and basketball
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Sanela Jonuz
51 Summer St., Everett, MA 02149
617-389-7277, sjonuz@pioneercss.org
Education:
Salem State College
Salem, MA
Masters in Elementary Education
College of Mount Saint Vincent
Riverdale, NY
Bachelor of Arts Program, New York State Teacher Certification
Westchester Community College
Valhalla NY
AAS- Early Childhood
Experience
Pioneer Charter School of Science
August 2008- Present
Dean of Students
• Assist the Director in student services and operations on a day to day basis
• Assist in planning and assessing the educational program
• Provide feedback to teachers on weekly lesson plans
• Conduct formal and informal class room observations
• Ensure proper implementation of the bullying intervention and prevention plan.
• Encourage planning of innovative disciplinary approaches, assist teacher in implementing
such efforts when appropriated
• Promote fairness of students and staff by acting as the Civil Rights Coordinator
• Assist in scheduling student actives
• Organize and supervise field trips
• Oversee student attendance
• Help students to develop a positive behavior
• Hold parent teacher conferences
• Assist in planning professional development to staff members
• Share supervisory duties with the Executive Director
• Oversee the school nurse, administrative assistants and school counselor
• Title 1 Coordinator
• Homeless Student Liaison
August 2007-June 2008
Pioneer Charter School of Science
7th Grade ELA Teacher
 Planned daily and weekly lesson plans and units following the Massachusetts State Frameworks
 Helped to prepare students for the MCAS exam in EL
 Ran the school newsletter and Drama Club
 Was the PTO Liaison
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Ferryway School, Malden, MA
Long Term Substitute
 Taught 8th grade ELA
 Explored different genres
 Helped prepare students for MCAS testing
Sept 2005- Jan 2006
Long Term Substitute
 Taught two fifth grade classes
 Taught, reading, math and science
 Helped prepare students for MCAs testing
March 2004- June 2004
August 2002-August 2003
Riverdale Neighborhood House, Riverdale, NY
Head Teacher in the early childhood program
 Planned an appropriate curriculum, incorporating the recommended standards in the areas of
literacy, math and science.
 Supervised the assistant: met with her on a weekly basis to discuss lesson plans and worked
towards developing a real “team” approach in the classroom.
 Conducted parent teacher conferences, helped to meet the health and safety needs of the
students.
College of Mount Saint Vincent, Riverdale, NY
Secretary: for the Registrar’s Office and Adult Education
 Created brochures for the adult education courses
 Assisted students with their registrations
 Checked graduation requirements for all students
August 2000- September 2002
P.S 205, Bronx, NY
Fall 2000- Fall 2002
Student Teacher
 Taught all subjects in 1st, 3rd and 4th grade
 Prepared daily lesson plans in math and language arts
 Provided reading instruction of individual reading groups
 Prepared two units in social students and science
 Met individual needs of learning disable students
 Taught a variety of lessons and prepared students for NYS exams.
References available upon request
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BARISH ICIN
51 Summer St., Everett MA, 02149
icin@pioneercss.org
EDUCATION
Lynch Leadership Academy, Boston, MA
Fellow, Lynch School of Education, Boston College, 2012
Princeton University, Princeton, NJ
M.A. in Politics, 2001
University of Michigan, Ann Arbor, MI
ICPSR Summer Program in Quantitative Methods, 2000
Koc University, Istanbul, Turkey
B.A. in Economics, 1998
B.A. in International Relations, 1998
WORK EXPERIENCE
Executive Director, Pioneer Charter School of Science, Everett, MA, 2010-present
Assumed the duties of the Chief Education Officer. Overseen the operation of the school. Hired and supervised
personnel. Developed programs to fit the mission of the school. Regularly interacted with parents, board, department of
education and supporters.
Founder, Thomas Edison EnergySmart Charter School, NJ, 2010
Founding member of a team that wrote a successful K-8 charter school application with a focus on
alternative/renewable energy. Gathered and analyzed data to assess the location for the proposed school. Interacted with
the community to support the mission of the school. Researched and gathered all relevant data for the successful
operation of the proposed school.
School Operations Manager, Central Jersey College Prep Charter School, Somerset, NJ, 2008
Developed programs to fit the mission of the school. Monitored school professional development activities. Trained
staff and conducted workshops. Coordinated curriculum development activities. Developed and managed school
assessment program. Acted as the school and district test coordinator. Prepared and managed school master schedule.
Prepared reports, pamphlets, and publications. Assisted the chief education officer in various operations of the school.
Regularly interacted with parents, board, department of education and supporters.
Assistant Dean of Academics, Central Jersey College Prep Charter School, Somerset, NJ, 2007
Developed school’s academic program. Run after school programs. Coordinated professional development activities.
Prepared schedules. Coached teachers. Developed school testing program.
Mathematics Teacher, Central Jersey College Prep Charter School, Somerset, NJ, 2006
Instructed 8th grade mathematics. Prepared lesson plans. Participated in IEP meetings. Incorporated learning modalities
into classroom. Implemented technological approaches. Increased parental involvement.
Founder, Central Jersey College Prep Charter School, Somerset, NJ, 2005
Founding member of a team that wrote a successful charter school application. Gathered and analyzed data to assess the
location for the proposed school. Interacted with the community to determine the mission of the school and assess local
need. Researched and gathered all relevant data for the successful operation of the proposed school. Prepared the
application, questionnaires, pamphlets, and reports.
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Assistant Instructor, Princeton University, Princeton, NJ, 2002-2005
Prepared syllabi, graded papers, lectured, led discussion sessions for undergraduate students. Provided guidance and
assisted in solving various student problems.
Course Administrator, Princeton University, Princeton, NJ, 2003-2004
Handled all course related administrative duties for two large courses in the Department of Politics and Woodrow
Wilson School of Public and International Affairs. Prepared schedules, assigned students, and coordinated teaching
sessions and other various course activities.
Research Assistant, Princeton University, Princeton, NJ, 2002
Gathered historical data for a research project of bank failures in the United States. Assisted a separate project on
income inequality in the United States.
Research Assistant, Princeton University, Princeton, NJ, 2000
Assisted a book project on international conflict and diplomacy through independent evaluation, editing, and data
analysis. Reviewed various materials and prepared reports for a separate project on path dependency.
Assistant, Political Science Data Laboratory and Archive, Indiana University, Bloomington, IN, 1998-1999
Worked as part of the team that provides support and administration of technology for the department and manages the
ICPSR database for the university. Provided technical assistance to the political science department and helped in the
delivery and support of the various ICPSR data to the university.
HONORS
Graduate Fellowship, Princeton University, 1999-2003
CIS Dissertation Award, Princeton University, 2002
Mellon Foundation Fellowship, 2000
Speaker, Global Speakers Service, Office of International Programs, Indiana University, Bloomington, 1999
Merit Scholarship, Koc University, Istanbul, 1993-1998
Vehbi Koc Scholars, Koc University, Istanbul, 1995-1997
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Mehmet Dogan
mehmet.dogan@gmail.com
51 Summer St.
Everett, MA 02149
EDUCATION
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Ph.D., Physics, Boston University, Boston, MA, November 2008
M.A., Physics, Boston University, Boston, MA, May 2002
B.S., Physics, Bilkent University, Ankara, Turkey, June 2000
EXPERIENCE
Senior Research Scientist, 2009-2012
Science Research Laboratory, Inc.
• Managed various Defense Advanced Research Programs Agency (DARPA) and Joint Technology Office
(JTO) programs related to high power laser diode systems.
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Developed and wrote research proposals.
Managed high power laser diode characterization efforts.
Conducted experiments with high power laser diode systems.
Research Assistant, 2002-2008
Boston University Optical Characterization and Nanophotonics Laboratory
• Authored and co-authored various peer-reviewed research articles and a Ph.D. dissertation. Presented papers
in various technical conferences.
