Libertas Academy Charter School
PROPOSED CHARTER SCHOOL FOR SPRINGFIELD, MA
Through rigorous academics, character development, and strong supports for every learner,
Libertas Academy Charter School prepares all sixth through twelfth grade students to succeed
within the college of their choice and to be positive, engaged members of their communities.
Final Application
Respectfully Submitted to the Department of
Elementary and Secondary Education
November 4th, 2015
Table of Contents
Commonwealth Charter Applicant Information Sheet
iii
Commonwealth Charter Certification Statement
v
General Statement of Assurances
Statement of Assurances
Public Statement
Executive Summary
How Will the School Demonstrate Faithfulness to Charter?
I.
A. Mission
B. Key Design Elements
C. Description of the Community(ies) to be Served
D. Enrollment and Recruitment
II. How Will the School Demonstrate Academic Success?
A. Overview of Program Delivery
B. Curriculum and Instruction
C. Student Performance, Assessment, and Program Evaluation
D. Supports for Diverse Learners
E. Culture and Family Engagement
III. How Will the School Demonstrate Organizational Viability?
A. Capacity
B. Governance
C. Management
D. Facilities and Student Transportation
E. School Finances
F. Action Plan
IV. Required Attachments counted toward 40 page limit
Attachment A: Draft Bylaws
Attachment B: Draft Recruitment and Retention Plan
Attachment C: Draft Enrollment Policy and Admission Application
Attachment D: Draft School Calendar
Attachment E: Draft Organizational Chart
Attachment F: Operating Budget: Projected Revenues and Expenditures; and Cash
Flow Projections
V. Required Attachments not counted toward 40 page limit
Attachment G: Individual Resumes
Attachment H: Individual Questionnaires
Attachment I: Description of Curriculum Scope and Sequence
VI. Optional Attachments
Attachment J: Character Scope and Sequence
Attachment K: Letters of Support
Attachment L: Enrichment Program
Attachment M: Community Stakeholder Meetings
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Attachment N: Sample Information Session Flyer
Attachment O: Sample Community Support Petition
Attachment P: Draft Accountability Plan
Attachment Q: Job Description and Evaluation Tool for the Head of School
Attachment R: Space Planner
Attachment S: Letters of Financial Commitment
Attachment T: Founding Board Roles and Responsibilities
Attachment U: Board Self-assessment
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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: Libertas Academy Charter School
School Address (if known): TBD
School Location (City/Town REQUIRED): Springfield, MA
Primary Contact Person: Modesto Montero
Address: 27 Lyman St. D315
City: Springfield
State: MA
Daytime Tel: (413)349-9080
Zip: _01103_
Fax: (617) 227-4551
Email: mmontero@buildingexcellentschools.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
Sixth Year
Seventh Year
6
7
8
9
10
11
12
 2016-2017
 2017-2018
Total Student
Enrollment
90
180
270
360
450
540
630
2. Grade span at full enrollment: 6 – 12
3. Total student enrollment when fully expanded: 630
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.)
_____________________
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If
no,
plea
se specify the district’s population as reported in the most recent United States census estimate for
iii
the community the school intends to serve: 153,060. 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).
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.)
Chicopee
East Longmeadow
Ludlow
West Springfield
Longmeadow
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 2015-2016 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 2015-2016 application cycle? N/A
12. Do members of the applicant group currently operate or are they employed by a private or
parochial school?  Yes  No
iv
COMMONWEALTH CHARTER SCHOOL
CERTIFICATION STATEMENT
Proposed Charter School Name: Libertas Academy Charter School
Proposed School Location (City/Town): Springfield, MA
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__________
(Please label the copy that has original signatures.)
Print/Type Name Modesto Montero
Address 27 Lyman, Springfield, MA 01103
Daytime Phone (413) 349-9080
Fax (617) 227-4551
v
GENERAL STATEMENT OF ASSURANCES
(COMPLETED IN ONLINE TOOL AND
ORIGINAL HARD COPY WITH SIGNATURE PROVIDED TO ESE)
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 Libertas Academy Charter School (name of
school) to be located in Springfield, MA is true to the best of my knowledge and belief; and further, I
certify that, if awarded a charter, the school:
1.
Will not charge tuition, fees, or other mandatory payments for attendance at the charter school, for
participation in required or elective courses, or for mandated services or programs (Mass. Gen. Laws
c. 71, § 89(m), and 603 CMR 1.03(3)).
2.
Will not charge any public school for the use or replication of any part of their curriculum subject to
the prescriptions of any contract between the charter school and any third party provider (Mass. Gen.
Laws c. 71, § 89(l)).
3.
Will permit parents to enroll their children only voluntarily and not because they must send their
children to this school (The Elementary and Secondary Education Act of 1965, as amended, Title V,
Part B, Subpart 1 — Public Charter Schools Section 5210(1)(h)).
4.
Will enroll any eligible student who submits a timely and complete application, unless the school
receives a greater number of applications than there are spaces for students. If the number of
application exceeds the spaces available, the school will hold a lottery in accordance with
Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.05).
5.
Will be open to all students, on a space available basis, and shall not discriminate on the basis of race,
color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, age, ancestry, athletic performance, special need, proficiency in the English language or a
foreign language, or academic achievement (Mass. Gen. Laws c. 71, § 89(m)).
6.
Will be secular in its curriculum, programs, admissions, policies, governance, employment practices,
and operation in accordance with the federal and state constitutions and any other relevant provisions
of federal and state law.
7.
Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education
Amendments of 1972.
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.
vi
9.
Will adhere to all applicable provisions of federal and state law relating to students who are English
language learners including, but not limited to, Title VI of the Civil Rights Act of 1964, the Equal
Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General Laws.
10.
Will comply with all other applicable federal and state law including, but not limited to, the
requirement to offer a school nutrition program (Mass. Gen. Laws c. 69, § 1 (c)).
11.
Will meet the performance standards and assessment requirements set by the Board of Elementary
and Secondary Education for all students in public schools including, but not limited to, administering
the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen. Laws c. 71, § 89(v), and
603 CMR 1.04(3)(k)).
12.
Will submit an annual report to the Department of Elementary and Secondary Education on or before
the required deadline (Mass. Gen. Laws c. 71 § 89(jj)).
13.
Will submit an accountability plan no later than the end of the first year of the school’s charter,
establishing specific five year performance objectives as specified in the state regulations (603 CMR
1.04 (3)(l)) and guidelines.
14.
Will submit an annual independent audit to the Department of Elementary and Secondary Education
and the Office of the State Auditor no later than November 1st of every year, as required by the
charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated in 603
CMR 1.08 (3)).
15.
Will submit required enrollment data each March to the Department of Elementary and Secondary
Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR 1.08(5)).
16.
Will meet enrollment projections through demonstration of support for the proposed charter school in
the communities from which students would be likely to enroll (603 CMR 1.04(3)(c)).
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 1.06(4)).
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 1.04(7)(d)).
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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 1.04(7)(e), 1.04(7)(f), 1.05(7)(g),
and 1.05(7)(h)).
23.
Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.04(7)(h)).
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 1.06(1)(b)).
25.
Will ensure that every member of the school’s board of trustees shall meet all training as required by
the Department of Elementary and Secondary Education and any other requirements by other state
agencies, including the requirements under the Commonwealth’s open meeting law and conflict of
interest law (603 CMR 1.06).
26.
Will ensure that all members of the school’s board of trustees file with the Department of Elementary
and Secondary Education, the State Ethics Commission, and the city or town clerk where the charter
school is located completed financial disclosure forms for the preceding calendar year according to
the schedule required by the Office of Charter Schools and School Redesign (Mass. Gen. Laws c. 71,
§ 89(u)). The disclosure is in addition to the requirements of said chapter 268A and a member of a
board of trustees must also comply with the disclosure and other requirements of said chapter 268A.
27.
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)).
28.
Will provide the Department of Elementary and Secondary Education with a federal taxpayer
identification number issued solely to the charter school and all required information regarding a bank
account held solely in the name of the charter school (603 CMR 1.04(8)).
29.
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)).
30.
Will notify the Department of Elementary and Secondary Education immediately in writing of any
change in circumstances that may have a significant impact on the school’s ability to fulfill its goals
or missions as stated in its charter (603 CMR 1.08(11)).
31.
Will submit in writing to the Commissioner of Elementary and Secondary Education a request to
amend its charter if the school plans to make a change to its operations as defined in 603 CMR 1.10.
___________________________________
Signature
___________________
Date
___________________________________
Affiliation
viii
STATEMENT OF ASSURANCES FOR THE
FEDERAL CHARTER SCHOOL PROGRAM GRANT
(COMPLETED IN ONLINE TOOL AND ORIGINAL HARD COPY WITH
SIGNATURE PROVIDED TO ESE)
This form must be signed by a duly authorized representative of the applicant group and submitted with
the final application. An application will be considered incomplete and will not be accepted if it does not
include the Statement of Assurances for the federal Charter School Program Grant.
These additional assurances are required to ensure compliance with requirements for the federal Charter
Schools Program grant:
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
ix
PUBLIC STATEMENT
Through rigorous academics, character development, and strong supports for every learner, Libertas
Academy Charter School prepares all sixth through twelfth grade students to succeed within the college
of their choice and to be positive, engaged members of their communities. Within an achievementoriented culture in which expectations are clear and routines are consistent, and in which the joy of
learning, the power of intellectual curiosity, and the development of life-building values are at the center
of our seamless 6-12 school, all learners build the skills, knowledge, and character required for college
and professional success and a life of positive community engagement.
x
EXECUTIVE SUMMARY
MISSION and SCHOOL DESIGN
A. MISSION
Through rigorous academics, character development, and strong supports for every learner, Libertas
Academy Charter School prepares all sixth through twelfth grade students to succeed within the college
of their choice and to be positive, engaged members of their communities.
B. KEY DESIGN ELEMENTS
VISION
We propose a high expectations, high achieving, and seamless 6-12 school that replicates the successful
models of other high performing charter schools in Massachusetts and across the country.
Within an achievement-oriented culture in which expectations are clear and routines are consistent, and in
which the joy of learning, the power of intellectual curiosity, and the development of life-building values
are at the center of our 6-12 model currently unavailable to families residing within Springfield, all
learners build the skills, knowledge, and character required for college and professional success and a life
of positive community engagement.
To remediate academic gaps and accelerate learning for students currently achieving in the lowest decile
of performance in The Commonwealth, and informed by the mandate of our mission, we focus
intensively on literacy and mathematics and dedicate extended time to support students in meeting the
cognitive and academic demands outlined within the Massachusetts Curriculum Frameworks (MCFs) and
Common Core State Standards (CCSS). To ensure that students have the character traits that will allow
them to succeed, no matter the challenge, we champion, teach, develop, and celebrate common values
across the school, starting day one. To deliver success for every learner, we provide a robust set of
supports within the classroom, provide additional services beyond the classroom, and prioritize our
extended time model to reach the needs of all students. Every day, our staff, families, and students are
driven by our mission and vision, which combined inform the core elements of our school design.
Rigorous Academics are present across the school - from morning Brain Breakfast Academics, to
extended day rigorous, MCF- and CCSS-aligned classrooms, to afternoon Homework Support and
Tutoring. Middle school students seamlessly matriculate into high school where they are personally
known, academically challenged, and perform at levels competitive with students from across The
Commonwealth. High school students graduate with the ability to think critically, communicate
effectively, and apply their learning across multiple domains. All 6-12 students work with complex texts
and build knowledge through content-rich nonfiction and fiction, demonstrate their understanding through
text-based writing, and apply their conceptual thinking in mathematics and the sciences in multiple ways.
All learners are prepared for the college of their choice and ready to build lives rich with opportunity for
themselves and their families.
Character Development is a priority, starting day one – with families during annual Home Visits, across
the community via multiple Information Sessions, and during transformative Annual Orientations with
students and families at the start of each year. Serving a large percentage of students who will be the first
in their families to graduate from college, and, in many instances the first to earn a high school diploma,
we will be a values-based school community that lives by our FIRST values of Focus, Integrity, Respect,
Selfless Service, and Tenacity. We believe in the limitless potential of our students, and we will do
whatever it takes to help students achieve their personal and professional goals and become positive,
engaged members of the community.
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Strong Supports for Every Learner are critical to the successful execution of our mission. Students
with disabilities benefit from a full-inclusion model and are assured adequate time for small group and
one-on-one interventions and other supports as indicated in their IEPs. English language learners (ELLs)
benefit from our expanded learning time, particularly beneficial to them, as ELLs will be supported to
develop cognitive academic language proficiency (CALP), and not simply the basic interpersonal
communication skills (BICS) of social language. As they accelerate in their learning, all students will be
provided with enrichment opportunities within the extended school day.
COMMUNITIY(IES) TO BE SERVED
Springfield Public Schools (SPS) is the second largest in New England, with approximately 27, 000
students, across nearly 60 schools. Massachusetts places schools and districts on a five-level scale,
ranking the highest performing in Level 1 and lowest performing in Level 5. Level 4 schools are the
state's most struggling schools based on an analysis of four-year trends in absolute achievement, student
growth, and improvement trends as measured by student achievement results on state assessments.
Springfield is rated as Level 4 overall; currently, 11 schools (3 elementary, 6 middle, 2 high) are
designated as Level 4.1 District proficiency rates in ELA are 41% and 33% in Math, compared to state
proficiency rates in ELA of 69% and in Math of 60%.2 The district graduation rate is 55%, compared to
85% for the state.3 Springfield’s averaged combined SAT score is 1,149; the average combined SAT
scores in Massachusetts is 1,526.4
To address this educational crisis, SPS, the Massachusetts Department of Elementary and Secondary
Education, and the Springfield Education Association have partnered to rapidly improve outcomes for a
majority of Springfield’s middle school students through creation of the Springfield Empowerment Zone.
The partnership is targeting eight failing middle schools within the district: Chestnut South, Chestnut
North, Chestnut Talented and Gifted, Kiley, Kennedy, Forest Park, Duggan, and Van Sickle. In addition,
SPS has partnered with Teach For America for the first time so as to diversify its talent pipeline. This
type of energy is exciting and may lead to improved results.
We agree with SPS Superintendent Warwick that “as a district, we’ve been diligent about improving
middle school performance; including adding five new schools to create smaller learning communities;
assigning leaders with track records of success; and implementing good, sound strategies that have had
measurable outcomes. Still, we need more.”5 The Empowerment Zone provides principals with increased
autonomy and support from an education consulting agency of their choice.6 While this provides an
opportunity to implement some best practices associated with high-performing charter schools, principals
do not have the full autonomies of a Commonwealth Charter. Further, the sole focus of the turnaround
work is currently on the failing middle schools and ignores high schools in need of support. We believe
that providing a unique and seamless 6-12 high-quality public school option to families is a key part of a
powerful, comprehensive set of solutions - one that brings the full autonomies of a Commonwealth
Charter informed by proven design elements, which themselves are based on good, sound strategies that
have brought measurable outcomes for other high-risk communities. Our focus on supporting students’
transition from middle to high school and persistence within a high school college preparatory curriculum
uniquely positions us to meaningfully contribute to the district’s efforts to turn around Springfield schools
and bring quality choice to families and students at every grade level.
1
http://www.doe.mass.edu/apa/sss/turnaround/level4/default.html.
http://profiles.doe.mass.edu/reportcard/districtreportcardoverview.aspx?linkid=37&orgcode=02810000&fycode=2014&orgtypecode=5&.
3
http://profiles.doe.mass.edu/reportcard/districtreportcardoverview.aspx?linkid=37&orgcode=02810000&fycode=2014&orgtypecode=5&.
4
http://profiles.doe.mass.edu/reportcard/districtreportcardoverview.aspx?linkid=37&orgcode=02810000&fycode=2014&orgtypecode=5&.
https://secure-media.collegeboard.org/digitalServices/pdf/sat/sat-percentile-ranks-composite-crit-reading-math-writing-2014.pdf .
5
http://www.springfieldpublicschools.com/pages/sezp.
6
Modesto Montero met with Matt Matera on 10/22/2105 to better understand the how the Empowerment Zone will function.
2
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We propose a high expectations, high-achieving 6-12 charter school that replicates the successful models
of other high performing charter schools in Massachusetts and across the country. As a Commonwealth
Charter School, proposed in partnership with and bringing the training, support, and guidance of Proven
Provider Building Excellent Schools, we will offer Springfield families a unique, seamless 6-12 college
preparatory education uniquely designed to aggressively remediate academic gaps and accelerate student
learning – all within a small, values-based 6-12 school community. Drawing on effective practices of top
performing urban charter schools here in The Commonwealth and across the nation, and informed by the
work of Harvard University’s Dr. Roland Fryer, we are prepared to found, govern, and lead a school
whose unique design supports our ambitious mission and measurable goals. The fullest autonomies of a
Commonwealth Charter, and specifically our ability to recruit, hire, train and retain staff aligned to and
prepared to deliver on our mission, along with our ability to bring together those unique elements that will
best serve our students and allow us to achieve our mission, and with the ability to control our finances in
direct support of our mission, best allow us to be one of the strong answers to Springfield’s academic
crisis, particularly within the middle and high school grades. Our small middle school size (270 students
at capacity) offers families a meaningful alternative to the district middle school populations of 400
students or more, and small high school size (360 students at capacity) offers a strong alternative to high
school populations of up to 1400 students. We will leverage our small school size to ensure that all
students receive the individualized attention necessary to graduate on time and are able to matriculate and
excel at the college of their choice. We look forward to collaborating with the wider educational
initiatives within the city, and as a school based upon learning from others, we are committed to such
partnership within the local district and charter community. Following a “seeing is believing” mindset, we
will create a robust visitation program that allows educators to witness first-hand the Libertas Academy
experience and build in structures for sharing of resources and documentation developed by our school.
COMMUNITY SUPPORT / RELATIONSHIPS
With over 4,200 families on waiting lists to one of the five charter schools in Springfield, we know that
the demand is very high. Early assessment of parental demand for a school like Libertas Academy has
been established through the experiences of founding Board members, who have continuing and close ties
to the community, as well as through initial meetings with community stakeholders. Please see
Attachment M for a list of stakeholder meetings. Each of these individuals continues to express the
community’s desire for a school such as Libertas Academy, designed and prepared to address the deep
needs that exist at the middle and high school levels most particularly. In addition, we have collected
letters of support from some of our strongest community supporters.7
STRATEGIES TO ASSESS DEMAND AND ESTABLISH SUPPORT
In order to successfully network with families, we held information sessions during the fall months and
attended various community events. See Attachment N for a sample flyer for our information sessions.
For those families who may be less aware of public school options, we conducted two door-to-door
marketing campaigns, “Boots on the Ground,” specifically within the North End neighborhood. The
events took place on October 17th and October 31st. See Attachment O for an example of the petition we
asked families to sign. We will continue to offer information sessions and hold “Boots on the Ground”
events until we conduct our lottery in 2017 to ensure equitable access to our school. For more information
about our recruitment strategies, please see Attachment B.
PROPOSED SCHOOL GROWTH
Beginning in August 2017, Libertas Academy Charter School (“Libertas Academy”) proposes to open our
doors to 90 sixth grade students (three classes of 30 students each). Using a slow growth model, Libertas
Academy will reach maximum capacity of 630 students, educating students in grades 6-12 in 2023-2024.
7
See Attachment K.
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Grade
6
7
8
MS
9
10
11
12
HS
TOTAL
20162017
20172018
90
20182019
90
90
90
180
20192020
90
90
90
270
90
180
270
20202021
90
90
90
270
90
20212022
90
90
90
270
90
90
20222023
90
90
90
270
90
90
90
90
360
180
450
270
540
20232024
90
90
90
270
90
90
90
90
360
630
FOUNDING CAPACITY
Modesto Montero, Lead Founder and proposed Head of School, is a teacher, leader, and Building
Excellent Schools Fellow, who brings to Libertas Academy a strong background in urban education,
professional development design, ESL instruction, and adult coaching. Mr. Montero taught middle school
ESL, was a Common Core Coach for the state of Tennessee, as well as a Professional Learning
Community Leader-ESL and a Manager of Teacher Leadership Development with Teach For America.
During his tenure as an educator in Memphis, Mr. Montero led his students to dramatic gains in reading.
As a TFA staff member, Mr. Montero created the Vision of Excellence for ESL instruction for TFAMemphis, which was based on sound research and best practices. As a TFA alum and having worked as a
teacher coach, Mr. Montero brings an extensive network of educators from which to recruit and with
whom to work as he oversees the program’s implementation. Under his leadership, and with the support
of a high capacity founding team drawn from Springfield’s education, business, and community
leadership, and with the support of Proven Provider Building Excellent Schools, we propose a seamless 612 college preparatory education uniquely designed to meet the needs of all learners and determined to be
part of the larger solution to the chronic academic underachievement within the City of Springfield. The
founding team brings: (a) the Lead Founder’s professional and personal ties within the community and his
national network of professional colleagues; (b) the support of the Davis Foundation, the largest local
foundation that has been critical in the city’s education reform efforts; (c) the Libertas Academy Board
membership of the Davis Foundation’s Executive Director Mary Walachy; the Board membership and
extensive network of Dora Robinson, President and CEO of United Way of Pioneer Valley; the
educational leadership and educational network of Kwame Webster, Managing Director of Teach For
America in Western Massachusetts; the extensive community knowledge of Springfield/North End native
and Executive Director of the Puerto Rican Cultural Center, David Silva; the Board membership of a
parent of three graduates of Sabis International Charter School and Account Manager at Health New
England, Inc., Rosemarie Marks-Paige; the 30+ years of legal expertise of William MacDonald, Manning
Partner, Law Offices of William MacDonald; the weatlh of knowledge of Anthony Surrette, a native of
Springfield, who has over a decade of experience as an accountant at Corbin & Tapases, P.C; and the
deep local commitment and Board membership of Program Officer, Women’s Fund of Western
Massachusetts, Ellen Moorhouse.
xiv
I. HOW WILL THE SCHOOL DEMONSTRATE FAITHFULNESS TO CHARTER?
A. MISSION
Through rigorous academics, character development, and strong supports for every learner, Libertas
Academy Charter School prepares all sixth through twelfth grade students to succeed within the college
of their choice and to be positive, engaged members of their communities.
B. KEY DESIGN ELEMENTS
VISION
We propose a high expectations, high achieving, and seamless 6-12 school that replicates the successful
models of other high performing charter schools in Massachusetts and across the country.
Within an achievement-oriented culture in which expectations are clear and routines are consistent, and in
which the joy of learning, the power of intellectual curiosity, and the development of life-building values
are at the center of our 6-12 model currently unavailable to families residing within Springfield, all
learners build the skills, knowledge, and character required for college and professional success and a life
of positive community engagement.
To remediate academic gaps and accelerate learning for students currently achieving in the lowest decile
of performance in The Commonwealth, and informed by the mandate of our mission, we focus
intensively on literacy and mathematics and dedicate extended time to support students in meeting the
cognitive and academic demands outlined within the Massachusetts Curriculum Frameworks (MCFs) and
Common Core State Standards (CCSS). To ensure that students have the character traits that will allow
them to succeed, no matter the challenge, we champion, teach, develop, and celebrate common values
across the school, starting day one. To deliver success for every learner, we provide a robust set of
supports within the classroom, provide additional services beyond the classroom, and prioritize our
extended time model to reach the needs of all students. Every day, our staff, families, and students are
driven by our mission and vision, which combined inform the core elements of our school design.
Rigorous Academics are present across the school - from morning Brain Breakfast Academics, to
extended day rigorous, MCF- and CCSS-aligned classrooms, to afternoon Homework Support and
Tutoring. Middle school students seamlessly matriculate into high school where they are personally
known, academically challenged, and perform at levels competitive with students from across The
Commonwealth. High school students graduate with the ability to think critically, communicate
effectively, and apply their learning across multiple domains. All 6-12 students work with complex texts
and build knowledge through content-rich nonfiction and fiction, demonstrate their understanding through
text-based writing, and apply their conceptual thinking in mathematics and the sciences in multiple ways.
All learners are prepared for the college of their choice and ready to build lives rich with opportunity for
themselves and their families.
Character Development is a priority, starting day one – with families during annual Home Visits, across
the community via multiple Information Sessions, and during transformative Annual Orientations with
students and families at the start of each year. Serving a large percentage of students who will be the first
in their families to graduate from college, and, in many instances the first to earn a high school diploma,
we will be a values-based school community that lives by our FIRST values of Focus, Integrity, Respect,
Selfless Service, and Tenacity. We believe in the limitless potential of our students, and we will do
whatever it takes to help students achieve their personal and professional goals and become positive,
engaged members of the community.
Strong Supports for Every Learner are critical to the successful execution of our mission. Students
with disabilities benefit from a full-inclusion model and are assured adequate time for small group and
1
one-on-one interventions and other supports as indicated in their IEPs. English language learners (ELLs)
benefit from our expanded learning time, particularly beneficial to them, as ELLs will be supported to
develop cognitive academic language proficiency (CALP), and not simply the basic interpersonal
communication skills (BICS) of social language. As they accelerate in their learning, all students will be
provided with enrichment opportunities within the extended school day.
Libertas Academy is founded on the unshakeable belief that every student can, must, and will learn at
levels that will allow them to attend and graduate from the college of their choice, and we believe that this
level of preparation will allow our students to be successful in whatever they choose to do postgraduation. Our small school structure allows for a level of personalization that ensures every student is
known as an individual, and our innovative sixth through twelfth grade approach allows for a seamless
progression from the start of middle school to high school graduation, thus minimizing academic risk for
a vulnerable population and maximizing our ability to deliver on our ambitious mission for all students.
As a school community, we embrace the following seven core beliefs as we work to change the
educational landscape for the underserved students and families of Springfield and propose to be part a
more comprehensive set of solutions to address the chronic academic need that plagues our city.
1.
2.
3.
4.
5.
6.
7.
Literacy provides the foundation for all learning.
Academic rigor benefits all students.
Extended time, frequent assessments, and targeted interventions propel achievement.
High quality teaching drives student learning.
Character development is essential to academic success.
Students thrive within structure, joy, and high expectations.
Families and community partners are critical for success.
We envision a future of personal and professional opportunity for our students, as they graduate from
high school prepared to succeed in the college of their choice and pursue the professions and pursuits that
inspire them. Typically the first in their families to be college-bound, and for many the first to graduate
from high school, Libertas Academy students will realize their capacity to succeed through the
development of their character informed by our FIRST values of Focus, Integrity, Respect, Selfless
Service, and Tenacity.
After their first year at the school, our entering sixth-grade class will have realized their capacity to grow
academically through hard work, improving their reading proficiency by as much as two grade levels
using Scholastic Reading Inventory (SRI) and achieving mastery of sixth-grade content standards. In
2020, that class will seamlessly enter high school ready for a college preparatory curriculum and having
achieved grade-level or above proficiency in reading and math. In 2024, our first class of students will
successfully graduate from high school, college-prepared, many the first in their families to do so. These
students will enter the colleges of their choice, prepared to confidently voice their ideas orally and in
writing. In 2028, they will graduate with bachelor’s degrees, prepared to seize the professional
opportunities that inspire them.
A high-quality public education, delivered within a unique, seamless and small 6-12 charter school, will
make this vision a reality for all students, regardless of race, ethnicity, family income, learning needs, or
native language. Providing the choice for a high-quality public education to every student is the promise
that we make to every family.
With the training and support of Proven Provider Building Excellent Schools, we draw upon effective
practices of top performing urban charter schools here in The Commonwealth and across the nation, and
we are informed by the work of Harvard University’s Dr. Roland Fryer, who has identified five practices
2
that explain “roughly half the difference in effectiveness between charter schools”8: focusing on human
capital, particularly teacher feedback; using student data to drive instruction; providing high-dosage
tutoring; extending time on task; and establishing a culture of high expectations. These strategies are
embedded within all of our school design elements, and with our seven core beliefs inform the foundation
of our school design and support our ambitious mission and measurable goals.
1. Literacy provides the foundation for all learning.
Literacy is the key that unlocks the door of learning and is a particularly critical access point for English
language learners and students with disabilities. National standards require a higher level of literacy from
students than ever before, requiring students to master increasingly complex texts, increase their use of
text-based evidence, and build knowledge through content-rich nonfiction.9 Teachers are expected to “use
their content area expertise to help students meet the particular challenges of reading, writing, speaking,
listening, and language in their respective fields.”10 Our prioritized focus on literacy supports these goals.
2. Academic rigor benefits all students.
We believe that lowering expectations for any student, subgroup, or community is a grave injustice and
that all students, including those with disabilities and those designated as English language learners,
benefit from a rigorous, college preparatory curriculum so that they can graduate from high school
college- and career-ready. We also know that a high school diploma is no longer enough; we must prepare
students for success in higher education. Teachers will be supported in pushing students to deeper levels
of inquiry through higher-level questioning techniques, and lessons will be assessed on a weekly basis
with the goal of increasing rigor for all learners. All students will be supported to achieve college
preparedness and will have equitable access to Advanced Placement (AP) courses.
3. Extended time, frequent assessments, and targeted interventions propel achievement.
Success for all students will not come easily; we will rely on the synergy of the three key elements of
extended time, frequent assessments, and robust, targeted interventions to continuously support, monitor,
and grow the achievement and success of all subgroups. Students will be assessed in all core subjects on a
weekly basis to determine their level of mastery and where intervention and enrichment opportunities are
needed. Extended instructional time built into the school day will provide additional learning
opportunities for students. Daily planning periods, weekly professional development sessions, and five
annual Data Days will allow that information to be incorporated into teacher lesson plans as well as
through designated “re-teach” weeks, and will allow us to provide targeted interventions through double
English classes in grades 6-12, double math classes in the middle school, Focus (tutoring) periods in the
middle school, and Office Hours in the high school, all of which best ensure that every student achieves
mastery of the standards.
4. High quality teaching drives student learning.
We will provide high-quality, growth-minded, mission-driven teachers that push students to achieve at the
highest levels in our city, and at rates competitive with student achievement across the state. We know
that teacher quality impacts learning and earnings. Working in an economically stagnant Gateway City,
we are energized by a 2012 Harvard study on the lasting impact of teachers on future earnings which
indicate that a student is having just one high-quality teacher, as defined by growth on standardized tests,
raises a child's cumulative lifetime income.11 We will recruit and support a high-quality team, with
Fryer, Roland G., Jr. “Learning from the Successes and Failures of Charter Schools.” The Hamilton Project. 2012.
http://scholar.harvard.edu/fryer/publications/learning-successes-and-failures-charter-schools.
9
“Key Shifts in English Language Arts.” Common Core State Standards Initiative. 2014. http://www.corestandards.org/other-resources/keyshifts-in-english-language-arts/.
10
“English Language Arts Standards.” Common Core State Standards Initiative. 2014. http://www.corestandards.org/ELA-Literacy/.
11
Chetty, Raj, John Friedman, and Jonah Rockoff. (2012) The Long Term Impact of Teachers: Teacher Value-Add and Student Outcomes in
Adulthood. Retrieved from: http://obs.rc.fas.harvard.edu/chetty/value_added.html.
8
3
teachers determined to and capable of living out our ambitious mission and we will be part of the larger
rejuvenation of our city.
5. Character development is essential to academic success.
To fully execute on our mission for all learners, Libertas Academy embraces an intentional approach to
character education, embedding values needed for academic and life success across the curriculum,
having teachers reinforce them explicitly during class and requiring a service project of each graduate
aligned with our commitment to positive community engagement. Libertas Academy students will be
taught and come to develop and embody our FIRST values of Focus, Integrity, Respect, Selfless Service,
and Tenacity, setting all students on the path to college and life success.
6. Students thrive within structure, joy, and high expectations.
Libertas Academy provides a structured, joyful, and supportive school community that holds students to
high expectations for academics and behavior through consistent school-wide systems, rituals, and
routines. Our warm and strict approach to discipline provides positive and negative consequences for
student choices, sending the message to students that they are valued and respected, and that we will
accept nothing less than their best. We know that when expectations are clear and routines are consistent,
and when the joy of learning, the power of intellectual curiosity, and the development of life-building
values are at the center of school life, all learners can build the skills, knowledge, and character required
for college and professional success and a life of positive community engagement. We meet daily within
advisories, we celebrate our school community and values within joyful weekly gatherings, and we find
joy in reading, writing, and developing a broader view of the world and our ability to respond to and
participate within it.
7. Families and community partners are critical for success.
Our families and community members are a key lever to fulfilling our mission. Annually. Inaugural
families have Home Visits in April and May and all families attend Orientations in August. Semiannually. Parents attend Parent and Teacher conferences. We provide parents with semi-annual
satisfaction surveys and report results within our accountability plan. Cyclically. Students receive a
report card home at the end of every trimester that is picked up by a parent or guardian from the school,
and we work proactively to ensure the engagement of every family within this process. At the mid-point
of every trimester, students receive a progress report detailing their mid-trimester achievement. Monthly.
Parents receive a monthly newsletter with key events, dates, and a message from the Head of School;
Libertas Families for Student Success participate in monthly Cafecitos (coffee and conversation) with the
Head of School. Weekly. Students receive their academic and behavioral FIRST Report, which must be
signed by a parent or guardian and includes comments from teachers. Daily. Parents and teachers
communicate through the daily homework log within the middle school, required to be signed by a parent
or guardian each night; families of students in grades nine through ten receive these reports biweekly;
families of students in grades eleven and twelve receive these reports monthly.
Comprehensively, we will bring a mission-driven team, staffed and dedicated to the success of every
student and equipped with the skill sets to build that success for all learners, including those with special
needs and those identified as English language learners. Through clear systems and structures that
provide accurate absolute and growth measurement of student achievement throughout the year, we will
collect and analyze student data daily, weekly, monthly, each trimester, and annually and we will use that
data to inform decisions and actions that support the growth of every learner. We will invite families to
weekly Community Meetings that celebrate student growth and success, we will meet monthly with
Libertas Families for Student Success to support the development of the school, and we will provide
annual opportunities to visit college campuses as part of school excursions with staff and students.
4
Beginning in August 2017, Libertas Academy will open its doors to 90 sixth grade students (three classes
of 30 students each). Using a slow growth model, Libertas Academy will reach a maximum capacity of
630 students, educating students in grades 6-12 in 2023-2024.
Grade
6
2016-2017
2017-2018
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
90
90
90
90
180
90
90
90
270
90
90
90
270
90
90
90
90
270
90
90
90
90
90
270
90
90
90
90
360
180
450
270
540
90
90
90
270
90
90
90
90
360
630
7
8
MS
9
10
11
12
HS
TOTAL
90
180
270
ACHIEVEMENT ACROSS THE SCHOOL COMMUNITY
All schools consist of multiple stakeholders and exist to ensure, together, the success of students and the
execution of the school’s mission. At Libertas Academy, students are able to achieve academic and life
success – entering high school prepared for college preparatory work, graduating from high school with
the academic and character foundation to build a life of opportunity for themselves and their families poised to matriculate into the college of their choice and engage positively within their community.
Parents are able to work closely with the school towards those ambitions, to visit colleges with their sons,
daughters, and guardians as part of school excursions, and to be part of a larger school community that
upholds values that inspire their children towards their best selves and towards their brightest futures.
Teachers are part of a mission-driven, growth-minded team that provides a unique seamless 6-12 school
in Springfield with extensive and individualized professional support – both opportunities currently
unavailable to them. Board members have the opportunity to bring their unified goal of dramatically
improving the educational achievement and thus life outcomes for children in their community and have
the ability to apply their professional expertise, resources, and networks towards that goal. Because of the
work of Libertas Academy, the city will have a resource that uplifts its young people - and a unique
component as part of the multi-pronged work across sectors to rejuvenate our Gateway City will be in
place. With the combined efforts of other educational initiatives growing across Springfield, stakeholders
across the city will know that their young people are on a transformative road, laid through the foundation
of a unique, high-quality, seamless college preparatory education for students in grades 6-12.
GOALS AND MEASURES
We embrace the autonomy a charter provides and recognize that accountability for results is inherent in
our proposal. Our goals and performance targets are aligned with our mission, drive our school design,
and are aligned with MCFs, CCSS, and Partnership for Assessment of Readiness for College and Careers
(PARCC)12. Students will achieve mastery in Reading/English Language Arts and Mathematics, as
measured by MCAS/PARCC13 each year. For example, after one year at Libertas Academy, 60% of
students will score proficient or advanced, after two years 70%, after three years 80%, after four years
85%, and after five years 90% in these subjects. We also measure students against a national cohort over
time using a nationally normed assessment. In a cohort analysis of longitudinal growth, the average
12
In Spring of 2015, 54% of districts administered. We will follow all guidelines and requirements as provided by DESE as they relate to
PARCC.
13
Ibid.
5
annual increase of percentiles among students on the Reading section of Northwest Evaluation
Association Measure of Academic Progress (NWEA MAP) will average a minimum of five percentiles of
growth per year until, by the end of grade eight, the average percentile score reaches the upper quartile of
national performance or the 75th percentile. Using state and national measures, we will establish similar
goals in the sciences and social studies. We will measure all subgroups, and we will measure our success
by measuring the degree to which all subgroups are meeting school-wide goals. We will establish goals
and metrics for those elements that underpin every successful school – daily attendance, annual reenrollment, and family satisfaction rates. For example, we will average 95% or higher average daily
attendance, 90% of student who enroll each year will complete the year with us and re-enroll the
following year; parent satisfaction with the academic program, as measured by semi-annual surveys, will,
on average, exceed 85% with 86% of families responding. We will conduct this same survey specifically
with families whose children are receiving special education services or English language learner
interventions, thereby keeping a close measure of our entire school community.
Libertas Academy students will be taught and come to embody our FIRST values of Focus, Integrity,
Respect, Selfless Service, and Tenacity, setting them on the path to college and life success. Through our
character development program, we seek to expand our students’ world and equipping them with the
skills and mindset to be positive, engaged, members of their community. At the end of each school year,
students must earn a predetermined number of weekly FIRST points in order to participate in our end-of –
the-year field trips. For example, in sixth grade, students will explore the Springfield community, in
eighth grade Washington D.C., and in twelfth grade, an international trip.14 For a more detailed overview
of our character development program, please see Attachment J.
Students live out our Selfless Service value in the middle school years by participating in three (3)
community service learning experiences each year. In high school, students complete a minimum of 15
hours of community service per year.
DISSEMINATION
Libertas Academy fully embraces its legal mandate to disseminate resources, programs, curricula, and
best practices and will leverage a variety of opportunities for dissemination and collaboration. We will
maintain an open-door policy and welcome visitors from any school in the Commonwealth, as well as
those from other states that wish to visit. We will ensure that all of our curricular resources are available
to anyone who wishes to use them, including maximizing their direct access on our website. Additionally,
our professional development training will be open to the public as long as we are notified in advance.
C. DESCRIPTION OF THE COMMUNITY(IES) TO BE SERVED
The North End – our target community – has one of the highest
poverty rates in Springfield. With an average income of $17,574,
37% of families live at or below the poverty line15, the area includes
the Brightwood and Memorial Square neighborhoods and has a
population size of over 11,000, with over 75% of residents
identifying as Hispanic. The Chesnut Middle School group,
consisting of three schools, is located here and is designated a Level
4.16 Within this community, students graduate from high school in
record low numbers.17 Currently, there are no charter schools located
14
We plan on absorbing the majority of the costs of field trips so as to make these accessible to all students. We will fundraise as needed.
http://zipatlas.com/us/ma/springfield/zip-01107.htm.
16
http://profiles.doe.mass.edu/accountability/report/district.aspx?orgtypecode=5&linkid=30&fycode=2014&orgcode=02810000.
17
http://zipatlas.com/us/ma/springfield/zip-01107.htm.
15
6
within this community. Within the adult community, slightly less than 56% are high school graduates.18
When compared to the rest of Springfield, which as a city is deeply struggling, all educational attainment
rates are at their lowest within this community. Of 500 zip codes across Massachusetts, the local zip code
nearly ranks last in the percentage of high school graduates.19
Demographically,20 24% of SPS students speak a first language other than English, and 13% are
designated as Limited English Proficient (LEP). Spanish is the predominant language spoken by nonnative English speakers within the city; Vietnamese, Somali, and Russian are the next most prevalent
language groups. LEP students have higher rates of poverty than the general population. Low Income
Status (as determined by students eligible for free or reduced price lunch) by Language Background
consists of the following: all SP - 78%; Native Speakers of Other Languages (NSOL) - 89%; Limited
English Proficiency (LEP) - 90%. Hispanic students account for more than half of SPS students and 85%
of the LEP population. LEP students are in special education at higher rates than English proficient
students; further, the rate for LEP students receiving special education services is disproportionality more
pronounced for students with substantially separate special needs than for students who are placed within
inclusion settings. Specifically within the community we seek to serve, middle school demographics
includes the following:
Title
First Language not
English
English Language
Learners
Students with
Disabilities
Economically
Disadvantaged
Chestnut
Accelerated
Middle (North)
Chestnut
Accelerated
Middle (South)
Chestnut
Accelerated
Middle (Gifted &
Talented)
Springfield Public
Schools
43.7%
44.7%
25.5%
26.1%
34.9%
33.2%
17.2%
17.2%
26.4%
15.6%
19.5%
19.5%
77.6%
79.8%
70.4%
67.6%
With 60.82% of families living in economic distress, Springfield has the highest percentage of families
living at or below the poverty line in the state.21 The number of children under 18 is 40,910, and those
living in Female-Only Head of Houses is most common, with 22,448 children under 18 (54.87%).22
Providing a high-quality, seamless 6-12 charter school with the full autonomies of a Commonwealth
Charter is desperately needed in Springfield, and within the North End of the city most particularly.
There is much excitement and hope to prove what is possible in middle schools across the city, yet
preparing our students to attend high schools which themselves are struggling to retain students, and those
that do graduate continue not to be college-ready as evidenced by persistently low SAT scores is
insufficient. In alignment with MA charter statute, our unique 6-12 model “stimulate[s] the development
of innovative programs within public education” and “provide[s] parents and students with greater
options in choosing schools within and outside of their school districts.”23
18
http://zipatlas.com/us/ma/springfield/zip-01107.htm.
19
http://zipatlas.com/us/ma/zip-code-comparison/percentage-high-school-graduates.5.htm.
Springfield Public Schools English Language Learner Status Report, The Center for Collaborative Education (September 2010).
21
Retrieved from: http://zipatlas.com/us/ma/zip-code-comparison/population-below-poverty-level.htm.
22
US Census Bureau http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_DP03&prodType=table.
20
23
M.G.L. c. 69, § 1B; c. 69, §§ 1J and 1K, as amended by St. 2010, c. 12, § 3; c. 71, § 38G.
7
High School of
Science and
Tech
1,360
Central High
School
High School Of
Commerce
State
Average
1,024
1,446
955,844
50.4%
79.7%
43.9%
86.1%
31.7%
66%
33.7%
63.9%
2014- 2015 Graduation Rate
(Students with disabilities)
23.7%
61.8%
26.1%
69.1%
2014- 2014 SAT Scores
1,026
1,248
1,048
1,526
Data Category
Student Enrollment
2014-2015 Graduation Rate
All Students
2014- 2015 Graduation Rate (ELLs)
We propose a high expectations, high-achieving 6-12 charter school that replicates the successful models
of other high performing charter schools in Massachusetts and across the country. As a Commonwealth
Charter School, proposed in partnership with and bringing the training, support, and guidance of Proven
Provider Building Excellent Schools, we will offer Springfield families a unique, seamless 6-12 college
preparatory education uniquely designed to aggressively remediate academic gaps and accelerate student
learning – all within a small, values-based 6-12 school community. Drawing on effective practices of top
performing urban charter schools here in The Commonwealth and across the nation, and informed by the
work of Harvard University’s Dr. Roland Fryer, we are prepared to found, govern, and lead a school
whose unique design supports our ambitious mission and measurable goals. The fullest autonomies of a
Commonwealth Charter, and specifically our ability to recruit, hire, train and retain staff aligned to and
prepared to deliver on our mission, along with our ability to bring together those unique elements that will
best serve our students and allow us to achieve our mission, and with the ability to control our finances in
direct support of our mission, best allow us to be one of the strong answers to Springfield’s academic
crisis, particularly within the middle and high school grades. Our small middle school size (270 students
at capacity) offers families a meaningful alternative to the district middle school populations of 400
students or more, and small high school size (360 students at capacity) offers a strong alternative to high
school populations of up to 1400 students. We will leverage our small school size to ensure that all
students receive the individualized attention necessary to graduate on time and are able to matriculate and
excel at the college of their choice. We look forward to collaborating with the wider educational
initiatives within the city, and as a school based upon learning from others, we are committed to such
partnership within the local district and charter community. Following a “seeing is believing” mindset, we
will create a robust visitation program that allows educators to witness first-hand the Libertas Academy
experience and build in structures for sharing of resources and documentation developed by our school.
(For more detail, see Dissemination on page 6.) In further alignment with MA charter statute, our unique
6-12 model “provide[s] teachers with a vehicle for establishing schools with alternative, innovative
methods of educational instruction, and school structure and management” and “provide[s] models for
replication in other public schools.”24 In final and full alignment with MA charter statute, with our laserlike focus on getting it right from day one, and ensuring that all learners make dramatic academic and
personal gains as outlined in our accountability goals, we propose to provide a college preparatory
education not yet available within the North End community of Springfield and thus “opportunities for
innovative learning and assessments” which “hold[s] teachers and school administrators accountable for
students’ educational outcomes.”25
Modesto Montero, Lead Founder and proposed Head of School, is a teacher, leader, and Building
Excellent Schools Fellow, who brings to Libertas Academy a strong background in urban education,
professional development design, ESL instruction, and adult coaching. Mr. Montero taught middle school
ESL, was a Common Core Coach for the state of Tennessee, as well as a Professional Learning
Community Leader-ESL and a Manager of Teacher Leadership Development with Teach For America.
24
25
Ibid.
Ibid.
8
During his tenure as an educator in Memphis, Mr. Montero led his students to dramatic gains in reading.
As a TFA staff member, Mr. Montero created the Vision of Excellence for ESL instruction for TFAMemphis, which was based on sound research and best practices. As a TFA alum and having worked as a
teacher coach, Mr. Montero brings an extensive network of educators from which to recruit and with
whom to work as he oversees the program implementation. Under his leadership, and with the support of
a high capacity founding team drawn from Springfield’s education, business, and community leadership,
and with the support of Proven Provider Building Excellent Schools, we propose a seamless 6-12 college
preparatory education uniquely designed to meet the needs of all learners and determined to be part of the
larger solution to the chronic academic underachievement within the City of Springfield. The founding
team brings: (a) the Lead Founder’s professional and personal ties within the community and his national
network of professional colleagues; (b) the support of the Davis Foundation, the largest local foundation
that has been critical in the city’s education reform efforts; (c) the Libertas Academy Board membership
of the Davis Foundation’s Executive Director Mary Walachy; the Board membership and extensive
network of Dora Robinson, President and CEO of United Way of Pioneer Valley; the educational
leadership and educational network of Kwame Webster, Managing Director of Teach For America in
Western Massachusetts; the extensive community knowledge of Springfield/North End native and
Executive Director of the Puerto Rican Cultural Center, David Silva; the Board membership of a parent of
three graduates of Sabis International Charter School and Account Manager at Health New England, Inc.,
Rosemarie Marks-Paige; the 30+ years of legal expertise of William MacDonald, Manning Partner, Law
Offices of William MacDonald; the weatlh of knowledge of Anthony Surrette, a native of Springfield,
who has over a decade of experience as an accountant at Corbin & Tapases, P.C; and the deep local
commitment and Board membership of Program Officer, Women’s Fund of Western Massachusetts, Ellen
Moorhouse.
With over 4,200 families on waiting lists to one of the five charter schools in Springfield, we know that
the demand is very high. Early assessment of parental demand for a school like Libertas Academy has
been established through the experiences of founding Board members, who have continued and close ties
to the community, as well as through initial meetings with community stakeholders. Please see
Attachment M for a list of stakeholder meetings. Each of these individuals continues to express the
community’s desire for a school such as Libertas Academy, designed and prepared to address the deep
needs which exist at the middle and high school levels most particularly. In addition, we have collected
eight letters of support from some of our strongest community supporters.26
In order to successfully network with families, we held information sessions during the fall months and
attended various community events. See Attachment N for a sample flyer for our information sessions.
For those families who may be less aware of public school options, we conducted two door-to-door
marketing campaigns, “Boots on the Ground,” specifically within the North End neighborhood. The
events took place on October 17th and October 31st. See Attachment O for an example of the petition we
asked families to sign. We will continue to offer information sessions and hold “Boots on the Ground”
events until we conduct our lottery in 2017 to ensure equitable access to our school. For more information
about our recruitment strategies, please see Attachment B.
D. ENROLLMENT AND RECRUITMENT_____________________
Enrollment. In Y1 (2017-2018), Libertas Academy will enroll 90 sixth grade students. Each year
thereafter, we will enroll a cohort of 90 students until we reach full capacity of 630 students in grades 612 in 2023-2024. We will use a slow growth model, adding one grade per year and backfilling throughout
the first term of our charter, exceeding the requirement by statute.27 Each year, we will develop and refine
our academic program, professional development, school culture, and operational systems. This approach
26
27
See Attachment K.
MGL c. 71, § 89 and 603 CMR 1.00
9
is supported by Stanford University’s Center for Research on Educational Outcomes Report, which found
that opening “one grade at a time was associated with superior performance at most ages and grade spans.
Slow grow schools have a first year advantage, which can then be carried forward via the same pattern of
stability demonstrated among all schools.”28 Additionally, the “performance of Slow Grow middle
schools in math shows more positive performance in every period compared to the Full Grow schools.
Moreover, the range of performance at each school age is more tightly distributed than it is for Full Start
schools, which indicates that they are more likely to hold their higher levels of quality over time.”29
Each grade level will be divided into three cohorts of 30 students each, with consistent advisory groups to
ensure a sense of stability and facilitate relationship-building between teachers and students. Dr. Augusta
Kappner’s research finds that school populations of 200 to 400 students have academic and cultural
benefits for urban schools with high minority populations: “[S]maller learning communities diminish
school violence, raise academic engagement and performance, and increase attendance and graduation
rates.”30 At full capacity, the middle school will serve 270 students while the high school at full growth
will serve 360, making it possible for staff to forge meaningful relationships with families and avoid any
sense of anonymity from students during these critical developmental stages. Our small size also offers
families a meaningful alternative to the district middle school populations of 400 students or more, and
high school populations of up to 1400 students. Enrollment and capacity over the term of our charter is
outlined below.
Grade
6
7
8
MS
9
10
11
12
HS
TOTAL
20162017
20172018
90
20182019
90
90
90
180
90
180
20192020
90
90
90
270
270
20202021
90
90
90
270
90
20212022
90
90
90
270
90
90
20222023
90
90
90
270
90
90
90
90
360
180
450
270
540
20232024
90
90
90
270
90
90
90
90
360
630
In accordance with Chapter 71, Section 89(n) and 603 CMR 1.05(10)(c), we will fill vacant seats each
year up to February 15. We will exceed the statutory mandate and fill seats through the term of our first
charter to serve as many students as possible while ensuring that we can fulfill our mission.31, 32 Please
see Attachment B for our Draft Recruitment and Retention Plan.
Recruitment. We will launch an aggressive campaign targeting underserved families in Springfield,
particularly in the North End. We expect to serve an ethnic, racial, socio-economic, language, and
educational demographic reflective of that served by Springfield Public Schools (SPS). There are four
ways we will work to ensure we serve students with similar rates of free and reduced lunch, special
education needs, and limited English proficiency: (1) Grassroots community outreach including the use of
Peltason, Emily H., and Margaret E. Raymond. “Charter School Growth and Replication, Volume I.” Center for Research on Education
Outcomes. 30 Jan 2013. http://credo.stanford.edu/pdfs/CGAR%20Growth%20Volume%20I.pdf.
29
Ibid.
30
Kappner, Augusta, S. “Small Schools Offer Real Hope For Communities Of Color.” 2004. http://www.smallerschools.org.
31
For any seats not filled by February 15, MA statute and code require charter schools to attempt to fill these seats the following September in the
subsequent grade “excluding seats in the last half of the grades offered by the charter school, and grades 10, 11 and 12.” MGL c. 71, § 89(n); see
also 603 CMR 1.06(d). As a public school, we provide seats to students when possible and offer seats for a longer period of time than required.
32
All budgetary projections of revenue will be based upon filling every seat available. With over 4,200 families on wait lists to one of the few
charter schools in Springfield, we are confident our enrollment will remain steady with 90 students.
28
10
strategic community partners; (2) targeted mailings in English and Spanish; (3) dissemination of our
message through paid and public access local media; and (4) specific written and oral indication that the
school is open to all students, including those with special education needs and English Language
Learners.33
Our grassroots outreach during the planning year will be led by the Head of Schools (HOS) and include
the participation of the Board of Trustees.34 From the date of authorization through the lottery, the HOS
will hold information sessions on average twice per month at community organizations, with a focus on
those in the North End as a community with a significant percentage of at-risk students.35 We will
advertise all events in local stores, restaurants, churches, and community centers. The Board will
galvanize our network of supporters for “Boots on the Ground” days during which volunteers will
canvass the North End to disseminate promotional materials and Intent to Enroll forms, and explain the
application process.
Mailings will be clear, simple to understand, and printed in English and Spanish36 so that we reach
families that may be less informed about the variety of educational options available to them and so that
we comply with state law.37 We will use strategic media outreach to communicate the option of Libertas
Academy to our target population. We will place advertisements in the Springfield Republican and its
Spanish-language counterpart El Pueblo Latino, and we will place radio advertisements on Spanishlanguage radio shows on WTCC FM and area Spanish-language stations. When possible, the HOS and a
Spanish-speaking Board member will conduct on-air interviews in Spanish to explain our mission and
application process.
In December 2016, the HOS will begin collecting Intent to Enroll forms from fifth graders who would
enroll in the fall of 2017, and will do so through March of 2017, when the school will conduct its lottery.
We intend to collect 250 Intent to Enroll forms for the 90 available spots in our inaugural class to ensure
that we reach our enrollment targets and maintain a viable waitlist. We will submit enrollment data in
March 2017 to the Department of Elementary and Secondary Education by the required deadline.
During our initial outreach, we have collected over 100 signatures of support, the majority of which
represent parents interested in enrolling their children at Libertas Academy.38
Application and Enrollment. Each year, we will enroll students in sixth grade in accordance with MGL
c. 71, § 89 and 603 CMR 1.00 and will fill available spaces in grades 6–10 once the school has grown to
include each grade. The total number enrolled each year will not exceed the number allowed by the
charter.
Application Process. The application process will be clear, simple, and widely publicized in English and
Spanish. During our community outreach events, we will disseminate Intent to Enroll Forms which will
clearly indicate, and provide adequate notice of, the deadline for submission.39 We will collect addresses,
e-mails, and phone numbers of all families willing to share this information and will reach out to all
33
SPS serves a student body where approximately 86% are eligible for FRL, 20% are eligible for SPED services, and 17% are identified as LEP.
We will do all that we can to serve a student body that equals or exceeds these numbers.
34
We recognize the responsibilities of governance and management, and we recognize the pivotal work to enroll a full cohort of students in Y1
that reflects our target community and demographics. As the planning year has no staff in place beyond the Head of School during the inaugural
enrollment cycle, we expect to be a hands-on Board, fully supporting the enrollment efforts during this start-up phase. In all future years, we
anticipate that this work will be handled fully at the management and thus staff level.
35
See Attachment N.
36
The proposed HOS, Modesto Montero, is bilingual in English and Spanish and will translate our materials in Spanish. For additional languages,
we will use community partners as needed to best reach all families.
37
Libertas Academy will be in a district with more than 10% limited English-proficient students – the rate for the 2014-2015 school year was
26.1% – and therefore Massachusetts law requires that we send the mailing in the most prevalent languages of the district and conduct outreach
efforts in these languages. MGL c. 71, § 89(i)(3)(v). In Springfield, Spanish is the most prevalent language and we will draw on the Spanish
fluency of the proposed HOS and Board members to ensure our mailings and outreach are accessible to Spanish-speaking community members.
38
See Attachment O for sample of our petition for support.
39
See 603 CMR 1.06(3).
11
parties using all forms of contact two months prior to the deadline. The application deadline will be the
first Friday in March of each year. This information will be publicized on the school website. Applicants
who submit an Intent to Enroll form will be notified in writing through U.S. Mail that it has been
received. During the pre-lottery period, we will strongly encourage but not require40 families to attend
one of multiple information sessions so that they understand the specifics of our school model.
Eligibility. A student is eligible for enrollment if s/he is a resident of Massachusetts and his/her
parents/guardians complete, sign, and submit Libertas Academy’s Intent to Enroll form by the established
deadline. We will offer equal opportunity of enrollment to all students without regard to race, color,
national origin, religious creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, ancestry, athletic performance, special need, proficiency in the English language or in a foreign
language, or prior academic achievement. We will not set admissions criteria that are intended to
discriminate or that have the effect of discriminating based upon any of these characteristics. MGL c. 71,
§ 89(m); 603 CMR 1.06(1). To ensure full access to all students, we will provide a facility that is ADA
compliant41 and transportation appropriate to students’ needs.
Lottery. After the deadline for each enrollment cycle, we will determine the number of seats available at
each grade level. Assuming there are fewer seats than applicants, we will hold a public lottery to fill open
seats. In accordance with 603 CMR 1.06(6), we will publicize the lottery on our website and in high
traffic public venues at least one week in advance of the event and have a disinterested party draw the
lottery. We will create three lists of students to properly conduct the lottery: (1) Siblings of students
already in attendance at the school in the year of application; (2) Springfield residents; and (3) all other
applicants.42 During the lottery, the independent party will draw names at random for each grade
separately, beginning with the first category, continuing with the second, and finally with the third
category if there are out-of-district applicants.
Waiting List. If the number of applicants in the application and enrollment cycle exceeds the number of
available seats, we will maintain three waiting lists in accordance with the law’s stated preferences: one
for siblings, one for Springfield residents, and one for all other applicants.43 As we roll over our wait list
from year to year, if there are students on the waiting lists from the previous year, we will first enroll
students on that previous year’s list. We will notify all applicants in writing of their position on the
waiting list at the beginning of the school year and in the middle of the school year. If a seat becomes
available at any point before February 15, we will offer it to the student at the top of the appropriate
waiting list.
Admission Requirements. Students will be considered enrolled when all required documents in the
Libertas Academy Enrollment package are received, and these documents indicate that the student is
eligible for admission. All required documents include: proof of age, proof of residency, and, upon
enrollment, all legally required immunization records.
II. HOW WILL THE SCHOOL DEMONSTRATE ACADEMIC SUCCESS?
A. OVERVIEW OF PROGRAM DELIVERY
SERVING THE DIVERSE NEEDS OF OUR STUDENTS
Our program delivery aligns to our core beliefs and mission as outlined in Section I, and fully supports
the diverse needs of our students, who represent a high population of students from low-income homes
We recognize the law’s prohibition against requiring attendance at interviews or information sessions as a condition of enrollment. 603 CMR
1.06(2). We encourage parents to attend so that they are as informed as possible.
41
See Part III, Section D for more detail on facility.
42
See 603 CMR 1.06(4)(a); M.G.L. c. 71, § 89(m); 603 CMR 1.06(4)(a).
43
See 603 CMR 1.06(4)(d).
40
12
(~78% FRL), students requiring individualized supports and instruction (~20% with special needs), and
students who have language needs (~28% ELLs), and thus the wide variety of learners within the district.
1. Literacy provides the foundation for all learning.
Literacy is the key that unlocks the door of learning and is a particularly critical access point for our
English language learners (ELLs) and students with disabilities.
Seeking to serve a community that has FRL rates of 78%, we inform our model with the research from
Robert Balfanz, research scientist at the Center for the Social Organization of Schools at Johns Hopkins:
“[D]uring the middle grades, students in high-poverty environments are either launched on the path to
high school graduation or knocked off-track,” and suggests that one of the most reliable ways to increase
high school graduation rates is to ensure students’ reading is proficient in middle school.44 National
standards require a higher level of literacy from students than ever before, requiring students to master
increasingly complex texts, increase use of text-based evidence, and build knowledge through contentrich nonfiction.45
Serving a community that is overwhelmingly first-generation college-bound, and in the majority firstgeneration high school graduates, and is approximately 28% ELL, we subscribe to Mike Schmoker’s
argument that “intensive amounts of reading and writing are the soul of learning.”46 We will do whatever
it takes to instill a love of reading, building skills through intensive and extended literacy instruction (110
instructional minutes with an additional 20 minutes of independent, accountable reading daily in middle
school and high school), providing robust classroom libraries, and requiring independent reading during
and outside of the school day. The Dean of Instruction and Curriculum will ensure we raise students
reading levels by two grade levels, as measured by Scholastic reading Inventory (SRI), annually in sixth
through eighth grade, ensuring that every student is reading at or above grade level by the time they enter
the ninth grade. Students entering the school after sixth grade will be provided with targeted instruction
and intensive tutoring during our FOCUS period in middle school and Office Hours in high school to
bring them to grade-level in reading and math as quickly as possible. For all students, this will be
delivered through two daily 55-minute math periods and two daily 55-minute English periods (Reading
and Writing), along with a daily 45-minute Focus period which allows for daily tutoring opportunities.
Students will continue to take two 55-minute English periods (Literature and Composition/Oral Literacy)
in high school and have access to a daily 45-minute Office Hours period every day, along with a
consistent focus on supporting independent reading through a daily reading requirements with reading
journals, strong classroom libraries, advisory-based reading tracking, advisory and grade-level reading
contests, and ritualized celebrations of reading achievements. Every student will spend a minimum of 110
minutes of the school day explicitly working on literacy skills, and writing will be reinforced and used
frequently as an assessment in all subject areas.
Libertas Academy offers an innovative, standards-aligned oral literacy approach that supports the
development of all students into articulate, poised speakers in a variety of contexts. Oral literacy will be
taught explicitly within grades seven and eight in reading; after grade eight, oral literacy will be woven
into Composition and other courses, and include recitations, dramatic performances, debates, mock trials
and/or Model UN sessions. The digital age demands a new degree of technological and informational
literacy from students: our English curriculum will educate students to become critical consumers and
producers of digital information through instruction on source credibility and bias and the regular
integration of multimedia texts within the classroom. All sixth graders will take Digital Literacy, a
foundational course, and our Writing courses in the middle school and Composition courses in the high
Balfanz, Robert. “Putting Middle Grade Students on the Graduation Path: A Policy and Practice Brief.” Association For Middle Level
Education. June 2009. https://www.amle.org/portals/0/pdf/articles/Policy_Brief_Balfanz.pdf.
45
“Key Shifts in English Language Arts.” Common Core State Standards Initiative. 2014. http://www.corestandards.org/other-resources/keyshifts-in-english-language-arts/.
46
Schmoker, Mike. Focus: Elevating the Essential to Radically Improve Student Learning. Alexandria, VA: ASCD. 2011.
44
13
school will build upon this foundation, and support the implementation of those skills within all subject
areas.
2. Academic rigor benefits all students.
We believe that lowering expectations for any student, subgroup, or community is a grave injustice and
that all students, including those with disabilities and those designated as English language learners,
benefit from a rigorous, college preparatory curriculum so that they can graduate college- and careerready.
For all students, rigor in the classroom requires “creat[ing] an environment that is conducive to
growth…focus[ing] on high expectations…support[ing] students, so they can learn at high levels…[and]
allow[ing] each student to demonstrate learning.”47 We must prepare students for success in college and
beyond by ensuring that every student achieves mastery through daily homework and rigorous
coursework; researchers Ramdass, Darshanand, and Zimmerman affirm that “homework assignments that
are adequately challenging and interesting help struggling and at-risk students develop motivation and
self-regulation skills and achieve success.”48
Teachers will be supported in pushing students to deeper levels of inquiry through higher-level
questioning techniques, asking students to explain their answers and to provide evidence to support their
claims in both verbal and written responses; teachers will be supported in their development of this skill
through our robust professional development program. Lessons will be assessed on a weekly basis with
the goal of increasing rigor for students. We agree with Tony Wagner’s assertion that “the kinds of
questions students are asked, and the extent to which a teacher challenges students to explain their
thinking or expand on their answers are reliable indicators of the level of intellectual rigor in a class.” 49
All students will be supported to achieve college preparedness and will have equitable access to AP
courses. This aligns with Dr. Roland Fryer’s research that “a relentless focus on high academic
expectations” 50 is a consistent factor in high-performing schools in both charter and district settings.
3. Extended time, frequent assessments, and targeted interventions propel achievement.
Success for all students will not come easily; we will rely on the synergy of extended time, frequent
assessments, and targeted interventions to support, monitor, and grow the results of all subgroups.
Students will be assessed in all core subjects on a weekly basis to determine levels of mastery and when
intervention and enrichment opportunities are needed. The extended instructional time within the school
day will provide additional learning opportunities for students. Daily planning periods, weekly
professional development sessions, and five annual Data Days will allow data to be incorporated into
lesson plans, and to provide targeted interventions through extended English and math courses, Focus
periods and Office Hours, as well as through designated “re-teach” so that every student can achieve
mastery of the standards.
Students with disabilities benefit from a full-inclusion model as appropriate while being assured of
adequate time for one-on-one interventions as needed and other supports as indicated in their IEP. As a
school serving a large number of ELLs, we are reminded that “expanded learning time…can be
particularly beneficial for ELLs…Time plays a unique role in the educational career of the English
language learner. Time affects the facility of learning a new language and the likelihood of high school
Blackburn, Barbara R. “Rigor and the Common Core State Standards.” Education World. 2011.
http://www.educationworld.com/a_admin/rigor-and-common-core-state-standards.shtml.
48
Ramdass, Darshanand, and Barry Zimmerman. “Developing Self-Regulation Skills: The Important Role of Homework.” Journal of Advanced
Academics. 2011. http://www.davidsongifted.org/db/Articles_id_10702.aspx.
49
Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—and What
We Can Do About It. New York: Basic Books. 2008.
50
Fryer, Roland G., Jr. “Learning from the Successes and Failures of Charter Schools.” The Hamilton Project. 2012.
http://scholar.harvard.edu/fryer/publications/learning-successes-and-failures-charter-schools.
47
14
graduation, especially among immigrant ELLs in high school.”51 As all students accelerate in their
learning, they are provided with differentiated enrichment opportunities within the school day.
It is essential that additional time in the day be used in strategic and innovative ways, rather than as an
opportunity to simply add more of the same. Harvard University’s Dr. Roland Fryer points to the efficacy
of high-dosage tutoring in many high-performing models: “[S]chools can further boost student learning
by creating an intensive tutoring program to target curricula to the level of each student.”52 Extended time
allows us to offer supplemental, targeted interventions through intensives and Focus/Office Hours,
enrichment opportunities through elective courses and Focus/Office Hours on a daily basis as part of the
school day. Additionally, students have access to daily opportunities for supplemental tutoring,
strategically planned based on data. National studies continue to demonstrate that the “extensive use of
student assessment data . . . to improve instruction and student learning… [and] to address the academic
needs of students . . . led, on average, to higher performing schools. . . as [principals] review these data
both independently and with individual teachers.”53
With a focus on extended time on task, we draw from Fryer’s research which indicates that “[t]o make
time for increased tutoring, among other changes, the amount of time devoted to instruction should be
increased. . . . by increasing the length of the school day and by increasing the number of days in the
school year. The increase in instructional time should be tailored to students’ needs.”54 The Center for
American Progress research on extended time on task corroborates Fryer’s findings. The Center “supports
expanded learning time for high-poverty, low-performing schools by no less than 30% (equaling two
hours per day or 360 hours per year) for all students in the school.”55 They advocate for allocating the
time toward offering tutoring or small-group instruction, extra time for math and literacy, longer class
blocks, enrichment activities, and increased time for professional development and curriculum planning.56
We provide: a longer instructional day (7:50am to 4:30pm); increased time devoted to literacy (110 daily
minutes in the middle and high schools, with an additional 20 minutes of independent and accountable
reading) and mathematics for all students (110 daily minutes and 10 days of Saturday Math Academy in
the middle school for students who continue to struggle with below-grade-level skills) and increased time
devoted to small group interventions through 45-minute daily Focus (tutorial/homework support) in the
middle school and 45-minute Office Hours (teacher support) in the high school. Opportunities for 60
minutes of enrichment activities for middle and high school students occur every Friday and for high
school students through additional afterschool extra-curricular activities for 90 minutes Monday through
Thursday. We provide extended annual (30 days) and weekly (2 hours) professional development
opportunities for teachers, as well as access to training provided by Building Excellent Schools and other
organizations.
With a focus on using data to drive instruction, Fryer’s research demonstrates that frequent and
strategic use of data “can drive more personalized and more efficient learning, allowing teachers and
students to track progress and to make sure that each student is on a path that is appropriate for her.
Assessments can be used to adjust everything from tutoring to student goals. Schools should conduct
regular assessments of students every four to six weeks. More in-depth assessments [should] be given
several times a year, and teachers [should] meet with students individually to discuss and set goals after
each of these.”57 We provide:
Williams, Trish, et al. “Similar English Learner Students, Different Results: Why Do Some Schools Do Better?” EdSource. 2007.
http://files.eric.ed.gov/fulltext/ED496646.pdf.
52
Fryer, Roland G., Jr. “Learning from the Successes and Failures of Charter Schools.” The Hamilton Project. 2012.
http://scholar.harvard.edu/fryer/publications/learning-successes-and-failures-charter-schools.
53
Williams, Trish, et al. “Similar English Learner Students, Different Results: Why Do Some Schools Do Better?” EdSource. 2007.
http://files.eric.ed.gov/fulltext/ED496646.pdf.
54
Ibid.
55
Hawley, Miles, K., and M. Roza. “Taking Stock of the Fiscal Costs of Expanded Learning Time.” Center for American Progress. July 2008. pp.
3. http://www.americanprogress.org/issues/2008/07/pdf/elt2.pdf.
56
Ibid.
57
Ibid.
51
15
interim assessments every six weeks; shared results with students and families, analyzed on a classroom
and school-wide basis; cumulative trimester and end-of-year exams and the nationally normed NWEA
MAP in September, January, and June; advisory-based student reflection and goal-setting after each
assessment, and assignment of appropriate intervention or enrichment opportunities to students as needed;
and five (5) annual Data Days to inform instructional improvements.
With a focus on high-dosage tutoring, Fryer’s research reveals the significant positive effect on student
achievement outcomes when intensive tutoring programs are implemented. The highly effective tutoring
programs that Fryer identifies share key elements: (a) they are staffed by tutors who hold Bachelor’s
degrees and (2) they use benchmark assessments to place students and/or to identify the standards or skills
to be taught and practiced during tutoring.58 We provide daily differentiated and standards-based tutoring
support by subject teachers during Focus and Office Hours for middle and high school students,
respectively, and weekly Saturday math support for students performing below grade-level.
4. High quality teaching drives student learning.
We will provide high-quality, growth-minded, mission-driven teachers who push students to achieve at
the highest levels in our city and to be competitive with student achievement rates across the state.
All teachers will be vetted through a rigorous hiring process that examines their beliefs about student
achievement, requires multiple interviews, and assesses their teaching ability through a demonstration
lesson and their desire to improve through a feedback session and re-teaching of the lesson based upon
that feedback. Once hired, teachers will be provided with significant professional development
opportunities, including: 30 full professional development days, with 20 days of summer training, 10 full
professional development days through the year including five (5) focused on data analysis; two hours of
weekly professional development on early dismissal Fridays, weekly classroom observations followed by
feedback sessions and practice-based coaching with the Head of School and Director of Curriculum and
Instruction (and as the school grows over time, the Principal), a minimum of 110 minutes of planning
time daily, and ongoing coaching in classrooms. As Kim Marshall explains, “The goal of all
supervision…is to foster a real openness to feedback, install the supervisory voice in teachers’ heads, and
breed an acute consciousness of student learning results. We want individual teachers and teacher teams
to be thinking constantly about whether students are learning and what can be done to get better results.”59
Teachers are provided with common planning time over the summer and for two periods daily throughout
the school year, allowing them to plan together, design common assessments, and ensure horizontal and
vertical alignment.
With our focus on human capital, particularly teacher feedback, Fryer’s research reveals that student
achievement is best supported when “teachers [are] given the tools they need to succeed, including
increased feedback from administrators, particularly based on class observations. New teachers especially
benefit from professional development….Schools should be encouraged to conduct weekly professional
development series for all teachers, regardless of experience, with the goal of increasing the rigor of
classroom instruction through methods such as lesson planning.”60 We provide: weekly professional
development sessions for all teachers; weekly observations for all teachers (with additional, more frequent
observations and support for new teachers); a voluntary teacher retention committee that identifies
approaches to increase job sustainability and ensure that teachers’ needs are being addressed; creation of a
teacher career pathway that allows teachers to advance and receive recognition while staying in the
classroom and encourages mentoring and sharing of best practices (i.e., teachers can become Grade Level
Leads and Department Chairs in addition to serving as mentor/master teachers).
58
Ibid.
Marshall, Kim. ”It’s Time to Rethink Teacher Supervision and Evaluation.” Phi Delta Kappan. June 2005.
http://www.myboe.org/cognoti/content/file/resources/documents/80/807dc8a9/807dc8a925188551db0ce0a6eb1c05f5f322fcf7/Teachersupervisio
narticleKimMarshall.pdf.
60
Ibid.
59
16
5. Character development is essential to academic success.
Libertas Academy students will be taught and come to embody our FIRST values of Focus, Integrity,
Respect, Selfless Service, and Tenacity, setting them on the path to college and life success.61
The National Research Council’s Committee on Defining Deeper Learning and 21st Century Skills
reminds us that “[f]indings from a series of studies conducted over four decades. . . indicate that how well
individuals perform on intelligence tests is influenced not only by cognitive abilities but also by how
much effort they exert, reflecting their motivation and related intrapersonal competencies.”62 Dr. Tony
Wagner underscores the importance of students’ development of these skills: “Young people who are
intrinsically motivated – curious, persistent, and willing to take risks – will learn new knowledge and
skills continuously. They will be able to find new opportunities or create their own – a disposition that
will be increasingly important as many traditional careers disappear.”63 In How Children Succeed: Grit,
Curiosity, and the Hidden Power of Character, Paul Tough writes that “[w]hat matters most in a child's
development . . . is not how much information we can stuff into her brain in the first few years. What
matters, instead, is whether we are able to help her develop a very different set of qualities, a list that
includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence.”64
6. Students thrive within structure, joy, and high expectations.
Libertas Academy provides a structured, joyful, and supportive school community that holds students to
high expectations for academics and behavior through consistent school-wide systems, rituals, and
routines.
The school year begins and continues much as Dr. Roland Fryer recommends, with “a ‘culture camp,’ a
time to focus on what behaviors and actions are conducive to achieving success. Classrooms should post
goals on the walls as a constant reminder of the high expectations, and schools should visibly promote a
culture of going to college, by hanging posters about college and by discussing college readiness with
students. Students must be cognizant of their individual goals and the steps needed to achieve them.”65
We meet daily within advisories, celebrate weekly our school community and our school values within
joyful gatherings, and we unabashedly find joy in reading, writing, and developing a broader view of the
world and our ability to respond to and participate within it.
With a focus on establishing a culture of high expectations, Fryer’s research demonstrates that learning
best occurs when students understand unambiguously that “they are expected to succeed and that the
teachers, administrators, and other staff are there to help them succeed . . . . Classrooms should post goals
on the walls as a constant reminder of the high expectations, and schools should visibly promote a culture
of going to college, by hanging posters about college and by discussing college readiness with students.
Students must be cognizant of their individual goals and the steps needed to achieve them.”66 We provide:
first week of school devoted to student orientation; classrooms with explicit goals, motivational quotes,
and college swag posted; programs regarding career and college information presented to students,
parents, and community members in workshops and through college counseling (at the high school level)
in individual and group settings; college-readiness and awareness prioritized in daily teacher-led advisory
groups for all students; College Success courses required for all students, including direct development of
61
See Attachment J.
Committee on Defining Deeper Learning and 21st Century Skills. “Education for Life and Work: Developing Transferable Knowledge and
Skills in the 21st Century.” National Research Council of the National Academies. 2012. http://www.nap.edu/openbook.php?record_id=13398.
63
Friedman, Thomas L. “Need a Job? Invent It.” New York Times. 30 March 2013.
http://www.nytimes.com/2013/03/31/opinion/sunday/friedman-need-a-job-invent-it.html.
64
Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. NY: Houghton Mifflin. 2012.
65
Fryer, Roland G., Jr. “Learning from the Successes and Failures of Charter Schools.” The Hamilton Project. 2012.
http://scholar.harvard.edu/fryer/publications/learning-successes-and-failures-charter-schools.
66
Fryer, Roland. “Learning from the Successes and Failures of Charter Schools.” The Hamilton Project Update. The Hamilton Project,
September 2012. pg. 5.
62
17
study skills to prepare students to be independent learners, college program research, and the opportunity
for students to learn from students in the community who have successfully entered college; trips to local
universities coordinated to provide students and their parents an opportunity to become familiar with
college campuses and their programs: beginning in tenth grade, students and their families participate in
identifying scholarship programs and receive assistance in preparing and submitting applications for
scholarships.
7. Families and community partners are critical for success.
Families and community members are key levers to fulfilling our mission. Our FIRST value of Team
lives inside and outside of our school through our work with families. Annually. Inaugural families have
Home Visits in April and May; all families attend Orientations in August. Semi-annually. Parents attend
Parent and Teacher conferences. We provide parents with semi-annual satisfaction surveys and report
results within our accountability plan. Cyclically. Students receive a report card home at the end of every
trimester that is picked up by a parent or guardian from the school, and we work proactively to ensure the
engagement of every family within this process. At the mid-point of every trimester, students receive a
progress report detailing their mid-trimester achievement. Monthly. Parents receive a monthly newsletter
with key events, dates, and a message from the Head of School; Libertas Families for Student Success
participate in monthly Cafecitos (coffee and conversation) with the Head of School. Weekly.67 Middle
school students receive academic and behavioral FIRST Reports, to be signed by a parent/guardian and
include teacher comments; families of students in grades nine through ten receive these reports biweekly;
families of students in grades eleven and twelve receive these reports monthly. Daily. Parents and
teachers communicate through daily homework logs within the middle school, to be signed by a parent or
guardian each night.
Comprehensively, we will bring a mission-driven team, staffed and dedicated to the success of every
student and equipped with the skill sets to build that success for all learners, including those with special
needs and those identified as English language learners.68 Through clear systems and structures that
provide accurate absolute and growth measurement of student achievement throughout the year, we will
collect and analyze student data daily, weekly, monthly, each trimester, and annually and use that data to
inform decisions and actions that support the growth of every learner. We will invite families to weekly
Community Meetings that celebrate student growth and success, we will meet monthly with Libertas
Families for Student Success to support the development of the school, and we will provide annual
opportunities to visit college campuses as part of school excursions with staff and students.
SCHOOL CALENDAR
Our annual calendar is driven by our college preparatory mission and the needs of our students and staff.
Providing extended instructional time within an extended school year, we will operate on a trimester
schedule and provide 185 total days of instruction calendar, including five days of student orientation, and
10 days of Saturday Math Academy for students struggling to meet math standards and who need more
remedial supports. We provide 10 days of Summer Academy for all students struggling to meet academic
requirements for the year in one or two core subjects, at the conclusion of which students must pass a
comprehensive assessment in the subject(s). We exceed the number of instructional days as required. The
first day of school will be August 29, 2017, and the last day of school will be June 26, 2018.
We provide teachers with 20 days of Professional Development during the summer to ensure they are
prepared to teach rigorous lessons, reinforce our school wide systems and FIRST values, and meet the
developmental needs of all students. We will offer 10 days of targeted professional development
67
68
High school students receive this report monthly.
See Part II, Section D for more information on the services we provide for Special Education and English language learners.
18
throughout the year, with five (5) devoted to Data Analysis and Action Planning, for a total of 30
professional development days annually.
SCHOOL SCHEDULE
School doors open Monday through Friday at 7:30 am with Breakfast and Brain Breakfast Academics,
Advisory at 7:50 am, Independent, Accountable reading (DEAR) until 8:20 am, with academic classes
beginning at 8:20 am. Each day except for Fridays, school dismisses at 4:30 pm. 69 On Fridays, school
dismisses at 2:00 pm to allow for ongoing, targeted PD for all staff.
All instructional periods are 55 minutes. Middle school students take: Reading, Writing, and two Math
periods (Procedures and Problem Solving) five days per week; Social Studies and Science four days per
week; PE/Health and Digital Literacy70 each two days per week.71 High school students take: ELA,
Composition/Oral Literacy, Math, and Foreign Language (or targeted tutoring as needed) five times per
week; Science and Social Studies four times per week; PE/Health, along with Art and College Success are
each offered on a trimester basis. Tutoring support is offered during FOCUS, and during the daily Office
Hours period (45 minutes Monday through Thursday, 55 minutes on Friday) when students have teacher
support as needed. The school meets as a whole community each Friday (middle school meets separately
from high school), celebrating student achievement and the school’s values, and engaging in weekly 60minute enrichment opportunities. Staff meets for two hours each Friday for Professional Development;
students who have not lived up to the school’s values as demonstrated through homework and behavioral
trackers will serve a two-hour Friday extension72. See sample student and teachers schedules.
Libertas Academy Daily Schedule DRAFT - Middle School
Monday - Thursday
7:30
7:50
School Opens (Breakfast/Brain Breakfast Academics)
7:50
8:20
Morning Advisory / Accountable Independent Reading (DEAR)
8:20
9:15
Math Problem Solving
9:15
10:10
Reading
10:10
10:25
AM Nutrition/Advisory Break
10:25
11:20
Writing
11:20
12:15
Math Procedures
12:15
12:45
Lunch/Recess/Homework Club
12:45
1:40
Science
1:40
2:35
Social Studies
2:35
2:50
PM Nutrition/Advisory Break
2:50
3:45
PE/Health (2 x week)/Digital Literacy73 (2 x week)
3:45
4:30
FOCUS: Homework/Tutoring
4:30
Dismissal
Friday (Early Dismissal/Professional Development)
Freyer, R. “Creating ‘No Excuses’ (Traditional) Public Schools.” National Bureau of Economic Research. 2011.
Sixth graders take Digital Literacy, seventh graders take Public Speake, and eight graders take Introduction to Debate.
71
We add four years of Latin as a foreign language at the high school level.
72
See Attachment L for sample list of our Friday Extra-Curriculars.
73
Students take Digital Literacy in Grade 6, Public Speaking in Grade 7, and Intro to Debate in Grade 8. Students in high school take Oral
Literacy each year as part of their Composition requirement.
69
70
19
7:30
7:50
School Opens (Breakfast/Brain Breakfast Academics)
7:50
8:05
Shortened AM Advisory
8:05
9:00
Math Problem Solving
9:00
9:55
Reading
9:55
10:10
AM Nutrition/Advisory Break
10:10
11:05
Writing
11:05
12:00
Math Procedures
12:00
12:30
Lunch/Advisory/FIRST Reports Distributed
12:30
1:00
Community Meeting
1:00
2:00
Friday EXTRA-CURRICULARS/Friday Extension
2:00
Dismissal
4:30
PD (Staff)/Friday Extension (Students)
2:30
Libertas Academy Daily Schedule DRAFT - High School
Monday - Thursday
7:30
7:50
School Opens (Breakfast/Brain Breakfast Academics)
7:50
8:20
Morning Advisory/Accountable Independent Reading (DEAR)
8:20
9:15
Mathematics
9:15
10:10
Literature
10:10
10:25
AM Nutrition/Advisory Break
10:25
11:20
Composition/Oral Literacy
11:20
12:15
Foreign Language
12:15
12:45
Lunch/Grade Level Advisory
12:45
1:40
Science
1:40
2:35
Social Studies
2:35
2:50
PM Nutrition/Advisory Break
2:50
3:45
PE/Art/College Success (one per trimester)
4:30
Office Hours
3:45
4:30
4:45
Dismissal
6:00
EXTRA-CURRICULARS (optional/afterschool)
Friday (Early Dismissal/Professional Development)
7:30
7:50
School Opens (Breakfast/Brain Breakfast)
7:50
8:05
Shortened AM Advisory
8:05
9:00
Mathematics
9:00
9:55
Literature
9:55
10:10
AM Nutrition/Advisory Break
10:10
11:05
Composition/Oral Literacy
11:05
12:00
Office Hours
12:00
12:30
Lunch/Advisory/Mentoring
12:30
1:00
Community Meeting
20
1:00
2:00
2:00
2:30
Friday EXTRA-CURRICULARS/Friday Extension
Dismissal
4:30
PD (Staff)/Friday Extension (Students)
A TYPICAL DAY IN THE LIFE OF A LIBERTAS ACADEMY STUDENT
At 7:25 am, Moises, an 8th grader, awaits in a single file line for the doors of Libertas Academy to open.
At exactly 7:30 am the doors open, and students are greeted by the Dean of Students (DOS). Once at the
entrance to the door, with a firm handshake, Moises greets the DOS. The DOS checks that Moises has on
the proper uniform and upon verification that he does smiles and dismisses Moises by saying “Have a
good day.” Before going to his classroom, Moises picks up his breakfast at the station located near the
school entrance. With breakfast in hand, Moises walks with purpose, on the right side of the hall, to his
classroom. Once Moises has arrived at his classroom, he waits outside the door until the teacher greeted
him with a firm handshake and provided with further instruction. Moises is instructed to, at a level 0, get
ready for the day by turning in his daily homework in the proper folder and placing the supplies he will
need for the first two periods on his desk. Moises turns in his homework in the appropriate folder and
then ensures he has multiple sharpened pencils, two highlighters, his DEAR book, and the binders for his
first two classes. Before eating his healthy breakfast, Moises quickly walks to the bathroom to wash his
hands. As Moises eats his breakfast, he works diligently on completing his Brain Breakfast packet. By the
time Moises eats his breakfast and completes a couple of pages of his Brain Breakfast packet, it is 7:55
am and his teacher announces that it is time to clean up and get ready for 20 minutes of independent,
accountable reading. Before he knows it, the 20 minutes are up, and his first class is about to begin.
After two periods of math, totaling 110 minutes, that required Moises to think critically and use precise
academic math vocabulary when sharing his answer, Moises has a 15-minute snack break. During the
break, Moises has a chance to switch his binders and get ready for the next two periods. Once the break is
over, Moises is ready for his literacy blocks, first reading and then writing. As soon as his teacher hands
him the materials for the lesson, Moises knows that his highlighters will come in handy, as they will
spend most of the lesson analyzing academically challenging text and annotating as they read and discuss
the main idea of the passage. During his writing class, Moises writes an expository essay that allows him
to put together the various ideas discussed in class and make a strong claim grounded in sound textual
evidence.
At 12:15 pm, Moises eats lunch while socializing with his peers. Unfortunately, his best friend Reuben
did not complete his homework the night before and, as a result, has to eat lunch in Homework Club.
Around 12:30 pm, Moises and his classmates finish lunch and transition to recess. At 12:40 pm, it is time
for Moises to start transitioning to class. Science is next, and today, Moises finally gets the chance to use
a microscope to analyze animal cells.
In Social Studies, Moises reads and annotates a letter, a primary source, from Mary Todd Lincoln to her
beloved husband, Abraham Lincoln. Moises is intrigued by a few things - the frequency with which
people wrote letters in the 1900s, the poetic nature of the content, and how torn Lincoln was about the
Civil War. With the core subjects behind him, it is time for his PM snack break and to prepare for PE.
After his PE class, Moises takes advantage of FOCUS and completes almost all his homework before
dismissal.
After an exciting and successful day, Moises is dismissed for the day. He remembers when he first
started at Libertas Academy in the sixth grade, and the extra support he needed to be able to read on grade
level and to develop stronger English skills. He is excited for his success in grade eight and knows that
he is ready for high school.
A TYPICAL DAY IN THE LIFE OF LIBERTAS ACADEMY TEACHER
21
Ms. Kennedy, a sixth grade teacher, arrives at school at 6:45 am and prepares the classroom for students'
arrival. At 7:15 am, Ms. Kennedy walks to the multipurpose room where the staff has its daily morning
meeting. During the morning meeting, the Head of School (HOS) makes general announcements
regarding logistics of the day, including the small change in recess; due to the cold weather, recess is to
take place indoors. The HOS also uses this opportunity to provide a high-level overview of trends he sees
across the school as it relates to classroom culture. The HOS reiterates the importance of positive framing
when making corrections to maintain a positive culture in the classroom. After announcements conclude,
the HOS opens the floor for staff announcements and staff shout-outs for students or peers. Ms. Kennedy
gives a shout-out to a student who has consistently improved his behavior and has started to show a lot of
academic progress.
At 7:25 am, Ms. Kennedy proceeds to her morning post in her classroom. There, she waits for her
students by the door so that she can greet every single student with a firm handshake and provide the
student with instructions for the day. With all students seated and actively working on their Brain
Breakfast, the teacher enters her attendance in PowerSchool and begins checking and logging homework
completion on a Google Spreadsheet. At 7:45 am, Ms. Kennedy announces to students that they have five
minutes to clean up and begin getting ready for 20 minutes of independent, accountable reading. Ms.
Kennedy also reads her book while making it a point to circulate and frequently scan the room to ensure
all students are on task.
Ms. Kennedy begins instruction right at 8:20 am. She teaches the first two periods. During the AM snack
break, a teacher that had a planning period during the first two periods supervises her students so that she,
too, can have a break. Once snack break concludes, she teaches for one additional period and then has a
planning period. During her third teaching period, the HOS observes her lesson.
From 12:15 pm to 12:45pm, Ms. Kennedy is tasked with supervising lunch. After lunch, she has her
second planning period of the day, and uses it to co-plan with another sixth grade teacher. Ms. Kennedy
co-teaches the next block to provide additional support and one-on-one instruction. During PM snack
break, Ms. Kennedy supervises students. After a snack break, students transition to an enrichment class.
During this time, she meets with the DOS to debrief the classroom observation and outline next steps to
ensure she is progressing in her teaching craft. At the conclusion of her meeting with the DOS, she
prepares to pull out a small group of students who did not show mastery on the exit ticket. During
FOCUS, she meets with five students and reteaches the day's objectives and students are given an
opportunity to retake the exit ticket. At 4:30 pm, Ms. Kennedy dismisses students for the day and quickly
grades students' exit tickets.
Since she was able to complete her lesson plan during the day and with students gone, Ms. Kennedy uses
this time to make copies of student materials and prepare for tomorrow's lesson. Before leaving for the
day, she enters her exit ticket data in PowerSchool and calls a handful of families to update them on their
students’ progress. With 30 students in her advisory, she can call all parents on a bi-weekly basis and
provide frequent academic and behavioral progress to families in addition to the schools weekly FIRST
reports. Around 5:30 pm, Ms. Kennedy heads home, excited about the upcoming lessons and proud to be
part of such a mission-driven school and working with such like-minded team members.
B. CURRICULUM AND INSTRUCTION
CURRICULAR PROGRAM
We will provide a rigorous curriculum that aligns with the MCFs and Common Core State Standards
(CCSS). The Head of School will oversee the development of school-based curriculum and assessments
for each grade and subject area during the planning year in 2016-2017, and the school will use a frequent
assessment system to monitor results. During each year of operation, the evaluation of curriculum will be
conducted by the Head of School and Director of Curriculum and Instruction and Principal(s) as hired.
22
Exact programs and materials will be finalized based on the most effective resources available as
informed by the shift to the CCSS; below is a list of instructional resources utilized by similarly
structured schools for each grade level and subject and from which we expect to draw to serve the diverse
needs of our students and the ambitious nature of our mission. Programs with specific tools to support
ELL students are indicated.
Subject(s)
Instructional Resources
English
Accelerated Reader
Accellus
Achieve 3000
Apex Learning
BlueJ
College Preparatory
Mathematics
Compass Learning/Odyssey
Dreambox
EngageNY
ESL Reading Smart
FOSS Science Curriculum
Fraction Planet
FuelEducation
Google Applications
Houghton Mifflin Harcourt
Big Ideas Math
IXL
Khan Academy
Mathalicious
MY Access Writing
Newsela
NoRedInk
Overdrive
Reading Mastery
Reflex Math
Revolution K12
ST Math
TCI Bring Science Alive!
TCI History Alive
TenMarks
Virtual Nerd
Wordly Wise
X
X
X
X
X
X
X
Science
Social
Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Math
6
7
8
9
10
11
12
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
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
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
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
High School Grade
Levels
ELL
Support
X
X
X
X
X
X
Middle
Grade Levels
X
X
X
X
X
X
X
X
Instructional materials for non-core courses will be largely at the discretion of the teacher with approval
by Head of School or appointed designee.
Classes will be heterogeneously based, with an average size of 30. With the growth of Advanced
Placement opportunities in the high school’s upper grades, classes will to some extent become more
homogeneous, but all students will be afforded the opportunity and support to take more advanced work.
A target ratio of one computer for every student will ensure students’ adequate access to technology for
effective use in learning and in alignment with state and national standards. One-to-one laptops will not
be achieved until Year 3; laptop carts will rotate to ensure that all students have adequate and equitable
23
access. Classroom teachers will be provided laptops and use consistent data systems for monitoring
student performance, managing grades, and internal school and network communication with other
schools. CCSSs require significant student collaboration, fluency with multimedia and technology, and
the development of strong, complex reasoning, problem-solving, and communication skills. Libertas
Academy technology goals will include all students developing technology literacy and technology
fluency. We define technology literacy as the ability to responsibly, creatively, and effectively use
appropriate technology to: communicate, access, collect, manage, integrate and evaluate information;
solve problems and create solutions; build and share knowledge; and improve and enhance learning in all
subject areas and experiences. Our instructional program will incorporate technology and student
development of technology-related skills through direct coursework (including a required Digital Literacy
course for all entering sixth graders and College Success courses in grades 9-12), use of technology
platforms for student and school communication, digital curriculum and software, and regular use of
computer-based assessment.74 Ultimately, we seek to ensure that our students have the technology skills
needed to succeed in both a four-year college and in professional settings, as well as to succeed on any
computer-based tests.
Recognizing that not all families will have access to a home computer, the daily schedule for students at
all grade levels reflects time when students will have access to the school’s ChromeBook fleet. Libertas
Academy will invest in ample ChromeBook laptop carts, and in significant broadband infrastructure as
necessary, to ensure that all students have access to computers at appropriate times of the school day and
school year. By Year 3, we will achieve and maintain a 1 to 1 student to ChromeBook ratio.75
Beyond the school’s shared expectations for technology use, the curriculum in individual disciplines and
classes will incorporate technology instruction in other key ways. In humanities classes, students will at
times receive reading assignments from online sources and will learn how to conduct sound online
research, discerning between credible and non-credible sources, learning how to cite online sources, and
becoming adept at navigating through a barrage of information to clear resources on relevant course
topics. In math classes, teachers will leverage Khan Academy’s platform to individualize instruction,
particularly in the middle school’s math program. In College Success III, Juniors will utilize an online
learning platform, just as SAT exam preparation Revolution Prep’s, to practice SAT problems, address
misunderstandings, and refresh lower grade content knowledge. In the College Success sequence courses,
students will conduct extensive online research of summer programs and professional internships, will
build their familiarity with online sites that provide intelligence on college options, and will learn to craft
a polished resume in MS Word. Our ultimate goal in designing our technology platform will be to ensure
that all of our students graduate having mastered the research, communication, and blended learning skills
they will need in order to be well-positioned in the college admissions process, in college, and in the
professional world.
The Head of School with the input of the Director of Curriculum and Instruction, and the Principal(s) as
hired (MS in Y3, HS in Y4) will evaluate the effectiveness of curriculum based on data from interim
assessments (The Achievement Network), NWEA MAP, MCAS/PARCC, and end-of-year
Comprehensive Assessments and will report to the Board’s Academic Achievement Committee, as well
as to the larger community through monthly newsletters and our Annual Report. Our curriculum is
focused on English Language Arts, Mathematics, Oral Literacy, Science, and Social Studies, with the
addition of Foreign Language study in the high school, and is complimented by enrichment opportunities
and multiple layers of student supports. Our annual calendar, daily schedule, and entire academic
program promote success in students’ core courses, with an emphasis on literacy and math.
74
We will use NWEA MAP as our national assessment tool.
In Years 1 and 2, teachers will share laptop carts as needed to ensure appropriate student access, as we will be able to execute the proposed
daily schedule without a full complement of laptops for each student.
75
24
Like the most successful urban charter schools in Massachusetts and across the country, we will adopt
research-proven curricula suitable for students with varying learning needs along with internally
developed curricula aligned with and/or exceeding MCFs and CCSSs. The Head of School and Director
of Curriculum and Instruction and Principal(s) as hired will oversee the development of curriculum and
the school’s scope and sequence, with the Director of Curriculum and Instruction working closely with
teachers to develop unit and lessons plans that align with MCFs and the school’s scope and sequence.
During summer training, teachers will learn how to align curriculum using Curriculum Alignment
Templates as spearheaded by Roxbury Preparatory Charter School, and they will meet with the Director
of Curriculum and Instruction to ensure that all curriculum simultaneously supports our ambitious goals
and the needs of our diverse learners. Teachers will create standards-based internal assessments, and will
have year-round professional development to strengthen implementation. In selecting curricula, we have
identified programs that can be easily adapted for students identified as ELLs and those with special
needs. Teachers will meet for four weeks each summer to develop instructional materials aligned to
MCFs and CCSS. At the middle school, MCFs, MCAS/PARCC, SSAT, ISEE, and the NWEA MAP will
be used to establish specific, rigorous, measurable school standards. At the high school, MCFs,
MCAS/PARCC, SAT, and Advanced Placement exams will be used to inform our college preparatory
curriculum. Below please find a Curriculum Outline for Years 1-4 of operation. Outline of all additional
grades can be found in the Required Attachments.
Subject
Mathematics
Reading
Writing
Grade 6
Dual focus on procedures
(computation) and problem
solving (application).
Algebra and Geometry
integrated
Guided reading, fluency,
Latin vocabulary
comprehension strategies
and genre characteristics,
focus on phonics and
phonemic awareness
Spelling, grammar,
punctuation,
paragraph writing,
editing/revising.
Composing multipleparagraph writing
of narrative and expository
texts
Social Studies
Culture,
World Religion, Ancient
History, Globalization of
the Economy, Geography,
Governance,
World History
to the Mongols,
Renaissance, Reformation
Science
Experimental procedures.
Testing/evaluation of
prototypes and protocols.
Interdependence
in life science.
Solar system and
relationship to systems and
Grade 7
Grade 8
Grade 9
Pre-Algebra
Algebra I
Algebra and
Geometry
Reading and textual analysis of literature
in a number of genres, Latin vocabulary
comprehension strategies
English I: World
Literature
Spelling, grammar, punctuation,
analytical and persuasive essays,
research papers, editing and revising
Composition and
Oral Literacy I
Culture,
World Religion,
Domestic and Global
Economic Systems,
Spatial Organization of
Earth’s Surface,
Ecosystems, Global
Governance Systems,
Human Settlement and
Cultural Identity
Bioengineering.
Biodiversity and
change.
Matter.
Forces in Nature
Cultures in Early
Development of U.S ,
Fundamental
Economics & Global
Economy, U.S.
Geographic Systems,
Migration and
Immigration
in Early America,
U.S. History:
Colonialism –
Reconstruction
Cells.
Flow of
Matter and Energy.
Heredity.
Earth processes.
Newton’s laws of
Motion.
History I; World
History
Biology
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cycles on Earth
Academic CoCurriculars
Foreign
Language
Digital Literacy
Not applicable
Movement of objects
Public Speaking
Intro to Debate
College Success I
Latin I
We anticipate a diverse student body with varying learning needs and capabilities. Our extended day and
year, tiers of student supports, increased emphasis on, and opportunity for practice within ELA and math,
and differentiated instructional strategies combine to meet the needs of all students, including those with
disabilities and ELLs. We will differentiate instruction as needed, and will provide all of the supports,
accommodations, and modifications necessary to best support the differing needs and capabilities of each
individual student, with emphasis on supporting struggling, ELLs, and students with disabilities. We will
hold all students to the same academic expectations, through the uniform implementation of year-end,
trimester-based, and interim assessment system – thus holding us as a school community accountable for
the achievement of all students and all sub-groups. Below please find a more detailed Curriculum
Outline that provides skill and content taught and learned in the core subjects during the first four years
of operation. Outline of all additional grades can be found in the Required Attachments.
GRADE 6
Mathematics. Compare/order positive/negative fractions/decimals/mixed numbers; solve problems involving
fractions, ratios, proportions, percentages; utilize algebraic expressions/equations; apply order of operations;
solve, graph, interpret simple linear equations; analyze/use tables, graphs, rules to solve problems; investigate
geometric patterns; convert units of measurement, identify properties of angles and two and three-dimensional
shapes; determine pi, area and circumference; analyze data sampling; theoretical and experimental probabilities;
problem solve; think critically; compute the perimeter, area, and volume of common geometric objects.
Reading. Determine unfamiliar word meanings through Greek/Latin roots/affixes; determine meaning of
figurative language; read aloud with pacing, intonation, expression; use textual evidence to identify author’s
purpose; practice utilizing phonemic awareness and phonics skills as needed; utilize print/electronic
dictionaries/thesauri; identify textual organizational structures; determine figurative language meanings; analyze
how tone/meaning is conveyed in poetry; identify/analyze characteristics of nonfiction texts; identify
characteristics of different forms of prose; identify/use structural features of popular media; analyze compareand-contrast texts.
Writing. Identify/ utilize parts of speech (adding interjection to previous list); use common phrases, clauses,
simple, compound, compound-complex sentences; use correct punctuation, capitalization, spelling, subject-verb
agreement; write expository compositions, research reports, speeches, responses to literature, narratives
employing specific details, voice, effective word choice; revise writing to improve level of detail; employ various
textual organizational structures; create outlines and logical notes; utilize books and Internet to complete research
projects; apply research steps for completing projects; create multimedia presentations; deliver formal
presentations.
Social Studies. Identify purposes/uses of maps, globes, aerial photographs, atlases to analyze people, places,
environments; construct maps using symbols to represent features; locate continents, bodies of water, mountain
ranges, countries, cities on map; determine impact of geography on different peoples; describe impact of extreme
natural events on human and physical environments; discuss geographic knowledge and skills related to current
events; use geographic concepts/skills to find solutions to local, state, national problems; compare/contrast how
social institutions influence individual behavior in different societies; describe how social status help(ed) to
determine individual roles in various societies; examine impact of cultural change brought about by technological
inventions/innovations; use sources to identify examples of present conflicts between cultural groups; analyze
historical and geographical background.
Science. Understand how topography is reshaped by weathering of rock/soil and transportation/deposition of
sediment; explain meaning of radiation, convection, conduction; recognize/describe that currents in air/ocean
distribute heat energy; investigate/describe how pollutants can affect weather/atmosphere; discuss how plate
tectonics explain important features of Earth’s surface and major geologic events; recognize how organisms in
ecosystems exchange energy/nutrients among themselves and w/environment; formulate testable hypothesis;
design/conduct an experiment specifying variables to be changed, controlled, measured; draw conclusions based
on data/evidence presented in tables/graphs; make inferences on patterns/trends.
26
Digital Literacy. Measure and increase students’ literacy level in computer basics, mouse and keyboarding skills,
how to use the internet for research, improve typing skills, and teach Microsoft Suite programs Word and
PowerPoint. Students use the computer for researching projects for and intervention needs in the core classes.
GRADE 7
Mathematics Pre-Algebra. Read, write, compare rational numbers in scientific notation; convert fractions to
decimals/percents; differentiate between rational/irrational numbers; apply exponents, powers, roots/use
exponents in working with fractions; understand pre-algebra concepts; use algebraic terminology, expressions,
equations, inequalities, graphs; interpret/evaluate expressions involving integer powers/simple roots;
graph/interpret linear/nonlinear functions; apply Pythagorean theorem; use mathematical reasoning; problem
solve.
Reading. Use knowledge of affixes/roots to determine meaning of content area words; use textual evidence to
support facts/opinions; build upon previously developed skills analyzing various nonfiction texts; employ
character analysis; identify, analyze, provide textual evidence of themes; identify various genres of fiction;
analyze character/plot development.
Writing. Write summaries, persuasive essays, autobiographical narratives, poems; apply research steps for
completing projects; effectively utilize English language conventions; support all statements/claims with
anecdotes, descriptions, facts, statistics, specific examples; use note taking, outlines, summaries to impose
structure on drafts; revise writing to improve organization/word choice; critique works in oral presentations;
deliver well- organized formal presentations demonstrating standard American English.
Social Studies. Understand origins of modern humans from Paleolithic Age to agricultural revolution; determine
impact of agricultural development; identify peoples, cultural advancements, scientific contributions,
government, religious traditions of Mesopotamia, Egypt, Kush, Indus Valley Civilization, Northern China,
Olmecs, to 1000 B.C.E., Ancient Hebrews, Ancient Greece, Rome, Indian Subcontinent to 700 C.E.; describe
development of sub-Saharan civilizations in Africa; explain importance of early trade routes; identify
roles/contributions of individuals; compare historical origins, central beliefs, spread of major religions; trace steps
in development of written language; describe transition from Roman Empire to Byzantine Empire; analyze
various historical interpretations; understand Earth’s grid system; create maps of past.
Science. Classify organisms into kingdoms; recognize that all living organisms are composed of cells; describe
that typical cell of organism contains genetic instructions that specify traits; recognize biological evolution
accounts for diversity of species developed through gradual processes over many generations; study the structure
and function in living systems; understand that evidence from rocks allows us to understand the evolution of life
on earth; recognize that organisms in ecosystems exchange energy and nutrients among themselves and with the
physical environment; communicate the steps and results from an investigation in written reports and verbal
presentations; discuss types of technology that are developed and in use.
Public Speaking. Develop understanding of basic communication principles and public speaking strategies
through application of these to various speaking assignments (e.g., one-on-one situations, public speaking, small
groups). Fundamentals of effective oral delivery, including body control, use of voice and diction, analysis of
audience are addressed. Stresses academic communication. Students participate in panel discussions and give
speeches.
GRADE 8
Mathematics Algebra. Identify/use arithmetic properties of subsets of integers/rational, irrational, real numbers;
solve equations/ inequalities involving absolute values; solve multistep problems, including word problems,
involving linear equations/linear inequalities in one variable; understand concepts of parallel/perpendicular lines,
how slopes are related; add, subtract, multiply, divide monomials/polynomials; solve quadratic equation by
factoring/completing square; apply algebraic techniques to solve rate problems, work problems, percent mixture
problems; problem solve; think critically.
Reading. Know meanings of common foreign words used in English language; understand shades of meaning in
words; identify speaker’s purpose/POV; compare/contrast texts covering same topic; build upon previously
developed skills analyzing various nonfiction texts; evaluate structural elements of plot; analyze how setting
relates to problem and resolution; identify significant literary devices that define writer’s style.
Writing. Write multi-paragraph essays with thesis statements, logical organization, detail, rhetorical devices,
transitions, varying sentence structure; write short stories or narratives; support conclusions with analogies,
paraphrases, quotations, opinions from authorities, comparisons, similar devices; write stories/scripts with
27
dialogue; analyze electronic journalism; revise writing for word choice, appropriate organization, consistent point
of view, transitions; deliver formal presentations that convey ideas clearly, relate to the background/interests of
audience.
Social Studies. Analyze migration of Europeans to Americas from colonial times to World War I; recognize
impact of European migration on indigenous peoples and later on US citizens; understand integration of enslaved
Africans into European migration; describe development of American constitutional democracy; identify U.S.
Constitution, powers of federal government; analyze foundation of American political system; identify rights,
responsibilities, roles of citizenship; understand politics, geography, culture, economy of new nation; describe
early U.S. foreign policy, state developments in early 1800s, issues of slavery; analyze factors leading to Civil
War; determine significance of individuals or groups in Civil War; describe impact of events/movements that
influenced Reconstruction; discuss American economic response to Industrial Revolution; understand progressive
reforms resulting from Industrial Revolution; create/utilize time lines; analyze various historical interpretations;
understand Earth’s grid system; create maps of past; analyze current events.
Science. Recognize that elements have distinct macroscopic properties/atomic structures; describe chemical
reactions; discuss density/buoyancy; explain relationship amongst motion, velocity, force; differentiate between
forms of energy/heat energy; recognize earth in solar system, role of gravity, compare/contrast properties
/conditions of other objects; explain relationship between tilt of earth and seasons; describe/relate lunar/solar
eclipses, moon phases, tides to earth’s position; describe/apply engineering design process; communicate ideas
through engineering drawings, written reports, pictures; describe manufacturing process/explain production
process; describe construction of bridges/structures, apply universal systems model to solve transportation
problem. Use/analyze organization of Periodic Table; test hypotheses; write clear step-by-step instructions for
conducting investigations. Use/analyze organization of Periodic Table; test hypotheses; write clear step-by-step
instructions for conducting investigations.
Intro to Debate. Students develop understanding of basic communication principles and public speaking
strategies through application of these to a range of debate structures and topics. Fundamentals of effective oral
delivery, including body control, use of voice and diction, and analysis of audience will be addressed. Instruction
stresses academic communication. Students participate in panel discussions and debates.
GRADE 9
Mathematics I – Algebra and Geometry. Number and Operations. Demonstrate understanding of elements,
subsets, properties, and operations of rational numbers. Demonstrate understanding of positive integer exponents
and perform operations with expressions involving exponents. Connect physical, graphical, verbal and symbolic
representations of rational numbers. Connect physical, graphical, verbal and symbolic representations of rational
and absolute numbers. Articulate, model, and apply concept of inverse (i.e. opposites and reciprocals). Describe,
model, and apply inverse operations. Perform operations on algebraic expressions and informally justify
procedure chosen. Apply matrix addition, subtraction, and scalar multiplication in real-world problems, using
appropriate technology. Use variety of notations appropriately (exponential, functional, square roots). Select and
apply an appropriate method (i.e. mental arithmetic, paper and pencil or technology) for computing with real
numbers, and use estimation to evaluate reasonableness of result. Algebra. Communicate meaning of variables
in algebraic expressions, equations, and inequalities. Identify dependent and independent variables in real-world
situations. Apply concept of variable in simplifying algebraic expressions, solving equations, and solving
inequalities. Represent solution set linear equations and inequalities in one variable symbolically, graphically and
verbally. Interpret graphs that depict real-world phenomena. Represent functions with equations, graphs, tables
and words. Understand and apply slope as rate of change. Solve systems of two equations in two unknowns.
Describe transformation of graph that occurs when coefficients and/or constants of corresponding linear equation
are changed. Geometry. Apply inductive reasoning to make conjectures, then test conjectures and/or determine a
counterexample. Apply properties of special pairs of angles. Articulate relationships of angles formed when
parallel lines cut by transversal. Apply concept of slope to parallel and perpendicular lines. Apply Pythagorean
Theorem and distance formula. Measurement. Use concepts of length, area, and volume to estimate and solve
real-world problems. Demonstrate understanding of rates and other derived and indirect measurements (e.g.
velocity, miles per hour, revolutions per second, and cost per unit). Data Analysis and Probability. Represent
and describe linear and nonlinear data sets developed from real world. Choose, construct, and analyze
appropriate graphical representations for data set. Apply basic counting principles, introducing factorial notation.
Apply experimental and theoretical probability with simulations where appropriate.
English I – World Literature. Cite strong and thorough textual evidence in literature and informational texts to
28
support analysis of what text says explicitly as well as inferences drawn from the text. Determine theme or
central idea of text and analyze in detail its development over course of text. Analyze complex character
development in World Literature. Determine meaning of words and phrases, including figurative and connotative
meanings. Analyze representation of subject or key scene in two different artistic mediums. Analyze how author
draws on and transforms source material in specific work. Analyze in detail how author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or larger portions of literary non-fiction text.
Delineate and evaluate argument and specific claims in text, assessing whether reasoning is valid and supported
by relevant and sufficient evidence; identify false statements and fallacious reasoning. Analyze seminal U.S.
documents of historical and literary significance. By end of grade 9, read and comprehend literature and literary
nonfiction, including stories, dramas, and poetry in the grades 9-10 complexity band proficiently, with
scaffolding as needed at high end of range.
Composition/Oral Literacy I. Support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence, introduce precise claims and counterclaims that are developed fairly with
supporting evidence pointing out strengths and limitations of both, and create an organization that establishes
clear relationships among claims, counterclaims, reasons, and evidence in writing, oral presentations, and
arguments. Write informative/explanatory texts to examine/convey complex ideas, concepts, and information.
Introduce topic, organize complex ideas, written and oral. Use appropriate, varied transitions to link major
sections of text. Use precise language and domain-specific vocabulary to manage complexity of topic. Establish
and maintain formal style and objective tone while attending to norms and conventions of discipline in writing.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details
and well-structured event sequences. Oral and written, engage and orient reader by setting out problem, situation,
or observation, establishing one or multiple point(s) of view, and introducing narrator and/or characters. Produce
clear and coherent writing in which development, organization and style are appropriate to task, purpose, and
audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying new
approach, focusing on addressing what is most significant for specific purpose and audience. Conduct research
projects to answer question, solve problem, narrow or broaden inquiry. Synthesize multiple sources on particular
subject.
History I – World History. The Emergence and Expansion of Islam to 1500: On map of Middle East,
Europe, Africa, and Asia, identify where Islam began and trace course of expansion to 1500 AD. Describe
significant aspects of Islamic belief. Analyze causes, and course, and effects of Islamic expansion through North
Africa, Iberian Peninsula, and Central Asia. Describe central political, economic, and religious developments in
major periods of Islamic history. The Medieval Period in Europe to 1500. Describe rise and achievements of
Byzantine Empire. Describe major economic, social, and political developments that took place in medieval
Europe. Describe developments in medieval English legal and constitutional history and relationship to rise of
modern democratic institutions and procedures, including the Magna Carta, parliament and habeas corpus. The
Encounters Between Christianity and Islam to 1500. Describe religious and political origins of conflicts
between Islam and Christianity, including Muslim wars against Christianity before European Crusades and
Crusades that followed in 11th, 12th, and 13th centuries. Describe rise of Ottoman Empire in 14 th and 15th
centuries, including capture of Constantinople. The Origins of European Western Expansion and the
Civilizations of Central and South America. Explain why European nations sent explorers westward and how
overseas expansion led to growth of commerce and development of trans-Atlantic slave trade. African History
to 1800. Describe indigenous religious practices observed by early Africans before contact with Islam and
Christianity. Identify locations and time periods of empires of Ghana, Mali and Songhay. Describe development
and effects of trans-African slave trade to Middle East from the 8 th century on, and trans-Atlantic slave trade to
Western Hemisphere from 16th century on. Indian History to 1800. Describe important economic, political, and
religious developments in Indian history to 1800. History of China, Japan and Korea to 1800: Summarize
major economic political and religious developments in Chinese, Japanese and Korean history. Renaissance and
the Reformation in Europe: Describe origins and developments of Renaissance, including influence and
accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, and Shakespeare. Describe origins
and effects of Protestant Reformation.
Science – Biology. Recognize biological organisms are composed primarily of very few elements. Six most
common are C, H, N, O, P, and S. Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus,
nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell
wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to functions. Relate cell parts/organelles
(plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum,
Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum,
29
pseudopod) to functions. Describe basic process of DNA replication and how it relates to transmission and
conservation of genetic code. Distinguish among observed inheritance patterns caused by several types of genetic
traits (dominant, recessive, co-dominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
Explain generally how digestive, circulatory, respiratory, nervous, muscular/skeletal, and sexual reproductive
systems work. Explain how evolution is demonstrated by evidence from fossil record, comparative anatomy,
genetics, molecular biology, and examples of natural selection. Understand interaction among organisms and
between organisms and their environment. Explain how water, carbon, and nitrogen cycle between abiotic
resources and organic matter in an ecosystem, and how oxygen cycles through photosynthesis and respiration.
Latin I. Emphasis will be on elements of the language: alphabet and pronunciation, parts of speech, wordformation, vocabulary (including English derivatives), and grammatical rules. It is first part of elementary study
of Latin, to be completed in grade 10. Students begin to learn geography of ancient Roman world, an outline of
Roman history, and important aspects of Roman private and public life. Towards end of year, students read
Perseus stories in Fabulae Graecae (texts and exercises available on-line) and begin Hercules stories. Because
course is foundation for continuing study, students develop the necessary habits of memorization, attention to
detail, preparation of daily work, and organization. Memorization of word-forms and vocabulary is essential at
this level.
College Success I. During students’ first year of high school, College Success I will support their development of
greater levels of academic independence and personal investment in learning and the college path. Explicit
instruction on the ramifications of performance in all courses in grade 9 through 12 will help students understand
the relationship between a rigorous high school experience and college persistence. Students master foundational
skills and concepts like GPA, cumulative GPA, college admissibility, graduation rates, cost of attendance, and
financial aid. They begin to research college programs, are introduced to a breadth of professional industries, and
explore through internet research a variety of professional careers. Students complete a weekly academic
reflections and goal-setting ritual help them to connect their ongoing academic habits and performance to their
long-term goals.
INSTRUCTIONAL METHODS
The Libertas Academy instructional program will focus on engaging students through a variety of schoolwide and grade-appropriate strategies. Instructional and engagement strategies found in Doug Lemov’s
Teach Like A Champion will be school-wide. Five strategies will be used in common in all grade levels:





Strong Voice. Teachers will square-up and stand still while speaking, and will not engage with
disruptive students or talk over students.
Positive Framing. If a student is not following directions, teachers will address behaviors
positively by saying, “I need all eyes” instead of “John is not giving me his eyes.”
Do It Again. If a student misreads a sentence, the teacher will instruct the student to correctly
read the entire sentence again.
100%. Teachers will wait until 100% of students are actively engaged. If a teacher asks for
“pencils down,” the teacher will not begin until all pencils are down.
No Opt Out. By not allowing students to disengage and refuse to answer, teachers will hold all
students accountable. If a student cannot answer and another student provides the answer, the
teacher will return to the original student to repeat the correct answer.
Across the grade levels, specific instructional techniques will be implemented into the lesson design to
both meet students where they are and drive student achievement: (a) High Quality Work Products.
Teachers will set clear expectations for student work and hold students accountable to meeting these
expectations. This will happen for both the process of doing work (i.e. proper headings on assignments)
and the content of the work (i.e. providing rubrics and exemplars). (b) Fluency. Teachers will focus on
building students’ ability to readily access core knowledge in order to apply it to a variety of novel
situations. Teachers may use oral drills, mini-lessons, or mad minutes to build this automaticity in their
students. (c) Spiraling. Students learn best when they are given multiple opportunities to access
information. Teachers will use structures within their lesson – fluency drills, Do Nows, mini-lessons, and
homework – to allow students to review material, prioritizing the material that students have previously
30
struggled to master based on achievement data. (d) Scaffolding and Gradual Release. Teachers will first
establish and verify a core foundation of knowledge and skills necessary for each new concept. Teachers
will then plan lessons that strategically transfer new skills to students; this may occur through a traditional
“I Do-We Do-You Do” model, and especially through a great deal of guided practice and independent
practice within each lesson. In the lower grades, this will include differentiation of lesson structure – to
include Socratic Seminar, for example – to push more critical thought onto students. In the high school,
particularly in grades 10-12, this release will continue as lessons move away from traditional lesson
structures to include college-style lecture classes, small group study, and independent coursework. (e)
Universal Design for Learning. Lessons and class materials are designed to meet the needs of all
students and are grounded in our belief that all students can achieve at the highest levels. We will utilize
the principles of Universal Design for Learning (UDL)76, an approach to delivering instruction that
minimizes barriers and maximizes learning opportunities for all students, regardless of ability. The three
UDL principles we will use are: (1) Multiple Means of Representation, (2) Multiple Means of Action and
Expression, and (3) Multiple Means of Engagement. Students will be given a variety of ways to engage
with the academic content; for example, students may be provided physical representations through math
manipulatives in Pre-Algebra, graphic organizers while comparing prokaryotes to eukaryotes in Biology,
or the opportunity to do oral and written essays in Writing and Composition. In providing multiple ways
for students to gather information, interact with it, and express understanding, students, including those
with disabilities and language barriers, can engage with the curriculum in a means that is accessible and
appropriate for them.77 (f) Literacy-Based Approaches. All teachers, regardless of content, will be
trained on best practices for infusing literacy in their classrooms. Teachers will use content-specific,
information-rich texts and co-plan cross-curricular lessons with other members of their grade level team.
Teachers will have access to Common Core aligned resources78 to support literacy in their instruction. (g)
Differentiation. Teachers will use assessments to determine standards on which students need extra
support or extension. They will use flexible groupings to provide these supports and extensions to
students, and may provide multiple methods for students to demonstrate mastery (i.e. projects, products,
and exams). (h) Meeting the Needs of Students with Disabilities. When additional supports are
necessary for students with disabilities, Libertas Academy will work to maximize accommodations –
which will allow special education students to learn the same academic content as their general education
peers – and which will minimize modifications, which by definition change the content upon which
students demonstrate mastery. When a student does require modifications, we are committed to ensuring
compliance with the student’s IEP and provide the support needed to meet IEP goals.
RESPONSIVE GENERAL EDUCATION CLASSROOM
We believe that an outstanding education involves ensuring that all students, including those with diverse
educational needs, are able to access and engage in a rigorous, college preparatory curriculum. Therefore,
within a responsive, general education classroom, we will use instructional strategies proven to engage
and enable diverse learners to achieve, including students at different stages of English Language
Development, students with special needs, and advanced students who are significantly above grade level.
Strategies that lead to success for all students include: (1) Modality-Based Instruction, (2) Small
Group/One-on-One Tutoring, (3) Extended Time, (4) Modified Instructional Strategies and (5) MultiTiered System of Support.
Modality-Based Instruction. We will plan lessons with a variety of modalities in mind, including the
incorporation of chants, poems, and cheers to enforce vocabulary development and engage all learners, as
well as opportunities for physical movement to encourage student engagement. Hand signals, clapping,
and other movement help connect new concepts with more physical representations. Students also have
76
http://www.udlcenter.org/aboutudl/whatisudl.
http://www.udlcenter.org/research/researchevidence.
78
Examples of readily available Common Core aligned resources include: Engage New York, Teacher Channel, and Better Lesson.
77
31
the opportunity to celebrate individual and class-wide performance through cheers and claps.79 Small
Group/One-on-One Tutoring. Every day, there are opportunities for staff to engage in one-on-one and
small group, targeted tutoring and intervention to increase the opportunities for understanding for our
most struggling students. Every staff member is screened for their ability to work with students, and to
effectively provide additional opportunities for small group intervention within the classroom.80
Extended Time. We provide 185 days of instruction from 7:50 am to 4:30 pm daily due to research
demonstrating that extended time in learning has a positive impact on low-income and minority student
academic success.81 Modified Instructional Strategies. Differentiation allows students at all levels to
access the same instructional content at scaffolded lessons to ensure that every student is held to a high
level of rigor. We will design instructional materials with all students in mind and will provide
professional development to all teachers to support the differentiation of instruction for students’ needs
and interests. Throughout the school year, we will provide specific professional development to ensure
the strategic instruction of students with ELD needs and special education requirements. These strategies
and instructional practices will allow us to ensure we are meeting every student at their instructional level
while pushing them towards the same rigorous bar of mastery and critical thinking. Instructional
strategies that will inform our practice to differentiate effectively include: overhead projector with outline
of lesson or unit and time breakdowns for each section; selection of key problems for students who need
additional time; provision of clear photocopies of notes and overhead transparencies, chapter
outlines/study guides that cue key points in readings, detailed course syllabus pre-class; previewing of
questions for students who need additional processing time; logical and concise instructions with
reinforcement of brief cue words and gestures; repetition and rewording of complicated directions;
verbalization and picture cues of what is being written on the board; elimination of classroom distractions
such as excessive noise, flickering lights, etc.; summarization of the important segments of each
presentation at the end of class; review of key assignments in both written and oral form; additional
practice exercises available for lessons; use of highlighters, stickers, post-its and other materials to code
work; increased or decreased pace in instruction; posted word walls or individual vocabulary sheets;
utilization of rhymes, motions, and mnemonic devices; procedural charts for students who need processes
broken down into smaller steps; clear and legibly charts and notes, using large type; providing access to
videos or recordings to preview or review lesson materials; and encouraging students to practice using
technical words in exchanges among peers.82 Our instructional program incorporates the best practices
for English language learners (ELLs), including ensuring that students are instructed and grouped based
on their academic proficiency, rather than language ability. We will instruct students with the mindset
that techniques proven to be useful for ELLs, such as providing visuals, small group instruction,
integration of technology, and maintaining high expectations, are useful for all students, and we will train
teachers to effectively integrate and use these practices to support our ELLs. Multi-Tiered System of
Support will provide the advantage of integrating the RtI process with additional Positive Behavioral
Intervention and Supports to ensure whole child support and integration of the family and community into
ensuring student success. RtI: (1) eliminates inadequate instruction as the reason for the educational
difficulty; (2) provides assistance to the student earlier than traditional methods; (3) decreases the amount
of time a student struggles before receiving help; (4) intervenes with students without the requirement of
identification of a disability; (5) reduces the likelihood of inaccurate identification of a disability; and (6)
provides real-time, objective data to adjust instruction, evaluate instructional quality, and make decisions
moving forward with each individual student.83 Given that a high number of students may struggle with
79
International research also indicates kinesthetic instruction results in academic gains for all students. Coffield, F., Moseley, D., Hall, E.,
Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research
Centre.
80
Research into schools that produce results offers additional evidence for the importance of individualization. Brooke Charter Schools identify
individualization as one of the qualities an exceptional teacher possesses. http://www.ebrooke.org/great-teaching/understanding-great-teaching.
81
Hoxby, Caroline M., Sonali Murarka, and Jenny Kang. “How New York City’s Charter Schools Affect Achievement, August 2009 Report.”
Second report in series. Cambridge, MA: New York City Charter Schools Evaluation Project, September 2009.
82
Lombardi, Thomas P. Learning Strategies for Problem Learners. Bloomington, Ind.: Phi Delta Kappa Educational Foundation, 1992.
83
Ibid.
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the higher academic expectations of our school, the MTSS model provides a rapid response to student
delays to determine best next steps and necessary interventions. Students identified as needed additional
supports due to an identified disability or English Language Development will have access to a welldifferentiated, structured, and strategic curriculum that provides additional instructional time and
instruction through multiple modalities.
SERVING THE DIVERSE NEEDS OF INDIVIDUAL STUDENTS
Libertas Academy is committed to meeting all students’ needs and will actively recruit students with
disabilities and limited English proficiency. Our small school environment is designed to meet individual
students’ needs and specifically address the needs of students eligible for Free and Reduced Lunch (FRL),
those with disabilities, English language learners (ELLs), and students achieving below grade level. Our
student supports are designed to intervene early for struggling students and accelerate learning for all
students. All subgroups will be monitored regularly by the Head of School and the Academic
Achievement Committee of the Board of Trustees as well as the full Board using an Academic Dashboard
which compiles the subgroup data from state assessments, NWEA MAP, and interim assessments
(Achievement Network and internal assessments).
Serving students in one of the lowest performing districts in Massachusetts, and serving a high population
of student eligible for FRL, special education services, and/or English language supports, we propose to
provide parents and students in Springfield, and most particularly within the North End, with expanded
choices by addressing the need for a seamless 6-12 college preparatory public education. We will protect
students from the risk factors that accompany many school transitions, particularly from middle school to
high school, and will provide a continuous bridge from the start of middle school to college with highly
qualified and appropriately certified teachers at each level. Such an option is currently not available to
most families in our community.
All curricular and instructional choices are informed by our belief that academic rigor supports all
students, and which is supported through the seminal “Pygmalion in the Classroom” study which revealed
that “children of whom greater intellectual growth is expected will show greater intellectual growth.” 84
Thus, increased learning opportunities for all students, including special education students, English
language learners, and advanced students will be provided through a challenging and diverse curriculum
aligned to state and national standards that ensures all students have equitable access to Advanced
Placement (AP) courses before they graduate from high school. Our choices are informed as well by the
work of Stanford University psychologist Carol Dweck who points out that “[w]ith the right mindset and
the right teaching, people are capable of a lot more than we think.”85
It is our goal to re-designate all ELLs as Fluent English Proficient (RFEP) by the time they enter ninth
grade; students will be supported in an English immersion approach through the implementation of
Specially Designed Academic Instruction in English (SDAIE) and Project Guided Language Acquisition
Design (GLAD) strategies in content-area courses. Our emphasis on oral literacy, in addition to reading
and writing skills, will be particularly helpful for our ELL population, as “it is essential that second
language learners, irrespective of their level of English language proficiency, have ample opportunities
for speaking.”86 Curriculum will offer extended opportunities for speaking through presentations,
speeches, debates, and performance to practice the academic English essential to re-designating
successfully.
ELLs must develop cognitive academic language proficiency (CALP), and not simply the basic
interpersonal communication skills (BICS) of social language. To do so, students must be proficient in
Rosenthal, Robert, and Lenore Jacobsen. Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. NY: Crown
House, 1992.
85
Dweck, Carol. Mindset: The New Psychology of Success. NY: Random House, 2006.
86
Gottlieb, Margo. Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement. CA: Corwin, 2006.
84
33
Linguistic Complexity in the Discourse Level, Language Forms and Conventions in the Sentence Level,
and Vocabulary Usage in the Word/Phrase Level as detailed in the WIDA Standards. Although language
acquisition experts predict that it could take ELLs five years or more to become truly proficient in CALP,
we expect that our extended school day and year will accelerate this process through increased daily
exposure to academic English in all subjects. ELL students will participate in individual and small group
tutoring throughout the day with their non-ELL peers. Content area teachers will receive training on and
be supported in appropriately sheltering their instruction for all their ELLs. Lessons will have
opportunities for students to talk, as that is the only way to learn how to speak English. Teachers will
learn how to bring out background knowledge and experiences through the use of supplementary
materials such as visuals, graphs, models, graphic organizers, hands-on activities, etc., modeling, teacher
to student support, student to student support, and technology to bring vocabulary and language concepts
alive.
Our teaching methodologies have been drawn from the practices of high-performing urban charter
schools serving a high-needs population and shown to be successful with our target student community.
As a charter school, utilizing a small school design, we will have the ability to use innovative ways to
meet our students’ specific academic needs, especially those classified as “at-risk”: highly skilled teachers
who use a variety of effective teaching strategies and techniques; small school size and safe environment;
supportive culture of high expectations and discipline; predictable class structure in all content areas;
extended time for literacy (reading and writing) instruction; extended time for math instruction in the
middle school; systematic reading strategies and textual analysis instruction; extensive independent
reading at each student’s level; word walls to reinforce and extend academic vocabulary; phonics,
decoding, and fluency groups during Focus; systematic writing and grammar instruction; frequent use of
“think-pair-share” and other cooperative learning strategies; use of graphic organizers to represent ideas;
use of scaffolded notes in sixth through eighth grades to teach organizational strategies; reinforcement of
reading and writing across the content areas; explicit vocabulary instruction in all content areas; group
work and oral presentations in all content areas; frequent use of assessments and specific feedback from
teachers; frequent communication and engagement with parents in supporting expectations. Additional
strategies will target students who may have additional needs: students performing far above or below
grade level, students with low socio-economic status, ELLs, and students with special needs. All teachers
will use Specially Designed Academic Instruction in English (SDAIE) strategies to enhance the English
Language development of all students, and all middle school teachers will receive additional professional
development with Project GLAD. Incorporating SDAIE and GLAD strategies, teachers will develop and
execute lesson plans that deliver grade level appropriate content and skills that fall within students’ zone
of proximal development. SDAIE and GLAD provide: (1) access to the core curriculum, (2) English
language development, and (3) opportunities for social integration into the multicultural classroom
community. Project GLAD strategies to be incorporated will include: metacognitive approaches that
support “how an answer was arrived at, not merely what the correct answer was”; flexibly grouped
cooperative activities; “reading and writing to, with, and by students”; and “ongoing assessment and
evaluation.”87 Specific SDAIE strategies that teachers will incorporate in daily lessons include supporting
verbal explanations with nonverbal cues and designing appropriate learning sequences, such as building
upon prior knowledge. Beyond the strategies our teachers will use in their mainstream classes, ample time
during our daily Focus block will be used for additional targeted English language instruction as may be
needed. The school will use proven methodologies including increased time for reading and math and
individualized instruction for ELLs. Examples of instructional models that may be used to support our
ELLs include: pre-teaching of key vocabulary; peer tutoring with students who demonstrate more
advanced English skills; use of native language, when necessary, to clarify words or concepts; highly
skilled teachers who use a variety of effective teaching strategies and techniques; supportive culture of
high expectations and discipline; predictable class structure in all content areas; extended time for literacy
87
“What is Project GLAD?” Project G.L.A.D. 2013. http://www.projectglad.com/.
34
(reading and writing) instruction; use of scaffolded instruction; use of culturally relevant materials; word
walls to reinforce academic vocabulary; labeling items in classrooms and school in different languages;
books on tape; in-school tutoring to meet students’ academic and developmental needs at each grade
level; phonics, decoding, and fluency groups during Focus; systematic reading strategy and textual
analysis instruction; extensive independent reading at each student’s level; systematic writing and
grammar instruction; frequent use of “think-pair-share” and other cooperative learning strategies.
We embrace a variety of instructional methods to achieve strong student outcomes. Specifically, we will
use a Response to Intervention/Child Study Team (RTI/CST) framework and will have in place a student
supports staff to ensure we are meeting the needs of all students. We agree with the research of Hiebert
and Grouws, professors of education at the University of Delaware and the University of Missouri
respectively, finding that while broad labels for instructional approaches (i.e. direct instruction, inquirybased learning, student-centered learning, etc.) can be useful, “they also can be misleading because they
group together features in ill-defined ways and connote different kinds of teaching to different people.”88
PROFESSIONAL DEVELOPMENT
Annually, we provide 30 days of professional development: 20 days in the summer and 10 days during
the course of the school year, including five (5) Data Days during which we examine and action plan
from data provided through our frequent assessment system. Weekly, we provide two hours of wholestaff professional development, focused on the curricular, instructional, and cultural and academic needs
of our students and staff. Weekly, we provide classroom observations and feedback, with weekly
meetings between individual teachers and the Head of School and Director of Curriculum and Instruction,
and Principal(s) as hired at the full growth of the middle school and the start of the high school. Daily,
teachers have schedules that make sacred two planning periods (110 minutes total), and at least one of
those will be at the same time as a colleague within their content area for ongoing collaboration. As
outlined above, annually we will provide training on GLAD practices and practices for a Responsive
General Education classroom and supporting a student’s IEP goals. Our continued emphasis through
professional development is on finding the most effective approach for each lesson’s context, considering
the academic level of the students and their individual learning needs, content area, and the lesson’s
objective, among other elements.
We first determined the professional development needs of our staff by deep study of the most effective
professional development of successful charter schools serving a similar population and the resources
provided by DESE, and will lay out a pro-active plan based upon such design. Once in operation, and
with our staff hired and our student population enrolled, and thus real needs are in place rather than
projected needs, we will use student data as well as daily observations of classrooms and culture to
determine our staff’s needs and inform our professional development program accordingly. As a charter
school, we can be nimble in response to real-time needs, and will use data that captures such details on
academic performance on standards-based assessments, average daily attendance, tardy rates, discipline
issues, and disaggregated data by teacher and by subgroup to inform all decisions.
TEACHER PERFORMANCE EVALUATION
We will conduct formal, collaborative, and transparent teacher performance evaluations twice per year,
informed by the resources from DESE and the practices of successful urban charter schools. During each
evaluation cycle – January and May, teachers will conduct a self-evaluation at the same time that the
instructional leadership (Head of School and Principal(s) as hired) will complete a teacher evaluation
rubric that will “[p]romote growth and development amongst leaders and teachers, [p]lace student
learning at the center, using multiple measures of student learning, growth, and achievement, [r]ecognize
excellence in teaching and leading, [s]et a high bar for professional teaching status, and [s]horten
Hiebert, James, and Douglas A. Grouws. “The Effects of Classroom Mathematics Teaching on Students’ Learning.” Second Handbook of
Research on Mathematics Teaching and Learning. National Council of Teachers of Mathematics. Information Age: 2007.
88
35
timelines for improvement.”89 In January, teachers may be put on an action plan if they are struggling to
implement feedback and struggling to successfully reach the school’s academic goals for all students as
measured by our assessment system and/or if, despite ongoing support, they are struggling to meet
professional growth goals. Evaluations conducted each May will determine annual contracts for the
following year.
C. STUDENT PERFORMANCE, ASSESSMENT, AND PROGRAM EVALUATION
DEVELOPMENT, IMPROVEMENT AND REFINEMENT OF CURRICULUM
The Massachusetts Curriculum Frameworks (MCFs) and the Common Core Standards (CCSSs) will
serve as the foundational resource for curriculum development. Each year, during our 20 days of Summer
Professional Development, teachers, with the support of the Head of School and the Dean of Curriculum
and Instruction and Principal(s) as hired, will thoroughly examine the Frameworks and break them down
into clear and measurable Libertas Academy Learning Standards. These Learning Standards will then
serve as the organizing framework for the Scope and Sequence - the curriculum road map for a given
core content course. As illustrated below, Libertas Academy will use a proactive and interactive process
for facilitating the ongoing development, improvement, and refinement of curriculum. During summer
training, teachers will develop class-specific academic goals based on the school-wide academic goals
established by the Head of School and the Director of Curriculum and Instruction and Principal(s) as
hired. Teachers will then create an action plan for implementing the curriculum, administer assessments
to measure the effectiveness of the curriculum, and create additional action plans to address any
deficiencies in the curriculum. This process will ensure that informed, data-driven adjustments can be
made in real time and that the efficacy and effectiveness of the curriculum are continually monitored.90
Set School
Academic Goals
Set Class
Academic Goals
Set Interim
Benchmark Goals
• HOS analyzes data
from previos year
• HOS sets school
academic Goals
• Board approves
academic Goals
• Teachers set classspecific academic
goals
• Teachers submit goals
to HOS and DCI
• HOS and DCI provide
feedback as needed
• Teachers set interim
benchmark goals
• Teachers submit goals
to HOS and DCI
• HOS and DCI provide
feedback as needed
Impelement
Action Plan
Take
Interim
Assessment
Meet
Class
Academic
Goals
Meet
School
Academic
Goals
Create Action Plan
Develop
Curriculum
Revise
Curriculum
STANDARDS FOR PROMOTION (EXIT STANDARDS)
Students will earn promotion from grade to grade based on demonstrated mastery of our school’s
standards, informed by and aligned with MCFs and CCSSs. We will outline our approach to and
requirements for grading and promotion to teachers during our annual four-week summer training. Such
training will include a strong and specific focus on those robust tiers of supports and school-wide
strategies to support every student’s success, allowing them to earn promotion, and our commitment to
89
90
http://www.doe.mass.edu/edeval/.
We model our curriculum development and refinement process after that of BES school Excel Academy.
36
avoiding social promotion based on age rather than readiness for the next grade. As outlined here,
teachers will grade students on a scale of 0 to 100; number grades, with corollary letter grades, will be
provided to families on three mid-trimester and three end-of-trimester grade reports and one end-of-year
summative report card. We will use IEP goals to inform grades as indicated on the student’s IEP;
otherwise, all grade level goals apply.
Performance
Standard
A+
A
AB+
B
BC+
C
C-
Percentage
Equivalent
97-100%
93-96%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
F
Below 70%
Description
Demonstrating advanced levels of mastery with the content standards.
Demonstrating proficiency with the content standards.
Demonstrating basic competency with the content standards.
Not yet demonstrating a basic level of mastery with the content standards and
needs to demonstrate mastery of the standard before credit will be earned.
For grade-level promotion, mastery is indicated by a 70% or higher. Internally developed comprehensive
assessments are given at the end of each trimester and account for 25% of each trimester’s grade. A
student who earns a 70% or higher in all core classes (defined as those that meet four or five times per
week) earns promotion; a student who fails to earn a 70% in one or two classes is eligible for a two-week
Summer Academy, at the conclusion of which the student must pass a comprehensive assessment in such
subject(s). A student who fails three or more courses is retained. A student must also fulfill attendance
requirements, and may be retained if s/he is absent for more 10 days of the school year. We will closely
monitor all daily attendance, and meet with families when a student has earned three absences, five, and
then seven, working as needed from an attendance improvement plan to best support the success of every
student. The Head of School and Principal(s) as hired will track students’ academic progress, and ensure
all academic supports are in place, and will make all final promotion decisions.
GRADUATION REQUIREMENTS
To graduate from our high school, students must earn a 70% or better in all core classes (see above for
definition), meet credit/course requirements and attendance requirements (see above), and complete a
senior thesis approved by the senior teaching staff and the High School Principal on an approved topic.
The senior thesis is graded on a commonly applied quantitative and qualitative rubric and as a final
comprehensive exam for the twelfth grade counts for 25% of the final grade in Composition. As a college
preparatory school, graduation requirements and therefore Exit Standards exceed the high school
requirements of the district. As outlined below, students will graduate with 4 units each of ELA, Math,
History, and Science, along with two credits in Physical Education and 2 units of electives. Students on
or above grade level starting in ninth grade will graduate with 4 units of Foreign Language; those who
need additional supports in grade nine and as needed through grade ten will graduate with 2 to 3 units of a
Foreign Language. All students will have equitable access to two or more Advanced Placement courses.
Subject
Mathematics
Literature
9
Algebra I
Track I →
Geometry
Track II- Excelling →
English I -
10
Geometry
11
Algebra II
→
Algebra II
→
Pre-Calculus
→
English II -
12
Statistics
→
AP Calculus AB
→
English III -
→
English IV -
37
World Literature
World Literature
American Literature
British Literature
Senior Thesis &
Composition
AP Literature and Composition
Environmental
Physics: Technology &
Sciencehysics
Engineering
AP Physics
AP Chemistry
AP Biology
US History US Government
1877- present
AP History- US Government & Politics
Science
Biology
Chemistry
History
World History I 500-1800
World History II 1800- present
Latin
Latin I91
Latin II92
Latin III
Latin IV
Composition
Composition I
Composition II
Composition III
Senior Thesis
High School Electives will offer a variety of choices including athletics, yoga, art, music, book club, chess club, etc. and will be
dependent on budget, staff and facility, and will grow in variety based on student interest as well. See Attachment L.
Subject
Libertas Academy
English
Mathematics
Science
Social Studies
Foreign Language
Electives
Senior Thesis or
Service Learning
Project
Community
Service Hours
4
4
4
4
496
2
Required
Average of 15 hours
in grades 9-12
Springfield
College93
4
3
2
2
Not Specified
Not Specified
Not Specified
UMass- Amherst94
Amherst College95
4
4
3
2
2
2
Not Specified
4
4
4
4
4
Not Specified
Not Specified
Not Specified
Not Specified
Not Specified
Our high school curriculum meets or exceeds MassCore97 Recommended Program of Studies which is
closely aligned with the admissions requirements established by the Massachusetts Board of Higher
Education for four-year colleges and universities. Our program uses MassCore as a baseline requirement
for what subjects students must take to graduate.
NON-ACADEMIC GOALS
All students at all grades will be supported with access to a robust wellness and nutrition program, and all
students at all grades will be part of a school community that develops their social skills through advisory,
our focus on the development of the FIRST values (Focus, Integrity, Respect, Selfless Service, and
Tenacity), and our weekly celebrations of their social as well as academic growth.
In our start-up years, programs and enrichment will be offered on a small but relevant scale, and will
expand over time as funding, staff, and facility support the development of such programs. We are
91
Students who enroll at later grades and need additional support, will use this time for remediation and individualized support. All student will
have at least 2 years of foreign language.
92
Ibid.
93
Retrieved from: http://springfieldcollege.edu/admissions/undergraduate-admissions/admissions-requirements.
94
Retrieved from: https://www.umass.edu/admissions/apply/admissions-requirements/freshman-admissions-requirements.
95
Retrieved from: https://www.amherst.edu/admission/apply/firstyear.
96
Ibid
97
Retrieved from: http://www.doe.mass.edu/ccr/masscore/qanda.pdf.
38
currently exploring and have secured letters of support from local organizations such as the New North
Citizens Council, the Puerto Rican Cultural Center, and the Springfield City Library to provide additional
options for social growth.98 Within our school program, we will develop and offer students a variety of
activities to promote wellness and health programs including yoga classes, nutrition classes, health class,
athletic programs, arts, theatre, music, community service, cooking club, etc., during our weekly
enrichment block in the middle school and during our afterschool extracurricular opportunities within the
high school.99 Based upon the work of Boston Collegiate, all students in grades nine through twelve will
complete the College Success Program (ungraded) to prepare for all aspects of college readiness,
application, and acceptance. Students will be assigned to a four-year advisor who will support all
components of academic and cultural success throughout high school, and students will develop their
literacy, research, speaking, and writing skills throughout this four-year sequence. High school students
will mentor middle school students, once per week within their advisories or Focus period. Mentor
partners will be identified by the Middle School and High School Principals based on variables such as
personality, social, and academic needs. We will measure student growth in non-academic areas in
several ways: (1) through our weekly FIRST reports, which reflects students’ behavior according to our
FIRST values; (2) through the completion of annual community service requirements; (3)100 through
visitor surveys, which will ask for feedback on students’ behaviors; and (4) through family surveys,
which will allow families to reflect upon their child’s character growth over time and allow us to see the
application of FIRST values at home and in the larger community.
MEASURING AND REPORTING STUDENT PERFORMANCE
Libertas Academy will measure student progress on a consistent and ongoing basis in a variety of ways.
Teachers will administer daily exit tickets assessing student mastery of the day’s learning objective;
results will guide immediate interventions within the Focus period, and/or additional tutoring, as well as
subsequent instruction and re-teaching as necessary. Student progress towards cumulative mastery of
content standards will be assessed through interim assessments given approximately every six weeks
(ANET), end-of-trimester assessments, and a comprehensive final exam for each course. These internally
developed assessments are further complemented by and calibrated against nationally normed
assessments from Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) and
as well as MCAS/PARCC. Middle school students take NWEA MAP assessments at the beginning,
middle, and end of the year in order to track their progress in English and math over the course of the year
and across years and to provide intervention and enrichment as appropriate. In eighth grade, students
begin participation in the College Board’s PSAT 8/9 program, providing individualized data and support
as they move towards college readiness and success on the PSAT/NMSQT and SAT as aligned with and
in support of our mission. Results of assessments are shared with families throughout the school year.
Cumulatively, we provide: interim assessments every six weeks; shared results with students and families,
analyzed on a classroom and school-wide basis; cumulative trimester and end-of-year exams and the
nationally normed NWEA MAP in September, January, and June; student reflection and goal-setting after
each assessment, and assignment of appropriate intervention or enrichment opportunities to students as
needed; and five (5) annual Data Days to inform instructional improvements.
Student data will be analyzed on an ongoing basis—teachers will grade and analyze daily exit tickets on
the day they are administered. Assessment data will be used during our designated PD Data Days to guide
instructional and intervention planning, led by the Head of School and as hired by the Middle School
(Y3) and High School (Y4) Principals. In addition to the MCAS/PARCC, other assessments are outlined
below. The Head of School, Director of Curriculum and Instruction, and Principal(s) as hired will
oversee the entire assessment system, supported operationally by the Office Manager and Director of
Operations.
98
See Attachment K.
See Attachment L.
100
See Attachment J.
99
39
Assessment
Type
Daily Exit
Ticket
NWEA MAP
PSAT 8/9
PSAT
SAT
Interim
Assessments
End-ofTrimester
and End-ofYear
Assessments
Assessments
of Character
Scholastic
Reading
Inventory
(SRI)
Description
Grades 6-12, a 3- to 5-minute daily quiz assessing mastery of the class learning objective. Exit
tickets determine effectiveness of lesson and whether any students require additional support
towards mastery of lesson’s aim. Results of exit ticket determine whether whole-class reteaching of objective is necessary, or individual students need follow-up during Focus, office
hours, or after school. Target is 80% mastery or above on a daily basis.
In a cohort analysis of longitudinal growth, the average annual increase of percentiles among
students on the Reading section of Northwest Evaluation Association Measure of Academic
Progress (NWEA MAP) will average a minimum of five percentiles of growth per year until
average percentile score reaches the upper quartile of national performance, or 75th percentile.
Grades 8-9, nationally normed exam provides early assessment on students’ college readiness
and predicted success on PSAT/SAT. Results guide instruction in high school College
Readiness course, office hours, and after-school support. Target is 25% of students on track to
be college-ready (score of 11.8) and 1+ points of growth for all students by grade 9.
Grades 10-11, nationally normed exam provides checkpoint on college readiness, practice for
SAT, access to scholarship opportunities and college/career planning tools, and AP Potential
scores. Results guide instruction in college-career readiness course and use of office hours and
after-school support. Target is 50% of students on track to be college-ready (a score of 133 in
10th grade or 142 in 11th grade) and 10+ points of growth for all students by 11 th grade.
Grades 11-12, nationally normed college readiness exam. We will host SAT during school day
to ensure every student has access to frequently used college admission test. Results guide
instruction in college-career readiness course, office hours, and after-school support. Target is
80% of students scoring as college-ready (a score of 1050 out of 1600) and 100+ points of
growth between administrations.
Grades 6-8, ANET. All are standards-aligned assessments used to evaluate whether students
are mastering each grade-level standard and keeping pace for promotion. Used to guide small
group and individual student interventions. Target is 80% mastery or above.
Grades 6-12, cumulative end-of-trimester and end-of-year assessments administered at end of
each trimester in each subject, including comprehensive annual exam given during last week of
school. Assessments internally created based on each subject’s standards and provide
summative assessment of mastery. Target is 100% of students passing exam with grade of 70%
or higher.
We will measure student growth in non-academic areas in several ways: (1) through our weekly
FIRST reports, which reflects students’ behavior according to our FIRST values; (2) through
completion of annual community service requirements; (3) through visitor surveys, which ask
for feedback on students’ behaviors; and (4) through family surveys, which allow families to
reflect upon their child’s character growth over time and allows the school to see the
application of the FIRST values at home and in the larger community.
We will measure students reading growth by administering the SRI three times a year; in
September, January and in June. The SRI Reading Comprehension Assessment includes
passages from authentic informational and literary texts that students encounter both in and out
of school. Vocabulary is tested in context and does not require knowledge of ideas outside the
passage
We recognize that data is irrelevant without analysis. As Paul Bambrick-Santoyo writes in Driven by
Data, “[E]ffective data-driven instruction is almost always premised by…assessment, analysis, action,
and culture.”101 After the assessments detailed above, data will be collected and shared with teachers for
analysis. Diagnostic assessments, including the MAP and a battery of reading comprehension
assessments, will be administered at the start of each school year, as well as during the year as needed for
students entering off the waiting list. Results will determine a baseline for students in English Language
101
Bambrick-Santoyo, Paul. Driven by Data: A Practical Guide to Improve Instruction. San Francisco: Jossey-Bass, 2010.
40
Arts (ELA) and Math. Assessments will be administered by teachers; data will be entered into a schoolwide database by the Office Manager. The Head of School, Principal(s), and Department Chairs as they
are added to the staff over time, will review the data and share it with the teachers. These data points will
then help teachers plan daily, unit, and yearlong plans, and will further inform their differentiation and
small group instruction.
Interim assessments will be administered in the middle of each trimester (ANET) and comprehensive
assessments at the end of each trimester. Five school-wide Data Days will be set aside to allow teachers
and school leaders to meet, analyze, and action plan from interim assessment data. These days, eight (8)
hours each session, will provide 40 annual hours of data analysis training and professional development
and will inform a variety of school-based decisions: instructional decisions (how to teach) – i.e., using
data to determine the efficacy of small group versus whole group instruction, and planning accordingly;
curricular decisions (what to teach) – i.e., re-teaching and reordering objectives in an upcoming unit to
better meet students’ needs based on scores from interim assessments; professional development
decisions (how to support teachers) – i.e., teaching staff how to create homogeneous and heterogeneous
small groups based on assessment scores; differentiation decisions (how to support students) – i.e.,
determining which students are to be assigned to tutoring during Focus for upcoming six-week period
based on interim assessment scores.
A week will be allocated after each interim assessment as a flex week for teachers to adapt lessons and to
immediately integrate the high leverage reteach lessons to get every student to mastery. Data will allow us
to strategically create both class-wide and individual action plans to address areas of strength and
weakness on an ongoing basis. These plans will identify: skills and concepts to be retaught to the class;
skills and concepts to be retaught to small groups during class; skills and concepts to be retaught to
individual students during FOCUS and Office Hours, and PD for teachers to strengthen instructional
techniques.
Teacher-created formative assessments will inform daily and weekly lesson planning. Teachers will meet
in content-area and grade-level teams at least twice weekly to review data generated from daily student
work: Do Nows, Homework, Exit Tickets, and Quizzes. These meetings will take place during the school
day and after school. This data analysis will help to ensure all students are progressing toward mastery,
and will allow teachers to make adjustments to instructional plans and delivery to address students’ needs.
An essential part of data will be communication with parents. All parents and guardians will know their
child’s reading level, academic, and behavioral performance. Following the beginning-of-year
diagnostics, parents will receive phone calls from their child’s advisory teacher explaining the student’s
incoming reading and math levels and what interventions the school will use to work with their child.
Parents will receive information through daily homework trackers and character reflection (informed by
our FIRST values), weekly academic FIRST Reports (biweekly in grades 9 and 10, monthly in grades 11
and 12), Mid-Trimester Progress Reports, and End-of-Trimester Report Cards. Students will be
responsible for completing their provided homework tracker throughout the day; in the middle school,
their Focus teacher will ensure this has been successfully done at the start of the period. Students will also
use the first several minutes of Focus to complete their provided character reflection with teacher
guidance and support. Signed homework trackers and character reflections will be checked during the
next morning’s advisory period. Academic progress reports will be printed weekly and distributed during
Focus each Friday. These structures will remain in place throughout middle and high school, though the
formats will change as students get older to allow for more independence. Reports will highlight
successes, areas of growth, and a clear window into a student’s daily school experience. All grade books
will be linked to a program like PowerSchool, an online grade book, where parents will have login
information to get live updates.
Frequent collection of data will inform school oversight by the Board of Trustees. Academic dashboards
including interim and comprehensive assessment data, disaggregated by subgroup, will be reported to the
41
Academic Achievement Committee and the Board as a whole. This will provide the Board a
comprehensive picture of school performance throughout the year to go along with the summative
performance reports from the MAP assessment and the MCAS/PARCC and will evidence the degree to
which the school is an academic success and the degree to which we are meeting the mandate of our
mission and accountability goals for all students. Data will be used by the school’s leadership and the
Board to oversee and guide curricular and instructional decisions, professional development needs, the
need for additional school resources, and teacher evaluations/growth plans. Teacher will use data to
inform instruction and student supports, and students/families will use data to track the success of their
child and that of the school.
All student achievement data will be reported to the public through our annual report, and will be
available on our website for full public access. Student achievement data will be disaggregated annually
to identify the academic performance of students by numerically significant subgroups, including but not
limited to, ethnicity, gender, ELL, socio-economically disadvantaged students, and students with
disabilities.
Families and community members will be a key lever to fulfilling our mission. Annually. We will
compile and share achievement data with all stakeholders, including families and community supporters,
through our annual report. Semi-annually. Parents will attend trimester-based Parent and Teacher
conferences. We will use this as an opportunity to share progress to goal. Cyclically. Students will
receive a report card home at the end of every trimester that is picked up by a parent or guardian from the
school, and we will work proactively to ensure the engagement of every family within this process. At
the mid-point of every trimester, students will receive a progress report detailing their mid-trimester
achievement. With the support of their advisors, students will reflect and set goals after each interim
assessment. Monthly. Parents will receive a monthly newsletter with key events, dates, and a message
from the Head of School; Libertas Families for Student Success will participate in monthly Cafecitos
(coffee and conversation) with the Head of School. Weekly. Students will receive their academic and
behavioral FIRST Report to be signed by a parent or guardian and includes comments from teachers;
families of students in grades nine through ten receive these reports biweekly; families of students in
grades eleven and twelve receive these reports monthly. Daily. Parents and teachers communicate
through the daily homework log within the middle school, required to be signed by a parent or guardian
each night.
Please see Attachment P for a draft of our accountability plan. In POP and subsequent years, the HOS
will work closely with the Academic Achievement Committee to create an accountability plan, and upon
approval from the Board, submit it to the Department of Elementary and Secondary Education (DESE).
After receiving and implementing feedback from DESE, the Board will approve the final version of the
accountability plan. At the end of each school year, the HOS, with the support of the Academic
Achievement Committee will present the academic data to the Board. Each year, the HOS will compile an
annual report to submit to DESE and share with members of the community.
STUDENT HOMEWORK
We believe that an appropriate amount of homework each night, including weekends, best supports the
development of self-discipline and future-orientation, and provides the opportunity to practice those skills
and concepts learned and practiced in school. We believe that homework length should be appropriate to
the grade level and aligned with our college preparatory mission for all students. Therefore, we anticipate
that students in middle school will have, on average, 1.5 hours of homework per night, students in early
high school (9-10) will have, on average, 2 hours of homework, and in upper high school (11-12) will
have, on average, 2.5 hours of homework per night. Students in the middle school will be required to have
a parent signature on nightly homework; students in the high school who are trending towards full
completion will have no signature requirement; those high school students struggling with this will have a
personal homework plan that may require a caring adult (school-based or non-school-based) signature.
Students will have access to Homework Support at the end of the day, and students who do not complete
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nightly homework successfully will be denied school privileges such as social lunch and will serve a
Friday extension, overseen by the Dean of Students, for two hours, instead of being released at 2:00 pm.
Homework completion will represent a portion of the student’s grade in the middle school; it will
continue to be expected in the high school, but will no longer be a factor within grading.
D. SUPPORTS FOR DIVERSE LEARNERS
We will be an inclusive school that will provide comprehensive supports to all ELLs and students with
disabilities. The term inclusion means that we will provide instruction for students with special needs in
the general education class whenever possible, supported by in-class special education (SPED) teachers
and accommodations to class work, delivery of instruction, and/or the classroom environment. We will
do this in accordance with the Least Restrictive Environment requirements of the IDEA and because we
believe that students receiving necessary supports will learn best alongside their peers in our general
education classes. When appropriate, and when an IEP calls for out-of-class services, students will
receive instruction one-on-one or in small groups as required by their IEPs from special education
teachers.
Our Student Supports Program will have three parts: (1) a special education (SPED) program which will
serve students with IEPs, (2) an academic supports program which will provide accommodations and
supports to students with diverse learning needs (i.e. 504 plans), and (3) an English language education
(ELE) program, which will provide sheltered English immersion and English as a second language
instruction by a certified ESL teacher. The Student Supports Coordinator (SSC) will oversee the special
education and academic supports programs. The SSC will be supervised by the Head of School and,
starting in Y3, by the Principal. We will hire and grow our special education team to meet all students’
needs. We will contract with providers of speech and language (S&L), occupational and physical therapy
(OT/PT), and counselors and psychologists as needed until we are large enough to support these as full
time positions.
IDENTIFYING, SERVING, AND ASSESSING STUDENTS IN NEED OF SPECIAL
EDUCATION SERVICES
Our Student Supports program will offer students a full range of services to ensure their success. In
accordance with our mission and the law, we will be an inclusive school that does not discriminate, in any
way, including against students with disabilities (Section 504, Rehabilitation Act of 1973; Title II, ADA;
M.G.L. c. 71, §89(m); 603 CMR 1.06(1)). As a local education agency (LEA), we will provide all
required services to a student with a disability who is eligible for enrollment. Consistent with the
assurances we will make in our Special Education Program Plan Statement, we will ensure that our
special education policies and procedures are in compliance with all federal and state special education
laws.
Identifying. The process we will use to identify entering, and existing students with special education
needs will be systematic and responsive, and is based on all applicable laws, regulations, and guidance
pertaining to students with special needs (IDEA; M.G.L. c. 71 §38Q1/2; M.G.L. c. 71B; 603 CMR
28.00).
Step 1: Beginning the Process. The SSC will use formal school records and communication with parents
to determine whether a student already has an IEP; if s/he does, the SSC will obtain the IEP from either
the past school or the family. Within two weeks of receiving the IEP, the SSC will arrange a parent
conference or transfer IEP meeting to discuss the IEP. We will provide the services mandated by the
existing IEP until the SPED Team is able to meet. For students who do not already have an IEP but who
demonstrate potential support needs, we will implement our RTI/CST protocol (see above for detail). For
each student tier two supports in the RTI process, the CST will create an action plan that will identify (1)
specific areas of concern, (2) intervention to be used, (3) staff member responsible for providing the
intervention and how frequently intervention will be used, and (4) date of next follow-up meeting
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(typically six weeks). We will then evaluate student performance against action plan goals to determine if
there has been a positive response to intervention. If there has not been adequate progress, the student
will receive more intensive (tier three) supports. If the CST determines that the intervention is not
allowing the student to make adequate progress, the student will be referred for special education testing.
Alternatively, we will begin a formal evaluation immediately if parents request testing.
Step 2: Consent for evaluation from Parent/Guardian.
regarding consent to evaluate.
The SSC will follow 603 CMR 28.07
Step 3: Conducting an Evaluation. The SSC will ensure students are evaluated in all areas of the
suspected disability. The SSC and each student’s teacher will complete an Educational Assessment for all
initial and re-evaluations. The SSC will conduct academic evaluations (i.e., Woodcock Johnson Battery,
WIAT). Outside providers will conduct other evaluations, including but not limited to, cognitive,
psychological, memory, executive functioning, S&L, OT/PT, and Functional Behavioral Assessment.
Step 4: Special Education Team Meeting. The Special Education Team (the “SPED Team”)102 will
meet to review RTI documentation (if applicable) and evaluation reports. At this meeting, the SPED
Team will determine eligibility and the disability. If eligible, the SPED Team will develop an IEP or 504
Plan (a 504 plan would be used if the student does not need specifically designed instruction but may
need accommodations to ensure equal access to the curriculum, such as extra reminders to stay on task or
movement breaks). Depending on results, the Team may develop a Behavior Intervention Plan. Serving.
We will provide SPED services primarily using the inclusion model and will provide these services to all
students in the general education classes to the greatest extent possible. For example, if a student requires
a modified pace and lower student-teacher ratio to access content, we will provide this service in the
general education class with in-class support. We will provide out-of-class services when the SPED
Team believes this will help the student make more progress towards meeting his/her IEP goals or that a
separate setting is more appropriate (i.e., individual counseling). For example, the out-of-class instruction
may occur because a student requires a less distracting environment with fewer people. We will make
every effort to ensure that out-of-class services are delivered during appropriate, non-disruptive times
such as Morning Advisory or FOCUS. For instance, a student whose disability has made it difficult to
learn key math skills may work with a special education teacher for 15 minutes during Morning Advisory
to get repetition and practice to reinforce those skills. Assessing and Monitoring Progress. General and
special educators will work collaboratively to monitor the progress of students with IEPs. The SPED
Team will meet annually to review each student’s IEP goals and progress. CST meetings will serve as a
platform for staff to discuss the progress of students on IEPs. If, for example, a student will likely meet
his/her IEP goal well before the annual IEP meeting and a revised goal is needed or a student appears to
need more intensive or frequent counseling support, the CST will discuss these adjustments and initiate
an IEP amendment meeting. In monitoring students with IEPs, the CST will use all sources of available
data (i.e. interim assessments like ANET, NWEA MAP, MCAS/PARCC results, student growth
percentiles, behavior records, social skills behavior rating scales, and classroom observations) to
determine whether the student is progressing according to his/her IEP goals. Classroom teachers, SPED
teachers, and outside providers will be involved in tracking the progress of students with IEPs and will
regularly participate in these meetings. The SPED Team will meet at least annually, and a student will be
re-evaluated at least every three years to determine eligibility. At any time, parents may request an IEP
meeting, and the SPED Team may reconvene before the annual meeting if the IEP needs to be amended.
When we suspect a student no longer requires SPED services, we will initiate an evaluation and hold a
SPED Team meeting to determine if the student continues to be eligible for special education. Students
on IEPs are provided with an IEP progress report on the same schedule that the school gives all students
progress reports and report cards. During its annual meeting, the Team will determine how each student
with an IEP or 504 Plan will participate in MCAS/PARCC and other school-based assessments for each
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The Special Education Team will consist of the SSC, parent(s)/guardian(s), a special education teacher, a general education teacher, service
provider(s), the student, if he or she is above the age of 14, and others (if appropriate).
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subject as scheduled. The SPED Team will assign the student either the Standard MCAS test, with or
without accommodations, or the MCAS-Alternate Assessment (MCAS-Alt). If an accommodation is
deemed necessary, the team will choose appropriate accommodations by referring to DESE guidance
listing standard accommodations (i.e., small group setting) and nonstandard accommodations (i.e., use of
a speech-to-text conversion device).
IDENTIFYING, SERVING, AND ASSESSING ENGLISH LANGUAGE LEARNERS (ELLS)
Identifying, Serving, and Assessing English Language Learners (ELL). We will implement an ELL
program that fully complies with the RETELL initiative and provides ELLs with the instruction that will
help them to acquire English academic language skills. We anticipate serving a large population of ELLs
because the North End of Springfield, our target neighborhood, is 75% Latino, and Chestnut Middle
School has ELL population of 28%. ELLs will be held to the same high expectations and will have access
to all academic programs, opportunities and services (Title I, special education, enrichment, extracurricular activities, etc.) as their peers. ELLs will have equal access to all non-academic courses and, if
necessary, students will be provided with a translator to receive guidance and counseling in their native
language.
Identifying. To identify all ELLs that need English language instruction, and to comply with all relevant
laws, regulations, and guidance (Title III; M.G.L. c. 69, § 1B; M.G.L. c. 71A; and 603 CMR 14.00), we
will follow these steps. Step 1: Identification of Potential ELL Students. A student will be tested for
ELL status when the Home Language Survey indicates that there is a language other than English spoken
by the child or at home. Step 2: Evaluating Potential ELL students. The ELLC or an ESL teacher will
administer the WIDA-ACCESS Placement Test (W-APT), which assesses the four language domains of
Listening, Speaking, Reading, and Writing. Based on the results of the W-APT and observation using the
WIDA Can Do Descriptors, the ELLC will determine the ELL status of the student. Step 3: Student is
Identified as ELL. The ELL student will be provided Sheltered English Immersion (SEI) instruction,
including Sheltered Content Instruction (SCI) and Direct ESL instruction depending on W-APT scores
(see “Serving” below). Step 4: Communicating with Parents. The ELLC will notify parents in writing
in the parents’ preferred language of the reason the student was identified as ELL, a description of the
student’s current level of English proficiency, a description of the program placement and method of
instruction, the manner in which the program will meet the student’s educational needs, a description of
how the program will help the student to learn English, the requirements for exiting the program, and the
parent’s right to waive ELL services. If requested, a follow-up meeting will be set up between parents
and the Head of School and Student Supports Coordinator to discuss the placement.
Serving. Our Sheltered English Immersion (SEI) program provides two types of ELE support to all of
our ELLs: (1) Direct ESL Instruction and (2) Sheltered Content Instruction. Direct ESL Instruction
will be provided by a licensed ESL teacher for the mandated number of hours per day, based upon the
students’ level of English proficiency and grade level.103 The HOS, Principal(s) as hired, DCI, and gradelevel teachers will create individualized schedules for each ELL to ensure that direct ESL instruction is
delivered during the most appropriate time and setting. Direct ESL instruction will be provided
individually or in small groups during FOCUS by licensed ESL teachers and may take place inside or
outside of the general education classroom. For our ESL classes, we anticipate using a curriculum such
as National Geographic Reach, which aligns with the WIDA standards and focuses on building academic
and content-area language and vocabulary. Sheltered Content Instruction will be delivered primarily by
general education teachers, who will adapt grade level content lessons to the students’ levels of English
proficiency, while simultaneously focusing on English language development. SCI instruction will take
place in the general education classroom and ESL teachers may push in to provide additional language
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Level 1-2 students will receive at least 2.5 hours of direct ESL instruction per day. Level 3 students will receive at least 1-2 hours per day.
Level 4-5 students will receive at least 2.5 hour per week (DESE, Transitional Guidance on Identification, Assessment, Placement, and
Reclassification of English Language Learners, 2013).
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support. General education teachers providing SCI instruction will have the SEI Endorsement or ESL
License. ESL teachers will assist classroom teachers in integrating the WIDA English Language
Proficiency Standards into the content area instruction and to identify ways in which students at all levels
of English development can be supported in the content areas. ESL teachers will also help to track the
growth of students’ English language development using the WIDA Model Performance Indicators, and
Can Do Descriptors. Students will receive additional support from ESL teachers during our FOCUS
period as needed.
Assessing and Monitoring Progress. All ELLs will take the ACCESS assessment to measure English
language development, as well as the MCAS exams, as mandated by the Requirements for the
Participation of English Language Learners in ACCESS for ELLs and MCAS, 2012-13. All ELLs will
take the MCAS/PARCC exam for his/her grade. The ELLC will consult with the SSC to determine how
an ELL on an IEP will participate in the MCAS exams (MCAS test with or without accommodations or
the MCAS Alternate exam). We will strive to have all ELL students reclassified as quickly as possible
and make this determination using ACCESS exam scores, input from classroom teachers, and evidence of
general education progress (DESE, ACCESS for ELLs, Reporting Webinar, May 2013).
STAFFING AND PROFESSIONAL DEVELOPMENT FOR STUDENT SUPPORTS PROGRAM
Staffing. Staffing levels for our Student Supports program are indicated in the chart below. We have
accounted for all staff listed below in our attached budget.
All special education teachers will be fully licensed special educators in Massachusetts, and all ELL
support teachers will be ESL certified. We will support SEI endorsement for all teachers through our
internal professional development program, as well as through DESE trainings and guidance. We will
hire 1 FTE Students Supports Coordinator @55K in Y1 (special educator) with 75% of time devoted to
SPED. In Y2, we will hire two additional special educators @53K for 3 FTE special education positions,
and in Y3 another special educator for a total of 4 FTEs, and an additional FTE each in Y4 and Y5 for a
total of 5 and 6 FTEs, respectively with 75% of time devoted to SPED. We will hire .5 FTE ESL@48K in
Y1, an additional FTE every year after that as needed with 75% of time devoted to ESL.104 It also
includes teachers who are licensed in the subject matter in which they teach and have completed DESEapproved trainings (i.e., RETELL SEI Course) that have allowed them to receive an SEI-endorsement.
To oversee our Student Supports program, we will hire an SSC who is certified in special education, has
strong working knowledge of special education law and of creating specially designed instruction, and
has led SPED Team meetings (including initial, re-evaluation, and annual meetings). The SSC will
oversee the development of systems for providing services to our students (i.e., hiring external providers,
further developing special education policies and procedures, and planning curriculum). In Y1 and Y2,
the SSC will oversee the SPED and academic support program part-time and teach part-time. Each year,
we will hire additional SPED teachers. In Y1, we anticipate hiring one teacher to provide academic
support – ideally someone licensed as a reading specialist – and will increase staffing to provide academic
support staff as we grow. IEP academic services will be provided by highly qualified SPED teachers, per
the Commonwealth Charter School Staff Qualification Requirements for IEP Services Delivery, 2012. In
instances where the SPED Team determines a general education teacher is the most appropriate person to
deliver IEP academic services, s/he will consult with a qualified SPED teacher to help design instruction.
We will contract with local providers for S&L and OT/PT services and for psychological assessments,
Autism Spectrum Disorder consultation and support, and behavioral support (i.e.., Futures Education105
104
We have provided a wide ability within the budget to adapt our staffing model based upon the actual needs of students once they enroll. With
a teaching Fellows program that grows each year, we can make the best decisions for our students, and ensure that they have the small settings
and individualized supports they may need at the same time that we will have an in-house teacher pipeline for our growth needs.
46
and James Levine & Associates) who will work with our staff to build our internal capacity to service our
students. In Y1, we will hire a nurse (0.5 FTE) and we will increase this position to a 1 FTE in Y2. We
will hire a Dean of Students in Y2 who will provide additional emotional and social supports, and we will
contract counselors as needed.
Professional Development. During summer training and ongoing PD, all staff will be trained in: (1)
state and federal special education requirements and related local special education policies and
procedures, (2) analysis and accommodation of diverse learning styles, and (3) methods of collaboration
among teachers to accommodate these learning styles in the general education classroom (M.G.L. c. 71 §
38(q). We will adopt and implement a Professional Development Plan (PDP) for all Student Supports
teachers pursuant to M.G.L. c. 71 § 38(q). As part of their PDPs, all teachers – general education and
Student Supports – will receive ongoing training to assist students with disabilities to make progress in
the general curriculum. For ELL teachers, we will work with DESE to ensure teachers have the SEI
Endorsement, either through cohort trainings, educator preparation programs, or the newly created MTEL
exam, and we will look to leading national providers of ESL professional development, such as WIDA
and the Center for Applied Linguistics.
Collaborating with Parents and Guardians to Make Our Special Education and ELL Programs
Successful. We will develop systems to ensure parents are partners in our work of providing services to
students. For ELL students, we will notify parents in writing in the parents’ native language every
August if their child has been identified as requiring ESL support. The ELL teacher will be available
during parent-teacher conferences to meet with ELL families, answering questions, and we will provide
interpreter services, so parents of ELLs feel welcome at school and parent events. In accordance with
Massachusetts law, Libertas Academy will establish an ELL Parent Advisory Council (ELL-PAC) for
parents of students with limited English proficiency (Section 18 of Chapter 218 of the Acts of 2002). For
students with disabilities, we will develop a Special Education Parent Advisory Council (SPED-PAC) per
603 CMR 28.07(4). We will work with the SPED-PAC to offer at least one workshop annually on the
rights of students and their parents and guardians under state and federal special education laws (603
CMR 28.03(1)(a)(4)). At the start of every year, we will inform families in writing of their right to refer
their own children for an evaluation.
MONITORING OUR SPECIAL EDUCATION AND ELL PROGRAMS
We will conduct annual evaluations of the effectiveness of our special education and ELE programs,
pursuant to Title VI; EEOA; M.G.L. c. 76 and 603 CMR 26.07. We will evaluate these programs using
data gathered from a variety of sources. For our ELL program, we will use: (1) assessment data
(ACCESS, WIDA MODEL, MCAS, and STEP), (2) classroom observations, (3) feedback garnered from
our ELL-PAC, and (4) parent and teacher surveys. For our Student Supports program, we will use: (1)
assessment data (ANET, NWEA MAP, MCAS/PARCC proficiency levels and student growth
percentiles, writing samples), (2) feedback garnered from our SPED-PAC, and (3) family and teacher
surveys. In addition to ensuring our programs are allowing students to make progress towards language
proficiency and/or IEP goals, we will use our evaluation process to ensure students with disabilities and
language barriers are receiving equal access to academic programs and non-academic and extracurricular
activities, and are being provided with facilities, materials, and services comparable to those provided to
the overall student population. In the case that the evaluation indicates the program is not effective or is
not in compliance with the law, the Head of School will lead efforts to quickly respond with appropriate
adjustments and/or modifications.
E. CULTURE AND FAMILY ENGAGEMENT
APPROACH TO SCHOOL CULTURE
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We believe that culture must be intentionally planned. When given the opportunity, culture will grow
organically and may not always represent the values of the school community or serve the ambitious
goals we have for our students. The foundation of culture comes first during the hiring process, as the
Head of School recruits talented individuals that fit Libertas Academy’s key characteristics.
We will build student and adult culture through four components: (1) maintaining high expectations, (2)
holding all members of the school community accountable to those expectations, (3) providing support
through the process, and (4) creating a sense of joy while engaging in the work. These four components
will be used to build an achievement-oriented, values-based community. The systems, structures, and
routines (Community Meeting, advisory, classroom routines, communications with families, weekly
values-based academic and behavioral reports, and meaningful celebrations) create and support this
culture.
Establishing our desired school culture will begin before students arrive on the first day of school. It will
start at its earliest levels in the creation and development of the Board of Trustees, who are the initial
holders of what it means to be a part of the Libertas Academy community; Board members will work
together, maintaining high expectations, accountability to those expectations, support for each other, and
joy in the work. They will embody the school’s mission and core values through every decision and
interaction.
The holders of Libertas Academy’s culture will be expanded as we recruit teachers. As teachers are
ultimately the holders of both staff and student culture, we will invest significant professional
development time into creating a common vision for culture through four weeks of summer training and
weekly PD.
With strong, mission-aligned teachers, our culture will finally extend to students and their families.
Families will be brought into the Libertas Academy culture through Home Visits, Information Sessions,
and invitations into the school during weekly Community Meetings, monthly Cafecitos with the Head of
School, as well as through report card conferences, and weekly progress reports (biweekly in grades 9-10
and monthly in grades 11-12).
Starting with the first day of school, students will receive explicit instruction on our FIRST values of
Focus, Integrity, Respect, Selfless Service, and Tenacity, along with our common school routines and
procedures. We will put an emphasis on teaching these systems during the first official week of school student orientation - during which students will either initially learn or, for returning students, become reoriented to our core values, routines, systems, and expectations, and which will provide an opportunity for
the gradual release of responsibly back onto students. After the first week, systems will be continuously
reinforced, monitored by staff, and stressed throughout the year in classes, advisory, and Community
Meetings. Through this emphasis, we will instill good habits of learning in our students and help them to
internalize our FIRST values, which will best support them in a life bright with opportunity and one of
positive community engagement.
MEETING STUDENTS’ PHYSICAL, SOCIAL, EMOTIONAL, AND HEALTH NEEDS
Nutrition Program. We will provide breakfast, lunch, and a snack for all students and will follow all
federal nutrition regulations. During Home visits and Family Orientations, we will support families in the
completion of paperwork required to access free and reduced lunch, including having bilingual supports
in place as needed. We will provide a self-serve breakfast each morning, consisting of milk, juice,
healthy cold cereal or hot oatmeal, with options for added dried and fresh fruit. At mid-morning, all
students will be provided with a healthy snack such as fruit, vegetables, granola bar, etc. A food service
company will deliver lunches daily. We will periodically provide a focus on wellness within our weekly
Community Meetings, including sessions on substance use/abuse, internet/text safety, health education
(nutrition, eating disorders, exercise, sexual development), social tolerance, bully prevention, manners
and social etiquette, anger management, non-violent strategies for conflict resolution, etc.
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Physical Education. All students will take physical education annually, and all students will have access
to weekly enrichment that engages them in physical activity, i.e. yoga. We look forward to partnering
with such local organizations as the New North Citizens Council, Puerto Rican Cultural Center, and
Springfield Library to provide access to additional opportunities for athletics, and over time, we look
forward to developing increasing opportunities within our enrichment and extra-curricular programs.
Nurse and Other Supports. We will hire a .5FTE school nurse in Y1 that will go to 1FTE in Y2 and
who will coordinate our school nursing program and ensure that we are effectively and safely
administering medication in accordance with all regulations. The nurse will communicate with parents
regarding injuries, illness, and chronic condition management, and will assess body mass index
evaluations for all students. While we will not offer in-house services, we will develop relationships with
Caring Health Center, the Greater Springfield YMCA, Square One, HCS Head Start, and the Springfield
Parent Academy, among others, and intend to use these partners to aid our outreach efforts and provide
support services to families.
Mental Health/Behavior Counseling. Individual or small group mental/behavioral health counseling
will be provided by the Dean of Students and when needed with a counselor on contracted basis. Each
scholar will be assigned a staff advisor/mentor who will connect with the student and family on a
biweekly basis. We look forward to working with the New North Citizens Council to identify and partner
with wraparound services available to the community.
Providing a Responsive General Education Classroom. There are three aspects of our instructional
design that will ensure that our general education classrooms are responsive to students’ diverse needs.
(1) School structure and model. In middle school, we will provide double periods of literacy and math,
allowing for sufficient time to individualize and differentiate instruction for students. In grades 5-8, daily
Focus blocks and, in grades 9-12, daily Office Hours will allow for individual and small group tutoring so
that we can effectively remediate students entering in the later grades or who may be experiencing
academic struggles. In all grades, classroom teachers will be supported by Student Supports teachers,
licensed in Special Education, who can push in to classes or provide individualized, out-of-class academic
supports. (2) Response to Intervention and Child Study Teams. We will have a comprehensive
Student Supports program driven by a Response to Intervention (RTI) process and overseen by a Child
Study Team (CST). Our RTI/CST system will allow us to systematically monitor and assist struggling
students and/or those with IEPs who may need support in other areas of development (i.e..,
social/emotional, language, fine/gross motor) (see below for a full description of our RTI/CST model).
(3) Universal Design for Learning. We will train all teachers to use instructional strategies that
incorporate multiple means of representation, action and expression, and engagement so lessons are
accessible to the full range of learners.
Our RTI/CST process will be a three-leveled, prevention-oriented system that allows us to identify
students who may be eligible for special education services and provide support to students who may
need individualized academic and other related supports. The CST, overseen by the SSC, will be made up
of the Head of School (Principal(s) as hired), DCI, and student’s teacher(s). The CST will meet at least
weekly to review assessment and observation data and determine which students would benefit from
interventions. Classroom teachers will join these meetings to provide insight to the CST when it is
discussing one of their students. Every other week, teachers will meet in grade teams to action plan
around students who are struggling, academically and/or behaviorally. If classroom interventions are not
