Veritas Preparatory Charter School

PROPOSED CHARTER SCHOOL FOR SPRINGFIELD, MA

Veritas Preparatory Charter School prepares students in grades 5-8

to compete, achieve, and succeed in high school, college, and beyond.

Final Charter Application

Respectfully Submitted to the Department of Elementary
and Secondary Education
November 8, 2010

Veritas Preparatory Charter School

 Table of Contents

Commonwealth Charter Applicant Information Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii

Commonwealth Charter School Certification Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Statement of Assurances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Statement of Assurances for the Federal Charter School Program Grant. . . . . . . . . . . . . . . . . . . . . . . . . . ix
Executive Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Public Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

I. Charter School Mission, Vision, and Description of the Community to be Served . . . . . . . . . . . . . 1

A. Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
B. Vision Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
C. Description of the Community to be Served . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II. How will the school demonstrate academic success? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A. Educational Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
B. Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
C. Promotion and Graduation Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
D. Assessment System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
E. School Characteristic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
F. Special Student Populations and Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

III. How will the school demonstrate organizational viability? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

A. Enrollment and Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
B. Capacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
C. School Governance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
• Governance Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

• Roles and Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

• Policy Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

• Board Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
• School Management Contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
A. Management Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
 • Roles and Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

• Policy Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

• Educational Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

• Human Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

A. Facilities and Student Transportation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
B. School Finances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
• Fiscal Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

• Budget and Budget Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

A. Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

IV. How will the school demonstrate that it is faithful to the terms of its charter? . . . . . . . . . . . . . . 53
A. Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
B. Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
C. Narrative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
D. Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

V. Required Attachments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Attachment A: Proven Provider Information Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
• Attachment A.1: BES School Report Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
• Attachment A.2: BES Follow-On Support Program Description . . . . . . . . . . . . . . . . . . . . . . . . .71
• Attachment A.3: BES Fellowship Director Resumé . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Attachment B: Draft Recruitment and Retention Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Attachment C: Operating Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Attachment D: Draft Bylaws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Attachment E: Sample Parent Signature Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Attachment F: 2012-2013 School Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Attachment G: Letters of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Attachment H: Draft Enrollment Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Attachment I: Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Attachment J: Job Description and Evaluation Tool for ED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Attachment K: Founding Board Members Statements of Commitment . . . . . . . . . . . . . . . . . . . . . . . . . 105
Attachment L: Founding Board Members Resumés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Attachment M: Description of Non Applicable Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
 Commonwealth Charter Applicant Information Sheet
These sheets must be attached to the prospectus and final application. Please type information.

Name of Proposed Charter School: Veritas Preparatory Charter School

School Address (if known): TBD

School Location (City/Town): Springfield, MA

Primary Contact Person: Rachel Romano

Address: 44 Taylor Street

City: East Longmeadow State: Massachusetts Zip: 01028

Daytime Tel: (413) 222-3434 Fax: (617) 227-4551

E-mail: rromano@buildingexcellentschools.org

1. The proposed school will open in the fall of school year:  2011-2012  2012-2013

School Year Grade Levels Total Student

Enrollment
First Year 5 81
Second Year 5, 6 162
Third Year 5, 6, 7 243
Fourth Year 5, 6, 7, 8 324
Fifth Year 5, 6, 7, 8 324

2. Grade span at full enrollment: 5 – 8

3. Total student enrollment when fully expanded: 324
4. Age at entry for Kindergarten, if applicable: N/A

Commonwealth charter applicants only:

5. Will this school be a regional charter school?  Yes  No

If yes, list the towns/cities in the proposed region: N/A

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): N/A

If no, please specify the population as reported in the most recent United States census data for the
community the school intends to serve: 150, 640. The Board of Elementary and Secondary Education
shall not approve a Commonwealth charter in any community with a population of less than 30,000,
unless it is a regional charter school. Please use data from this website: http://www.census.gov/.

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 Longmeadow West Springfield

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 2010-11 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 2010-11 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
 Commonwealth Charter School Certification Statement

Proposed Charter School Name: Veritas Preparatory Charter School

Proposed School Location (City/Town): Springfield, MA

I hereby certify that the information submitted in this application is true to the best of my
knowledge and belief and that this application has been or is being sent to the superintendent of
each of the districts from which we expect to draw students 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, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic
performance, special need, proficiency in the English language or a foreign language, or academic
achievement. I further understand that the information submitted in this prospectus/application
serves as an initial application for start-up assistance funding under the federal Charter Schools
Program grant. This is a true statement, made under the penalties of perjury.

Signature of
Authorized Person_________________________________________ Date_ 11/08/2010__
(Please label the copy that has original signatures.)

Print/Type Name: Rachel Romano

Address: 44 Taylor Street, East Longmeadow, MA 01028

Daytime Phone: (413) 222-3434 Fax: (617) 227-4551

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

As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that
the information submitted in this application for a charter for Veritas Preparatory Charter School to be
located at 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(C)).

4. Will enroll any eligible student who submits a timely and complete application, unless the school
receives a greater number of applications than there are spaces for students. If the number of
application exceeds the spaces available, the school will hold a lottery in accordance with
Massachusetts charter laws and regulations (Mass. Gen. Laws c. 71 § 89(n), and 603 CMR 1.06).

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

6. Will be secular in its curriculum, programs, admissions, policies, governance, employment

practices, and operation in accordance with the federal and state constitutions and any other
relevant provisions of federal and state law.

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

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

9. Will adhere to all applicable provisions of federal and state law relating to students who are
English language learners including, but not limited to, Title VI of the Civil Rights Act of 1964,
the Equal Educational Opportunities Act of 1974, and chapter 71A of the Massachusetts General
Laws.
10. Will comply with all other applicable federal and state law including, but not limited to, the
requirement to offer a school nutrition program (Mass. Gen. Laws c. 69, § 1 (c)).

11. Will meet the performance standards and assessment requirements set by the Board of
Elementary and Secondary Education for all students in public schools including, but not limited
to, administering the Massachusetts Comprehensive Assessment System (MCAS) (Mass. Gen.
Laws c. 71, § 89(v), and 603 CMR 1.05(1)(i)).

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

13. Will submit an accountability plan no later than the end of the first year of the school’s charter,
establishing specific five-year performance objectives as specified in the state regulations (603
CMR 1.05 (1)(j)) and guidelines.

14. Will submit an annual independent audit to the Department of Elementary and Secondary
Education and the Office of the State Auditor no later than January 1st of every year, as required
by the charter school statute (Mass. Gen. Laws c. 71, § 89(jj), or at such other time as designated
in 603 CMR 1.09 (3)).

15. Will submit required enrollment data each March to the Department of Elementary and
Secondary Education by the required deadline (Mass. Gen. Laws c. 71, § 89(o), and 603 CMR
1.09(4)).

16. Will meet enrollment projections through demonstration of support for the proposed charter
school in the communities from which students would be likely to enroll (603 CMR 1.05 (c)).

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

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

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

20. Will employ individuals who either hold an appropriate license to teach in a public school in
Massachusetts or who will take and pass the Massachusetts Tests for Educator Licensure (MTEL)
within their first year of employment and meet all applicable staff requirements of the federal No
Child Left Behind Act (Mass. Gen. Laws c. 71 § 89(ii), and 603 CMR 1.07).

21. Will provide the Department of Elementary and Secondary Education with written assurance that
a criminal background check has been performed, prior to their employment, on all employees of
the school who will have unsupervised contact with children (Mass. Gen. Laws c. 71, § 38R, and
603 CMR 1.05(3)(d)).
22. Will obtain and keep current all necessary permits, licenses, and certifications related to fire,
health, and safety within the building(s) and on school property (603 CMR 1.05(1)(p), 1.05(3)(g),
1.05(3)(h), and 1.09(6)).

23. Will maintain uninterrupted necessary and appropriate insurance coverage (603 CMR 1.05(3)(j)).

24. Will submit to the Department of Elementary and Secondary Education the names, home
addresses, and employment and educational histories of proposed new members of the school’s
board of trustees for approval prior to their service (603 CMR 1.05(3)(a)).

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

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

27. Will provide the Department of Elementary and Secondary Education with a federal taxpayer
identification number issued solely to the charter school and all required information regarding a
bank account held solely in the name of the charter school (603 CMR 1.05(4)).

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

29. Will notify the Department of Elementary and Secondary Education immediately in writing of
any change in circumstances that may have a significant impact on the school’s ability to fulfill
its goals or missions as stated in its charter (603 CMR 1.09(7)).

30. Will submit in writing to the Commissioner of Elementary and Secondary Education a request to
amend its charter if the school plans to make a change to its operations as defined in 603 CMR
1.11.

________________________________ ____ 11/08/2010__

Signature Date

Veritas Preparatory Charter School

Affiliation
 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)).

_________________________________ _____ 11/08/2010___

Signature Date

Veritas Preparatory Charter School

Affiliation
 Executive Summary
Mission
Veritas Preparatory Charter School prepares students in grades 5-8 to compete, achieve, and succeed in
high school, college, and beyond.
Vision
All students are entitled to a high quality public education defined by high academic and behavioral
expectations, regardless of race, class, or socioeconomic circumstance. We propose to provide a highly
structured middle school built upon a rigorous college preparatory curriculum, accompanied by daily
academic supports students need to achieve and targeted character education that stresses hard work and
the DRIVE to succeed. Partnering with Proven Provider Building Excellent Schools, Veritas Prep builds
its school design upon the highest performing urban schools in Massachusetts and across the country. We
propose to replicate what works - under trained and prepared leadership - to ensure that all Veritas Prep
students, regardless of their incoming academic profile, are by the completion of eighth grade set on a
course to succeed in high school and on their way to college.
With focus on student outcomes, measurement of academic achievement and differentiating instruction to
meet the needs of all learners, Veritas Prep educates middle school students within a highly structured
college preparatory program. Frequent assessments allow us to know students well and plan our
instruction and supports to meet their needs - particularly important for special education students and
English language learners. While there is no single approach or individual solution to preparing students
for college success, the following core principles define our educational philosophy.
1.High Expectations. All students are college bound – every one. We expect our students to behave
well and work hard. We expect students, families, and staff to be accountable to each other for
maintaining high expectations.
2.Structured Learning Environment. Before effective instruction can occur, a school must
establish a structured and respectful school culture. We teach and hold our students to a fair and strict
code of conduct with clearly defined actions and consequences.
3.Curriculum Focused on Achievement Outcomes. The road to college and higher-level work
begins with the ability to read well, write well and compute accurately. A future of academic success
is built on a strong foundation of literacy and mathematics.
4.Data Drives Instruction. Continuous assessment of student progress is critical to student
success. With testing, and with trained staff to respond efficiently to assessment results, we gauge
our student’s academic needs, and meet those needs effectively.
5. Focus on Literacy. Teachers use common reading and writing strategies and students are given
explicit and continuous instruction to become active, voracious readers and reading strategies to
maximize learning in all of their subjects.
6. Character Education. We develop the character needed to build and sustain achievement. In daily
advisory classes, weekly community meetings, and cyclical rewards, we build students’ DRIVE
(Determination, Responsibility, Integrity, Vision, Enthusiasm) for success.
7. Teacher Quality and Effectiveness. We recruit, retain, develop, and compensate highly effective
teachers. We attract the best and brightest educators and offer them a professional environment in
 which all staff members are mission-driven team players.
8. Accountability. Our instructional program and educational principles are informed by practices of
high performing schools serving similar populations. We establish measurable academic outcomes,
and compare our students’ performance to the highest performing schools in the state.
Need
Veritas Prep’s mission and educational program are created in response to the compelling need in
Springfield for a public middle school that prepares students to achieve in high school and college. With
a high school graduation rate of 54%, Springfield students are not prepared with the skills and
competencies they need to move forward. Long before high school, Springfield students begin the
process of dropping out of their education – and the promise of their and our future - prior to the
successful conclusion of twelfth grade. The source of this process for many of our most underachieving
students has its roots in the middle school years.
Springfield’s middle schools are characterized by a marked decline in math achievement and a limited
gain in ELA achievement. In 2009, MCAS scores show that from fifth to eighth grade, students proficient
in math dropped from 23% to 9%, and those proficient in ELA increased from 33% to 45%. The
academic gap between students in Springfield and those across the state averaged 15% and widened by
eighth grade between the number of students proficient in ELA at the state level compared with that at the
district level. There are seven middle schools in Springfield, serving students in grades six through eight.
None demonstrate overall proficiency rates for English above 50%, and none have overall proficiency
rates for math above 30% as measured by the 2009 MCAS.
Capacity
Strong leadership – visionary, uncompromising, and trained to execute on a clear mission - is a critical
component of a high-performing school. This includes strong day-to-day management by the Executive
Director and oversight by a highly competent Board of Trustees. The founding group of Veritas Prep is
an extraordinary team of individuals capable of governing and managing the school, and able to execute
on the mission and vision, as well as to establish policies that protect the school’s organizational and
academic success over time and ensure its success into the future. The founding group, supported by
Proven Provider Building Excellent Schools, is further honored by the many business and community
leaders who have offered their strong support and stand ready to assist Veritas Prep in the planning,
development, and sustaining of a no excuses charter school in Springfield.
 Public Statement
Veritas Preparatory Charter School prepares students in grades 5-8 to compete, achieve, and succeed in
high school, college, and beyond. Veritas Preparatory Charter School (“Veritas Prep”) will be located in
Springfield, MA, will open with grade five, and grow one grade per year, and at maximum capacity will
serve 324 students in grades five through eight. Founded on the belief that all students, regardless of race,
class, or socioeconomic circumstance are entitled to a high quality education defined by high
expectations, we provide a structured learning environment, rigorous college preparatory curriculum, and
character education.
 I. Mission, Vision and Description of Community to be Served

A. Mission Statement
Veritas Preparatory Charter School prepares students in grades 5-8 to compete, achieve, and succeed in
high school, college, and beyond.
B. Vision Statement
All students, regardless of race, class, or socioeconomic circumstance are entitled to a high quality public
education defined by high academic and behavioral expectations. All families, regardless of their own
educational background or community of residence, are entitled to a high quality public school option for
their children. We propose a highly structured middle school built upon a rigorous college preparatory
curriculum, accompanied by daily academic supports that target specific academic gaps and character
education that stresses hard work and the DRIVE to succeed. Working with Proven Provider Building
Excellent Schools, Veritas Preparatory Charter School (“Veritas Prep”) is designed upon the highest
performing urban schools locally and nationally. We propose to replicate what works - under trained and
prepared leadership - to ensure that all students, regardless of their incoming academic profile, are by the
completion of eighth grade set on a course to succeed in high school and on their way to college.
Veritas Prep provides a structured, positive and safe middle school where student achievement comes
first. Limiting distractions and keeping a laser focus on achievement allow staff and students to build and
celebrate student success. Daily advisory provides the structure to teach students the values needed to
thrive as scholars and people. Weekly community meetings celebrate achievement and recognize
students’ DRIVE to compete, achieve, and succeed. A school where excellent teachers can do
extraordinary work, Veritas Prep is prepared to hire and retain the brightest and best educators who wish
to work in a culture of academic achievement and eager to support students in the full execution of our
college preparatory mission.
We remediate students’ academic weaknesses and gaps, and accelerate students to mastery of content in
the core academic areas. Every student matriculates into ninth grade with the transcript, test scores,
skills, knowledge, and determination to excel in high school and gain admittance to the college or
university of their choice. We provide a rigorous, college preparatory curriculum in the subjects of Math,
English, Science and Social Studies, and emphasize the development of literacy skills in all content areas.
All students, regardless of incoming academic ability, learn to read with fluency and comprehension, and
develop powerful reading skills across content areas. Frequent assessments measure progress towards
clear standards and data informs instruction and supports. With an extended school day and year, and
mandatory daily tutoring, students spend more time on learning and teachers have the time, schedule,
training, and priority to ensure that no student slips through the cracks.
Veritas Prep establishes a high academic bar for Springfield students. We provide: opportunity for
teachers to work in a small, mission-driven middle school designed to close the achievement gap; access
to families where no such access currently exists and hope to students as they build their bright futures in
the critical middle school years. After eighth grade, students remain part of our community with a
dedicated staff and an alumni program to provide personalized supports. We lead students in the high
school selection process and monitor their high school progress. We offer SAT Preparation, support the
college application and enrollment process, and make the path to college as clear and unobstructed as
possible.
C. Description of the Community to be Served
The poverty in Springfield is pervasive and entrenched. With a population of 150,640, median household
income of $33,171, and 26% of residents below the poverty line, 81% of students attending Springfield
Public Schools (SPS) come from low-income homes; this percentage is higher than comparable urban
districts, including Boston, Worcester, Lynn, and Holyoke. SPS serves 25,141 students within a diverse
community that is: 22% African American, 57% Hispanic, 15% Caucasian, 2% Asian, and 4% of other
ethnicity; 13% are Limited English Proficient and 24% receive special education services.
Within Springfield, the South End is ranked among the 15% lowest income communities in America; 7%
of adults have a college degree.1 With the Connecticut River to the west, downtown business to the north,
and one of the wealthiest neighborhoods, Forest Park, to the south, it is here where the poverty rate is
highest. With 13,138 residents and a median income of $18,856, 60% of children live in poverty. In
2008, Zanetti (K-8), the only school located in this area, relocated to another part of town. As a result,
every local student is bused to another part of the city to attend school, first to Brunton Elementary until
they reach middle school and then to three different middle schools: Kiley, Chestnut, and Forest Park.
Academic Need. Middle school students are guaranteed a seat in an underperforming school and most
attend the most chronically underperforming schools in the state. SPS students have not made Adequate
Yearly Progress in Math or ELA since 2002. 2 There is immediate need for a strong college preparatory
middle school, especially for those residing in the South End of Springfield. Springfield’s middle schools
are characterized by a marked decline in math achievement and a limited gain in ELA achievement. In
2009, MCAS scores show that from fifth to eighth grade, students proficient in math dropped from 23%
to 9%, and those proficient in ELA increased from 33% to 45%. 3 The academic gap between students in
Springfield and those across the state averaged 15% and widened by eighth grade between the number of
students proficient in ELA at the state level compared with that of the district.
There are seven middle schools in Springfield; none had overall proficiency rates for English above 50%,
and none had overall proficiency rates for math above 30% on the 2009 MCAS. Research indicates that
academic outcomes in the middle grades—along with attendance, in-school behavior, and course
performance—are powerful indicators of a child’s probability of graduating from high school prepared
for college.4 Springfield Public Schools (SPS) are large and overcrowded, and teachers are challenged to
know students well and address their academic needs effectively. Most SPS middle schools serve 500+
students in grades 6-8: Forest Park serves 770 students, Kylie 840, and Chestnut 1,000+ students.
Addressing the Need. We propose to raise the bar on student achievement by using replicable
structures and practices generating success in high-performing urban charter schools. 5 A Commonwealth
Charter School, offered under the training and support of Building Excellent Schools (BES) as Proven
Provider, is necessary to bring this option to families in Springfield. Being free from restraints of the
Springfield Education Association, local teachers union, and district policies that limit individual school
autonomy allows us to deliver on our mission for some of the state’s most chronically underperforming
students.
Lead Founder and proposed Executive Director Rachel Romano brings a strong background in local
educational leadership, and powerful training and ongoing partnership with and support from BES that
provides access to the highest performing schools (local and national) and their leadership.
Understanding the academic needs of our target student population, and surrounded by a capable
founding team with a commitment to accountability and results, we intend that Ms. Romano will lead
Veritas Prep - a small, mission-driven, and highly structured college preparatory urban middle school
designed to produce extraordinary results for students in Springfield, a unique academic opportunity for
local families, and a powerful change agent in the City of Springfield.
1
According to data from US Census Bureau.
2
http://profiles.doe.mass.edu/mcas/performance_level.aspx?linkid=32&orgcode=02810000&orgtypecode=5&.
3
While not a comparison of the same cohort over time, data demonstrates dramatic decline in math competency across the grades.
4
Balfanz, R. (2009). Putting Middle Grades on the Graduation Path. Everyone Graduates Center and Middle Grades Program.
5
BES Schools Excel Academy Charter School and Boston Preparatory Public Charter School inform our school design. Both were founded
through and have been continuously supported by BES; our founding team has continued and direct access to both schools.
Community Demand. Parents in Springfield have few options for the middle school years. Waiting
lists for existing charter schools evidence that parents are vying for options outside of the SPS district.
New Leadership and SABIS are the only charter schools enrolling middle school students, with 3,000+
students on the waiting list for SABIS and hundreds for New Leadership. Veritas Prep expands the
limited educational opportunities available to parents in Springfield by offering innovative practices
modeled after highly effective urban schools not currently available. No schools are offering an extended
school day and year with mandatory daily tutoring to ensure all students are learning and no schools are
offering the expanded focus on literacy and mathematics in the critical middle school years.
Early community outreach demonstrates that the proposed school model is a priority for families and a
choice they would make in large numbers. In October 2010, founding board members met over 140
parents who pledged their support for Veritas Prep and many intend to submit a lottery form for their
child(ren) if the school is chartered. 6 Founders hosted three parent focus groups in Springfield, and
gathered input from parents about current middle school options and the kind of education they desire for
their children. Parents consistently shared that they want a school that provides more structure and
pushes students to behave well and achieve high expectations. All parents agreed that they want their
children to graduate from college and are willing to support them in this pursuit. Parents also agreed it is
important to develop students’ character and work habits in a disciplined environment by teaching values
like DRIVE. Meetings between community organizers, parents and members of the founding team
confirm what the Lead Founder knows from her work with parents in Springfield: Parents want and need
schools that challenge their children and provide the structures to help them succeed.

II. How will the school demonstrate academic success?

A. Educational Philosophy
We propose to bring the benefits of rigorous scholarship to Springfield’s most underserved neighborhood.
We offer a middle school designed to close academic gaps by eighth grade so students are ready to
succeed in college preparatory high schools on their way to college. Our mission requires that we prepare
all students with the foundational skills, content knowledge, and personal characteristics necessary for
future academic achievement. We believe that “[i]f you want to find out what is really important to a
school . . . look to see if spelling and grammar are corrected on a child’s paper. If they are not, it is the
equivalent of a broken window: a sign that no one cares whether children acquire basic academic
skills . . . effective schools . . . recognize that confidence grows from mastering the elementary skills and
from the small victories. The details are all part of the fabric of success.” 7
We accomplish our mission through a highly structured, disciplined environment in which rigorous,
standards-based instruction drives every classroom and frequent, standards-based assessments inform
every teacher. While our school will provide an appropriate amount of extended day enrichment, our
focus is unapologetically academic. We believe that for students to be able to harness and apply 21 st
Century skills, they must first be literate in reading and mathematics prior to the start of high school, and
we have designed our school upon such belief.
We accept that many students will be subject to challenging circumstances. However, all students must
know and will be taught that their futures are in their hands and that becoming smart is a direct result of
working hard. Every student can succeed in school and go to college, and it is up to us to do everything
we can to support them in pursuit of that goal. Our philosophy and approach to accomplishing our
mission address the needs of all students - with attention to student outcomes, measurement of academic
achievement, and a focus on differentiating instruction to meet the needs of all learners and all learning
6
See Attachment E for a sample parent signature page. Additional signature pages are available upon request.
7
Sykes, Charles J. Dumbing Down our Kids. NY: St. Martin’s, 1995.
styles. Frequent assessments allow us to know students well and plan instruction and supports to meet
their individual needs, particularly important for special education students and English language
learners.
The following core principles define our educational philosophy.
1. High Expectations. “No Excuses. That is the message that superb schools deliver to their students.
And that is the message that schools (and school board members) need to hear. Sure, some kids are easier
to teach than others. But dysfunctional families and poverty are no excuse for widespread, chronic
educational failure.”8 At Veritas Prep, all students are college bound – every one. We expect our students
to behave well and work hard. We expect students, families, and staff to be accountable to each other for
maintaining high expectations. While many students enter two to three grade levels behind, it is our duty
to provide high expectations and the structures and supports that allow them to efficiently and effectively
strengthen academic weaknesses and advance forward. As stated by Principal Loma Terrace in
Expecting Success: A Study of High Performing, High Poverty Schools, “Our teachers, they don’t give
excuses. We’re in a culture of success and we don’t accept excuses. Children can learn. All children can.
You might have to work a little harder, you might have to overcome a few obstacles, because we realize
that our kids statistically are underdogs, but we won’t accept that and the people won’t accept that. If the
student is here, we’ve got to teach them.” 9 Expectations are not limited to academics; they include
demonstrating the behaviors necessary to succeed. All students are expected in school every day, on
time, on task, determined to learn. We expect families to attend annual orientations and participate in
parent conferences throughout the year. We communicate frequently with families about students’
academic progress and expect that they, too, hold their child and our school to high expectations.
2. Structured Learning Environment. “When a school clearly teaches by example that self-control,
self-reliance, and self-esteem anchored in achievement are the means to success, that school’s own
success inspires confidence, order, and discipline in its students.” 10 Before effective instruction can occur,
a school must establish a stable, safe, supportive environment for students and teachers. We hold students
to a fair and strict code of conduct with clearly defined actions and consequences. Expectations are
taught at student orientation, before classes begin. Students learn that they are part of a community and
are taught the positive and negative consequences associated with their actions. Teachers develop and
deliver lessons that bring our code to life, and teachers are trained on how to implement the code in a fair
and consistent manner. All students, particularly those with learning disabilities, benefit from a school
community that explicitly teaches expectations and provides the structures in which they can thrive.
3. A Curriculum Focused on Achievement Outcomes. “The ability to learn something new
depends on an ability to accommodate the new thing to the already known.” 11 The road to college and
higher-level work begins with the ability to read well, write well, and compute accurately. A future of
academic success that includes college must be built on a strong foundation, which is built upon well-
developed skills in literacy and mathematics. To do advanced work, students must have skills and
content “already known,”12 and to achieve mastery students must have rigorous instruction and mandatory
supports to develop that skill and knowledge base. We build this foundation through the implementation
of our core principles, all of which are informed by the practices of high performing urban charter schools
that inspire our school design. Teachers develop assessments and year-long curricula aligned with the
MCF.13 Using grade level standards, we create an annual curriculum calendar, indicating which standards
8
Thernstrom, Abigail, and Stephan Thernstrom. No Excuses: Closing the Racial Gap In Learning. NY: Simon & Schuster, 2003.
9
Ragland, Mary et al. Council of Chief State School Officers, 2002.
10
Carter, Samuel Casey. (2000). No Excuses: Lessons from 21 High Performing, High Poverty Schools. Heritage. 10.
11
Hirsch, E.D. The Schools We Need and Why We Don’t Have Them. NY: Anchor, 2003.
12
Ibid.
13
Through the planning year, we will work to align all curriculum with the newly adopted Core Curriculum Standards as fully adopted.
are taught during which weeks. Teachers work with school leaders to plan rigorous and relevant
curriculum units and teachers are supported to carefully plan and deliver effective instruction. All
teachers and leaders engage in backwards planning, using Understanding by Design. 14
4. Data Drives Instruction. “The proper use of data-centered methods in education isn’t an empty
platitude and isn’t a matter of mindlessly teaching to the test – it’s a clearly defined and incredibly
effective pathway to academic excellence.” 15 Continuous assessment is critical to student success. Before
the school year, we assess all incoming students using research-proven, age-appropriate standardized
assessments such as the Stanford 10 to diagnose individual and cohort academic needs. This diagnostic
informs curricular development, while simultaneously identifying students that may need additional,
focused academic interventions from the beginning of the year. Frequent and thorough use of additional
assessments16 provide time-sensitive, predictive, and highly targeted data on mastery of year-long
curricula expectations, thus informing real-time instruction and tutoring plans for cohorts, small groups
and individuals. For a student population that will enter several grade levels behind, this focus on
improvement is incredibly important. A study on “High Performance in High Poverty Schools” asserts
that “[t]he focus on improvement is especially important in an environment where many students come to
school with academic skills that are substantially below grade level. The consistent message of charts
showing weekly improvement from the fall through the spring [i]s, ‘It’s not how you start here that
matters, but how you finish.’ Improvements of more than one grade level in a single year [a]re common,
and teachers and administrators pa[y] particular attention to students whose deficiencies in reading and
writing would have a profound impact on their success in other subjects.” 17
5. Focus on Literacy. “Youngsters who can barely read by the fourth grade face a steep uphill climb
the rest of the way through school and later in life. They will struggle with the reading assignments in
English class, and the word problems in algebra . . . Higher education will be off limits.” 18 Teachers use
common reading and writing strategies and students are given explicit and continuous instruction to
become active, voracious readers and reading strategies to maximize learning in all subjects. Vocabulary
instruction is critical to make up for the substantial vocabulary gap with which many students enter
school.19 Students read about rich topics that build background knowledge. Drawing from the analysis of
90/90/90 schools (90%+ FRL, 90%+ members of ethnic minority groups, 90%+ meet state academic
standards in reading or another area) 20, teachers emphasize non-fiction writing, and “all teachers,
regardless of content area, . . . make use of a common writing rubric applied to student writing. Whether
the student is writing a book report, lab report, social studies report, analysis of a sporting event,
description of a piece of music, or a comparison of artists, the message is the same: this is the standard
for good writing, and there are no compromises on these expectations for quality.” 21 Writing Workshops
focus on the traits of effective writing and conventions of various genres, especially those needed to be
competitive in high school and college such as analytical and persuasive essays. Students have
instruction and opportunities to practice writing skills and develop accountable reading skills on a daily
basis.