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Designed, built and maintained a novel high resolution 4Pi confocal spectral self-interference fluorescence
microscopy
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Conducted subcellular imaging and localization experiments using the 4Pi microscope.
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Designed and conducted experiments to localize fluorescent emitters axially with sub-nanometer precision for
DNA-DNA and DNA-protein interactions using a reflection mode spectral self-interference fluorescence
microscope.
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Developed and implemented electromagnetic models for the 4Pi and the reflection mode spectral selfinterference fluorescence microscopes.
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Advised and assisted undergraduate and master’s students in their thesis research.
Teaching Fellow, 2000-2002
Boston University Physics Department
• Lead undergraduate students in introductory physics discussions and laboratory sessions.
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Prepared solutions for homework problems in introductory physics courses.
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SELECTED PUBLICATIONS
Book Chapter
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M. S. Ünlü, A. Yalcin, M. Dogan, A. K. Swan, B. B. Goldberg, and C. R. Cantor, “Applications of Optical
Resonance to Biological Sensing and Imaging: Spectral Self-Interference Microscopy ” in Biophotonics:
Biological and Medical Physics, Biomedical Engineering Series, eds., L. Pavesi and P.M. Fauchet, Springer,
2008.
Journal Articles
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M. Dogan, I. Aksun, M. S. Ünlü, A. K. Swan, and B. B. Goldberg, “Closed-Form Representations of Field
Components of Fluorescent Emitters in Layered Media,” J. Opt. Soc. Am. A, Vol. 26, No. 6, June 2009
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M. Dogan, A. Yalcin, S. Jain, M. B. Goldberg, A. K. Swan, M. S. Ünlü, B. B. Goldberg, “Spectral Selfinterference Fluorescence Microscopy for Subcellular Imaging,” IEEE J. Sel. Topics Quantum Electron., vol
14, no. 1, pp. 217-225, 2008.
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B. J. Davis, M. Dogan, B. B. Goldberg, W. C. Karl, M. S. Ünlü, A. K.Swan, “4Pi Spectral Self-interference
Microscopy,” J. Opt. Soc. Amer. A, vol. 24, no. 12, pp. 3762-3771, 2007.
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A. N. Vamivakas, M.Dogan, S. B. Ippolito, A. K. Swan, M. S. Ünlü, E. R. Behringer, and B. B. Goldberg,
“Phase-sensitive Detection of Dipole Radiation in a Fiber-based High Numerical Aperture Optical System,”
Opt. Lett., vol. 32, no. 8, pp. 970-972, 2007.
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L. Moiseev, C. R. Cantor, I. Aksun, M. Dogan, B. B. Goldberg, A. K. Swan, and M. S. Ünlü, "Spectral Selfinterference Fluorescence Microscopy," J. App. Phys., vol. 96, no. 9, pp. 5311-5315, 2004.
Conference Papers
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A. K. Chin, M. T. Knapczyk, J. H. Jacob, H. Eppich, K. D. Lang, R. H. Chin and M. Dogan, "Record CWbrightness from a single 20% fill-factor 1-cm laser-diode bar at 20°C", Proc. SPIE 7918, 79180L (2011);
doi:10.1117/12.873183
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M. Dogan, B.B. Goldberg, S. Jain, M.B. Goldberg, A.K. Swan, M. S. Ünlü, “Probing Bacterial Surfaces Using
4Pi Spectral Self-interference Fluorescence Microscopy,” Conference on Lasers and Electro-Optics, San Jose,
CA, May 4-9, 2008.
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M. Dogan, B. B. Goldberg, A. K. Swan, and M. S. Ünlü, “Nanometer Scale Axial Localization of Fluorescent
Emitters for Cellular Imaging,” IEEE Lasers and Electro-Optics Society Annual Meeting, Lake Buena Vista,
FL, October 21-25, 2007.
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M. Dogan, P. Dröge, A. K. Swan, M. S. Ünlü, and B. B. Goldberg, “Probing DNA-IHF Interactions on
Surfaces Using Spectral Self-interference Fluorescence Microscopy,” American Physical Society March
Meeting, Denver, CO, March 5-9, 2007.
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M. Dogan, B. B. Goldberg, A. K. Swan, and M. S. Ünlü, “4Pi Spectral Self-interference Fluorescence
Microscopy,” Optical Society of America Frontiers in Optics/Laser Science XXII, Rochester, NY, October 812, 2006.
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B. Goldberg, A. K. Swan, L. Moiseev, M. Dogan, W. C. Karl, B. J. Davis, C. R. Cantor, S. B. Ippolito, S. A.
Thorne, M. G. Eraslan, Z. Liu, M. B. Goldberg, and Y. Leblebici, “Seeing inside Chips and Cells: Highresolution Subsurface Imaging of Integrated Circuits, Quantum Dots and Subcellular Structures,” International
Quantum Electronics Conference, San Francisco, CA, May 16-21, 2004.
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VOLKAN EFE
51 Summer St., Everett, MA 02149
(617) 389 7277
volkan@ieee.org
SUMMARY OF QUALIFICATIONS
10 years of antenna, microwave and RF system design experience in cellular, defense and commercial markets.
Advanced electromagnetic modeling and RF testing skills with proven ability to manage high volume antenna/RF
system projects from conception to completion.
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Strong educational background in electromagnetics, numerical techniques and microwave
system design
Proficient at COMSOL Multiphysics, Ansoft HFSS, CST Microwave Studio, XFDTD, WIPLD
and IE3D
Design experience upto 80GHz using microstrip, log-periodic, biconical, reflector, horn, array,
omni-directional, dual-polarized, circularly-polarized, PIFA, FJA, FICA antenna technologies
Prototype development and manufacturing support
Hands on experience in anechoic chamber, outdoor range testing (Gain, Patterns, VSWR, OTA,
TRP/TIS, etc.)
Key contact person to customers/contractors during project execution.
PROFESSIONAL WORK EXPERIENCE
SENIOR ENGINEER, Feb 2010 to Present
WITRICITY CORPORATION - Watertown, MA.
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Designing custom wireless power transfer systems for low, mid and high power applications
using highly resonant magnetic coupling techniques.
Developing a software tool with GUI to automate coil designs and impedance matching
networks.
Writing optimization scripts to integrate MATLAB and COMSOL codes
SENIOR ANTENNA DESIGN ENGINEER, Oct 2008 to Feb 2010
RADIOWAVES INC. - N. Billerica, MA.
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Developed special purpose antennas primarily for the portable and fixed broadcast and
millimeter wave markets.
Overseen high volume antenna projects from simulation stage all the way to shipping.
SENIOR RF/ANTENNA ENGINEER, Mar 2008 – Oct 2008
ZEBRA TECHNOLOGIES INC. - Warwick, RI.
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Led Zebra Technologies Mobile Products RF Development Team and developed corporate
wireless technology roadmap. Defined specifications for next generation Zebra radio modules.
Designed RF circuitry and integrated antennas that make Zebra products RFID, Bluetooth and
WIFI capable.
SENIOR RF ENGINEER, Apr 2006 – Mar 2008
MOTOROLA INC. - Libertyville, IL.
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Acted as RF/antenna expert throughout several Motorola 3G cellular handset programs.
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Determined optimum antenna type based on form factor, operation frequency, customer
specific field performance needs and FCC requirements on SAR and HAC (Hearing Aid
Compatibility).
Predicted antenna radiation efficiency, patterns, SAR and HAC values using electromagnetic
modeling software tools.
Collaborated with mechanical engineers and verified proper translation of antenna optimization
efforts to final mechanical design. Organized regular coordination meetings with RF, baseband
and packaging teams.
Designed and optimized FJA antenna for MotoRAZR V3xx which was selected “Best in Class”
among all Motorola 3G phones. Submitted a patent disclosure for an innovative method that
improved antenna bandwidth and efficiency.