successful, teachers can refer a child for discussion at the next CST meeting. The CST will work with
classroom teachers to develop an intervention plan and assist in the monitoring process. No more than six
weeks will pass before the CST will meet to assess whether interventions were successful; the CST can
check in earlier if the intervention does not require long-term data analysis (i.e., when a student simply
needs to be given a hearing screen).
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50
PHILOSOPHY AND PLANS REGARDING STUDENT BEHAVIOR AND DISCIPLINE
We believe that students thrive within structure, and that a values-based school community allows
students to do well in their classwork and act as positive, engaged members of their community. We will
build a school culture based upon our FIRST values – Focus, Integrity, Respect, Selfless Service, and
Tenacity, and we will use school-wide language to develop and celebrate those values. We will establish
a clear and consistent Code of Conduct, and we will celebrate student character in our weekly Community
Meetings. We will be clear about expectations for student behavior, ritualistically reward positive
behavior, and consistently consequence negative behaviors.
We define a disciplinary offense as a violation of our Code of Conduct that occurs while the student is: at
school and/or on school grounds; participating in a school-sponsored activity; walking to or from school
or a school-sponsored event; walking to or from, waiting for, or riding on school-provided transportation;
or walking to or from, waiting for, or riding on public transportation to and from school or a schoolsponsored activity. Consequences for disciplinary offenses are subject to the discretion of the Head of
School and the Dean of Students and may include school service, loss of school privileges, detention, inschool suspension, out-of-school suspension, and/or expulsion. The list of behavioral offenses and
consequences will be outlined in the Student and Family Handbook.
Consequences will be administered for infractions against our Code of Conduct, such as unpreparedness
for class, minor disruptions of class learning, uniform violations, and chewing gum. More serious
consequences will be administered for behaviors including, but not limited to: Disrespect and/or
Disruptions of Learning. We will not allow disrespectful behavior towards staff, guests, or other
students. Behaviors which prevent members of the community from pursuing their education (i.e., failing
to follow a teacher’s directions, repeated talking or deliberately distracting other students during class)
will be considered disruptions of learning, and are a breach of our core values of Respect and Focus.
Cheating and/or Plagiarism. These represent breaches of Integrity, one of our core values. We define
cheating as conversing with another student during a graded assessment, copying or attempting to copy
another student’s work, or using/attempting to use materials other than those allowed during an
assessment. Plagiarism is defined as representing another’s work as one’s own. Safety Violation. This
includes pushing, fighting, threatening or other violent behavior. Being in an unsupervised location is
also a safety violation. Unprofessional Contact. This will include any forms of touching, groping, or
other displays of affection. Attendance Violations. Students will be required to attend all scheduled
classes and events, on time. Students who are not present in school may not attend school-sponsored
activities after school on that day. Property Violations. The theft, destruction, or defacement of school
or private property constitute violations of state law and jeopardizes the integrity of the school
community. Harassment. We will maintain a school environment free of harassment based on race,
color, religion, national origin, age, gender, sexual orientation, or disability. Alcohol, Controlled
Substances, and Tobacco. The sale, transfer, use, or possession of alcohol and controlled substances at
school or school related functions constitute a violation of Massachusetts State Law. Smoking on school
grounds will be strictly prohibited. Weapons. Massachusetts State Law dictates that “any student who is
found on the school premises or at school-sponsored or school-related events, including athletic games, in
possession of a dangerous weapon, including but not limited to a gun or knife…may be subject to
expulsion from the school.”106
Progression of Consequences. FIRST Deductions. Teachers will give students visual reminders and
verbal clarifications to help them develop self-discipline and correct behaviors. Students whose behavior
in class is unproductive or counter-productive earns deductions and, as needed, will serve a detention
during Friday extension, which is an extended detention during our early release Friday. Suspension
from Class. Any student whose behavior disrupts the learning environment and jeopardizes another
student’s education will be suspended from class at the discretion of the teacher. This means that the
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M.G.L. c. 71, § 37H
51
student must report immediately to the Dean of Students, and remain in the office until it is clear that the
disruptions will cease. Suspension from class will require a student to reflect upon and learn from his or
her behavior as demonstrated through writing and perhaps through service towards the school community.
In-School Suspension. An in-school suspension will result in the loss of all social privileges. A student
who receives an in-school suspension will remain in the building as well as in their classes, and will
continue to have access to the curriculum but will not have social access to classmates and peers. A
parent or guardian will be required to meet with an administrator before the student’s re-admittance to
class. A student on in-school suspension who continues not to follow school rules and expectations may
be subject to out-of-school suspension. Out-of-School Suspension. An out-of-school suspension will
result in immediate removal from school. Unless otherwise stated, the final determination of the length of
any out-of-school suspension will rest with the Head of School. The suspension will continue until the
administration, student, and his/her parent(s) meet to agree upon appropriate behavioral conditions for the
student’s re-admission into the school community. This meeting will take place as quickly as possible
after the student’s removal. In the case of more serious or repeated infractions, suspensions may last for a
longer duration and may be accompanied by other sanctions. A student suspended from school will not be
allowed on school grounds or at school-related functions. As amended in G.L. c. 71, for all suspensions
and expulsions for reasons other than those covered in section 37H (dangerous weapons, controlled
substances, and assaults on education staff) and section 37H ½ (felony complaint), the Head of School
will: (1) exercise discretion in deciding consequences for the student; (2) consider ways to re-engage the
student in the learning process; and (3) avoid using expulsion as a consequence until other remedies and
consequences have been tried. The Head of school will provide: (1) written notice to the student and
parent or guardian of the reasons for suspension or expulsion in English and the primary language spoken
in the home of the student; and (2) the opportunity for the student to meet with the school leader to
discuss the reasons for suspension or expulsion, before the suspension or expulsion takes effect. The Head
of School will make reasonable efforts to include the parent or guardian in the meeting with the student,
and if the decision is made after the meeting to suspend or expel the student, including notice of the
student's appeal rights, if applicable, and the appeal process. The Head of School will limit the length of
suspensions or expulsions under section 37H¾ to 90 school days.
Expulsion. An expulsion will result in the immediate and permanent removal from the school.
Suspension and Expulsion Procedures. Short Term Suspensions. Unless a student presents danger or
risk of substantial disruption to the educational process, the student will receive the following prior to
suspension of 1-10 days: oral or written notice of charges; if the student denies the charges, an oral or
written explanation of the evidence against him/her; and an opportunity to present his/her version of the
relevant facts. In the case of danger or a risk of substantial disruption, this process will occur
immediately after rather than before the suspension.
Long Term Suspensions or Expulsion. For expulsion or suspension longer than ten days, the student
will receive: written notice of the charges; the right to be represented by a lawyer (at the family’s
expense); adequate time to prepare for the hearing; the right to present witnesses and to cross-examine
witnesses presented by the school and a reasonably prompt, written decision including specific grounds
for the decision. We will record the hearing, and a copy of such will be made available to the student
upon request. Notices and proceedings will be translated into the student’s/parent’s primary language if
necessary for their understanding of the proceedings.
Role of the Head of School and Board of Trustees in Long Term Suspension and/or Expulsion. The
Head of School (HOS) is vested with the authority to expel students in the following four circumstances:
(1) student possession of a dangerous weapon; (2) student possession of controlled substance; (3) student
assault of educational personnel; or (4) student charged with or convicted of a felony. All decisions by
the HOS regarding long-term suspension or expulsion of a student for any of the above-cited reasons or
any other reason will be subject to review by the Board. Expulsion for all offenses except for the four
listed above must involve the Board. Expulsion shall be defined as permanent expulsion. Upon receipt of
52
the recommendation for expulsion, the Board will consider the expulsion of a student (as provided for in
M.G.L. c. 76). The following procedures will apply: The HOS may commence an expulsion proceeding
before the Trustees by providing them with notice of the reasons for the proposed expulsion; prior to any
decision by the Trustees to expel a student, the student will be provided with written notice of the
following: charges and a statement of the evidence; date, time and place of a hearing; notice of the right at
the hearing to be represented by legal counsel, present evidence, confront and cross-examine witnesses.
Hearings to consider the expulsion of a student will be held in executive session unless the student or
parent requests an open hearing. A student and/or parent will have the right to review the student’s
records; the decision by the Trustees will be in writing and the controlling facts upon which the decision
is made will be stated in sufficient detail to inform the parties of the reasons for the decision. All policies
relative to conduct of students that can result in a suspension or expulsion from school will be published
in our Student Handbook in accordance with M.G.L. c 71 section 37H. Specifically, and as now amended,
the Head of School will create a "school-wide education service plan" for all students who are suspended
or expelled for more than 10 consecutive school days, whether in or out of school, so that students have
an opportunity to make academic progress. The education service plans may include, but will not be
limited to, tutoring, alternative placement, Saturday school, and online or distance learning. Students who
are suspended from school for 10 or fewer consecutive school days, whether in or out of school, will be
provided an opportunity to make academic progress during the period of suspension, to make up
assignments, and earn credits missed.
Discipline Procedures Applicable to Students with Disabilities. In addition to discipline procedures
applicable to all students, the following are applicable to students with disabilities. A student not
specifically identified as having a disability but whose previous school(s) or Libertas Academy, prior to
the behavior which is the subject of disciplinary action, has a basis of knowledge – in accordance with 34
CFR 300.527(b) – that a disability exists may request to be disciplined in accordance with these
provisions. We will comply with sections 300.519-300.529 of the Code of Federal Regulations (CFR)
and the following procedures, except that in the event that the following procedures are inconsistent with
federal law and regulations, such federal law and regulations shall govern. We will maintain written
records of all suspensions and expulsions of students with a disability including the name of the student, a
description of the behavior, disciplinary action taken, and a record of the number of days a student has
been suspended or removed for disciplinary reasons. Students for whom an IEP includes a Behavior
Intervention Plan (BIP) will be disciplined in accordance with the BIP. If it is determined that the BIP is
ineffective or if there is a concern for the health and safety of the student or others if the BIP is followed
with respect to the infraction, the matter will be immediately referred to the Student Supports
Coordinator, or a like position or team of individuals, for consideration of a modification to the BIP. If a
student identified as having a disability is suspended during the course of the school year for a total of
eight days, the student will be immediately referred to the Student Supports Coordinator, or a like
position or team of individuals, for reconsideration of the student’s BIP and/or educational placement. If
such student does not have a BIP in place, a functional behavior assessment is conducted and a BIP is
developed. Such a student shall not be suspended for a total of more than 10 days during the school year
without the convening of a Multi-Disciplinary Team (MDT) meeting prior to the eleventh day of
suspension, because such suspensions may be considered to be a manifestation of the student’s disability
and/or a change in placement.
Provisions of Services During Removal. Students removed for a period fewer than 10 days will receive
all classroom assignments and a schedule to complete such assignments during the time of his or her
suspension. Provisions will be made to permit a suspended student to make up assignments or tests
missed as a result of such suspension. The school will provide alternative instruction for the first 10 days
of suspension so that the student is given full opportunity to complete assignments and master curriculum,
including additional instructions, phone assistance, computer instruction, and/or home visits and one-onone tutoring. During any subsequent removal that, combined with previous removals equals 10 or more
school days during the year, but does not constitute a change in placement, services will be provided to
53
the extent determined necessary to allow the child to appropriately progress in the general curriculum and
in achieving the goals of his or her IEP. In these cases, school personnel, in consultation with the child’s
special education teacher, will make the service determination. During any removal for drug or weapon
offenses pursuant to 34 CFR § 300.520(a)(2), services will be provided to the extent necessary to enable
the child to appropriately progress in the general curriculum and in achieving the goals of his or her IEP.
The school will place students in interim alternative educational settings for up to 45 days as appropriate
and mandated by 34 CFR § 300.520(a)(2). During any subsequent removal that does constitute a change
in placement, but where the behavior is not a manifestation of the disability, the services will be provided
to the extent necessary to enable the child to appropriately progress in the general curriculum and in
achieving the goals of his or her IEP.
INVOLVEMENT OF PARENTS/GUARDIANS
To build strong home-school partnerships with our families, Libertas Academy will communicate with
families frequently and through several different avenues. We will ensure that all families have the
information they need to make the best, most informed decisions for their children’s education. For this
reason, we will utilize several different venues to communicate with families. These will include:
Annual Home Visits. Before student’s first day at Libertas Academy, the Head of School (and other staff
as trained in later years) will travel to students’ homes to meet with them and their families. This will
provide an opportunity for families to begin to understand our FIRST values, systems, and policies; it will
provide opportunities for families to ask questions about the school in a small setting and will provide an
opportunity for building this critical relationship, inviting parent communication with and participation in
the school community. We will invite families to sign the school commitment which lays out the
expectations and goals of the family and the school.
Annual Calendar. This will lay out the school year for parents, with important dates scheduled before
the start of the school year to give parents ample time to make arrangements to actively participate in the
school community, including participating in college visits (to which families are invited), monthly
Cafecitos with the Head of School, Orientations, Parent Teacher Conferences, and weekly Community
Meetings.
Annual Family Orientation. Parents and guardians will attend a Family Orientation before the start of
each school year. This will be held annually, and each grade will have its own parent orientation to inform
parents about the systems, structures, and policies related to their students grade span (middle school or
high school). Orientation will give parents the opportunity to experience Libertas Academy through their
students’ eyes, and will provide opportunities for communication with teachers and school leaders.
Families for Student Success. Through the Families for Student Success, interested parents will work
together with school leadership to encourage all families to support their children towards high academic
expectations. The Families for Student Success may meet with a new family to understand our FIRST
Reports, or help to host Family Nights during which we teach parents strategies for helping their children
and provide families with school-wide updates. Every month, our newsletter will inform families about
key events, areas for improvement, and causes for celebration. We will host a wide variety of Family
Events throughout the school year. For example: we will invite parents to our Friday Community
Meeting; and we will host Family Nights to create an informal, fun environment by which to help parents
with strategies to support their child. We will use Annual Family Surveys to gauge parental satisfaction,
allowing us to identify areas for growth regarding academic expectations, supports for student learning,
our schedule and calendar, communication with families, and school safety. Members of the Leadership
Team will review survey results and the HOS will report them to the Board to inform the Board’s efforts
to improve the school over the long term.
Weekly Syllabi. The weekly syllabus, sent home to parents with students every Friday, will keep families
informed of classroom lessons, assignments, and assessments, and other information related to school
54
events (i.e. Back to School Nights or Report Card Conferences). At the bottom of all weekly syllabi will
be teacher contact information.
Progress Reports. We will send home regular communication of students’ academic and behavioral
progress. In the middle school, this will come weekly in the form of academic and behavioral progress
FIRST Reports; the frequency of these reports will decrease to twice per month in grades 9 and 10 and
once per month in grades 11 and 12. Progress reports will need to be signed by parents and will be placed
in students’ file in order to ensure that families are aware of their student’s academic standing.
Report Card Conferences. At the end of each trimester, parents will pick up their student’s report card
at the school, providing the opportunity for parents and guardians to sit with their student’s advisor and
discuss both successes and challenges of the previous trimester as well as goals for the upcoming
trimester. During this time advisors will continue to encourage parent engagement, while school leaders
will share school-level data and provide opportunities for parents’ questions to be answered and their
feedback to be shared.
Calls from Advisors. Parents will receive phone calls from advisors at least once every two weeks. We
believe strongly that, as partners in the work of helping children develop, we must regularly communicate
so that our school and families will have common and consistent expectations. Phone calls will highlight
student progress and be a time for parents to ask and get questions answered. We believe that providing
positive touch points and opportunities for feedback are critical for families to feel welcome and invested
in the school community.
COMMUNITY RELATIONSHIPS
In our start-up years, programs and enrichment will be offered on a small but relevant scale, and will
expand over time as funding, staff, and facility support the development of such programs. We are
currently exploring and have secured letters of support from local organizations such as the New North
Citizens Council, the Puerto Rican Cultural Center, and the Springfield City Library to provide additional
options for social growth.107 Within our school program, we will develop and offer students a variety of
activities to promote wellness and health programs including yoga classes, nutrition classes, health class,
athletic programs, arts, theatre, music, community service, cooking club, etc., during our weekly
enrichment block in the middle school and during our afterschool extracurricular opportunities within the
high school.108
III. HOW WILL THE SCHOOL DEMONSTRATE ORGANIZATIONAL VIABILITY?
A. CAPACITY
All founding group members of Libertas Academy Charter School (“Libertas Academy”) are united by
our deep commitment to the school’s mission, vision, and values. As well respected leaders within the
Springfield community, we come together to address the chronic academic need within our city and to
bring our professional expertise and networks to support the school’s ambitious mission.
We know that students in Springfield are in urgent need of a seamless 6-12 college preparatory school
that sets high expectations for all learners and that provides a school design, a network of training and
support, and the leadership needed to deliver success.
Lead Founder and proposed Head of School Modesto Montero began exploratory conversations with
Proven Provider Building Excellent Schools (BES) in the summer of 2013. In early 2015, he resumed
those discussions and upon considering the urgent need in the Springfield community and his personal
and professional ties to the city, he applied to and was accepted into the 2015 BES Fellowship. Since that
107
108
See Attachment G.
See Attachment H.
55
time, Mr. Montero and Linda Brown, Founder and Executive Director of Building Excellent Schools,
have communicated with various members of the Springfield community and have recruited like-minded
individuals committed to providing a seamless 6-12 school within the city. The primary author of the
charter documents is Mr. Modesto as Lead Founder and a Building Excellent Schools Fellow; all
founding group members remain involved in the writing and planning process and have reviewed and
contributed to all materials. Over the course of 2016-2017, we will draw upon the diverse skills and
experiences of our Board to create the foundation for a legally, fiscally, and educationally sound public
charter school and we will meet more frequently – twice per month – to ensure that Libertas Academy is
fully prepared upon opening. The Board’s work is facilitated by four standing committees – Governance,
Finance, Academic Achievement, and Development – to allow for best use of our expertise and
experience. Founding Group members represent a highly capable team of professionals from the fields of
finance, education, business, law, community development, human resources, and real estate. Brief bios
are provided below; all Resumes and Board Questionnaires can be found in Attachments G and H,
respectively.
William MacDonald, Managing Partner, Law Offices of William MacDonald, is a lawyer with over 30+
years of experience serving residents of Springfield. Mr. MacDonald’s legal expertise will support the
Board’s ability to ensure full compliance with the local, state, and federal laws and regulations.
Rosemarie Marks-Paige, Account Manager, Health New England Inc., is a parent of students that
graduated from a local charter school and brings unique insights on ways we can collaborate with
families. With over 25 years in the accounting field, Ms. Marks-Paige will play an integral role in
overseeing the financial viability of Libertas Academy.
Modesto Montero, a bilingual urban teacher, leader, and Building Excellent Schools (BES) Fellow is the
proposed Head of School. Mr. Montero leads weekly communication and frequent meetings with the
founding team and leads all community outreach. Mr. Montero brings close personal and professional
ties within Western Massachusetts to the founding team, and the national training and support of BES.
Ellen Moorhouse, Program Officer, Women’s Fund of Western Massachusetts, brings her personal
experience as a graduate of a local charter school, her extensive network within the young professionals
of Springfield, and her membership in organizations such as the Springfield Rotary Club and the Girls
Scouts of America. Ms. Moorhouse will play an integral role in our ability to recruit supporters and her
real estate background will support our efforts to secure a facility soon after the charter is awarded.
Dora Robinson, CEO and President of the United Way in the Pioneer Valley, brings extensive
experience in human services and fundraising and has held volunteer posts on area boards for over 25
years. Ms. Robinson will play a key role in the strategic development of additional funding sources.
David Silva, Executive Director, Puerto Rico Cultural Center, was born and raised in the North End, has
deep roots within the community, and will be instrumental during our student recruitment efforts. As an
adjunct professor at Elms College, Mr. Silva is uniquely positioned to support the implementation of our
College Success Program.
Anthony Surrette, Principal, Corbin & Tapases, P.C, a native of Springfield, brings a wealth of
knowledge with over a decade of experience as an accountant. Mr. Surrette will help ensure the financial
viability of our organization.
Mary Walachy, Executive Director of the Irene E. and George A. Davis Foundation, brings decades of
experience in strategic planning, non-profit board leadership, and oversight of the foundation’s
administration. Ms. Walachy will be a major resource in accessing funding and strategic partners
throughout the city, and in ensuring strong governance of the proposed school.
Kwame Webster, Managing Director of Western Massachusetts with Teach For America, is an
experienced educator with extensive knowledge in curriculum design, assessment and instruction, and
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teacher licensure. Mr. Webster will be instrumental in our teacher recruitment and access to professional
development opportunities.
We have met with leaders within Springfield and surrounding neighborhoods to gain input on and support
for our proposal. We have been energized by the time, energy, and intellect provided by these individuals
who have pledged to remain supportive and available throughout our chartering, start-up, and
implementation phases. All individuals have offered their support to Libertas Academy109 and are
prepared to aid our efforts to: build community awareness; recruit students, teachers, and staff; secure a
facility; and attract resources. We will continue to build relationships in the community to support the
academic and character building programs that are pillars of our college-readiness mission. For a
complete list of community stakeholders with whom we have met, please see Attachment M. We are
currently exploring and have secured letters of support from local organizations such as the New North
Citizens Council, the Puerto Rican Cultural Center, and the Springfield City Library to provide additional
options for social growth.110
In order to successfully network with families, we held information sessions during the fall months, and
attended various community events. See Attachment N for a sample flyer for our information sessions.
For those families who may be less aware of public school options, we conducted two door-to-door
marketing campaigns, “Boots on the Ground,” specifically within the North End neighborhood. The
events took place on October 17th and October 31st. See Attachment O for an example of the petition we
asked families to sign. We will continue to offer information sessions and hold “Boots on the Ground”
events until we conduct our lottery in 2017 to ensure equitable access to our school. For more information
about our recruitment strategies, please see Attachment B.
B. GOVERNANCE______________________
The Board of Trustees, which will hold the charter, will govern Libertas Academy Charter School and
will delegate all management responsibilities to the Head of School.
(1) Governance and Management Structure
The Board is legally and ethically responsible for the governance of the school and is held accountable by
the Commonwealth for the school’s financial, legal, and academic operation. The Board is charged with
setting the school’s strategic direction, creating policies and procedures, overseeing the school’s academic
success, its organizational viability, and its faithfulness to the charter. The Board is responsible for
hiring, setting compensation for, supporting, and evaluating the Head of School in light of the mission
and all academic and organizational goals. No seats will be earmarked for a person’s position, with the
exception of the Head of School who will serve as an ex-officio, non-voting member of the Board. The
Head of School will hire all school staff, will be responsible for the overall management of the school and
will be the sole person reporting directly to the Board. An organizational chart can be found in
Attachment E.
The Board of Trustees holds the charter and as such, is charged with operating as stewards of the public’s
trust. The Board will continuously: (1) review the school’s mission, vision and direction to maintain
alignment with the established charter; (2) ensure financial viability, compliance, and fiscal responsibility;
(3) recruit, hire, support, and evaluate the school leader; (4) review compliance with all laws and
regulations on a regular basis, and ensure all legal and regulatory documents are filed in a timely manner;
and (5) promote the school to the public and expand the school’s networks and relationships as active
members of the Springfield community. To add capacity to each member and ensure oversight, the Board
elects a Chair, Vice-Chair, Treasurer, and Secretary and establishes various standing committees. The
Board will delegate day-to-day school management to the Head of School. The Board will have 7 to 15
109
110
Our strongest supporters have written letters of support. Please see Attachment K.
See Attachment G.
57
members, a committee structure, officers, and will be governed by its bylaws.111 The Board will maintain
an odd number of members for voting purposes.
Chair: Subject to Board control, the Chair has general supervision, direction and control of the affairs of
Libertas Academy, and such other powers and duties as the Board may prescribe. If present, the Chair
shall preside at Board meetings.
Vice Chair: If the Chair is absent or disabled, the Vice Chair shall perform all the Chair’s duties and,
when so acting, shall have all the Chair’s powers and be subject to the same restrictions. The Vice Chair
shall have other such powers and perform such other duties as the Board may prescribe.
Secretary: The Secretary shall: (a) keep or cause to be kept, at Libertas Academy’s Head of Schools’
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 Libertas Academy’s Articles of Incorporation and By-laws, with amendments;
(c) give or cause to be given notice of the Board and Committee meetings as required by the By-laws; and
(d) have such other powers and perform such other duties as the Board may prescribe.
Treasurer: The Treasurer shall: (a) keep or cause to be kept adequate and correct accounts of Libertas
Academy’s properties, receipts, and disbursements; (b) make the books of account available at all times
for inspection by any member; (c) deposit or cause to be deposited Libertas Academy’s monies and other
valuables in Libertas Academy’s name and to its credit, with the depositories the Board designates; (d)
disburse or cause to be disbursed Libertas Academy’s funds as the Board directs; (e) render to the Chair
and the Board, as requested but no less frequently than once every fiscal year, an account of Libertas
Academy's financial transactions and financial condition; (f) prepare any reports on financial issues
required by an agreement on loans; and (g) have such other powers and perform such other duties as the
Board may prescribe.
Board Committees. The Board will initially consist of four committees: a Governance Committee, a
Finance Committee, an Academic Achievement Committee, and a Development Committee.
The Governance Committee is commissioned by and responsible to the Board and takes primary
responsibility for matters pertaining to Board recruitment, nominations, orientation, training, and
evaluation.
The Finance Committee is commissioned by and responsible to the Board and takes primary
responsibility for: working with the HOS and the DOO to create the upcoming fiscal year budget;
presenting budget recommendations to the Board; monitoring implementation of the approved budget
on a regular basis and recommending proposed budget revisions; and recommending to the Board
appropriate policies for the management of the charter organization's assets.
The Academic Achievement Committee is commissioned by and responsible to the Board and takes
primary responsibility for working with the Head of School to define academic excellence, ensure that
all board members know the charter promises around academics that were made to the community and
DESE and to devise clear and consistent measures to monitor these goals.
Development Committee is commissioned by and responsible to the Board for taking the lead on all
fundraising initiatives, supported by the Head of School.
Libertas Academy will contract with Building Excellent Schools (BES) to provide continued professional
development and support for the school, its leadership, and the Board. BES will provide support in
leadership development, culture, and governance, but will not be involved in the governance or
management of the school. Libertas Academy’s relationship with BES provides a number of benefits.
111
See Attachment A for the draft bylaws.
58
First, it provides direct technical support through its Follow-On Support (see the Proven Provider
materials in the Attachments as required) that includes monthly coaching, on-site school visits and audits,
leadership development, strategic planning support, and Board development. Our relationship with BES
provides us with a vast network of like-minded educators in Massachusetts and across the country. Lead
Founder and proposed Head of School Modesto Montero will benefit from this network through school
visits, residencies, and the sharing of a wide variety of resources related to curriculum, instruction,
operations, and school culture. Although Libertas Academy is not part of a traditional Charter
Management Organization, the network of BES schools will provide us with a readily accessible bank of
resources from which to draw and a national network of colleagues with whom to consult.
The Board will use resources from Building Excellent schools to review its own performance each year,
using qualitative and quantitative rubrics for the Board self-assessment, and will use evaluation findings
to establish annual committee, board goals, and identify any needed Board trainings. The Board and
management will make all decisions based upon careful analysis of academic and organizational data, to
ensure that we have in place all resources needed to execute measurably and successfully on our mission.
The Head of School is charged with the following responsibilities: managing school operations and
finances; working closely with the Board on strategic planning and policy development; directing
recruitment, hiring, training, and evaluation of employees; providing instructional and cultural leadership;
drafting the budget and ensuring fiscal performance of the organization; conducting public relations and
outreach; overseeing student recruitment and enrollment; conducting resource development and providing
vision, leadership, and support for all fundraising efforts. The Board anticipates hiring Mr. Montero as
the Head of School, tasking him with carrying out the educational program, and holding him accountable
for the school’s academic and organizational success. Mr. Montero is a teacher, leader, and a Building
Excellent Schools Fellow, who brings to Libertas Academy a strong background in urban education,
professional development design, ESL instruction, and adult coaching. Through the BES Fellowship, Mr.
Montero has visited 30+ high performing urban charter schools, analyzing practices and curriculum, and
selecting the most effective for Libertas Academy. Mr. Montero’s resume and those of the founding
Board members can be found in the Attachment G as required.
(2) Roles and Responsibilities
The Board holds the charter and is the school’s legal and ethical steward. The Board enacts policy and
holds management responsible for ensuring effective execution. Responsible for all governance issues,
the Board oversees: (1) review the school’s mission, vision and direction to maintain alignment with the
established charter; (2) ensure financial viability, compliance, and fiscal responsibility; (3) recruit, hire,
support, and evaluate the school leader; (4) review compliance with all laws and regulations on a regular
basis, and ensure all legal and regulatory documents are filed in a timely manner; and (5) promote the
school to the public and expand the school’s networks and relationships as active members of the
Springfield community. To oversee each area, the Board elects a Chair, Vice-Chair, Treasurer, and
Secretary, and establishes standing committees including, but not limited to: Academic Achievement,
Finance, Development, and Governance, and will convene each year the Head of School Evaluation SubCommittee. The Board is responsible for governance issues; school leadership is responsible for daily
school management. The Head of School will report directly to the Board and will be the only staff
member to do so. Head of School responsibilities include: managing school operations and finances;
working with the Board on strategic planning and policy development; directing recruitment, hiring,
training and evaluating staff; providing instructional and cultural leadership; drafting the budget and
ensuring fiscal performance; conducting public relations and outreach; overseeing student recruitment and
enrollment; and conducting resource development and fundraising. The Board and Head of School will
work together to ensure that the governing and management functions are defined and separated as
described in Charter School Administrative and Governance Guide. The Head of School will report to
the Board monthly on financial and academic data using dashboards with relevant agreed upon data
points.
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The Board is responsible for ensuring that the school’s academic program is successful, the program and
operation are faithful to the charter terms, and the school is a viable organization in accordance with the
Charter School Administrative and Governance Guide. In decisions and actions, the Board will act as a
coherent body and will maintain an odd number for voting purposes. The Board will approve its Bylaws
within 30 days of chartering. See proposed Bylaws included as Attachment A. Trustees are selected
based on their commitment to support, maintain, and uphold the school’s mission and vision, which they
will demonstrate through the board selection process. New Trustees will participate in an orientation
process to become closely familiar with our mission, vision, and programs. All Trustees participate in an
annual retreat to analyze data from the previous year, assess needs, and plan for the school’s continued
improvement. The Board will be encouraged to visit the school often and will be invited to attend school
events. The Head of School will be an ex officio, non-voting member. The Chair will preside at all
meetings and in absence of the Chair, or if at any time the office of Chair is vacant, the Vice Chair may
discharge any or all of the duties of the Chair. The Chair is an ex officio member of all committees of the
Board. The Board Chair will oversee implementation of the Bylaws and Policies, and all applicable
regulations, and ensure appropriate administrative systems are established and maintained. Core
responsibilities include: co-author Board meeting agendas; preside at Board meetings; appoint and assist
committees; set Board goals and expectations; and support annual fund-raising with financial
contributions. As stated, there will be four (4) elective Officers of the Board: Chair, Vice Chair,
Secretary, and Treasurer.
The Governance Committee will present a slate of Officers to the Board; nominated Officers will be
drawn from among Board members. The election will be held at the Board’s annual meeting. If the
office of the Chair becomes vacant, the Vice-Chair becomes Chair for the unexpired portion of the term.
The Board will select the Head of School based on capacity to execute on the mission as determined by:
deep understanding of and commitment to the mission and vision; first-hand knowledge of the design of
high-performing charter schools; knowledge of curriculum and instruction in urban schools; academic
training and experience to implement a high-expectations school culture and educational philosophy
described in the charter application; experience teaching and/or leading in an urban school; and
experience in administrative, financial and managerial leadership in an organization, preferably a charter
school. Job Description and Evaluation Tool for the Head of School can be found in Attachment Q.112
The Board evaluates the Head of School’s performance based on the following: faithfulness to the
school’s mission and vision in implementation of all programs; academic achievement, as demonstrated
by internal and external test indicators; organizational viability, including financial health, organizational
growth, stable infrastructure; acquisition, development, and retention of highly professional staff; success
in working with the Board towards strategic goals. The evaluation process begins each spring with Board
approval of the Head of School’s job description for the upcoming year. Next, through an ad hoc
Evaluation Committee, which includes Board Chair, one member from the Finance Committee and one
from the Academic Achievement Committee, the Board presents an evaluation tool to the Board for
approval; this tool aligns with responsibilities in the approved job description, and includes quantitative
and qualitative descriptors of responsibilities that propel the measurable goals outlined in our
Accountability Plan.113
The Head of School ensures the academic program is strong and makes all curricular choices. The Board
ensures that curriculum aligns with mission and goals, and approves an annual budget to support
curricular purchases and development. The Board hires the Head of School and delegates all personnel
decisions to the Head of School. The Board approves an annual budget to support personnel needs and
ensures all personnel are appropriately credentialed to serve all learners’ needs. The Head of School is
112
113
We model our Head of School Evaluation tool on that of Boston Preparatory Charter School; we thank them for their generosity in sharing.
Please see Attachment Q for the proposed Job Description and Evaluation Tool for the Head of School.
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responsible for daily management of school finances and makes decisions on the regular allocation of
those resources within the approved budget. The Board and Head of School work together through the
Finance Committee to review monthly projected versus actuals as well as the chart of accounts. The
Board approves vendors providing services in excess of $5,000; the Head of School presents proposed
vendors for Board approval.
Specific role distinctions amongst the Board and the Head of School are outlined below.
Board of Trustees
Curriculum
Retains authority to ensure
curriculum aligns with mission and
goals. Must approve significant
changes in curricula.
Personnel Decisions
Responsible for personnel decisions
related to Head of School. Approves
Staff Handbook and all personnel
policies. Approves job descriptions.
Approves organizational chart.
Approves annual budget supporting
staffing needs.
Budget Allocation
Involved in the budget-setting
process, and specifically through its
Finance Committee and Treasurer.
Approves annual budget.
Vendor Selection
Ensures no conflicts of interest.
Oversight of school’s adherence to
30(B) procurement processes.
Head of School
Day-to-day management of the
school’s curriculum. Provides
recommendations to Board of
Trustees if/when significant
curricular shifts are sought.
Responsible for personnel decisions
for all staff in the school. Drafts
and implements Staff Handbook and
all policies. Drafts and implements
all job descriptions. Drafts and
implements organizational chart.
Drafts and implements annual
budget supporting staffing needs.
Works with Board and
specifically through Finance
Committee and Treasurer to
establish and recommend
annual budget. Responsible for
allocating school’s resources in
line with annual Boardapproved budget.
Determines vendors to provide key
services to help the school fulfill its
mission. Gets board approval for
vendor services in excess of $5,000
and in adherence to all procurement
requirements.
Example of Board Decision-Making. The decision-making process that the Board may use is illustrated
through an example related to finding a vendor for school office furniture.
Access and use relevant information. The Head of School (HOS) presents to the Board a projected cost
of office furniture. Having determined it would cost well beyond $5,000, the Board must approve this
purchase. The Board tasks the HOS with conducting research of potential vendors and providing a report
comparing vendors. Discuss issues deliberately. The Board would meet, using public meeting law, to
discuss the HOS’ report and recommendations. The Board would consult The Chapter 30B Manual:
Procuring Supplies, Services and Real Property to ensure best practices are used in obtain the best value
through an open, fair process. The group would consider the budget implications, the pros and cons of
each vendor, and establishes a timeline for when the purchases would have to be make in order to
maintain financial viability. Consider alternative viewpoints and actions, and request more
information. Before making a final decision, the Board would narrow the list down to a few vendors and
request that the HOS contact vendors and negotiate a reasonable offer. Upon finalizing the list of potential
vendors, the Board ensure no conflicts of interests exists. If a conflict does exist, that vendor cannot be
used. Work toward consensus. Once the above steps have been taken, the Board discusses as needed and
members prepare for a vote. Vote. The Board votes in a public meeting and in accordance with its Bylaws
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on the best course of action and the decision is documented in the board minutes. Minutes are posted on
the school website.
Board Oversight Processes. The Board will be responsible for oversight of the school and will establish
systems, processes, and a committee structure to support oversight. The full Board will engage in an
annual retreat to support the oversight process, during which it will focus on reviewing annual
performance, setting annual priorities, and building a long-term financial and strategic plan.
Soliciting Feedback from Key Stakeholders. The Board will comply with state law requirements of
public notice and openness for all Board meetings. When a school policy has a material effect on school
function or the relationship with the broader community, the Board: will provide meeting agendas to staff,
parents, and the community; will inform relevant parties of the policy during development; and will
solicit input from affected stakeholders when evaluating implementation.
Annual Process the Board Uses to Evaluate Its Own Performance. The Board intends to use a formal
self-evaluation process to help maintain a high level of Board performance and to invest each member in
his/her professional growth. Agreement about individual Board member performance criteria. During
an annual meeting, members will agree on general performance standards for all Board members.114
Annual Evaluation Process. Midway through the academic year, Board members will use an evaluation
tool to determine the quality of their performance in the general performance categories and progress
towards goals. The Board will work with Building Excellent Schools to engage in annual Board selfassessment.115
Post-Evaluation Check-In. Approximately six weeks after the annual evaluation, Board members will
meet with another Board member to discuss progress made on the improvement plans described in the
evaluation output. Members will adjust and prioritize actions based on progress.
Handling Complaints Made to the Board. If a complaint is filed with the Board, the Board shall
respond no later than 30 days from receipt of the complaint in writing to the complaining party. The
Board shall, pursuant to a complaint received under 603 CMR 1.10, or on its own initiative, conduct
reviews to ensure compliance with M.G.L. c. 71, § 89, and 603 CMR 1.00.
(3) Policy Development
Proposed Bylaws are provided as Attachment A. Board members, the HOS, and/or other stakeholders
may propose new or revised policies to the Board. If the Board decides the issue should be pursued, it
will be assigned by the Chair to management or relevant Board committee, which will then draft the
proposed new or revised policy. If the policy has legal implications, the Board will obtain advice of legal
counsel. Depending on topic and importance, the draft may be sent to members of the school community
for feedback. The proposed policy will then be submitted to the Board for discussion, revision, adoption,
or rejection; the Board will seek consensus but will rely on majority vote where consensus cannot be
obtained. On an ongoing and annual basis, the Board will review all policies to ensure alignment with
legal and regulatory guidelines and the school’s needs. All policies, as outlined in the Board Manual,
Fiscal Policies and Procedures Manual, Staff Handbook, and Student and Family Handbook, will be
established prior to the operational year and modeled after policies of exemplary schools studied during
the BES Fellowship.
The Board will retain legal counsel and an independent financial auditor before the school opens.
Libertas Academy will seek professionals with charter school experience, and in the case of legal counsel,
a firm with demonstrated expertise in school, special education, and labor and employment law. If
revising school policies, the school will seek staff, parent, student, and community feedback on proposed
policies that impact the school community through: Parent feedback via annual parent surveys and focus
114
115
See Attachment T for sample Board Founding Board Roles and Responsibilities.
See Attachment U for sample Board self-assessment.
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groups; Staff input via short electronic surveys to collect focused input from staff; and Community
organizations via networking with other charter schools and community stakeholders.
The Board will implement a comprehensive policy development process adapted from the National
Center of Non-Profit Board’s best practices. Identify a need for new policy. Recognition that there is a
need for a new policy can come from a number of sources including the Board, management, or the
community. Some conditions that may trigger the development of a new policy include: (1) changes in
operating practice that have accumulated over time so that the current policies do not reflect reality; (2)
external changes and trends that have an impact on the charter school and the families being served; and
(3) federal or state laws that have created the need for adjustments in policy. When new issues and
questions arise, the Board will consider whether any current policies can be adjusted to meet the new
condition. If there is no relevant policy already in existence, the Board will begin the process of creating
new policy. Assign a team to draft new policy. After it has been determined that a new policy is needed,
it is often in the best interest of the school for the Head of School to draft the new policy since s/he has
more intimate knowledge of the school’s day-to-day operations. It may also be appropriate for a subset of
Board members with related experience or a relevant committee to draft the policy. The Board will
clearly name the person(s) responsible for drafting the policy and give them guidance on how to approach
the policy. Write a first policy draft. The team then develops a written policy statement that responds to
the issue or question. In some cases, the team can use policies that have been drafted by other charter
schools. In all cases, the policy will be informed by soliciting input from a broad array of stakeholders,
including staff, families, and community members. The policy will be specific enough to consistently
guide compliance for those who use it, but will not be so specific that it “manages” staff decisions about
how to comply. Ask legal counsel to review the draft policy. Legal review of every policy created by
the Board is not necessary. However, when a new policy is significant enough in its reach that it might
touch state or federal education law, the school’s counsel will be brought in to consult early on. Although
counsel will not write school policy, it will serve as a valuable resource during the drafting process.
Present draft policy to the Board for approval. Once the policy draft is ready for Board approval, the
drafting team will have a first reading at a Board meeting to gather informal feedback. The writing team
will incorporate suggestions into the draft policy and present it at the next Board meeting for adoption.
Continue to review and revise Board policies. Periodically, the Board will review its policies to ensure
they are relevant and in compliance with applicable laws and regulations.
The school will be governed by the Board of Trustees, and we do not intend to have a school management
contract with any external entity.
Libertas Academy will contract with Building Excellent Schools (BES) to provide continued professional
development and support for the school, its leadership, and the Board. BES will provide support in
leadership development, operations, staff culture, student culture, professional development, instruction
and assessment, and governance, but will not be involved in the governance or management of the school.
Libertas Academy’s relationship with BES provides many benefits: technical support through the FollowOn Support program; a vast network of like-minded educators across the country (i.e., leadership at Excel
Academy and Boston Preparatory in MA, Democracy Prep in NY, and RePublic Schools in TN). During
the design and start-up phases, Libertas Academy will benefit from this network through school visits,
residencies, and the sharing of a wide variety of resources related to curriculum, instruction, operations,
and school culture. Although Libertas Academy is not part of a traditional Charter Management
Organization, the network of BES schools provides a readily accessible bank of resources from which to
draw and a national network of colleagues with whom to consult. The operating budget in Attachment F
and Budget Narrative in Part III, Section E account for all costs associated with these services.
The Board will approve Bylaws, a Code of Ethics, and all policies for the Board, staff, and school. Such
actions include ensuring that a Staff Handbook and Student and Family Handbook reflect the mission and
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vision of the school and meet all regulatory requirements. The Board will approve an enrollment policy
and ensure that the school meets both the spirit and the details of the Recruitment and Retention Plan.
(4) Board Sustainability
All founding Board members will transition immediately onto the governing Board of Trustees and will
use the following criteria when considering and identifying additional Board candidates: (a) expertise
aligned with needs in strategic planning, senior management/leadership, accounting/finance, fundraising,
law, marketing/PR, governance, facilities/real estate, education, human resources, community
representation/organizing, executive management; (b) alignment with mission, vision, values; (c) passion
for and commitment to youth and education in Springfield; (d) availability and time to participate fully in
Board member roles and responsibilities; (e) familiarity with needs and issues within our community and
the students we will serve; (f) networking, social, and communication skills necessary to work with other
Board members as well as the community to establish and maintain Libertas Academy as a successful
school within Springfield and as a partner to all others within the public education and education reform
landscape; (g) ability to work for the betterment of Libertas Academy and the achievement of our students
above personal or individual goals; and (h) addition of diversity to the Board as defined by age, race,
socioeconomic background or gender. We are looking to compliment current membership with
individuals who most particularly bring expertise in facilities, HR, and serving diverse populations of
students.
In addition to the proposed founding Board members listed in this application, we intend to recruit
additional Trustees. To recruit these Board members, we will continue to develop relationships with key
stakeholders across Springfield. Through the development of these key stakeholder relationships, we will
be able to determine the key stakeholders that most believe in Libertas Academy’s mission and approach
and have the most potential for founding and sustaining an excellent school. These individuals will be
invited to join the school’s Board of Trustees. We are confident in our ability to find excellent, additional
Board members, as we have already seen evidence of substantial enthusiasm for our proposed school
from various community organizations throughout the City of Springfield.
The Board and Head of School are responsible for recruiting new Board members who will bring
diversity and expertise to the Board to ensure sustainability and continuity of the mission of Libertas
Academy. The Board’s Governance Committee will lead this effort. Once an individual has been
identified as a possible candidate, the individual will be contacted by a Board member to set up an
introductory interview. Two Board members will conduct the first interview with the candidate, and
provide introductory documentation to the candidate. If the candidate is of the caliber and experience
needed to fill a Board position, the candidate will be invited to a second interview by the entire Board
which will include observing a Board meeting. If the Board votes in favor of extending an invitation to
join the Board, the candidate will complete the appropriate documentation, including the Conflict of
Interest and Financial Disclosure Forms. The candidate will also receive a welcome packet, including the
minutes from recent board meetings.
The training process for new Board members includes sessions on the Charter Authorization and
reauthorization process, charter school governance (including financial and academic oversight, state and
federal reporting and audit requirements, and the Massachusetts Open Meeting Law), and the Libertas
Academy model. All Trustees will participate in an annual retreat to analyze data from the previous year,
assess needs, and plan for the school’s continued improvement.
Trustees shall serve a term of three (3) years from the date of their appointments, or until their successors
are seated. A full three-year term will be considered to have been served upon the passage of three (3)
annual meetings. After election, the term of a Trustee may not be reduced, except for cause as specified
in the bylaws. No Trustee will serve more than two (2) consecutive, three-year terms. Trustees will serve
staggered terms to balance continuity with new perspective. The initial Board of Trustees will consist of
at least: two Trustees who will serve a one-year term (ending in Spring 2017); two Trustees who will
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serve a two-year term (ending in Spring 2018); two Trustees will serve a three-year term (ending in
Spring 2019).
C. MANAGEMENT
(1) School Management Structure
Below are descriptions of staff positions to be filled during the first five years of the charter.
Head of School (Y0): oversees school performance, management, and ensures viability; leads public
relations, fundraising, finances, and operations; reports to the authorizer; hires all staff; manages the
administrative team. The HOS is hired by, reports to, and is evaluated by the Board.
Director of Curriculum and Instruction (Y1): oversees curriculum development; ensures alignment
with academic initiatives; manages benchmark assessments and data; observes and provides feedback to
teachers; plans and implements professional development; oversees Student Supports Coordinator and
teachers; reports to and is evaluated by the HOS and by the Principal starting in Y3.
Director of Operations (Y1): responsible for the operational and facility needs; working with the Back
Office Provider, ensures all records are up-to-date, accurate, and meet all local, state, and federal
requirements; maintains facility; coordinates human resource needs, including documents,
communications, and records; oversees Office Manager; is evaluated by and reports to the HOS.
Student Supports Coordinator (Y1): responsible for all aspects of special education including
administrative duties pertaining to IEPs, maintenance of special education reports, ensuring compliance
with all special education laws; services students in or out of classrooms when required; is special
education certified in MA; is hired by, reports to and is evaluated by the HOS in partnership with the DCI
in Y1 and Y2, and by the Principal with the support of the DCI starting in Y3.
Office Manager (Y1): responsible for all student records including personal information, health forms,
attendance, homework, and behavior records/reports; ensures readiness and distribution of weekly
progress reports to parents; welcomes students, families, staff, and visitors whether in person, telephone,
email, or otherwise with professionalism and efficiency; works with the DOO; is hired by, reports to, and
is evaluated by the HOS and by Director of Operations starting in Y3.
Teachers (Y1): highly qualified as defined by No Child Left Behind and certified as required by
Massachusetts; deliver curriculum using data to determine instruction effectiveness; evaluate individual
and whole class progress; interviewed by HOS and DCI; hired by HOS; report to DCI, and evaluated by
the HOS with input from the DCI in Y1 and Y2, and by Principal with input from DCI starting in Y3.
Dean of Students (Y2): focuses on student culture, behavior, and discipline; establishes and maintains
relationships with students and families to support behavior expectations; keeps records of reports,
incidents, and communications with students, families, and administration; coordinates non-academic
meetings and ensures appropriate communications and confidentiality regarding student and family
incidents; reports to and is evaluated by the HOS, and by the Principal starting in Y3.
Middle School Principal (Y3): takes on full responsibility for the middle school’s academic and cultural
success, and is responsible for hiring, training, growing, and supporting all middle school staff (general
and special education, overseeing the success of the instructional, assessment, and tiers of student support,
communicating the mission, vision, and values to the larger school community
High School Principal (Y4) takes on the parallel role as that of Middle School Principal, with additional
responsibility of overseeing the development of the College Success program, expansion of extracurricular opportunities, and eventually the college application and enrollment process (supported by
Director of College Placement hired in Y6).
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Director of Development (Y5): works to maintain and build new funding opportunities through
networking, planning, and hosting fundraising events, searching for and applying for government and
private foundation grants; hired by, reports to, and is evaluated by the HOS.
Teaching Fellows (Y2+): these are flexible positions that allow us to adapt our hiring to students’
individual needs; these positions also allow us to build an internal pipeline of teachers within the school;
hired by, reports to, and is evaluated by HOS in Y2 and Principals after Y3. See Attachment E for school
organizational chart in year one of operation and at full student enrollment.
Director of College Placement (Y6): Oversees community outreach efforts, ensuring students have
access to educational enrichment opportunities beyond the school’s offerings. Coordinates school events
and works with HOS and DOO to plan and execute college visits and end-of-year excursions with
students. Works closely with the High School Principal to support students through college application
and enrollment process. Supports alumni via yearly campus visits and through monthly emails. DCP
works with our alumni in matters that ensure success and completion of college graduation requirements.
(2) School Leadership Roles and Responsibilities
The management structure has been designed with the mission in mind. The HOS drives the school’s
mission by overseeing curriculum and instruction, finance, and operations, community and family
relations, and governance and is ultimately responsible for the school’s academic and organizational
success. In year 1, the HOS will recruit and hire a Director of Curriculum and Instruction (DCI) and a
Director of Operations (DOO). These three individuals will make up the initial Leadership Team. The
DOO will oversee operations and financial matters (working with a Back-Office Provider) and will create
efficient systems that allow teachers to focus on teaching. The DCI will oversee curriculum development,
providing daily instructional coaching and curricular support. The DCI, along with the HOS, will lead the
majority of professional development (PD). With the counsel of the DCI, the HOS will approve all final
curricular decisions. Together, the HOS and the DCI will support the instructional staff in the
implementation of curriculum, with the DCI focusing on curriculum coaching and development and HOS
focusing on setting and supporting best practices across the school. All curricula will be standards-based,
research-proven, and adopted from high-performing charter schools serving similar communities.
Teachers will be encouraged to develop new best practices, borrow from colleagues in the work, and
improve upon our curriculum.
Educational Leadership. The Head of School is charged with: managing school operations and finances;
working closely with the Board on strategic planning and policy development; directing recruitment,
hiring, training, and evaluation of staff; providing instructional and cultural leadership; drafting the
budget and ensuring fiscal performance; conducting public relations and outreach; overseeing student
recruitment and enrollment; conducting resource development and providing vision, leadership, and
support for all fundraising efforts. We anticipate hiring Lead Founder Modesto Montero as our Head of
School. Modesto Montero, is a teacher, leader, and a Building Excellent Schools Fellow, who brings to
Libertas Academy a strong background in urban education, professional development design, ESL
instruction, and adult coaching. Mr. Montero taught middle school ESL, was a Common Core Coach for
the state of Tennessee, a Professional Learning Community Leader-ESL, and a Manager of Teacher
Leadership Development with Teach For America. During his tenure as an educator in Memphis, Mr.
Montero led his students to dramatic gains in reading. As a TFA staff member, Mr. Montero created the
Vision of Excellence for ESL instruction for TFA- Memphis, based on sound research and best practices.
As a TFA alum and having worked as a teacher coach, Mr. Montero brings an extensive network of
educators from which to recruit and with whom to work as he oversees the program implementation. Mr.
Montero brings the national training, support, and network of proven provider Building Excellent
Schools, and demonstrates the educational leadership necessary to oversee the successful start-up and
growth of Libertas Academy. In Y1, the HOS will hire a DCI with experience designing and teaching
literacy and math curriculum in a school serving low-income urban students. An exemplary DCI will
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have: 100% commitment to the mission and educational model; proven track record of setting and
meeting high standards for student achievement; 3 to 5 years of developing literacy and/or math curricula
and assessments; experience using data to align assessments and curriculum and propel achievement; and
passion for coaching teachers and building a culture of academic excellence. The HOS and DCI will train
staff in our pedagogical approach. The HOS will establish the vision and approach; the DCI will help the
HOS to support teachers at the classroom level. The HOS and the DCI will conduct frequent classroom
observations on a daily basis, and will choose which teachers to coach based on leader and teacher
strengths and weaknesses, priority areas, and strategic goals.
Student Achievement. The HOS is responsible for managing execution and ensuring goals related to
student performance are achieved. In POP and subsequent years, the HOS will work closely with the
Academic Achievement Committee to create an accountability plan, and upon approval from the Board,
submit it to the Department of Elementary and Secondary Education (DESE). The accountability plan
will inform student achievement priorities and benchmarks throughout the year. After receiving and
implementing DESE feedback, the Board will approve the final version of the accountability plan. At the
end of each school year, the HOS, with the support of the Academic Achievement Committee, will
present the academic data to the Board. Each year, the HOS will compile an annual report to be approved
by the Board and to be submitted to DESE and shared with members of the community.
Curriculum and Instruction. The Head of School, with the input of the Director of Curriculum and
Instruction and the Principal(s) as hired (MS in Y3, HS in Y4), will evaluate the effectiveness of
curriculum based on data from interim assessments (The Achievement Network), NWEA MAP,
MCAS/PARCC, and end-of-year Comprehensive Assessments and report to the Board’s Academic
Achievement Committee, as well as to the larger community through Monthly Family Newsletters and
our Annual Report. Our curriculum is focused on English Language Arts, Mathematics, Oral Literacy,
Science, and Social Studies, with the addition of Foreign Language study in the high school, and is
complimented by enrichment opportunities and multiple layers of student supports. Our annual calendar,
daily schedule, and entire academic program promote success in students’ core courses, with emphasis on
literacy and math.
Summer Professional Development (PD). Staff will have four weeks of summer training in our
inaugural year. In all subsequent years, returning staff will train for three weeks (new staff will continue
to have four weeks). The HOS will work closely with the Leadership Team to plan, coordinate, and
execute PD.
School Year PD. We will hold all-staff PD every Friday from 2:30 PM to 4:30 PM, following student
dismissal at 2:00 PM. We will have 30 full PD days per year (five are targeted Data Days) and teachers
will meet individually with their instructional leader (HOS or DCI) for a minimum of 45 minutes per
week. Friday PD sessions will focus on targeted lessons on one of our PD strands. The HOS and DCI
will create a yearly PD calendar during the planning year and amend this as needed per staff needs during
the year.
School Culture. We will build school culture (adult and student) through: (1) maintaining high
expectations, (2) holding all members of the school community accountable to expectations, (3) providing
support through the process, and (4) creating a sense of joy while engaging in the work. All components
will be used to build an achievement-oriented, values-based community. The systems, structures, and
routines (Community Meeting, advisory, classroom routines, communications with families, weekly
values-based academic and behavioral reports, meaningful celebrations) will create and support this
culture.
Establishing our desired school culture will begin before students arrive on the first day of school. It will
start at its earliest levels in the creation and development of the Board of Trustees, who are the initial
holders of what it means to be a part of the Libertas Academy community; Board members will work
67
together, maintaining high expectations, accountability to those expectations, support for each other, and
joy in the work. They will embody the school’s mission and core values through every decision and
interaction.
The holders of Libertas Academy’s culture will be expanded as we recruit teachers. As teachers are
ultimately the holders of both staff and student culture, we will invest significant professional
development time into creating a common vision for culture through four weeks of summer training and
weekly PD.
Staffing. The HOS will conduct a national search to bring the best teachers in the country to Springfield.
The HOS will hire all staff in POP and in subsequent years, with input from the Leadership Team.
Fiscal Planning. The Finance Committee is commissioned by and responsible to the Board and assumes
responsibilities of: working with HOS and DOO to create upcoming fiscal year budget; presenting budget
recommendations to the Board; monitoring implementation of approved budget on regular basis and
recommending proposed revisions; and recommending to Board appropriate policies for the management
of the charter organization's assets. The DOO manages day-to-day financial operations in compliance
with all fiscal policies & procedures. This includes, but may not be limited to: invoice processing and
correct coding, preparing deposit packages, processing employee expense reimbursement requests,
ensuring 30B procurement regulations are being followed and preparing a weekly package for the HOS.
Monthly, the DOO reviews financial statements prepared by a back office provider (i.e., Central Source).
Operations. The DOO is responsible for the operational and facility needs. Working with the Back
Office Provider, DOO ensures all records are up-to-date, accurate, and meet all local, state, and federal
requirements. DOO coordinates human resource needs, including documents, communications, and
records. HOS oversees daily operations and works closely with the DOO to ensure systems run
efficiently.
(3) Human Resources
We model our organizational structure and staffing plan after other successful charter schools. The table
below outlines our staffing plan during the first five years of the school’s charter. 116
Position
Head of Schools
2016-2-17
Planning
2017-2018
90 Students
.8
1
2018-2019
180 students
2019-2020
270 students
2020-2021
360 students
2021-2022
450 students
1
1
1
1
1
1
1
1
1
Middle School Principal
High School Principal
DCI
1
1
1
1
1
DOO
1
1
1
1
1
1
1
1
1
1
1
1
2
2.5
-1117
-1
-1
-1
-1
6.5 (.5 ESL)
14 (1 ESL)
23 (2 ESL)
31 (3 ESL)
39 (4 ESL)
6.5
6
6
6
6
8
8
8
8
9
9
9
Dean of Students
Director of Development
Office Manager
1
.2
Administrative Associate
SSC SPED administrator
Teachers (General Ed)
6th Grade
7th
Grade
8th Grade
116
117
A staffing “narrative” can be found on page 62 and 63.
SSC will be our SPED teacher in Y1.
68
9th Grade
8
10th Grade
8
8
SPED Teacher(s)
2
3
4
5
Teaching Fellows
2
4
6
8
School Nurse
.5
1
1
1
1
Maintenance Staff
--
Contracted
Contracted
Contracted
Contracted
12
25
38
51
63.5
Total Staff
1
Salary Determination. Every teacher earns, at minimum, a base salary comparable to the average salary
of an SPS teacher. Every leadership member, administrator, and a non-instructional member will earn a
base salary comparable to that at a school of similar size. All returning staff will receive a 3% COLA.
Staff Recruitment, Advancement, and Retention. Recruiting top talent will be a priority because we
know that great teachers have an enormous impact on the academic achievement and positive life
outcomes of their students. We will recruit staff with: the belief that all students can and will achieve in
school and go on to college; a commitment to the hours and whatever-it-takes attitude necessary to close
the achievement gap; experience getting results in low-income, urban classrooms; a growth mindset;
excellent organizational skills and willingness to work in a highly systematized environment; passion for
working with our target community and the ability to work daily with warmth, professionalism, and
enthusiasm.
The HOS has begun identifying and contacting experienced urban educators about the possibility of
joining our founding team. Upon authorization, and particularly during the planning year, recruitment
will ramp up aggressively. The HOS will: conduct a national search to bring the best teachers in the
country to Springfield; use TFA and BES networks to recruit talent; attend national hiring fairs, PD
sessions, and alumni events; target talent from the five colleges of Western MA, NY, and Boston; and
aggressively advertise opportunities online and through social media.
Libertas Academy will be a desirable place to work, develop as a professional, and build a career in urban
education. We will provide a working environment where respect of teachers is the norm and teachers
will have leader support in addressing classroom challenges. We will provide ongoing PD that will look
far more like coaching than typical PD: it will involve frequent, short observations that include coaching
in real time and immediate feedback with manageable action steps. Because we will be growing each
year, there will be opportunities for professional growth. We will provide: a clean, organized workspace;
coffee and snacks in the teacher workspace; up-to-date technology for every teacher; and recognition of
life events and major accomplishments in the classroom with food, celebration, and tokens of
appreciation. Teachers will be compensated for additional duties such as teaching at our Saturday Math or
our Summer Academy. As our founding streams increase, we will explore additional incentives to attract
and retain staff.
Typical Daily Teaching Program. Teachers will teach four 55-minute blocks daily. They will be
responsible for supervising breakfast and community meeting, AM bathroom and snack break, and PM
dismissal. Teachers will get a 55-minute common preparation period during enrichment, and a 55-minute
individual planning period. Teachers will have supervisory duties throughout the day (entry, breakfast,
community meeting, morning snack, lunch, DEAR, Tutoring). Teachers will have, at a minimum, a 55minute planning period and 55-minute common planning/meeting period with an instructional leader
daily.
School Leader Development and Evaluation. Libertas Academy will contract with Proven Provider
BES to offer professional development and support to the HOS through their Follow-On Support
program. This includes consultation, training, and continued access to a network of high-performing
schools and school leaders in the national BES network. The HOS will take at least one day per trimester
69
to conduct a targeted observation of a high-performing charter school to improve upon areas of weakness
observed at Libertas Academy. The HOS will use BES support to provide training in finance operations
as well, mostly through consultation with schools that have well established finance operations protocol;
the HOS may also retain finance and operations consultants to provide targeted training as needed. All
members of the Leadership Team will establish rigorous annual goals aligned with the Accountability
Plan and in consultation with the HOS and the Board of Trustees. During the planning year, the HOS will
create job-specific rubrics to evaluate the performance of members of the Leadership Team, and draft
policies to govern the process by which they may receive pay increases. The HOS will be evaluated by
the Board of Trustees based on annual goals outlined in the Accountability Plan and according to the
HOS Evaluation Rubric.
D. FACILITIES AND STUDENT TRANSPORTATION
Facilities. We will focus student recruitment and facility location on the North End. While not technically
a Springfield neighborhood, but rather three northern Springfield neighborhoods, the North End includes:
Brightwood, residential and medical in character, but cut off from the rest of the city by Interstate 91;
Memorial Square, commercial in character; and Liberty Heights, medical and residential in character. In
terms of demographics, the North End is predominately Puerto Rican and includes zip codes 01104,
01107, and 0119. We seek to attract students from the local neighborhood, but will open to any eligible
student.
Libertas Academy is working with Charter School Support Services (CSSS)118, a national nonprofit that
specializes in the development of charter schools, to locate and up fit a facility. The program requirements
for the facility have been developed. The facility will include core classrooms, administrative offices, a
common area for food service and assemblies and pull out rooms for support services. The facility will
meet all ADA and life safety requirements.
The search for a site began in July 2015. The search is driven by the program requirements for the
school. In year one 9,000 square feet will be needed. By year five, 45,000 square feet will be needed.
The goal is to secure the facility no later than April 1, 2016.
Specific space requirements for the first five years are outlined in Attachment R. First year space
requirements are as follows:





4 general classrooms of 900 square feet.
A multiple purpose room with 1,8 00 square feet
Two Offices of 250 square feet
Two Adult restrooms in year one and additional restrooms in years 3-5
Two Student restrooms in year one and additional restrooms in years 3-5
Other Requirements the facility must meet:






ADA accessible
Standard commercial power and sewer water service
Parking spaces for 15 automobiles
Drop off area for buses and passenger vehicles
Outdoor play space
Not within 1,000 feet of establishment, that sells alcohol.
Charter School Support Services (CSSS) has developed slow growth facilities for other BES schools.
The plan is to lease a facility for five years with three five-year options to renew and a purchase option in
year six. Ideally, the owner would complete any required up fit and recapture the cost through the rent. If
118
All costs for CSSS in the planning stages are incurred by Building Excellent Schools. Details on CSSS can be found at www.csssinc.org.
70
required, CSSS will manage the up fit and will assist in securing financing. Under this scenario, CSSS
will develop a scope of work and issue an RFP to secure competitive proposals to perform the work.
CSSS will then serve as the project manager. The school will comply with MGL Chapter 149 S 44H and
the Massachusetts Attorney General’s February 26, 2015 opinion on the lease and up fit of MA
Commonwealth Charter Schools. The school’s five-year budget includes funds for rent, the up fit and
operations.
All students, parents, staff, and visitors who are physically challenged will have full access to the school
facility in accordance Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 791 et seq.) and its
accompanying regulations. All students will be provided with the access, services, and accommodations
necessary to assure their full participation in the educational program, in full compliance with all
applicable laws and regulation including the Americans with Disabilities Act.
Accessibility. All students, parents, staff, and visitors will have full access to the facility in accordance
with Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 791 et seq.) and its accompanying
regulations. All students will be provided with the access, services, and accommodations necessary to
assure full participation in the educational program, in full compliance with all applicable laws and
regulation, including the Americans with Disabilities Act. The accessibility costs for the facility, if
needed, are included in the renovation expenses.
Transportation. Given the need for strong middle-high school options in Springfield and our target
community in the North End in particular, we anticipate that all Libertas Academy students will live in
Springfield and be eligible for transportation from SPS.119 In accordance with the law, our Director of
Operations (DOO) will work cooperatively with SPS officials to arrange for transportation schedules that
accommodate our extended day and year while remaining cost effective. The DOO will inform the
district of Libertas Academy’s transportation needs in a timely manner to allow the School Committee
time to plan and budget accordingly. Transportation will also be provided by the district to students with
disabilities who have transportation-specific accommodations in their IEPs and/or Section 504 plans. In
accordance with the law, our DOO will work cooperatively with SPS officials to arrange for
transportation schedules that accommodate our extended day and year while remaining cost effective.
E. SCHOOL FINANCES
(1) Fiscal Management
Fiscal Planning. The Finance Committee, commissioned by and responsible to the Board, assumes the
responsibilities of: working with the HOS and DOO to create upcoming fiscal year budget; presenting
budget recommendations to Board; monitoring implementation of approved budget on regular basis and
recommending proposed revisions; and recommending to Board appropriate policies for the management
of the charter organization's assets. The DOO manages daily financial operations in compliance with the
school’s fiscal policies and procedures, including, but not be limited to: invoice processing and correct
coding, preparing deposit packages, processing employee expense reimbursement requests, ensuring 30B
procurement regulations are being followed and preparing a weekly package for the HOS. Monthly, DOO
reviews financial statements prepared by a back office provider (i.e., Central Source).
General Accounting Practices. To provide accurate and timely record of financial transactions, the
school will maintain accounting systems and records in accordance with generally accepted accounting
principles and with the Massachusetts Charter School Recommended Fiscal Policies and Procedures
Guide. The DOO will manage our accounting system and ensure that entries are current, accurate and
complete by maintaining original documentation prior to entry. All entries will be made at least within
one week of an accounting event. All accounts will be reconciled on at least a monthly basis. Cash Flow
119
See M.G.L. c. 71, §89(cc).
71
Projections. The HOS and DOO will prepare and review monthly cash flow statements and financial
forecasts. Quarterly Financial Statements. The Board will review financial statements at no less than
quarterly intervals. Statements will include a balance sheet, income summary, detailed statements
comparing actual versus budgeted expenses, statement of cash flow, and financial forecast. Annual
Budget Approval. The Board will review and approve the school’s annual budget each year. In the third
quarter of each fiscal year, the HOS and DOO, with the support of Building Excellent Schools (BES),
will prepare and propose a detailed annual budget for the following fiscal year for the Finance Committee
to review. The Committee will present the budget to the Board for review and approval at the end of each
fiscal year. Annual Report Approval. The HOS and DOO will prepare an annual report at the end of
each fiscal year. The report will be approved by the Board and include a year-end balance sheet, with
budgeted versus actual income and expense analysis. Audit Compliance. The Board will work with BES
to hire an external auditor and ensure an annual audit is completed. The Finance Committee will work
closely with the HOS and DOO to address each audit finding. Contingency Plans for Potential Budget
Shortfalls. Libertas Academy will approach budgeting conservatively and will work closely with a back
office provider such as Central Source to develop annual operating budgets. The school will include a
contingency fund in the budget where possible in order to build up a cash reserve to draw upon in the
event of budget shortfalls or cash flow challenges.
The budget was developed by the Lead Founder with the support and input of Proven Provider Building
Excellent Schools and founding Board members. All final projections were made based upon public
revenue projections and in consultation with current educational providers in Massachusetts, particularly
within Springfield. Please see the multi-year budget provided within the Attachments.
(2) Operating Budget and Budget Narrative
Major Assumptions