14
Wiggins, Grant, and Jay McTigh.. Understanding by Design (2nd ed) Alexandria, VA: ASCD. 2005.
15
Bambrick-Santoyo, Paul. Driven By Data. San Francisco, CA; Wiley, 2010.
16
We are exploring the use of internally developed comprehensive assessments such as those developed at Roxbury Prep versus those externally
developed such as those used by Excel Academy Our final decision will be based upon the efficacy of each approach, the value of an external
provider, and the priorities of our own internal staff training.
17
Reeves, Douglas “High Performance in High Poverty Schools: 90/90/90 and Beyond,” Center for Performance Assessment 2003: 3-4.
18
Price, Hugh B. Achievement Matters. NY: Kensinton, 2002.
19
For detail , please see “The Early Catastrophe” by Betty Hard and Todd Risely in The American Educator (Sp 2003).
20
“90/90/90” was coined by Douglas Reeves in 1995 based on observations in Milwaukee, WI, where schools had: 90%+ eligible for free and
reduced lunch, 90%+ ethnic minorities, 90%+ met the district/state academic standards.
21
Reeves, Douglas. “High Performance in High Poverty Schools.” Center for Performance Assessment. 2003.
6. Character Education. “A student who feels true ownership in a life of reflection and self-discipline
will more enthusiastically engage in the hard work necessary for academic success.” 22 We teach the
important role that character plays in achievement. Through daily advisory classes, weekly school
meetings, and cyclical rewards, we teach students that it takes DRIVE to be successful and provide
instruction in our core values of Determination, Responsibility, Integrity, Vision, and Enthusiasm.
Like Benjamin Franklin, and as embodied in our school’s chosen name, we believe that “nothing is of
more importance for the public weal[sic], than to form and train up youth in wisdom and virtue.” 23 Each
student is taught the importance of each school value, presented with examples of how each looks in our
school community and in the world beyond school, and provided with reflection activities as they
incorporate values into their own character and actions. Determination: Students work hard to meet the
high academic and character standards that we set for them. Teachers are equally determined to see every
student succeed and demonstrate sustained effort to ensure their success. Responsibility: Students take
responsibility for their learning and actions. They are accountable for their decisions and expected to
demonstrate responsibility to themselves and their community. Integrity: Students are honest and
ethical in their words and actions. Teachers hold an unwavering belief that every child can achieve
academic excellence that radiates through their words and actions. Vision: Students are exposed to life’s
possibilities and create a vision for their future as a first step on their path to college. Enthusiasm:
Students are taught to be excited about the future as they aspire to achieve excellence. Working hard and
meeting expectations warrants celebration – we celebrate our achievements often.
7. Teacher Quality and Effectiveness. “Research on teacher quality is stacking up and one study found:
students of teachers ranking in the top quartile in effectiveness make academic growth quadrupling that of
the students of teachers in the bottom quartile.” 24 We recruit, retain, develop, and compensate highly
effective teachers. We attract the best and brightest educators and offer them a professional working
environment in which all staff members are mission-driven team players. All teachers have dedicated
time every day to collaborate, analyze student achievement data and plan highly effective lessons. We
recruit teachers who are goal-oriented, seek improvement, and are willing to do whatever it takes to
ensure that students succeed. Student learning is the most important outcome, and all staff members are
evaluated according to their measurable impact on that learning. We expect teachers to challenge and
engage students with rigorous, standards-based lessons, use data to inform their planning, create
classroom cultures that demand high behavioral expectations and DRIVE while creating a joy factor for
learning, and ensure that lessons are differentiated to meet the needs of all students.
8. Accountability. “Schools get wiser, more quickly, under increased accountability pressure.” 25 In
education, the word innovation is often used in reference to unproven educational ideas and concepts.
Often this is associated with a particular flavor such as the infusion of arts or technology. We prize true
innovation - the implementation of strategies proven most effective in increasing student achievement
currently unavailable within the local community. Our instructional program and educational principles
are informed by successful practices of high performing schools serving similar populations, and,
consistent with M.G.L. c.71, 89, are informed by the needs of our target population, which includes LEP
students (13% anticipated), students eligible for Free Lunch under federal guidelines (76% anticipated),
students eligible for Reduced Lunch under federal guidelines (6% anticipated), and students sub-
proficient in ELA or Mathematics on MCAS for the past two years (60%+ anticipated). Many successful
schools charged with educating students from traditionally underserved backgrounds are charter schools,
and it is to them that we have turned in search of best practices. Charter schools offer autonomy in
22
McCue, Scott. Founder/Head of School and BES Fellow. Charter Application Boston Preparatory Public Charter School. (6.)
23
Franklin, Benjamin. Letter to Samuel Johnson, August 23, 1750.
24
Saunders, William L., and June C. Rivers. Cumulative and Residual Effects of Teachers n Future Student Academic Achievement, University of
Tennessee Value-Added Research and Assessment Center, 1996, p. 6.
25
Lemov, Doug. Managing Director Uncommon Schools. Rockefeller Institute Forum. June 10, 2009.
 exchange for greater accountability, and the flexibility to: (a) allocate resources to levers that propel
student achievement; (b) design an academic program suited to students’ needs; and (c) hire, train,
develop, and retain teachers that deliver results. Our success is measured by academic results and
organizational health and metrics include: (a) the percentage of students demonstrating mastery of content
as measured by the Massachusetts Comprehensive Assessment System (MCAS 26); (b) the performance of
students relative to that of other students in the district, state, and country as measured by the MCAS 27
and nationally normed assessments; (c) our students’ rate of progress relative to their own mastery and
grade level, measured by growth percentile; (d) attendance rates that exceed those of district averages for
middle school; and (e) maintenance of financial stability and positive cash-flow, with all school resources
placed as close to the classroom, as possible. By placing internal pressure on ourselves through these
metrics, we will further motivate our efforts towards the goal of preparing all students for academic and
life success.

B. Curriculum and Instruction

Veritas Prep’s curriculum is aligned with the MA Curriculum Frameworks 28 and all instruction is college
preparatory. Rigorous, explicit standards are the basis for curricular development and revision. The
Executive Director29 oversees the development of school-based curriculum and assessments for each
grade level and subject area during the professional development weeks in August, and the school uses a
frequent assessment system to monitor results. 30 The Executive Director evaluates the effectiveness of
curriculum based on data from Interim Assessments, MCAS 31, and end-of-year Comprehensive
Assessments, and s/he reports such results to the Board of Trustee’s Achievement Committee and full
Board, as well as to the larger community through Family Newsletters and our Annual Report.
Curriculum. To develop curriculum aligned with MA standards and targeted to students’ learning styles
and academic needs, teachers meet and plan for three weeks in August. Staff analyzes data, develops
curriculum, and identifies teaching strategies. MA guidelines, MCAS 32, SSAT and ISEE are used to
establish rigorous, measurable school standards. Informed by Roxbury Prep’s curriculum alignment
process, teachers address every standard within lessons. Teachers distribute to students and families
annual course descriptions that outline academic standards in each class and weekly syllabi; syllabi
include daily objectives, activities, and homework. Anticipating that students will have gaps in learning
when they enroll, diagnostics determine students’ academic strengths and weaknesses. As necessary,
teachers supplement the curriculum to meet student needs. Targeted, standards-based instruction that
supports the most at-risk students, an extended day and year, double periods of daily instruction in
literacy and math, and multiple academic supports each afternoon allow every student to meet high
expectations for achievement. A general curriculum outline is presented below with a more detailed
narrative thereafter.
Grade
SUBJECT
5 6 7 8
Mathematic Dual focus on procedures (computation) and problem Pre-Algebra. Algebra I.
s solving (application). Algebra and Geometry integrated.

26
We recognize the current adoption of national core standards, and the possible impact this may have on the state’s assessment system. Should
there be any change in the MCAS, including a replacement assessment, we will adjust all accountability measures accordingly.
27
Ibid.
28
The MA Board of Education has recently officially voted to adopt national core standards; we will adjust all curricular alignment to ensure full
adherence to such newly adopted standards as they are implemented within Massachusetts.
29
Rachel Romano is the proposed Executive Director; for more detail please see Section III Organizational Viability.
30
For more detail on our assessment system, please see Section II.D on Academic Success.
31
We recognize the current adoption of national core standards, and the possible impact this may have on the state’s assessment system. Should
there be any change in the MCAS, including a replacement assessment, we will adjust all accountability measures accordingly.
32
Ibid.
 Grade
SUBJECT
5 6 7 8
Guided reading, fluency, vocabulary, comprehension Reading and textual
strategies and genre characteristics, focus on phonics analysis of literature in a Reading and textual analysis
Reading
and phonemic awareness as needed. of literature in various
number of genres, spelling,
genres, spelling, grammar,
Spelling, grammar, punctuation, paragraph writing, grammar, punctuation,
punctuation, analytical and
editing/revising. Composing multiple-paragraph writing analytical and persuasive persuasive essays, research
Writing essays, research paper,
of narrative and expository texts. paper, editing/revising.
editing/revising.
United States History, Systematically study the Ancient and Classical U.S. History: Colonialism
Geography, Economics, world outside of the United Civilizations in the – 1914 US Government.
Social Studies and Government: States and North America, Mediterranean to the Fall
Early Exploration to learn geography around the of The Roman Empire:
Westward Movement world continent by continent, Ideas that Shaped History
Integrated study of Integrated study with focus on Integrated study with Integrated study with focus
life, physical and earth earth and space science, life focus on biology, earth on general chemistry and
sciences, technology and physical science concepts, and physical science physics, earth and space,
Science and engineering and a Scientific inquiry, concepts, Scientific technology and
study of scientific experimentation and design. inquiry, experimentation engineering. Scientific
methods and inquiry. and design. inquiry, experimentation
and design.

5th Grade
Understand place value to billions and thousandths; compute w/large/small numbers, positive integers, decimals,
fractions; understand relationship between decimals/fractions/percents; perform calculations and solve problems
using addition, subtraction, simple multiplication/division of fractions/decimals; add/subtract integers; use
Mathematics
variables in simple expressions; compute value of expression for specific values of variable; understand and
compute volumes/areas of simple objects; identify, describe, classify properties of, relationships between,
plane/solid geometric figures; display, analyze, compare, interpret data sets; problem solve; think critically.
Develop vocabulary via spelling, decoding, understanding of imagery, Greek/Latin roots/affixes, context clues,
dictionary skills; fluently read aloud narrative/expository texts; identify/analyze characteristics of poetry, drama,
other types of fiction/nonfiction; practice utilizing phonemic awareness and phonics skills as needed;
identify/analyze plot conflict; contrast character traits; understand/recognize theme; evaluate archetypes used in
Reading
mythical/traditional literature; summarize main ideas/supporting details of nonfiction texts; use textual evidence
to determine author’s POV; understand how text features make information accessible/usable; analyze
chronologically organized texts; draw inferences, conclusions, generalizations supported by textual evidence;
distinguish facts, supported inferences, opinions in texts.
Identify/utilize 7 parts of speech (adding conjunction; preposition; pronoun to previous list); recognize verb
Writing phrases/tense; use correct punctuation, capitalization, spelling; write multiple-paragraph stories/essays (w/
introduction, body, conclusion); gather research from various sources; revise writing; analyze media techniques.
Analyze Pre-Columbian Civilizations of the New World and European Exploration, Describe and explain the
Political, Intellectual, and Economic Growth of the Colonies; Explain key events leading to the Revolution and
the Formation of a Federal Government under the Constitution, Describe the Principles and Institutions of
American Constitutional Government and explain the events that led to growth; describe events occurring during
Social Studies:
19th century presidencies; describe factors that fostered growth of imperialism; analyze US expanding role in
US History and
world during late 19th and early 20th centuries; identify connections between current and historical events and
Geography
issues; understand immigration/demographic changes; determine chronology/cause and effect;
maps/globes/charts/graphs, works of art, primary/secondary sources; understand conflict/cooperation.
Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a
particular place and time; Identify rocks and their properties; Recognize different properties of soil and explain
how it is formed; Distinguish among various forms of precipitation; differentiate between weather/climate;
describe water cycle; recognize that plants and animals go through predictable life cycles; recognize that energy
Science is ability to cause motion or create change; explain how electromagnets can be made, give examples of how they
can be used; recognize that sound is produced by vibrating objects and requires a medium through which to
travel; explain the difference between simple and complex machines; compare natural systems with mechanical
systems that are designed to serve similar purposes, ask questions/make predictions that can be tested; select /use
appropriate tools/technology to extend observations.
6th Grade
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.
Determine unfamiliar word meanings through use of 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;
Reading
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 compare-and-contrast texts.
Identify/ utilize parts of speech (adding interjection to previous list); use common phrases, clauses, simple,
compound, and compound-complex sentences; use correct punctuation, capitalization, spelling, and subject-verb
agreement; write expository compositions, research reports, speeches, responses to literature, and narratives
Writing employing specific details, voice, and effective word choice; revise writing to improve level of detail; employ
various textual organizational structures; create outlines and logical notes; utilize books and the Internet to
complete research projects; apply research steps for completing projects; create multimedia presentations; deliver
formal presentations.
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 a map; determine impact of geography on different peoples; describe impact of extreme
Social Studies:
natural events on human and physical environments; discuss geographic knowledge and skills related to current
World
events; use geographic concepts and skills to find solutions to local, state, national problems; compare/contrast
Geography and
how social institutions influence individual behavior in different societies; describe how social status help(ed) to
Cultures
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.
Understand how topography is reshaped by weathering of rock/soil and by transportation/deposition of sediment;
explain meaning of radiation, convection, conduction; recognize/describe that currents in air and ocean distribute
heat energy; investigate/describe how pollutants can affect weather/atmosphere; discuss how plate tectonics
Science explain important features of the Earth’s surface and major geologic events; recognize how organisms in
ecosystems exchange energy/nutrients among themselves and with 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.
7th Grade
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;
Mathematics
understand pre-algebra concepts; use algebraic terminology, expressions, equations, inequalities, graphs;
(Pre-Algebra)
interpret/evaluate expressions involving integer powers/simple roots; graph/interpret linear/nonlinear functions;
apply Pythagorean theorem; use mathematical reasoning; problem solve.
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
English analysis; identify, analyze, provide textual evidence of themes; identify various genres of fiction; analyze
Language Arts character/plot development; 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.
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
Social Studies: B.C.E., Ancient Hebrews, Ancient Greece, Rome, Indian Subcontinent to 700 C.E.; describe development of
World History 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 a
typical cell of any organism contains genetic instructions that specify its traits; recognize that biological
evolution accounts for the 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.
8th Grade
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
Mathematics equations/linear inequalities in one variable; understand concepts of parallel/perpendicular lines and how slopes
(Algebra I) 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.
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
English skills analyzing various nonfiction texts; evaluate structural elements of plot; analyze how setting relates to
Language Arts problem and resolution; identify significant literary devices that define writer’s style; 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 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.
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, and issues of slavery; analyze factors leading to Civil War; determine
Social Studies:
significance of individuals or groups in the Civil War; describe impact of events and movements that influenced
US History
Reconstruction; discuss American economic response to Industrial Revolution; understand progressive reforms
resulting from Industrial Revolution; create and utilize time lines; analyze various historical interpretations;
understand Earth’s grid system; create maps of past; analyze current events.
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 and heat energy; Recognize earth in solar system, role of gravity and compare /contrast properties and
conditions of other objects; Explain relationship between tilt of Earth and seasons; Describe and relate lunar and
solar eclipses, moon phases, and tides to Earth’s position. Describe and apply engineering design process;
Science
communicate ideas through engineering drawings, written reports, and pictures; Describe manufacturing process
and explain production process; Describe construction of bridges and structures, Apply universal systems model
to solve a 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.

English Language Arts. Graduating eighth graders able to succeed within a college preparatory
program require intensive middle school ELA study and training, and are dependent on a strong ELA
curriculum that builds reading fluency and comprehension of fiction and non-fiction texts. Students have
110 minutes of daily ELA instruction, with a focus on Reading and Writing grounded in the five
components of strong reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 33
Struggling adolescent readers need (a) to be engaged in meaningful content and (b) to ramp up
foundational phonics skills. Reading class focuses on fluency and comprehension of fiction and non-
fiction, with an emphasis on non-fiction. Students practice fluency through guided reading and explicit
phonics instruction.34 Students matriculate from “learning to read” to “reading to learn,” 35 and reading
progress is monitored through use of a grade-appropriate assessment such as the Fountas and Pinnell
Benchmark or Developmental Reading Assessment (DRA). Regular teacher/student conferences allow
teachers to assess reading progress; use of frequent standards-based assessments allow us to calibrate
33
Armbruster, B., F. Lehr, and J. Osborn. Put Reading First. Center for the Improvement of Early Reading Achievement (CIERA). 2001.
34
We differentiate phonics instruction as needed, and modify the degree and depth of phonics instruction accordingly.
35
Chall, J.S. (1983). Stages of Reading Development. New York: McGraw-Hill.
such progress against MA reading standards, grade level expectations, and comparative schools.
Our writing program is vertically aligned across grade levels and includes instruction in grammar, the
writing process, writing essays in a variety of genres, and the research process. “By far, the most
common characteristic of the ‘90/90/90 Schools’ [is] their emphasis on requiring written responses in
performance assessments.”36 Writing is required in all content areas, and teachers create rubrics to assess
the quality of student writing against pre-determined, qualitative and quantitative benchmarks. 37
Strategies and expectations are implemented in all classes; all teachers receive targeted training to support
this expectation.
Led by the Executive Director 38, the Director of Academic Achievement and ELA teachers develop a
rigorous four-year plan for introducing increasingly difficult texts to our students. Using suggested
reading lists of the Common Core Standards, students read complex, high quality texts by authors such as
Twain, Shakespeare, Yep, Frost, Hughes and Morrison. We use texts from awards lists such as the
Coretta Scott King Medalists, Newbery Medalist and ALA Notable Books. Some texts are chosen to
coordinate with content students are learning in history and science, and provide opportunities for
students to make deep connections across the disciplines. Students also have daily Accountable
Independent Reading time. Based on the ethos of Silent Sustained Reading and Drop Everything and
Read, 20 minutes per day is dedicated to students reading fictional texts; and, as developed upon the
success of the reading program at Excel Academy, it includes accountability for reading through a
focused, prioritized journal that holds students accountable for reading with comprehension 25-30 texts
per school year.39
Mathematics. Students have access to a rigorous and challenging math curriculum beginning in the fifth
grade that first addresses previously unlearned skills and concepts and efficiently establishes the
foundational numeracy skills on which more advanced math is based. In fifth and sixth grades, students
take Numeracy, in seventh Pre-Algebra, and in eighth Algebra. Graduating eighth graders demonstrate
mastery of algebra in their last year at Veritas Prep. Students engage in two daily math classes (total of
110 minutes), Procedures and Problem Solving, allowing teachers to focus on computational accuracy
and increasingly sophisticated geometric and algebraic application. 40 This approach is common practice
in many of the Center for Education Reform’s National Charter Schools of the Year, including Excel
Academy, as well as Boston Preparatory, an EPIC Gold Gain School, and Roxbury Preparatory Charter
School.41
Science. Students are curious about the world and how it works, which is the best entry point in
designing a science, technology and engineering curriculum that builds on fundamental concepts
of: Earth and Space Science; Life Science (Biology); Physical Sciences (Chemistry and Physics);
and Technology/Engineering.42 We prepare middle school students with the skills and knowledge
of safe laboratory practices necessary to fully participate in college preparatory high school
courses, and with the foundational science vocabulary and knowledge ready to access the content
of those courses. With teacher guidance, students conduct investigations and prepare reports with
questions, procedures, and conclusions. Curriculum builds upon and develops students’ literacy
skills and knowledge; students develop core vocabulary and conceptual knowledge, and

36
Reeves, Douglas. “The 90/90/90 Schools.” Accountablity in Action. Englewood, CA: Advanced Learning, 2000.
37
Rubrics will be used for short and long responses, and modeled upon those used as part of the MCAS assessment system.
38
For more detail on the professional background of the proposed Executive Director, please see Section III Organizational Viability.
39
Lemov, Doug. Teach Like A Champion. San Francisco, CA: Wiley, 2010.
40
The effectiveness of this approach has been cited by Roxbury Preparatory and Excel Academy Charter Schools.
41
As Fellow with Building Excellent Schools, Rachel Romano is receiving comprehensive curriculum development training from Dana Lehman,
former Co-Director of Roxbury Prep and newly identified Managing Director of the Roxbury Prep network of schools.
42
MA Science and technology/Engineering Curriculum Framework, October 2006. For more detail, please see
www.doe.mas.edu/frameworks/current.html.
 strengthen skills of reading non-fiction texts. Using literacy standards outlined in the Common
Core Standards43, science literacy objectives are incorporated into the curriculum.
Social Studies. Using the MA Curriculum Frameworks for Social Studies 44, we provide a curriculum
that builds a solid foundation of factual knowledge while providing opportunities for students to
understand how history has shaped our lives today and will continue to shape the future. Aligning with
standards at each grade level, curriculum is designed around compelling themes or ideas that engage
middle school students. Students are trained to become critical consumers of non-fiction, primary source
documents - developing thoughts and opinions and learning to express them articulately. Students acquire
historical facts and knowledge as they learn to think deeply about significant events and people and
express their thoughts in writing. The Common Core Standards 45 for ELA outline literacy objectives for
Social Studies and these are incorporated into our Social Studies curriculum and further develop students’
literacy skills.
Specials. Students participate in one specials class daily. In Y1, we offer Physical Education and in Y2-
Y5, we add offerings like art, music, and technology as part of our daily schedule.
Enrichment and Wellness. Our primary focus is to prepare students with strong academic skills and
character needed for success in high school, college, and beyond. We recognize as part of that mission
the importance of providing daily enrichment opportunities and do so as part of our extended daily
schedule. As part of our overall wellness program, we create multiple opportunities for students to
exercise daily. We structure recess for students to engage in games that require them to move and interact
with each other.46 Teachers have the option of leading enrichment classes during the day and after
school.47
Advisory. Advisory curriculum focuses on character education, habits of work and learning, and
exposure to college and community. Students are taught the importance of having DRIVE. 48 We create
standards for each core value and vertically align them across grade levels. For example, fifth graders
recognize DRIVE in themselves and those around them, making connections between academic success
and our values. They learn to set goals that require DRIVE and describe what DRIVE looks like as they
work to accomplish those goals. We use visitor surveys that ask guests to quantitatively and qualitatively
indicate the DRIVE values that they see in individual students, cohorts, and the school as a whole. The
behaviors that we intend to grow, informed by our DRIVE values, and supported through our Advisory
curriculum, are outlined on a grade-by-grade basis below, illustrating the scaffolded and specific set of
expectations we have for our instruction and for our students’ learning.
5th Grade 6th Grade
By the end of 5th grade, students will be able to: By the end of 6th grade, students will be able to:
• Demonstrate sense of purpose, arriving to school and • Work cooperatively as a group.
classes on time, in uniform, ready to learn. • Act for benefit of team/advisory/class/community.
• Demonstrate willingness and ability to work hard and • Greet school visitors and help direct them.
be able to explain what it means to work hard. • Be responsible for actions and admit mistakes.
• Organize their materials and space. • Explain importance/necessity of community.
• Clean up after themselves without being asked. • Find/implement solutions to community problems.
• Ask for help appropriately. • Refuse to hide poor behavior of their classmates.
• Greet people with firm hand and make eye contact. • Remain focused on their work despite challenges in
43
http://www.corestandards.org.
44
The MA Board of Education has voted to adopt national core standards; we will adjust all curricular alignment to ensure full adherence to such
newly adopted standards as they are fully implemented within Massachusetts.
45
Ibid.
46
Structured recess is designed upon the practices at KIPP Academy Lynn, under the leadership of Josh Zoia.
47
We have met with a group from Smith College to discuss the Project Coach program as well as with the YMCA and South End Community
Center to explore enrichment opportunities. We will continue building these and other relationships.
48
Veritas Prep’s character values of Determination, Responsibility, Integrity, Vision, and Enthusiasm.
 • Express agreement or disagreement respectfully.
• Take responsibility for their work.
• Submit work always showing academic integrity.
• Relate current actions to future success.
• Recognize how their actions affect the community.
7th Grade
By the end of 7th grade, students will be able to:
• Take an active role in directing their own learning.
• Correct poor behavior demonstrated by peers.
• Articulate justification for their actions.
• Understand how leadership affects community.
• Be instruments of positive change.
• Take responsibility for cleaning the community in and out of
school.
• Facilitate discussions/reflections on our values in advisory, in
classes, and at Community Meetings.
• Address all adults and students in the building with a civil
and respectful tone at all times.
• Take responsibility for individual/group behavior.
academics or in their personal lives.
• Reflect on strengths and weaknesses, setting goals for
personal improvement. Envision their future in college.
8th Grade
By the end of 8th grade, students will be able to:
• Embrace the responsibility for maintaining a welcoming and
safe school environment.
• Take leadership roles in organizing event days celebrating
the school’s values and mission.
• Take active roles in directing their own learning.
• Serve as ambassadors to school visitors.
• Monitor and encourage their peers to use respectful
language at all times.
• Embrace the importance of a safe and welcoming community
and understand their roles in supporting such an environment.
• Present vision statement including a set of personal values to
school community.