Designed FICA, IFA and PIFA antennas for clam shell and slider phones operating GSM,
WCDMA 2100, GPS and Bluetooth technologies simultaneously.
Completed Digital Six Sigma quality trainings and obtained yellow badge. Completed a course
on WIMAX.
ANTENNA DESIGN ENGINEER, Jan 2002 – Apr 2006
ANTENNA RESEARCH ASSOCIATES (A.R.A) - Pembroke, MA.
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ARA is the leader in designing and manufacturing broadband and electrically small antennas
and RF subsystems for military, aerospace and satellite applications.
Introduction of new and improved antenna systems. Managed antenna projects, prepared
detailed project cost estimates, research and development of microwave antennas, prototyping,
testing and production support.
Performed bench tune-up, optimization and testing using network analyzers, spectrum
analyzers, oscilloscopes and digital pattern recorders. Tested VSWR, gain, radiation patterns,
axial ratio and noise figure.
Presented to customers at Preliminary Design Review Meetings. Prepared acceptance test
procedures.
Designed an airborne dual-linear polarized printed dipole array with low sidelobes (1.01.5GHz) and predicted power distribution to each dipole element using MATLAB.
Completed a variety of circularly polarized microstrip patch array antennas for NASA.
Modeled box horn array antennas and waveguide beamforming network using WIPL-D and
HFSS.
Designed a very wide band printed log-periodic antenna as a primary feed for a reflector
antenna (0.5-18GHz).
Produced an omnidirectional collinear array of biconical antennas for data link applications
(4.4-5.0GHz).
Completed integration of an antenna system consisting of a shaped reflector antenna,
polarization and amplifier switching network and a 200rpm positioner for DF and SIGINT
Intercept applications.
EDUCATION
Master of Engineering in Electrical and Computer Engineering, 2004, GPA 3.8
UNIVERSITY OF MARYLAND, College Park, MD
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Simulation of co-channel interference in GSM networks at MATLAB
Modeling of a ferrite phase shifter with Mode Matching Method
Cost estimate for a broadband naval antenna system for the Systems Life Cycle Cost Estimation
Project
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Bachelor of Science in Electrical Engineering, 2001, GPA 3.1
BILKENT UNIVERSITY, Ankara, Turkey
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Design of a microstrip antenna for GSM and WLAN basestations operating at 1710-1890 MHz
frequency band with Ansoft HFSS antenna simulation tool.
Analysis and measurement of antennas with MiDAS Microwave Data Acquisition & Analysis
Near-field Antenna Measurement Systems.
Planning of a Network Architecture and a Service Provider with Nortel Networks: A broadband
wireless network for Small & Medium size businesses utilizing LMDS technology.
"Certificate of Completion" for the Network Architecture and Service Provider Planning courseNortel Networks
COMPUTER SKILLS
Languages
Java, Pascal, Assembly
Software Tools
COMSOL Multiphysics, XFDTD, Ansoft HFSS & Designer, WIPL-D, IE3D, CST Microwave Studio, ADS,
PCAAD, SolidWorks, MATLAB, SuperNEC, AutoCAD
PATENTS
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Resonant Arrays for Wireless Energy Transfer. U.S. Patent 20,100,237,709.
ACTIVITIES
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Member of IEEE Antennas & Propagation Society
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Secretary of Board of Trustees at Pioneer Charter School of Science
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ATTACHMENT F: CURRICULUM
Curriculum Overview Grades 11 & 12
Grade 11 English Language Arts: This course is designed as an introduction to American literature, college
level academic writing, and literary criticism for the 11th grade. The texts studied in this course survey the
span of American history from the colonial to the postmodern period. Throughout the course there will be
an emphasis on interdisciplinary connections, critical approaches to texts, close-reading, the analysis of form
and content, as well as academic vocabulary and essay writing. Students are expected to be active readers and
participants in classroom discussions and classwork. Students will take reading notes and produce
presentations, poems, short stories, a reflection journal, analytical academic essays, and an interdisciplinary
research paper.
AP English Language and Composition: AP English is comparable to freshman college English and prepares
students to take the Advanced Placement English examination given in May of each year. This course
develops a student’s writing ability and sense of what constitutes good style of expression. A thorough study
of denotation, connotation, imagery, figurative language, tone, etc., is made to facilitate the interpretation and
evaluation of prose and poetry. Individual research projects involving the study of writers and their works are
also included.
Grade 11 Mathematics: Students will learn pre-calculus in grade 11. The main objective of this course is to
provide the rigor students will need to be successful in college. This course completes the formal study of the
elementary functions begun in Algebra 1 and Algebra 2 and designed to fill in the students' backgrounds in
preparation for Calculus. Students focus on the use of technology, modeling, and problem solving involving
data analysis, trigonometric and circular functions, their inverses, polar coordinates, complex numbers,
conics, and quadratic relations. Discrete topics include the Principles of Mathematical Induction, the
Binomial Theorem, and sequences and series. Students are also introduced to analytic geometry, sequences
and series, logarithmic functions, and limits.
Grade 11 Social Studies (US History II): This course will cover the second half of United States History.
Students will explore the social and economic changes went through as it grew and became a more industrial
society culminating in the reforms of the Progressive Era. Students will also address the foreign policy
changes that the US goes through in the early 20th century. Finally, students will address the Cold War time
period looking at many of the issues that America faced both domestically and abroad. The use of primary
source documents is essential to understanding United States history. As a result students will have to develop
the skills necessary to not just understand primary source material but then apply it to the topic at hand. This
will require them to write argumentative papers explaining how America changed over time referencing
primary source documents to support their statements.
Grade 11 Science (Physics): In this introductory physics course, students study a wide range of physical
phenomena centered on motion and force. Topics include kinematics, mechanics, energy, thermodynamics,
momentum, harmonic motion, waves, sound, light, electricity and magnetism. Teaching strategies include
inquiry based learning, laboratory exercises, problem solving with mathematics and diagrams, simulations,
lectures and visual aids. Students are expected to maintain an organized binder and laboratory notebook. The
course prepares students for AP physics the following year and the SATII physics subject test.
Grade 12 English Literature 4: In this course students will become familiar with a wealth of British Literature
and its enduring value. Discussions will be based on seminal ideas that influence literature, the rich tradition
of the English language and the power language holds in expressing ideas. Students will also be supported as
they begin to apply to college and complete portions of their senior project. Students will continue to
develop research and writing skills that will help prepare them for college.
AP English Literature and Composition: The chief focus of AP English literature and composition course is
to provide students with intensive exposure to the development of literary study as cultural and academic
phenomena, and to prepare students to read and write at the appropriate level of sophistication to succeed in
college, with preparedness for the AP Exam as the tertiary focus. The course is designed around the
objectives created by the College Board described in the AP English Course Description.
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Grade 12 Mathematics: Grade 12 Mathematics covers full differential and integral calculus curriculum. There
will be two options for students; AP calculus and regular calculus. AP calculus and regular calculus classes will
provide students with the same content with two different levels of rigor. AP students will be required to take
the AP calculus exam in spring. The course includes the study of analysis, functions, limits, derivatives, the
applications of derivatives and integrals, and introductory differential equations. Students find derivatives
numerically, represent derivatives graphically, and interpret the meaning of a derivative in applications.
Previously studied functions will be analyzed using calculus concepts. The relationship between the derivative
and the definite integral is developed as well. Students will model real-world situations involving rates of
change using difference or differential equations. Students will use graphing calculators to deepen their
understanding in calculus to solve wide variety of real world problems.
