Office of Charter Schools REQUEST FOR PROPOSAL For The Kaizen Academy Opening in the 2013-14 School Year © 2012 National Association of Charter School Authorizers (NACSA) This document carries a Creative Commons license, which permits noncommercial re-use of content when proper This Request for Proposals for Ball State University attribution is provided. This means you are free to copy, display was developed in collaboration with the National and distribute this work, or include content from the application Association of Charter School Authorizers (NACSA). in derivative works, under the following conditions: Attribution You must clearly attribute the work to the National Association of Charter School Authorizers, and provide a link back to the publication at http://www.qualitycharters.org/. Noncommercial You may not use this work for commercial purposes, including but not limited to any type of work for hire, without explicit prior permission from NACSA. Share Alike If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. For the full legal code of this Creative Commons license, please visit www.creativecommons.org. If you have any qu estions about citing or reusing NACSA content, please contact us. PROPOSAL COVER SHEET & ENROLLMENT PROJECTION Primary Contact. Identify the primary point of contact for your team. This individual will serve as the contact for all communications, scheduling, and notices regarding your application. The Primary Contact should be the user of the team’s CSAPPHIRE account to ensure that your team receives all general communications promptly. Note: As with all aspects of your application, names and contact information of the Primary Contact will become public information. Primary contact person: Christopher L. Howey, Ph.D. Mailing address: _ 7117 N. Olney St. Street/ PO Box Indianapolis IN 46240 City State Zip Phone: (day) 317-650-4047 (evening) 317-841-8664 Email address: [email protected] Fax: Primary contact for facilities planning: Christopher L. Howey, Ph.D. Phone Number: see above e-mail: see above Name of team or entity applying: AikiConcepts, Inc. i Names, roles, and current employment of all persons on applicant team (you may add lines as needed): Full Name Current Job Title and Position with Proposed Employer School Christopher L. Howey, Ph.D. Coordinator of IPS Off Lead Administrator & SPED Campus Instruction and Director Assistive Technology Daniel Baron Executive Director, The Co-Creator School Project Foundation Tarrance Banks Chief Financial Officer, The Financial advisor School Project Foundation John (Scott) Taylor IPS teacher with Off Lead Teacher & Careers Campus Instruction Coordinator Evelyn Dysarz, D.C. Chiropractic Physician and Chairperson of the Board of Martial Arts instructor AikiConcepts James Brown, Ph.D. Retired Dean of the IUPUI Board Member School of Journalism The Rev. Derek Jefferson Pastor, Jerusalem Temple Board Member Apostolic Church Tim Luley Engineer, Vector Secretary of the Board Consulting Glenda Survance IT Director, Disciples of Board Member Christ Jim VanRenterghem Owner, Elite Printing Treasurer of the Board Beth Reynolds CEO, Bookkeeping Plus Financial Services provider Michelle Thompson Executive Director, Institute Special Needs services for School Excellence provider *Does this applicant team have charter school applications under consideration by any other authorizer(s) in the United States? No Will an application for the same charter school be submitted to another authorizer in the near future? No Please list the number of previous submissions for request to authorizer this charter school over the past five years, as required under IC § 20-24-3-4. Include the following information: Authorizer(s): Indianapolis Mayor’s Office (for a similar, but not exact, school model) Submission date(s): August, 2011 ii Provide the intended opening year for the proposed school. Opening *Geographic Community Opening Grade Levels at Year Grades Full Enrollment 2013 Indianapolis Public Schools boundaries 9 - 12 9-12 Model or Focus of Proposed School (e.g., Arts, College Prep, Dual-Language, etc.), if any: A high school diploma program for male adults and teens who have dropped out of conventional schools. *Does the school expect to contract or partner with an Education Service Provider (ESP; i.e. Charter Management Organization or Education Management Organization) or other organization for school management/operation? No Proposed Principal/Head of School Information, if known: Name of proposed Principal Candidate: Christopher L. Howey, Ph.D. Current employment: Off Campus Instruction program, Indianapolis Public Schools Daytime phone: 317-650-4047 Cell phone: 317-650-4047 Email: [email protected] School Enrollment Projection Planned Number Maximum Number Academic Year Grade Levels Served of Students of Students Year 1 (specify) 300 300 9 - 12 Year 2 400 400 9 - 12 Year 3 400 400 9 - 12 Year 4 400 400 9 - 12 Year 5 400 400 9 - 12 At Capacity (specify 2014 year) iii THE KAIZEN ACADEMY NARRATIVE INDEX School Overview Mission and Vision .............................................................................................. 1 Educational Need and Anticipated Student Population ..................................... 5 Education Plan/School Design ............................................................................ 6 Community Engagement ..................................................................................... 9 Leadership and Governance ............................................................................. 11 Age and Grade Range of Students to be Enrolled ........................................... 12 Section 1. Curriculum and Instructional Methods Education Program ............................................................................................ 13 Program Overview .............................................................................................. 13 Curriculum and Instructional Design ................................................................ 