Instruction. Instruction is organized with objectives and agendas for each class. Each class begins with
a Do Now, followed by agenda and objective review, the lesson’s activities, and exit ticket. Clear
expectations around learning outcomes, with interim assessments to measure student progress, allow
teachers the flexibility to match instruction with desired outcomes. Teachers draw from many
instructional methods, to build skills and content knowledge critical to our students’ success and shown
effective in the strongest schools; we consistently use the following strategies, aligned with our
educational philosophy and proven successful with academically at-risk students, including Special
Education, ELL and at-risk subgroups.
• Gradual Release. The “I Do, You Do, We Do” model of instruction begins with the teacher
giving direct instruction on the objective - “I do.” S/he then facilitates the “We do,” guiding students
to practice as a class, talking it through as they apply the material, concept, or skill. In the “You do,”
the teacher releases students to independent practice - the largest part of the class and extending to
homework. Students become more independent and responsible for their learning 49 as “the cognitive
load . . . shift[s] slowly and purposefully from teacher-as-model, to joint responsibility, to
independent practice and application by the learner.” 50
• Flexible Ability Grouping to Differentiate Instruction. Pacing is critical when efficiently
remediating academic gaps and accelerating learning as is grouping students by ability to target
instruction and dramatically impact all learners. “When ability grouping is utilized in a flexible
manner with appropriate curricular adjustment and with consistent expectations and assessments,
significant achievement gains can be realized.” 51 Students are placed into flexible ability groups
based on baseline data generated from testing during orientation. All groups are accountable for the
same concept and skills and are required to take the same internal and external assessments.
• Reading and Writing Across the Curriculum.52 Literacy serves as the crux of our academic
program. As a result, a focus on literacy permeates the curriculum. Emphasizing reading across
content areas accomplishes two things: (1) It provides additional time to develop reading
49
Pearson, P.D., and M. Gallagher. (1983) “The Instruction of Reading Comprehension,” Contemporary Educational Psychology, p.8.
50
Fisher, Douglas, and Nancy Frey. (1998). “Better Learning Through Structured Teacher: A Framework for the Gradual Release of
Responsbility”, p.2, quoting Pearson & Gallagher.
51
Tieso, Carol L. (2003). “Ability Grouping is not Just Tracking Anymore.” Roeper Review Vol. 26.
52
Based upon practices at Roxbury Prep and other high performing charter schools such as BES schools West Denver Preparatory in Denver, CO,
Achievement Preparatory Academy in Washington, DC, and Columbus Collegiate Academy in Columbus, OH.
 comprehension skills and produce avid readers; and (2) It develops readers able to access content
regardless of subject matter. Students are familiar with a variety of texts (fiction, non-fiction,
technical, newspaper/journal articles) and the way ideas are expressed in different genres. To excel in
high school and college, students must write with clarity and fluidity – best accomplished by giving
students numerous opportunities to write for a variety of purposes. We train all teachers on
implementing writing across the curriculum during Summer Institute, with reinforced Professional
Development on abbreviated Fridays.
• Format Matters. Students are trained and required to ask and answer questions and address
teachers in complete sentences, using proper grammar, with strong, voices. Students are respectfully
corrected on format if an answer or question is given using incomplete sentences and/or improper
grammar.53
• Without Apology. Knowledge and learning are not boring, or only useful for testing purposes,
so teachers do not apologize for teaching demanding material. Teachers do not assume that material
is boring because of student demographics or subject content, and do not “dumb down” material to
make it more fun. If material is taught with skill and enthusiasm, lessons are engaging and students
learn the skills and content they need.54
• Focus. Daily tutoring, or Focus, is part of the daily schedule, allowing staff to work individually
or in small groups to re-teach skills and concepts with which students are struggling. Teachers create
tutoring plans and we support and monitor teachers on results.
Results of Instructional Methods. As a direct result of the instructional content and methodology we
have chosen, Veritas Prep students have:
• More time on task. Students need to learn more; they need more time to learn it.
• Demanding curriculum. Students are going to college; they need college prep classes.
• Social competency. Students need to develop socially; they need skills that open doors.
• Competitive test scores. Students want opportunity; they have to show what they know.
• Exposure to cultural experiences. Students are entering the world; we lead the way.
Comprehensively, our instructional methods allow students opportunity to thrive academically, access to
individualized attention, and preparation for high school and college.
Teacher Supervision and Evaluation System. Our evaluation system is inspired by Kim Marshall,
Rethinking Teacher Supervision and Evaluation 55 and the teacher evaluation protocol used at Excel
Academy Charter School. Both approaches embrace frequent informal feedback, and formal observations
tied specifically to those actions that lead to strong learning environments and student outcomes. We
provide school-wide professional support through 20 whole school PD days and dedicated two hours each
week; several days during the calendar year are devoted to Data Days, during which staff analyze results
of student performance and adjust instruction and supports appropriately. We provide individualized PD
through frequent observation feedback and individual goal-setting. We use evaluation rubrics with clear
expectations for performance and conduct frequent mini-observations, providing feedback on the
established criteria for effective teaching. Each teacher sets ambitious goals for student achievement, and
both are used as performance measures. We recruit, support, and compensate highly effective teachers
with competitive salaries. We create a culture of achievement through school structures and practices that
support a data-driven culture. Professional Development (PD) days are detailed on the school’s annual
calendar.56 We provide teachers with high quality, targeted PD and secure time for data analysis,
53
Lemov, Doug. Teach Like A Champion. San Francisco, CA: Wiley, 2010.
54
Ibid.
55
Marshall, Kim. Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap,
CA: San Francisco: Wiley. 2009.
56
See Attachment F: 2012-2013 Veritas Prep Annual Calendar.
collaboration and planning. We are fully committed to providing rich, engaging professional
development experiences for all teachers – with a clear focus: dramatically increasing student
achievement and fulfilling our mission.
C. Performance, Promotion, and Graduation Standards
Performance. Veritas Prep is committed to setting students up for success in high school and will
implement rigorous standards for promotion. We will use standards-based assessments, including weekly
quizzes, interim assessments, and comprehensive assessments to determine a student’s proficiency level
and assign grades for each subject. The table below provides an example of performance standards for
fifth grade students in three subjects:

Subject Trimester Grades Final Grade

Tri 1 (25%) Tri 2 (25%) Tri 3 (25%)
Math Quizzes and Tests (50%), Interim assessments (25%), Homework (25%)
Comprehensive Assessment (25%)
Quizzes, Tests, and writing (50%), Interim assessments (25%), Tri 1 (25%) Tri 2 (25%) Tri 3 (25%)
Reading Homework (25%) Comprehensive Assessment (25%)
Quizzes, Tests and writing (50%), Written Assessments (25%), Tri 1 (25%) Tri 2 (25%) Tri 3 (25%)
Science
Homework (25%) Comprehensive Assessment (25%)

Promotion. Promotion to the next grade is dependent upon sufficient mastery of all subjects. Sufficient
mastery in a subject is indicated by a grade of 70% or better based on classwork, tests, quizzes, writing
assignments, interim assessment scores, attendance, and homework. Students who have IEPs will be
promoted to the next grade based on successful completion of IEP goals in alignment with our promotion
policy. Leaders and staff communicate this policy proactively to students and families and uphold and
implement the policy fairly and consistently.
Students who earn a 70% or better in all core academic classes earn 70% or better in all end-of-year
comprehensive exams, and who have not missed more than 15 school days are promoted to the next
grade. Any student who receives below a 70% for their final grade for the year for any one or two core
academic class(es) or on any one or two end-of-year exams attends Summer Academy and retakes the
end-of-the-year comprehensive exam(s) at the conclusion of the summer program. Students who attend
Summer Academy may be promoted to the next grade by fulfilling all Summer Academy requirements
and passing the end-of-the-year comprehensive exam(s) taken at the end of the summer program with
70% or better; however, their final grade for the class(es), regardless of score on the end-of-year
comprehensive exam(s), is a 70%. If the student fails to fulfill the requirements of Summer Academy or
does not pass the end-of-the-year comprehensive exam(s) with 70% or better, he/she repeats the grade.
Any student (a) receiving less than 70% in more than two core academic classes, or (b) who misses more
than 15 days without a reasonable health concern that prevented attendance at school, is automatically
retained and, at the discretion of the Executive Director or Director of Academic Achievement, may be
required to attend Summer Academy.
If a student does need to repeat a grade, the Director of Academic Achievement assembles a
multidisciplinary team to plan an appropriate strategy for the following year. Based on an understanding
of the reasons for the student’s lack of success the previous year, the team details supports and processes
for ensuring that he or she will be successful the following year. These interventions may include, but are
not limited to, extra tutoring in August or at Saturday Academy, a change in the student’s flexible ability
grouping, or an effort to work with the student’s family to address personal or peer group issues.
Measurement of students’ social progress is done through a rubric aligned with our DRIVE values and
our internal token economy paycheck system; neither counts as part of formal promotion criteria.
Exit Standards. Because Veritas Prep enrollment stops at eighth grade, students do not graduate, but
simply are promoted to the ninth grade. The requirements for eighth grade promotion are the same as
those outlined in the grade level promotion section above. Examples of exit standards are outlined in the
Curriculum section.
Communication with Parents. We keep parents advised of their child’s academic progress toward
promotion on a consistent basis. Parents receive both verbal and written communication concerning the
progress of their child throughout the school year, including weekly behavioral, academic, and homework
progress reports. In the middle of each trimester, parents receive formal written progress reports from
each of their child’s teachers. These progress reports contain qualitative and quantitative data for each
class, in addition to the student’s current cumulative grades. At the end of each trimester, there is a
formal parent conference/report card night where teachers and parents meet to discuss their student’s
progress as well as to pick up their student’s report card. We want to be sure parents are fully aware of
their child’s academic status at all times and that teachers have very specific and intentional times to meet
with parents, so we do not mail report cards home, nor send them home with students. All parents are
required to come to school to pick up their child’s report card. 57 Parents receive phone calls from the
student’s advisor on a biweekly basis. During these calls, advisors update parents on the academic
progress of their student. Additionally, we track daily attendance closely and communicate promptly and
directly with families to minimize the impact of absence on any child‘s academic progress.
D. Assessment System
Instruction, Professional Development, and student academic progress rely on successful implementation
and use of data generated from standards-based, ongoing assessments. Student achievement data is used
by all stakeholders: it drives instructional decision of leaders and teachers; it informs parents and students
about academic strengths and areas for focused effort; and it sets priorities for the Board of Trustees. The
Executive Director oversees the assessment system and reports on progress towards academic goals to the
Board of Trustee’s Achievement Committee each year, as well as to the larger community through
Family Newsletters, Annual School Report Card, and Annual Report. The Director of Academic
Achievement coordinates the implementation of the assessment system and supports teachers in that
process. Parents receive weekly reports on their child’s academic progress, behavior and homework
completion.
Paul Bambrick-Santoyo explains the most effective use of an assessment system: “[I]nstead of standards
defining the sort of assessments used, the assessments used define the standard that will be reached . . . .
[W]e should not first teach and then write an assessment to match; instead, we should create a rigorous
and demanding test and then teach to meet its standards.” 58 Using the wisdom of schools like North Star
Academy, we first develop interim assessments and then develop the plan to get our students there.
According to Bambrick-Santoyo, “[I]nterim assessments should be created before teaching ever begins.
In data-driven instruction, the rigor of . . . assessment items determines the rigor of the material taught in
class.” We assess students through: Daily Exit Tickets; Weekly “Show What You Know” Quizzes;
Common Interim Assessments; and End-of-Year Comprehensive Summative Assessments.
Daily Exit Tickets. Teachers use exit tickets at the end of class as formative assessments to measure
which students mastered the objective and which need additional support. Exit tickets inform adjustments
to lesson plans, student groupings, and tutoring needs.
Weekly “Show What You Know” Quizzes. Teachers develop weekly quizzes to measure student
mastery of taught material. Quizzes are formative assessments and align with MA State Standards 59 and

57
All necessary follow-up with families who do not attend report card night will be monitored by the Executive Director.
58
Bambrick-Santoyo, Paul. Driven by Data: A Practical Guide to Improve Instruction. CA: San Francisco: Wiley, 2010.
59
As noted earlier, we will adjust and align all curriculum to core national standards as required.
the school’s internal learning standards. All quizzes specify the standards assessed per individual
question. Quizzes provide efficient, real-time measures of each week’s lessons’ effectiveness and
individual student progress.
Common Interim Assessments. 60 We use common, standards-based assessments and administer these
every six-to-eight weeks to measure instructional effectiveness and student growth. Each question and
writing prompt indicate the standard(s) being assessed. Data informs staff on standards students have
mastered, standards needing to be re-taught, and students needing additional support. Administering
interim assessments on a pre-determined, cyclical basis, staff has a stream of data from which to make
decisions to propel student growth. Monitoring the system allows us to prevent middle school students
from slipping through the cracks.
Comprehensive Summative Assessment. During the PD weeks prior to the start of first operational
year, teachers develop Comprehensive Assessments (Comps) for each grade in ELA, Math, Science and
Social Studies. This process, facilitated by the Executive Director and Director of Academic
Achievement, is modeled after the assessment system at Roxbury Prep. Comps are based on the MA
State Learning Standards61 and our internal learning standards (developed through backwards planning
from the MA State Learning Standards 62), and designed to encompass everything to be taught during the
academic year. Assessments require students to demonstrate mastery through more elaborate writing and
problem solving than allowed on standards-based assessments, such as MCAS 63 and Interim Assessments.
Administered at year’s end as a summative assessment, we compare student performance on Comps with
their performance on state tests and use data to inform revisions to curriculum and instruction.

E. School Characteristics
Student and teacher schedules reflect in length, organization, and content our dedication to the school’s
mission. The calendar and daily schedule reflect our dedication to increased instructional time with an
extended school day and year. We operate on a trimester schedule and provide 190 total days of
instruction, nine days of Saturday Academy for students needing additional support during the year, and
10 days of Summer Academy for students struggling to meet academic requirements during the year. We
offer 20 additional Professional Development days, 15 in the summer and an additional five throughout
the year. The calendar is based on a trimester schedule, and can be found in Attachment F. School doors
open at 7:30 for breakfast, and the school day starts at 7:45AM, with daily operation from 7:45AM –
4:20PM64 on M/T/W/TH and from 7:45AM – 1:50PM on Friday65 to allow ongoing, targeted Professional
Development. Core academic classes are 55 minutes long, and students take six core academic classes
daily, along with Advisory and Focused Enrichment.
Sample Student Schedule (Fifth Grade, Section 1)
Time Teacher
7:30 AM – 8:05 AM Breakfast/Accountable Independent Reading (late bell at 7:45)
8:05 AM – 8:20 AM Advisory: Prep and DRIVE
8:20 AM – 9:15 AM Math Procedures
9:15 AM – 10:10 AM Reading
10:10 AM– 11:05 AM Physical Education/Tutoring (rotating days as needed, focused on math)
11:05 AM – 12:00 PM Social Studies
12:00 PM – 12:40 PM Lunch/Recess/HW Center
60
This process is modeled after several schools which Rachel Romano is studying through the BES Fellowship, including North Star Academy,
Amistad Academy, Democracy Preparatory, and Roxbury Preparatory.
61
As noted earlier, we will adjust and align all curriculum to common core national standards as required.
62
Ibid.
63
As noted earlier, we will adjust all measures should there be any change in the use of the MCAS.
64
Doors open at 7:30 for breakfast and students must arrive by 7:45AM; the day extends to 5:00 PM for afterschool activities/consequences.
65
All core classes meet on Fridays, and all class periods are shortened by 10 minutes to allow for weekly staff PD.
 12:40 PM – 1:35 PM Writing
1:35 PM– 2:30 PM Math Problem Solving
2:30 PM – 3:25 PM Science
3:25 PM – 4:20 PM Focused Enrichment (literacy)
4:20 PM Dismissal
4:20 PM – 5:00 PM After School Activities/Detention

Day in the Life of a Veritas Prep Student

7:30 AM Erica hops off the last stair of the bus and looks up expectantly to find the Executive Director
standing in front of the entrance to Veritas Prep. She moves her homework folder to her left hand as she
prepares to extend her right hand for a proper greeting: eye contact, firm hand shake, and an enthusiastic
“good morning.” On her way to the breakfast room, Erica puts her homework folder in the crate labeled,
“Howard University,” the name of her Advisory group. She proceeds to the short line, picking up a piece
of fruit and cereal. Erica enjoys her breakfast as she talks quietly with Mr. Clark, her reading teacher,
about the story they read yesterday in class. A few other students join in and Mr. Clark reminds them to
use their breakfast voices as they talk about the story’s characters.
7:45 AM Advisory Leaders stand from their breakfast tables, signaling to students that it is time to begin
to line up. Each student lines up behind their advisor and moves silently to their Advisory. Erica realizes
that they follow the same order and her group always goes second to last. She and her Advisory are
settled in their seats and pull out their Accountable Independent Reading books without being asked;
many of them had been reading at breakfast. At 8:02, Mrs. Martin gives the group a three minute
warning and Erica marks her page and pulls out her reading log to document her page number and
summarize what she read. At 8:05, Erica and her Advisory pick up where they left off in yesterday’s
Advisory and reflect on a recent trip to Springfield College. The goal for the week is to create a vision
for her future in college. Each student shares one thing they learned about college and one thing they are
wondering about. Mrs. Martin and her classmates answer some questions and others are recorded on our
list of things we want to know about college. With a one minute warning, Erica stands and silently leads
the line to Period 1.
8:20 AM Mrs. Henderson waits at the door of her classroom and gives Erica her second handshake of the
day. Greeting every student by name, she reminds them that the “Do Now” is on the board and they have
five minutes to complete it. Erica finishes before time is up because she has really mastered long division
after last night’s homework. She had been struggling with it but after working with Mrs. Henderson
during Focus yesterday, it is a cinch. She can hardly wait for Mrs. Henderson to see her homework and
Do Now, which should earn her some DRIVE dollars for showing Determination and Responsibility.
Erica sails through the lesson and independent practice. After completing her exit ticket, she places it in
the bin and walks silently with her class to Reading.
9:15 AM Erica smiles when she sees Mr. Clark at the door and greets him with an enthusiastic
handshake. She can hardly wait to discuss the story and new vocabulary. She places her materials neatly
on her desk and immediately starts on her “Do Now.” Erica used to hate class discussions about reading
because she did not always understand what she read but Mr. Clark always teaches them a strategy and
explains how he uses it to make meaning from the words. Erica shares her understanding of the story and
learns new vocabulary that she includes in her vocabulary notebook. After placing her homework in its
folder and completing her exit ticket, Erica cleans her work space and collects her things as she and her
class silently walk to physical education.
10:10 AM It is always exciting in Physical Education; it feels more like an adventure than a class. Erica
and her classmates often have to work together to solve problems and Mr. Jones always times them so
that they have to move really fast. She has learned a lot of games that do not require any equipment and
she has taught them to her brothers and sisters.
11:05 AM Erica greets Mr. Smith at the door of his Social Studies classroom. He greets her
enthusiastically and she sits right away, placing her materials on her desk and beginning her “Do Now,” a
journal entry about the Boston Massacre. Mr. Smith tells students that he will show them the Old State
House, where it happened, when they visit college campuses in Boston. After the lesson, Erica places
her homework in the folder and completes her exit ticket. She and her classmates line up and silently
walked to their Advisory room where they retrieved the things they would need for their afternoon
classes.
12:00 PM Erica is excited to see salad as an option for lunch today and chooses it. She grabs an apple,
water, and settles into her lunch table at her assigned seat. She watches a few students heading towards
the Homework Center and is relieved that she has successfully completed her homework and can
participate in recess. Recess is led by Mr. Jones and it is always fun. Today is rainy and she is able to
play Dance, Dance Revolution while some kids use the jump ropes and Mr. Jones leads another game.
At 12:40, teachers stand along the wall, indicating that it is time to line up and head to the next period.
12:40 PM Erica retrieves her things from her table and goes directly to Mrs. Kelleher’s spot, where she
waits every day. Her group, the first to leave the lunch room, as always, walks silently to Writing Class.
Erica loves writing and feels so proud about the number of pieces she has produced this year. Some of
them hang on the wall because they are exemplary according to the writing rubric. The lesson is about
revising and Erica practices the skills Mrs. Kelleher has taught by revising the introductory paragraph.
Mrs. Kelleher kneels beside her and gives some precise praise about her revisions. Erica feels confident
about revising the rest of her essay for homework and when time comes, she places it in her homework
folder. She completes an exit ticket, collects her materials, and walks silently to her next class.
1:35 PM Math Problem Solving is even more fun when you know your math facts. Erica finds that her
mastery of long division helps her to solve the problems and she shares what she has learned from Mrs.
Henderson in Focus with her classmate as they work on it together in the “We Do” part of the lesson. She
and her classmate proceed with flying colors through the “I Do” and Erica scans her homework with
confidence, knowing that she has the skills to solve the problems. She completes her exit ticket, collects
her materials, and walks silently with her classmates to the next period.
2:30 PM Erica always looks forward to Science with Mr. Ward, who greets her at the door with a
handshake. She places her materials on her desk and gets started on the “Do Now.” It is a journal entry
about the life cycle of a butterfly, something they learned about yesterday. Erica has a lot to write but
wraps it up when Mr. Ward gives a 30-second warning. She notices some new words on the board and
wonders what “predictability” has to do with butterflies. Mr. Ward’s lesson explains that animals go
through predictable life cycles and uses the butterfly as an example. Erica wonders if this is something
that you can learn about in college and notes that she should bring it up in Advisory so they can look for it
on their next college visit. She completes her exit ticket, collects her materials, and heads to Focus.
3:25 PM Erica enjoys Focus with Mrs. Henderson and she can see how much her math skills have
improved. Problems that she would have never been able to solve are easy for her now. Erica is excited
about her successes and looking forward to participating in Enrichment after this week. It has already
been cleared by Mrs. Henderson, based on her achievement scores, and she has signed up for painting
with Mrs. Kelleher. Her last Focus concludes with Mrs. Henderson showing her how she performed on
the first Interim Assessment compared with how she performed on the recent one -“huge gains” Mrs.
Henderson calls it. After Focus she returns to her Advisory room to collect her things for dismissal.
4:20 PM Erica says goodbye to her teachers and school leaders who are scattered through the hallway as
she makes her way outside to her bus. From the bus window, she watches the Executive Director say,
“See you in the morning, do all of your homework.” Erica smiles and waves as her bus rolls away.
 Sample Teacher Schedule (Fifth Grade Math) Day in the Life of a Veritas Prep Teacher
Time Teacher 7:30 AM Mrs. Henderson grabs an apple and
7:30 AM – 8:05 AM Breakfast/Accountable Independent Reading sits at the breakfast table with fifth graders.
8:05 AM – 8:20 AM Advisory: Prep and DRIVE
8:20 AM – 9:15 AM Section 1 – Math Procedures
She is not assigned to do this as a duty but
9:15 AM – 10:10 AM Targeted Tutoring enjoys the routine of eating with her students,
10:10 AM – 11:05 AM Planning talking with them, and making personal
11:05 AM – 12:00 PM Section 2- Math Procedures connections. At 7:40 AM, she wraps up her
12:00 PM – 12:40 PM Lunch/Recess/HW Center conversation and lets her Advisory know that
12:40 PM – 1:35 PM Section 3 – Math Procedures she is heading over to her post. In a morning
1:35 PM – 2:30 PM Planning
2:30 PM – 3:25 PM Curriculum Development
routine that students are familiar with, they
3:25 PM – 4:20 PM Focus begin to clean up their table.
4:20 PM Dismissal
4:20 PM – 5:00 PM After School Activities (TH)
7:45 AM Mrs. Henderson’s Advisory is one
of the first to leave after breakfast so her
students know to join her at her post promptly. She greets each of them enthusiastically with a handshake
and lets them know when it is time to get quiet for transition through the hallway. She walks her students
from breakfast to their Advisory where they immediately take out their books and begin to read. Mrs.
Henderson records the names of students not present on a sheet of paper which she slips into a folder
outside her classroom door for the Office Manager. She takes out a chart that her group has been creating
based on college visits and posts it in front of the room to continue a conversation from yesterday. Each
fifth grade Advisory visits several college campuses during the year; her group recently returned from
Western New England College. She tells the group that it is time to summarize what they have read on
their recording logs. Then, she facilitates a discussion about the college visit, asking questions, and
piquing her students’ interest in college life, to help them create a vision for their future in college. Her
Advisory lines up and heads off to first period.
8:20 AM Mrs. Henderson waits at the door of her classroom to greet each student from Section 1 of her
Math Procedures class. She reminds them of the “Do Now” procedure and starts her timer to count down
from five minutes. Mrs. Henderson moves through her agenda, using the “I do,” “We do,” “You do”
method for this particular lesson. She moves around the room during the “You do” section, focusing her
attention on struggling students. She passes out an exit ticket to each student and a sheet of practice
problems for homework. She reminds students to leave no trace at their work space as they silently
collect their things and line up for transition. Once students have formed a line, she walks them to Mr.
Clark’s room for their Period 2 Reading class.
9:15 AM Targeted tutoring time with students is one of Mrs. Henderson’s favorite parts of the school
day. Often working with one student on one specific math skill, she creates a tutoring plan and shares it
with the student so they understand the purpose and intended outcome of Targeted Tutoring. She
appreciates having this time built into her schedule to target and remediate learning gaps or
misconceptions before they grow. The results from the recent Interim Assessment show large gains from
students she has worked within targeted tutoring.
10:10 AM During her planning period, Mrs. Henderson creates her next weekly syllabi for Math
Procedures, which goes home to families at the end of this week. Then, she reads exit tickets form
Section 1 to assess which students are ready to move forward, who may need tutoring, and what tweaks
she should make to tomorrow’s lesson.
11:05AM Mrs. Henderson stands at her classroom door to greet students from Section 2 as they enter the
room for Math Procedures. She delivers the same lesson as she did for Section 1 but adds one more
problem to the “We do” part of the lesson after checking for understanding and realizing that students in
this section need a little more guided practice before practicing the skill independently. It is a good
decision and students work with ease during the “you do” part of the lesson. They complete exit tickets,
collect their belongings and line up silently for transition to lunch. Mrs. Henderson walks them to their
Advisory where they collect the materials they will need for the afternoon and then proceed to the lunch
room.
12:00 PM Mrs. Henderson buys a salad and fruit from the lunch menu and joins a group of students at
their table. She eats and talks with students for about ten minutes before heading over to the Homework
Center to offer help to students who did not complete their math homework to a satisfactory degree.
There is another teacher assigned to help students, but Mrs. Henderson likes to see who is there so she can
check out their exit ticket and independent practice from the day. In addition to Interim Assessment data,
this is how she decides who needs targeted tutoring and informs the planning of her Focus session. At
12:35 PM, Mrs. Henderson waits for her Section 3 Math Procedures group to line up ready for transition.
12:40 PM Mrs. Henderson walks Section 3 to her classroom where they enter and immediately begin
their “Do Now.” She follows the same plan as she did with Section 2 through to the completion of an exit
ticket. She walks the group silently to their next class and heads to the Director of Achievement’s office.
1:35 PM Mrs. Henderson and the Director of Academic Achievement (DAA) spread achievement data
from the recent Interim Assessment across the table in the office. The DAA begins asking Mrs.
Henderson questions about the data and they engage in a thoughtful discussion and analysis of the data
which, along with Mrs. Henderson’s classroom observations, informs the goals for Focus and identifies
the students who should attend. Mrs. Henderson spends the rest of this planning period documenting the
plan and creating a list of the students who will participate.
2:30 PM Collaborating with the Math Problem Solving teacher to write curriculum has been an ongoing
part of Mrs. Henderson’s work since August. Today, they continue that work, using student achievement
data to inform their planning.
3:25 PM Mrs. Henderson leads her last day of a six-week session designed to remediate gaps identified
from the first Interim Assessment data. Focus has been a success with students mastering skills and
propelling forward with their problem solving. Today, she shares some of those successes with students,
awarding them DRIVE Dollars for their hard work and effort. She reminds them of an Advisory lesson
where they learned how what they do today will impact their future and makes it clear that their work to
improve through Focus has made an incredibly positive impact on their future. Students leave proud and
smiling and so does Mrs. Henderson.
4:20 PM Mrs. Henderson stands at her dismissal post, saying “Good-bye and do your homework.” She
then returns to her professional workspace with other colleagues, calls a few families to give updates
about their students’ progress, and prepares her materials for the next day of learning, including finalizing
all materials for her math instruction and her tutoring sessions.
Sample Friday Schedule (student)
Time Teacher
7:30 AM – 7:55 AM Breakfast/Advisory (7:45 late bell)
7:55 AM – 8:40 AM Reading
8:40AM – 9:25AM Science
9:25 AM – 10:05 AM Math Problem Solving
 10:05 AM – 10:50 AM Writing
10:50 AM– 11:35 AM Lunch/Recess/HW center
11:35 AM – 12:20 PM Social Studies
12:20 AM – 1:05 PM Math Procedures
1:05 PM – 1:50 PM Community Meeting
1:50 PM – 2:00 PM Dismissal
2:00 PM – 4:00 PM Professional Development