Civics and Economics: This course takes an analytical approach to the study of public policy in the United
States and the economic and social forces that shape them. Emphasis is foremost on economic analysis
through a look at the allocation of resources in our society. Another major component of this course is to
understand the values of the American civic identity. Where these values and principles originated and how
they translate to modern society will be examined. There will also be an emphasis on what it means to be a
responsible and productive citizen today. In order to provide a more thorough understanding of public
policy, related topics such as law, ethics, sociology, and politics are addressed. Additional topics include
discrimination, economic growth, crime, healthcare, big business, and sports. Emphasis is on research and
presentation, both in writing and orally. Projects will be presented in groups and individually.
AP US History: This course is designed to prepare students to take the AP United States History Exam.
Students taking this course will have to master the ability to analyze both primary and secondary source
information that is normally seen at the college level. Students will also need to take the information from
these documents and organize it appropriately in a written essay. This course will focus on the major themes
that appear throughout American history. These themes include the shaping of the American Identity, the
economic evolution of America, political change and continuity, effects of social reform, and increased
American involvement in global affairs. Each of these themes will be the underlying focus of the textbook
and primary source readings that students will conduct.
AP World History: Students will develop greater understanding of the evolution of global processes and
interaction through their study of world history from 1000 C.E./A.D. to the present. The course highlights
the nature of changes in international frameworks and their causes and consequences, as well as comparisons
among major societies. Students will study major developments that illustrate six thematic eras and major
civilizations in Asia, Africa, Europe and the Americas. This is a college level course designed to earn college
credit for those students scoring an acceptable level on the College Board Examination.
Grade 12 Science (Engineering and Technology): In this introductory engineering class, students will
complete a series of hands on projects aimed at teaching the engineering design process. Each quarter
focuses on a different engineering discipline. First quarter students learn about product design and invention.
Second quarter focuses on construction technologies and heat transfer. Third quarter students learn about
heat engines, fluid dynamics, and pressure. Finally, students will learn about electronics and circuits for their
fourth quarter project. Each quarter involves a series of design challenges in which students work
cooperatively with group members to successfully meet project requirements. Projects include designing and
building organizers, building complexes, and candle powered boats.
AP Physics: This class places a strong emphasis on the mathematical aspect of physics. The course works out
of an introductory level college physics book. Students in this class must have completed one year of physics.
They should have a strong conceptual idea of physics and must be ready to apply this knowledge through
algebraic and pre-calculus-based problems. Advanced Placement Physics is a fast paced course that
challenges and continues to develop students' problem-solving skills. The class reviews and builds on the
topics listed in the physics course and introduces concepts of modern physics. Students are expected to take
an initiative in their work, independently solving problems and learning to use resources available to them.
Laboratories are also an important component of the course. Students are required to analyze and synthesize
data at a more comprehensive level than in physics. They also must write laboratory reports using a word
processor and spreadsheet.
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AP Chemistry: This course is designed to be the equivalent of the general chemistry course usually taken
during the first college year. For some students, this course enables them to undertake, as freshmen, second
year work in the chemistry sequence at their institution or to register for courses in other fields where general
chemistry is a prerequisite. Students attain a depth of understanding of fundamentals and a competence in
dealing with chemical problems. The course contributes to the development of the students' abilities to think
clearly and to express their ideas, verbally and in writing, with clarity and logic. Topics of study include the
structure of matter, states of matter, chemical reactions, chemical reactivity and products of chemical
reaction, relationships in the periodic table, and an introduction to organic chemistry. AP Chemistry prepares
students for the Advanced Placement Test in chemistry and the opportunity to earn college credits.
AP Biology: Advanced Placement Biology is a laboratory course designed for those who have completed
both Introductory Biology and Chemistry. Our studies focus on traditional topics in biology, including
biochemistry, cellular biology, bioenergetics, genetics, evolution and natural selection, phylogeny, zoology,
and ecology. Additionally, we will look at the history and philosophy of biology, posing such questions as:
What are the essential qualities of living things? What were the origins of organic matter and living material
on the plant? What are the driving forces of evolution? Is our existence in the universe merely a chemical
coincidence or a deliberate happening? We ask such questions in an attempt to see how biology is a study,
which gets right to the essence of life itself. In other words, we ask how we can question and investigate our
very existence using a biological framework. This course utilizes a rigorous, college-level textbook.
Consequently, this course is both reading- and writing-intensive.
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ATTACHMENT G: LETTERS OF SUPPORT
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Massachusetts Institute of Technology
Daniel E. Hastings
Dean for Undergraduate Education
Cecil and Ida Green Education
Professor of Aeronautics and Astronautics
and Engineering Systems
Building 7-133
77 Massachusetts Avenue
Cambridge, Massachusetts
02139–4307
Phone 617–253–6056
Direct 617–253–0906
Fax
617–258–5288
http://web.mit.edu/due/
Dr. Mitchell D. Chester
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
I am writing in strong support of the Pioneer Charter School of Science’s charter application. If
approved PCSS, which is located in Everett, will expand into communities further north to
replicate its successful model. PCSS, as a high performing STEM based public charter school
has been doing very well in serving the residents of Chelsea, Everett, and Revere. PCSS is well
known for its rigorous academic program with a focus on math and science. A replication school
would be beneficial to the surrounding communities.
PCSS’ mission is to prepare its students for today’s competitive world through a rigorous math
& science focused academic curriculum, a character education program, a college preparation
program, and a strong student-teacher-parent collaboration model. PCSS has done very well in
accomplishing the rigorous goals that were set forth in their charter. PCSS is one of the top
performing public schools in the greater Boston area. PCSS students consistently outperform
their sending districts and the state averages in all the grade levels that they are tested in every
year. In 2011 PCSS eighth graders had the highest math growth results in the Commonwealth
and in 2012 PCSS tenth graders had the second highest math growth results in the
Commonwealth. Moreover, PCSS’ first graduating class has done remarkably well; students
were accepted to many great colleges for their post-secondary education.
PCSS’ success lies in the culture and the program that has been established. The school uses an
extended learning program (200 school days and longs school hours), provides tutoring
opportunities, provides individual college admission counseling, and builds a great relationship
with the parents. Moreover, data is continuously used to guide instruction and assess every part
of the program. PCSS’ small size ensures a family like environment where everyone is
recognized for their accomplishments and individuality. The culture at PCSS is based on high
expectations, both behaviorally and academically. PCSS’ students are respectful, hard working
and responsible. I have witnessed all of this during my visit to the school and my interaction with
the school community. PCSS has a strong Board, a dedicated leadership team, and committed
teachers.
I hope that you will give your full consideration to the PCSS application, to expand into the cities
of Saugus, Salem, Peabody, Lynn, and Danvers. These communities will be well served with a
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choice in high quality education. Most importantly, a successful STEM school is an important
asset for the future of the Commonwealth as well as the communities it serves.
I currently serve as the Dean for Undergraduate Education at MIT. We are very interested in
outstanding students in the STEM disciplines. PCCS and schools like it produce the kind and of
students that we hope will apply to MIT.
Sincerely,
Daniel E. Hastings
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Lionel S.Lyon * 37 Charlotte Road * Newton, Ma. 02459 * 617 875-0606
Dr. Mitchell D. Chester
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
Dear Commissioner,
I have been the consulting psychologist for the Pioneer School of Science in Everett,
MA. since 2008. I am pleased to write this letter of support in their endeavor to expand
this innovative and whole-child model of teaching.
Through the Special Education Department, I have witnessed the growth of several
students as they benefitted from the school’s strong identification and intervention
services. The fortunate attending students are on a path of excellence that helps them
learn like never before, in a culture of acceptance, support and "we can do this"
inspiration.
Mr. Barish Icin, the visionary Executive Director, has a great staff who together move
toward a common end and a shared goal of bringing the best of teaching and science to
these under-privileged and multi-cultural children. As an evaluator, I have seen
extraordinary things happen there. Students who enter as 7th graders (the school
begins at grade 7) who could not read, were taught to read. By the end of the 9th grade,
most were reading on grade level! Kids who had low IQ scores upon admittance, had
scores that were 20 points higher, three years later. Children who had learning needs
that their previous school system had passed over, were quickly identified, and offered
intervention. The students at the Pioneer School of Science are empowered to learn.