14 Pupil Performance Standards............................................................................ 16 High School Graduation Requirements (High Schools Only) ......................... 17 School Calendar and Schedule ......................................................................... 17 School Culture .................................................................................................... 18 Supplemental Programming .............................................................................. 22 Special Populations and At-Risk Students ....................................................... 23 Admissions Policy and Criteria ......................................................................... 26 Learner Discipline .............................................................................................. 26 Parent and Community Involvement ................................................................. 26 Educational Program Capacity .......................................................................... 28 Section 2. Operations Plan & Capacity Governance......................................................................................................... 33 Legal Status and Governing Documents .......................................................... 33 Organization Charts ........................................................................................... 34 Governing Board ................................................................................................ 38 Advisory Bodies ................................................................................................. 38 Grievance Process ............................................................................................. 38 School Management Contracts ......................................................................... 39 Staffing ................................................................................................................ 39 Staff Structure .................................................................................................... 39 Staffing Plans, Hiring, Management, and Evaluation ....................................... 42 Professional Development ................................................................................. 44 Performance Management ................................................................................. 45 Facilities .............................................................................................................. 48 Start-Up & Ongoing Operations ........................................................................ 49 Operations Capacity ........................................................................................... 49 Section 3. Budget and Financial Plans Financial Plan ..................................................................................................... 50 Financial Management Capacity ....................................................................... 51 iv SCHOOL NARRATIVE School Overview 1. Mission and Vision A. Mission Several years ago, a small group of Indianapolis Public Schools (IPS) educators began exploring ways to effectively serve an inner city population that is undereducated, unrepresented and underemployed. This population, made up of males age 16 and older, has either left school without a high school diploma or will soon do so. They are relegated to low- paying jobs at best, and stymied at many levels where a high school diploma opens doors. They left school for many reasons, yet generally have in common a sense of discouragement, perhaps anger, and poor self esteem. From those discussions, and the educators’ experiences in public schools, the concept of The Kaizen Academy evolved. The structure of the Academy is deliberately created to offer an encouraging, untraditional path to success for learners who did not survive in the traditional school environment. Consequently: The mission of The Kaizen Academy is to enable male, high risk, secondary school learners and dropouts within Marion County, ages 16 and older, to earn their high school diplomas and become productive life-long learners while acquiring the habits, skills, and dispositions embodied in the non-aggressive martial arts of Aikido and Jodo. B. Vision The vision of The Kaizen Academy is that while completing a rigorous academic education through computer-delivered instruction, a learner will also immerse himself in the character building components of non-aggressive martial arts with the consequent development of the skills of self mastery, cooperation and respect. Success at The Kaizen Academy will look like a young man holding aloft his new high school degree and smiling. He will look forward to job, career or further education opportunities with a step-by-step plan. He will possess an attitude of participation, connection and pursuit of achievement. He will be supported by the Academy which will continue to provide him with free martial arts training and participation in the community of martial artists centered about the school. He will have been exposed to attitudes and beliefs of personal possibilities to embrace the larger community in its civic, employment and personal relationship realms. In a city that currently faces up to a 40% high school dropout rate and a significant unemployment rate among drop outs, The Kaizen Academy offers him a realistic step towards a more promising future. 