Building and Communicating a Culture of Achievement. We provide a positive, safe, vibrant middle
school where student achievement comes first. By implementing systems and structures to limit
distractions, and as drawn from BES schools such as Excel Academy 66, Achievement Preparatory
Academy67, and Columbus Collegiate68, we keep a laser focus on achievement. Advisory classes provide
the daily structure in which we teach students the character values necessary to excel as scholars and
individuals. Weekly community meetings celebrate our success as a community and recognize each other
for having the DRIVE to compete, achieve, and succeed. Students are taught that it
takes DRIVE to be successful and given explicit instruction in our values: Determination, Responsibility,
Integrity, Vision, and Enthusiasm. During the planning year, the Executive Director conducts recruitment
events in the South End of Springfield 69, explaining the school’s mission to parents and students and
emphasizing the importance of every child obtaining a quality, college-preparatory education. At these
events and throughout our marketing material, we communicate how Veritas Prep will accomplish its
mission through: high expectations, a highly structured environment, a focus on academic achievement,
an extended school day and year, and the importance of character development. Partner organizations in
the South End neighborhood have already begun to assist with these efforts. Square One Early Education
Center and the Springfield Housing Authority have worked with us to set up parent focus groups in order
for founders to meet families and learn more about their needs and the needs of their children. Both
organizations have agreed to assist with ongoing recruitment of students and families to Veritas Prep.
Establishing Our School Culture. A warm and demanding school culture for every stakeholder begins
before the school’s first day of operation with home visits and annual family orientation meetings, with
multiple scheduled sessions at times to best serve the needs of our families. We review all components of
the Student and Family Handbook that explicitly name expectations of students and parents and staff.
The Handbook outlines the structures that support students during and outside of the school day. It
details the school’s expectations and consequences for not meeting those expectations. Topics include
attendance, uniforms, school work, homework, and discipline. The Handbook details which staff families
and students should contact for needs that can occur during the year and all families receive the
Handbook during Family Orientation.70 Communicating expectations clear and early helps parents to
understand the weekly progress reports and regular communication from the school about academics and
behavior. See description of Parent and Family Partnerships later in this section.
The Staff Handbook details expectations, policies and procedures for all staff. The Handbook details the
expectations for ensuring that we maintain a safe, orderly, academically focused school. We provide the
Handbook and review its contents during Summer Institute. Professional Development for the Summer

66
Excel Academy, a BES School founded in 2003, opened its doors in East Boston, MA; it uses clear systems for checking uniforms and HW
completion each morning. Excel Academy has worked closely with BES since its inception.
67
Achievement Preparatory Academy, a BES School founded in 2007, opened its doors in 2008 in Washington, DC; after one year of operation it
boasted the highest gains in student achievement in the district, and has developed an exemplary character education program for students in
grades 4-8. Achievement Prep works closely with BES as part of its Follow-On Support.
68
Columbus Collegiate, a BES School founded in 2007, opened its doors in 2008 in Columbus, OH; it is the highest performing middle school in
Columbus, and in 2010 was awarded the Silver EPIC Award by New Leaders for New Schools. Columbus Collegiate works closely with BES as
part of its Follow-On Support.
69
While the school will target the needs of students in the South End, in full compliance with MA Charter Law the school will publicize its
enrollment process widely throughout Springfield and will be available to all families on a space available basis.
70
Students and families who enroll after the start of the year have an individualized Orientation and are provided the Handbook.
Institute, when staff works together for three weeks prior to the start of the school year, provides training
on how to consistently execute the school’s mission, vision, and philosophy. 71 Ongoing Professional
Development throughout the school year supports all staff in consistently implementing the systems and
procedures that support our school culture, and analyzing Interim Assessments data to continuously
improve our curricular calendar and individualized student supports. Students begin the year with a
weeklong orientation that focuses on teaching the systems, routines, and procedures that underpin our
school culture. Ongoing student support is provided through daily Advisory and weekly community
meetings. Individual students receive a weekly paycheck directly aligned with our expectations.
Paycheck Token Economy System. Modeled after KIPP and as implemented by BES schools such as
Excel Academy (Prep Points) and Achievement Prep (DREAM Dollars), we reward and grow positive
student behaviors through the use of a “paycheck system” and reward students with weekly paychecks of
DRIVE Dollars for upholding expectations and modeling DRIVE values. Students earn DRIVE Dollars
individually and may lose DRIVE Dollars for exhibiting behaviors that do not uphold the DRIVE values
(i.e. unprepared for class, not paying attention, not doing HW, disrespect). DRIVE Dollars are used to
purchase mission-appropriate materials (college notebooks, pens, and t-shirts) and school supplies.
Students can accumulate DRIVE Dollars for rewards such as field trips and events. Paychecks are tallied
weekly and sent home for parental review and signature, and are returned to school each Monday.
Students receive new weekly paychecks (starting at $100) every Monday. Paychecks tell families how
students have done in the previous week in regards to attendance, behavior, and homework.
Disciplinary Offenses. 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 school-sponsored activity. Consequences for disciplinary offenses are subject to the
discretion of the Executive Director and the Dean of Culture and Community and may include school
service, loss of privileges, detention, in-school suspension, out-of-school suspension, and/or expulsion.
The list of punishable offenses is set forth in the Student and Family Handbook.
Consequences are administered for behavior that transgresses our Code of Conduct, such as
unpreparedness for class, minor disruptions of class learning, uniform violations, and chewing gum.
More serious consequences are administered for behaviors including, but not limited to the following: 72
• Disrespect and/or disruptions of learning. We do not tolerate disrespectful behavior towards
staff, guests, or other students. Behaviors which prevent other members of the school community
from pursuing their education (such as failing to follow a teacher’s directions, repeated talking or
deliberately distracting other students during class) are considered disruptions of learning.
• Cheating and/or plagiarism. Cheating and plagiarism represent breaches of community integrity
and trust. 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 includes any forms of touching, groping, or other displays of
affection.
• Attendance violations. Students are required to attend all scheduled classes and events, on time.
Students should not go beyond the specified limits of the school grounds without an approved
71
Learn more about Professional Development in Part D of Section III Organizational Viability.
72
Strategically informed by Boston Preparatory Public Charter School’s Student and Family Handbook.
 chaperone or the express permission of a faculty member. 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 are committed to maintaining 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 is 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.”

Progression of Consequences
• Paycheck Deductions. Teachers give students visual reminders and verbal clarification to help
students develop self-discipline and correct behaviors. Students whose behavior in class is
unproductive or counter-productive earns paycheck deductions and are required to serve a detention
at the end of the school day.
• Suspension from Class. Any student whose behavior disrupts the learning environment and
jeopardizes another student’s education is suspended from class at the discretion of the teacher. This
means that the student must report immediately to the Executive Director or Dean of Community and
Culture, and remain in the office until it is clear that the disruptions will cease. Suspension from class
requires 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 results in the loss of all social and academic
privileges. A student who receives an in-school suspension remains in the building and continues to
have access to the curriculum but is isolated from classmates and peers. An in-school suspension
may also result in after school duties. A parent or guardian is 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 is subject to out-of-school suspension.
• Out-of-School Suspension. An out-of-school suspension results in the immediate removal from
school of the student in question. Unless otherwise stated, the final determination of the length of any
out-of-school suspension rests with the Executive Director. The suspension continues 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 takes 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 is not allowed on school grounds or at school-related functions.
• Expulsion. An expulsion results in the immediate and permanent removal from the school.

Suspension and Expulsion Procedures

• Short Term Suspensions. Unless a student presents a danger or risk of substantial disruption to the
educational process, the student receives the following prior to suspension of one to ten days: oral or
written notice of the 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 occurs immediately after rather than
before the suspension.
• Long Term Suspensions or Expulsion. For expulsion or suspension longer than ten days, the
student receives: written notice of the charges; the right to be represented by a lawyer (at the
student’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 record the hearing and a copy of such is made available to the
student upon request. Notices and proceedings are translated into the student’s/parent’s primary
language if necessary for their understanding of the proceedings.
• Role of the Executive Director and Board of Trustees in Long Term Suspension and/or
Expulsion. The Executive Director (ED) is vested with the authority to expel students in the
following four circumstances: student possession of a dangerous weapon; student possession of
controlled substance; student assault of educational personnel; or student charged with or convicted
of a felony. All decisions by the Executive Director regarding long term suspension or expulsion of a
student for any of the above-cited reasons or any other reason are subject to review by the Board of
Trustees.
Expulsion for all offenses except for the four listed above must involve the Board of Trustees. Expulsion
shall be defined as permanent expulsion from Veritas Prep. Upon receipt of the recommendation for
expulsion, the Board of Trustees considers the expulsion of a student (as provided for in M.G.L. c. 76).
The following procedures apply:
• the ED 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 is 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 are held in executive session unless the student or
parent requests an open hearing;
• a student and/or parent have the right to review the student’s records;
• the decision by the Trustees is 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 are
published in our Student Handbook in accordance with M.G.L. c 71 section 37H.
Discipline Procedures Applicable to Students with Disabiliti es. In addition to the discipline
procedures applicable to all students, the following procedures are applicable to students with disabilities.
A student not specifically identified as having a disability but whose previous school(s) or Veritas Prep,
prior to the behavior which is the subject of the 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. Veritas Prep 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.
• Veritas Prep maintains 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 IEP includes a Behavior Intervention Plan (BIP) is 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 is
immediately referred to the Student Services 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, such student is immediately referred to the Director of Student Support, or a like
position or team of individuals, for reconsideration of the student’s BIP and/or educational placement.
In the event 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. Those students removed for a period fewer than ten days
receive all classroom assignments and a schedule to complete such assignments during the time of his or
her suspension. Provisions are made to permit a suspended student to make up assignments or tests
missed as a result of such suspension. The school provides additional 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-on-one 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 are
provided to the extent determined necessary to enable 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, make the service determination. During any removal for drug
or weapon offenses pursuant to 34 CFR § 300.520(a)(2), services are 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 are 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.
Homework Center. Homework (HW) is assigned nightly and is a mechanism for student success. HW
is used to review materials and subject content taught in class that day or in a previous lesson, and serves
as a consistent barometer for student performance. Since HW is review of subject content already taught,
it allows teachers to know how each student is performing on each lesson and to identify any
interventions students may need. Nightly HW also helps students become accustomed to the self-
motivation and time-management skills needed to advance their education. HW check is part of the
morning Advisory routine; students who do not complete any HW are required to attend HW Center
instead of social lunch and recess that day. The names of students not completing HW or completing HW
unsatisfactorily, e.g., crumpled paper, illegible handwriting, are reported to the office and the Office
Manager promptly informs the parents. HW Center provides a quiet, structured environment where
students can complete HW and receive assistance.
Focus. All students have access to focused literacy and math tutoring as part of the daily schedule.
Students are identified for support by teachers and based on data from the interim and other assessments.
Tutoring is differentiated based upon student needs and mandatory for any student scoring below 70%. A
student attends tutoring over a six-week period or until s/he demonstrates that s/he is successfully
mastering class material. Students who do not need tutoring in math have additional physical education
time instead and those who do not need tutoring in literacy have enrichment. Enrichment also focuses on
literacy and may include options such as dramatic performance and poetry.
Saturday Academy.73 Saturday Academy provides supplemental support in reading and math. Starting
the second month of school, Saturday Academy is offered once per month. This supplemental program
provides struggling students with academic support in small groups tailored to their specific academic
needs. Students enrolled in Saturday Academy are also required to attend Focus during the week.
Summer Academy. At the end of the year, students scoring below 70% in one or two core academic
class(es) are required to attend a two-week Summer Academy. 74 Students work through targeted
instruction and practice in subject area(s) of struggle. At the end of Summer Academy, students are re-
tested on the comprehensive assessment(s) in the appropriate subject area(s). If a student scores 70% or
above, s/he is promoted to the next grade; if below 70%, s/he is retained. Families who believe that their
student(s) requires summer support, regardless of promotion status, may select to attend Summer
Academy, with prior approval of the Director of Academic Achievement. If approved, a self-selected
student is held to the same academic and behavioral standards as students required to attend, except that
s/he does not receive a formal grade and is not required to take the comprehensive assessment. Summer
Academy is offered starting the summer after the first year of operation. 75
Parent and Family Partnerships. Families active in their child’s school and education are crucial to
their student’s academic success. Research supports this: When families are constructive participants in
their child’s academic life, student learning outcomes improve. 76 We build a positive and mutually
beneficial relationship through regular communication between school and the caring adults in our
students’ lives. We work with families to become part of our school’s effort to promote their children’s
academic success, and the possible academic success of all students. Strategies include:
• Annual information sessions during application process and following the lottery
• Home visits for every family prior to the start of the school year
• Family orientation for all parents and students prior to the school year
• Daily voicemail system with summary of all HW for each subject each night
• Weekly syllabi that outline daily class objectives, agendas, HW, and assessments
• Weekly reports that provide updates on academics, homework, and behavior
• Monthly newsletters that outline major events and updates about the school
• Three family-teacher conferences each year allowing for discussion of student progress.
• Three Progress Reports and Report Cards that include quantitative/qualitative evaluations
• Regular events in which families are invited into school to celebrate student success
• Family Achievement Committee that meets monthly to support the school’s growth
Survey Input. We gauge parental satisfaction through annual written surveys. These allow the school to
identify areas of improvement, and gather parental input on important issues of school administration and
governance. Results are reviewed by the Executive Director and other school-level administrators and are
reported to the Board, thus informing future Board agendas and school improvement efforts.
Community Partnerships. Founders have established relationships with several community agencies
and organizations that will support the school’s educational program and provide services to our students
and families. Square One and Caring Health Center are two prominent organizations in the South End
that work closely with families and children. Both are eager to see Veritas Prep open in the neighborhood
and have already begun supporting the founding group by connecting us to families and parents in the
South End Neighborhood. Partners For A Healthier Community is excited to work with the founding
73
Saturday Academy is based on practices used by Roxbury Prep, BES School Excel Academy and BES School Achievement Prep.
74
Students failing more than two courses are automatically retained.
75
Saturday Academy and Summer Academy are taught by Veritas Prep teachers who are paid a stipend for this added work.
76
One study finds that students from families with above-median parental involvement showed success rates 30% higher than those with below-
median parental involvement, as measured by GPAs, math, science, reading, and social studies test scores, and retention rates. See Xitao Fan &
Michael Chen, Parental Involvement and Student’s Academic Achievement: A Meta-Analysis, National Science Foundation (1999).
group to infuse nutrition and physical fitness into the daily lives of our students and to connect families
with appropriate health and wellness programs outside of school. Behavioral Health Network will
collaborate with the ED during the planning year to develop the character development curriculum and
other social and emotional supports for students. The Dunbar Community Center and The Urban League
will offer after school and summer programming opportunities to our students and are willing to support
Veritas Prep with additional needs as we establish the school in the community. The Davis Foundation
has been a leader in exposing business leaders and organizations to high quality urban schools and is in
full support of Veritas Prep’s proposal for Springfield. Additionally, we have established a relationship
with Smith College School of Education and will continue exploring ways to develop an active pipeline
of prepared, competent urban educators for Springfield’s schools Letters of support from these and other
organizations are included in Attachment G.
F. Special Student Populations and Student Services
We educate all students regardless of ability and comply with all state and federal statutes, including Title
II of the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA)
and section 504 of the Rehabilitation Act of 1973. We educate students with disabilities in the Least
Restrictive Environment and do not discriminate in admission and enrollment practices against students
having or suspected of having disabilities.
Special Education Services. All students regardless of their challenges and ability can achieve
academically. The ED oversees the planning and implementation of school-wide structures and systems
to ensure compliance with all state laws and regulations. 77 We provide students with a Free and
Appropriate Public Education (FAPE), provide all special education services within the regular academic
day, and hire highly qualified and licensed special educators including a Director of Student Support
(DSS) who works closely with all teachers and students to provide accommodations and modifications as
needed. The DSS maintains records and adheres to the following processes to ensure that Veritas Prep
meets every student’s needs. For additional special education providers, such as Speech and Language
therapists and counselors, we will contract with an external entity such as Easter Seals to provide licensed
and qualified professionals. All contracted providers will be overseen by the Director of Student Support
and will provide services within the school building and as part of the regular school day.
Service Delivery for Existing Individual Education Plans. After the lottery and upon enrollment,
families complete questionnaires to identify if their child has had special education services or has been
diagnosed with a learning disability. Upon enrollment, the DSS communicates with families of students
already receiving Special Education services to discuss their child’s IEP, answer questions, and schedule
a transfer meeting. Teachers and staff implement the existing IEP, providing appropriate education within
the Least Restrictive Environment, and record observations and data to inform the transfer meeting with
parents and any potential changes to service delivery decided by the team at that meeting. For all students,
academic progress is monitored regularly and students not showing academic progress receive additional
supports (i.e. tutoring during/after school, after school HW help, summer support). If a child is not
making academic progress with structured supports, staff begins the pre-referral process.
Intervention and Pre-referral to Special Education. The DSS facilitates a tiered intervention process
prior to referring students for Special Education services. The DSS works with teachers to identify
strategies (from the District Curriculum Accommodation Plan) to provide additional support to students
within and outside of the classroom. Teachers and staff implement strategies consistently for two to three
weeks and monitor progress made with consistent implementation of chosen strategies within a
responsive regular education classroom. The group meets to share observations and data. If strategies are
effective, teachers and staff continue implementing and monitoring progress and the DSS documents this

77
http://www.doe.mass.edu/charter/sped/default.html.
process. If strategies are not effective and the student is not making progress, the school recommends an
evaluation, and with parental consent, conducts an evaluation with an appropriately licensed professional.
Individualized Education Plans. When an evaluation indicates evidence of a disability and that special
education services are appropriate, an IEP team including parents, the DSS, a regular education teacher,
and the student (if age appropriate) develop an IEP for the student and the agreed upon services are
delivered. All IEPs are evaluated annually and revised as needed by the IEP team. All teachers who work
with special education students within the regular education classroom are provided annual training on
providing a responsive classroom for all students. All students receiving special education services go
through an annual review to monitor and ensure progress towards goals. Students are re-evaluated once
every three years. To the greatest extent possible, we serve all students within an inclusion program.
When the needs of the student and IEP require a different program, we meet those needs with
appropriately licensed staff or contractors.
Evaluation of Special Education Program and Services. The Special Education Program and services
are evaluated annually by tracking the academic performance of our Special Education subgroup on all
interim and comprehensive assessments, and subgroup AYP results. The Program is also evaluated by
surveying parents. We provide electronic and hard copies of surveys to solicit the maximum number of
responses and encourage candid feedback. The ED, DSS, and DAA examine results to improve the
program. The school establishes and supports a Special Education Parent Advisory Council according to
M.G.L. c. 71B, section 3 and 603 CMR 28.03(1)(a)(4); 28.07(4) that is open to all parents of children
with disabilities and other interested parties. This group works closely with the DSS and DAA planning
meetings and annual workshops to keep parents informed and educated about Special Education laws,
regulations, and ways to support their child.
Special Education Staffing

Operational Anticipated Special

Projected Staffing Needs Qualifications
Year Ed Population
licensed Special Educator in
2012-2013 16 students 1 FTE Director of Student Support @ $60,000 MA; supervisors/directors
license preferred
1 FTE Director of Student Support; 1 FTE Special licensed Special Educator in
2013-2014 32 students
Ed teacher @ $45,000 MA
1 FTE Director of Student Support; 2 FTE Special licensed Special Educator in
2014-2015 48 students
Education Teachers @45,000 MA
1 FTE Special Education Admin; 3 FTE Special licensed Special Educator in
2015-2016 64 students
Education Teachers MA