The Pioneer School of Science has a model for the future, and wants to bring it forward.
The staff wants to enter other communities that have minimal resources, many needs,
and underserved children. These educators have great intellectual depth, the rigor
needed to extend the school day and the school year, intimate involvement with parents
and the community, and ability to include every student in the journey to excellence.
Their application to start other schools using their present model must be fully
supported and celebrated. Based on their middle school/high school model, one can
only imagine the good that can be accomplished if they are given the opportunity to
educate young children in the critical periods of their development.
Sincerely,
Lionel S.Lyon, Psy.D.
School Psychologist/Licensed Psychologist
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SAMPLE PARENT LETTERS
Dr. Mitchell D. Chester
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
Dear Commissioner Chester:
I am writing to support the Pioneer Charter School of Science’s efforts to open two new college
prep STEM charter schools. I live in Saugus, but I have a student that goes to the original PCSS
in Everett. I have been very happy with the school so far. I would like to have the same choice in
our city. I am very excited about the applications and its potential to contribute to our local
educational system.
I believe that in order for us to attract good jobs in our communities, we will need a workforce
that is proficient in the subjects of math and science. The success of our local communities
depends on our educational system’s ability to prepare the next generation to participate in the
global economy. Science and technology is an important driver for economic growth and
development. I strongly believe that the Pioneer Charter School of Science will be an important
asset in achieving this goal in our state.
The founders of the Pioneer Charter School of Science have accomplished a lot over the years in
providing quality education in Everett. I believe the founding team has brought together the
necessary skills and a detailed plan to replicate this successful school. Such an educational
institute will provide the local youth with a great education that will allow them to pursue their
dreams.
Sincerely,
Dr. Mitchell D. Chester
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
Dear Commissioner Chester:
I am writing to support the Pioneer Charter School of Science’s efforts to open two new college
prep STEM charter schools. I live in Lynn, but I have a student that goes to the original PCSS in
Everett. I have been very happy with the school so far. I would like to have the same choice
available to the residents of our city. I am very excited about the applications and its potential to
contribute to our local educational system.
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I believe that in order for us to attract good jobs in to our communities, we will need a workforce
that is proficient in the subjects of math and science. The success of our local communities
depends on our educational system’s ability to prepare the next generation to participate in the
global economy. Science and technology is an important driver for economic growth and
development. I strongly believe that the Pioneer Charter School of Science will be an important
asset in achieving this goal in our state.
The founders of the Pioneer Charter School of Science have accomplished a lot over the years in
providing quality education in Everett. I believe the founding team has brought together the
necessary skills and a detailed plan to replicate this successful school. Such an educational
institute will provide the local youth with a great education that will allow them to pursue their
dreams.
Sincerely,
Dr. Mitchell D. Chester
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148
Dear Commissioner Chester:
I am writing to support the Pioneer Charter School of Science’s efforts to open two new college
prep STEM charter schools. I have a student that goes to the original PCSS in Everett and I have
been very happy with the school so far. I would like more families to have access to the same
quality education I do. I am very excited to have choice for more parents and the potential to
contribute to our local educational system.
I believe that in order for us to attract good jobs in to our communities, we will need a workforce
that is proficient in the subjects of math and science. The success of our local communities
depends on our educational system’s ability to prepare the next generation to participate in the
global economy. Science and technology is an important driver for economic growth and
development. I strongly believe that Pioneer Charter School of Science will be an important asset
in achieving this goal in our state.
The founders of Pioneer Charter School of Science have accomplished a lot over the years in
providing quality education in Everett. I believe the founding team has brought together the
necessary skills and a detailed plan to replicate this successful school and to provide the local
youth with a great education that will allow them to pursue their dreams.
Sincerely,
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ATTACHMENT H:
WEEKLY LESSON PLAN FEEDBACK RUBRIC
Items
included/addressed
State Standards
Content
Relevancy
Motivational Activity
Developmental Activity
Closure Activity
Differentiated
Instruction
Technology Planning
Interdisciplinary
Connections
Use of Instructional Time
Under-developed
Meets Expectations
Exceeds Expectations
Does not match lesson
Connected to lesson
Matches lesson perfectly
Contains factual errors
or is under-developed
Accurate and
developed to promote
student understanding
Have little applicability
beyond the classroom;
cannot be used in the
real world
Include learning
experiences that result
in helping students
build links between
personal interests and
prepare them for their
lives beyond school
Most activities are not
motivational
Lessons are not
connected and do not
actively engage
students
Closure is not
prioritized
Undifferentiated,
unchallenging, and
uses one instructional
method only
Most activities are
motivational
Lesson is teacherfocused with some
focus directed to
students engagement
Closure is addressed
and engages students
Weekly lesson has
multiple instructional
methods
No technology used or
completely unrelated
Technology is added
into some of the daily
lessons
None made
Implemented at least
once a week
Learning is unfocused,
disconnected, and not
enriching
Lesson is focused,
connected, and
enriches student
understanding
Well-developed,
detailed, promotes
student understanding,
and contains long-term
performance tasks
Include authentic
learning experiences that
help students create links
between personal
interests and needs and
prepare them for their
lives beyond school
All activities are
motivational
Lesson is student
focused, actively
engaging, and lessons
connect daily
Closure is prioritized,
connected, and engaging
Lesson challenges
learners at spectrum
ends by using multiple
instructional methods
Technology is integrated
into most of the daily
lessons
Utilizes other standards
and interdisciplinary
content
Lesson is well planned,
utilizes outside
experiences, challenges
students, and promotes
higher order thinking
Comments:
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ATTACHMENT I:
GRADES 8 & 12 BENCHMARKS FOR ELA, MATHEMATICS, AND SCIENCE
GRADE 8 MATHEMATICS:
BENCHMARK M8.1 - INTEGERS AND ALGEBRAIC EXPRESSIONS: write algebraic expressions and
evaluate them using the order of operations; find absolute values of integers and use absolute value to
compare integers; add and subtract integers and solve problems involving integers; multiply and divide
integers and solve problems involving integers; identify properties of numbers and use the properties to solve
problems; write and solve equations using addition and subtraction; write and solve equations using
multiplication and division.
BENCHMARK M8.2 - RATIONAL NUMBERS AND EXPONENTS: identify prime and composite
numbers and find the greatest common factor; write equivalent fractions and decimals, including for
repeating decimals; use least common denominators, decimals, and number lines to compare and order
rational numbers; add and subtract fractions and mixed numbers and solve problems involving rational
numbers; multiply and divide fractions and mixed numbers and solve problems involving rational numbers;
use formulas to solve problems and solve a formula for a particular variable; write, simplify, and evaluate
expressions involving exponents; write numbers in both standard form and scientific notation.
BENCHMARK M8.3 - REAL NUMBERS AND THE COORDINATE PLANE: find and estimate square
and cube roots and to classify numbers as rational or irrational; use the Pythagorean Theorem to find the
length of the hypotenuse of a right triangle; use the Pythagorean Theorem to find the missing measurements
of right triangles; graph points and use the Pythagorean Theorem to find distance in the coordinate plane; use
tables, equations, and graphs to solve problems; graph and describe translations in the coordinate plane;
graph reflections in the coordinate plane and identify lines of symmetry; graph rotations and identify
rotational symmetry; find the length of a line segment on the coordinate plane using the distance formula.
BENCHMARK M8.4 - APPLICATIONS OF PROPORTIONS: write ratios and unit rates and use rates to
solve problems; convert units within and between the customary and metric systems; identify and solve
proportions; identify similar figures and use proportions to find missing measurements in similar figures;
graph dilations and determine the scale factor of a dilation; use proportions to solve problems involving scale.