Per Pupil Tuition. Assumes per pupil tuition of $12,327 and assumes a 1% increases year to year
based on analysis of historical tuition increase in Springfield120
Student Enrollment. Assumes 90 students per year, with full enrollment at each grade
Facility Size and Cost. We assume 100 square feet per student @ $12 per square foot
Staff FTE. Assumes growth of staff per student enrollment and annual 3% COLA
Operating Revenues









Tuition. Assumes per pupil tuition of $12,327 and assumes a 1% increases year to year
Grants – Federal. Assumes $750 as average per student
Grants – Private. Assumes conservative start-up funding from the private philanthropic
business community led by The George and Irene Davis Foundation of Western Massachusetts
and will include a large consortium of contributors who understand the value of the Libertas
‘way’121
Nutrition Funding – State & Federal. Assumes 85% FRL
Program Fees. Does not include. We anticipate serving a high poverty community
Contributions, in kind. We will solicit contributions in kind but do not assume
Contributions, in cash. Assumes conservatively Board contributions/fundraising @ $30,000122
Investment Income. Assumes conservatively no investment income
Transportation. Transportation will be provided by the local school district
Operating Expenditures - Administration
120
Historical Tuition Analysis provided by Cynthia Marie, Central Source, President and CEO.
See Attachment S for Letter of Financial Commitment from the George and Irene Davis Foundation of Western Massachusetts.
122
See Attachment S for Letter of Financial Commitment from Libertas Academy Board of Trustees.
121
72
Salaries – Admin (Professional)
 Pre-Operational Period (POP). Assumes .8 FTE (September – June) Head of School (HOS) at
$70K pro-rated
 Y1. Assumes 1 HOS @ 70K, 1 DCI @ $60K, 1 Director of Operations @ $60K
 Y2. Assumes all admin positions returning w/3% COLA; adding 1 Dean of Students @$55K
 Y3. Assumes all admin positions returning w/3% COLA; adding 1 MS Principal @ $70K
 Y4. Assumes all admin positions returning w/3% COLA; adding 1 HS Principal @ 70K
 Y5. Assumes all admin positions returning w/3% COLA; adding 1 Dir. of Development @ $60K
Salaries – Admin (Support/Clerical)
 POP. Assumes .2 Office Manager (OM) @ $35K pro-rated
 Y1. Assumes 1 OM @ $40K
 Y2. Assumes all admin positions returning w/3% COLA
 Y3. Assumes all admin positions returning w/3% COLA
 Y4. Assumes all admin positions returning w/3% COLA; additional Office Manger @ $40K

Y5. Assumes all admin positions returning w/3% COLA; additional .5 Office Manger @ $40K
pro-rated
 Accounting – Audit. Assumes $5K in POP, $10K in Y1, w/3% COLA each year thereafter
 Legal. Assumes @$5K in POP and Y1, $10K in Y2 with 5K increase thereafter
 Payroll. Assumes $200 per payroll period with 3% COLA after POP
Information Management and Technology.
 POP. Assumes $30150, $1K per new FTE, 3 printers @ $1250, monthly , monthly maintenance
@ $700, 1 copier @ $5000
 Y1. Assumes $18500, $1K per new FTE, 2 added printers @ $1250, monthly maintenance @
$500
 Y2. Assumes $28250, $1K per new FTE, $1K replacement costs at a 3 year rotation, 1 additional
printer @ $1250, monthly maintenance @ $500, 1 copier @ $5000
 Y3. Assumes $37250, $1K per new FTE, $1K replacement costs at a 3 year rotation, 1 additional
printer @ $1250, , monthly maintenance @ $500, 1 copier @ $5000
 Y4. Assumes $18500, $1K per new FTE, $1K replacement costs at a 3 year rotation, 1 additional
printer @ $1250, , monthly maintenance @ $500, 1 copier @ $5000
 Y5. Assumes $18500, $1K per new FTE, $1K replacement costs at a 3-year rotation, 1 additional
printer @ $1250, , monthly maintenance @ $500, 1 copier @ $5000
 Office Supplies and Materials. Assumes $2250 in POP, $50 per student in all years w/3%
COLA
 Professional Development, Admin/Board. Assumes $5K in Y1, with $5K incremental growth
per year, based upon costs of similar schools
 Dues, Licenses, and Subscriptions. Assumes $1K in Y1 and $2K each year thereafter, based
upon costs of similar schools
 Fundraising. Assumes costs based upon growth needs, based on similar schools
 Recruitment/Advertising. Assumes annual costs based upon growth needs
 Travel Expenses for staff/Board. Assumes annual costs based upon study of high performing
schools and staff growth, based on similar schools
 Bank Charges – Current (Short Term). Assumes no costs
 Purchased Management Services. Assumes no costs
 Other. Back Office Provider. Assumes cost of Back-Office Provider
Instructional Services
\

Salaries – Teachers. Assumes 3% COLA for all returning positions each year
73















Y1. Assumes 6 regular education teachers @ $48K, 1 special education teacher (who is Student
Supports Coordinator in Y1) @ $55K, and .5 ESL teacher @ $24K pro-rated
Y2. Assumes all regular and special education teaching positions returning; assumes 7 additional
regular education @$48K, 2 special education @$53K, 1 ESL teacher @48K
Y3. Assumes all regular and special education teaching positions returning; assumes 8 additional
regular education @ $48K, 1 special education @ $53K, 1 ESL teacher @48K
Y4. Assumes all regular and special education teaching positions returning; assumes 7 additional
regular education @ $48K, 1 special education @ $53K, 1 ESL teacher @48K
Y5. Assumes all regular and special education teaching positions returning; assumes 7 additional
regular education @ $48K, 1 special education @ $53K, 1 ESL teacher @48K
Contracted Services, Instructional. Assumes Speech/Language, OT, Counseling needs as
contracted, based upon projected 20% special education population, ½ of which will require
contracted services, and costs of similar schools
Instructional Technology in Classrooms. Assumes $250 per student with 1/3 replacement costs
annually starting in Y3 in regular education; assumes additional $500 per 15 special education
with 1/3 replacement costs annually starting in Y3, based on similar schools
Instructional Supplies & Materials. Assumes $250 per student in general education; assumes
$250 per year in special education with 20% qualifying w/3% COLA each year thereafter
Testing & Assessment. Assumes minimal costs in POP for preparation and resource materials;
assumes costs of ANET, NWEA, and special education testing, SAT/PSAT testing and growth
needs of school, based on costs of similar schools
Professional Development, Instructional. Assumes costs based upon similar schools
Dues, Licenses, and Subscriptions. Assumes costs based on similar schools
Staff Stipends. Assumes costs of Saturday School in Y1, Saturday School and Summer
Academy in Y2 and each year thereafter
Purchased Management Services. Assumes no costs
Other. Classroom Libraries. Assumes $50 per student
Other. Health/Wellness Programs. Assumes the cost of such items as Bullying Prevention
Other Student Services







Salaries. Other Student Services. Assumes costs of .5 Nurse Y1, 1 FTE nurse w/ 3% COLA
each year thereafter; assumes 2 Teaching Fellows added per year, starting in Y2, w/ 3% COLA
Health Services. Assumes small health costs
Student Transportation. Assumes no cost; provided by district
Food Services. Assumes at full cost of National School Lunch Program plus 10% additional as
based upon similar schools
Athletic Services. Assumes small costs per growth each year
Purchased Management Services. Assumes no costs
Other. School Trips. Assumes small costs per growth of school, per student cost varies by grade
Operations and Maintenance of Plant





Salaries – Operation and Maintenance of Plant. Assumes no costs
Utilities. Assumes $2 per square foot w/ 3% COLA in Y3
Maintenance of Buildings & Grounds. Assumes costs based on contracted cleaning company,
reflecting growth of school over time, based on similar schools
Maintenance of Equipment. Assumes conservative costs, reflecting growth of school over time,
based on similar schools
Rental/Lease of Buildings & Grounds. Assumes lease expense based on SF of 100 per student
needs and costs of $12 per square foot
74





Rental/Lease of Equipment. Assumes $6,000 lease per copier, 2 Y1, 3 Y2, 4 Y3, 6 in Y4, 8 in
Y5
Capital Debt Service. Assumes no cost
Acquisition of Capital Equipment. Assumes costs each year based on growth and similar
schools
Purchased Management Services. Assumes no costs
Other. Cafeteria Tables. Assumes costs each year based on growth and costs of similar schools
Fixed Charges




Payroll taxes. Assumes 3% of total cost of salaries to cover payroll taxes
Fringe Benefits. Assumes 10% of total cost of salaries to cover health benefits, with conservative
5% COLA each year starting in Y2 due to anticipated sudden increases
Insurance (non-employee). Assumes Directors and Operators’ Insurance annually, w/3% COLA
Other. BES. Assumes costs of Follow-On Support each year, and access to BES Network
Community Service (including Dissemination)


Dissemination Activities. Assumes costs of sharing materials, hosting visitors, reflecting growth
Civic Activities. Assumes no costs
Contingency Fund

Assumes 3% POP, 2% Y1, 5% Y2, and 6% Y3, 4, and 5.
Fund Development
We anticipate being a fund development Board, and will leverage our individual and collective resources
to ensure the school has adequate funds to meet its short, mid- and long-term goals. We have only
provided funds we deem secure, along with a modest personal commitment from the Board. Given the
conservative nature of our budgeting, and that we have placed resources as close to the classroom and the
needs of various students, we do not project hiring a Development Director until Y5. Until that time, the
Development Committee will take the lead on all fundraising initiatives, supported by the HOS.
F. ACTION PLAN
Action Items
Governance
Complete board recruitment to meet minimum requirements of bylaws
Letter requesting approval of new Board members not in application
Draft Board Bylaws
Draft Complaint Procedure
Organizational Chart
Financial disclosure forms for each member of BOT
Hold retreat to transition to governing board
Elect officers, form committees, appoint committee chairs
Establish board meeting calendar
Finalize dashboard template for monthly reporting to BOT
School Facility Search/Construction and Safety
Update school profile listing
Facility search
Secure site
CSO
Deadline
SCCS
Deadline
3/31/16
3/31/16
3/31/16
3/31/16
3/31/16
3/31/16
Point Person
4/1/16
4/1/16
4/1/17
6/1/16
HOS/BOT
HOS
BOT
BOT
HOS
BOT
HOS/BOT
BOT
HOS/BOT
HOS/BOT
1/1/17
HOS
HOS
HOS
8/1/16
3/1/16
75
Oversee renovations
Copy of signed lease or purchase and sales agreement
Conduct assessment of school accessibility under ADA
Signed letter from board chair re: facility accessibility
Multi-Hazard Evacuation Plan
Contact Springfield Inspectional Services Department
Multi-Hazard Evacuation Plan
Lead Inspection and Report
Current Certificate of Occupancy
Current and Building Safety Inspection Certificate
Current Fire Inspection Certificate
Current Flammable Compounds and Liquids Certificate, if applicable
Current Health Inspection and/or Health Permit
Current Asbestos Inspection Report and Management Plan
Current Lead Paint Assessment Report
Prepare building infrastructure (i.e., lights, phones, server & network)
Order non-instructional supplies, furniture, equipment and materials
Set up furniture, equipment, and materials
Secure janitorial services
Student Recruitment and Enrollment
Request from district names and addresses of eligible students
Draft Enrollment Policy and admission application
Create and finalize recruitment materials
Conduct recruitment outreach (see Recruitment and Retention Plan)
Hold enrollment lottery and notify families of results
Revised draft Recruitment and Retention Plan
Pre-enrollment Report
Projected enrollment data
Plan student orientation
Host family orientation
Host student orientation
School Policies and Practices
Set up student information database
School calendar, sample student schedules, student learning worksheet
School Wellness Policy
Contact MTRS Employer Services to determine employee eligibility
Code of conduct and/or student handbook (Expulsion policy)
Bullying Prevention and Intervention Plan
ELE Policies and Procedures
Special Education Program Plan
Payroll summary statement to CSO as evidence of MTRS contributions
Financial Policies and Procedures
Submit W-9 form; Terms and Conditions Form; EFT form; Standard
Contract Form; Contractor Authorized Signatory Listing to DESE’s
Grants Management
Apply for tax-exempt status and ID
Set up bank accounts
1/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
6/1/17
3/1/16
3/1/16
3/1/16
3/1/16
3/17
5/1/16
3/1/17
5/1/17
6/1/17
6 – 8/17
8/17
7/1/17
3/1/16
6/1/17
7/1/17
7/1/17
7/1/17
8/1/17
8/1/17
9/1/17
After
chartering
HOS
HOS/DOO
HOS/DOO
HOS/BOT
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DFO
HOS/DFO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS
HOS
HOS
HOS
HOS/DOO
HOS
HOS/DCI
HOS
HOS, DCI
HOS
HOS, DCI
HOS
HOS
HOS/BOT
HOS/DOO
HOS/BOT
HOS
HOS/BOT
HOS/BOT
DOO
HOS
3/1/16
3/1/16
HOS
HOS
76
Design financial management systems (QuickBooks)
Design accounting process forms and reporting templates
Establish payroll
Update and revise budget summaries for first three years after chartered
Create detailed cash flow projection for first year of operation
With Board, develop and submit Fiscal Policies and Procedures
Procurement Officer enroll in Certified Public Purchasing Official
Program
FY18, FY19, & FY20 budgets
Cash flow projection for FY18
Consult w/legal counsel to determine insurance requirements and needs
Submit evidence of insurance coverage
BOT engages independent auditor (to meet 11/1 deadline)
Educational Program and Curriculum
Develop curriculum and assessments
Order materials, supplies, equipment
Transportation, Food, Health Services, and Wellness Policy
Contact ESE Nutrition Office; NSLP assurance
Create School Wellness Policy and submit to CSO
Request application Nutrition, Health, and Safety (NH&S) Office re:
NSLP
Letter from board chair stating participation in NSLP & w/NH&S
Office
Identify/contract w/food service provider; submit copy of signed
contract
Arrange for transportation services to be provided to all eligible
students
Submit Transportation Services Plan
Hire school physician/medical consultant; submit letter of agreement
Hire licensed school nurse; submit letter of agreement to CSO
Maintain copies of all professional credentials on file at school
Submit school nurse and school physician agreement
Submit Health Plan and Medications Administration Plan
Transportation Services Plan
Nutrition Services Contract, if applicable
Staff Recruitment and Hiring
Set staff salaries and benefits; Develop job descriptions and postings
Recruit and hire staff
Draft CORI Policy
Apply for access to CORI system
Contact MTRS Employer Services
Evaluation Criteria and Professional Development Plans
Plan Summer Institute
Hold Summer Institute
Conduct CORI checks on all staff and volunteers
Signed assurance letter from board chair re: completion of CORI checks
Recruit highly qualified teachers
3/1/16
3/1/16
3/1/16
6/30/17
6/30/17
6/30/17
6/30/17
HOS
HOS
HOS/DOO
HOS/DOO
HOS/DOO
HOS/BOT
HOS
6/1/16
6/1/16
8/1/16
8/1/16
9/1 /16
2/1 /16
HOS/BOT
HOS
HOS/BOT
HOS
HOS/BOT
3/1/17
6/1/17
HOS/DCI
HOS/DOO
6/1/17
6/1/17
6/30/17
HOS/DOO
HOS
HOS/DOO
6/30/17
HOS/DOO
8/1/17
HOS/DOO
8/1/17
HOS/DOO
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
8/1/17
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
HOS/DOO
9/1/16
9/1/16
5/1/16
5/1/16
6/1/16
6/1/17
6/1/17
7 – 8/17
8/1/17
8/1/17
8/1/17
HOS
HOS
HOS
HOS
HOS
HOS/DCI
HOS/DCI
HOS/DCI
HOS/DOO
HOS/BOT
HOS
77
Hire Special Education Administrator
Maintain copies of professional credentials for staff
Prepare and submit summary of each teacher’s qualifications
Evaluation of School Leader, Leadership Team, and Teachers
Performance evaluation criteria and design evaluation plan for school
leader
Performance evaluation criteria & evaluation plan for leadership team
& staff
Performance evaluation criteria and design evaluation plan for teachers
Self-assess evaluation plans against Recommended Elements of School
Leader
Submit all evaluation criteria and plans to CSO
Professional Development for School Administrators and Teachers
Design PD plan for school leadership team
Design PD plan for teachers
Submit both PD plans to CSO for ESE approval
Student Services Delivery
Design, adopt, and submit a District Curriculum Accommodation Plan
(DCAP)
Develop, submit policies and procedures for English Language
Education
Review MA Primer on Special Education and Charter Schools
Completed Special Education Program Plan with original initials and
signatures
Submit Title 1 grant application and notify CSO
Draft Accountability Plan
Submit draft Accountability Plan according to Guidelines for Writing
Charter School Accountability Plan; make necessary changes upon
return from DESE
BOT approves Accountability Plan, submits final Accountability Plan
8/1/17
8/1/17
8/1/17
HOS
HOS/DOO
HOS/DOO
6/1/17
HOS
6/1/17
HOS
6/1/17
6/1/17
HOS/DCI
HOS
6/1/17
HOS
6/1/17
6/1/17
6/1/17
HOS
HOS/DCI
HOS
8/1/17
HOS/DCI
8/1/17
HOS/DCI
8/1/17
8/1/17
HOS/DCI
HOS/DCI
HOS/DOO
6/1/17
HOS
8/1/17
HOS/BOT
78
IV. REQUIRED ATTACHMENTS- SUBJECT TO 40 PAGE LIMIT






Attachment A: Draft Bylaws
Attachment B: Draft Recruitment and Retention Plan
Attachment C: Draft Enrollment Policy and Admission Application
Attachment D: Draft School Calendar
Attachment E: Draft Organizational Chart
Attachment F: Operating Budget: Projected Revenues and Expenditures; and Cash Flow
Projection
CFIV. REQUIRED ATTACHMENTS- SUBJECT TO 40 PAGE LIMIT
V. REQUIRED ATTACHMENTS- NOT SUBJECT TO 40 PAGE LIMIT
 Attachment G: Individual Resumes
 Attachment H: Individual Questionnaires
 Attachment I: Description of Curriculum Scope and Sequence
IV. REQUIRED ATTACHMENTS- NOT SUBJECT TO 40 PAGE LIMIT
VI. OPTIONAL ATTACHMENTS