For additional special education providers, such as Speech and Language, Physical, and Occupational
Therapists, we contract with an external entity to provide licensed and qualified professionals. All
contracted providers will be overseen by the Director of Student Support and will provide services within
the school building and as part of the regular school day.
English Language Learners. We comply with all applicable federal laws related to the education of
language minority students as stated under Title IV of the Civil Rights Act of 1964 and the Equal
Education Opportunities Act of 1974. We follow the applicable provisions of the No Child Left behind
Act of 2001, including sections 301 and 1112(g) and federal case law. English Language Learner (ELL)
students are provided with equal access to and full participation in school activities. ELL students study
the same content and are held to the same rigorous standards as other students. While all classes are
taught in English, the level of English used for instruction, both verbal and written is modified as needed
to facilitate ELL students’ acquisition of English. For students identified as ELL, we use Structured
English Immersion (SEI) to accelerate academic progress. We will contract with an agency to provide
SEI PD for Content Teachers of English Language Learners in the various SEI PD Category areas in
which teachers of Limited English Proficient (LEP) students need to demonstrate knowledge and skills:
Category 1: Second Language Learning and Teaching, Category 2: Sheltering Content Instruction,
Category 3: Assessment of Speaking and Listening, and Category 4: Reading and Writing in Sheltered
Content Classrooms. We will look for opportunities to send our ESL teacher to Training of Trainers
workshops to avoid the need to contract in subsequent years. This training begins during the teacher
Summer Institute and continues throughout the school year during full PD and abbreviated Fridays. We
eliminate or limit the separation of ELLs from the mainstream classroom. 78 If a student’s English
language proficiency is severely limited as to render the student incapable of accessing a regular
classroom, we provide instruction in English to speakers of other languages (ESL) for the required period
of time every day. Because the objective is for students to transition to fully English classes, ELL
students participate in part of the regular classroom schedule, where all students have the opportunity to
hear and use English. Doing What Works, established by the federal Department of Education 79, lists five
strategies proven highly effective in supporting ELL students. We incorporate these in all classes.
1. Screen and Monitor Progress. An effective ELL program includes well-developed assessments
for identifying student needs. This corresponds with our principle of data-driven instruction. We
assess students’ progress frequently and use results to drive instruction and to identify students in
need of intervention. The ED and/or DAA oversee this process while working closely with teaching
staff.
2. Provide Reading Interventions. Recognizing that ELLs are often at risk for reading problems,
the strongest programs respond quickly to the results of formative assessments by offering small
group reading interventions for struggling readers that augment the core reading program. A key
element of our educational program is daily small-group tutoring during the Focus period for students
struggling in reading. The DOE recommends that intervention “utilize fast-paced, engaging
instruction.”80 This aligns with our instructional strategies.
3. Teach Vocabulary. One important component in language acquisition is vocabulary
development. To read and understand grade-appropriate material, students must learn 3,000-4,000
new vocabulary words each year (roughly 70 new words per week). 81 In effective schools, students
are taught vocabulary through formal instruction and through use in language rich settings in and out
of the classroom. We provide formal vocabulary instruction using essential word lists and words in
context. A structured vocabulary program has student-friendly definitions and cumulative
assessments.
4. Develop Academic English. For ELLs to have academic success, they must develop cognitive
academic language proficiency (CALP), and not simply basic interpersonal communication skills
(BICS) of social language. CALP includes content area vocabulary specific to academic subjects and
sophisticated use of language necessary to carry out higher-order academic tasks such as comparing,
synthesizing, and inferring. Vocabulary development is part of all subjects and includes scaffolding
of higher-order academic tasks. Although language acquisition experts predict that it could take
ELLs five years or more to become truly proficient in CALP 82, we expect that our extended school
day and year will accelerate this process through increased daily exposure to academic English.
5. Schedule Peer Learning. Students improve mastery of language through use. The DOE’s
recommendation is that a minimum of 90 minutes a week be dedicated to activities that allow
students to work together to provide practice and extension of language skills. We implement
78
AZ Department of Education, July 2004, “The effects of Bilingual Education Programs and Structured English Immersion Programs on Student
Achievement: A Large-Scale Comparison.” http://www.public.asu.edu/`macswan/ade/ade_document.pdf.
79
http://dww.ed.gov/topic/topic_landing.cfm?PA_ID=6&T_ID=13&Tab=2.
80
Ibid.
81
Honig, Bill. Teaching Our Children to Read. Thousand Oaks, CA: Corwin Press, 2001.
82
Cummins, J. (1981a) “Age on arrival and immigrant second language learning in Canada.” Applied Linguistics, 2, l32-l49.
 strategies such as “turn and chat” in which the class is given a question or prompt and instructed to
discuss the topic with a shoulder partner. Although these interactions are brief, lasting from 30
seconds to three minutes, when used frequently throughout the day, there is a significant cumulative
increase in authentic language practice.
Identification of English Language Learners. Families of enrolled students complete a Home
Language Questionnaire, which enables us to identify students who may have limited English
proficiency. If a returned questionnaire indicates that the student is of foreign birth or comes from a home
where a language other than English is spoken, we arrange for an informal interview with the student,
conducted both in English and the student’s native language, with a member of our staff or qualified
contractor. If the interviewer determines that the student speaks no English, the student is classified as an
ELL. If the interview indicates potentially limited proficiency in English, we use a language assessment
to determine the student’s level of proficiency. This structured screening process ensures that Veritas
Prep does not inappropriately place ELL students in special education or remedial classes.
Assessment of English Language Learners. Students who have been identified as ELL are assessed
annually to determine improvement in English proficiency. Students who score above the established
cut-off point are deemed no longer ELL. We evaluate regularly the progress of our ELL students, with
such evaluations are informed by student performance on the MA ELL proficiency exams, the MEPA and
MELA-O, as well as ongoing teacher observations with the consultation of the Director of Academic
Achievement and Executive Director. Performance is assessed in the following ways: (1) ELL students
are making strong academic progress as measured by teacher-developed assessments; (2) ELL students
are proficient in English in three years or less; (3) ELL students are proficient in English/Language Arts
as evidenced by proficiency on state and standardized exams; and (4) ELL students are advancing from
grade level to grade level, evidencing mastery of core subjects on par with native speaking students.
ELL students learn with all other students in the classroom for instructional time. ELL students have
tutoring time in small like-skilled groups, HW tutors, and adequate HW time. ELL students who require
supplemental instruction in English to build core English language skills receive sheltered instruction and
tutoring as appropriate. If students are not making sufficient academic progress, we modify our ELL
program as needed. At no point will an ELL student be excluded from any curricular or extra-curricular
activities due to their level of facility with the English Language.
We work to ensure that the student population at Veritas Prep, at a minimum, reflects the student
population in local schools with regards to ELL students. We recognize that special outreach efforts are
needed to reach families of these populations. We translate all letters, flyers, advertisements, and notices
into Spanish and any other language spoken by several local families. To make sure that we are reaching
this population, we reach out to local leaders with frequent and direct access to ELL families. In all
outreach, documents, and presentations, we emphasize that the school is a free, public, open-enrollment
school open to ELL students.
Evaluation of ELL Program. We collect data on student performance to monitor the efficacy and
success of our ELL program. We look to assessments of our ELL students, including improvements in
performance on the MEPA and MELA-O, MCAS, nationally-normed exams, Internal Assessments, and
AYP results to determine whether our program is effective in: (1) improving ELL students’ English
proficiency levels and (2) ensuring that they are meeting or exceeding content and skill standards across
the curriculum. We disaggregate assessment results by ELL and non-ELL students and use data to
continuously improve our instructional strategies and PD sessions.
Nutrition and Wellness. Students are provided with healthy food choices and opportunities for physical
activity throughout the school day. According to the 2009 MA Youth Health Survey, 67% of MA middle
school students did not meet the required levels of weekly physical activity and 86% ate fewer than five
(5) servings of fruits and vegetables per day. With obesity and related health issues on the rise, it is
important to embed nutrition and physical activity into our school culture and expectations. We provide
physical education as part of our core program, and have a Wellness Policy that sets goals for nutrition
education, physical activity, and provision of nutritious foods. A healthy breakfast and lunch are served
at school and we work with local produce vendors, including AP Produce in the South End, to serve fresh
produce to students daily. With many families receiving Supplemental Nutrition Assistance Program
benefits, we provide suggestions for healthy options using benefit cards at local markets.
Nutrition Program. The Director of Business and Operations oversees the nutrition program including
breakfast, lunch, and the free and reduced lunch reimbursement. We will contract with a food service
provider that is familiar with the requirements of the program and has systems in place to support
efficient tracking of meals. We have already begun researching such providers and intend to select the
one that will provide the most nutritious options for our students. Partners for a Healthier Community 83
will support us in choosing a food provider such as Chartwells or Food Revolution, both of which place
an emphasis on using fresh, organic produce. Partners for a Healthier Community will consider how to
extend their pre-school program to students in our age range. This is one way we will provide students
with local fruit as a daily snack.
Other Support Services. We anticipate the need to connect our families with programs and services
provided by local agencies and organizations and therefore have established relationships with several
community organizations which we will continue to develop throughout the planning year. Caring Health
Center (CHC) is located in the South End and serves the medical needs of local families. We are grateful
to have the support of CHC as we establish our school in the neighborhood. While we intend to hire a
part time nurse, we understand the importance of providing that person with appropriate professional
development and ongoing consultation and support. CHC has offered support in the screening, selection,
and support of a school nurse. Behavioral Health Network provides comprehensive, outcome-driven
behavioral health care to families throughout Western Massachusetts and has been working with families
in the South End both at school and at home. We look forward to collaborating with BHN beginning in
the planning year.84

III. How will the school demonstrate organizational viability?

A. Enrollment and Recruitment
The school opens with 81 fifth graders in 2012 and adds 81 fifth graders each of the next three years until
the school serves a maximum capacity of 324 students in grades 5-8. Each grade is divided into three
sections of 27 students. Teachers lead three classes each day with three additional periods devoted to
common planning, tutoring or enrichment. A slow growth model, adding just one grade per year, allows
for time to plan and execute the systems that will most effectively operationalize our vision as the school
grows to full capacity. Any students entering the school after grade five receives two additional weeks of
instruction at the start of the school year to provide additional remediation as necessary. Students are
grouped by reading level in fifth and sixth grades to allow for targeted instruction with relevant and
appropriate reading interventions and strategies. Starting in seventh grade, we expect students to be
placed in heterogeneous groups with literacy instruction at or above grade level.

83
Please see Letter of Support included in Attachment G.
84
ibid.
 2012 – 2013 2013-2014 2014-2015 2015-2016
Grade 5 – 81 students Grade 5 – 81 students Grade 5 – 81 students Grade 5 – 81 students
Grade 6 – 81 students Grade 6 – 81 students Grade 6 – 81 students
Grade 7 – 81 students Grade 7 – 81 students
Grade 8 – 81 students
Total students = 81 Total students = 162 Total students = 243 Total students = 324
Parents have clearly indicated the need for a small, disciplined, college preparatory middle school in
Springfield. Student achievement data shows the downward spiral that begins in the fifth grade and too
often ends with dropping out shortly after leaving middle school. With just 81 students per grade,
teachers will know each child well and have time structured within each day to respond to their needs.
Veritas Prep will publicize its program to all Springfield Public Schools students by sending marketing
materials to elementary school students. Using the mailing requirement defined in Chapter 70, § 89(3)
and 603 CMR 1.06(vi), we will send these mailings in Spanish and English in order to reach students
whose families speak Spanish as their primary language. We will continue to meet with community
groups and organizations to share information about the school with parents and families in the South End
neighborhood. The ED will hold information sessions once per week at various locations in the South
End neighborhood including Square One Early Education Center, South End Community Center, and
gathering rooms at the neighborhood housing complexes. Information sessions will be publicized at local
churches, neighborhood stores, restaurants and other community organizations. The ED will lead
volunteers who have already committed to canvassing the South End neighborhood to promote the event
to parents and families. Intent to Enroll forms will be collected from parents of students enter fifth grade
in 2012-2013 school year beginning in December of 2011 and continuing through mid-March of 2012,
when the school will hold its first lottery. Our goal is to collect a minimum of 200 Intent to Enroll forms
for students entering the fifth grade which will secure a waiting list of 119 students once the initial class is
selected through public lottery. Veritas Prep will be fully accessible to all students eligible for enrollment
in the 2012-2013 school year and will ensure adequate enrollment through comprehensive outreach
efforts and continuous communication with parents/families in the community during the planning year.
Application and Enrollment. Every year Veritas Prep will enroll students in accordance with MGL c.
71, § 89 and 603 CMR 1.00 in fifth grade and will fill out available spaces in sixth and seventh grades.
Total number of students enrolled each year will not exceed the number allowed by the charter. 85
Application Process. To apply for enrollment, a student and parent(s) or guardian must submit an Intent
to Enroll form and applicants are notified in writing that their form has been received. Veritas Prep
accepts Intent to Enroll forms until the established deadline which will be advertised on the school’s
website and on all mailings at least 30 days prior to the application deadline date. Families are strongly
encouraged (though not required) to attend one of the information sessions as well as participate in a
meeting with a school leader to learn about the unique aspects of Veritas Prep’s school design.
Eligibility. A student is considered eligible for enrollment in Veritas Prep if the student is a resident of
Massachusetts and parents complete, sign and submit Veritas Prep’s Intent to Enroll Form by the
established deadline. Veritas Prep affords equal opportunity of enrollment to all students without regard
to race, color, national origin, religious creed, sex, 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 (M.G.L. c. 71, § 89(l); 603 CMR 1.06(1)).
Lottery. After each enrollment cycle deadline, Veritas Prep determines the number of spaces available by
grade level. If by the specified deadline there are more applications than the number of the seats available,
the students are enrolled by a random public lottery. The day, time and location of the lottery is advertised

85
Please see Attachment H for a draft Enrollment Policy.
on the Veritas Prep web site at least one week prior to the lottery. During the lottery, an independent party
draws names at random for each grade separately. For the lottery, three lists are created from all of the
applications received: (1) Siblings of students who are already in attendance at the school in the year of
application, (2) Springfield residents, and (3) all other applicants.
Waiting List. Three waiting lists for each grade level are formed if the number of applicants in any
application and enrollment cycle exceeds the number of available spaces – one for siblings, one for
Springfield residents, and one for all other applicants. If there are students on the waiting lists remaining
from the previous enrollment cycle(s) for the same school year, new waiting lists as described above will
be created in each category with priority given to the students on the previous waiting lists. All applicants
on the waiting list are notified in writing of their position on the list after the lottery, at the beginning of
the school year, and in the middle of the school year. If a seat becomes available, the seat may be offered
to the student at the top of the waiting list.
Admission Requirements. Students are not considered enrolled until all required documents of the
Enrollment Package are received and the student is found to be eligible to attend based on the documents.

B. Capacity
In the spring of 2010, Lead Founder Rachel Romano began canvassing the Springfield community for
potential board members for the proposed charter school. Vetting over one hundred community leaders
to seek out the highest capacity individuals with the deepest commitment to Springfield and the mission
of Veritas Prep as well as the unique expertise or skill set to contribute to a founding board, the board
came together around shared core beliefs about education. The group believes that there is a serious need
for a fifth through eighth grade alternative in Springfield; all members believe in the educational
philosophy of the school – setting high expectations with the structures and supports for every student to
meet them, and building the foundational knowledge and skills for students to engage in a rigorous
college preparatory curriculum; and all members believe in teaching and developing the character values
that each student needs to compete, achieve, and succeed in high school, college, and beyond. This
shared vision brought us together and is guiding our efforts. A combination of business owners,
residents, parents, former district and charter school employees, experts in the law, business, real estate
and finance make this founding group incredibly strong and well equipped to govern the school. A
Statement of Commitment and résumé for each founding group member are attached. 86
The founding group began meeting in June 2010 and established standing monthly meetings in
Springfield starting in September 2010, and has communicated as a group weekly throughout this
process. Building Excellent Schools facilitated a full day comprehensive retreat on October 17 where the
founding group reviewed the final application, created a work plan for the upcoming months, and
developed a deeper understanding of their role and responsibilities as a charter school Board of Trustees.
We will use future meetings to proceed with the school start-up process and to ensure that each individual
is focused on high-impact activities central to start-up and governance of the school. During the 2011-
2012 planning year, we will operate with active committees, and anticipate a need to increase the
frequency of our meetings to twice per month as the school prepares for opening. Each founding member
brings extensive expertise, and areas of focus are assigned based on particular area of expertise.
Lisa Doherty is the Founder and CEO of Business Risk Partners (BRP), a national program administrator
providing specialty insurance coverage to businesses. BRP underwrites on behalf of several major
carriers, providing specialty insurance products including E&O, D&O, EPLI and fidelity coverage. Since
its inception in 2000, Ms. Doherty has led BRP in the development of an extensive distribution network,
including national endorsements within industry associations. Ms. Doherty’s commitment to technology
86
Please see Attachment K for Statements of Commitment and Attachment L for Founding Board Member Resumés.
has allowed BRP to develop a national portfolio of small/middle market commercial insurance buyers by
providing excellent service and real-time information for decision-making, and Ms. Doherty assembled a
group of talented, motivated, and experienced individuals to create this successful specialty insurance
underwriting firm. Ms. Doherty began her insurance career as a Specialty Insurance Underwriter with
AIG in New York City, then spent several years as a D&O Underwriter at Executive Risk and moved
west to run the Pacific Northwest FINPRO practice of Marsh. She returned to the east coast to develop
Executive Risk’s international operations. She left Executive Risk to start BRP. Ms. Doherty has a BA
from Brown University with a dual concentration in International Relations and Economics.

Rosemary Hernandez is a project manager developing early educators for the Regional Employment
Board of Hamden County. She manages a unique partnership that includes institutions of higher
education and early education programs to meet the needs of the early childhood workforce by providing
opportunities for training and higher education. Prior to her work in Springfield, Ms. Hernandez was the
Operations Manager at the Community Day Charter School in Lawrence, MA. She was responsible for
managing daily operations, supervising the transportation, custodial, and kitchen staff, as well as
screening and hiring non-teaching staff. Responsible for all school-wide communication, Ms. Hernandez
worked closely with parents and staff in planning the school calendar, parent meetings, and nutritional
menus. She oversaw the maintenance of the facility, keeping school grounds safe and accessible for all.
Ms. Hernandez managed relationships with vendors, managing purchasing for the school. She
maintained all student data and tracking systems for food reimbursement, attendance, and supply
inventory. She brings first hand, working knowledge of charter school operations and a deep
commitment to bringing a high quality charter school option to parents in Springfield. Ms. Hernandez
holds a BA from the University of Massachusetts and a MBA and MS in Project Management from
Southern New Hampshire University.

Anthony Hill is the Associate Director of Field Work for the School of Social Work at Smith College
where he participates in the design and implementation of internship-based training for approximately
250 MSW students in over 120 agencies throughout the United States. Prior to his work at Smith
College, Mr. Hill worked for the Springfield Public Schools for over ten years as a School Adjustment
Counselor and school Administrator. Mr. Hill was Assistant Principal of Chestnut Middle School, where
he was responsible for 375 seventh grade students and supervision of 30 teachers. Mr. Hill was appointed
Principal of Liberty Elementary School, a K–5 school serving 280 students. Mr. Hill has taught courses
at several local colleges, including Baypath, Smith, and Springfield Colleges. As a parent of two young
children attending the Springfield Public Schools, Mr. Hill brings a unique perspective to the founding
group. He himself was a Springfield Public School student, employee and now compliments those
experiences with his knowledge about institutions of higher education. Mr. Hill holds a BS from
Springfield College, MSW from the University of Pennsylvania and is currently working towards earning
a Doctorate of Education at the University of Massachusetts.
Ashley Martin is Managing Director of School Support in Western Massachusetts for the Achievement
Network. She coaches school leaders and teachers with planning and tools to effectively use interim
assessments to drive student achievement. Prior to joining the Achievement Network, Ms. Martin worked
at Duggan Middle School in Springfield, a Commonwealth Pilot turn-around school as teacher,
instructional guide and Assistant Principal. Ms. Martin spent five years at The SEED Charter School in
Washington, DC as an AP English Language and Composition Teacher, seventh and eighth grade English
Teacher, and Literacy Coordinator. She is a National Board Certified Teacher in Adolescent/Young
Adult English Language Arts, and has over twelve years ELA teaching experiences in middle school,
high school, and college. Ms. Martin brings a deep understanding of the educational challenges and
opportunities that exist in the City of Springfield. She is a National Writing Project Teacher-Consultant
and has presented professional development for teachers and school leaders on a variety of topics related
to increasing student achievement. Ms. Martin holds several certifications, including: Principal/Assistant
Principal for Grades 5-8, MA Initial License, English 5-8, English 8-12, MA Initial License and
Adolescence and Young Adulthood/ELA, National Board for Professional Teaching Standards. Ms.
Martin earned a BA in English from Birmingham-Southern College, MA in English from The University
of Alabama, and MA in Secondary English Education from Wake Forest University.
Aaron Mendelson has been a Financial Advisor with Northwestern Mutual Financial Network in
Springfield for over twenty years. Prior to joining Northwestern Mutual, Mr. Mendelson was the
President of a national chain of 13 retail stores. He then went on to start up his own chain of retail stores
with locations in multiple states. Mr. Mendelson is deeply committed to serving his community and
contributes his entrepreneurial and financial skills to the community in a variety of ways. He served on
the Board of Directors for the Children’s Study Home in Springfield, as well as on the Board of Directors
and the Loan Review Committee for the Community Savings Bank in Springfield. Mr. Mendelson was a
member of the Audit Committee for Baystate Medical Center and is currently a member of the
Springfield Business Leaders for Education group. Mr. Mendelson holds a BA from Brown University.
Rachel Romano is the proposed school leader. Based on the qualifications the Board seeks in an
Executive Director (ED), the Board expects that Rachel Romano will fill this role well. Ms. Romano is
currently a Fellow with Proven Provider Building Excellent Schools (BES), a highly respected national
nonprofit located in Boston, MA. BES offers a year-long Fellowship 87 dedicated to developing charter
school leaders fully prepared to found and lead a gap-closing urban charter school. Ms. Romano has
studied and visited 25 of the highest performing urban charter schools to inform the design of Veritas
Prep and in doing so, learned from the nation’s best school leaders. This deep study and analysis of gap-
closing urban charter schools is a critical part of Ms. Romano’s preparation to execute on the mission of
Veritas Prep. Prior to accepting the BES Fellowship, Ms. Romano was the Principal and Executive
Director of the Christa McAuliffe Regional Charter School in Framingham, MA where she led the school
to achieve consistent gains in student achievement and increasing enrollment by 62%, leaving the school
financially strong and able to invest more into the academic program. A certified Principal and English
Teacher in Massachusetts, Ms. Romano spent six years working in the Springfield Public Schools as a
teacher and school leader. This experience, combined with her training from BES, makes her credentials
uniquely suited to the role of Executive Director for Veritas Prep. Should the charter be granted, the
Board plans to hire Rachel Romano as the school’s Executive Director.
Chris Seeley is Founder/CEO of Seeley Capital Management in Springfield. He established the company
in 2004 to provide flexible services to individual clients. Mr. Seeley brought innovative financial
products to the marketplace with the creation of a national system of high yield investments matching
structured settlement recipients and lottery winners with private lenders. Mr. Seeley grew his business by
developing strategic partnerships with finance experts throughout the U.S. and Canada and manages
financial portfolios for 300 clients. Prior to starting his company, Mr. Seeley worked as Financial
Advisor for Smith Barney and USB. Mr. Seeley holds a BA from George Washington University.
Michael Sweet is an attorney with Doherty, Wallace, Pillsbury and Murphy in Springfield, where he has
been a member since 1996. Prior to joining the local firm, Mr. Sweet practiced law with the Wall Street-
based firm Winthrop, Stimson, Putnam & Roberts. His general business law practice includes corporate
transactions, debt and equity financings, business organizations and commercial real estate. Mr. Sweet’s
clients include manufacturing and service businesses with operations in a variety of industries, including
energy, professional sports, finance, and information technology. Mr. Sweet is passionate about
87
Fellowship Director Sue Walsh is former Principal of Boston Collegiate Charter School where she successfully led the academic program for
all grades 5-12 and former Curriculum Coordinator at Lowell Middlesex Academy Charter School, where she led the school to earn the Edgerly
Award for the highest academic gains in the state.
contributing to the community. He is a member of the Board of Directors of a neighborhood-based
charitable organization in the North End of Springfield where he recently completed a term as Chairman.
He represents multiple land conservation organizations and is involved in pro-bono economic
development activities; he has volunteered as a college lacrosse coach and is active in youth sports. Mr.
Sweet is a graduate of Brown University and has a JD from BU School of Law.
Carl Wistreich has a broad professional background, including serving as a corporate lawyer for an
international law firm, senior executive in business development, mergers and acquisitions, legal affairs,
operations and human resources for a $20 billion privately-held company, and entrepreneur/CEO of his
own business. Mr. Wistreich is owner and chief executive of L&B Truck Services, a distributor and
maintenance and repair services company for heavy duty trucks and replacement parts in the northeast.
Prior to purchasing the company, Mr. Wistreich was Senior Vice President at C&S Wholesale, the largest
distributor of food and related products to grocery stores in the U.S. with approximately $20 billion in
sales. Mr. Wistreich held P&L and oversight responsibility for divisions generating over $3 billion in
revenue with 2,500 employees, coordinated the integration of acquired companies, managed the start-up
of new distribution facilities, implemented, oversaw and lead the design of health and benefit plans and
key vendor supply agreements. Prior to C&S, Mr. Wistreich was a corporate attorney with Skadden,
Arps, Slate, Meagher & Flom, a major New York City-based law firm, where he represented various
corporate clients in a variety of transactions, including mergers and acquisitions, asset purchases and
sales, stock transactions, tender offers, spin-offs, corporate refinancing and restructurings, equity and debt
offerings, SEC disclosure, and the implementation of employee stock ownership plans. Mr. Wistreich also
worked for the U.S. government in Washington D.C for a US Senator, and served as a law clerk for a
federal judge following law school. Mr. Wistreich holds a JD from New York Law School, graduating
magna cum laude, and a BA from Colgate University.
Victor Woolridge is Vice President of Special Servicing for Cornerstone Real Estate Advisers, LLC.
Mr. Woolridge is a member of Cornerstone Real Estate Advisers' (CREA) Real Estate Finance Group
(REFG) where he is responsible for special servicing activities related to managing troubled assets in
REFG's debt portfolio and formerly had responsibility for mezzanine debt financing and the acquisition
and financing of real estate portfolios. In previous roles with REFG, Mr. Woolridge was responsible for
the origination, structuring and distribution of commercial mortgage investments for external clients. Mr.
Wooldridge joined MassMutual in 1982, later transitioning to Babson Capital Management LLC in
2000 as part of its acquisition by MassMutual and then to CREA in 2010. A member of the Mortgage
Bankers Association (MBA), he served on a Bankruptcy Working Group established by the MBA to
formulate and implement the industry’s bankruptcy relief policy during the late 1980's and early 1990's.
He was a member of the National Association of Industrial and Office Properties (NAIOP), was formerly
on the MassMutual Leadership Effectiveness Board, and serves on several community boards. Mr.
Woolridge is the immediate past Chairman of the Springfield Chamber of Commerce, a current member
of the Baystate Health Systems Board of Trustees, the University of Massachusetts Board of Trustees,
Chairman of the Dunbar Community Center, a Trustee of the Museum Association as well as being an
active leader in his church. Mr. Woolridge is a graduate of the University of Massachusetts at Amherst
and holds the Certified Commercial Investment Member (CCIM) designation.
C. School Governance
Governance Structure. Veritas Prep will be governed by a Board of Trustees that will set the strategic
direction of the school, create policies and procedures, oversee academic success, organizational viability
and faithfulness to charter, and evaluate the Executive Director. The Board will provide strong
governance so that the school leaders can focus on the day-to-day management of the school. The board
will have seven to fifteen members, include a committee structure, and have formal officers.
Board of Trustees Roles and Responsibilities. The Board of Trustees (“The Board”) holds the charter
and is responsible for the school’s success. Comprehensively, the board is responsible for all governance
issues. Specifically, they oversee: (a) Mission, policy and strategic planning - Articulate and ensure
alignment with the school’s mission, vision and charter, create and update policy related to the mission
and governance, set the strategic direction and review progress against articulated goals over time; (b)
Financial oversight - Ensure the school’s financial health, review and approve the annual budget and
ensure adherence to it, participate in fundraising and help secure external funding sources as needed; (c)
Legal and regulatory compliance - Ensure compliance with all laws and regulations and review
compliance on a regular basis, ensure filing of all legal and regulatory documents; (d) Executive Director
(ED) oversight - Select, manage, support, and evaluate the ED who will be responsible for the school’s
day-to-day management, evaluate ED regularly based on agreed-upon, clearly outlined performance
criteria, set ED compensation annually, offer guidance and support; and (e) Promotion and accountability
to the public - Promote the school to the public, expand the school’s networks and relationships, respond
to community and stakeholder concerns, participate actively in the Springfield community with focus on
the South End neighborhood. To ensure oversight of each of these specific areas, the Board elects a
Chair, Vice-Chair, Treasurer and Secretary, and establishes standing committees including, but not
limited to: Achievement, Finance, Development, and Governance. The Board is responsible for
governance issues; school leadership is responsible for daily management of the school.
The Executive Director (ED) is responsible for the overall management of the school and will be the sole
person to report directly to the Board. The ED’s responsibilities include: managing school operations and
finances; working closely with the Board on strategic planning and policy development; directing
recruitment, hiring, training and evaluating 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
fundraising.
The Board and ED work together to ensure that the governing functions of the Board and the management
functions of the ED and the administration are clearly defined and separated as described in Charter
School Administrative and Governance Guide. The ED reports to the board monthly, on all financial
documents and all academic data using a dashboard with relevant and agreed upon data points. A sample
dashboard is included in Attachment I.
The Board is responsible for ensuring that the school’s academic program is successful, that the school’s
program and operation are faithful to the terms of its charter, and that the school is a viable organization
in accordance with the Charter School Administrative and Governance Guide (2007). In its decisions and
actions, the Board acts as a coherent body, not as separate individuals, and maintains an odd number for
voting purposes. The Board approves its Bylaws within 30 days of chartering, as those bylaws outline the
general policies that govern the board. Please see proposed Bylaws included as Attachment D.
The Board of Trustees will operate in full consistency with the school’s mission and program:
• 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 go through an orientation process to become closely familiar with the school mission,
vision and programs.
• All Trustees participate in an annual retreat to analyze data from the previous academic year, assess
needs, and plan strategically for the school’s continued improvement. Board is encouraged to visit the
school often and is invited to preside at school events.
• Board’s responsibilities are discharged consistent with the mission, vision, and educational program
of the school.
The Executive Director is an ex-officio, non-voting member of the Board. The Chair presides at all
meetings of the Board, except as the Trustees otherwise determine. In the 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 oversees
implementation of the By-laws and the Policies, and all applicable regulations, and ensures that
appropriate administrative systems are established and maintained. Core responsibilities include: Co-
authors the agendas for meetings of the Board; presides at meetings of the Board; appoints and assists
committees; sets goals and expectations for the Board; supports annual fund-raising with his or her own
financial contributions. 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 of
Trustees. The nominated Officers will be drawn from among the members of the Board of Trustees. The
election of Officers will be held at the annual meeting of the Board. In the event that the office of the
Chair becomes vacant, the Vice-Chair becomes Chair for the unexpired portion of the term.
Criteria the Board will Use to Choose the School’s Leader. The Board selects the Executive
Director (ED) based on the individual’s capacity to execute on the schools’ mission as determined by the
following attributes:
• Deep understanding of and commitment to the school’s mission and vision
• First-hand knowledge of the School’s design and familiarity with no excuses charter schools
• Knowledge of curriculum and classroom instruction in urban, no excuses schools
• Academic training and experience sufficient to implement a no excuses school culture and
educational philosophy described in the charter application
• Experience teaching and/or leading in an urban school
• Extensive experience in administrative, financial and managerial leadership in an organization,
preferably a charter school
A full job description and an evaluation tool for the Executive Director can be found in Attachment J. 88

Criteria and Process by which the Board will Evaluate the School Leader. The Board evaluates the
performance of the Executive Director based on the criteria below:
• Faithfulness to the school’s mission and vision in implementation of all school programs
• Student academic achievement, as demonstrated by internal and external test indicators
• School organizational viability, including financial health, organizational growth, and stable
infrastructure
• Acquisition, development and retention of highly professional staff
• Success in working with the Board towards strategic goals
Role Distinctions: Board and Management
• Curriculum. The ED ensures that the academic program is strong and makes all curricular
choices. The Board ensures that all curriculum aligns with the school’s mission and
accountability goals, and approves an annual budget to support curricular purchases and
development.
• Personnel Decisions. The Board hires the ED and delegates all personnel decisions, including
all hiring and firing decisions, to the ED. The Board approves an annual budget to support
personnel needs, and ensures that all personnel are appropriately credentialed to serve all learners
needs.