BENCHMARK M8.5 - APPLICATIONS OF PERCENT
: convert between fractions, decimals, and
percents and order rational numbers; estimate percents using decimals and fractions; use proportions to find
part of a whole, a whole amount, or a percent; use equations to solve problems involving percents.
BENCHMARK M8.6 - LINEAR EQUATIONS AND INEQUALITIES:
solve two-step equations
and use two-step equations to solve problems; combine like terms and simplify algebraic expressions; write
and solve multi-step equations; write and solve equations with variables on both sides; write, solve, and graph
inequalities using addition and subtraction; write, solve, and graph inequalities using multiplication and
division.
BENCHMARK M8.7 - TWO-DIMENSIONAL GEOMETRY: identify types of angles and find angle
measures using the relationship between angles; identify parallel lines and the angles formed by parallel lines
and transversals; identify congruent figures and use them to solve problems; classify triangles and
quadrilaterals; find the angle measures of a polygon; find the areas of parallelograms, triangles, and trapezoids;
find the circumference and area of a circle and the area of irregular figures.
BENCHMARK M8.8 - THREE-DIMENSIONAL GEOMETRY: identify solids, parts of a solid, and skew
line segments; draw views of three-dimensional figures, including base plans and isometric views; identify nets
of solids; find the volumes of prisms and cylinders; find the volumes of pyramids and cones; find the surface
area and volume of a sphere.
BENCHMARK M8.9 - DATA ANALYSIS: describe data using mean, median, mode, and range; use line
plots, frequency tables, and histograms to represent data; use Venn diagrams to represent relationships
between data; recognize misleading graphs and choose appropriate scales; represent and interpret data using
stem-and-leaf plots; represent and interpret data using box-and-whisker plots; make scatter plots and use
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trends to make predictions; represent and interpret data using circle graphs; choose appropriate graphs to
represent different data.
BENCHMARK M8.11 – FUNCTIONS: write rules for sequences and use the rules to find terms in a
sequence; interpret and sketch graphs that represent real-world situations; represent functions with equations,
tables, and function notation; find the slope of a line from a graph or table; use tables and equations to graph
linear functions; write function rules from words, tables, and graphs; graph and write quadratic functions and
other nonlinear functions.
BENCHMARK M8.12 – POLYNOMIALS: write algebraic expressions and simplify polynomials; add and
subtract polynomials; multiply powers with the same base and multiply numbers in scientific notation;
multiply monomials and binomials; divide powers with the same base and simplify expressions with negative
exponents.
BENCHMARK M8.13 - SYSTEMS OF LINEAR EQUATIONS: identify solutions of systems of linear
equations in two variables and solve systems by graphing; solve systems of linear equations in two variables
by substitution; solve systems using elimination and choose the best method for solving systems of equations;
solve special systems of linear equations, classify systems, and determine the number of solutions.
GRADE 8 ENGLISH LANGUAGE ARTS:
Reading Literature
RL 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
RL 2. Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
RL 4. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies
or allusions to other texts.
RL 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of
each text contributes to its meaning and style.
RL 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such effects as suspense or humor.
RL 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs
from the text or script, evaluating the choices made by the director or actors.
RL 8. Identify and analyze the characteristics of irony and parody in literary works.
RL 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material is
rendered new.
RL 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the
high end of grades 6–8 text complexity band independently and proficiently.
Writing
W 1. Write arguments to support claims with clear reasons and relevant evidence.
W 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. Write short narratives, poems, scripts, or personal
reflections that demonstrate understanding of the concepts of irony or parody.
W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.
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W 6. Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others.
W 7. Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
W 8. Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Speaking and Listening
SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and
clear pronunciation.
SL 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest.
SL 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language -- Conventions of Standard English
L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
L 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reading Informational Texts
RI 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text.
RI 2. Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
RI 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
RI 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences
in developing and refining a key concept.
RI 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
RI 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
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RI 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI 9. Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
RI 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text
complexity band independently and proficiently.
GRADE 8 SCIENCE:
Sci. 8.1 Lab Equipment and Safety: Determine the proper safety protocol required according to the warning
labels on various chemicals; quickly get to the safety equipment (fire blanket, eye wash, safety shower and first
aid kit); determine the proper safety procedure in variety of lab accident situations; identify the common lab
equipment and their function; determine the proper apparatus required for a given experimental protocol.
Sci. 8.2 Materials Tools and Machines: Identify common materials such as wood, paper, plastic, aggregates,
ceramics, metals, solvents and adhesives; know how to test for various properties and characteristics such as
strength, hardness, and flexibility; select the correct building material based on characteristics determined;
select the best building option based on other considerations as well, such as cost, availability etc.; identify the
function commonly used tools used to hold, lift, carry, fasten, and separate building material used; give
example of measuring tools, hand tools, and power tools; understand how to select the appropriate tools
(band saw, drill press, sander, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical
fasteners) and their safe use to do a certain job; explain the safety protocol necessary for the use of the tools
studied in the unit.
Sci. 8.3 Engineering Design: Understand that the purpose of the engineering process is to improve the
quality of life by solving problems that face society; explain the safety protocol necessary for the use of the
tools studied in the unit; understand the considerations (budget and quality) for making an effective prototype
for a given engineering design; understand the different options available for creating prototypes such as
rapid prototyping, CAD designs and 3D models (a cheap model using basic materials like string, sticks etc.);
understand when a fully functional prototype is required; explain the significance of each step of the
engineering process; understand situations in which a modification of an existing product is sufficient and a
new invention is not required; understand the importance and purpose of communicating the solutions of
resign solution; compare and contrast the different representations options (sketches, orthographic
projections, and multiview drawings) available; know which representation method is appropriate given an
engineering solution; construct effect sketches, orthographic projections and multiview drawing of a given
engineering solution; understand the purpose of a prototype in the engineering process; compare and contrast
the different options for prototypes available; know the considerations (quality, cost, time available) that must
be kept in mind while creating a prototype; identify the most effective type (rapid prototype, 3D model or
fully functional) of prototype required for a given communication situation.
Sci. 8.4 Manufacturing Technology: Identify the types of building materials required to construct the
appropriate type of prototype selected; understand the significance of size, shape, weight, function and cost
limitations in constructing a prototype; know how to scale the prototype to represent a given product;
understand when a fully functional prototype is required and when 3D models suffice; understand how to
make the most cost effective prototype given a engineering situation; identify and define the five elements of
a universal model (goal, inputs, processes, outputs, and feedback); identify the significance of each element in
reaching the end purpose of an engineering problem; understand the negative impact of overlooking one of
the elements would have on the end goal; compare and contrast the mass production versus custom built
process of manufacturing; identify when using a certain (mass or custom) manufacturing process is
appropriate; know the advantages and disadvantages of the two manufacturing process; define what are
interchangeable parts and automation process in mass production; understand how interchangeable parts and
automation of the manufacturing process necessary in reaching the goal of speeding up production;
understand why interchangeable parts and automation would not be suitable for custom made products;
identify and define the parts of a manufacturing organization (corporate structure, research and development,
production, marketing, quality control, distribution); identify the different marketing options and select the
appropriate marketing technique given a target audience; understand why quality control is required for mass
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production; identify the different distribution options and select the appropriate marketing technique given a
target audience; identify and define the basic processes of manufacturing systems (cutting, shaping,
assembling, joining, finishing, quality control, and safety); understand how these processes can be made into
automated steps to suit the setup of mass production; understand why quality control is essential in the mass
production manufacturing system; understand how safety was a major concern in old mass production setups
and developing countries, and the measures the United States has taken to solve the problem.