Attachment J: Character Scope and Sequence
Attachment K: Letters of Support
Attachment L: Enrichment Program
Attachment M: Community Stakeholder Meetings
Attachment N: Sample Information Session Flyer
Attachment O: Sample Community Support Petition
Attachment P: Draft Accountability Plan
Attachment Q: Job Description and Evaluation Tool for the Head of School
Attachment R: Space Planner
Attachment S: Letters of Financial Commitment
Attachment T: Founding Board Roles and Responsibilities
Attachment U: Board Self-assessment
79
Attachment A: Draft Bylaws
ARTICLE I
Name, Location, Mission, Objectives, and Requirements
Section 1: This organization is a public school chartered by the Commonwealth of Massachusetts
pursuant to Massachusetts General Laws, Chapter 71, Section 89; the Board of Trustees is a public entity,
and the members thereof are considered public officials of Massachusetts, operates independently of any
school committee, and holds the charter granted by the Commonwealth of Massachusetts.
Section 2: The name of the organization will be Libertas Academy Charter School Incorporated
(Libertas Academy). As set forth in the Charter, the mission of the school is to prepare all sixth through
twelfth grade students to succeed within the college of their choice and to be positive, engaged members
of their communities.
Section 3: The initial principal location of Libertas Academy shall be at:
[Physical Address]
[City, State, Zip Code]
Libertas Academy may also have offices at such other places as the Board of Trustees (Board) shall
determine the business of Libertas Academy requires; provided, however, that the registered office be
registered with the Secretary of State of Massachusetts and the agent so registered be located at the same
address, or otherwise as provided by the Board of Trustees.
Section 4: The Board of Trustees is a public employer for the purposes of tort liability under
Chapter 258 of the General Laws and for collective bargaining purposes under Chapter 150E of the
General Laws. G.L.c.71, Section 89(y)
Section 5: The Board of Trustees will not exercise managerial powers over the day-to-day
operations of the school. 603CMR 1.061(1)
Section 6: The Board of Trustees will fulfill their fiduciary responsibilities, including but not
limited to, the duty of loyalty and duty of care, as well as the obligation to oversee the school’s budget.
603 CMR 1.06(1)
Section 7: The Board of Trustees must ensure that the school operates in compliance with all
applicable state and federal laws including, but not limited to:
(a) Successfully completing the opening procedures process in accordance with G.L.c.70,
Section 89; 603 CMR 1.00; and any guidelines issued by the Department;
(b) Requesting the Commissioner’s appointment of any new trustees and receiving that approval
prior to any new trustees beginning their service as members;
(c) Submitting timely annual report;
(d) Submitting timely annual independent audits;
(e) Hiring, evaluating, and removing, if necessary, qualified personnel to manage charter
school’s day-to-day operations and holding these administrators accountable for meeting
specified goals’;
(f) Approving and monitoring profess towards meeting the goals of the school’s Accountability
Plan;
(g) Adopting and revising school policies, including plans for student recruitment and retention;
80
(h) Responding to complaints in writing as required by 603 CMR 1.09; and
(i) Ensuring that members of the board receive an orientation and training regarding their duties
and obligations as members of a board of trustees.
603 CMR 1.06 (1)(a-i)
Section 8: If, for any reason, the organization should dissolve, upon dissolution of the
organization assets shall be distributed for one or more exempt purposes within the meaning of section
501 (c) (3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or shall
be distributed to the federal government, or to a state or local government, for a public purpose.
ARTICLE II
Members
Libertas Academy does not have members. While persons who associate or attend programs of,
participate in, contribute to, or benefit from Libertas Academy may be referred to as “member,” no rights,
voting or otherwise, will inure to such person.
Section 1: In accordance with G.L.c.71, Section 89(c), individual board members are considered
special state employees.
Section 2: Members of the Board of Trustees will comply with the Commonwealth’s state ethics
requirements including, but not limited to, meeting all training requirements; complying with
G.L.c.268A, the conflict of interest law; filing all required disclosures under G.L.c.268A; and filing all
statements of financial interest in a timely fashion as required by G.L.c.71, Section 89(u). Failure to
comply with state ethics requirements may result in removal of individual board members by the board of
trustees or by the Commissioner.
ARTICLE III
Board of Trustees
Section 1. Constitution: The Board of Trustees (“the Board”) shall consist of at least seven
Trustees and no more than fifteen Trustees. All Trustees shall have identical rights and responsibilities.
The Head of School will be an advisory, non-voting member of the Board (ex officio).
Section 2. Qualifications: Board members shall be sought who reflect the qualities,
qualifications and diversity determined by the Board delineated in the Job Description of the Board of
Trustees.
Section 3. Nomination: The Libertas Academy nominating committee, known as the
Governance Committee, shall present a slate of potential Trustees and officers for election by the Board
of Trustees. This slate shall be presented at the annual meeting of the Board.
Section 4. Term: Trustees shall serve a term of three (3) years from the date of their
appointments, or until their successors are seated. A full three-year term shall be considered to have been
served upon the passage of three (3) annual meetings. After the election, the term of a Trustee may not be
reduced, except for cause as specified in these bylaws. No Trustee shall serve more than two (2)
consecutive, three-year terms. Trustees shall serve staggered terms to balance continuity with new
perspective. The initial Board of Trustees:
(a) Shall consist of at least two Trustees who will serve a one-year term (ending in Spring 2017).
81
(b) Shall consist of at least two Trustees who will serve a two-year term (ending in Spring 2018).
(c) Shall consist of at least two Trustees will serve a three-year term (ending in Spring 2019).
Section 5. Vacancy: Any vacancy occurring in the Board of Trustees and any position to be
filled by reason of an increase in the number of Trustees may be filled, upon recommendation of a
qualified candidate by the Governance Committee, by two-thirds (2/3) vote of the seated Trustees. A
Trustee elected to fill the vacancy shall be elected for the unexpired term of his/her predecessor in office.
The Board of Trustees will exercise due diligence in assessing the suitability of candidates for Board
membership with respect to potential conflicts of interest and areas of skill and expertise that will be of
value to the Board of Trustees, such due diligence to occur prior to a vote by the Board of Trustees to
request the Commissioner to appoint the proposed member(s). Prior to submitting a candidate to the
Commissioner for approval, the Board of Trustees must determine that no financial interests under
G.L.c.268A exist which may preclude a majority of the Board from participating in deliberations or
voting on certain matters within the scope of the Board’s authority.
Section 6. Resignation: A Trustee may resign at any time by filing a written resignation with the
Chair of the Board.
Section 7. Removal: The Board may remove any Officer or Trustees by majority vote of the
entire Board of Trustees at any regular or special meeting of the Board, provided that a statement of the
reason or reasons shall have been mailed by Registered Mail to the Officer or Trustees proposed for
removal at least thirty (30) days before any final action is taken by the Board. This statement shall be
accompanied by a notice of the time when, and the place where, the Board is to take action on the
removal. The Officer or Trustees shall be given an opportunity to be heard and the matter considered by
the Board at the time and place mentioned in the notice.
Section 8. Duties: Members of the Board of Trustees
(a)
Shall serve Libertas Academy with the highest degree of undivided duty, loyalty, and
care and shall undertake no enterprise to profit personally from their position with
Libertas Academy.
(b)
All participants in Board work are bound by the Code of Conduct, Conflict of Interest,
and Confidentiality policy statements.
(c)
Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in
performance of voluntary Libertas Academy activities in accordance with Libertas
Academy policies.
(d)
Shall have no direct or indirect financial interest in the assets or leases of Libertas
Academy; any Trustee who individually or as part of a business or professional firm is
involved in the business transactions or current professional services of Libertas
Academy shall disclose this relationship and shall not participate in any vote taken with
respect to such transactions or services.
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ARTICLE IV
Officers
Section 1. Description: There shall be four (4) elective Officers of the Board: a Chair, a ViceChair, a Secretary, and a Treasurer.
(a) Chair: The Chair presides at all meetings of the Board of Trustees and other meetings as
required. The Chair is an ex officio member of all committees of the organization. The Board
Chair oversees implementation of board and school policies and ensures that appropriate
administrative practices are established and maintained. The Chair works with the Head of
School, other board officers, and committee chairs to develop the agendas for Board of
Trustees meetings, and presides at these meetings. In consultation with other Board officers,
the Chair appoints volunteers to key leadership positions, including positions as chair of
board committees and task forces.
(b) 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.
(c) Secretary: The Secretary shall: (i) keep or cause to be kept, at Libertas Academy’s Head of
Schools’ 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; (ii) keep or cause to be kept a copy of Libertas
Academy’s Articles of Incorporation and By-laws, with amendments; (iii) give or cause to be
given notice of the Board and Committee meetings as required by the By-laws; and (iv) have
such other powers and perform such other duties as the Board may prescribe.
(d) Treasurer: The Treasurer shall: (i) keep or cause to be kept adequate and correct accounts of
Libertas Academy’s properties, receipts, and disbursements; (ii) make the books of account
available at all times for inspection by any member; (iii) deposit or cause to be deposited
Libertas Academy’s monies and other valuables in Libertas Academy’s name and to its
credit, with the depositories the Board designates; (iv) disburse or cause to be disbursed
Libertas Academy’s funds as the Board directs; (v) render to the Chair and the Board, as
requested but no less frequently than once every fiscal year, an account of Libertas
Academy's financial transactions and financial condition; (vi) prepare any reports on financial
issues required by an agreement on loans; and (vii) have such other powers and perform such
other duties as the Board may prescribe.
Section 2. Nomination: The Governance Committee shall present a slate of Officers to the
Board of Trustees. The nominated Officers shall be drawn from among the members of the Board of
Trustees. The election of Officers shall be held at the annual meeting of the Board.
Section 3. Term: The newly elected Officers shall take office on July 1 following the close of
the meeting at which they are elected and the term of office shall be one year, or until respective
successors assume office. A Trustee may serve more than one (1) term in the same office, but not more
than three consecutive terms in the same office.
Section 4. Vacancy: In the event that the office of the Chair becomes vacant, the Vice-Chair
shall become Chair for the unexpired portion of the term. In the event that the office of Vice-Chair or
Secretary-Treasurer becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices
until a scheduled meeting of the Board can be held.
83
ARTICLE V
Meetings
Section 1. Annual Meeting: The annual meeting of the Board of Trustees shall occur in the last
quarter of the fiscal year. There shall be at least 10 other regular meetings of the Board held each year.
Notice shall be given to each Trustee thirty (30) days prior to the date of every regular meeting of the
Board. All meetings will be held in Massachusetts.
Section 2. Special Meeting: Special meetings of the Board of Trustees may be called by the
Chair or by a majority of the Board filing a written request for such a meeting with the Chair and stating
the object, date, and hour therefore, due notice having been given each Trustee five (5) calendar days
prior to the meeting.
Section 3. Open Meeting Law: The Board of Trustees and its committees, irrespective of what
the title may be, will comply in all respects with the open meeting law, G.L.c.30A, Sections 18-25, and
the regulations, guidance, and directives of the Office of the Attorney General. This includes, but is not
limited to, training, notice of meetings, records of meetings, and executive sessions.
Section 4. Quorum: One-half of the Trustees then in office shall constitute a quorum for the
transaction of business at any regular or special meeting of the Board of Trustees, except where otherwise
required by these Bylaws. Action by the Board requires a majority vote of a quorum of Trustees.
Section 5. Format: The Board shall select its own meeting format in any method allowed by the
laws of the state of Massachusetts. Any such meeting, whether regular or special, complying with
Sections 1 or 2 of Article IV shall constitute a meeting of the Board of Trustees and shall subscribe to the
policies, procedures, and rules adopted by the Board.
Section 6. Notice: Notice of all regular and special meetings of the Board, an agenda of all items
to be discussed at such meetings, and agenda support materials shall be circulated to all Trustees prior to
the meeting. Any Trustee may waive notice of any meeting. The attendance of a Trustee at any meeting
also shall constitute a waiver of notice of such meeting, except where a Trustee attends a meeting for the
express purpose of objecting to the transaction of any business because the meeting is not lawfully called
or convened.
Section 7: Remote Participation: A member of the Board of Trustees may participate remotely
in a meeting provided that such participation complies with the requirements of 940CMR 29.10
including, but not limited to, meeting the permissible reasons for remote participation.
Section 8. Absence & Proxy Voting: An absentee Board member may not designate an alternate
to represent him or her at a Board meeting. A member of the board may be deemed to be present for
purposes of achieving a quorum and may cast a vote if he/she grants a signed, written proxy to another
board member who is present at the meeting. The proxy must direct a vote to be cast with respect to a
particular proposal that is described with reasonable specificity in the proxy. No other proxies are
allowed.
84
ARTICLE VI
Committees and Task Forces
Section 1. Appointment: A Board resolution shall appoint committees or task forces of the
Board, except the Governance Committee. Committees may be composed of Trustees or community
members, or both. The Board may prescribe the need and/or the composition of such committees.
Section 2. Governance Committee: There shall be a standing nominating committee, known as
the Governance Committee. This committee shall be composed of at least three (3) persons recommended
by the Chair and elected by the Board of Trustees at its annual meeting. Each committee member shall
serve a term of two (2) years, and these terms shall be staggered to ensure continuity of committee
membership. The committee shall elect its own chair. The duties of the Governance Committee shall be:
(a)
to study the qualifications of candidates and present a slate of the best qualified as
nominees for the vacant Trustee positions on the Board;
(b)
to present a slate of nominees for Officers to the Board for election at the annual meeting;
(c)
to recommend candidates to the Board to fill vacancies that arise outside the regular
nominating process;
(d)
to provide ongoing orientation to Trustees;
(e)
to oversee a Trustee assessment process to ensure optimum performance; and
(f)
to recommend the appointment of a past Chair to the Board, if necessary, in the interests
of continuity.
ARTICLE VII
Complaints
If a complaint is filed with the Board, the Board shall respond no later than 30 days from receipt
of the complaint in writing to the complaining party. The Board shall, pursuant to a complaint received
under 603 CMR 1.10, or on its own initiative, conduct reviews to ensure compliance with M.G.L. c. 71, §
89, and 603 CMR 1.00
ARTICLE VIII
Fiscal Year
The fiscal year of Libertas Academy shall begin on July 1 of each calendar year and terminate on
June 30 of the subsequent calendar year.
ARTICLE IX
Rules of Order
In case of conflict or challenge, the rules of order in the current edition of Robert’s Rules of
Order shall govern the conduct of all meetings of Libertas Academy.
85
ARTICLE X
Amendments
These Bylaws may be amended at a regular meeting by a two-thirds vote of all Trustees then in
office; provided that notice of the proposed amendment, together with a copy thereof, is mailed to each
Trustee at least fifteen (15) days prior to the meeting at which the amendment is to be considered.
86
Attachment B: Draft Recruitment and Retention Plan
Name of School Libertas Academy Charter School
Date November 2 , 2015
I. Recruitment Plan
A. Describe the school’s general recruitment activities, i.e. those intended to reach all students.
General Recruitment Activities
List recruitment activities undertaken each year which apply to all students.
Activity 1: “Boots on the Ground” Community Outreach Events. Every year, before the Spring
lottery, our Board will gather faculty, staff, parents, and volunteers to knock on doors in the North
End of Springfield. The goal of these events is to knock on the door of every family in the North End
in order to share information and answer questions about our program.
Activity 2: Mailings. Annually, before the Spring lottery, we will send out mailings in English,
Spanish and other prevalent languages in the district, to all parents of Springfield Public School (SPS)
students who are eligible. These mailings will be clear and simple to understand so that they are
accessible to all residents of Springfield.
Activity 3: Media. We will use targeted media outreach to communicate the option of Libertas
Academy to our target population. We will place advertisements in the Springfield Republican, and
its Spanish-language counterpart El Pueblo Latino, and we will place radio advertisements on
Spanish-language radio shows on WTCC FM and on area Spanish-language stations. When possible,
the Head of School and a Spanish-speaking Board member will conduct on-air interviews in Spanish
in order to explain the mission of Libertas Academy as well as the process for applying
Activity 4: Public Appearances at Community Events. Libertas Academy will be a visible
presence at all major community events in the North End and at other large events in the City of
Springfield. In addition to aiding our recruitment efforts, this will allow us to support the
communities we serve and help us to integrate ourselves meaningfully into the lives of our students.
Activity 4: Information Sessions. From the date of authorization through the lottery, the Head of
School will hold information sessions on average twice per month at community organizations with a
focus on those in the North End neighborhood. The Head of School will advertise all events in local
stores, restaurants, churches, and community centers.
B. List the goals and strategies the school will implement during the upcoming school year to attract and
enroll specific groups of students in order to promote a student population that reflects the demographics
of the school’s sending district(s). Create goals and strategies for each of the following categories:
87
Recruitment Plan – Goals and Strategies
List goals and strategies for recruitment activities for each demographic group.
Demographic Group: At least 20% of students enrolled at Libertas Academy Charter School will be
designated as requiring special education services.
A. Special education
Materials will be distributed to families through the Springfield Housing Authority’s
students
Resident Service Manager for South End residents.
Neighborhood organizations serving low-income families including Square One,
YMCA, Boys and Girls Club, HAPHousing, and Brightwood Health Center will
distribute recruitment materials to families.
Demographic Group:
B. Limited Englishproficient students
We will collaborate with the Springfield Parent Academy so they can inform parents
of children with special education needs of the right to apply and of the range of
academic supports we provide
At least 28% of students enrolled at Libertas Academy Charter School will be
designated as LEP.
Mailings will be printed in Spanish and other native languages of Springfield’s ESL
population residing in the South End.
Materials will be distributed at adult ESL classes throughout the city and to
community centers serving families learning English as a second language.
Demographic Group:
C. Students eligible for
free lunch
Advertisements placed in Spanish-language newspapers such as El Pueblo Latino.
At least 78% of students enrolled at Libertas Academy Charter School will be
eligible for free lunch.
Materials will be distributed to low-income families through the Springfield
Housing Authority’s Resident Service Manager for North End residents.
Neighborhood organizations serving low-income families including Square One,
YMCA, Boys and Girls Club, HAPHousing, and Brightwood Health Center will
distribute recruitment materials to families.
Collaboration with the New North Citizens Council and Neighbor to Neighbor
Demographic Group:
D. Students eligible for
reduced price lunch
At least 78% of students enrolled at Libertas Academy Charter School will be
eligible for reduced price lunch.
Materials will be distributed to low-income families through the Springfield
Housing Authority’s Resident Service Manager for North End residents.
Neighborhood organizations serving low-income families including Square One,
YMCA, Boys and Girls Club, HAPHousing, and Brightwood Health Center will
distribute recruitment materials to families.
Collaboration with the New North Citizens Council and Neighbor to Neighbor
Demographic Group:
E. Students who are
sub-proficient
At least 40% of students enrolled at Libertas Academy will enter 6th grade
performing below proficient or advance on the ELA MCAS Test.
Materials will be distributed to low income families through the Springfield
Housing Authority’s Resident Service Manager for North End residents.
Neighborhood organizations serving low income families including Square One,
YMCA, Boys and Girls Club, HAPHousing, and Brightwood Health Center will
distribute recruitment materials to families.
Collaboration with the New North Citizens Council and Neighbor to Neighbor
88
Demographic Group:
N/A
F. Students at risk of
dropping out of school
Demographic Group:
N/A
G. Students who have
dropped out of school
Demographic
Group(s):
N/A
H. Other subgroups of
students who should be
targeted to eliminate
the achievement gap
II. Retention Plan
Identify the retention goals and strategies the school will implement during the upcoming school year to
maximize the number of students who successfully complete all school requirements and to prevent
students from dropping out. The retention plan may include activities that address the needs of all students
in the school, but must be designed to impact the target groups identified above.
Annual goal for student
retention (percentage):
Overall Student Retention Goal
90% of students will complete all school requirements and re-enroll for the
following school year.
Retention Plan Goals and Strategies -- List goals and strategies for retention activities
Before the start of the school year, a member of our leadership team will
visit every student who enrolls at Libertas Academy to review the
Retention Strategy 1
expectations and provide targeted support to families to ensure that students
are prepared to be successful.
During the year, Libertas Academy will maintain frequent, consistent, and
open communication with families through (1) summer Family Orientation
Retention Strategy 2
sessions; (2) nightly signed HW; (3) weekly signed FIRST Reports; (4)
biweekly calls from advisors; and (5) monthly newsletter.
We will use the Response to Intervention (RTI) system to target supports
for students who struggle to meet academic expectations. These supports
include: (1) strategic, flexible ability grouping; (2) FOCUS period (tutoring
Retention Strategy 3
and remediation); (3) Homework club ; (4) Saturday Math Academy; and
(5) Summer Academy.
89
Attachment C: Draft Enrollment Policy and Admission Application
Libertas Academy Charter School
Draft Application and Enrollment Policy
Each year, Libertas Academy Charter School will enroll students in accordance with MGL c. 71, § 89 and
603 CMR 1.00. We will enroll a new cohort of 90 students annually into sixth and will fill available seats
in grades 6 through 10 on a space-available basis, with a maximum enrollment of 630 students at full
capacity. The total number of students enrolled each year will not exceed the number allowed by the
charter. The total number of students attending Libertas Academy in a given school year will not exceed
the total number of students in the school’s pre-enrollment report submitted to the Department in the
previous spring in accordance with 603 CMR 1.08(5) and the total number of students specified in the
growth plan in the school’s charter.
Libertas Academy will develop and implement a student recruitment and retention plan as outlined in G.L
c. 71, § 89(f) and CMR 603 1.05(1).
Libertas Academy enrollment process is not integrated with that of any school district.
Application Process. To apply for enrollment, a student, and parent(s) or guardian must submit an Intent
to Enroll form and applicants must meet eligibility requirements as outlined below.
To ensure that all families have a just chance to apply, Libertas Academy will assist families throughout
the application process, as needed. Assistance may include, but is not limited to, providing a
straightforward application translated into multiple languages, answering applicants’ questions via
information sessions for interested families, requesting additional information when incomplete or
illegible applications are submitted prior to the application deadline, and completing applications for
families with information provided verbally either in-person or over the phone.
Eligibility. A student will be considered for enrollment in Libertas Academy Charter School if all of the
following criteria are met:



Student must be a resident of Massachusetts. (Preference is given to residents of Springfield.)
Parents must complete, sign, and submit Libertas Academy Charter School’s Intent to Enroll
form by the established deadline. All forms will be dated and time-stamped upon receipt by the
school, and maintained for public review as needed.
Student must have successfully completed the grade preceding the grade to which s/he is
applying.
Libertas Academy Charter School 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 a foreign language, or prior academic
achievement.” G.L. c. 71, § 89(m); 603 CMR 1.05(2).
Libertas Academy will not:
1. Give preferences to children of staff members or members of the school’s Board of Trustees.
2. Take any actions or make any statements that discourage parents/guardians of students with
disabilities, students with limited English proficiency, or any other protected group of students
from submitting an application. M.G.L. c. 71, § 89;
3. Administer tests to potential applicants or predicate enrollment on results from any test of ability
or achievement;
4. Require obligatory attendance at informational meetings or interviews as a condition of
application and/or enrollment (603 CMR 1.06(2));
90
5.
6.
7.
8.
Mandate an application fee for admission;
Use financial incentives to recruit students;
Require dual parent/guardian signatures;
Require submission of the student’s social security number on the application.
Enrollment Process. Libertas Academy will not set any principal application deadlines or hold any
enrollment lotteries for student admission for the upcoming school year until after January 1, and shall
conclude its principal enrollment process no later than March 15 of each year. Libertas Academy will
give reasonable public notice, of at least one month, of all application deadlines. After the deadline for
each enrollment cycle, Libertas Academy determines the number of spaces available at each grade level.
Upon request, Libertas Academy will provide the names and addresses of students to a third party mail
house for mailings unless the parent requests that the school withhold their child’s information.
Lottery. Assuming there are fewer spaces than applicants, we will hold a public lottery to fill our open
seats. We will publicize the lottery on our website and in high traffic public venues at least one week in
advance of the event. Families are not required to attend the lottery as part of the enrollment process.
During the lottery, a disinterested party will draw names at random for each grade separately at a public
location to be determined at a later date.
For the lottery, we will create three lists of students from all of the applications received:
1. Siblings of students already in attendance at the school in the year of application;
2. Springfield residents; and
3. All other eligible applicants.123
During the lottery, a neutral party will draw names at random for each grade separately from the lists in
the order given above: first from list No. 1, then from list No. 2, and finally from list No. 3. Those
students selected by the lottery will be offered seats124. After the enrollment capacity is reached, the
drawing will continue, and the students above the capacity will be placed on the waiting list in the order
they were drawn. All results of the lottery will be maintained at the school for public review as needed.
Accepted Students. All applicants will be notified in writing of the rights of students with diverse
learning needs to attend the charter school and to receive accommodations and support services, including
students who may have disabilities, require special education, or are English language learners. Parents of
all students accepted in the lottery will be notified in writing, and mailing with lottery results per
applicant will be sent out via US Mail within 48 hours of the lottery. Families will be given twenty (20)
calendar days from the day of the lottery to submit the Enrollment Package. Reasonable proof of current
residency or sibling status is required as part of the Enrollment Package. If the signed Enrollment Package
is not returned by the family and in receipt by Libertas Academy Charter School by the specified date, the
student may be removed from the enrollment list, and the seat will be offered to the next student on the
established waiting list. If the total number of applicants is fewer than the available seats, all applicants
who submitted their Enrollment Package by the deadline will be enrolled. If the principal enrollment
process fails to fill the available admission spaces, Libertas Academy will repeat the process more than
once and ensure the process is fair and open. We will give reasonable public notice, at least one month
prior to the application deadline.
Waiting List. If the number of applicants in the application and enrollment cycle exceeds the number of
available spaces, we will maintain three waiting lists in accordance with the law’s stated preferences: one
for siblings, one for Springfield residents, and one for all other applicants. All applicants on the waiting
123
See 603 CMR 1.06(4)(a); M.G.L. c. 71, § 89(m); 603 CMR 1.06(4)(a).
In cases where the enrollment of a student, who is not a sibling of another currently enrolled student, from the waitlist would exceed the
district charter tuition cap, the student will be skipped but kept on the waitlist. In cases where the enrollment of a student in and of itself who is a
sibling of a student currently attending a charter school would exceed the district charter school tuition cap, the sibling may be enrolled and the
Commonwealth of Massachusetts will provide tuition for the sibling, subject to appropriation.
124
91
list will be notified in writing of their position on the list after the lottery at the beginning of the school
year and again in the middle of the school year. If a seat becomes available on or before February 15 of
any given year, the seat will be offered to the student at the top of the waiting list. The student will be
notified in writing and will have five (5) calendar days to respond that they accept the seat. If no response
is received, the student may be permanently removed from the waiting list, and the next student on the list
will be offered the seat. Students who decline an offer of admission would need to reapply for admission.
The previous year’s waiting list will be rolled over to the next year and will have priority over all newly
applied students, so that if a seat becomes available, a student from the top of last year’s waiting list will
be offered a seat. When admitting students off a waitlist, we will take into account current sibling and
resident preferences. No student may be admitted ahead of other eligible students who were previously
placed on a waitlist during a prior enrollment process, except in cases where enrollment preferences
change or as described in 603 CMR 1.05(10)(b).
Libertas Academy will keep accurate records of its waitlist containing students’ names (first, middle,
last), dates of birth, cities or towns of residence, and grade levels for students who entered the lottery but
did not gain admission. In conformance with G.L. c. 71, § 89, Libertas Academy shall, when a student
stops attending the school for any reason, fill vacant seats up to February 15, excluding seats through
grade 10. A vacancy not filled after February 15 moves into the subsequent grade, to be filled the
following September except for grades 11 or 12. Seats for students who have accepted an offer of
admission in the charter school but have never attended are exempt from this provision. As spaces
become available during the school year, a we will repeat the enrollment process to fill these openings
and to meet the requirements of G.L. c. 70, § 89(n) until the vacant seat is filled.
Admission Requirements. Students will be considered enrolled when all required documents in the
Libertas Academy Charter School Enrollment package are received, and these documents indicate that the
student is eligible for admission.
92
LIBERTAS ACADEMY
A proposed 6–12 tuition-free college preparatory charter school
APPLICATION FOR 2017-2018 SCHOOL YEAR
Accepting applications for sixth grade students for the 2017-2018 school year.
Located in the North End neighborhood of Springfield, MA, Libertas Academy Charter School is open to
all students in Massachusetts. Any student who meets the following two criteria may apply: (1) The
student is a resident of Massachusetts. (Note: Preference will be given to students residing in the
Springfield Public School district boundaries and to siblings of current students.) (2) The student must
have successfully completed the grade preceding the grade to which he/she is applying.
Seats are limited. Apply Immediately125. The application deadline is 5 PM on Friday, March 3 2017.
Student Name:__________________________________________________________________
Male or Female:________
Age:_________
Current School:_________________________
Date of Birth:____________
City of School:_______________________
Mother/Guardian Name:______________________________  Lives w/ child (please check)
Work Number:_______________________
Cell Number:________________________
Father/Guardian Name:________________________________  Lives w child (please check)
Work Number:________________________
Cell Number:________________________
Home Number:______________________ Email:____________________________________
Home Address:_________________________________________________________________
Street number and name
_________________________________________________________________
City
State
Zip Code
Please indicate whether the applicant’s sibling is applying to Libertas Academy Charter School for the
fall of 2017. Please note that each child needs to submit a separate application.
Name of sibling:_________________________________________
Age:____________
Any and all information requested in the application, such as language spoken at home or race/ethnicity, is not intended and
will not be used to discriminate. G.L. c. 71, § 89(m); 603 CMR 1.05(2).
125
93
LIBERTAS ACADEMY
A proposed 6–12 tuition-free college preparatory charter school
APLICACIÓN AÑO ESCOLAR 2017-2018
Estamos aceptando aplicaciones para estudiantes de sexto grado.
Localizada en el barrio de la South End de Springfield, MA, la escuela Libertas Academy Charter School está
disponible para los estudiantes de Massachusetts. Cualquier familia que cumple con los siguientes requisitos puede
solicitar admisión: (1) El/la estudiante deber ser residente de Massachusetts. (Nota: Se dará preferencia a los
hermanos de los que ya son estudiantes de la escuela y los estudiantes que viven en el distrito escolar de
Springfield.) (2) El estudiante debe haber completado con éxito el grado anterior al grado en que él / ella está
solicitando.
Los espacios son limitados. Por favor solicite inmediatamente 126. El último día para entregar las aplicaciones
es el Viernes 03 de marzo 2017 a las 5 en la tarde.
Nombre de Estudiante___________________________________________________________
Niño or Niña:________
Edad:_________
Fecha de Nacimento:____________
Escuela Actual:__________________ Cuidad de la Escuela:_________________
Nombre de Madre/Encargado:__________________________________  Vive con el niño/a
(por favor marque)
Número del Trabajo:______________________ Número de Celular:______________________
Nombre de Padre//Encargado:__________________________________  Vive con el niño/a
(por favor marque)
Número del Trabajo:___________________
Número de Celular:___________________
Número de la Casa:_________________ Email:_______________________________________
Dirección de la casa_____________________________________________________________
Calle y número
_____________________________________________________________
Cuidad
Estado
Código Postal
Por favor indique si el hermano/a del solicitante está solicitando entrada a Libertas Academy para el otoño 2017. Por
favor llene una solicitud para cada estudiante.
Nombre:________________________________________
Edad:______________
126
Establece que toda la información solicitada en la demanda, como el idioma hablado en el hogar o la raza / etnia , no está previsto y no será
utilizada para discriminar . G. L. c . 71 , § 89 ( m); 603 CMR 1.05 ( 2 ) .
94
Attachment D: Draft School Calendar
Libertas Academy Charter School
2017-2018 Academic Calendar (Draft)
S
2
9
16
23
30
M
3
10
17
24
31
T
July 2017
W
T
4
11
18
25
5
12
19
26
F
6
7
13
14
20
11
27
28
1 PD Day
October 2017
T
W
T
F
1
2
3
4
5
6
8
9
10
11
12
13
15
16
17
18
19
20
22
23
24
25
26
27
29
30
31
20 Instructional Days; 1 PD Day
S
M
S
1
8
15
22
29
S
7
14
21
28
August 2017
T
W
T
F
1
2
3
4
6
7
8
9
10
11
13
14
15
16
17
18
20
21
22
23
24
25
27
28
29
30
31
4 Instructional Days; 19 PD Days
S
M
November 2017
T
W
T
F
1
2
3
5
6
7
8
9
10
12
13
14
15
16
17
19
20
21
22
23
24
26
27
28
29
30
18 Instructional Days; 1 PD Day
S
M
S
5
12
19
26
S
4
11
18
25
S
M
September 2017
T
W
T
S
M
December 2017
T
W
T
F
1
3
4
5
6
7
8
10
11
12
13
14
15
17
18
19
20
21
22
24
25
26
27
28
29
19 Instructional Days; 1 PD Day
F
1
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
8
15
22
29
S
2
9
16
23
30
S
2
9
16
23
30
15 Instructional Days
January 2018
M
T
W
T
F
S
1
2 3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
20 Instructional Days; 1 PD Day
February 2018
T
W
T
F
1
2
4
5
6
7
8
9
11
12
13
14
15
16
18
19
20
21
22
23
25
26
27
28
14 Instructional Days; 1 PD Day
April 2018
M
T
W
T
F
2
3
4
5
6
9
10
11
12
13
16
17
18
19
20
23
24
25
26
27
30
15 Instructional Days; 1 PD Day
May 2018
T
W
T
F
1
2
3
4
6
7
8
9
10
11
13
14
15
16
17
18
20
21
22
23
24
25
27
28
29 30
31
21 Instructional Days; 1 PD Day
S
S
1
8
15
22
29
S
1
8
15
22
39
M
2
9
16
23
30
T
3
10
17
24
31
July 2018
W
4
11
18
25
T
5
12
19
26
F
6
13
20
27
S
7
14
21
28
S
7
14
21
28
S
S
M
M
S
3
10
17
24
S
5
12
19
26
Staff Development Days (30)
School Days (185)
Saturday Academy -- Tentative (10)
First Day of Trimester
Re-teach Week
Major Assessments
March 2018
T
W
T
F
1
2
4
5
6
7
8
9
11
12
13
14
15
16
18
19 20
21
22
23
25
26
27
28
29
30
21 Instructional Days; 1 PD Day
S
M
S
M
3
10
17
24
T
S
3
10
17
24
31
June 2018
W
T
F
S
1
2
4
5
6
7
8
9
11
12
13
14
15
16
18
19
20
21
22
23
25
26
27
28
29
30
18 Instructional Days; 2 PD Days
Last Day of School for Students
Parent Conferences/ Family Orientation
No Staff or Students
Summer Academy (10)
5 Snow Days
Annual Data Days (5)
Total School Day: 185
Total PD Days: 30
Calendar Key and Important Dates
July 31 - August 25, 2017: Summer Professional Development
August 22- 24: Family Orientation (Optional Days)
August 29, 2017: First Day of School (Trimester 1)
September 4, 2017: Labor Day, No School for Staff of Students
September 7-8, 2017: Nationally Normed Assessment
September 15, 2017: Staff Development, No School for Students
October 9, 2017: Columbus Day, No School for Staff of Students
October 10, 2017: Staff Development, No School for Students
November 22 - 24, 2017: Thanksgiving Vacation, No School for Staff or Students
November 27, 2018: Staff Development, No School for Students
November 28, 2017: First Day of Trimester 2
December 1, 2017: Parent Conference Day, No School for Students
December 25, 2017 - January 1, 2018: Winter Break
January 1, 2017: New Years, No School Staff or Students
January 2, 2017: Staff Development, No School for Students
January 15, 2018: MLK Day, No School for Staff or Students
January 18- 19, 2018: Nationally Normed Assessment
February 19- 23, 2018: Winter Vacation, No School for Staff or Students
February 26, 2018: Staff Development, No School for Students
March 19, 2018: Staff Development, No School for Students
March 20, 2018: First Day of Trimester 3
March 23, 2018: Parent Teacher Conferences, No School for Students
March 26- 30, 2018: MCAS
April 16- 20, 2018: Spring Break, No School for Staff or Students
April 23, 2018: Staff Development, No School for Students
May 21-25: MCAS/PARCC Assessments (Approx.)
May 28, 2018: Memorial Day, No School for Staff or Students
May 29, 2018: Staff Development, No School for Students
June 7- 8, 2018: Nationally Normed Assessment
June 19- 22, 2018: EOY Assessments
June 26, 2018: Last Day of School for Students
June 27, 2018: Staff Development, or Snow Day as Needed
June 27, 2018: Final report card issued
June 27- July 3, 2018: May be added in case of snow cancelations
95
Attachment E: Organizational Chart
Draft Organizational Chart – Year 1127
Board of Trustees
BES Follow-On Support
Head of School Y1
Student Supports
Coordinator/Special
Education Teacher
Contracted Services
Vendors
Director of Operations
ESL Teacher
Office Manager
Families for Student
Success
Back Office Provider
Director of Curriculum
and Instruction
General Education
Teachers
127
BES Follow-on Support will provide strategic support to both the Board and the HOS. Families for Student Success will serve within an
advisory role to the HOS. The back office provider will work closely with the HOS and DOO to ensure the financial viability of the organization.
96
Draft Organizational Chart – Full Growth See below
Board of
Trustees
BES Follow-On
Support
Head of School
Y1
Middle School
Principal Y3
Taching Fellows
Student
Supports
Coordinator Y1
Special
Education
Teachers
Contracted
Services
Vendors
High School
Principal Y4
Director of
Curriculum and
Instruction Y1
ESL Teachers
Families for
Student Success
MS Teachers
Humanities
Dean of
Students Y2
Department
Chairs Y6
Directof or
College
Placement Y6
Back Office
Provider
Director of
Operations Y1
Teaching
Fellows
Director of
Development Y5
Office Manager
Y1, Y4, Y5
Math/Science
Department
Chairs Y6
General
Education
Teachers
Please note: The Student Supports Coordinator will work across both the middle and the high school. Based upon
student needs and caseloads, we may break this into two positions, each reporting to either the MS or the HS Principal.
The specific role of Teaching Fellows will be determined based upon the individual needs of our students.
97
Attachment F: Operating Budget: Projected Revenues and Expenditures and Cash Flow Projection
Draft Operating Budget: Projected Revenues and Expenditures (see as attached)
98
IV. REQUIRED ATTACHMENTS- SUBJECT TO 40 PAGE LIMIT
V. REQUIRED ATTACHMENTS- NOT SUBJECT TO 40 PAGE LIMIT
Attachments G and H: Resumes and Individual Questionnaires
Resumes and Individual Questionnaires (see attached)
William MacDonald, Managing Partner, Law Offices of William MacDonald
Board Member, Libertas Academy Charter School
Rosemarie Marks-Paige, Account Manager, Health New England Inc.
Board Member, Libertas Academy Charter School
Modesto Montero, Fellow, Building Excellent Schools
Lead Founder, Proposed Head of School
Ellen Moorhouse, Program Officer, Women’s Fund of Western Massachusetts
Board Member, Libertas Academy Charter School
Dora Robinson, President and CEO, United Way of Pioneer Valley
Board Member, Libertas Academy Charter School
David Silva, Executive Director, Puerto Rican Cultural Center
Board Member, Libertas Academy Charter School
Anthony Surrette, Principal, Corbin & Tapases, P.C.
Board Member, Libertas Academy Charter School
Mary Walachy, Executive Director, The Irene A and George A Davis Foundation
Board Member, Libertas Academy Charter School
Kwame Webster, Managing Director, Teach for America Western Massachusetts
Board Member, Libertas Academy Charter School
99
William MacDonald
Attorney At Law
1697 Main Street
Springfield, MA 01103
wmacdon@mac.com• 413-530-2581
EDUCATION
Cathedral High School
University of Massachusetts-Amherst
Bachelor of Arts: Political Science
Honors: Magna Cum Laude
Western New England University School of Law
Juris Doctor
Springfield, MA - 1971
Amherst, MA - 1975
Springfield, MA - 1978
EXPERIENCE
MacDonald Law Offices, Springfield, MA
1978- present
Managing Partner




`
Highly accomplished, meticulously organized and detailed Attorney with a proven track record
of success conducting legal research analysis, trial preparation, and document drafting.
Handle auto accident claims, social security appeals, criminal representation, small business
organization, and estate planning matters.
Manage large caseload of personal injury and negligence, defense, subrogation, commercial
and business litigation, and contract disputes.
Draft pleadings and discovery, negotiate settlements, attend depositions, hearings, and trials,
and review and amended contracts.
LICENSURE
Commonwealth of Massachusetts
United States District Court (Massachusetts)
PROFESSIONAL MEMBERSHIPS
American Bar Association
Massachusetts Association of Trial Attorneys
100
Rosemarie C. Marks-Paige
153 Hamilton Street • Springfield, Massachusetts 01119
 413.657.7134
 rpaige1967@yahoo.com
ACCOUNTING PROFESSIONAL
Accounting Management • Reporting • Process Development • Compliance • General Ledger •
Accounts Receivable • Accounts Payable • Payroll • Client Relations • Troubleshooting • GAAP •
Vendor Relations • Customer Service
Analytical, exacting professional with a superlative track record of achievement managing critical
financial functions to increase efficiencies, reduce costs, and meet complex business requirements while
ensuring full compliance to all internal and external rules, regulations, and laws. Adept at analyzing
ongoing requirements to formulate cost-effective solutions, working across departments and with both
internal and external teams, and managing financial, technical, and other resources to ensure service
delivery meets and exceeds expectations. Superior alliance & relationship builder.
CAREER TRACK
ACCOUNTING MANAGER
2014 - present
HEALTH NEW ENGLAND, INC.
Springfield, Massachusetts
Responsible for Management work including planning, directing and coordinating the daily operations
of the accounting department. Assure accounting records are prepared and maintained in accordance
with company’s accounting policies, GAAP Principles and IRS guidelines. Oversee and review various
financial transactions, reconciliations and financial reports. Coordinate and prepare financial
presentations for parent company and Board of Directors. Coordinate and assist all external audits. Lead
and develop staff including accounting supervisor, senior and junior accountants, payroll administrator,
accounts payable and accounts receivable administrators and broker commission administrator. Monitor
performance and provide quality feedback to support staff’s career growth.
ACCOUNTING SUPERVISOR
2011 - 2014
HEALTH NEW ENGLAND, INC.
Springfield, Massachusetts
Plan, direct and coordinate the daily operations of the accounting department for payroll, accounts
payable and accounts receivable. Lead and develop assigned staff. Track staff progress and prepare
annual reviews. Prepare and maintained accounting records in accordance with company’s accounting
policies, GAAP Principles and IRS guidelines. Monitor the senior accountant position and the
abandoned property process. Monitor, analyze, and review financial transaction and reconciliations.
Prepare financial statements for internal and external customers.
STAFF ACCOUNTANT
2008 - 2011
HEALTH NEW ENGLAND, INC.
Springfield, Massachusetts
Analyze and summarize transactions from various sources to prepare journal entries. Prepare monthly
statement of expense reports for budget managers, analyze and explain budget variances. Assist the
accountant in preparing monthly financial statements. Set up and maintain systems for year end and
interim audits. Prepare yearly filing for abandoned property. Monitor the junior accountant position and
the prepaid and fixed assets processes.
JUNIOR ACCOUNTANT
2002 - 2008
HEALTH NEW ENGLAND, INC.
Springfield, Massachusetts
ACCOUNTS PAYABLE ADMINISTRATOR
HEALTH NEW ENGLAND, INC.
ACCOUNTANT
LESSARD PROPERTY MANAGEMENT
ACCOUNTS PAYABLE CLERK
2000 - 2002
Springfield, Massachusetts
1996 - 2000
Springfield, Massachusetts
1991 - 1996
101
GOODWILL INDUSTRIES
Springfield, Massachusetts
ACCOUNTING CLERK 1989 - 1990
STERLING DRILLING & PRODUCTION COMPANY
ACCOUNTS RECEIVABLE CLERK
GANNETT WESTCHESTER NEWSPAPER
Stamford, Connecticut
1987 - 1988
White Plains, New York
LEARNING CREDENTIALS
ASSOCIATES IN APPLIED SCIENCES – BUSINESS ADMINISTRATION
The Berkeley College
1987
White Plains, New York
COMPUTER COMPETENCIES
Windows • Peachtree • MAS90 • Yardi • QuickBooks • Office • Word • Excel • FAS100
Rosemarie C. Marks-Paige
Page 2
ACCOUNTS PAYABLE ADMINISTRATOR
HEALTH NEW ENGLAND, INC.
2000 - 2002
Springfield, Massachusetts
Code and prepare all invoices for processing and make all payments. Monitor invoices for proper
approval. Maintain and monitor vendor files. Monitor accounts payable related bank activities.
Customer service to internal and external customers.
ACCOUNTANT
LESSARD PROPERTY MANAGEMENT
1996 - 2000
Springfield, Massachusetts
ACCOUNTS PAYABLE CLERK
GOODWILL INDUSTRIES
1991 - 1996
Springfield, Massachusetts
ACCOUNTING CLERK
STERLING DRILLING & PRODUCTION COMPANY
ACCOUNTS RECEIVABLE CLERK
GANNETT WESTCHESTER NEWSPAPER
1989 - 1990
Stamford, Connecticut
1987 - 1988
White Plains, New York
LEARNING CREDENTIALS
ASSOCIATES IN APPLIED SCIENCES – BUSINESS ADMINISTRATION
The Berkeley Schools
1987
White Plains, New York
COMPUTER COMPETENCIES
Windows • Peachtree • MAS90 • Yardi • QuickBooks • Office • Word • Excel • FAS100
REFERENCES AND FURTHER DATA PROVIDED UPON
ESTABLISHMENT OF MUTUAL INTEREST
102
Modesto Montero
Modesto Montero
27 Lyman St. Apt. D315, Springfield, MA 01103
mmontero@buildingexcellentschools.org • 413-349-9080
EDUCATION
UNIVERSITY OF MASSACHUSETTS- AMHERST
Bachelor of Arts: Political Science
Honors: Cum Laude
August 2006- May 2011
EXPERIENCE
BUILDING EXCELLENT SCHOOLS
BOSTON, MA
Fellow
July 2015 - Present
 Study the highest-performing charter schools locally and nationally.
 Design a high quality, seamless 6-12 college preparatory charter school for North End in Springfield
 Lead the charter application and board development process for Libertas Academy Charter School.
TEACH FOR AMERICA
MEMPHIS, TN
Manager, Teacher Leadership Development
June 2013- July 2015
 Coached and supported 21 first and second-year teachers ranging from K- 12th grade in various
subjects.
 Observed classrooms and provided Corps Members with direct feedback and support.
 Facilitated professional development sessions and served as a member of numerous committees on
staff, including the national selection of new Corps Members.
TENNESSEE DEPARTMENT OF EDUCATION
MEMPHIS, TN
ELA 6-8 Common Core Coach
March 2013- June 2014
 Selected to be one of over 500 coaches across the state to help implement the new Common Core State
Standards.
 Trained over the course of the spring semester to facilitate sessions to teachers and administrators from
across the state on the three academic shifts and expectations.
KINGSBURY MIDDLE SCHOOL
MEMPHIS, TN
ESL Teacher and Department Chair
August 2011- June 2013
 Led a team of five teachers at KMS. Responsibilities included participation in leadership team meetings,
collecting data, and coordinating testing and class schedules for students.
 Served as Student Council Advisor and Soccer Coach. As Coach, won the City Championship two years in
a row for first time.
 Planned and facilitated monthly PD as second-year teacher for Teach for America.
UNIVERSITY OF MASSACHUSETTS- AMHERST
AMHERST, MA
Admissions Representative
Spring 2008- 2011
 Led campus tours for prospective students, assisted in staffing the Visitors Center and conducted
Admissions Information Sessions for parents and students.
 Addressed over 1,800 accepted students at our Spring Open Houses as a veteran Admission
Representative.
ARMY RESERVES
MEMPHIS, TN
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Transportation Specialist (Sergeant Promotable)
February 2007- Present
 Graduated from Army Basic Combat Training with honors. Recipient of the Army Achievement Medal.
 Attended WLC (Warrior Leadership Course) and graduated with honors (top 10%).
PHENOM
AMHERST, MA
Intern
September 2008- 2009
 Helped organize campuses throughout the commonwealth in the interest of reforming Public Higher
Education.
 Worked closely with state legislators and other leaders throughout the state to mobilize in support of
Public Higher Education.
COMMUNITY
LEADERSHIP MEMPHIS
MEMPHIS, TN
Fast Track to Leadership Course - Alum
September 2014- Present
 The FastTrack program requires 40 classroom hours over the course of a semester. Each participant
must also complete several extracurricular out-of-class activities in order to graduate.
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Ellen Theresa Moorhouse
58 White Oak Road, Springfield, MA 01128 - etmoorhouse@gmail.com - 413-218-2293
Professional Experience
Program Officer: Women's Fund of Western Massachusetts: 2015-Present
 Responsible for implementing and coordinating all aspects of the Fund's grant and
leadership programs, and other initiatives that promote the strengths of women and girls.
 LIPPI Program Director (Leadership Institute for Political and Public Impact)
 Oversee the public relations/community relations activities of the Fund including
working with the Women's Fund's Marketing Committee to prepare annual reports, press
releases, brochures, and other aspects of the Fund's communications plan.
Senior Program Manager: City of Springfield Dept. of Housing: 2014-2015
 Worked as a part of a grant funded through by MA Attorney General's office to analyze data
regarding DPIR: Distressed Property Identification and Revitalization.
 Interacted with business administration, municipal and federal government programs.
 Gathered primary census date for CDBG funding and provided critical statistical analysis.
NRG Real Estate: Real Estate Consultant: 2012-Present
 Providing professional real estate services to the Pioneer Valley and beyond
 MA Division of Professional Licensure: License #00959395
Moorhouse Appraisal Service, LLC: Vice President of Operations: 2009-Present
 Ensure completion of daily office operations for family-owned company. Coordinate to
keep the corporate office running smoothly and efficiently.
 Executive Administrative Assistant Experience: Organized paperwork, billing, and
provided crucial administrative and customer support to a local real estate company.
Other Skills:
 Excellent general office capabilities, Conversational Spanish, MS Office Suite, Writing,
Event Planning, Adobe, Fast Typing, Extensive Social-Media Experience, Search-Engine
Optimization (SEO) Experience, Oral and Digital Communications.
Education
University of Massachusetts Amherst: B.A. Political Science
 Major: Political Science with a concentration in Foreign Policy Minor: Spanish
 Five College Honors Certificate: International Relations
Universidad De Granada - Centro de Lenguas Modernas
 Undergraduate Semester Abroad Program in Granada, Spain.
Campus Government Leadership: Student Government Association (SGA)
 Elected as a Senator to the SGA to represent the interests of commuter and off-campus
resident students to the campus administration.
 Served in a membership capacity until elected to the Executive Board as the Five College
Representative, working to coordinate events across the five college area.
Internship Experience:
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 UMASS Academic Affairs Council: Student Representative
 Springfield, MA Hampden District Superior Court: Interned for the Clerk of Courts,
Brian P. Lees' office handling a variety of court case documentation: 2009
Community Involvement
YPS- Young Professional Society of Greater Springfield
 YPS Board of Directors
 Coordinated most recent fundraiser that raised $7,500 for YPS Cares
 Vote the Valley Committee Member 2013-Present: Bring together local elected officials
with all members of the community to support local political discourse.
 YPS Ambassador 2012-Present: Help foster a network for young professionals in the
Greater Springfield area. Often work in partnership with NYP (Northampton Young
Professionals) to coordinate events and local networking.
 Event Coordinator and Events Committee member
Additional Community Volunteering
United Way: Liaison from the Office of Housing
 Member of the Women's Leadership Council
Springfield, MA Rotary Club: Rotarian 2015
 Inducted as an official member on July 10th, 2015
Girl Scouts of America: Girl Scout Volunteer 1996-Present
 GSCWM: Girl Scouts of Central and Western MA Volunteer
 Camp Bonnie Brae 95th Anniversary Event Chairwoman, 2014: Chaired the Events
Committee to provide a fantastic anniversary event for all alumnae nationwide.
 Camp Bonnie Brae: Camp Staff and Volunteer: Worked and lived with young girls as a
camp counselor, planned program activities, lead group activities, and taught valuable
skills. Certified lifeguard and water-ski instructor.
 Gold Award Committee Member: Mentoring young ladies through a large community
service project that is the highest award Girl Scouting can offer.
 Community Troop Volunteer: Coordinating troop outings and educational tools.
References:
1. Geraldine McCafferty: City of Springfield Director of Housing
 (413) 787-6500

GMcCafferty@SpringfieldCityHall.com
2. Nick Gelfand: Owner, NRG Real Estate
 (413) 567 - 2100

Nick@nrgrealestate.com
3. Edward Nuñez: Assistant Vice President of Business Development at Freedom Credit Union
 (413) 374 – 9943

Enunez@freedom.coop
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Dora D. Robinson
10 Pondview Drive
Springfield, MA 01118
413-737-0967 (home)
413-746-3655 (work)
Email: drobinson@uwpv.org
Qualifications
Results-oriented human service executive with 25+ years of experience and a proven track
record in the areas of community and organizational leadership, strategic planning, growing
financial resources, governance and development of mission-focused programs. Has
demonstrated a strong capability to manage operational functions including finance and
administration, human resources, communications, and marketing.
Employment History
October 2010 to present
United Way of Pioneer Valley, Inc., Springfield, MA
President & CEO
The President is responsible for carrying out the mission and the policies of the United
Way of Pioneer Valley through its Board of Directors.
Chief Executive Officer for a United Way affiliate that serves all of Hampden County and
communities in Hampshire County in Western Massachusetts. Scope of responsibilities
includes working with the Board of Directors to chart and lead the strategic direction of the
organization, oversee and support year-round resource development including an annual
campaign, providing executive oversight of the 7.2+ million dollar operating budget, and 20+
professional staff.
March 1991 to November 2010
Martin Luther King, Jr. Family Services, Inc., Springfield, MA
President & CEO
Scope of executive leadership role encompassed working with the Board of Directors to set the
strategic organizational direction and to execute its implementation across organizational
functions of administrative, fiscal, program, human resources and communications/ marketing.
Oversaw with board direction all aspects of this community-based multi-service agency with an
operating budget of $2.8 million, 75 full and part-time employees, and over 100+ volunteers with
services delivered at three program sites located in the greater Springfield community. Agency
revenue included a diverse portfolio of federal, state and local contracts and grants, program
funds from local and national foundations and individual donations. MLKFS is a United Way
member agency.
April 1988 to March 1991
Center for Human Development (CHD), Springfield, MA
Director of Children and Family Services
Served as a member of the corporate management team with primary accountability for
administrative supervision and oversight of CHD’s programs serving children and families
throughout Western Massachusetts. The $3 million service delivery included residential, day,
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vocational and family services to children and families from the state Departments of Social
Service, Mental Health and Youth Services.
1979 to 1988
Urban League of Springfield, Inc., Springfield, MA
Vice President of Education and Development and Associate Director of Camp Atwater
(1983 - 1988) and Director of Foster Grand Parent Program (1979 – 1982)
Accountabilities included agency grant development, coordination of educational programs and
completed all management functions associated with educational programs and Camp Atwater.
Management responsibilities included staffing, program development, resource development
and financial management. Served as a special assistant to the President as needed and
represented the Urban League on various local, regional and statewide boards, committees and
task forces. Previously was responsible for the management of a federally funded tri-county
senior volunteer program.
Other Professional Experiences
Adjunct Professor: Western New England College, School of Arts and Sciences 1989 – 2004
Adjunct Professor: Springfield College Social Work – 1989 – Present
Adjunct Professor: American International College – Non-profit Administration – 2008
Adjunct Professor: Smith College – School of Social Work Lecturer - 1993 – Present
Consultant: National Christian Fellowship Council – Faith-based Initiatives - Current
FDR Associates: Co- Proprietor – 1991 – Present
Education
Bay Path College
Honorary Doctorate Degree in Humanities - 2009
University of Connecticut – School of Social Work
Masters Degree in Social Work Administration – 1981
Smith College – School of Social Work
16 Credit Hours
Cornell University – College of Human Ecology
Bachelors Degree – Arts and Sciences – 1976
Civic and Professional Affiliations
 UMass Fine Art Center Board of Directors (2003 – 2005)

Board of Directors – Massachusetts Council of Human Service Providers (Statewide)
(2003 – Present)
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
Executive Committee – Clerk
Board of Directors of the Springfield Chamber of Commerce (2007 – Present)

Brianna Fund for Children w/Physical Disabilities Board of Directors (1997 – Present)

Founding Member and Executive Committee
MLK, Jr. Charter School of Excellence Board of Trustees (2002 – Present)

Founding Member
Black Leadership Alliance (2008 – Present)

Founding Committee and Executive Committee – President
Bay Path College – Non-Profit Certificate Program Advisory Council (2007 – Present)

State Street Corridor Redevelopment Committee (2007 – Present)

Member
Springfield College Community Advisory Council (2008 – Present)

Springfield Technical Community College Board of Trustees (2010-Present)

Associated Grantmakers Board of Directors (2011-Present)

Leadership Pioneer Valley Steering Committee Member (2011-Present)

Federal Reserve Bank of Boston Board of Directors (2010-Present)
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David A. Silva
23 Hillside Avenue
Chicopee, MA. 01020
Tel. 413.777.3425
EMPLOYMENT HISTORY
Puerto Rican Cultural Center
Springfield, MA.
2015 – Present
Executive Director of Community Programs, with a focus on education, empowerment, and
enlightenment. Managing a day-to-day operation which includes but is not limited to: fundraising,
community engagement, delivery of culturally competent programs, establishment of relationships with
potential funders and community members.
Elms College
Chicopee, MA.
2014 – Present
Adjunct Professor, developing and providing course instruction for International Business and Healthcare
Operations Management.
Health New England
Springfield, MA.
2011 – Present
Medicaid Community Leader, Educating MassHealth recipients and providers of our Medicaid program,
assisting with marketing strategies, increasing membership, facilitating community health programs,
supporting community health workers and health center managers.
Resource Partnership
Holyoke, MA.
2003 – 2009
Outreach Specialist, Social Security Administration, meeting with Social Security recipients and educating
and managing individual benefits for those recipients who were gainfully employed or seeking
employment; duties included but were not limited to: business plan development, entrepreneurship
training, and case management.
EDUCATION
Our Lady of the Elms College
Masters of Business Administration
2014
Westfield State College
Bachelors of Science Business Administration and Psychology
2009
OTHER
Board Member, Holyoke, Chicopee, Springfield Head Start
Board Member, Holyoke Health Center
Member, PsyChi National Honor Society
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Anthony L. Surrette, CPA, CFE, MSA
103 Lealand Avenue
Agawam, MA 01001
(413) 250-7475
TonySurrette@Yahoo.com
Accountant
Meticulous, hardworking professional with experience in both corporate and public accounting. Certified Public
Accountant working at a regional accounting firm whose client portfolio includes privately and publicly held
companies in diverse industries. Strong team-working and multi-tasking skills, successfully completes projects
within time and budget constraints. Fully licensed notary public and real estate agent in the state of Massachusetts.
Critical thinker who takes initiative to meet company goals.
PROFESSIONAL EXPERIENCE_
_______________
Jan. 2005 – Present
Corbin & Tapases, P.C., Agawam, MA
Principal

Designed and implemented audit programs for issuance of opinions on financial statements and client internal
controls.

Tax planning, preparation, and review with clients, including individuals, corporations, trusts, and partnerships.

Ensured compliance with various accounting deadlines throughout the year.

Established strategies to carry out and complete comprehensive plans for client retirement program audits.

Examined and generated client compilation work papers, schedules and financial statements.

Prepared client submissions for IRS and state payroll quarterlies.

Coordinated and supervised staff assignments to meet objectives of companies’ expectations.

Trained staff auditors in all audit management aspects.

Created and maintained company website and marketing campaign.
Dec. 2008 – Present
Executive Press, Inc., Plainville, CT
Controller

Financial analysis of corporate operations and budgets.

Responsible for financial planning and record keeping.

Preparation of monthly compilation financial statements for management.

Preparation of forecasted financial statements and analysis for management.

Responsible for cash management including bill pay, deposits, and financing acceptance.

Maintain payroll activity and verification of quarterly payroll reports.
Angels Take Flight, Inc. Springfield, MA
CFO, Vice President, Treasurer
Jan. 2012 – June 2014

Assisted in formal founding of non-profit startup organization.

Oversee and manage organization programs, projects, and fundraising.

Recommend budget to board and ensure staff and volunteers adhere to approved budgets.
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EDUCATION___________________________________________
Masters of Science in Accounting
May 2007
Bachelor of Science in Business Administration; Major: Accounting
May 2004
Western New England College, Springfield, MA
GPA 3.75, GPA 3.70
MEMBER_______________________ ________________
Mentor, Valley Venture Mentors
Jan. 2014
Member, Young Professional Society
Jan. 2014
Member, Massachusetts Society of Certified Public Accountants
Dec. 2008
Member, American Institute of Certified Public Accountants (AICPA)
Oct. 2008
Member, Association of Certified Fraud Examiners (ACFE)
Jul. 2008
Member, Beta Gamma Sigma National Business Honor Society
May 2007
Member, Delta Mu Delta National Business Honor Society
May 2004
Member, Alpha Lambda Delta National Honor Society for First Year Students
May 2001
COMPUTER SKILLS____________________________________
Technically proficient in QuickBooks, Peachtree Accounting, CS Professional Suite, Turbo Tax Deluxe,
all programs related to Microsoft Office. Ability to type 60+ words per minute.
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MARY E. WALACHY
89 Colony Circle Westfield, MA 01085 (413) 562-9610
EDUCATION
M.S.W. University of Connecticut, 1981
Major: Social Work Administration
B.A.
University of Massachusetts, 1975
Magna Cum Laude
Major: Sociology
PROFESSIONAL EXPERIENCE
3/97 – present
Executive Director, The Irene E. & George A. Davis Foundation, Springfield, Massachusetts
Overall management and direction of private family foundation.
Responsibilities Include:

Development of strategic direction for the Foundation.

Oversight of general Foundation administration.

Development of proactive funding initiatives.

Preparation of Foundation funding guidelines, application process, publications and communications.

Grant proposal review and recommendation.
7/84 – 3/97
Executive Director, Mental Health Association of Greater Springfield, Inc., Springfield, Massachusetts
Chief Executive Officer of a community mental health organization with a $4.5 million annual budget and
140 plus employees.
Responsibilities Included:

Development of all agency policies and practices.