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We are grateful for the generosity of Boston Preparatory for sharing the document from which we developed this ED Evaluation tool.
 • Budget Allocation. The Board approves the annual budget and major line items for
expenditures. The ED is responsible for the day-to-day management of the school’s finances, and
makes decisions on the regular allocation of those resources within the approved budget. The
Board and Ed work together through the Finance Committee to review the monthly actuals versus
projected as well as the school’s chart of accounts.
• Vendor Selections. The Board approves any vendors providing services in excess of $5000 and
the ED presents to the Board the proposed vendors for approval.
Policy Development. Proposed Bylaws for Veritas Prep are provided as Attachment D. Board
members, the ED or other stakeholders may propose new or revised policies to the Board. If the Board
decides that the issue should be pursued, it is assigned by the Board Chair to the administration or the
relevant Board committee, which then drafts the proposed new or revised policy. If the policy has legal
implications, the Board obtains advice of legal counsel. Depending on the topic and importance, the draft
may be sent to members of the school community for feedback. The proposed policy is then submitted to
the entire Board for discussion, revision, adoption, or rejection. In making decisions, the Board will seek
consensus, but will rely on majority vote where consensus cannot be obtained. On an ongoing and annual
basis, the Board reviews all of its policies to ensure alignment with legal and regulatory guidelines, and
the needs of the school. All essential school policies, as outlined in the Board Manual, Fiscal Policies and
Procedures Manual, Staff Handbook, and Student and Family Handbook, are established prior to the first
operational year modeled after policies of exemplary schools studied during the BES Fellowship. The
Board will retain legal counsel and independent auditor before the school opens. We 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. Primary mechanisms for information gathering will be:
• Parent feedback. Parent feedback will be obtained through annual parent surveys, the Parent
Achievement Committee and by forming focus groups when needed.
• Staff input. The Executive Director will create short electronic surveys to collect focused input from
teachers and staff which will inform the revision of school policies.
• Community organizations. The Executive Director will seek the expertise of other charter schools
and community organizations such as youth, educational, recreational, and local colleges as needed to
inform school policies.

Illustrative Example of Policy Adopted by Founding Group. The Founding Group adopted the
school’s Application and Enrollment Policy during a meeting held on October 27, 2010. One member of
the group drafted the policy based on the current regulations and presented it to the group one week prior
to the meeting for review. Founders came prepared with questions that guided a discussion at the
meeting. Once all questions were addressed and no additional questions remained, the group agreed that
the policy should be included in the body of this application.
Board Development. The Board will develop and execute a process to measure its own development
and effectiveness. The board will develop a set of annual strategic goals and will implement systems,
including surveys, retreat meetings and other reflective activities, to assess the Board’s performance.
Recruitment, Selection, and Development for Board Members. The Board will use the following
criteria to identify potential board candidates:
 • Expertise aligned with the school’s needs in: strategic planning, senior management/leadership,
accounting/finance, fundraising, law, marketing/PR, governance, facilities/real estate, education,
community representation/organizing.
• Belief in charter schools and in Veritas Prep’s mission and educational philosophy.
• Passion for and commitment to youth and education in the City of Springfield.
• Availability and time to participate fully in the board member roles and responsibilities.
• Familiarity with or interest in the community served.
• Access to personal networks capable of assisting Veritas Prep programs.
• Ability to work well in groups and to put group goals before personal agenda.
• Addition of diversity to the board as defined by age, race, socioeconomic background or gender.
The Governance Committee will oversee the recruitment of new Board members, and all Board members
will access their networks to recommend to the Governance Committee any possible new member(s).
1. Members recommend only those candidates whom they believe fit one or more of these criteria.
Recommenders explore the candidates’ interest and discuss the school in advance of suggesting
the candidates to the governance committee.
2. Candidates’ names, resumés, and contact information are forwarded to the chair of the
Governance Committee. A member of the Governance Committee contacts the candidate,
facilitates the evaluation process, and serves as a contact for candidate questions.
3. Candidates who seem to meet the above criteria are asked to meet individually with at least one
board member to further assess their compatibility. This member should have responsibilities
related to the potential contribution area of the candidate. The recommender does not necessarily
officially meet with the candidate again until the full board meeting.
4. Candidates who pass this first interview phase will be invited to meet with the Executive Director
and at least one of—and in this order of preference —the Board Chair, Chair of the Governance
Committee, or a member of the Governance Committee.
5. If potential trustee continues to be interested in joining the board, then s/he attends the next board
meeting. When potential trustee attends, s/he is given copy of the following:
a. Charter application
b. Trustee job description
c. Board of Trustees committee job descriptions
d. Board of Trustees meeting minutes from the past calendar year
e. State Charter school law
6. Following the meeting, a member of the Governance Committee follows up with the potential
trustee to discuss mission and philosophical alignment and answer any questions. If the
Governance Committee finds that he/she shares philosophical alignment with mission and
possesses useful capacities for the board, the Governance Committee will formally recommend to
the full Board of Trustees that he/she be approved as a new member.
7. Board of Trustees vote to accept or reject approval of new trustee by two thirds (2/3) vote.
8. Once a new trustee is approved, s/he is provided with the following information by the
Governance Committee:
a. Veritas Preparatory Charter School By-Laws
b. Schedule of future Board of Trustees meetings
c. Trustees Guide
9. New trustees are required to fill out a Financial Disclosure form within two weeks of becoming a
trustee. The Financial Disclosure form will be forwarded, along with a current resumé, to the
DESE Charter School Office by the chair of the Governance Committee.
School Management Contract. 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.
D. Management Structure
The organizational structure of the school was chosen based on the models of other successful charter
schools with strong academic results and powerful school cultures operating within the structure of a
viable organization. There is an inextricable link between operations and academic achievement in
schools, with the Executive Director overseeing business, operations, school culture and student
achievement to create a mission driven school culture and a school of academic and organizational
integrity. The Executive Director reports to the Board, and oversees all management decisions.
Organizational Chart: Pre-Operational Year (Y0) and Operational Years 1-4 (Y1-4)

Roles and Responsibilities. Below are brief job descriptions required during the charter term.

• Executive Director (Y0). ED oversees school performance and management and ensures
viability. The ED leads external issues - working with Board, reporting to/interfacing with
authorizer, fundraising, public relations, overseeing finance/operations. The ED manages the admin
team. The ED is hired by, reports to, and is evaluated by the Board.
• Director of Academic Achievement (Y1). DAA supports teaching and learning - developing
curriculum, managing assessment and data, observing teachers, and planning and implementing PD.
The DAA is responsible for direct oversight of the Director of Student Support and the instructional
teachers. The DAA reports to and is evaluated by the ED.
• Director of Business and Operations (Y1). DBO directs daily operations and provides
financial/programmatic oversight. S/he ensures financial records are accurate and up-to-date and
programmatic guidelines for reporting and implementation are followed. The DBO reports to and is
evaluated by the ED. We will contract with an organization to provide back office support 89 starting
with the designing of effective business and operations systems in the pre-operational year. This
organization will provide ongoing support the DBO.

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Please see Letter of Support from Raj Thakkar of Charter School Business Management, Inc. found in Attachment G.
 • Director of Student Support (Y1). DSS maintains special needs records, oversees the IEP
process, and ensures that special needs students receive accommodations and/or modifications within
the classroom, and will be MA certified in special education. The DSS is hired by the ED, reports to
the DAA and is evaluated by the ED.
• Office Manager (Y1). OM oversees office operations. S/he develops office procedures/policies,
files and maintains records, and trains staff members in procedures, systems, and equipment. The OM
is hired by the ED with input from the DBO, reports to the DBO, and is evaluated by the ED with
input from the DBO.
• Teachers (Y1). Teachers develop and implement curriculum and support all students in reaching
clear academic goals. All teachers are Highly Qualified as defined by No Child Left Behind.
Teachers are hired by the ED with the input of the DAA, report to the DAA, and are evaluated by the
ED, with the input of the DAA.
• Dean of Culture and Community (Y2). DCC oversees non-academic, behavioral concerns.
S/he ensures consistent and timely communication with families. The DCC manages student
discipline, coordinates parent orientation and events outside of the regular academic program. The
DCC reports to and is evaluated by the ED.
• Director of Development (Y2). DD maintains and expands funding from private foundations and
develop new sources of income from individuals, events, and governmental grants. The DD will be
hired part time in year 2 and full time the following year. The DD is hired by, reports to, and is
evaluated by the ED.
• Tutoring/Enrichment Coordinator (Y2). T/EC coordinates tutoring and enrichment for all
students. T/EC is hired by the ED, reports to the DAA, and is evaluated by the ED with input from
the DAA.
• Alumni Advisor (Y4). AA supports students in high school course selection, continues to
support students and families through the college application process, and tracks data alumni progress
and data. The AA reports to and is evaluated by the ED.
Policy Development. Board members or the Executive Director or other stakeholders may propose new
or revised policies to the Board. If the Board decides that the issue should be pursued, it will be assigned
by the Board Chair to the administration or the relevant Board committee, which will draft the proposed
new or revised policy. If the policy has legal implications, they will obtain advice of legal counsel.
Depending on the topic and importance, the draft may be sent to the school community for feedback: the
staff, parents, and/or students. The proposed policy will then be submitted to the entire Board for
discussion, revision, adoption, or rejection. In making decisions, the Board will seek consensus, but will
rely on majority vote where consensus cannot be obtained. On an ongoing basis, the Board will
periodically review all of its policies to ensure alignment with legal and regulatory guidelines, and the
needs of the school. The founding board adopted the Enrollment Policy during our weekly meeting on
October 27, 2010. Rachel Romano drafted the policy using models from other charter schools in
Massachusetts and the charter school regulations as a guide. She shared the draft with founders one week
prior to the meeting, giving all founders ample time to read the policy before the group would discuss it
on October 27 meeting. At the meeting, hard copies of the enrollment policy were provided to the
founding group and founders raised questions about the enrollment policy and engaged in discussion
before reaching consensus that the policy should be included in the final charter application 90.
Most school policies will be established prior to the first operational year modeled after the policies of no
exemplary schools visited during the BES Fellowship and adapted based on parent focus groups and input
from community organizations during the planning year. If revising school policies, the school will
actively seek staff, parent, student, and community feedback on proposed policies that impact the school
90
For a description of policy development from the Board perspective see page 38.
community. The primary mechanisms for this information gathering will be: Parent feedback. Parent
feedback will be obtained through annual parent surveys, the Parent Achievement Committee and by
forming focus groups when needed; Staff input. The Executive Director will create short electronic
surveys to collect focused input from teachers and staff which will inform the revision of school policies;
and Community organizations. The Executive Director will seek the expertise of other charter schools
and community organizations such as youth, educational, recreational, and local colleges as needed to
inform school policies. The Board will retain legal counsel and an independent auditor before the school
opens. We 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.
Educational Leadership. The educational content and pedagogical approach of the school is being
developed through in depth school visits and training from the leaders of successful urban charter schools
provided through the Building Excellent Schools Fellowship. 91 The founding group envisions that the
Executive Director will provide the vision for Veritas Prep’s proposed educational program and serve as
the school’s primary leader. The Executive Director is responsible for hiring and developing a Director
of Academic Achievement who will be the front line support for teachers and students, working closely
with the Executive Director to execute the educational program and drive student achievement to high
levels. An ideal DAA will have taught in an urban, gap-closing charter school, possessing an unwavering
belief that all students can achieve at thigh levels with a proven track record of results to this end. S/he
will work closely with teachers, providing ongoing feedback and using data to drive instructional
planning and developing teachers’ capacity to drive significant gains in achievement for every student.
Human Resources. Positions, roles and responsibilities are modeled after the organizational structure of
other successful charter schools in Massachusetts and nationally. The table below shows what positions
will be hired and when during the first five years of the school’s charter.
Positions Year 0 Year 1 Year 2 Year 3 Year 4
Executive Director 1 1 1 1 1
Director of Business and Ops .25 1 1 1 1
Director of Academic Achievement .25 1 1 1 1
Director of Student Support .25 1 1 1
Dean of Culture and Community 1 1 1
Office Manager .2 1 1 1 1
Director of Development 1 1 1
Alumni Advisor 1
Tutoring/Enrichment Coordinator 1 1 1
Teachers
Reading 1 2 3 4
Writing 1 2 3 4
Math 2 4 6 8
Science 1 2 3 4
Social Studies 1 2 3 4
Specials: Phys Ed (music, art) 1 1 1 2
Special Education .75 192 2 3
ESL .5 1 1 1

Recruitment of Teachers and Staff is led by the Executive Director (ED). The ED will include other
91
BES Fellow and Lead Founder, Rachel Romano, has received training in curriculum development and instructional approaches from several
high impact school leaders including; Dana Lehman, Co-Director of Roxbury Preparatory Charter School and Doug Lemov, Managing Director
for Uncommon Schools.
92
The Director of Student Support will provide instruction for Special Education students as needed in Y2.
staff members in the recruitment and selection process once the school is operational. We will recruit
people who hold an unwavering belief that all students can and must achieve at high levels in order to
compete and succeed in high school and college. In additional to being qualified in their content area,
ideal candidates will be goal-oriented, reflective and willing to do whatever it takes to ensure that students
succeed. A warm/strict approach is a must. We plan to retain the best and brightest teachers by offering
them a competitive salary, high quality professional development with supportive school leaders, and a no
excuses school culture that allows teachers to focus on teaching and student achievement.
Teachers are compensated at a starting rate higher than that of the surrounding district schools and given a
comparable benefit package including 80% coverage of health and dental insurance. They are provided a
professional working environment in which all staff members are mission-driven team players. Teachers
lead three (3) academic classes per day with dedicated time every day to collaborate, analyze student
achievement data and plan highly effective lessons. In addition to the academic load, teachers have
opportunities to build meaningful relationships with students in several ways; they either tutor or teach an
enrichment class every day and every teacher leads a small advisory group and leads students in the
development of our core values: Drive, Responsibility, Integrity, Vision, and Enthusiasm. In upholding
the school’s culture together, teachers and staff share responsibility for school-wide duties including
morning arrival, lunch, homework center, dismissal.
Professional Development is integral to Veritas Prep’s culture of achievement. All staff continue to visit
and learn from the best practices of high performing charter schools serving a similar population with a
similar mission. We will use Doug Lemov’s Teach Like a Champion93 as our anchor text for Professional
Development and organize PD into two core strands: (1) Classroom and School Culture and (2)
Curriculum, Instruction and Assessment.
The Classroom and School Culture Strand trains staff to operationalize the systems and structures that
create a calm, joyful, and disciplined culture of achievement. Teaching and supporting teachers to
implement effective classroom management techniques as well as school wide systems and routines
allows teachers to deliver their lessons with minimal distractions and students to be fully engaged in their
learning. We teach grade level appropriate school chants to promote the school’s values and promote a
culture of achievement. Professional development is targeted for teachers, offering support with setting
up a highly efficient and effective classroom, establishing classroom and school wide routines and
procedures, and giving students rewards and consequences in a consistent manner, based on our token
economy system. Normalizing teacher expectations of student behavior and consistent implementation of
school wide systems will take ongoing support and practice.
The Curriculum, Instruction, and Assessment Strand focuses first on creating a school wide standard
of academic rigor, supporting teachers to write effective lesson plans, and differentiating instruction to
meet the needs of our special education students and English Language Learners (ELLs). We emphasize
the infusion of literacy throughout the entire school curriculum, with reading and writing in all content
areas. We train and support teachers to pay close attention to the explicit academic progress of every
single student, every single day, and have dedicated Data Days within our school schedule to analyze and
create Action Plans for student growth and mastery. By providing specific, targeted professional
development, we empower teachers to successfully support all of their students’ academic needs as they
master content standards at each grade level. As data-driven instruction is one of the instructional foci of
the school, it is critical that teachers understand how to: (1) create lesson plans that contain standards-
aligned informal assessments; (2) build effective, standards-driven assessments; (3) grade open-ended
responses consistently; (4) analyze standardized assessment data; and (5) use that data to inform

93
Lemov, Doug. Teach Like a Champion. San Francisco, CA: Wiley, 2010.
instruction and targeted tutoring. We provide professional development and hands on support for all
teachers in each of these areas.
Summer Institute. Staff reports to work three weeks prior to the beginning of school for students. The
staff spends the first week becoming immersed in the mission, vision, culture and expectations of Veritas
Prep. During this time, staff is introduced to the systems and structures that define the school’s culture of
achievement. Comprehensively, we provide teachers with a total of 20 days of Professional
Development annually, as well as individualized Professional Development as outlined below.
School Year Professional Development. School year professional development occurs for a minimum
of two and a half hours weekly. On Fridays, students are dismissed at 1:50 PM, and teachers engage in
timely and relevant professional development. Five PD days are dispersed throughout the year, providing
staff and faculty full days of collaboration and development. This time is spent analyzing data from
Interim Assessments, reinforcing school culture and visiting other successful schools. Common planning
time is a scheduling priority so that teachers can collaborate on lesson planning and provide feedback to
colleagues. Each week, a designated faculty member leads an inquiry group to discuss the quality of
student work, and gains ideas from colleagues on how to improve outcomes from a lesson that has been
problematic for the teacher. Lesson plans and samples of student work are used to discuss student
achievement and reflect on effective teaching techniques. The Executive Director and/or Director of
Academic Achievement plan and deliver content aligned with school-wide goals and grade-level needs.
Teacher Supervision and Evaluation is driven by the following goals:
1. Students are taught by highly effective educators committed to the mission of the school and
strong student learning and outcomes.
2. Teachers have clear expectations for high quality teaching, are provided feedback according to
criteria named in a teacher evaluation rubric.
3. Teachers receive individualized support and opportunities to grow professionally.
4. Teacher observations inform professional development goals and the corresponding PD program
for each subsequent year.
Supervision, informed by our ongoing professional feedback loop and Professional Development
schedule, includes the following:
• Mini Observations. Informal 7-10 minute observations are conducted regularly by Director of
Academic Achievement; mini observations are followed up with a face-to-face conversation
when possible and otherwise with feedback in a written note or an email.
• Data Meetings. Participants may include Director of Academic Achievement and/or Executive
Director as well as an individual teacher or a teaching team; full day data meetings are geared
primarily around the Interm Assesssment schedule but are also in response to MCAS data in the
beginning of the year and nationally norm-referenced assessment; Friday data meetings, as part of
our weekly Professional Development, includes analysis of results on “Show What You Know”
Quizzes that students complete each Friday.
• Curriculum and Instruction Planning Sessions. Planning sessions with an individual or
department, are facilitated weekly by the Director of Academic Achievement.
• Whole Class Observations. These are conducted at least three times per year, as well as on an
additional as-needed basis by the ED or Director of Academic Achievement (DAA), and include
written and oral debrief; teachers may request a whole class observation or it may be
recommended by ED or DAA.
Evaluation Time-Line. All teachers are evaluated annually, according the following timeline:
 • Beginning of Year (September / October): Identify goals / priority areas; formal goals set;
formal full class observation with written feedback.
• Mid-Year (January) : Feedback/discussion with Director of Academic Achievement; check in on
goals / priority areas; identify new goals / priority areas if needed; formal full class observation
with written feedback.
• End-of-Year (Mid-April - May); Rubrics completed by Director of Academic Achievement;
formal full class observation with written feedback; evaluation summary written and shared with
teacher.
Increases in compensation will be determined based upon fundraisings initiatives of the Board. While
we do not reflect such revenues within the proposed budget, as they are unsecured funds, we do anticipate
being able to provide added compensation as informed by two factors: individual performance and school
wide student achievement goals in math and literacy. All staff (those who have been offered another
annual contract, and regardless of responsibility or content area) will be given a bonus for reaching
student achievement goals established in Veritas Prep’s Accountability Plan. The ED will draft a teacher
compensation program that aligns with these goals during the planning year, which will be presented to
the Board of Trustees for approval. The founding group deeply respects the work of teachers and expects
to offer generous increases in salary based on teacher performance and gains in student achievement.
Professional Development for School Leaders. Follow-on services from Proven Provider Building
Excellent Schools will provide professional development and support for school leaders through ongoing
support, consultation, training and continued access to the practices of high performing schools and
school leaders in the national BES network. Additional Professional Development for school leaders will
be based on individual needs and responsibilities. We anticipate engaging Charter School Business
Management 94 for any finance and operations in the planning year as we establish and operationalize
effective operational and fiscal procedures.
Evaluation of School Leaders. All administrators establish rigorous annual goals aligned with the
Accountability Plan measures and/or based on identified roles and responsibilities in support of Veritas
Prep’s mission. The ED supervises and evaluates administrators and increases in compensation are
determined by their overall job performance and meeting individual goals. The Executive Director is
evaluated by the Board of Trustees based on annual goals aligned with the Accountability Plan and other
priority areas defined by the goal.
E. Facilities and Student Transportation
Facilities. Founders have worked with local real estate experts at R.J. Greeley to assess the current real
estate market and identify several potential facilities. The founding group will have 18 months post
authorization to complete a facility search, negotiate a lease or purchase agreement, and oversee
renovations. We anticipate leasing a facility for at least the first three years of operation before acquiring
a permanent facility for the school. However, we will explore all available properties for lease and sale.
The table below describes the real estate needs and anticipated associated costs for the first three years of
operations. Initial research has uncovered several properties in the South End that could serve as a
potential site for Veritas Prep.
• Option 1: 91 School Street
• Option 2: 595 Main Street
• Option 3: 10 Mill Street

94
See Letter of Support in Attachment G.
 Estimated Facility Needs
YEAR 1: 2012-2013 FULL CAPACITY: 2015 - 2016
Total Students: 81 Total Students: 324
Classroom # 3 Classroom # 13
Classrooms SQ FT 750 Classrooms SQ FT 750
Breakout Rooms # 1 Breakout Rooms # 5
Breakout Rooms # 400 Breakout Rooms # 400
Academic Support SF 400 Academic Support SF 400
CLASSROOMS CLASSROOMS
2050 11,400
SQ FT TOTAL SQ FT TOTAL
Offices # 4 Offices # 9
Main Office 0 Main Office 1
SQ FT each 200 SQ FT each 200
OFFICES OFFICES
800 1,800
SQ FT TOTAL SQ FT TOTAL
Teachers’ Work 400 Teachers’ Work 1,200
Room Room
Kitchen* 700 Kitchen* 700
Multipurpose Room* 2,000 Multipurpose Room 3,000
Hallways, Bathrooms 2,000 Hallways, Bathrooms 6,000
COMMON SPACE COMMON SPACE
8,550 24,300
SQ FT TOTAL SQ FT TOTAL
*
Without these spaces 5,850

Anticipated costs are based on an assumption of $12.00 per square foot as provided by local real estate
experts. These costs are included in the operating budget found included in Attachment C.
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. The accessibility costs for
the facility, if needed, are included in the renovation expenses.

Transportation. While open to all students in Massachusetts, given the local need and our targeted
community in the South End of Springfield, we expect that all Veritas Prep students will reside in
Springfield and therefore will be eligible for transportation from the Springfield Public School district
equivalent to that provided to students attending other public schools in the district. Transportation will
also be provided by the district to disabled students who have transportation specified as a related service
in their IEPs and/or Section 504 plans. Veritas Prep’s Director of Business and Operations will work
cooperatively with the district to ensure that all students receive the appropriate transportation services.
S/he will inform the school district of Veritas Prep’s transportation needs in a timely manner to allow the
committee time to plan and budget accordingly.