1 The vision of The Kaizen Academy is to: Provide a rigorous education leading to a high school diploma, Engage each learner in a vital, demanding martial arts curriculum, leading to the opportunity for achieving a black belt, that stresses the values of self disciple, respect for self and others and personal responsibility, Value each individual learner, with no prejudgments regarding race, class, language or abilities, Intentionally create a culture of encouragement and possibilities for learners, Empower learners to become productive members of the community and society, Uncover with the learner the existence of choices in his life, Indentify obstacles and barriers to success, with learners, staff and community organizations working together to minimize them, Measure the school’s success by the success of its learners. In order to achieve its vision, The Kaizen Academy will put in place a number of nontraditional dynamics to replace the traditional school setting which, apparently, failed these learners. A strong educational program, PLATO, which aligns with Indiana state standards, will be used for the academic courses which will be computer delivered instruction. Learners will work on these courses both off campus and at the school’s computer lab. This proposed school plan, while unconventional, meets Ball State University charter school program guidelines and aligns with the purpose of Indiana charter schools, as defined in Indiana Code 20-24-2-1.That law says, in part (emphasis added), that “a charter school may be established under this article to provide innovative and autonomous programs that do the following: (1) serve the different learning styles and needs of public school learners (and) (2) offer public school learners appropriate and innovative choices”. An unconventional element of The Kaizen Academy is that it is a single gender school. This aspect of the vision for the school is supported in Indiana Code IC 20-24-5-4 and reads (emphasis added): “Sec. 4. (a) Except as provided in this chapter, a charter school may not establish admission policies or limit learner admissions in any manner in which a public school is not permitted to establish admission policies or limit learner admissions. (b) Notwithstanding subsection (a), a charter school may operate as a single gender school if approved to do so by the sponsor”. The framers of the Indiana laws governing charter schools apparently felt that there was a basis for single gender schools; they went so far as amending the law to support the concept. The Founding Group has studied that issue and agrees. For example, The National Foundation for Educational Research was commissioned to study the effect that single-sex vs. coed schools had on academic performance. The Foundation studied 2,954 high schools. They found, in their 2002 report, the beneficial effect of single-sex schools was statistically significant for low performing high school males; exactly the population The Kaizen Academy is intending to serve (Source: “Single-Sex vs. Coed: The Evidence”; The National Foundation for Educational Research (2002)). 2 Research has shown that single gender schools reduce learner distractions and improve focus. Educator Graham Able published a study of learner performance in 30 coeducational and single-sex schools. Dr. Able's study documented superior academic performance of learners in single-sex schools, after controlling for socioeconomic class and other variables he wrote, "The most significant finding was that the advantage of single-sex schooling is even greater for boys in terms of academic results than for girls," (Alison Gordon, "In a class of their own: boys benefit even more than girls from single-sex schools," in The Mail on Sunday (UK), June 11, 2000, p. 42).The National Foundation for Educational Research study, referred to above, went so far as to state, "It would be possible to infer from the findings that, in order to maximize performance, [public] schools should [have] about 180 pupils per cohort, or year, and be single-sex." The Academy will intentionally set the stage for a school culture of collaboration, cooperation and pursuit of achievement based on aspects of the Japanese traditions found within the martial arts and embodied in the concept of “Kaizen.” Kaizen is the process of intentionally making continual and incremental improvements. Even before his first academic day in the Academy, an enrolled learner will be assessed to determine his individual starting point at the school. Staff and the learner will work together to create a step-by-step plan for him called his Personal Education Plan. He will begin with this plan on Day One. The Kaizen approach to incremental improvement is found in every aspect of the school: in the very nature of computer delivered instruction, in the learning process of the non-aggressive martial arts, and in planning and delivery of the Project-based learning and Service Learning. Another important philosophical underpinning of the school culture will be the practice of the Japanese idea of Sempai/Kohai, a powerful and essential part of the learners’ martial arts training. Sempai/Kohai means that more advanced learners take on the responsibility to help and guide junior learners, while the juniors are open to and respectful of that help. It is believed that the promotion of this intentional culture of Kaizen and Sempai/Kohai will provide learners with a viable way of being successful in many aspects of their lives. Surveys of American business organizations almost invariably cite poor communications skills and a lack of cooperativeness among the major deficiencies found in the skill sets of contemporary youth. Kaizen and the Sempai/Kohai principles address those concerns in a vital and concrete way. This intentional culture will be apparent on a daily basis. For example, learners will be clustered by earned credits, not grades, and their cluster membership will be indicated by a traditional, Japanese jacket they will wear in the Academy called a Happi. The Happi will be color-coded so that who is the junior (Kohai) and who is the senior (Sempai) will be apparent. Celebrations of incremental success in academic courses and martial arts study are also planned. The Founding Group recognizes that many of its learners will be discouraged and may have defaulted to anti-social attitudes and even violence as a reaction to frustration. The Founding Group believes the school culture, combined with the self-discipline and