Oversight of agency problems and sites including 12 subsidiary real estate corporations.

New program design and development.

Personnel administration.

Contract procurement, negotiation and administration.
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
Grant writing.

Public education and public relations.

Board recruitment and training.
PROFESSIONAL MEMBERSHIPS, CERTIFICATION & COMMUNITY ACTIVITIES
Member, Board of Directors & Executive Committee, Springfield Chamber of Commerce
Trustee and Member of Coordinating Council, Pioneer Valley Planning Commission – Plan for
Progress
Member, Grantmakers in Education
Member, Grantmakers for Children, Youth & Families
Member, Springfield Parent Academy Leadership Team
Member, Massachusetts Board of Early Education and Care
Past Member, Steering Committee, Massachusetts Early Education for All Campaign
Past Member, Public Education Nominating Committee
Past Member, Board of Directors, Bank of Western Massachusetts
Past Member, Board of Directors, Associated Grantmakers of Massachusetts
Past Member, Loan Committee, Nonprofit Finance Fund
Past Member, Board of Directors, Human Service Forum of Hampden County
Past Member, Board of Directors, Grantmakers for Effective Organizations
Past Member, Board of Directors, Community. United Way of Pioneer Valley
Past Co-Chair – Homes Within Reach – City of Springfield Plan to End Homelessness
2005 Woman of Distinction, Pioneer Valley Girl Scout Council
2009 Honorary Degree – Springfield Technical Community College
2015 Humanics Achievement Award – Springfield College
Adjunct Faculty – Bay Path University Graduate School of Nonprofit Management & Philanthropy
Asnuntuck Community College
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KWAME WEBSTER Kwame.webster@teachforamerica.org
413-426-1067
EXPERIENCE
Teach For America
Western Massachusetts
July 2014-Present
Managing Director
- Establish a satellite corps of 25 corps members and 25 alumni of TFA in W. Mass.
Collaborative for Educational Services
Northampton, MA
January 2014- June 2014
Online Curriculum Writer- Project Manager in History & Humanities
- Create and deliver downloadable professional development modules using primary sources for
the Library of Congress’ website.
Urban League College Track
New Orleans, LA
January 2011-December 2013
Tutor/Brotherhood Instructor
-Lead 10-15 high school age men of color teaching values through a mentoring program called
Brotherhood.
Jefferson Chamber Foundation Academy (JCFA)
Harvey/Metairie, LA
August 2010- December 2013
Director of Curriculum
-Acted in lieu of Executive Director
-Directed blended (online/direct instruction) high school curriculum for two campuses
-Led standardized test remediation with a 76% passing rate overall for at risk students.
-Engaged community stakeholders to help students and graduate, get jobs, and matriculate into
post-secondary opportunities.
-Prepared paperwork for E-Rate and Title 1 reimbursements saving JCFA $50,000+ each year.
Science Teacher
-Designed lessons and created a learning environment for at-risk students in Jefferson Parish
with an 80% passing rate on Science GEE
EDUCATION
Google Applications for Education Certification Northampton, MA
The New Teacher Project August 2011/Teach For America 2010 Corps Member New Orleans
September 2006- 2010 Oberlin College Oberlin, OH
Student Senate, Senior Admissions Intern, Resident Assistant
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Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
William MacDonald
Present Employer and Job Title
MacDonald Law Offices, Managing Partner
Education/Professional Training
Juris Doctor, 1978, Western New England University
Bachelor of Arts,1975, University of Massachusetts
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
Town of Residence
N/A
Sturbridge, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
I was introduced to Libertas Academy Charter School by the proposed school Leader, Modesto
Montero. Mr. Montero and I met in early September to discuss mission and vision of the proposed
charter school.
2.
Why do you serve as a member of this founding group?
I serve because of a passionate desire to improve the educational experience of inner city students and
36 years of experience in the Massachusetts legal system. In addition, I am inspired and motivated by
what a school like Libertas Academy can bring to the North End community. Recently, I had an
opportunity to spend the day at Excel Academy-East Boston, a school we model our program after. The
school speaks for itself, Excel is changing the lives of students. A school like Excel is much needed in the
Springfield community. I am eager to join this team and prove what is possible for students.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
I have founded two organizations that have provided thousands of mostly poor students with an
opportunity to participate in a quality athletic programs. I was the founder (along with Nynex) of the
William Macdonald Basketball League, and I was a co-founder (with Jenny Gonzalez) of the Orlando
Cepeda Little League. I have a shown a dedication to community involvement and giving back to our
youth.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
116
I will serve on the Board of Trustees, and I will help to guide the school to academic excellence. I
anticipate serving on the Board for as long as my particular skills are needed. My service will ideally be
for at least three years and more as needed. Board officers will be identified at a later time.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
I have spent 36 years as a practicing Lawyer in Springfield. I would use that level of experience to
ensure that the School complies with all federal, state and local regulations. My past experience has
provided me with a wealth of knowledge both professionally and personally. I have been devoted to
giving back to my community and will continue to do so as a board member. I have been the Managing
Partner of my law firm for 36 years and have transferable skills that will be an asset as a board
member. I can ensure that goals will be set and then attained. As a Managing Partner, I can assess the
financial strength of the school and I can review board practices to ensure that all laws and regulatory
requirements are being followed. With an eye towards governance, I can ensure that all legal and
ethical requirements are followed and use my expertise in vetting potential new board members.
6.
Please indicate if you or an immediate member 128 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 129 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest 130 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
128
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
129 Financial interest is defined as anything of economic or monetary value.
130
Financial interest is defined as anything of economic or monetary value.
117
As an attorney, I am required to follow a code of legal and ethical practices on a daily basis. I
am intimately familiar with conflicts of interest and know that each must be dealt with
transparently. I would use my judgment as a licensed attorney to identify unethical conduct
and conflicts of interest and bring them to the attention of the board immediately. It is the
responsibility of each board member to speak out when questions arise and make known any
conduct that is unethical could be unethical or result in a conflict of interest. If a board
member were acting unethically or self-dealing, we would look to remove that member
according to our bylaws.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
118
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/02/2015
Original Signature Required
Date
119
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Rosemarie Marks-Paige
Present Employer and Job Title
Health New England, Inc.
Education/Professional Training
Associates, Business Administration; multiple additional
professional development trainings
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
N/A
Town of Residence
Springfield, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
I was approached by Modesto Montero. I admire his passion for this project and believe in his ability to
orchestrate and execute the plans for this proposed school project. I spent some time getting familiar
with BES and respect its leadership in the landscape to reform education.
2.
Why do you serve as a member of this founding group?
I am a parent of children who are graduates of a charter school. I fully understand the need for parents
to have choices when making decisions for their children’s education. I am motivated to be a board
member because I see this as an opportunity to be a catalyst in improving students’ educational
achievements. I welcome the opportunity to collaborate with other members to keep this project on
track, to develop effective policies that affect children’s education, and to do what it takes to live up to
the mission and vision that are set.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
I have not taken any formal/specific actions other than being present at the board meetings and
informational meetings at my children’s school. My attendance was important because, as a parent, I
wanted to be sure that representatives and board members were accountable to the children they
serve. Being present allowed me to assess that policies and decisions made were for the advancement
of all the children. It was also important to me to be sure that academics were being monitored and
evaluated to ensure that children were on target for successful graduation.
120
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
If and when the charter is granted to start this school, I plan on serving as a founding board member. I
plan on serving as a board member for at least three years in an effort to provide the school with my
experience and expertise. I hope to help the school and board grow by ensuring that the school fulfills
its mission of excellence and provides each student with the tools needed for success. I will serve as a
board officer if needed when these roles are determined at a later point in time.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
First, I am a parent who recognizes and understands the needs and demands for good public education
for our children. Other attributes I will contribute are credibility, sound judgment, collaborating, and a
genuine interest in public education for the children in my community. All of these I believe are
important to ensure strong and effective governance and oversight for the school. I believe in the
mission and vision of this school and believe in the abilities of the school founder and BES to ensure
that the school is well implemented, and it will achieve the goals set forth in the charter. My
experiences as a parent to a child that formerly attended a charter school will help bring a unique
perspective to the board. Professionally, I have a great deal of experience in the field of accounting. I
have experience with organizational financial practices and will bring that expertise to my board
service. I will ensure that the school is financially viable and sound for all short term and long term
goals in my position as a board member offering oversight and accountability.
6.
Please indicate if you or an immediate member 131 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest132 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
131
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
132 Financial interest is defined as anything of economic or monetary value.
121
Neither I nor any immediate member of my family has or may have a financial interest133 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
AS a board member, I would strive to see that ethical practices were followed, and each decision was
made in the best interest of the school. In the event that unethical conduct occurred, I would promptly
bring it to the attention of the board. Serving on the board is an honor and a privilege that will be
taken seriously. I will hold myself and my fellow board members to the highest ethical standards and
ensure that any infractions are brought to the board's attention. If someone is not acting ethically, I
would expect that person would step down or be removed from the board.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
133
Financial interest is defined as anything of economic or monetary value.
122
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
123
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
10/31/2015
Original Signature Required
Date
124
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Modesto Montero
Present Employer and Job Title
Building Excellent Schools, Fellow
Education/Professional Training
BA in Political Science
University of Massachusetts- Amherst
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
Fellow, Building Excellent Schools
Manager, Teacher Leadership Development, Teach For
American- Memphis
Teacher, Kingsbury Middle School
Town of Residence
Springfield, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
As the Lead Founder and proposed Head of School, I began exploratory conversations with BES in the
summer of 2013. In early 2015, I resumed exploratory conversations with BES and upon considering the
urgent need in the Springfield community, and my personal and professional ties within the
community, I applied to and was accepted into the BES Fellowship. With BES, I have begun engaging
with various members of the community and I have recruited likeminded individuals committed to
providing a seamless 6-12 college preparatory charter school in Springfield. With the support of a high
capacity founding team drawn from Springfield’s education, business, and community leadership, and
with the support of Proven Provider Building Excellent Schools, we propose a seamless 6-12 college
preparatory education uniquely designed to meet the needs of all learners and determined to be part
of the larger solution to the chronic academic underachievement within the City of Springfield.
2.
Why do you serve as a member of this founding group?
125
Springfield Public Schools (SPS) is the second largest in New England, with approximately 27, 000
students, across nearly 60 schools. Massachusetts places schools and districts on a five-level scale,
ranking the highest performing in Level 1 and lowest performing in Level 5. Level 4 schools are the
state's most struggling schools based on an analysis of four-year trends in absolute achievement,
student growth, and improvement trends as measured by student achievement results on state
assessments. Springfield is rated as Level 4 overall; currently, 11 schools (3 elementary, 6 middle, 2
high) are designated as Level 4. District proficiency rates in ELA are 41% and 33% in Math, compared to
state proficiency rates in ELA of 69% and in Math of 60%. The district graduation rate is 55%,
compared to 85% for the state. Springfield’s averaged combined SAT score is 1,149; the average
combined SAT scores in Massachusetts is 1,530. I want to be a part of the solution to the chronic
academic underachievement within the Springfield community. As a Latino man that migrated from the
Dominican Republic at the age of 10, I know first-hand the transformative power of an excellent
education. When I arrived in Milford, MA, I realized pretty quickly that I had brought with me a sub-par
education and did not speak English. I was fortunate enough to have an excellent teacher in fifth grade
that pushed and challenged me each and every day. Through hard-work, determination, and rigorous
instruction, I was able to exit ESL by the time I entered eighth grade. In high school, I was given
opportunities that allowed me to graduate college-ready. In my regular and honors classes, teachers
continued to push and challenge me both personally and academically. I know that this is not the case
for students in our highest need communities and I do not have to look far to see the disparity that
persists in our educational system. As the youngest of six children, I just have to look at my siblings to
understand how prevalent the inequity in our educational system is. Out of all my siblings, I am the
only one with a college degree. While other factors may have contributed to the differences in
educational and life outcomes, I am confident that one of the single most powerful crucible moments
in my educational trajectory came in the form of my fifth grade ESL teacher, Ms. Farley. During the year
and a half I was in her classroom, I was pushed to not only increase my English proficiency but also to
tackle rigorous, grade-appropriate content. This served as the foundation that allowed to excel in high
school, college, and now in my professional life. My goal is that every student that we serve has a Ms.
Farley, and that the school is an embodiment of what Ms. Farley gave to me, so that each student
graduates high school, matriculates and excels at our top colleges and universities and is able to live a
life of positive community engagement and embrace a life of opportunity for themselves and their
families.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
126
My journey in education started during my tenure at the University of Massachusetts-Amherst. During
the summer of my junior year, I worked at The Holyoke Community College Upward Bound Summer
Academy. It was during this time that I was reminded of the prevalent educational inequity the plagues
low-income communities. That experience was the most challenging and rewarding of my
undergraduate career. After returning the following summer and growing increasingly more effective at
coaching young adults, I decided to pursue a career in public education. During my senior year, I
applied and was accepted to participate in Teach For America (TFA) and was placed as an ESL teacher at
Kingsbury Middle School (KMS) in Memphis, TN. During the past four (4) years, I was able to play an
integral role in the educational landscape in Memphis. After my first year as a teacher, I become the
head of the ESL Department at KMS. That same year, I was hired as a Common Core Coach for the state
of Tennessee. In this capacity, I led sessions on the Common Core State Standards and the instructional
shifts in 6-8 ELA. For the last two years, I worked for TFA as a Manager of Teacher Leadership
Development and ESL support. During my first year on staff, I set the vision and direction of the ESL
program across our region. In addition to that, I directly supported and coached 21 first and secondyear teachers placed in K-12 classrooms in schools across the district. For the past three summers, I also
worked at TFA’s Summer Institute training Corps Members (CMs). During the first two summers, I
served as a Teacher Leadership Coach providing direct support to 12 teachers as they taught summer
school. In year 3, I supported a school site composed of 90 Corps Members as a Teacher Leadership
Specialist. In this role, I facilitated whole group sessions, coached CMs and trained staff on how to
effectively create and maintain a positive classroom culture. Most recently, I become a Fellow with
Building Excellent Schools and have committed to spending the next two years working tirelessly to
found a seamless 6-12 school, which will open strong starting on day one, and where all learners build
the skills, knowledge, and character required for college and professional success and a life of positive
community engagement.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
If the charter is granted, I will serve as the Head of School for Libertas Academy Charter School. Leading
a school has been my personal and professional goal for a long time. I am committed to serving as the
Head of School for as long as I am allowed to serve.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
127
I have dedicated my entire professional career to serving and working with students in low-income
communities, and particularly working with ESL students and those who are first-generation to this
country. My time as a teacher and a teacher-coach has equipped me with the necessary skills and
mindsets to tackle the challenges of leading a high performing charter school. With the intense training
and ongoing support of Building Excellent Schools and the direct access to the many successful urban
charter schools it has helped to found in Massachusetts and across the country, I will design the school
that I will lead and which the founding team will govern. I am surrounded by and will continue to
surround myself with high capacity, mission-aligned, relentless individuals that will work tirelessly to
ensure the success of Libertas Academy Charter School.
I am knowledgeable about the key roles, functions, and responsibilities of a public charter school
governing board which include the following:
o Academic Ensure that school reaches its accountability goals as outlined in our charter and
that the academic program is in alignment with the mission and charter.
o Financial Ensure short-term financial viability and long-term financial sustainability including;
o Helping develop and approving annual budgets
o Reviewing monthly financial reports
o Monitoring enrollment which determines revenue from school district
o Managing cash flow
o Ensuring adequate fiscal controls are in place
o Overseeing financial audits
o Ensuring adequate resources to implement the educational program
o Policy Develop and ensure implementation of policies that provide guidelines for the
execution and coordination of activities relating to; the school, the board, administration,
enrollment, finances, and accounting.
o Regulatory Ensure that the school is in compliance with all applicable federal, state, and local
requirements, including all open meeting requirements.
o Supervision Hire, oversee and evaluate the Head of School.
o Planning Participate in organizational and strategic planning, including determining and
protecting the mission and purpose of the organization
o Governance Ensure the Board of Trustees maintains legal and ethical integrity as well as an
appropriate governance, rather than management, role; complete an annual performance
evaluation; thoroughly vet new board candidates.
128
6.
Please indicate if you or an immediate member 134 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s) or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 135 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest136 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
134
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
135 Financial interest is defined as anything of economic or monetary value.
136
Financial interest is defined as anything of economic or monetary value.
129
The Conflict of Interest policy guards against “self-dealing” and requires any Board member with a
conflict (or who thinks they may have a conflict) to disclose the conflict/potential conflict to the Board
Chair. The policy also prohibits interested Board members from voting on any matter in which there is
a conflict or participating in any Board discussion related to the potential conflict of interest.
The Board will review this policy annually to remain vigilant and will set aside time annually to discuss
the types of hypothetical situations that could result in a conflict of interest, and then discuss how the
board would manage that conflict.
The Conflict of Interest policy clearly identifies the steps board members must take if they perceive
that a conflict of interest exists. These steps are outlined below.
o If a Board member becomes aware of a potential conflict of interest involving him/or herself,
he/she will disclose to the Board Chair.
o If a Board member becomes aware of a potential conflict of interest involving another Board
member, he/she will encourage that individual to report the conflict to the Board Chair. If
that Board member does not disclose, then the Board member who has information about the
potential conflict of interest will reveal the information to the Board Chair.
o A Board member must not be present during any Board discussion in which he/she has a
potential conflict of interest.
o A Board member must recuse himself/herself from any Board vote in which he/she has a
potential conflict of interest.
If there is evidence of any self-dealing by a Board member, that individual will be removed from the
Board in accordance with the school’s bylaws.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service as an ex officio, non-voting member on the board will result in any conflicts
of interest. However, should a conflict of arise, or even if there were the potential appearance of a
conflict of interest, I would disclose the information to the Board Chair.
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
130
Magnet or Pilot Schools)
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/03/2015
Original Signature Required
Date
131
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Ellen Moorhouse
Present Employer and Job Title
Women's Fund of Western MA, Program Officer
Education/Professional Training
B.A. Political Science / Non-profits / Public Foundation
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
As a charter school student myself, I was a representative to
our board of directors as a student. My mother was also
actively involved in bringing Charter Schools to the state of
MA.
Town of Residence
Springfield, Massachusetts
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
The school leader Modesto Montero and I have known each other since our university years. I was a
member of the Senate when he was President of our Student Government Association. When he first
developed his vision for this Charter school in Springfield, I was employed by the City of Springfield in
the Office of Housing. Modesto reached out to me to tell me about his BES Fellowship, explained the
mission and what he was trying to do, and asked for my assistance in developing some data-driven
statistics regarding community need (that being my employment focus at the time, data-driven
methods). We discussed statistics with regards to Springfield and narrowed down our focus to identify
related stats for women and children, rates of poverty, as well as educational and language attainment.
I was thoroughly impressed with Modesto’s initial interest in the raw data mining, and what he learned
and developed set the stage for the rest of the school development. I have the utmost confidence in
Modesto's vision for the future development of this school, as I know he has thoroughly done his
homework and is committed to the school’s success.
2.
Why do you serve as a member of this founding group?
As a lifelong Springfield resident, I was very interested in Modesto's vision for this school. He has
identified a need in a very under-served community, and I absolutely support his plan. As a member of
the Board of Directors for the Young Professional Society of Greater Springfield (YPS), we consistently
emphasize supporting your community and developing our youth. Modesto has identified these two
points - and then some. I am a huge community advocate for my beloved city and work to organize
local support and engagement surrounding this vision. Modesto has engaged in informational sessions
and attended local YPS events, as well as countless other action and information sessions designed to
spread the mission and goals of Libertas Academy among diverse sectors of the Springfield community.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
132
I am deeply committed to the success of Libertas Academy along with Modesto. Recently, Modesto,
David Silva (Executive Director of the Puerto Rican Cultural Center) and I all traveled to Boston to visit
Excel Academy. This high-performing college preparatory school was centered around cultural identity,
high standards of academics, and language immersion - something that Springfield and its students
desperately need. We all took the day off work to travel to Boston and observe the students in
classrooms and also engaged in discussions with the teachers and the Dean of Students. The long drive
afforded us time to talk and plan together our unique vision for how we can implement some of these
policies and procedures to benefit the students here in Springfield. In the past, I have volunteered with
the Springfield Libraries, supported local literacy events, and have engaged in a classroom reading to
children. My mother is a member of the Springfield School system and helped to raise money for
40,000 books for the student body at the beginning of this school year. My family is a long and active
supporter of education, and I truly believe that educational attainment is one of the strongest
indicators for success later on in a child's life. It equips them with the tools necessary to develop and
grow both personally and professionally. For many years, I have been involved in volunteer activities
that seek to improve opportunities for children in Springfield including volunteering with the Young
Professional Society of Springfield, United Way, and Girl Scouts of America.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services, describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
If a Charter is granted, I anticipate serving on the Founding Board for a minimum of three years. During
this time, I plan to use my community connections to advocate for the school as well as its board and
recruit new members to fill out our ranks with additional skill sets. I am absolutely committed to
serving on the Founding Board of this Charter school and wholeheartedly believe in the mission of
providing ALL students with a rigorous, structured, college preparatory education. Board officer
positions will be identified at a later time, but all founding board members are community advocates
and strong community leaders, and will actively seek to help the board and school mission grow by
garnering new members with skills and attributes that further strengthen the board and increase its
ability to provide strong governance for Libertas Academy.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
133
I was educated in a broad spectrum of educational institutions including charter, private (religious),
public, and finally state (university) institutions. As a board member of the YPS, a Springfield Rotarian,
and a former City employee, I am very active in my local community and plan to bring all my former
board experience and strategic development to the table to provide strong support and governance for
Libertas Academy. As a lifelong Girl Scout, I consistently champion the development of students and
young people everywhere through education. I am a member of the Gold Award committee, mentoring
young women through the process of receiving their Gold Award, the highest award a young Girl Scout
can earn. I am truly confident in both Modesto as a leader, as well as the development of this schoolboth are exceptional, and Modesto has truly identified a need to provide these under-served students
with a world-class education.