F. School Finances
The Board of Trustees ultimately is responsible for the School’s finances. The Board will elect a
Treasurer with expertise in finances and/or accounting who will serve as Chair of the Finance Committee;
the Committee will work with the Executive Director (ED) on all financial aspects of the school’s
operation, such as the annual budget preparation, monthly reports to the Board, and the annual audit.

(1) Fiscal Management

The Board will delegate daily management of the school’s finances to the ED who will work closely with
the Director of Business and Operations, who will bring experience or training in business management.
During the pre-operational year, the ED will consult with Charter School Business Management to design
business, operations, and human resource systems based on state and federal requirements. This
organization will also provide ongoing support and consultation to the DBO and ED. The ED will
develop a Fiscal Control Manual that specifies the financial control procedures in accordance with the
relevant laws and regulations and based on the Massachusetts Charter School Recommended Fiscal
Policies and Procedures Guide. The Manual will cover the roles and responsibilities of all staff involved
with financial management, processes of budgeting and reporting, transaction approval, purchasing,
record keeping, issuing checks, employees’ expenses, payroll and benefits, and inventory management.
The Manual will be reviewed and recommended by the Finance Committee, and approved by the Board.
The Annual Operating Budget will be presented to the Board for approval in May after the April tuition
projections are released by DESE. Each line item of revenue and expense in the operating budget will be
accompanied by documentation supporting the underlying assumptions for the figures used. The Budget
will be reviewed and approved by the Finance Committee before being presented to the full Board. On a
monthly basis, an actual to budget financial statement including the cash flow projections, along with a
Chart of Accounts, will be produced and presented to the Board of Trustees for their review.

The ED will be responsible for the school’s day-to-day financial operations, approving all expenditures. S/he
will meet with the DBO at least weekly to discuss all issues related to finances, including the budget and the
cash flow analysis. The ED will oversee the procurement of supplies, equipment and services. The DBO
will process all orders and requests per the Fiscal Control Manual, choose a contractor and complete the
purchase of goods and services. The DBO, assisted by the Office Manager, will be in charge of the
school’s automated accounting books, prepare payroll information for the payroll company, process
accounts payable and monitor the budget and cash flow. The ED will ensure that the roles and
responsibilities are sufficiently and appropriately segregated as required by the law. The ED will create a
finance and operations responsibility matrix which clearly delineates tasks related to finance, ensuring
that the segregation of responsibilities is clearly articulated and documented.
Payments and Incoming Funds. The ED will sign all checks and have the responsibility for approved
purchases, while the DBO will prepare all checks for signature and monitor approved expenditures. The
DBO will not have any check signing authority or withdrawal authority. Checks in excess of $5,000 will
require the second signature of a Board member. Checks will be issued only when within the approved
budget and with the approval of the ED. Voided checks will be retained to insure proper maintenance of
checking account records. Incoming receipts will be recorded by the DBO. The DBO will record the
name, date received, name(s) or donor, address (if available), amount, and type of receipt. The DBO will
stamp the check “for deposit only” into Veritas Prep’s account, and prepare the deposit slip and deposit
the checks into the appropriate account. A copy of each check will be attached to a copy of the deposit
slip and deposit receipt and will be filed and used for reconciliation of the bank statement by the ED. The
DBO will receive the documentation related to the cash receipts deposit and record the activity to the
accounting system. The Finance Committee will review all cash receipts monthly, including a
comparison of amounts received to the budget.
Record Keeping. Veritas Prep will use a commercial accounting program such a Quick Books to keep
its financial records. The ED, DBO and Treasurer will have sole access to these records and will use a
password system that is changed regularly. Each week all financial records will be backed up and stored
off-site. The Finance Committee will review software needs annually.
Cash flow Management Plan. Veritas Prep's cash management plan includes processes and procedures
that help signal a potential cash management problem and allow for immediate attention. The ED bears
ultimate responsibility to ensure that all forms are completed and procedures are followed to ensure that
all expected public and private dollars flow to the school without significant gaps in time. On a weekly
basis, during the Operations Meetings, the DBO provides a cash flow update to the ED indicating any
expected revenues to be received and budgeted expenses to be made. These meetings focus on ensuring
that the school maintains a positive cash flow and to the extent possible, a cash reserve each month. Over
time, the ED with the Board Treasurer produces budgets that include cash surpluses each year to help
offset any potential shortfalls in revenue and to help meet any short term cash flow challenges. There will
be financial management policies and procedures in place to help ensure that all purchases and other
expenditures are approved and accounted for with an eye towards fiscal prudence and long-term
value. These procedures for purchases and accounts payable will allow the DBO and ED to quickly
curtail the rate of spending if necessary. The ED, with the Board's approval, will also seek lines of credit
with financial institutions to provide an extra layer of protection. Finally, in the event that revenues do
not fully cover expenses, the ED, DBO, and Board Treasurer will take necessary steps to protect payroll
and facilities needs. Options would include how revenue through private donations and fundraising can
be improved, how non-payroll and facilities expenses and purchases can be delayed, or seeing if the
schedule for payments of contracts or services can be renegotiated. To maintain fiscal conservancy, we will
maintain the accounting records and related financial reports on an accrual basis. All records and reports will
be consistent with Governmental Accounting Standards Board (GASB).
(2) Operating Budget and Budget Narrative

Operating Budget. The budget for Veritas Prep reflects conservative assumptions throughout the first
four years of the school’s charter term from pre-operational year (FY12) through operational year 3 (FY
15)95. As planning continues and specific needs and opportunities for the school become clearer, we will
modify the master budget for Veritas Prep accordingly. The budget is estimated based on current figures
for tuition with salaries, equipment, and other costs assuming appropriate inflation each year.
Major Assumptions. All major assumptions for revenue and expenditures are outlined below.
A. Per pupil tuition of $9,542 is estimated based on available data on FY11 tuition projections for
Springfield. The FY11 facilities component of the charter school per pupil formula is $893, which
brings the total per pupil revenue to $10,435. The facility allocation is listed separately in line 11
under Operating Revenues.
B. Student Enrollment is assumed to be at 81 students in year one and adding 81 fifth grade students
each additional year. We plan to fill seats left vacant by attrition with students on the waiting list.
We will reach full capacity of 324 students in FY16.
C. Facility size was estimated by assuming a need of 75 square feet per student.
D. Cost per square foot is estimated at $12 based on consultation with local real estate professionals.
E. Staff FTE aligns with the hiring plan for the five year charter term included in the governance and
management section.
a. Administrative professional positions added in each fiscal year include: one (1) FTE
Executive Director in FY12, Director of Academic Achievement and Director of Business and
Operations hired at (0.25) FTE in FY12 and both positions increase to one (1) FTE in FY13,
Director of Student Support hired at (0.25) FTE in FY13 and one (1) FTE in FY14, and one (1)
FTE Dean of Culture and Community, and one (1) FTE Director of Development in FY14.
95
Please see Attachment C: Operating Budget.
 b. Administrative Support is assumed part time (.2) in FY12, one (1) FTE in FY13.
c. Instructional/Teachers require (7.75) FTE positions in FY13. The Director of Student
Support will provide special education instruction (.075) FTE in FY13. We anticipate adding six
(6) core content teachers in FY14 and one (1) Special Education teacher, an additional six (6)
core content teachers in FY15 along with one (1) Special Education teacher. We anticipate the
staffing needs for Special Education based on the Springfield Public School student
demographics.
d. Instructional/Professional reflects staffing for ESL needs anticipated based on Springfield
Public Schools student demographics as (.5) FTE in FY13, one (1) FTE in FY14.
e. Instructional Support assumes one (1) FTE for a tutoring/enrichment coordinator in
FY14.
f. The budget assumes a 3% cost of living increase for all staff each year.
Operating Revenues. An outline of all operating revenues is provided below.
A. Tuition is based on a per pupil allocation of $9,542 with 81 students enrolled in year one and
added in each subsequent year. The per pupil allocation for facility is included in line 11 as “other.”
B. State Grants – No Revenue Assumed
C. Federal Grants - Charter School Start Up Assistance Grant is assumed to be $250,000 for the first
three years. Entitlement amounts estimated by using the amount of Title 1 and IDEA granted to
Springfield Public Schools and based on their published student demographics, computing the
average amount of funding per eligible pupil. We assume the same percentages of Special Education
and Low Income students and thus anticipate the same per pupil amount for those students.
D. Private Grant from the Walton Family Foundation is anticipated in in the amount of $250,000 for
pre-operation and start-up costs. With $140,000 assumed in FY12 and $110,000 in FY13 96. The
Walton Family Foundation has provided this amount to BES schools in all previous years and
continues to request proposals from new charter schools from BES.
E. Nutrition Funding – State and Federal – we anticipate that 75% of our students will receive free
breakfast and lunch at a reimbursement rate of $4.47 and 6% of our students will receive reduced
breakfast and lunch at a reimbursement rate of $3.77.
F. Program Fees are not included as we do not intend to charge our families any amount for school
programs, as we anticipate that the majority of our students will come from low income families.
G. Contributions, in-kind or in-cash - While we plan to solicit in-kind donations, we do not assume
it. Fundraising revenue assumed at $20,000 in FY12, $25,000 in FY13, and $30,000 in FY14 and
FY15.
H. Investment income is not assumed revenue in the budget. While money can be earned by moving
funds to interest-earning accounts as frequently as possible, we will not rely on this income until we
can anticipate it based on an established surplus of funds from our first few years of operations.
I. Transportation will be provided by the local school district.
J. Other: Facility Reimbursement at $893 per pupil multiplied by the anticipated enrollment each
year provides estimated revenue for facility revenue.
Operating Expenditures. An outline of all operating expenditures is provided below.
A. Administration
a. Executive Director ($90,000) and .25 FTE Director of Academic Achievement ($15,000)
and Director of Business and Operations ($15,000) in FY12, Director of Academic Achievement
($60,000) and Director of Business and Operations ($60,000) and .25 FTE Director of Student
Support ($15,000) in FY13, one (1) FTE Director of Student Support ($60,000), Dean of Culture
and Community ($60,000) and Director of Development ($60,000) in FY14.

96
While we anticipate all funds in FY12, for conservancy sake we assume we will spread funds across two years.
 b. Clerical support in FY12 with .2 FTE of $8,000, increasing to 1.0 FTE in FY13.
c. Accounting and Audit fees assumed at $15,000 each year based on schools of similar
size.
d. Legal services assumed conservatively at $15,000 each year starting in FY13.
e. Payroll will be contracted out to a payroll company and assumed cost is $3,000 per year
based on experience of other charter schools.
f. Other Professional Services assumes $15,000 in FY12 when we will engage the
consultation of an experienced organization with a track record of providing support to charter
school leaders in the development of strong financial and operational systems. FY13 forward
assumes $10,000 per year to contract with an organization to provide back office support.
g. Information Management and Technology budgeted at $10,000 in FY12 for website set
up and $30,000 in subsequent years assumes costs of server and technology infrastructure and
maintenance.
h. Office Supplies and Materials in FY12 estimated at $3,000 assuming need for basic
office set up. In FY13 and subsequent years expenses assumed at $10,000
i. Professional Development for Administration and the Board will be provided by Building
Excellent Schools beginning in the pre-operational year with curriculum and assessment support,
and governance development. Costs are assumed at $15,000 each year for the first three years.
j. Dues for MA Charter School Association are anticipated starting in the first operational
year at $2,500 and increasing as the school grows to $4,000 in FY14, and $6,000 in FY15.
k. Fundraising assumed at $2,500 in FY12, $5,500 in FY13 and each subsequent year based
on anticipated costs to development of professionally designed flyers and folders for
presentations to potential donors.
l. Recruitment and Advertising for staff and students is based on the assumption that we
will spend $1,000 for each FTE staff we plan to hire and $25 for each student we plan to enroll.
We anticipate advertising administrative and teaching positions locally and nationally.
m. Travel expense for Staff/Board will cover research trips to schools that have inspired the
design of Veritas Prep. We assume $500 for the board and early hires in FY12 and $100 per
new hire each subsequent year to cover the cost of travel to nearby cities.
n. Bank Charges are not anticipated as we do not plan to take out any loan.
B. Instructional Services
a. Salaries – Teachers: Assumes an average salary of $45,000. Each subsequent year
assumes 3% COLA increase for returning teachers plus an additional seven (7) FTE teachers to
accommodate a new grade of students each year. Director of Student Support provides
instructional support for special education students in FY13.
b. Salaries – Other – Assumes (.5) FTE ESL teacher in FY13, one (1) FTE ESL teacher in
FY14, and two (2) FTE ESL teachers in FY 15.
c. Salaries-Support/Clerical assumes one (1) FTE Tutoring/Enrichment Coordinator.
d. Instructional Technology in classrooms includes an in-classroom computer center and
projectors in FY13 and FY15. We anticipate purchasing two lap top carts in FY14.
e. Instructional Supplies and materials are anticipated to cost $300 per student for 81
students starting in FY12 in order to receive materials in time for the August 2012 start of
school. FY13, FY14, and FY15 are based on $300 per student as we grow in grade level each
year. $2,000 additional for instructional materials to accommodate students with special needs is
anticipated in each operational year (FY13, FY14, and FY 15).
f. Testing and Assessment costs for ordering assessments for the first group of 81 students
are estimated at $10,000. This expense increases to $30,000 in each subsequent year as we plan
to administer various types of assessments to each student on a frequent and ongoing basis.
These costs are estimated based on the expense of other charter schools purchasing high quality
 interim and nationally normed assessments. $16,000 for Special Education testing assumes that
ten of our students will receive three-year evaluations each year at approximately $1,500 per
student.
g. Professional Development (PD) for teachers is estimated to cost $10,000 each year
starting in FY13. Most PD will be planned and facilitated by school leaders and expenses will
cover resources and materials. $1,500 in FY12 is dedicated to the initial cost of resources and
materials to plan and prepare for the development of new hires.
h. Staff Stipends in addition to base salary will cover the cost of Saturday and Summer
Academies. Teachers are paid a stipend to lead Saturday Academy once a month, a total of nine
times and Summer Academy for two (2) weeks in July.
C. Other Student Services
a. Salaries – Assumes 10% require Speech/Language or OT at a rate of $80 per hour.
b. Health Services reflects a part time nurse.
c. Student Transportation provided by the district.
d. Food Services estimated to assume a net zero expenditure.
e. Athletic Services reflect estimated expenses of fitness related materials and supplies such
as balls, jump ropes, and team building exercises.
D. Operations and Maintenance of Plant
a. Salaries for custodial (part-time) staff start at $15,000 in FY13 and increase each
subsequent year as the facility grows in size.
b. Utilities estimated by average costs of other charter schools of similar size.
c. Maintenance of buildings and grounds assumed at $10,000 in FY13 and FY14, increasing
to $15,000 in FY15.
d. Rental/Lease of Facility assumes the lease expense is based upon the major assumptions
about square footage needs and costs.
e. Rental/Lease of Equipment anticipates the need to lease and maintain copy machines and
is based upon average expense of other schools.
f. Renovations are estimated at 20% of the lease expense starting in FY14. We included
renovation costs of $120,000 in FY12, estimating $20 per SF for 6,000 SF.
E. Fixed Charges
a. Payroll taxes include 0.0145 of total salaries for Medicaid, 0.012 percent of total salaries
for Federal and State Unemployment, and 0.62 percent of non-instructional salaries for Social
Security.
b. Fringe Benefits assumes that: 75% of employees will request individual health and dental
insurance coverage, and the school will assume 80% of an individual policy; 25% of employees
will request family health and dental insurance coverage, and the school will assume 50% of a
family policy. Inflation is assumed at 10% each year.
c. Insurance reflects costs for Workman’s Compensation, General Liability, and Directors
and Operators insurance for the Board based upon current costs for charter schools of similar
size.
F. Community Service and Dissemination include family events and communication, work with local
organizations, school events, outreach to other schools and sharing of practices.
G. Contingency Fund assumes reserving 3% of operating revenue each year for unanticipated costs.
G. Action Plan
The chart details the Action Plan the school will put in place from the time of charter until opening.
Completion Point
Action Items State Date
Date Person(s)
Governance
Self-assess/approve By-laws (BOT) and submit to the Charter Schools Office 4/1/2011 BOT
Finalize ED job description and evaluation process 5/1/2011 BOT
Hire ED 6/1/2011 BOT
Obtain copies of the Administrative and Governance Guide for each BoT member 3/1/2011 BOT
Elect officers, form committees, appoint committee chairs 4/1/2011 BOT
Hold retreat to transition to governing board 4/1/2011 BES, ED
Submit letter to CSO requesting approval of and resumes for new BoT members 5/1/2011 ED
Submit a financial disclosure form for the previous calendar year for each of the 5/1/2011 BOT
proposed BoT members to CSO
Finalize dashboard template for monthly reporting to BoT 6/1/2011 BOT, ED
Submit an organizational chart to the Charter Schools Office 6/1/2011 ED
Set board meeting calendar 5/1/2011 BOT
Approve Complaint Procedure (BOT) and submit to Charter Schools Office 7/1/2011 BOT
Secure legal counsel 8/1/2011 ED
Enrollment and Admission
Self-assess and approve Enrollment Policy (BOT) and submit to Charter Schools 6/1/2011 BOT
Office
Create and finalize recruitment materials 3/1/2011 5/1/2011 ED
Conduct recruitment outreach (see recruitment plan) 5/1/2011 1/1/2012 ED
Hold enrollment lottery and notify families of results 3/9/2012 ED
Submit Pre-Enrollment report to Charter Schools Office 3/15/2012 ED
Request student records 3/30/2012 ED
Assess student services and create special education program plan 4/1/2012 7/15/2012 ED, DAA
Conduct diagnostic testing 8/15/2012 DA
Plan student orientation 6/1/2012 8/15/2012 ED, DAA
Host family orientation 8/17/2012 ED
Host student orientation 8/20/2012 ED, DAA
School Policies and Practices
Set up student information database 7/1/2012 8/1/2012 DAA
Order non-instructional supplies, furniture, equipment and materials 6/1/2012 ED
Approve school calendar and submit to Charter Schools Office 8/1/2012 ED
Self-assess and approve student code of conduct (BOT) and submit to Charter 8/1/2012 ED
Schools Office
Submit contact information for School to Charter Schools Office 8/1/2012 ED
Draft, get feedback and submit School Health and Medications Administration Plan 8/1/2011 8/1/2012 ED
to Charter Schools Office
Draft, get feedback, and submit Nutrition Services Plan to Charter Schools Office 8/1/2011 8/1/2012 ED
Draft, get feedback and submit Wellness Policy to Charter Schools Office 8/1/2011 8/1/2012 ED
School Facility and Building Safety
Facility Search 3/1 2011 12/1/2011 ED
Secure site 12/1/2011 ED
Oversee renovations 1/1/2012 6/15/2012 ED
Prepare building infrastructure (i.e.; lights, phones, server and computer network) 6/15/2012 ED
Set up furniture, equipment, and materials 7/1/2012 ED
Submit a copy of the signed lease 7/1/2012 ED
Submit written assurance that the facility is accessible 7/1/2012 ED
Submit multi-hazard evacuation plan to CSO 7/1/2012 ED
Submit current Certificate of Occupancy and required safety inspections to Charter 7/1/ 2012 ED
Schools Office
Obtain property insurance and provide documentation to CSO 7/1/2012 ED
Secure janitorial services 7/15/2012 ED
Staff Recruitment, Evaluation and Professional Development
Develop job descriptions and postings 4/1/2011 6/1/2011 ED
Recruit and hire staff 6/1/2011 6/1/2012 ED
Set staff salaries and benefits 6/1/2011 ED
Develop staff policies and handbook 7/1/2011 ED
Plan staff orientation 7/1/2011 7/1/2012 ED
Hold staff orientation 8/1/2012 ED, DAA
Submit summary of staff’s qualifications to Charter Schools Office 8/1/2012 ED
Submit signed letter of agreement with special education administrator to Charter 8/1/2012 ED
Schools Office
Obtain access to CORI and approve CORI policy (BOT) 6/1/2012 ED
Submit staff performance criteria and evaluation plan to Charter Schools Office 8/1/2012 ED
Submit CORI assurance for all employees 8/1/2012 ED
Submit written documentation of physician and nurse relationship to Charter Schools 8/1/2012 ED
Office
Submit professional development plan to Charter Schools Office 8/1/2012 ED
Educational Program and Curriculum
Develop curriculum 8/1/2012 8/15/2012 ED
Order materials, supplies, equipment 6/1/2012 9/1/2012 ED, DAA
Contract with special education consultants 8/1/2012 ED, DAA
Submit District Curriculum Accommodation Plan to Charter Schools Office 8/1/2012 ED
Submit Special Education Program Plan to Charter Schools Office 8/1/2012 ED
Submit Title I Plan to Charter Schools Office 8/1/2012 ED
Transportation and Food Services
Submit Transportation Services Plan to Charter Schools Office 8/1/2012 ED
Contract with food service provider 8/1/2012 ED
Financial Systems
Apply for tax exempt status and ID Completed ED, BOT
Secure independent auditor 6/1/2011 ED
Contract with accounting consultant to create systems for business, ops, and HR 6/1/2011 ED
Design financial management systems (QuickBooks) 6/1/2011 9/1/2011 ED
Design accounting process forms and reporting templates 6/1/2011 9/1/2011 ED
Establish payroll 9/1/2011 ED
Set up bank accounts 4/1/2011 ED
Approve Fiscal Policies and Procedures and submit to Charter Schools Office 10/1/2011 ED, BOT
Approve annual budget (BOT) and submit to Charter Schools Office 8/1/2011, 12 ED
Obtain Director and Operators insurance and provide evidence of coverage to 8/1/2011 ED
Charter Schools Office

Key: ED = Executive Director, BOT = Board of Trustees, BES = Building Excellent Schools, DBO = Director of Business and
Operations, DAA= Dean of Academic Achievement, CSO= Charter Schools Office

IV. How will the school demonstrate that it is

faithful to the terms of its charter?
A. Process
Accountability is a core principle of Veritas Prep’s educational philosophy. The founding group insists
upon defining the objectives by which we will hold the school accountable for delivering on its mission.
Thus, we have drafted an accountability plan with objectives that all founders agree are rigorous and
measurable for academic success, organizational viability, and faithfulness to charter. We will continue
to review these measures and consider ways to make the plan more rigorous, and we look forward to
working with the Charter School Office to improve the plan in the pre-operational year.
B. Accountability Plan Objectives
The mission of Veritas Prep is to prepare students in grades 5-8 to compete and succeed in high school,
college, and beyond. The goals presented in this Accountability Plan directly correlate with this mission
and should be used to evaluate the school’s effectiveness in the operational years of the five-year charter
 term from 2012-2016. The Accountability Plan is divided into three sections: Academic Success,
Organizational Viability, and Faithfulness to Charter.
Veritas Preparatory Charter School Accountability Plan 2012-2016
(Proposed - pending approval from the Charter School Office)
1. Academic Success
Goal 1.1: Students will become proficient in Reading and Writing the English Language.
Each subgroup of Veritas Prep students will make Adequate Yearly Progress (AYP) in ELA as defined by No Child Left
Measure
Behind legislation as measured by the MCAS.
60% of all students who have attended the school for two or more years will score in the Proficient or Advanced category
on the ELA MCAS. 70% of all students who have attended the school for three or more years will score in the proficient
Measure
or advanced category. 80% of students who have attended the school for four years will score in the proficient or
advanced category. 97
All students at Veritas Prep who have attended the school for two or more years will, on average, attain a rate of
Measure proficiency at least fifteen (15) percent higher than the surrounding district average as measured by the Massachusetts
Comprehensive Assessment System.
In a coherent analysis of longitudinal growth, the average annual increase of percentiles among Veritas Prep students on
Measure the Stanford 10, a nationally-normed exam, will average a minimum of five (5) percentiles of growth per year until the
average percentile score reaches 75.
Goal 1.2: Students will achieve mastery in Mathematics
Each subgroup of Veritas Prep students will make Adequate Yearly Progress (AYP) in Mathematics as defined by No
Measure
Child Left Behind legislation and measured by the MCAS.
60% of all students who have attended the school for two or more years will score in the Proficient or Advanced category
on the Mathematics MCAS Exam. 70% of all students who have attended the school for three or more years will score in
Measure
the proficient or advanced category. 80% of students who have attended the school for four or more years will score in
the proficient or advanced category. 98
All students at Veritas Prep who have attended the school for two or more years will, on average, attain a rate of
Measure
proficiency at least fifteen (15) percent higher than the surrounding district average as measured by the MCAS.
In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Veritas Prep students on the
Measure Stanford 10, or similar nationally norm-referenced test, will average a minimum of five (5) percentiles of growth per year
until the average percentile score reaches 75.
Goal 1.3: Students will achieve mastery in Science and Social Studies
A greater percentage, by at least 15%, of students at Veritas Prep who have attended the school for two or more years will
Measure score in the Proficient and Advanced categories than the Springfield Public School district average as measured by the 8 th
grade Science, Technology, and Engineering MCAS Exam.
8th grade students will write a historical narrative which will be assessed by an external panel of evaluators using a
Measure
qualitative and quantitative rubric. 90% of students will demonstrate proficiency, with 30% will demonstrate mastery.

2. Organizational Viability
Goal 2.1: Veritas Prep will maintain organizational strength by demonstrating fiduciary and financial responsibility.
Measure External, annual audit reports will demonstrate that Veritas Prep meets or exceeds professional accounting standards.
Budgets for each academic year will demonstrate effective allocation of financial resources to ensure effective delivery
Measure of the school’s mission as measured by annual budgets approved by the Board of Trustees and submitted to the DESE.
The Finance Committee of the Board of Trustees will review this budget monthly.
Goal 2.2: Veritas Prep will be fully enrolled and demonstrate high levels of daily attendance and student retention.
Veritas Prep student enrollment will be at 100% of projected enrollment described in the charter application at the
Measure
beginning of each year.
Measure 85% of students who complete the school year at Veritas Prep will re-enroll for the following school year.
Measure Veritas Prep will average 95% or higher daily student attendance in each school year.
Goal 2.3: Parents will demonstrate high satisfaction with the academic program and the communication of Veritas Prep.
Parent satisfaction with the clear and open communication by the faculty and staff of Veritas Prep, as measured by an
Measure annual survey at the conclusion of the school year, will on average exceed 85%. The percentage of parents completing
the survey will average at least 75%.
97
Our goal is to set achievement benchmarks that are rigorous and progressively improve over time at the school. We believe strongly that
raising the collective achievement bar is critical to the success of Veritas Prep and to all SPS students.
98
Ibid.
 Parent satisfaction with the academic program, as measured by an annual survey conducted at the conclusion of the
Measure
school year, will on average exceed 85%. The percentage of parents completing the survey with average at least 75%.
Goal 2.4: The Board of Trustees will provide effective and sound oversight of the school to promote teaching and learning.
The Board of Trustees will conduct a formal annual review to measure the effectiveness of the Executive Director using
Measure
one formal evaluation per year.
Measure The Board of Trustees will conduct an annual self-evaluation to assess strengths and weaknesses of the Board.
Measure The Board of Trustees will annually review the bylaws and policies and update as necessary.
Measure The Board of Trustees will conduct an annual analysis of the school’s organizational strengths and weaknesses.