self-defense core of the school’s non-aggressive martial arts program, will demonstrate to learners an alternative way to 3 be in the world. The self discipline and self mastery of the non-aggressive martial arts will be emphasized, and learners will have the opportunity to teach these arts in the community. The proposed Lead Administrator taught these martial arts with great success for six years in an alternative high school in Indianapolis Public Schools (IPS). In addition to his 27 years as a licensed secondary and post-secondary educator, he has 40 years of Aikido practice and nine years of Jodo practice, the two non-aggressive martial arts planned for the school. The Academy will be a hybrid school, with study and classes at the facility combined with flexible learning time at home through computer-based instruction. Completion of academic courses will be based on mastery, not seat time. Computer delivered instruction, PLATO, which aligns with Indiana state standards, will be used for the academic courses. The planned teacher/learner ratio of 1:60 for core academic courses is significantly less than the ratio of 1:150+ that has been used successfully in the proposed Lead Administrator’s IPS Off Campus Instruction program. It is slightly higher than the more conservative, 1:55 ratio that is commonly used in virtual schools such as the Ohio Virtual Academy and the Connections Academy. The Academy will base its academic courses on the needs of an adult learner, including its didactic style and scheduling. Individualized instruction will be the baseline method for teaching core academics while small group activities, such as Service Learning projects, will be the preferred choice for elective courses. Studies have shown that when looking at the ability to apply knowledge and solve problems, critical thinking and development of positive attitudes, small group strategies are favored processes for adult learners (McKEACHIE, W.J. & KULIK, J.A. (1975) Effective College Teaching. In F.N. Kerlinger (ed.) Review of Research in Education. Itaska, Ill. Peacock; and TIBERIUS, R.G. (1990) Small Group Teaching: A Trouble-Shooting Guide, Toronto, OISE Press and the Ontario Institute for Studies in Education). The Academy will be open during the times that work best for its learners, with its schedule running from morning to evening (10a.m. – 8:30p.m.), with additional Computer Lab, martial arts and tutorial opportunities available on Saturday mornings. In addition to a range of required and elective martial arts classes, other elective classes at the school will include courses in job and career exploration. As a response to the pervasive need for enhancing the level of academic preparedness in the geographic and demographic community the Academy intends to serve, we are proposing to add to our admissions preferences the fathers, brothers and sons of enrolled learners who are also interested in obtaining their high school degree. These family clusters can act as support groups for one another. The Academy will provide classes for learners with ninth through 12th grade credits. In summary, the Academy will provide: A clear understanding of 21st century life skills and character values, 4 Non-aggressive martial arts training, to enhance a sense of personal safety and responsibility, Rigorous didactic instruction through Computer Delivered Instruction (CDI), Service Learning and Project-based instruction, leading to a high school diploma or its equivalent, Exposure to the opportunities available in business and industry and Flexible class scheduling opportunities. The Academy is a response to the achievement gap in Indianapolis, especially among minority groups. It is appropriate for any male without a high school degree who historically was not well served by the traditional school setting. The school will be a welcoming place where marginalized individuals can move towards greater personal, economic and social advancement. The hope of The Kaizen Academy, in addition to reclaiming high school dropouts, is to reduce underemployment, youth crime, and anti-social behaviors. 2. Educational Need and Anticipated Learner Population The anticipated learner population is male, high risk, secondary school learners and dropouts within Marion County, ages 16 and older. The need for The Kaizen Academy in Marion County derives from the reality that high schools in Marion County face annual dropout rates ranging from 30 to 40% of entering freshmen. Additionally, the community faces significant levels of un- and under-employment, especially among young males and particularly among young minority males. Many of these men want another chance. Many have been out of school, sometimes for a number of years, and know how difficult it is to move forward without a basic high school education. For example, over 150 males attending an Indianapolis area church conference this July signed an “Interested List” after The Kaizen Academy’s program was described to them by a member of the Board of Directors. The proposed location of The Kaizen Academy will be in or near Center Township of Marion County, within the Indianapolis Public Schools boundaries. Center Township is an area characterized by a high minority population, and over 8,000 single parent households with children under age 18. The economic data show that the area is poorer than Marion County as a whole and the population is less well educated than Marion County. The educational needs of each learner will be met by our individualized computer-based instructional program and the one-on-one attention learners will receive from our staff. Every learner that attends The Kaizen Academy will be behind in their high school credits. Many will be struggling with at least one subject area. Some may need to work on their basic skills in a subject depending on their mastery when they left high school. The flexibility of our educational model and computer delivered curriculum allows us to meet each of our learners where they are. 5