Sci. 8.5 Bioengineering Technology: Define the function of the eight components (source, encoder,
transmitter, receiver, decoder, storage, retrieval, and destination) of a communication system; identify the
eight components of a given communication system; understand the importance of following the proper
protocol while connecting a communication network; identify and know the proper use of devices (drawing
tools, CAD and cameras) used to produce a 2D model of a design solution; use the proper type of model
(engineering drawings, prototypes, and reports) appropriate for a given design; apply the consideration for
constructing a prototype learned in previous units; know the situations in which blue prints and orthographic
projections of the design solution would be most helpful; compare and contrast the different communication
technologies (audio, visual, printed, and mass communication); understand the consideration (budget, target
audience and size of target audience) that must be taken into account before selecting a communication
technology; select a communication technology given product that needs to be advertised; define the
international icons for lab warnings; understand how to read labels on lab chemicals and equipment; define
the international icons for communicating other general messages (stop, danger, and poisonous etc.); give
examples of different adaptive and assistive bioengineered products such as (food, bio-fuels, irradiation,
integrated pest management); compare and contrast the advantages and disadvantages of bioengineered
products; define the function of adaptive or assistive device, and understand how it aids in improving the
quality of life of its user; give examples of different adaptive and assistive devices (prosthetic devices,
wheelchairs, eyeglasses, grab bars, hearing aids, lifts, and braces).
Sci. 8.6 Construction Technology: identify and describe the three types of foundations (slab, crawl and
basement), and what types of living conditions each is suitable in; identify and describe the different types of
roofing options; describe the different types of flooring options available including decking; understand the
steps of putting up a wall, and what steps of house construction must be completed before drywall is placed
and painted; identify the three major types of bridges (beam, arch and suspension) based on structural
characteristics; compare and contrast how the three types of bridges differ in terms of cost of construction,
span, support system, the type of barrier they are most suitable for; identify the type of load each bridge
handles; identify the four major forces exerted on a bridge based on the load it carries; define the four types
of forces (tension, compression, torsion, bending and shearing) exerted on a bridge; understand how the
different types of bridge’s structure react to the load being applied to it; identify which bridge can handle the
greatest amount of load; understand how the structure of a bridge must be altered in the three types of
bridges to handle a greater amount of load.
Sci. 8.7 Transportation Technology: Identify the different types of transportation options available for land,
water, air and space; understand the limitations of each transportation device; come up with a simple solution
for a given transportation problem; define the four major forces (trust, drag, lift and gravity) that act on a
moving object; draw a force diagram on different transportation devices; identify and define the components
(structural, propulsion, guidance, suspension, control, and support) of the three subsystems of transportation
vehicles; identify which force is applied by the different parts of a transportation vehicle.
Sci. 8.8 Properties of Matter: Explain the difference between mass and weight; measure and calculate weight
of a given object; identify factors that would change the weight of the same object; identify factors that
influence the amount of gravitational force between objects; measure mass and volume, and define density as
a proportion of the two properties of an object; calculate the density of various objects and understand that
objects that are denser will sink and those less dense will sink; measure or calculate the mass, volume, density,
weight, boiling point, freezing point, and condensation points using proper techniques and instruments;
classify each as an extrinsic or intrinsic property; compare and contrast an open versus a closed system;
design an experiment that would demonstrate the law of conversation of mass compared to when mass is not
conversed.
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Sci. 8.9 Evolution and Biodiversity: Explain, using examples, how the fossil record, comparative anatomy,
and other evidence supports the theory of evolution; explain how molecular evidence substantiates the
anatomical evidence for evolution and provides additional detail about the sequence in which various lines of
descents branched; give examples of ways in which genetic variation and environmental factors are causes of
evolution and the diversity of organisms; summarize the major concepts of natural selection (differential
survival and reproduction of chance inherited variants, depending on environmental conditions); describe
how natural selection provides a mechanism for evolution; summarize the relationships between present-day
organisms and those that inhabited the Earth in the past (e.g., use fossil record, embryonic stages,
homologous structures, chemical basis); explain how a new species or variety originates through the
evolutionary process of natural selection; explain how natural selection leads to organisms that are well suited
for the environment (differential survival and reproduction of chance inherited variants, depending upon
environmental conditions); illustrate how genetic variation is preserved or eliminated from a population
through natural selection (evolution) resulting in biodiversity; describe species as reproductively distinct
groups of organisms that can be classified based on morphological, behavioral, and molecular similarities;
explain that the degree of kinship between organisms or species can be estimated from the similarity of their
DNA and protein sequences; trace the relationship between environmental changes and changes in the gene
pool, such as genetic drift and isolation of subpopulations; interpret a cladogram or phylogenetic tree
showing evolutionary relationships among organisms; understand how evolution is the consequence of
natural selection, the interactions of the potential for a population to increase its numbers, the genetic
variability of offspring due to mutation and recombination of genes, a finite supply of the resources required
for life, and the ensuing selection from environmental pressure of those organisms better able to survive and
leave offspring; explain how natural selection acts on individuals, but it is populations that evolve; relate
genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population;
describe the role of geographic isolation in speciation; explain how evolution through natural selection can
result in changes in biodiversity; explain how changes at the gene level are the foundation for changes in
populations and eventually the formation of new species; demonstrate and explain how biotechnology can
improve a population and species.
Sci. 8.10 Elements, Mixtures and Compounds: Become familiar with how the periodic table of elements is
arranged including periodic trends and properties of elements according to their location in the periodic table;
form compounds from various combinations of elements given; distinguish the types of bonds (ionic,
covalent or metallic) different combination of elements will form based on their characteristics and location
on the periodic table; distinguish between an atom and a molecule; outline what happens during a physical
and chemical change; classify a given change as a physical change or a chemical change; identify the type of
change required to reverse a change that has come about; distinguish the difference between mixtures and
pure substances; identify the means (chemical change or physical change) would be used to separate the two
in its simplest form.
Sci. 8.11 Motion of Objects: Differentiate between weight and mass, recognizing that weight is the amount of
gravitational pull on an object analyze motion of objects as described by the object’s position, direction of
motion, speed; distinguish between vector and scalar quantities, (distance vs. displacement and speed vs.
velocity) and which quantity would be appropriate to use given a situation; graph and interpret distance vs.
time, velocity vs. time, speed vs. time graphs; calculate average speed by calculating slope of distance vs. time
graph of an object; calculate average acceleration by calculating the slope of a velocity vs. time graph of an
object.
Sci. 8.12 Forms of Energy: Define potential energy as the stored energy of a system; identify the presence of
and define the different forms (gravitational, elastic, chemical) of potential energy; identify the presence of
and define kinetic energy; define mechanical energy as the sum of potential energy and kinetic energy; show
how potential energy converts to kinetic energy and vice verse through a energy vs. time graph; show how the
conversion of potential energy to kinetic energy is evidence for law of conversation of energy.
Sci. 8.13 Thermal Energy: Understand how heat flows in a predictable pattern (warmer to cooler) between
objects, and when heat flow stops; predict the pattern of heat flow between two samples in a closed system;
understand what happens during a phase change at the molecular level and how that affects the resultant the
temperature of a substance; understand that the temperature of a substance is the average kinetic energy of
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the substance; understand how specific heat capacity of a substance affects the rate at which the substance is
able to change its temperature, and what factors increase of decrease the specific heat of a substance;
determine the resultant potential and kinetic energy of a system as heat is added; define thermal energy as the
sum of potential energy and kinetic energy; understand that application of heat to a substance increases the
kinetic energy of the substance at the molecular level causing a phase change; recognize that the measurement
of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated
cylinders, balances) and knowledge and appropriate use of significant digits; differentiate between physical
changes and chemical changes.