Academic: I plan to ensure that each student is provided the education and environment
outlined in our charter. I also will see that the educational programs are in alignment with the
mission of Libertas Academy.
Financial: As I member of the board, I will take my duties to review and approve financial
matters seriously.
Policy: I will be an active participant in ensuring that clear guidelines are created and in place
that fully detail the policy of the school on education, enrollment, finances, and accounting.
Regulatory: I will use my position to ensure that the school follows all laws and regulations to
the best of my ability.
Supervision I will use my role as a board member to ensure that those in charge of day to day
activities are performing to the highest standards.
Governance I will use my experience and expertise to see that the board and its actions are
ethical and in line with proper organizational governance standards. Through the support of
BES, our Board is receiving governance training and written resources (articles, best practices
for charter school governance, and a board manual) to ensure that we fully understand and
can effectively meet the above responsibilities.
134
6.
Please indicate if you or an immediate member 137 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 138 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest in the proposed
school; proposed educational management organization or school support organization, if applicable;
or individual(s) or any other company that may contract or provide service to the proposed school, if
applicable. This includes employment, the possible leasing or selling of any real property, and the
purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
In the event of unethical conduct, I would bring my concerns to the Board Chair and the school leader if
needed in an effort to keep our conversations and concerns open and transparent. I feel both are able
and comfortable to discuss any hesitations I might have regarding any persons acting unethically, or
not in the best interests of the school. If I feared any potential ethical issues with regard to my conduct,
I would fully disclose the situation to the board and seek guidance from the board. I would want the
board to ensure that no unethical behavior was happening, and if it was, to have the person resign
from the board.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
There are no situations which may give the appearance of a conflict of interest that would make it
difficult for you to discharge the duties of a board member and make decisions that are solely in the
best interest of the school.
137
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
138
Financial interest is defined as anything of economic or monetary value.
135
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
136
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
10/30/2015
Original Signature Required
Date
137
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Dora Robinson
Present Employer and Job Title
United Way of Pioneer Valley, Inc.
Education/Professional Training
Masters in Social Work
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
Founding Board of the MLK, Jr. Charter School of Excellence
Town of Residence
Springfield, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
My first interaction with Building Excellent Schools (BES) occurred about ten years ago. At the time, I
was the President of Martin Luther King, Jr. Family Services, Inc. and we were exploring alternative
programs for high school students as they sought a high school diploma. With the support of the Irene
E. and George A. Davis Foundation, I attended a seminar hosted by BES. I left the seminar inspired to
do more for students and intrigued by the work BES was doing both locally and nationally. The BES
staff, and, in particular, its Founder and Executive Director Linda Brown are extremely knowledgeable
and are subject matter experts on a number of topics. After connecting and engaging with my
colleagues from across the Springfield community, we decided to explore opening up a charter school.
With the support of the BES Fellowship, we founded MLK, Jr. Charter School of Excellence in 2002. I
served on the Board of Trustees until very recently. Given my support for school choice, Linda Brown
connected me to one of their newest Fellow that is working to establish a high performing charter
school in Springfield, MA. At the request of my colleague and after having the opportunity to connect
with Lead Founder and proposed Head of School Modesto Montero, I decided to support his efforts to
found and lead a high performing 6-12 charter school in the Springfield community.
2.
Why do you serve as a member of this founding group?
Currently, I serve as the United Way President and CEO, and one of our impact strategies revolves
around education. Education is the first step across the opportunity divide. Zip code should never
dictate college and career readiness. Our students deserve the opportunity to reach their full potential
and become the next leaders in our community. Giving students the skills to succeed in school sets
them up for lifelong success and lays a foundation that will span generations to come. Our parents
deserve opportunities where they have choices around schools, educational programs, and initiatives
that meet the needs of their particular children. As a proponent of school choice, I am pleased to serve
on the founding board of Libertas Academy.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
138
I have an extensive record that demonstrates my commitment and support of public education. During
my tenure as President and CEO of Martin Luther King, Jr. Family Services, Inc., I led initiatives that
targeted high school diploma attainment in the Springfield community. In my current role as President
and CEO of United Way of Pioneer Valley, Inc., I dedicate a great deal of our resources to support
community efforts that focuses on school readiness, mentoring, providing before and after school
activities and support, increasing school attendance, reducing drop-out rates, and increasing the
number of high school graduates. We are committed to creating and sustaining opportunities that
ensure a successful transition through elementary, middle, and high school leading to graduation. We
know that higher graduation rates equal better academic, economic, and life outcomes for our
children. Also, I have extensive experience serving on the board of directors. I was a founding board
member of a local charter school MLK, Jr. Charter School of Excellence and currently serve as a Trustee
of Springfield Technical Community College.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services, describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
I am committed to serving on the founding board of a public charter school with a mission to provide
all students with a rigorous, structured, college preparatory education. During my tenure, I will help to
grow the board by adding new members with skills and attributes that further strengthen the board
and increase its ability to provide strong governance. Once we have identified our founding board
members, Board officers will be identified.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
I am a results-oriented human service executive with 25+ years of experience and a proven track record
in the areas of community and organizational leadership, strategic planning, growing financial
resources, governance and development of mission-focused programs. I am a long-time advocate of
school choice. I have extensive experience serving on boards and bring a wealth of knowledge on
strong board governance. Currently, I serve as a Trustees of Springfield Technical Community College.
My deep community connections will serve Libertas Academy well as it seeks to recruit and attract
talent and support.
I plan on using my current knowledge of roles and responsibility of public charter school governing
boards to effectuate my position to the best of my ability. I plan to use my experience to not only
ensure that the school is reaching its stated goals but also to ensure that those in charge are
performing to the highest standards.
139
6.
Please indicate if you or an immediate member 139 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s) or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 140 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest 141 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
As a board member, I know that I must act in an ethical fashion and make it known if any other board
member fails to do so. Acting unethically includes any behavior that could possibly harm the school
and its reputation. If a board member was potentially engaging in unethical behavior, I would first
approach that member so he could disclose his behavior to the board. I would be honest and open
with the board with any concern that I might have in order to ensure that all conduct by board
members is ethical. I have years of experience as a board member and know that transparency is key
to successful governance. No unethical behavior can be permitted.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
139
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
140 Financial interest is defined as anything of economic or monetary value.
141
Financial interest is defined as anything of economic or monetary value.
140
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
141
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/03/2015
Original Signature Required
Date
142
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
David Silva
Present Employer and Job Title
HNE. Medicaid Community Leader
Education/Professional Training
MBA
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
Adjunct Professor at Elms College instructing in International
Business and Healthcare Operations Management. Board
Member of Holyoke Chicopee Springfield Head Start.
Executive Director of Puerto Rican Cultural Center
Town of Residence
Chicopee
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
I was made aware of the idea for the proposed charter school and the work of Building Excellent
Schools through several community leaders and Mr. Modesto Montero. I’m aware that Libertas
Academy will be modeled after the Excel School located in East Boston. Excel is an exceptional model
needed in the city’s North End. School children of Springfield have not performed well according to
recent MCAS scores. No solutions to improving children’s scores have been discussed, and one viable
solution is quality charter schools.
2.
Why do you serve as a member of this founding group?
I was reared and educated in Springfield. As a Hispanic male, I have seen our children underperform in
schools due to various reasons. Our children and parents need a school where children are held to a
higher standard free from the ridicule that empowers our youth to believe in their abilities and to work
hard to overcome personal limitations rather than use these limitations as an excuse for mediocrity.
My family has worked and held different positions in the City of Springfield, working primarily in human
service and health care. I have followed their footsteps by working in the same field, but I have taken
additional steps by serving on various boards of education and health care.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
Based on my work and board experience I have had the opportunity to serve families in facilitating:
entrepreneurship opportunities, health and wellness programs on diabetes, asthma, teen sexuality,
parent and children communication, fathering skills, GED programs for non-English speakers, ESL
programs, and other programs around health and education.
143
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
I’m committed to serving on the founding board of the proposed public charter school with its mission
to provide all students with a rigorous, structured, college preparatory education. I anticipate serving
on the board for a minimum of three years and during that time I will help to grow the board by adding
new members with skills and attributes that further strengthen the board and increase its ability to
provide strong governance. I will serve in any role or committee on which I can be helpful.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
Springfield’s North End is where I was raised and educated. As a child, I always craved a better educational
opportunity where teachers cared and pushed me to achieve more. It is now years later, and nothing has
changed in regards to outcomes. Liberta’s Academy offers the youth of the city an opportunity to get that
education I craved and deserved.
Based on my position as an Executive Director, Adjunct Professor, and working for Baystate Health, I have
the ability to engage the business and private sector as well as the community to support Libertas
Academy’s efforts in securing a location and financial support.
I wholly believe that Libertas Academy will deliver a school program similar to Excel Academy located in
Boston where youth excel in academics and grow in pride based on their achievements. I believe Libertas
Academy will enlighten youth to see that a future exists outside of their neighborhood.
I am presently a board member of Holyoke, Chicopee, Springfield Head Start and Holyoke Health Center. I
am presently serving as the Executive Director of the Puerto Rican Cultural Center. The experience offers
me the insight to the day-to-day operations of corporations and the importance of compliance and
community engagement
6.
Please indicate if you or an immediate member 142 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members
of the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed
educational management organization or school support organization.
142
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
144
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 143 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest 144 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
If I am made aware of unethical behavior or behavior not in the best interest of the school, I would
report the information to the chair and have the information made known at a full board meeting.
Both real conflicts and potential conflicts must be made known to the board and its chair. Unethical
and behavior adverse to the school's interests can come in many forms. It would be of the utmost
importance to have open and honest communications in such an event to rectify the problem and learn
from the problem. If it is shown that someone acted unethically, I would expect that board member
to be released from the board.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
Expertise
Please indicate in which areas you possess professional expertise:
143
Financial interest is defined as anything of economic or monetary value.
Financial interest is defined as anything of economic or monetary value.
144
145
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
146
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/03/2015
Original Signature Required
Date
147
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Anthony Surrette
Present Employer and Job Title
Corbin & Tapases, P.C. / Principal
Education/Professional Training
Masters of Science in Accounting / Certified Public
Accountant
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
N/A
Town of Residence
Agawam, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
I became aware of the proposed school a few months ago when approached by school leader, Modesto
Montero. I was impressed with his vision as a school leader and wanted to be a part of the education
reform landscape. I believe Building Excellent Schools is an organization that can bring education to the
next level in training high-capacity individuals. I further believe that Libertas Academy can make a
difference in the lives of many young people for the better. I have every confidence that Modesto
Montero is the individual who can lead the school to great outcomes for students.
2.
Why do you serve as a member of this founding group?
I am excited to serve as a member of this founding group to help young students in Springfield, MA. I
grew up in Springfield and attended Springfield schools. I am a believer in the Springfield community
and want to be a part of its success. I have been able to take my own education and develop skills and
experiences that I believe I can now help give back. Over my time as a professional, I have developed
and attained my valuable skills that can be used in my service on the board. I have expertise in the
accounting field with a focus on auditing and assurance programs. I have a high level of organization
that is necessary for devising long-term plans and goals and seeing those goals successfully
implemented. With a degree in Accounting, I know that I can be a strong asset to the board.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
I grew up in Springfield, MA and as a professional I have continued to try and better the community. I
was involved in starting a nonprofit organization helping children in Springfield and served on that
board for 1.5 years. I believe in volunteering in programs like Read Aloud Programs and education to
help continue to make Springfield, MA a great place for education. I volunteer as a mentor to young
startup businesses and also college students in the area. The city is rich in history and believe has the
potential to continue to be a great place of future knowledge creation.
148
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
I am committed to serving on the founding board of this public charter school with a mission to provide
students with a college preparatory education. I am committed to serving on the board for at least
three years and more if my services are required. I will strive to add new board members with unique
and valued experiences in an effort to help the board grow and the school succeed. The board will
choose officers at a later date, and I will serve as the board might choose. I will also be a working
member of one or more committees on the board.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
My qualifications in accounting, finance, and business will support the implementation of the proposed
school. I have had professional experiences dealing with effective governance in business structures
that can directly apply to the oversight for a school. I have also worked directly on a nonprofit board in
its early stages and understand the challenges it entails. I believe the Springfield community has the
need for training of students to become high-achieving, college ready students. I believe giving the
Springfield students this opportunity will help them achieve higher, more competitive academic
standards. I believe in Modesto Montero as a leader to ensure this school is well implemented and will
achieve its goals to mirror that of the students. Though not trained in the educational field, I can
identify goals and see that they are completed. I am familiar with creating and implementing policies
that held guide an organization. I will ensure that the mission and the purpose of Libertas Academy are
central to all endeavors undertaken by the board.
6.
Please indicate if you or an immediate member145 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally or is disfavored by members of the
proposed board, proposed school employee, or individual affiliated with the proposed education
management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest146 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
145
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
146 Financial interest is defined as anything of economic or monetary value.
149
Neither I nor any immediate member of my family has or may have a financial interest in the proposed
school; proposed educational management organization or school support organization; or individual
or any other company that may contract or provide service to the proposed school. This includes
employment, the possible leasing or selling of any real property, and the purchase of equipment or
services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for the purpose of the proposed school, or any other company proposing to contract or
provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
If I believed that a board member was acting in an improper manner, I would take the proper steps
necessary. Not every action is clearly improper or unethical on its face. It would be important to first
speak to those members I felt were engaging in inappropriate conduct so they might take the
appropriate steps to solve the problem themselves and report what happened up the chain. No matter
what, however, the chair of the board would need to be made aware of any possible inappropriate
conduct for transparency's sake. Serving on a collective board requires that every decision is not only
ethical but made in the best interest of the school as a whole. I owe it to the other board members,
myself, and the school to ensure that any evidence of unethical behavior or possible conflicts of
interest is immediately reported and remedied.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of interest arise, or even if there were the potential appearance of a conflict of interest, I would
disclose the information to the Board Chair.
Expertise
Please indicate in which areas you possess professional expertise:
150
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/01/2015
Original Signature Required
Date
151
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Mary E. Walachy
Present Employer and Job Title
Irene E. & George A. Davis Fdn. Executive Director
Education/Professional Training
Masters Degree in Social Work Administration
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
Founding Board Member UP Academy Charter School,
Springfield, MA
Adjunct Faculty – Bay Path University, Asnuntuck Community
College
Currently serving as a member of Mass. Board of Early
Education and Care
Past Advisory Board member of Strategies for Children
Past member of the Public Higher Education Nominating
Committee
Town of Residence
Westfield, MA
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
Through my employment as Executive Director of the Davis Foundation, I have had the privilege of
knowing and supporting Building Excellent Schools. I have visited many of the charter schools in
Massachusetts and other states where BES Fellows serve as school leaders. I have the utmost respect
and confidence in the ability of BES’s Fellowship program to recruit and train the most highly-skilled
leaders as evidenced by the fact that many of Massachusetts’ highest-performing charters are or have
been led by BES Fellows.
2.
Why do you serve as a member of this founding group?
I am excited to learn that BES has identified a remarkably talented young man, Modesto Montero, who
is participating in the BES Fellowship and is preparing to open a charter in Springfield, MA. Both
personally and in my role at the Foundation, I have spent over 20 years working in Springfield and
working to ensure this community’s success. For the past 18 years, I have assisted the Trustees of the
Davis Foundation in the development of a grant-making program designed to ensure the educational
success of children and youth in Hampden County with a particular focus on low-income students in
Springfield and Holyoke. Through this work, I have conducted significant research, visited a multitude
of high-performing Pre-K through 12 schools and universities and traveled across the country studying
educational success opportunities. Through this experience, I believe I possess the skills to provide the
leadership and content expertise needed for Libertas Academy Charter School’s development and
success.
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
152
On a national level, I have served as a member of the national affinity group, Grant Makers for
Education (GFE), including serving on many conference planning committees and special interest
initiatives, as well as speaking on GFE webinars on specific topics in education. I have worked in
Springfield in the non-profit and foundations sector for over 36 years and over this time span have
served on a multitude of boards and committees. One highlight of my many activities has been serving
as the leading architect in the creation of Springfield Business Leaders for Education, a group of over 40
local employers concerned about and committed to improving educational attainment from preschool
through K-12 to higher education and career training. SBLE’s goal is to ensure a skilled workforce and
economic opportunity for all in the community.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
I am committed to serving as a member of the Founding Board. Upon the successful securing of a
charter for Libertas Academy Charter School, I am committed to on-going board involvement as
needed.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
As a leader in the Springfield community for many years, I bring a wealth of knowledge, expertise and
relationships with leaders that will help to strengthen Libertas Academy Charter School’s ability to
achieve educational success and financial strength. I have connections or relationships with most every
educational institution in Springfield and Hampden County and can use those experiences to support
Libertas Academy Charter School. The Davis Foundation has had the great pleasure of already
supporting three BES Fellows who have established or will be establishing charters in Springfield, and
we have spent significant time with these leaders and BES to ensure and support the school’s
establishment and on-going success. BES has a strong track record of recruiting exceptionally talented
individuals to take part in the Fellowship and create new high-performing charter schools. The
founding leader of this school, Modesto Montero, is no exception. I have had the pleasure of spending
significant time with Modesto. I am exceptionally excited about the experience he will bring to the
school, as well as his passion and commitment to serving low-income students. I think he exemplifies
all that is needed in a successful school leader.
Through my extensive previous board experience, I know how important a strong governance function
is to the success of any organization. Our Board is receiving ongoing support for Board recruitment and
development through BES, which has a national reputation in the founding and operating of
outstanding schools in cities across the U.S.
153
6.
Please indicate if you or an immediate member 147 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s) or individual(s) affiliated with the proposed
educational management organization or school support organization.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest148 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest149 in the
proposed school; proposed educational management organization or school support organization, if
applicable; or individual(s) or any other company that may contract or provide service to the proposed
school, if applicable. This includes employment, the possible leasing or selling of any real property, and
the purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
In the event of an ethical dilemma or conflict, I would follow the appropriate procedures instituted by
the board. Without question, I would disclose any potential ethical conflicts to the board whether
these conflicts involved myself or another board member. I will be open with my communication to
ensure full transparency with regard to any conflicts of interest or unethical behavior. Both current and
potential conflicts must be known the board and its chair in order to protect the integrity of myself, my
fellow members, and the school as a whole.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
147
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
148 Financial interest is defined as anything of economic or monetary value.
149
Financial interest is defined as anything of economic or monetary value.
154
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other:
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
155
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/02/2015
Original Signature Required
Date
156
Office of Charter Schools and School Redesign
Questionnaire for Proposed Board Member,
School Employee, or Other Founding Member
2015-2016
Biography
*Please submit a current resume with this form. *
Name
Kwame Webster
Present Employer and Job Title
Managing Director – Western Massachusetts Teach For
America
Education/Professional Training
Oberlin College
Past or Present Employment by, or Board
Membership in a Charter School, Public School
District, Higher Education Institution,
Educational Management Organization, or
School Support Organization
UP Academy Springfield, Board of Trustees
Jefferson Chamber Foundation Academy, Director of
Curriculum
Town of Residence
Northampton
Questions
Please answer each question as fully as possible.
1.
How did you become aware of the proposed school?
The Lead Founder and proposed Head of School Modesto Montero is a Teach For America alumni. Early
on in the process, we met, and I learned more about the proposed school. Supporting leaders that are
alumni of TFA is a major motivator for me to ensure students in Springfield have access to a quality
education. I am also aware of the excellent reputation Building Excellent Schools has for training lead
founders of high-performing charter schools here in Massachusetts as well as nationally. I have
tremendous confidence that Mr. Montero will found a strong school given his many leadership roles in
student government, the military, in schools, and in Teach For America.
2.
Why do you serve as a member of this founding group?
My entire career has been dedicated to education, and I am eager to bring a high-quality
Commonwealth Charter School to Springfield. I am committed to creating educational opportunities
for low-income children that can ignite their interest in learning and lead them to develop to their full
potential. Earlier in my career, I moved to New Orleans to help in the efforts to improve educational
opportunities post-Katrina. I was deeply moved by that experience and have continued to dedicate
myself to improving educational outcomes for children living in poverty here in Springfield.
As a board member for Libertas Academy, I will contribute my skills in the areas of education,
specifically in curriculum development, classroom instruction, and youth mentorship. Additionally, in
my current position as Managing Director of Teach For America in Western Massachusetts, I have
honed my skills in nonprofit management and administration
3.
Provide specific examples of past actions that you have taken that demonstrate your commitment to
public education and serving your targeted community.
157
I was the founding science teacher at Jefferson Chamber Foundation Academy West (JCFA), an
alternative charter school in Harvey, LA. Later, I became the Curriculum Coordinator of the West
campus. I assisted my school in its bid for an additional charter. After JCFA was awarded an additional
charter, I helped to found a second school (in Metairie, LA) and lead its faculty as the Curriculum
Coordinator for both campuses. In Massachusetts, I worked with the Collaborative for Educational
Services (formerly HEC) in Northampton. During my tenure, I designed lesson plans through a grant
from the Library of Congress using primary sources digitally displayed online. Additionally, I worked in
the Tech Department to assemble and co-facilitate online professional development courses, train
teachers and students around technology in education, help put on the Technology in Education (TiE)
Conference. In my current role with Teach For America, I have successfully launched our Western
Massachusetts operations, bringing new teachers and alumni to Springfield to teach in public and
district and charter schools.
4.
If a charter were granted, what anticipated role would you play within the school community? How
long do you anticipate serving as a member of the board, an employee of the proposed school, or a
partner organization?
 If a proposed board member, name the anticipated office you would hold if any, e.g. such as chair
person or treasurer.
 If a proposed school employee, name the anticipated position you would hold, e.g. school leader,
administrator, or teacher.
 If a proposed partner for contracted services describe the scope of anticipated services to be
provided to the school and your anticipated involvement if chartered.
I am committed to serving on the founding board of a public charter school that will provide all
students the skills and character development that will enable them to get to and through the college
of their choice. At Libertas Academy, we will do this with a focus on literacy and math and character
development; these are the basic building blocks of a strong educational foundation.
I intend to serve on the board for a minimum of three years, and will also help our founding team
recruit additional board members who are committed to improving educational options for children
and families in Springfield and who possess the skills and experience to provide effective oversight for
Libertas Academy to ensure that the school attains the promises set forth in our charter. I will serve in
any capacity that the board may need, both as an officer and as part of its committee structure.
5.
Describe how your unique qualifications and anticipated role within the school community will support
the implementation of the proposed school.
Working with at-risk populations has been central to my professional experience. I also have the
experience of starting two charter schools in Louisiana - one under district control and the other
autonomously held. As a resident of Western Massachusetts, I am aware of the educational landscape
in this region of the state. I have knowledge and experience in school governance and board
membership. One of the greatest assets that I can bring to Libertas Academy is my experience with
academic and curriculum development. I have years of experience with ensuring that a school's
academic mission is achieved. I will use my experience to ensure that the school's stated goals and
objectives are brought to fruition. I will use my role as a board member to oversee the school's
development and success. As the current Managing Director for Teach for America in Western MA, I
am confident that I can bring expertise in supervision, planning and governance as a member of the
board.
158
6.
Please indicate if you or an immediate member150 of your family knows generally, and/or is disfavored
by members of the proposed board, proposed school employee(s), or individual(s) affiliated with the
proposed educational management organization or school support organization, if applicable. Indicate
the individual(s) and describe the nature of the relationship(s) if one exists.
Neither I nor any immediate member of my family knows generally, and/or is disfavored by members of
the proposed board, proposed school employee(s), or individual(s) affiliated with the proposed school.
7.
Please indicate if you or an immediate member of your family has or may have a financial interest 151 in
the proposed school; proposed educational management organization or school support organization,
if applicable; or individual(s) or any other company that may contract or provide service to the
proposed school, if applicable. Please include employment, the possible leasing or selling of any real
property, and the purchase of equipment or services for the proposed school. If yes, please explain.
Neither I nor any immediate member of my family has or may have a financial interest in the proposed
school; proposed educational management organization or school support organization, if applicable;
or individual(s) or any other company that may contract or provide service to the proposed school, if
applicable. This includes employment, the possible leasing or selling of any real property, and the
purchase of equipment or services for the proposed school.
8.
Have or will you or any member of your immediate family receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school? If yes, please explain.
Neither I nor any member of my immediate family has or will receive funds, gifts, loans, services, or any
other benefit for any purpose from the proposed school, or any other company proposing to contract
or provide services to the proposed school.
9.
Describe what you would do if you believed one or more members of the school’s proposed board was
acting unethically or not in the best interests of the school.
Unethical behavior is not acceptable and cannot be tolerated by the board of directors. I would make
any unethical or possibly unethical behavior known the chair of the board as soon as I became aware.
All members of the board have a duty to self-report any unethical behavior or even possibly unethical
behavior. Not only can potential problems be avoided by open and honest disclosures, but the board
can also learn and grow through transparency. I would seek guidance if I was in doubt about the
ethical nature of certain conduct and promptly report any known unethical behavior.
10. [Proposed board members ONLY] To the best of your knowledge, are there any situations which may
give the appearance of a conflict of interest or that would make it difficult for you to discharge the
duties of a board member and make decisions that are solely in the best interest of the school? If yes,
please explain briefly. Individuals are encouraged to contact the State Ethics Commission
(http://www.mass.gov/ethics/) about how conflict of interest law applies to their situation.
I do not believe my service on the board will result in any conflicts of interest. However, should a
conflict of arise, or even if there were the potential appearance of a conflict of interest, I would disclose
the information to the Board Chair.
150
Immediate family is defined as the proposed school employee, board member, or other founding member and his or her
spouse, and the parents, children, brothers, and sisters of the proposed school employee, board member, or other founding
member and his or her spouse.
151
Financial interest is defined as anything of economic or monetary value.
159
Expertise
Please indicate in which areas you possess professional expertise:
Community Service
Early Childhood/Elementary
Education
Fundraising
Secondary Education
Special Education
English Language Learner
Education
Educational Leadership
Law
Human Resources
School Improvement
School Governance
Blended/Virtual Education
Real Estate
Finance/Business
Management
Charter Schools
Other: Alternative Education
Other Innovative Public School
Models (ELT, Innovation Schools,
Magnet or Pilot Schools)
160
Certification
I recognize that all information, except home address, personal email, or personal telephone, submitted with
this questionnaire becomes a matter of public record, subject by law to disclosure to members of the general
public. I certify that the information contained in this document and attached resume is true and complete to
the best of my knowledge under the penalties of perjury.
11/03/2015
Original Signature Required
Date
161
Attachment I: Description of Curriculum Scope and Sequence
Curriculum Scope and Sequence; Including Skills to Be Learned – Grades 10-12
GRADE 10
Mathematics: Geometry and Algebra II
Track I – Geometry
Properties of two dimensional figures including triangles, parallelograms, kites, and trapezoids;
measuring and constructing segments and angles; using inductive and deductive reasoning to prove
algebraic 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 x-y coordinate plane.
Track II - Algebra II
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; writing model equations form a chart; linear, exponential,
sinusoidal, and quadratic equation models. 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; apply algebra rules to trigonometric functions to prove some identities.
English II – World Literature
Cite strong and thorough textual evidence in literature and informational texts to support analysis of
what text says explicitly as well as inferences drawn from text. Determine theme or central idea of text
and analyze in detail its development over course of text. Analyze complex character development in
World Literature. Determine meaning of words and phrases, including figurative and connotative
meanings. Analyze representation of subject or key scene in two different artistic mediums. Analyze
how author draws on and transforms source material in specific work. Analyze in detail how author’s
ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of
literary non-fiction text. Delineate and evaluate the argument and specific claims in text, assessing
whether reasoning is valid and supported by relevant and sufficient evidence; identify false statements
and fallacious reasoning. By the end of grade 10, read and comprehend literature and literary
nonfiction, including stories, dramas, and poetry in grades 9-10 complexity band proficiently, with
scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend
literature, and literary nonfiction at the high end of the grades 9-10 text complexity band independently
and proficiently.
Composition/Oral Literacy II
In written and oral arguments to support claims in analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence, introduce precise claims and counterclaims that are
developed fairly with supporting evidence pointing out strengths and limitations of both, and create
organization that establishes clear relationships among claims, counterclaims, reasons, and evidence.
Write informative/explanatory texts to examine and convey complex ideas, concepts and information.
Introduce topic, organize and domain-specific vocabulary to manage complexity of the topic. Establish
and maintain formal style and objective tone while attending to norms and conventions of discipline in
which they are writing. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences. Engage and orient reader
162
and audience by setting out problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing narrator and/or characters. Produce clear and coherent writing in which
development, organization and style are appropriate to task, purpose, and audience. Develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying new approach, focusing
on addressing what is most significant for specific purpose and audience. Conduct research projects to
answer question, solve problem, narrow or broaden an inquiry. Synthesize multiple sources on
particular subject.
Chemistry
Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity,
malleability) and chemical properties (e.g., the ability to form new substances). Distinguish between
chemical and physical changes. Recognize discoveries from Dalton (atomic theory), Thomson (the
electron), Rutherford (the nucleus), and Bohr (planetary model of atom), and understand how each
discovery leads to modern theory. Interpret and apply laws of conservation of mass, constant
composition (definite proportions), and multiple proportions. Write electron configurations for first
twenty elements of periodic table. Explain relationship of element’s position on periodic table to
atomic number. Identify families (groups) and periods on periodic table. Explain how atoms combine
to form compounds through both ionic and covalent bonding. Predict chemical formulas based on
number of valence electrons. Use valence-shell electron-pair repulsion theory (VSEPR) to predict
molecular geometry (linear, trigonal planar, and tetrahedral) of simple molecules. Balance chemical
equations by applying laws of conservation of mass and constant composition (definite proportions).
Classify chemical reactions as synthesis (combination), decomposition, single displacement
(replacement), double displacement, and combustion. Using kinetic molecular theory, explain behavior
of gases and relationship between pressure and volume (Boyle’s law), volume and temperature
(Charles’s law), pressure and temperature (Gay-Lussac’s law), and number of particles in a gas sample
(Avogadro’s hypothesis). Using kinetic molecular theory, describe and contrast properties of gases,
liquids, and solids. Explain, at molecular level, behavior of matter as it undergoes phase transitions.
Describe process by which solutes dissolve in solvents. Relate hydrogen ion concentrations to pH
scale and to acidic, basic, and neutral solutions. Compare and contrast strengths of various common
acids and bases (e.g., vinegar, baking soda, soap, citrus juice).
History II – World History
The Growth of the Nation State in Europe. Describe growing consolidation of political power in
Europe from 1500 to 1800 as manifested in rise of nation states ruled by monarchs. Summarize
important causes, events and effects of French Revolution.
Industrial Revolution and Social and Political Change in Europe, 1800-1914. Identify causes,
social and economic impact of Industrial resolution. Describe rise of unions and socialism, including
ideas and influence of Owen and Marx. Describe rise and significance of anti-slavery sentiment and
abolition in Britain. Describe causes of 19th century European imperialism.
Asian, African and Latin American History in the 19th and Early 20th Centuries. Identify major
developments in Indian, Chinese, Japanese, African and Latin American history to early 20th Century.
The Great Wars, 1914-1945. Describe relative importance of economic and imperial competition,
Balkan nationalism, German militarism and aggression, and power vacuum in Europe due to declining
power of Russian, Austrian and Ottoman Empire in causing World War I. Summarize major events
and consequences of World War I. Identify major developments in Middle East and Central Asia
before World War II. Describe various causes and consequences of global depression of 1930s and
analyze how governments responded to Great Depression. Describe rise and goals of totalitarianism in
Italy, Germany, Soviet Union. Summarize key battles and events of World War II. Describe
background, course and consequences of Holocaust. Explain reasons for dropping of atom bombs on
Japan and short and long-term effects. Explain consequences of World War II. Describe reasons for
163
establishment of United Nations.
Cold War Era, 1945-1949. Summarize factors that contributed to Cold War in Eastern Europe.
Describe policy of containment, including Truman Doctrine, Marshall Plan, and NATO, as America’s
response to Soviet expansionist policies. Describe development of arms race and key events of Cold
War Era. Explain background for establishment of modern state of Israel in 1948 and subsequent
military and political conflicts between Israel and Arab world.
The Contemporary World, 1989-2018. Identify causes for decline and collapse of Soviet Union and
communist regimes of Eastern Europe. Explain reasons for fall of apartheid in South Africa. Describe
America’s response to and wider consequences of September 11, 2001 terrorist attack in the U.S.
Latin II
Master connected reading in authentic Latin. Develop needed work habits, reading skills, and
knowledge critical for continued study in Latin. Solid knowledge of subordinate sentence structures,
architecture of complex Latin sentence, and skills for dealing with variable Latin word order are
essential for this year and as preparation for next year. Fabulae Romanae will gradually improve s'
reading abilities while providing good basic survey of Roman history through Monarchy (753-510 BC)
and Republic to death of Cicero (43 BC). Students learn Roman and ancient Mediterranean geography,
Roman social and political customs, and personal values Romans admired most in great individuals.
College Success II
This course has a large writing and public speaking component as students practice writing personal
essays typical of college applications, learn about and practice the college interview, and do deeper
analysis of college profiles. Public speaking skills are honed as students present college profiles and
personal essays to small groups. Advisors work with students to develop criteria upon which to
compare colleges and to create a college list, a preliminary listing of colleges based on personal
reflection, selected criteria, and interests. Sophomores explore Advanced Placement Programs and
make selections for a minimum of one AP course for both the 11th and 12th grades. Sophomores take a
10-week PSAT Prep workshop and the PSAT.
.
GRADE 11
Mathematics: Algebra II and Pre-Calculus
Track I: Algebra II
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; writing model equations form a chart; linear, exponential,
sinusoidal, and quadratic equation models. 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; apply algebra rules to trigonometric functions to prove some identities.
Track II: Pre-Calculus
Demonstrate understanding of laws of exponents, including integral and rational exponents.
Demonstrate understanding of elements, subsets and properties of complex number system. Perform
operations on complex numbers of the form a + bi. Perform operations on functions, including
composition, and determine effects of composition on domain and range. Demonstrate understanding
of inverse of function and determining if inverse is function. Identify and describe characteristics of
families of functions. Articulate results of varying parameters of parent function. Solve polynomial
equations and inequalities using appropriate technology. Solve absolute value equations and
inequalities. Graph polynomial, exponential and logarithmic and rational functions. Solve exponential,
164
logarithmic, and rational equations using appropriate methods. Solve problems involving linear
programming. Apply sigma notation with arithmetic and geometric series. Apply and justify
properties of quadrilaterals and circles. Solve real world problems involving volume of geometric
solids. Demonstrate understanding of Platonic Solids. Demonstrate understanding of uniqueness
through indirect proofs. Apply transformational matrices to transform geometric figures in rectangular
coordinate system. Use concepts of length, area, and volume to estimate and solve real-world
problems. Apply measurement concepts and relationships in algebraic and geometric problem-solving
situations. Demonstrate understanding of rates and other derived and indirect measurements (e.g.
velocity, miles per hour, rpm, cost per unit). Describe and apply normal distribution and its properties.
Use z-scores to compare normally distributed data sets. Use variety of techniques to determine
equations of best fit for nonlinear data sets. Calculate and interpret z-scores. Apply properties of
conditional probability. Determine binomial probabilities. Make inferences about data set using
appropriate measures of central tendency and dispersion, including variance and standard deviation.
Calculate expected value to make judgments about real-life situations.
English III – American Literature
Cite strong and thorough textual evidence to support analysis of what literature and informational texts
say explicitly as well as inferences drawn from text, including determining where text leaves matters
uncertain. Determine two or more themes or central ideas of text and analyze development over course
of text, including how they interact and build on one another to produce complex account; provide
objective summary of text. Determine meaning of words and phrases used in text, including figurative
and connotative meanings; analyze impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Analyze
how author’s choices concerning how to structure specific parts of text contribute to overall structure
and meaning as well as aesthetic impact. Determine author’s point of view or purpose in informational
text in which rhetoric is particularly effective, analyzing how style and content contribute to power,
persuasiveness, or beauty of text. Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth century foundational works of American Literature, including how two or more texts from
same period treat similar themes or topics. By end of grade 11, read and comprehend literature,
including stories, dramas, and poems, in grades 11–CCR text complexity band proficiently, with
scaffolding as needed at high end of range.
Composition/Oral Literacy III
Write and build oral arguments to support claims in analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. Use words, phrases, and clauses as well as varied
syntax to link major sections of text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
Write
informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through effective selection, organization, and analysis of content. Develop topic
thoroughly by selecting most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to audience’s knowledge of the topic. Use
precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of topic. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences. Use variety of
techniques to sequence events so that they build on one another to create coherent whole and build
toward particular tone and outcome (e.g., sense of mystery, suspense, growth, or resolution).
Physics
Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear
momentum) and scalar quantities (e.g., distance, speed, energy, mass, work). Distinguish between
displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement,
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distance, velocity, speed, and constant acceleration. Interpret and provide examples that illustrate law
of conservation of energy. Describe both qualitatively and quantitatively how work can be expressed
as change in mechanical energy. Explain how heat energy is transferred by convection, conduction,
and radiation. Describe the relationship between average molecular kinetic energy and temperature.
Recognize that energy is absorbed when substance changes from solid to liquid to gas, and that energy
is released when substance changes from gas to liquid to solid. Describe measurable properties of
waves (velocity, frequency, wavelength, amplitude, period) and explain relationships among them.
Recognize examples of simple harmonic motion. Recognize that electric charge tends to be static on
insulators and can move on and in conductors. Explain that energy can produce separation of charges.
Describe electromagnetic spectrum in terms of frequency and wavelength, and identify locations of
radio waves, microwaves, infrared radiation, visible light (red, orange, yellow, green, blue, indigo, and
violet), ultraviolet rays, x-rays, and gamma rays on spectrum.
History III – U.S. History
Industrial America and its Emerging Role in International Affairs, 1870-1920. Explain causes of
Industrial Revolution. Explain important consequences of Industrial Revolution. Describe causes of
immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in late
19th and early 20th centuries and major roles of immigrants in U.S. industrialization. Analyze causes of
continuing westward expansion of American people after Civil War and impact of migration on
Indians. Explain course and significance of President Wilson’s wartime diplomacy, including Fourteen
Points, League of Nations and failure of Versailles treaty.
The Age of Reform: Progressivism and the New Deal. 1900-1940. Analyze origins of Progressivism
and important Progressive leaders. Analyze post-Civil War struggles of African-Americans and
women to gain basic and civil rights. Describe various causes and consequences of global depression
of 1930s and national response. Analyze important policies, institutions and personalities of New Deal
era.
World War II, 1939-1945. Explain strength of American isolationism after World War I and impact
on U.S. foreign policy. Analyze German and Japanese aggression as factors contributing to start of
World War II.
The Cold War Abroad, 1945-1989. Analyze factors that contributed to Cold War and describe policy
of containment as America’s response to Soviet expansionist policies. Analyze sources of Cold War
conflict between U.S. and Soviet Union. Analyze role that U.S.-sponsored resistance to Soviet military
and diplomatic initiatives that led to end of the Cold War.
Latin III
Read, with appropriate help, adapted to unadapted Latin prose. Translate selected seen passages from
Latin texts. Translate unseen passage of adapted Latin prose. Demonstrate comprehension of both
seen and unseen passages. Identify substantives by case form and function in context. Identify finite
and non-finite verb forms and uses. Identify principal types of subordinate sentence structures.
Demonstrate knowledge of principal eras of Roman history. Demonstrate knowledge of significant
Roman individuals. Demonstrate knowledge of values important in traditional Roman society.
Associate values with stories of significant Roman individuals. Students read original Latin prose and
poetry, including scansion and figures of speech. Second-half of year begins with thorough review of
forms, vocabulary, after which students read selections from Cicero’s philosophical works and oratory,
from mythological poetry of Ovid, Tacitus' Annals, and private letters of Pliny. Students demonstrate
proficiency in translation skills, and move beyond mere translation to develop their own understanding,
on firm textual evidence, about what they read.
College Success III
This bi-weekly course is a continuation of the college advisory relationship; students meet every week
166
with advisors, attend college presentations, and host guest speakers. Students continue to research and
fine tune college lists, take virtual tours of campuses, learn how to manage social media and
professional networking outlets responsibly, and learn about college work study and internships.
Classes meet to address procedural aspects of the college search process including the SAT general
test, subject tests and AP tests, conduct additional campus visits, researching tuition options including
financial aid, scholarships, and grants. Juniors attend our 10-week SAT Prep workshop and take SAT
general tests, subject tests, and AP tests in the spring. College campus visits continue over the summer
and are based on students’ interests, research, and funding.
GRADE 12
Mathematics: Statistics and AP Calculus AB
Track I: Statistics
Exploring Data- Describing patterns and departures from patterns. Constructing and interpreting
graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative
frequency plot); summarizing and comparing distribution of univariate data; exploring bivariate data;
exploring categorical data.
Sampling and Experimentation- Planning and conducting a study. Methods of data collection;
planning and conducting surveys; planning and conducting experiments; generalizability of results and
types of conclusions that can be drawn from observational studies, experiments, and surveys.
Anticipating Patterns- Exploring random phenomena using probability and simulation.
Probability; combining independent random variables; normal distribution; sampling distributions.
Statistical Inference- Estimating population parameters and testing hypotheses. Estimation (point
estimators and confidence intervals); tests of significance.
Track II - AP Calculus AB
Functions, Graphs, and Limits. Analysis of graphs, limits of functions (including one-sided limits);
asymptotic and unbounded behavior; continuity as a property of functions.
Derivatives. Concept of the derivative; derivative as a point; derivative as a function; second
derivatives; applications of derivatives; computation of derivatives.
Integrals. Interpretation and properties of definite integrals; Fundamental Theorem of Calculus;
techniques and anti-differentiation; numerical approximations to definite integrals.
English IV – British Literature
Cite strong and thorough textual evidence to support analysis of what literature and informational texts
say explicitly as well as inferences drawn from text, including determining where text leaves matters
uncertain. Determine two or more themes or central ideas of text and analyze development over course
of text, including how they interact and build on one another to produce complex account; provide
objective summary of text. Determine meaning of words and phrases as used in text, including
figurative and connotative meanings; analyze impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Analyze how author’s choices concerning how to structure specific parts of text contribute to overall
structure and meaning as well as aesthetic impact. Determine author’s point of view or purpose in
informational text in which rhetoric is particularly effective, analyzing how style and content contribute
to power, persuasiveness, or beauty of text Demonstrate knowledge of eighteenth-, nineteenth- and
early-twentieth century foundational works of British Literature, including how two or more texts from
the same period treat similar themes or topics. By end of grade 12, read and comprehend literature,
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including stories, dramas, and poems, in grades 11–12 CCR text complexity band proficiently, with
scaffolding as needed at high end of range. Write arguments to support claims in analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Use words,
phrases, and clauses as well as varied syntax to link major sections of text, create cohesion, and clarify
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through effective selection, organization, and analysis of
content. Develop topic thoroughly by selecting most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to audience’s
knowledge of topic. Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage complexity of the topic. Write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences. Use variety of techniques to sequence events so that they build on one another to
create coherent whole and build toward particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
Composition/Oral Literacy IV
All students write a senior thesis - significant, original work, usually 25-40 pages in length, on
approved choice of topics including science, technology, engineering, business, finance and
entrepreneurship. During senior year, students work closely with faculty members to complete theses.
To prepare for senior thesis, students write one or two 12-20-page junior papers ("JPs") in junior year.
Environmental Science
Earth Systems and Resources. Geographic time scale; plate tectonics, earthquakes, volcanism;
seasons; solar intensity and latitude. Composition; structure, weather and climate; Atmospheric
circulation and Coriolis Effect; atmosphere-ocean interactions; ENSO. Freshwater/saltwater; ocean
circulation, agricultural, industrial, and domestic use; surface and groundwater issues; global problems;
conservation, rock cycle; rock formation; composition; physical and chemical properties; main soil
types; erosion and other soil problems; soil conservation.
The Living World. Biological populations and communities; ecological niches; interactions among
species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes;
energy flow, photosynthesis and cellular respiration; food webs and trophic level, ecological pyramids;
biodiversity, natural selection, evolution, ecosystem services, natural ecosystem change, climate shifts;
species movement; ecological succession, natural biogeochemical cycles.
Population. Population ecology; carrying capacity; reproductive strategies; survivorship; human
population dynamics; impacts of population growth.
Land and Water. Agriculture, feeding growing population; forestry; rangelands; urban land
development; sustainable land use strategies; mining; fishing; global economics.
Energy Resources and Consumption. Energy forms; power; units; conversions; laws of
thermodynamics; energy consumption; fossil fuel resources; nuclear energy; hydroelectric power.
Pollution. Air pollution, noise pollution, water pollution; solid waste, impacts on the environment and
human health; economic impact.
Global Change. Stratospheric ozone, global warming, loss of biodiversity.
History IV - U.S. Government
The Nature of Citizenship, Politics, and Government. Civic, political, and private life; purposes,
functions of and different forms of government; law and constitution; limited and unlimited
government; representative democracy/democratic republic; fundamental documents regarding limited
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government and individual rights; US founding-era documents, events leading up to and impacting the
writing of the U.S. Constitution and the Bill of Rights; analyze and interpret central ideas of U.S.
Constitution and the Bill of Rights; foundational ideas of American government (popular sovereignty,
constitutionalism, republicanism, federalism, and individual rights).
Purposes, Principles, and Institutions of Government in the United States of America. Compare
and contrast governments; U.S Constitution and the MA Constitution; principals of federalism, three
branches of government; functions of courts of law including judicial review and independent
judiciary; enumerated and implied powers in US and MA Constitutions; executive branch of the US
and MA; the evolution of political parties; legal, fiscal, and operational relationship between state and
local government in MA; how a bill becomes a law- initiative and referendum; differences between
town and city governments in MA; compare core documents; identify current state and local legislative
issues; landmark cases by the US Supreme Court.
Relationship of the US to Other Nations in World Affairs. Describe how the world is divided
politically; reasons for conflict among nation states; powers that the US Constitution gives to the
President of the US and Congress; tools used to carry out US foreign policy; forces that influence US
foreign policy; differentiate between governmental and nongovernmental organizations; the role of US
government in international organizations; how the US’s foreign policy is affected in specific regions
of the world; evaluate/defend whether or not US should promote the spread of democracy throughout
the world.
Role of Citizens in the United States. Responsibilities of citizenship in the US; roles of citizens in
MA and in the US; monitoring and influencing local, state, and national government; research
platforms of political parties and candidates for state or local government and how citizens participate
in elections; civic dispositions or virtues that contribute the preservation and improvement of society
and government; the political process; the study of landmark cases about rights of individuals;
voluntary participation by citizens in the civil associations that constitute civil society; public policy in
the community; simulate public hearings, mock trials, and debates.
Latin IV
Read, with appropriate assistance, authentic Latin prose and poetry. Translate short passages of Latin
prose not previously seen. Answer key questions of comprehension about both seen and unseen
passages. Identify substantives by case form and function in context. Identify finite and non-finite
verb forms and uses. Identify principal types of subordinate constructions. Identify metrical patterns
in lines of verse (dactyl, spondee, elision, caesura). Scan dactylic hexameter verse and recite
metrically.
College Success IV
This course focuses on the application process, essay writing, interviewing, identifying a preferred
course of study, and ranking their college lists. Students work with their college advisors to break their
college lists into three categories; Category 3 - high probability of acceptance into most of these
schools, Category 2 - more competitive, good probability of getting into most of these schools,
Category 1 - a stretch goal, very competitive, a smaller possibility of acceptance. Students will apply to
a selection of schools in each of the three categories. Upon acceptance into colleges, advisors work
with students to navigate choice, apply for financial aid, and set plans for transition. Alumni are
supported via yearly campus visits from the Director of College Placement (DCP) and through monthly
emails. DCP works with our alumni in matters that ensure success and completion of college
graduation requirements.
ADDITIONAL ADVANCED PLACEMENT COURSE OFFERINGS
AP Literature and Composition
This course will require students to perform close readings of literature from various genres, cultures,
169
countries, and time periods. Students will read and analyze poetry, drama, fiction and non-fiction,
increasing their ability to read for meaning, comprehension, and application to other texts and to the
world at large. Students will continue to build their analytical and argumentative writing skills, and will
express their understanding in formal literary essays that require them to incorporate higher-level
vocabulary, as well as the continued proper use of mechanics. Revision of essays will comprise a key
component of the class’s composition focus- we will evaluate and edit our own writing with an eye
toward the development of articulate argumentation and with the goal of making measurable progress
in the life-long process of writing.
AP Biology
The Concept Outline: The process of evolution drives the diversity and unity of life; Biological
systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain
dynamic homeostasis; Living systems store, retrieve, transmit, and respond to information essential to
life processes; Biological systems interact, and these systems and their interactions possess complex
properties.
AP Chemistry
Concept Outline: The chemical elements are fundamental building materials of matter, and all matter
can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical
reactions; Chemical and physical properties of materials can be explained by the structure and the
arrangement of atoms, ions, or molecules and forces between them; Changes in matter involve the
rearrangement and/or reorganization of atoms and/or the transfer of electrons; Rates of chemical
reactions are determined by details of the molecular collisions; The laws of thermodynamics describe
the essential role of energy and explain and predict the direction of changes in matter; Any bond or
intermolecular attractions that can be formed can be broken. These two processes are in a dynamic
competition, sensitive to initial conditions and external perturbations.
AP Physics
The Concept Outline: Objects and systems have properties such as mass and charge. Systems may have
internal structure; Fields existing in space can be used to explain interactions; The interactions of an
object with other objects can be described by forces; Interactions between systems can result in
changes in those systems; Changes that occur as a result of interactions are constrained by conservation
laws; Waves can transfer energy and momentum from one location to another without the permanent
transfer of mass and serve as a mathematical model for the description of other phenomena.
AP History
Pre-Columbian Societies; Transatlantic Encounters and Colonial Beginnings, 1492-1690; Colonial
North America, 1690-1754; The American Revolutionary Era, 1754-1789; The Early Republic, 17891815; Transformation of the Economy and Society in Antebellum America; The Transformation of
Politics in Antebellum America; Religion, Reform, and Renaissance in Antebellum America;
Territorial Expansion and Manifest Destiny; The Crisis of the Union, Civil War; Reconstruction; The
Origins of the New South; Development of the West in the Late Nineteenth Century; Industrial
America in the Late Nineteenth Century; Urban Society in the Late Nineteenth Century; Populism and
Progressivism; The Emergence of America as a World Power; The New Era: 1920s; The Great
Depression and the New Deal; The Second World War; The Home Front During the War; The United
States and the Early Cold War; The 1950s; The Turbulent 1960s; Politics and Economics at the End of
the Twentieth Century; Society and Culture at the End of the Twentieth Century; The United States in
the Post-Cold War World.
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QUIRED ATTACHMENTS- NOT SUBJECT TO 40 PAGE LIMIT
VI. OPTIONAL ATTACHMENTS
Attachment J: Character Scope and Sequence
Introduction: Libertas Academy students will be taught and come to embody our FIRST values
of Focus, Integrity, Respect, Selfless Service, and Tenacity - setting them on the path to college
and life success.
The research is very clear: character matters. The National Research Council’s Committee on
Defining Deeper Learning and 21st Century Skills reminds us that “[f]indings from a series of
studies conducted over four decades. . . indicate that how well individuals perform on
intelligence tests is influenced not only by cognitive abilities but also by how much effort they
exert, reflecting their motivation and related intrapersonal competencies.”152 Dr. Tony Wagner
underscores the importance of students’ development of these skills: “Young people who are
intrinsically motivated – curious, persistent, and willing to take risks – will learn new knowledge
and skills continuously. They will be able to find new opportunities or create their own – a
disposition that will be increasingly important as many traditional careers disappear.” 153 In How
Children Succeed: Grit, Curiosity, and the Hidden Power of Character, education researcher
Paul Tough writes that “[w]hat matters most in a child's development . . . is not how much
information we can stuff into her brain in the first few years. What matters, instead, is whether
we are able to help her develop a very different set of qualities, a list that includes persistence,
self-control, curiosity, conscientiousness, grit and self-confidence.”
Informed by such research, and in explicit response to the mandate of our mission and the needs
of our students, we have established specific character-based goals for our students, and we have
developed a plan to reach those goals through grade-specific themes aligned to our school’s core
values.
Goals:
1. Support students in internalizing and living out our FIRST values.
2. Provide students with experiences that expand their world view.
3. Guide students to become positive, engaged members of their communities.
Committee on Defining Deeper Learning and 21st Century Skills. “Education for Life and Work: Developing Transferable Knowledge and
Skills in the 21st Century.” National Research Council of the National Academies. 2012. http://www.nap.edu/openbook.php?record_id=13398.
153
Friedman, Thomas L. “Need a Job? Invent It.” New York Times. 30 March 2013.
152
171
Grade-Specific Themes with Requirements and Experiences
Grade Level Theme
6th - Springfield:
Understanding Your
Local Community
Community Service
Requirements
3 whole-group
community service
experiences
Community Learning
Experience
Advisory-led lessons on
the history of our local
community
(Springfield), exploring
the resource and
challenges that exist.
Other(s)
Lead school in food
drive during the month
of November
A local trip to
Springfield area
attractions.
7th - Massachusetts:
Understanding Our
Commonwealth
8th – United States:
Understanding Our
National Government
9th - The Road to
College Part I
3 whole-group
community service
experiences
3 whole-group
community service
experiences.
All students complete a
minimum of 15 hours of
community service
Advisory led lessons on
Massachusetts politics
Field trip to the
Massachusetts State
House
Advisory-led lessons on
national politics
Field trip to Washington,
D.C.
Advisory-led lessons on
college readiness
Camping Trip in
Northeast area
Serve as mentors for MS
students
Science Fair
Lead school in a toys for
tots campaign
Model United Nations
Student Council
Elections
All students participate
in a Summer Growth
Experience (SGE)154
College research paper
College Success
Program
154
Modeled after other high-performing high schools, students will work closely with their advisors to find SGEs that will help students further
develop skills that will make their college applications competitive. SGEs such a summer internship or a summer academic enrichment program
will satisfy this requirement.
172
10th - The Politics of
Globalization Part I
All students complete a
minimum of 15 hours of
community service
Advisory lessons on the
Field trip to the United
Nations (UN)
Headquarters in NYC
Serve as mentors for MS
students
11th - The Road to
College Part II
All students complete a
minimum of 15 hours of
community service
Campus Tours of local,
regional and national
colleges and universities
College research project
Student Council
Elections
Model UN research
paper and simulation
All students participate
in a Summer Growth
Experience (SGE)
College Success
Program
All students participate
in a Summer Growth
Experience (SGE)
College Success
Program155
Serve as mentors for MS
students
12th - The Politics of
Globalization Part II
All students complete a
minimum of 15 hours of
community service
International Trip
Serve as mentors for MS
students
All students apply and
gain acceptance into an
institution of higher
education
Senior thesis or service
learning project
College Success
Program
Example of Y1 Character Scope and Sequence
Month
September
155
Value of the
Month
Focus
Quote of the Month
Objective
“Focus like a laser, not a SWBAT name and
flashlight.” – Michael
understand our
Jordan
FIRST values and
how to earn
merits/demerits.
Events
Back to School
Community
Meeting
Please see College Success Scope and Sequence found at the end of this document.
173
October
November
Integrity
Respect
“Real integrity is doing
the right thing, knowing
that nobody’s going to
know whether you did it
or not.” – Oprah
Winfrey
“For to be free is not
merely to cast off one’s
chains, but to live in a
way that respects and
enhances the freedom of
others.”- Nelson
Mandela
SWBAT show
understanding of our
focus value by
being able to define
it and consistently
earn the focus block
in class, indicating
high levels of
engagement.
SWBAT name and
understand our
FIRST values and
how they align to
our Code of
Conduct.
SWBAT show
understanding of our
integrity value by
being able to define
it and showing it in
class by doing the
right thing, even
when no one is
watching.
SWBAT name and
understand our
FIRST values and
how to earn
merits/demerits.
Latino heritage
month
Food Drive led by
the 6th grade team.
SWBAT show
understanding of our
respect value by
consistently treating
others with kindness
and following all
rules and
expectations.
174
December
January
February
Selfless Service
Tenacity
Focus
“Life’s most persistent
and urgent question is,
what are you doing for
others?”- Martin Luther
King, Jr.
“Success is a decision.”David Fischman
“The secret of change is
to focus all of your
energy, not on fighting
the old, but on building
the new.” – Socrates
SWBAT name and
understand our
FIRST values and
how to earn
merits/demerits.
SWBAT show
understanding of our
selfless service
value by engaging
in our first of three
community service
projects.
SWBAT name and
understand our
FIRST values and
how to earn
merits/demerits.
SWBAT show
understanding of our
tenacity value by
being able to define
it and consistently
earning the tenacity
block in class for
persevering
throughout the
lesson and following
all directions the
first time they are
given.
SWBAT to name the
specific areas of
focus for the second
half of the school
year and what steps
they can take to be
successful.
1st Trimester
Honors Program
Community
Service Project (1
of 3)
Toys for Tots
Campaign (Y2)
Reorientation:
getting back into
the swing of
things.
Black History
Month
175
March
April
May
June
Integrity
Respect
Selfless service
Tenacity
“No matter how
educated, talented, rich,
or cool you believe you
are, how you treat
people ultimately tells
all. Integrity is
everything.” – Unknown
SWBAT show
understanding of our
integrity value by
being able to define
it and public
recognizing peers
for demonstrating
integrity.
2nd Trimester
Honors Program
“A person’s a person no
matter how small.” – Dr.
Seuss
SWBAT review
definition of
Respect.
Earth Day Week
“The best way to find
yourself is to lose
yourself in the service of
others.” -Gandhi
“A surplus of effort
could overcome a deficit
of confidence.” – Sonia
Sotomayor
SWBAT
demonstrate respect
in all settings.
SWBAT review
definition of Selfless
Service.
SWBAT research
needs in the
community and
participate in a
community service
project of their
choice.
SWBAT review
definition of
Tenacity.
SWBAT show
resilience of
character.
Community
Service Project (2
of 3)
Community
Service Project (3
of 3)
Final Exams
End-Of-Year field
trip
End-Of-Year
Assembly
Field Day
The chart below outlines ways by which students can show our FIRST values.
176
Focus
-
-
-
Tracking speaker
Following
directions 1st time
Showing care for
school materials
and your own
belongings
Getting no
directions during a
lesson
Sharing
Reading the full
time during DEAR
Raising hand
when asked a
question
Trying to
complete work all
on your own
before asking for
help
Enthusiastically
work with your
teammates
Integrity
-
-
-
Being honest at all
times with your
teacher and your
teammates
Coming to school
on time and
prepared
Cheering on a
classmate
Participating in
chants and cheers
Giving a
compliment
When playing a
game: Joining in
Contributing to
discussions
Owning your
mistakes
Right is Right
Being reliable
Always showing
your best self
Respect
-
-
-
Raising hand
Accepting your
consequences
Recognizing
another’s feelings
Apologizing
Respectfully
disagreeing
Saying please,
thank you, excuse
me, you’re
welcome, and I’m
sorry
Keeping shirt and
laces tucked
looking sharp
Having great
behavior in every
class with every
teacher
Treating a peer
how you would
want to be treated
Wiggling fingers
to show
excitement
Selfless Service
-
-
-
-
Helping a friend in
need
Recycling
Not touching
school walls or
leaning up against
them
Sharing
Expressing
concern for
another
Telling the Truth
even when it’s
hard
Respecting
differences and
being thoughtful
of people’s
differences
Cleaning up after
lunch, snack,
breakfast
Cleaning up the
classroom or
lunchroom without
being asked
Tenacity
-
-
Completing HW
everyday
Showing your
very best on all
work assignments
Double checking
your work.
Asking yourself
“does that make
sense?” at the end
of every page in
reading
Taking on extra
work/jobs
Short and Longterm Goal-setting
Asking for help
Beginning a
Conversation
Ending a
Conversation
Speaking with a
loud and proud
voice
Creating a new
cheer
Trying again until
you get it right
College Success Scope and Sequence156
College Success I.
During students’ first year of high school, College Success I will support their development of
greater levels of academic independence and personal investment in learning and the college
path. Explicit instruction on the ramifications of performance in all courses in grade 9 through
12 will help students understand the relationship between a rigorous high school experience
and college persistence. Students master foundational skills and concepts like GPA,
cumulative GPA, college admissibility, graduation rates, cost of attendance, and financial aid.
They begin to research college programs, are introduced to a breadth of professional
industries, and explore through internet research a variety of professional careers. Students
complete a weekly academic reflections and goal-setting ritual help them to connect their
ongoing academic habits and performance to their long-term goals.
College Success II
This course has a large writing and public speaking component as students practice writing
156
Based upon the work of Boston Collegiate, all students in grades nine through twelve will complete the College Success Program (ungraded)
to prepare for all aspects of college readiness, application, and acceptance
177
personal essays typical of college applications, learn about and practice the college interview,
and do deeper analysis of college profiles. Public speaking skills are honed as students present
college profiles and personal essays to small groups. Advisors work with students to develop
criteria upon which to compare colleges and to create a college list, a preliminary listing of
colleges based on personal reflection, selected criteria, and interests. Sophomores explore
Advanced Placement Programs and make selections for a minimum of one AP course for both
the 11th and 12th grades.157 Sophomores take a 10-week PSAT Prep workshop and the PSAT.
College Success III
This bi-weekly course is a continuation of the college advisory relationship; students meet
every week with advisors, attend college presentations, and host guest speakers. Students
continue to research and fine tune college lists, take virtual tours of campuses, learn how to
manage social media and professional networking outlets responsibly, and learn about college
work study and internships. Classes meet to address procedural aspects of the college search
process including the SAT general test, subject tests and AP tests, conduct additional campus
visits, researching tuition options including financial aid, scholarships, and grants. Juniors
attend our 10-week SAT Prep workshop and take SAT general tests, subject tests, and AP tests
in the spring. College campus visits continue over the summer and are based on students’
interests, research, and funding.
College Success IV
This course focuses on the application process, essay writing, interviewing, identifying a
preferred course of study, and ranking their college lists. Students work with their college
advisors to break their college lists into three categories; Category 3 - high probability of
acceptance into most of these schools, Category 2 - more competitive, good probability of
getting into most of these schools, Category 1 - a stretch goal, very competitive, a smaller
possibility of acceptance. Students will apply to a selection of schools in each of the three
categories. Upon acceptance into colleges, advisors work with students to navigate choice,
apply for financial aid, and set plans for transition. Alumni are supported via yearly campus
visits from the Director of College Placement and through monthly emails. The Counselor
works with our alumni in matters that ensure success and completion of college graduation
requirements.
157
We will waive this requirement based upon any details of a student’s Individualized Education Plan.
178
Attachment K: Letters of Support
179
180
181
José H. Lopez-Figueroa
23 Druid Hill Rd.
Springfield, MA 01129
Mr. Mitchell D. Chester, Ed. D.
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906
October 29, 2015
Dear Commissioner Chester:
It is with great pleasure that I submit this letter in support of Modesto Montero and Libertas
Academy. Upon meeting Modesto and learning about Libertas Academy, I believe this 6-12
college preparatory charter school will be an asset to the City of Springfield.
Throughout my career in higher education I have worked with many students who are illprepared for college level work. Currently I work for Springfield Technical Community College
(STCC) as an Academic and Career Counselor for TRIO Student Support Services. In this
position I work with many students from Springfield Public Schools who are often placed in
developmental/remedial level classes. Furthermore, I have noticed many of my students lack the
confidence or discipline to perform at the college level and received little to no support
throughout their academic years. Student support services at all educational levels is vital for
student success. Students need support beyond the classroom such as academic tutoring to
enhance students reading, writing, mathematics, and learning in other subjects along with career
and college exploration.
The lack of academic rigor, discipline, and support at the elementary, middle, and high school
level creates a contagion effect that often times continues into the college level and beyond.
These practices become habitual and are perceived as “normal” when in fact they may be
negatively affecting students’ academic achievement. What Libertas Academy will do for
students is create belief systems of academic excellence and discipline, and build confidence and
self-esteem. It is my belief that this school will create a more positive contagion effect. It is
known that the North End neighborhood of Springfield is a poverty ridden and high crime area.
This community has little educational opportunities with no charter preparatory school
immediately available to them. I have learned and heard many times that “success occurs when
opportunity meets preparation”. Libertas Academy will prepare students through rigorous
academics, character development, and student support services thus resulting in success.
In closing, I fully support Mr. Modesto Montero and Libertas Academy. Please feel free to
contact me with any questions or concerns. Thank you in advance.
Jose H. Lopez-Figueroa, MPA
182
183
Wilma Crespo
149 Moxon Street
Indian Orchard MA 01151
Mr. Mitchell D. Chester, Ed. D.
Commissioner of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906
October 28, 2015
Dear Commissioner Chester:
It is with great pleasure that I write this letter in support of the Libertas Preparatory Charter
School’s (Libertas) application to open doors in Springfield by 2017. As a Student Affairs
Professional currently serving as Interim Co-Director for the Center for Multicultural
Advancement and Student Success in UMass Amherst, I see Libertas’ mission to prepare
students to succeed within the college of their choice as a timely endeavor.
Additionally, through my personal experience I can attest to the need for college readiness as I
mirror the population that can benefit from Libertas. I am a product of the ESL program in Van
Sickle Middle School, graduate of the High School of Commerce and first generation to college.
I had to overcome many academic challenges in order to persist and graduate from higher
education.
It is an undeniable fact that in the last twenty years the state of Massachusetts has made
extraordinary improvements in the education sector. It is also an undeniable fact the residents of
the Northwest neighborhood of Springfield still do not have access to high performing schools.
This community has a predominantly Hispanic population, one of the highest poverty rates in the
city, and the three schools in the area are designated level 4. These statistics must be turned
around for the better of the community and the state.
College readiness is attained through high quality education that is comprehensive and has a
student centered approach. This requires committed leadership, high expectations for students,
academically challenging curriculum and unconditional support. Libertas in conjunction with the
Network for Building Excellent Schools and your support is a promise to effectively position our
students in Springfield to access high quality education that will prepare them to succeed in
college and beyond.
Thank you for your time and support.
Wilma Crespo, M.S.E.L, C.P.C.
wcrespo@umass.edu
413.545.2517
184
185
186
187
Attachment L: Enrichment Program
A sample of possible enrichment we will offer.
Fall
Winter
Flag Football
Girls Basketball
Drama Club
Boys Basketball
Outdoor Games
African Drumming
Model United
Book Club
Nations
Science Club
Duck Tape Art
Artist Trading Cards
Floor Hockey
Running Club (XC)
Model United
Nations
School Newspaper
Piano
Soccer
School Newspaper
Volleyball
Dance
Spring
Swimming
Rugby
Tennis
Outdoor Games
Yoga
School Newspaper
Board Games
Movie Club
Cross Country
Baseball/Softball
188
Attachment M: Community Stakeholder Meetings
Name
Organization
Date
Location
Mary Walachy
Davis Foundation
7/22/2015
Davis Foundation
Sara PragluskiWalsh
Principal, SciTech
7/22/2015
Davis Foundation
7/22/2015
Davis Foundation
7/23/2015
Via phone
7/23/2015
Via phone
7/23/2015
TFA Office
8/5/2015
UMass
Cynthia Escribano
Dora Robinson
Kwame Webster
Josh Bieber
Kim Alvaro
Wilma Crespo
Sara Tsitso
Juancarlos Alonso
Maretta Thomsen
Principal, Gerena
Elementary
ED, Unit Way
Pioneer Valley
MD, TFA Western
Mass
ED, TFA
Massachusetts
Office Manager,
UMass Visitors
Center
Co-Director,
CMASS, UMASS
ED, Springfield
Boys & Girls Club
Medical Mental
Health Program
Developer
Paolo Freire
Social Justice
Charter School
SABIS
International
8/5/2015
UMass
8/5/2015
Puerto Rican
Bakery
8/5/2015
Starbucks
8/5/2015
Hot Table
Ellen Moorhouse
Women's Fund of
Western Mass
8/6/2015
Puerto Rican
Bakery
Chuck DiMarie
Attorney
8/6/2015
Puerto Rican
Bakery
Maurice Powe
Attorney
8/10/2015
Pallazzo Coffee
shop
Mike Ronan
Charter School
Support Services
8/11/2105
Starbucks
Notes
Agreed to serve
on our Board
Will write letter of
support
Invited us to visit
her campus
Agreed to serve
on our Board
Agreed to serve
on our Board
Added to mailing
list
Added to mailing
list
Will bring to see
Excel in Boston
and added to
mailing list
Added to mailing
list
Added to mailing
list
Added to mailing
list
Will bring to see
Excel in Boston
and added to
mailing list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Drove around the
North End and
took notes of
potential facilities
for our school
189
Will bring to see
Excel in Boston
and added to
mailing list
Toured BVT, will
reach out for
advice/guidance
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
David Silva
ED, PRCC
8/19/2015
Starbucks
Dr. Michael
Fitzpatrick
Superintendent,
BVT
8/19/2015
BVT
William Davila
VP, Clinical
Services, Center
for Human
Development
9/14/2015
Hot Table
Danielle
LetourneaurTherrien
ED, Big Brothers,
Big Sisters
9/14/2015
At her office
9/14/2015
At his office
Added to mailing
list, tour Baystate
Charter
9/14/2015
Via phone
Added to mailing
list
Dr. Frank
Robinson
Amanda
Fernandez
Rosemarie MarksPaige
Wiliam Davila
VP, Public Health
and Community
Realtions,
Baystate Health
VP of Latino
Community
Initiatives at TFA
Account Manager,
Health New
England
VP, Vice
President of
Clinical Services,
CHD
9/14/2015
Starbucks
9/14/2015
Hot Table
William
MacDonald
Attorney
9/16/2015
Starbucks
Chris Gentile
Senior Consultant
at Deloitte
9/16/2015
Via phone
Sheila Moreau
VP, MindWing
Concepts, Inc.
9/16/2015
MindWing Office
Anthony L.
Surrette
Principal, Corbin
& Tapases
9/16/2015
Starbucks
Father Chris
Stamas
St. George
Cathedral
9/21/2015
St. George
Cathedral
Added to mailing
list, strong board
prospect
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Will bring to see
Excel in Boston
and added to
mailing list
Added to mailing
list, toured
facilities, potential
190
site for Y1
Matt Blumenfeld
Principal,
Financial
Development
Agency
Daniel Torres
Agent, Torres
Insurance
9/21/2015
Via phone
Michael Kusek
Founder, Take
Magazine
9/22/2015
Sip Cafe
Emily Gaylord
Creative Director,
Chikmedia
9/22/2015
Starbucks
Angie Rios
MassMutual
9/22/2015
Via phone
Jose Claudio
New North
Citizens Council
9/23/2015
NNCC Office
Maria Ligus
ED, New North
Citizens Council
9/23/2015
NNCC Office
Jose LopezFigueroa
Academic and
Career Counselor,
STCC
9/23/2015
Starbucks
Bob Perry
Meyers Brother
Kalicka
10/19/2015
Meyers Borther
Kalicka Office
Nico Santaniello
Financial Advisor
& College Unit
Director at
Northwestern
Mutual
9/21/2015
10/20/2015
Starbucks
Hot Table
Pastor Eli Serrano
Pastor, RWC
Church
10/20/2015
RWC Office
Waleska LugoDeJesus
Healing Racism
Institute of
Pioneer Valley
10/20/2015
HRI Office
Lauren Lotz
Teacher, The
Springfield
Renaissance
School
10/20/2015
Starbucks
Added to mailing
list
Will bring to see
Excel in Boston
and added to
mailing list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list
Added to mailing
list
Added to mailing
list and will
connect us with 3
to 5 key players
Will bring to see
Excel in Boston
and added to
mailing list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list
191
Matt Mareta
Jean Canosa
Program Director
at Empower
Schools
Manager of Public
Services & the
Mason Square
Branch Library
10/22/2015
Plan B Burger
10/22/2015
Mason Square
Branch Library
Cynthia Marie
Central Source
10/23/2015
Via phone
Thom Fox
Executive
Producer & Host,
The Engine
10/24/2015
Hot Table
Nick Fyntrilakis
VP, Community
Responsibility,
MassMutual
10/28/0215
MassMutual
Offices
Edward Nunez
VP, Freedom
Credit Union
10/28/2015
Felix's
Armando Olivares
Coordinator,
Project Coach
10/30/2015
American Legion
Post
Daniel Warwick
Superintendent,
SPS
10/31/2015
Superintendent’s
Office
Added to mailing
list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list
Added to mailing
list and will
connect us with 3
to 5 key players
Added to mailing
list, connecting to
explore a
partnership
Shared the
mission of our
school and our
hopes for
collaboration.
192
Attachment N: Sample Information Session Flyer
LIBERTAS ACADEMY
A proposed 6–12 tuition-free college preparatory charter school
Our Mission
Through rigorous academics, character development, and strong supports for every learner, Libertas
Academy Charter School prepares all sixth through twelfth grade students to succeed within the college
of their choice and to be positive, engaged members of their communities.
Our Vision
We propose a high expectations, high achieving school that replicates the successful models of other high
performing charter schools in Massachusetts and across the country. Within an achievement-oriented culture
in which expectations are clear and routines are consistent, and in which the joy of learning, the power of
intellectual curiosity, and the development of life-building values are at the center of our seamless 6-12
school, all learners build the skills, knowledge, and character required for college and professional success
and a life of positive community engagement.
Our Promise
At Libertas Academy Charter School, we believe that every student can and will succeed when given a
rigorous, college preparatory education regardless of their socioeconomic background, race, zip code, or
home life. The path to college and a successful profession begins the moment students enter our school. At
Libertas Academy Charter School we believe:
1.
2.
3.
4.
5.
6.
7.
Literacy provides the foundation for all learning.
Academic rigor benefits all students.
Extended time, frequent assessments, and targeted interventions propel achievement.
High quality teaching drives student learning.
Character development is essential to academic success.
Students thrive within structure, joy, and high expectations.
Families and community partners are critical for success.
Come Learn More at an Information Session
 Saturday, October 10th, 4:30- 5:30 pm at UMass Center in Springfield, 1500 Main St.
 Tuesday, October 20th, 3:30- 4:30 pm at Boys and Girls Club, 100 Acorn St.
 Thursday, November 5th, 3:30- 4:30 pm at Baystate Brightwood Health Center, 380
Plainfield St.
 Saturday, November 21st, 3:30- 4:30 pm at MLK Community Center, 3 Rutland St.
Modesto Montero
413-349-9080
mmontero@buildingexcellentschools.org
193
Attachment O: Sample Community Support Petition
LIBERTAS ACADEMY
A proposed 6–12 tuition-free college preparatory charter school
Our Mission
Through rigorous academics, character development, and strong supports for every learner, Libertas Academy Charter School prepares all sixth
through twelfth grade students to succeed within the college of their choice and to be positive, engaged members of their communities.
Our Promise
At Libertas Academy Charter School, we believe that every student can and will succeed when given a rigorous, college preparatory education
regardless of their socioeconomic background, race, zip code, or home life. The path to college and a successful profession begins the moment students
enter our school. At Libertas Academy Charter School we believe:
1.
2.
3.
4.
5.
6.
7.
Literacy provides the foundation for all learning.
Academic rigor benefits all students.
Extended time, frequent assessments, and targeted interventions propel achievement.
High quality teaching drives student learning.
Character development is essential to academic success.
Students thrive within structure, joy, and high expectations.
Families and community partners are critical for success.
As a member of the North End community in which Libertas Academy intends to operate, I am signing this petition to affirm that I have read Libertas Academy’s mission; there is a need for this school in our community;
and I would like to see Great Lakes Academy open as a free, public charter school in the fall of 2017.
Name (Please Print)
Street Address (w Zip
Code)
Phone
Email
Signature
School aged
children?
Grade(s)?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
194
Attachment P: Draft Accountability Plan
Appendix A
Charter School Accountability Plan Sample
Libertas Academy Charter School (LAC)
Type of Charter
(Commonwealth or Horace Mann)
Commonwealth
Regional or Non-Regional? Non-Regional
Year Opened
2017
Maximum Enrollment
630
Location
Springfield, MA
Districts in Region
(if applicable)
Year(s) Renewed
(if applicable)
Chartered Grade span
6-12
Mission Statement
Through rigorous academics, character development, and strong supports for every learner,
Libertas Academy Charter School prepares all sixth through twelfth grade students to succeed
within the college of their choice and to be positive, engaged members of their communities.
Key Design Elements (with parenthetical citations to pages from the charter
application):



Rigorous Academics (p. 22, charter application)
Character Development (p. 6, charter application)
Strong Supports for Every Learner (p. 12, charter application)
The charter school commits to meeting Criteria 1 through 10 as outlined in the Charter School
Performance Criteria.
Date of Preliminary
ESE Approval
5/1/2017
Date of Board Approval:
6/1/2017
Date of ESE Approval:
8/1/2017
194
Objectives and Measures related to Mission and Key Design Elements (required):
Objective: On average, LAC students will post higher rates of scoring Advanced and Proficient all scored MCAS/PARCC exams than those students in the
same grades in Springfield and Massachusetts.
Measure:
Kinds of data gathered/data collection plan:
After one year at Libertas Academy, 60% of students will score
Students score an 805 or better on interim assessments.
proficient or advanced in Reading/English Language Arts and
In a cohort analysis of longitudinal growth, the average annual increase of percentiles among
Mathematics.
students on the Reading section of Northwest Evaluation Association Measure of Academic
Progress (NWEA MAP) will average a minimum of five percentiles of growth per year until the
average percentile score reaches the upper quartile of national performance, or the 75th
percentile.
After one year at Libertas Academy, 60% of students will score mastery or advanced, after two
years 70%, after three years 80%, after four years 85%, and after five years 90% in
Reading/English Language Arts and Mathematics.
We will measure all subgroups, and we will measure our success by measuring the degree to
which all subgroups are meeting school-wide goals
Objective: LAC prepares students to be positive, engaged members of their communities.
Measure:
100% of students meet the minimum community service
requirements.
Average 95% or higher average daily attendance.
90% of student who enroll each year will complete the year with us
and re-enroll the following year.
Kinds of data gathered/data collection plan:
In middle school, all students participate in 3 school wide community service projects where
attendance is mandatory.
In high school, students must turn in community service logs to their advisories.
All students complete a senior thesis or service learning project in 12 th grade.
Parent satisfaction with the academic program, as measured by semi-annual surveys, will, on
average, exceed 85% with 86% of families responding
Objective and Measures related to Dissemination (required):
Objective: LAC will share best practices with community.
Measure:
LAC will post curricular resources on our website.
Kinds of data gathered/data collection plan:
Track website traffic.
Maintain an accurate visitor log.
196
Reach Objectives and Measures related to Mission and Key Design Elements (optional):
Objective: LAC establishes a positive staff culture that results in a purposeful learning environment were staff collaborate with peers and are retained at
reasonable rates.
Measure:
All LAC teachers will be observed at a minimum 20 times each
school year. Observations are completed by the HOS, Principal,
DCI, and/or by peer teachers, and will include observation/debrief
cycle.
Kinds of data gathered/data collection plan:
Observation logs are managed by the DCI and overseen by the HOS or Principal.
Observation schedule.
LAC will retain 80% of teachers from one school year to the next.
Measure:
Kinds of data gathered/data collection plan:
Additional Objectives and Measures Related to Student Performance (required for alternative schools, optional for other schools):
Objective: Prepare students to succeed in college.
Measure:
At least 50% of LAC alumni earn a BA/BS within six years of high
school graduation.
Kinds of data gathered/data collection plan:
Grades 11-12, nationally normed college readiness exam. We will host SAT during the school
day to ensure that every student has access to frequently used college admission test. Results
guide instruction in college-career readiness course and use of office hours and after-school
support. Target is 80% of students scoring as college-ready (a score of 1050 out of 1600) and
100+ points of growth between administrations.
100% of LAC students gain admissions to 2 or 4-year college.
At least 90% of LAC alumni matriculate to a 2- or 4- year college.
197
Attachment Q: Job Description and Evaluation Tool for the Head of School
Head of School Job Description – DRAFT158
The Head of School (HOS) serves as Chief Executive for Libertas Academy Charter School.
S/he works with the Board to assess the school’s adherence to its mission and to set short- and
long-term goals. The HOS manages the work of school staff and bears ultimate responsibility
for staff contributions to academic performance, mission-aligned school culture, and
organizational viability. Responsibilities include:
Review Area
Facility
Fundraising
Financials
Educational
Program
(testing)
158
Primary Job Responsibility
Provide LACS students with a
positive environment in which to
learn.
Measurement
 The school building is
reflective of LACS values and
standards.
 Select facility and negotiate a
Work with BOT to locate, secure,
lease and /or financing.
finance, renovate/construct, and
 Plan in place to occupy a longmove into a facility.
term facility by Y3 of
operation.
 Determine fundraising goals.
 Help to create and execute
Work with the BOT to raise funds
development plan.
to meet operational and capital
 Achieve fundraising goals
needs.
determined to be the primary
responsibility of staff in the
development plan.
 Budget is created on schedule.
Work with the BOT to develop
 Financials are presented to the
and manage the annual operating
board in a timely manner.
budget.
 The school is on a budget.
 Work with the BOT to identify
and hire an independent
Demonstrate financial viability to
auditor.
an independent auditor.
 Successfully complete an
annual audit.
 Scores will be on track to meet
accountability plan goals.
All students take nationally
 Scores for all students are
normed assessments at the
disaggregated by race, Special
beginning of the school year, in
Student population
January and in June.
designation, and free and
reduced lunch designation.
All students take the MCAS exam
 Scores will be on track to meet
in the spring.
accountability plan goals.
This draft is based on the Head of School Job Description and Evaluation Tool used by Boston Preparatory Charter School.
198


Oversee implementation of
Interim Assessment
Educational
Program
(student
conduct)
Oversee the development of
school culture and student
adherence to the Student Code of
Conduct.
Oversee the design and
implementation of the character
development program.
Educational
Program
(programs)
Oversee the implementation of
the Saturday Academy,
Homework Club, and tutoring
programs.
Oversee the design and
implementation of curriculum as
outlined in charter application.






Acquire and retain outstanding
faculty members.


Educational
Program (staff)


Community
Provide quality professional
development.

Oversee the implementation of a

199
Scores for all students are
disaggregated by race, Special
Student population
designation, and free and
reduced lunch designation.
All students take IA every 6 –
8 weeks and teachers use data
to inform instruction.
A clear decline can be seen
over the course of the year in
the number of demerits,
suspensions, and expulsions
accrued by students.
The character development
program is in place by the
middle of Y1.
The Saturday Academy,
Homework Club, and tutoring
programs are in place within
the first month of the first year
of operation.
By end of year one, sixth grade
curriculum will be documented
and available for
dissemination.
Start the 2014-2015 school
year 100% staffed.
Identify likely staffing needs
for upcoming year by January
1 annually.
Recruit and hire 90% of LACS
staff for Y1 by 7/1/2017.
Recruit and hire 90% of LACS
staff for upcoming year by 7/1
annually.
Implement teacher evaluation
system.
PD program is planned by
7/1/17 for Y1 and by 7/1 each
year thereafter.
Each teacher’s classroom
performance has been
evaluated based on the teacher
evaluation system.
Meet measures outlined in
(Parents)
yearly parent satisfaction survey.
Achieve high parental
satisfaction.
Achieve high parent participation.
Communicate effectively with
parents and families.





Oversee development of the
Families for Student Success
(FSS)
Community
Oversee the dissemination of best
practices.



Organizational
Health
(students)
The school has a waiting list.
Organizational
Health (board)
The HOS works well with the
board.
Organizational
Health
(Compliance)
The school complies with all
relevant federal, state, and city
guidelines.

Student attendance is high.

200

Accountability Plan.
Meet measures outlined in
Accountability Plan.
Meet measures outlined in
Accountability Plan.
Parents receive weekly reports
Parents have trimester
conference.
FSS is in place and meeting
monthly by Jan. 1 of Y1 and
all subsequent years.
FSS meets with HOS once a
month
Disseminate best practices to
other schools and the
educational community.
The school’s waiting list
exceeds 10% of the school
population.
Average student attendance is
95% or higher.
The HOS attends all board
meetings and presents all
requested information to the
board in a timely manner.
The school receives no
citations for federal, state, or
city noncompliance.
Attachment R: Space Planner
201
202
203
204
Attachment S: Letters of Financial Commitment
205
206
Attachment T: Founding Board Roles and Responsibilities
Libertas Academy Charter School
Founding Board Roles and Responsibilities
Overview & Purpose
Libertas Academy School Founding Board will assist in building an excellent charter school that is
singularly focused on carrying out its mission: to ensure that all sixth through twelfth-grade students are
prepared to succeed within the college of their choice and to be positive, engaged members of their
communities.
Founding Board members must share a commitment to this mission and to the vision of an academically
rigorous, disciplined, public charter school serving the traditionally under-served students of Springfield,
MA. They must be dedicated, passionate, and entrepreneurial individuals willing to volunteer their
expertise, connections, and time to ensure completion of a successful charter application and the
ultimate success of Libertas Academy in fulfilling its mission.
The Founding Board will consist of 7-11 members. Founding Board members typically transition to
Governing Board members after charter approval, pending a review of their contributions to the success
of the charter application.
Responsibilities of the Founding Board
 Assist with the composition of Libertas Academy School’s charter application
 Assist in the design of Libertas Academy’s business and facilities plans to prepare the school for
sound fiscal health
 Help cultivate community support and galvanize a network of strategic partnerships
 Develop and perpetuate a Board of Trustees to govern the school and maintain accountability for
the school’s management team from the receipt of our charter, anticipated in February 2016.
Performance Expectations of Individual Founding Board Members
 Advocate for the mission and vision of Libertas Academy Charter School
 Capitalize on personal and professional networks for the financial, political, and organizational
benefit of Libertas Academy
 Use specific expertise for the benefit of Libertas Academy
 Support the decisions taken by the Libertas Academy Founding Board as a whole
 Commit 10 hours monthly to Libertas Academy-related work, including meetings, phone calls, and
emails
 Represent Libertas Academy at interviews conducted by the authorizing agency during January 2016
 Participate in two day-long board training provided by Building Excellent Schools
 Disclose any potential conflicts of interest to the Lead Founder and the rest of the Founding Board
 Help edit Libertas Academy’s charter application prior to submission
Qualifications of Founding Board Members
 Belief in charter schools and in the mission of Libertas Academy School
 Belief that all children can achieve the highest levels of academic excellence
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Availability to participate meaningfully in the founding process
Expertise in law, real estate, financial management, governance, marketing, fundraising, advocacy,
community organizing / outreach, or strategic planning
Personal experience with entrepreneurship and working in diverse teams
Willingness to use personal and professional networks on behalf of the school
A deep commitment to improving the quality of education for children and the quality of life for the
communities of the Brightwood and Memorial Square neighborhoods in Springfield, MA
Board Member Agreement
I, ______________________________________________________, understand that as a
member of the Board of Trustees I have a legal and moral responsibility to ensure that the
organization does the best work possible in pursuit of its goals. I believe in the purpose and the
mission of the organization, and I will act responsibly and prudently as its steward.
I have read and understand the Trustee Job Description that governs my work on the board. I
will perform my duty as a board member by fulfilling my responsibilities as an individual Trustee
as specified in the Trustee Job Description and by partnering with other Trustees to fulfill the
responsibilities of the collective board.
If I don’t fulfill these commitments to the organization, I will expect the Board Chair to call me
and discuss my responsibilities with me. After discussion, if I still feel unable to fulfill these
expectations I will resign from the board.
In turn, the organization will be responsible to me in several ways:
1. I will be sent, without request, quarterly financial reports and an update of
organizational activities that allow me to meet the “prudent person” section of the law.
2. The organization will help me perform my duties by keeping me informed about issues
in the industry and field in which we are working, and by offering me opportunities for
professional development as a board member.
3. Board members and the Head of School will respond in a straightforward fashion to
questions I have that are necessary to carry out my board and committee related
responsibilities to this organization.
4. Board members and the Head of School will work in good faith with me toward
achievement of our goals.
5. If the organization does not fulfill its commitments to me, I can call on the Board Chair
and Head of School to discuss these responsibilities.
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____________________________________ Date:________________________
Member, Board of Trustees
____________________________________ Date:________________________
Proposed School Leader
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Attachment U: Board Self-assessment
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