Sci. 8.14 The Earth and the Solar System: Explain how gravitational force help to form the objects (stars,
planets, and solar system); identify the major objects (Sun, planets, satellites, comets, and asteroids) and their
position in our Solar system; compare and contrast the environmental conditions of the planets in our solar
system to Earth, and how these environmental conditions are affected by the distance from the Sun;
differentiate between rotation and revolution of a planet and how it relates to length of day and year of that
planet and the distance from the Sun; understand why and calculate how weight of objects changes from one
planet to the next; explain the phenomenon like solar eclipse, lunar eclipse, the phases of the moon, and tides
in relation to the positions of the Sun, Earth and Moon; recognize that universe contains billions of galaxies
and that each galaxy contains billions of stars; understand how the position of the Earth changes as it
revolves around the Sun and how that affects the night sky; explain how the tilt of the Earth on its axis causes
the four seasons.
Sci. 8.15 Transfer of Heat in the Earth's System: Understand that the Sun is only source of energy on Earth;
define the three types of heat transfers (conduction, convection, radiation); relate these modes of heat transfer
on a global scale and how they affect weather patterns; relate specific heat capacity of different substances
(land, air, water) to the temperature difference that cause global wind patterns.
GRADE 12 MATHEMATICS:
Benchmark 1 Functions and Their Graphs: Know how to Graph Lines on a Plane; know multiple methods
to determine whether a relation is a function; recognize the behavior of different functions (ie. Range and
Domain); recognize parent functions and use vertical, horizontal shifts and reflections as well as nonrigid
transformations to graph functions; add, subtract, multiply and divide functions as well as finding
compositions of one function with another; find and verify that two functions are inverse functions of each
other informally, algebraically and by using their graphs; tell if functions are one-to-one.
Benchmark 2 Polynomial and Rational Functions: Determine the behavior of Quadratic Function; use
transformations and zeros of a polynomial as well as using the intermediate value theorem to help locate
these zeros; use long and synthetic division to divide polynomials by other polynomials; use the Rational Zero
Test to determine possible zeros; use imaginary units to write complex numbers, perform operations on
complex numbers and use complex numbers to solve equations; use the Fundamental Theorem of Algebra to
determine the number of zeros (both real and complex) of a polynomial functions; learn how to find the
domains of rational functions and use them to find the horizontal and vertical asymptotes of rational
functions.
Benchmark 3 Exponential and Logarithmic Functions: Know how to recognize, graph, and evaluate
exponential functions; know how to recognize, graph, and evaluate logarithmic functions; know how to
rewrite logarithmic functions with a different base, and how to use properties of logarithms to evaluate,
rewrite, expand, and condense logarithmic expressions; know how to solve exponential and logarithmic
equations; know how to fit exponential and logarithmic models to data, and how to use exponential growth
models, exponential decay models, Gaussian models, logistic growth models, and logarithmic models to solve
applications; use scatter plots and graphing utilities to find the best-fitting model for a set of data, and to find
exponential and logistic models.
GRADE 12 ENGLISH LANGUAGE ARTS:
Benchmark 1: Write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a
variety of subjects (e.g., public policies, popular culture, personal experiences).
Benchmark 2: Write essays that proceed through several stages or drafts.
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Benchmark 3: Write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and
in-class responses) to become increasingly aware of themselves as writers and of the techniques employed by
the writers they read.
Benchmark 4: Complete expository, analytical, and argumentative writing assignments that are based on
readings representing a wide variety of prose styles and genres.
Benchmark 5: Identify and explain an author’s use of rhetorical strategies and techniques in nonfiction
readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/
biographies, diaries, history, criticism).
Benchmark 6: Analyze how graphics and visual images both relate to written texts and serve as alternative
forms of text themselves.
Benchmark 7: Evaluate, use, and cite primary and secondary sources. Present an argument that includes the
analysis and synthesis of ideas from an array of sources.
Benchmark 8: Cite sources using a recognized editorial style (e.g., Modern Language Association, The
Chicago Manual of Style, etc.).
Benchmark 9: Use appropriately and effectively a wide-ranging vocabulary.
Benchmark 10: A variety of sentence structures, including appropriate use of subordination and
coordination.
Benchmark 11: Logical organization, enhanced by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
Benchmark 12: An effective use of rhetoric, including controlling tone, establishing and maintaining voice,
and achieving appropriate emphasis through diction and sentence structure.
GRADE 12 SCIENCE:
Sci. 1. Engineering Design: Identify and explain the steps of the engineering design process (identify the
problem, research the problem, develop possible solutions, select the best possible solution(s), construct
prototypes and/or models, test and evaluate, communicate the solutions, redesign); understand that the
engineering design process is used in the solution of problems and the advancement of society; identify
examples of technologies, objects, and processes that have been modified to advance society, and explain why
and how they were modified; produce and analyze multi-view drawings (orthographic projections) and
pictorial drawings (isometric, oblique, perspective); interpret and apply scale and proportion to orthographic
projections and pictorial drawings; interpret plans, diagrams, and working drawings; construct prototypes and
models.
Sci. 2. Construction Technologies: Identify and explain elasticity, plasticity, R value, density, and strength;
distinguish among tension, compression, shear, and torsion; explain how tension, compression, shear, and
torsion relate to the selection of materials in structures; explain Bernoulli’s principle and its effect on
structures such as buildings and bridges; calculate the resultant force(s) for a combination of live loads and
dead loads; identify and demonstrate the safe and proper use of common hand tools, power tools, and
measurement devices used in construction; recognize the purposes of zoning laws and building codes in the
design and use of structures.
Sci. 3. Energy and Power Technologies - Fluid Systems: Calculate and describe the ability of a hydraulic
system to multiply distance, multiply force, and affect directional change; Recognize that the velocity of a
liquid moving in a pipe varies inversely with changes in the cross-sectional area of the pipe; explain the basic
differences between open fluid systems (e.g., irrigation, forced hot air system, air compressors) and closed
fluid systems (e.g., forced hot water system, hydraulic brakes); explain the differences and similarities between
hydraulic and pneumatic systems; explain how hydraulic and pneumatic systems relate to manufacturing and
transportation systems; identify and explain sources of resistance (e.g., 45º elbow, 90º elbow, changes in
diameter) for water moving through a pipe.
Sci. 4. Energy and Power Technologies - Thermal Systems: Differentiate among conduction, convection, and
radiation in a thermal system; give examples of how convection is considered in the selection of materials for
buildings and in the design of a heating system; give examples of how radiation is considered in the selection
of materials for buildings and in the design of a heating system; explain how environmental conditions such
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as wind, solar angle, and temperature influence the design of buildings; identify and explain alternatives to
nonrenewable energies (e.g., wind and solar energy conversion systems)
Sci. 5. Energy and Power Technologies—Electrical Systems: Identify and explain the components of a
circuit, including sources, conductors, circuit breakers, fuses, controllers, and loads; explain the relationships
among voltage, current, and resistance in a simple circuit, using Ohm’s law; recognize that resistance is
affected by external factors (e.g., temperature); compare and contrast alternating current (AC) and direct
current (DC); give examples of AC devices; give examples of DC devices; explain how to measure voltage,
current, and resistance in a circuit; explain how to calculate voltage, current, resistance, and power
consumption in a series circuit and in a parallel circuit; identify devices used to measure voltage, current,
power consumption, and resistance.
Sci. 6. Communication Technologies: Explain how information travels through electrical wire, through
optical fiber, through air, and through space; differentiate between digital and analog signals; describe how
communication devices employ digital and analog technologies; explain how the various components (source,
encoder, transmitter, receiver, decoder, destination, storage, and retrieval) and processes of a communication
system function; identify and explain the applications of laser and fiber optic technologies; explain the
application of electromagnetic signals in fiber optic technologies, including critical angle and total internal
reflection.
Sci. 7. Manufacturing Technologies: Describe casting and molding, forming, separating, conditioning,
assembling, and finishing; identify the criteria necessary to select safe tools and procedures for a
manufacturing process (e.g., properties of materials, required tolerances, end-uses); describe the advantages of
using robotics in the automation of manufacturing processes (e.g., increased production, improved quality,
safety).
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ATTACHMENT J:
OPERATING BUDGET
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