3. Faithfulness to Charter
Goal 3.1: Students will be prepared to compete and succeed in high school on their way to college.
Measur For each day that school is in session, an average of 90% of students will complete and turn in all homework as measured
e by daily homework checks.
Measur 80% of parents will agree or strongly agree with the statement, “Veritas Preparatory Charter School prepared my child for
e success in High School” as measured by the annual parent survey results.

Measur 80% of matriculating 8th graders will be enrolled in a college preparatory high school or a college preparatory course of
e study within a comprehensive high school.

Measur 100% of 8th graders who have been at the school for two or more years will prepare and present personal vision statements
e which articulate career(s) of interest and identify potential majors and colleges of interest, as well as the personal values it
will take to realize these visions.

C. Narrative
In four or five years, a renewal inspection team should walk into a school where academic results are
strong, and MCAS scores along with nationally normed assessment results reflect a high academic bar for
Springfield students.
The team will see that systems and routines are clear and internalized by all staff, students, and parents.
The school will be calm and orderly but all community members will move with a sense of urgency
towards learning. A focus on achievement will be palpable and expressed through the physical
environment, interactions between teachers and students, and the daily routines and procedures will
support a culture of achievement. The school’s DRIVE values will be promoted throughout the building
and explicit connections between these values and students’ achievement will be emphasized and
celebrated. Students will have a vision of their path upon completion of their eighth grade year, through
high school, on their way to the college of their choice.
The morning will start with an efficient system to check uniforms, take attendance and confirm that all
homework has been completed to a satisfactory degree. Transitions will be calm and efficient to ensure
that time on learning is maximized. Students will be fully engaged with rigorous and joyful instruction in
the classrooms. Curriculum will be documented clearly and made accessible to the renewal inspection
team. Lesson plans will be consistent school wide and demonstrate an effective response to data from
recent assessments (weekly “Show What You Know” quizzes and Interim Assessments). Teachers will
hold students to high behavioral and academic expectations and visitors will see an emphasis on getting
100% participation every minute, every class. They will see consistent expectations, routines, and
practices being executed in every classroom. Students will be supported with daily tutoring targeted to
meet their needs, every day. The renewal inspection team will see that Veritas Prep has delivered on the
promise made in the original charter application and that the Board, school leaders, and teachers are
transparent about any and all things that need improvement and are strategically planning for the school’s
continued success.
This visit will highlight and evidence the daily work of the school that has allowed it to reach the
ambitious, measurable, and rigorous accountability goals as outlined in the charter application and as
approved by the Charter School Office.
D. Dissemination
Veritas Prep fully embraces the commitment of charter schools to disseminate practices to other public
schools. In anticipation of building a collaborative relationship with the Springfield Public Schools, we
have been proactive in reaching out to Dr. Allen Ingram, Superintendent of Schools. The Lead Founder
has met with Dr. Ingram to share our proposal and initiate a relationship with the district. Veritas Prep is
designed from the most effective practices of high performing urban schools and thus is a model that is
replicable for other public schools. Veritas Prep is fully committed to developing a meaningful
relationship with the district to share the work we are doing and provide support to the district schools,
particularly the Level 4 turn around middle schools. We look forward to hosting school visits for SPS
leaders and sharing all materials upon request. We also look forward to being a proactive partner with all
other educators interested in sharing best practices, engaging in continuous improvement, and propelling
education reform.
 V. Required Attachments – Final Application
Attachment A: 2010 Proven Provider Information Sheet – Final Application

REQUIRED SUBMISSION WITH FINAL APPLICATION

This form is required for applicants applying as proven providers in districts that have performed on the
Massachusetts Comprehensive Assessment System (MCAS) in the lowest 10 percent statewide for two
consecutive previous years and where the 9 percent net school spending cap has been or is expected to be
raised. Applicants, or a provider with which the applicant group proposes to contract, must meet the
definition and qualifications of proven provider as outlined in 603 CMR 1.00. Proven provider status will
be determined as a component of the review of final applications for charter schools. These pages do not
count toward the page limit for the final application.

Name of Proposed Charter School: Veritas Preparatory Charter School

Name of Person(s) or Organization: Building Excellent Schools, Inc.

Primary Contact Person: Linda Brown, Founder and Executive Director

Address: 262 Washington Street, 7th Floor

City: Boston State: MA Zip: 02108

Daytime Tel: (617) 227-4545 Fax: (617) 277-4551

Email: lbrown@buildingexcellentschools.org

I. Category of Proven Provider

Check the appropriate category of proven provider as described below. All information provided in
response to the criteria that follow should provide evidence of the proven provider’s qualifications.

Category 1:
 Two or more persons who had primary or significant responsibility serving, for at least five years, in a
leadership role in a school or similar program that has a record of academic success and organizational
viability.

Category 2:
 A non-profit education management organization, in operation for at least five years, that has a record
of academic success and organizational viability; or
 A non-profit charter management organization, in operation for at least five years, that has a record of
academic success and organizational viability.

Category 3:
 The board of trustees of an existing charter school that has a record of academic success and
organizational viability.

Category 4:
If the applicant proposes to contract with a proven provider with a record of academic success and
organizational viability, check one of the following:
 An education management organization;
 A charter management organization; or
 A school support organization.

II. Qualifications to Achieve Proven Provider Status

A proven provider applicant must submit evidence satisfactory to the Commissioner that demonstrates
that the proven provider has significant management or leadership experience with a school or similar
program that is an academic success, a viable organization, and relevant to the proposed charter. For
applicants with a current or previous relationship to a Massachusetts charter school, the Commissioner
may consider all information related to such school’s performance, including evaluations in connection
with each renewal of its charter.

The information provided to address the criteria listed below are the basis on which proven provider
status will be determined. All applicable criteria must be addressed in alignment with at least one
category chosen above. These pages do not count toward the page limit for the final application.

Proven Provider Category 1 ONLY: NA

• Describe in detail the individuals' roles and responsibilities at the successful school(s) or
program(s).
• Provide evidence to link the proposed proven provider’s roles and responsibilities to the success
of the school or program.
• Attach resumes or any additional documents that provide evidence of the individual’s roles and
responsibilities at the successful school(s) or program(s).
Roles and responsibilities:
Evidence of link to school success:
List of attachments:

Proven Provider Categories 2, 3, and 4:

• Describe in detail the qualifications of the proposed proven provider. Additional documentation
may be included as an appendix;
• Describe in detail the proposed proven provider’s roles and responsibilities in the successful
school(s) or program(s);
• Provide evidence to link the proposed proven provider’s roles and responsibilities to the success
of the school or program.
Qualifications:

Building Excellent Schools, which traces its origins back to the inception of charter schools in
Massachusetts, has worked for nearly 20 years to support the design, development, and operation of
successful urban charter schools. Currently, Building Excellent Schools offers the Building Excellent
Schools Fellowship, an intensive, year-long charter school development and leadership training program
which engages educational entrepreneurs to build and lead highly structured, “no excuses” urban charter
schools. The lead applicant of the proposed school is an accepted Fellow in the Building Excellent
Schools Fellowship and will complete her Fellowship training between September 2010 and August
2011. Beyond the Fellowship training, Building Excellent Schools offers a robust set of Follow-On
Support programs which delivers close consultation, further training, and support to address all of the key
functional areas of an urban charter school.

To date, Building Excellent Schools Fellows have started 44 charter schools in the United States,
including two award-winning urban charter schools in Boston - Boston Preparatory and Excel Academy.
Both BES Schools have continued to work closely with Building Excellent Schools throughout the terms
of their first and second charters, and both founders (Scott McCue, 2002 BES Fellow and Yutaka
Tamura, 2002 BES Fellow) have continually accessed BES support and training for themselves and their
staff.

The Founder and Executive Director of Building Excellent Schools is Linda Brown. A leading
charter school supporter, Linda Brown views charter schools as the engine that drives all schools to
higher standards. She works along with education entrepreneurs as they break new ground in education
reform. Ms. Brown founded the organization in 1993, and her work has been critical to the initial success
of charter schools not only in Massachusetts but across the country. In addition to acting as the
organization’s lead fund developer, Ms. Brown also works one-on-one with Fellows on issues related to
governance, fund development, and mission. Before joining Building Excellent Schools, Ms. Brown was
Associate Head of School at an independent school in Massachusetts.

The Director of the Building Excellent Schools Fellowship is Susan Walsh. Sue Walsh designs and
leads all Fellowship training at Building Excellent Schools. Ms. Walsh is an experienced urban charter
school leader and has invested ten years in Massachusetts charter schools as a teacher, master teacher,
curriculum coordinator and principal. She is dedicated to the core beliefs of rigorous performance-based
academic achievement and the urgency of getting schools as good as they must be for students. Ms.
Walsh was a founding member of the Lowell Middlesex Academy team, an organization that shifted from
a successful program for at-risk students to a highly regarded, award winning charter school based upon
dramatic student performance gains. She also played a key role in readying the school for its second
charter renewal. Most recently, Ms. Walsh served as Principal of Boston Collegiate Charter School
(formerly South Boston Harbor Academy) where she provided outstanding instructional leadership for the
school’s entire educational program.

Roles and responsibilities:

Building Excellent Schools will work with Veritas Preparatory Charter School in the following ways:

Pre-Authorization/Fellowship
Prior to receiving charter authorization, Building Excellent Schools works with Veritas Prep primarily
through its training relationship with Vertias’ lead founder, Rachel Romano. Ms. Romano was selected
from a national pool of over 500 applicants to participate in the BES Fellowship and design a charter
school. During her Fellowship year, Veritas Prep’s founding Board of Trustees works under the
supervision of Building Excellent Schools and Ms. Romano works under the supervision of the BES
Fellowship Director, Sue Walsh.

The Building Excellent Schools Fellowship is a year-long, full-time comprehensive training program in
charter school creation, leadership development and school founding. The Fellowship pays its carefully
selected leaders-in-training a professional-level stipend to focus on one goal: to design and open a school
of uncompromising excellence. A Fellowship year typically entails approximately 85 training days in
Boston, an extended residency in a high-performing urban charter school, and ongoing coaching and
support around board and charter application development. The culmination of the Fellowship year is the
submission of a well-written, thoroughly researched charter application that reflects the best practices in
urban school design. Each of the schools founded by BES Fellows are free-standing, controlled by Boards
of Trustees comprised of local community residents, and independent of any management organization.

The following chart and description illustrate the tremendous scope of the Fellowship curriculum and
affirm its comprehensive nature:

STRAND DESCRIPTION SAMPLE TOPICS

Advanced analysis of essential School Visits (25+); Accountability;
I. School Design
design and leadership concepts. Assessment; Supervision
Advanced analysis of essential
II. School Facility Finance; Staff Recruitment;
finance, accounting, and
Operations Compensation; Fundraising
fundraising skills.
Comprehensive training in charter
Board Sourcing; Policies and By-Laws;
III. Governance school board development and
Succession Planning; Officer Selection
governance.
IV. External Training in community organizing Parent Involvement; Relationship Management;
Relationships and relationship development. Recruitment; Public Relations
Ten-week, on-site, hands-on
Assessment Design; Teacher Coaching; Fund
V. Residency training in general charter school
Development; Program Development
leadership.

Within such framework, ten key shared characteristics of urban charter schools serve as the foundation
for every school designed by a Building Excellent Schools Fellow. Fellows design their schools around
these core principles to fully meet the needs of their communities. While BES Schools may offer slightly
different curricular options or different extracurricular programs, they will all be fiercely devoted to
producing strong academic achievement results. It is within this design that BES fully distinguishes
itself. Also, by relying on proven practice, BES schools operate with a higher level of confidence and
effectiveness than other free-standing grassroots charter schools.

Ten Key Shared Characteristics of High Performing Urban Charter Schools:

1. Firm belief that all students can learn and achieve at high levels
2. Frequent internal assessments with data to drive instruction
3. Mission clear, outcome focused, understood by all, and evidenced throughout the school
4. Strong discipline code enforced by all
5. Leader(s) highly visible ensuring all are focused on mission
6. Clear and frequent communications with parents regarding student performance
7. Highly structured learning environment and organization
8. Strong curriculum focus on skill mastery
9. Classroom practices promote continuity (and predictability) from one classroom to another
10. Extended school day and school year

Post-Authorization/Post-Fellowship
At the conclusion of the Building Excellent Schools Fellowship, Building Excellent Schools maintains a
formal and supportive though non-managerial role with Veritas Prep, as the relationship continues
through Veritas’ participation in the Follow-On Support program. The Follow-On Support program
offers a variety of services and support which aid in effective school operation. The services offered,
which are described more fully in materials attached to this piece, cover instructional support, school
culture auditing, leadership coaching, governance training and support, and finance and operations
support. Follow-On Support is led by Sue Walsh, as she draws on her strong professional history in
charter schools in Massachusetts and her leadership in growing strong charter schools across the country.

Evidence of link to school success:

To date, Building Excellent Schools Fellows have started 44 charter schools in the United States,
including two schools in Boston, Boston Preparatory Charter School and Excel Academy Charter School,
which have been in operation since 2004 and 2003 respectively.

Several BES schools have won public recognition for their academic performance:
• Excel Academy Charter School (East Boston, MA) was named a 2007 National Charter School
of the Year by the Center for Education Reform.
• Boston Preparatory Charter Public School (Boston, MA) was identified in a 2008 national
study by the United States Department of Education as one of the nation’s top five charter
schools in the nation in terms of student growth. The school was additionally recognized in 2008
by the national Effective Practice Incentive Community (EPIC) as leading the nation in charter
school academic performance, joining the “Gold Band” of the five highest achieving schools.
• Democracy Prep Charter School (Harlem, NY) was recognized in 2009 by Harvard University
for outstanding achievement during the university’s commencement ceremony in 2009. In 2010,
the school was recognized by the Chancellor as the highest rated public middle school and the
highest rated charter school in the city.
• Achievement Preparatory Academy (Washington, DC) was recognized in 2009 as the highest
value-added public school (district and charter), with students making more year-to-year gains
than any other public school in the city. In 2010, the school demonstrated that students from a
poor community can dramatically outperform those attending all district schools, with 74%
Achievement Prep scholars proficient or advanced in Reading compared to 35% in the district,
and 82% of Achievement Prep scholars proficient or advanced in math compared to 41% in the
district.
• Columbus Collegiate Academy (Columbus, OH) was recognized in 2010 by the national
Effective Practice Incentive Community (EPIC), as leading the nation in charter school academic
performance. The school is the highest performing middle school in the city and one of the
highest performing public schools in the state. The school serves a high minority, predominantly
low-income community.

In 2008-2009, BES schools broadly produced strong academic achievement results:

• 70% of students in BES schools scored proficient or advanced on state English Language Arts
exams versus an average of 54% in their local school districts.
• 74% of students in BES schools scored proficient or advanced on state Math exams versus an
average of 49% in their local school districts.

These broadly strong results include the exceptional results of some schools:
• Excel Academy Charter Public School (East Boston, MA) is the top performing middle school
 in the state of Massachusetts, as measured by the MCAS examinations in English Language Arts
and Math.
• 97% of Excel Academy’s students gained admission to competitive, college-preparatory high
schools in and around the city of Boston.
• Democracy Prep Charter School (Harlem, NY) ranks in the top 1% of middle schools in New
York City.
• West Denver Preparatory Charter School (Denver, CO) is the 2nd ranked school in the Denver
School Performance Framework

All of these BES schools have been founded by BES Fellows, and the schools continue to access and
receive Follow-On Support through our mentorship, on-site support, and/or Weekend Warrior School
Leadership trainings.

Yutaka Tamura, 2002 BES Fellow, Founder and inaugural Executive Director of Excel Academy, worked
closely with Building Excellent Schools and Sue Walsh to drive Excel Academy towards powerful
success, and received intensive support and mentorship during a three-year period (2004-2007). That
work culminated in the school being recognized as a National Charter School of the Year by the Center
for Education Reform and one of the highest performing charter schools in Massachusetts. Scott McCue,
2002 BES Fellow, Founder and Head of School of Boston Preparatory Charter School (“Boston Prep”),
shared the following public comments with the State Board of Education on May 25, 2010 regarding
BES’s role in the creation and success of Boston Prep:

“Boston Prep would not exist without Building Excellent Schools. I personally came to this work as
an accomplished public school history teacher, with mission driven, highly capable board—but
without much of the technical wherewithal to make our vision a reality. BES provided essential
training on budgeting, fundraising, governance, facilities—skill areas vital to our school's existence.
As early as 2002, Linda Brown and BES served to connect my Board and me with the leading
national experts in all areas of school performance.

Since our chartering, BES has continued to play a vital role in the school's success. Sue Walsh—the
head of BES training—continues to exercise a vital role in my development as a school leader and
that of our school staff. She is a regular participant in our professional development efforts. Just as
valuable, the BES network of schools—stretching from New York to California—serves as a vital
resource as we tackle instructional, operational, governance concerns.”

All schools highlighted here – Excel Academy, Boston Prep, Democracy Prep, Achievement Prep, and
Columbus Collegiate – continue to work closely with Building Excellent Schools through its Follow-On
Support program, Weekend Warrior Series, and individualized training of staff members.

Though these results are impressive and inspire BES to continue to do its work with even greater vigor,
there have been a select few cases of BES Fellows who have launched schools which have not met with
the level of success which would be suggested by the previously outlined success stories.

BES has learned two primary lessons from its work in training Fellows to design, found, and lead urban
charter schools committed to high student achievement results. First, strong and effective leadership is
critical, and second, a proven set of school characteristics must propel the school design – elements which
together are proven to challenge and grow our most underperforming students to dramatic academic
outcomes.
BES stands proud and tall – an organization whose genesis was the first in the state charter school
resource center, the only tactical and technical assistance service non profit which accompanied the
passage of the charter school legislation in 1993. By the year 1999, we shifted from supporting all MA
charter schools to working only with those who were as hungry for results as we were. As with many
start-up incubators, BES went through a period of research and development when a variety of models
were followed in the spirit of true innovation and experimentation that charter legislation allowed and
encouraged. In order for BES to get to the point of strength on which we were founded, we ushered in
several schools in MA for which our sense of pride and accomplishment were low. Among those schools
sits the return of an approved charter South End College Preparatory Charter School hard won by Sheila
Polk, Ph.D., and the revocation of charter of Upham’s Corner Charter School, founded by Michael
Mayo. In both instances, the lessons of leadership and school design are clear. Neither leader and
neither charter lived up to the reputation that BES had set for itself or for the schools, and both only
pushed the organization to reset the bar on entry into the Fellowship and the unapologetic training
towards a design that works. BES insistence on hitting the high bar and hitting it hard is a resounding
mantra – we are about no excuses and we evolved quickly to that and to the set of beliefs that reinforce
this education philosophy.

At the start of the day and at the end of the day, what it’s all about is leadership and school model. We
have become incredibly selective in our recruitment of Fellows (thus potential school founders/leaders),
and we only train now to the model that has led to success of so many schools outlined here, and many
others not here highlighted. BES delivers on both the quality of the leader and the quality of the no
excuses charter school (please refer to the design charts for the main pillars of BES).

List of additional supporting documents:

• Attachment A.1: BES School Report Card 2008-2009
• Attachment A.2: BES Follow-On Support Program Description
• Attachment A.3: Sue Walsh Resumé

All Proven Provider Categories:

A.
• Provide comparison data that demonstrates the academic success of students in school(s) or
program(s) served by the proposed proven provider:
• as compared to Massachusetts statewide averages in English language arts and
mathematics in comparable grades;
• for at least a three year period
• for cohorts of students.

The data must include, but is not limited to:

• proficiency levels in the aggregate, on the MCAS or equivalent assessments for all
students tested;
• proficiency levels for one or more targeted subgroups, as defined in M.G.L. c.71, § 89(i)
(3);
• attendance, retention, and attrition data; and
• graduation and dropout data;
• student performance on other standardized tests, if available.

MCAS Aggregate
Year
Boston Prep Excel Academy State
 ELA Math ELA Math ELA Math
2008 71% 67% 89% 79% 64% 55%
2009 73% 71% 95% 85% 67% 55%
2010 73% 69% 95% 90% 68% 59%
Year MCAS Subgroup Low Income
2008 71% 69% 88% 78% 41% 33%
2009 73% 71% 84% 83% 45% 33%
2010 71% 67% 94% 90% 47% 37%
Year Attendance
2007 95% 97% 95%
2008 95% 97% 95%
2009 96% 98% 95%
Year Attrition
2007 16% 9% N/A
2008 10% 5% N/A
2009 4% 6% N/A
Year Graduation Rate
2007 N/A N/A 81%
2008 N/A N/A 81%
2009 N/A N/A 82%
Year Dropout Rate
2007 N/A N/A 4%
2008 N/A N/A 3%
2009 N/A N/A 3%
B.
• Provide evidence that the school(s) or program(s) for which the proposed proven provider was
responsible:
• serves a student population similar to the population to be served by the proposed charter;
• that the program to be offered at the proposed charter school is similar to the successful
school or program;
• or the program represents a reasonable modification of the successful school or program,
including details of what is proposed as a reasonable modification.
• If the grade span served by the school(s) or program(s) differs from the proposed charter
school, please explain the applicant group’s capacity to serve the proposed grade span.

Student Population:

The table below compares the enrollment of Boston Preparatory to Springfield Public Schools, the district
from which the proposed charter school will draw the majority of its students and thus should have a
representative sample. We believe that the characteristics of Boston Prep are similar enough to the general
characteristics of Springfield Public Schools that the efficacy of the BES model applied in Springfield
through Veritas Prep can be reasonably inferred:

Boston Prep Springfield Public Schools Variance

 % Black or Latino 93.4% 79% 14.4
% Free/Reduced Lunch 74% 82.4% -8.4
LEP 1.5% 13.1% -11.6
SPED 15.8% 23.9% -8.1
Similar Program:

Boston Prep is constructed upon the foundational core beliefs that underpin each BES School. Those core
beliefs are:

• Firm belief that all students can learn and • Frequent internal assessments with data to
achieve at high levels drive instruction
• Mission clear, outcome focused,
understood by all, and evidenced • Strong discipline code enforced by all
throughout the school
• Leader(s) highly visible ensuring all are • Clear and frequent communications with
focused on mission parents regarding student performance
• Highly structured learning environment
• Strong curriculum focus on skill mastery
and organization
• Classroom practices promote continuity
(and predictability) from one classroom to • Extended school day and school year
another

As a BES School, Veritas Prep is similarly constructed upon these core beliefs and shares similar
programmatic elements including:

• An extended school day and school year

• Robust academic remediation support for students
• A standards based curriculum which links to a comprehensive formative assessment system
• A common set of classroom procedures
• Dedicated systems and practices which promote time efficiency
• A direct instructional/gradual release model which focuses on teacher directed and managed
learning activities
• A highly accountable school culture which focuses on order, organization, and professionalism in
the school space

Reasonable modification of school or program:

Building upon this shared foundation of systems and practices, Veritas Prep will make adjustments in non-
core, marginal areas to enhance its education program to meet the specific needs of its students in
Springfield. For example, Veritas may offer slightly different curricular options or different
extracurricular programs from Boston Prep, but it will all be offered in the same sort of academic results
driven environment and supported by the same systems as support the work of Boston Prep.

Capacity to serve the proposed grade span, if different:

Veritas Prep differs from Boston Prep in that it will serve grades 5-8 while Boston Prep serves grades 6-
12. BES has established its capacity to train a leader to offer a fifth grade program through its work with
Excel Academy, a school whose success is outlined in other areas of this information sheet.

C.
• Describe the extent to which the proposed proven provider is responsible for the organizational
viability of the school(s) or program(s).
• Provide evidence of the organizational viability of the school(s) or program(s) for which the
proven provider was responsible, including but not limited to:
• effective governance,
• organizational management,
• financial management, and
• compliance with applicable laws and regulations.

Extent of responsibility for organizational viability:

Building Excellent Schools is not directly responsible for the organizational viability of the schools which
are started by its Fellows, but it does invest heavily in ensuring that its Fellows and the boards of the
schools they found are prepared to effectively manage their schools as organizations and to effectively
execute on components of the school design. In the Fellowship, Fellows receive intensive training in
charter school finance, operations, and governance, and Boards of Trustees/Directors receive an additional
on-site training from Building Excellent Schools as they prepare to take on the full responsibilities of
governors of the charter school. Upon chartering, the school, its leadership and board work closely with
Building Excellent School through its Follow-On Support program.

Evidence of effective governance:

At Boston Preparatory Charter School, the Board of Directors is comprised of 11 professionals of diverse
backgrounds and professional skill sets who work collaboratively to govern the activities of Boston
Preparatory Charter School. In the past year, 100% of this board contributed financially to the school and
had 85% of its meetings occur with a quorum. Further, the board made these decisions evidencing strong,
active, and energetic governance:

• Voting for the BPCPS Charter Renewal Application. This vote represented years of discussion
and strategic thinking about the school's long term plan.
• Voting for a revised FY09 school budget. This decision was made after the Board's finance
committee thoroughly reviewed deviations in anticipated revenues and expenses from the FY09
budget passed in the spring of 2008. The process required Board and management team members
to carefully examine a number of minor expense issues as well as discuss some more substantive
assumptions about the school's human resources model. Discussions were led by members of the
school's finance committee.
• Voting for an FY10 school budget. This decision represented new challenges for the school's
Board and management team. The international economic crisis forced a variety of stakeholders at
BPCPS to examine how the budget might change in light of a decline in our per-pupil state
revenue. This would be the first time in the school's history to experience such a decline. As a
result, all members of the BPCPS staff provided a precise accounting for anticipated expenses.
The school's management team and Board discussed possible changes in staffing, in response to a
decline in per-pupil enrollment. While recent budget projections have provided confidence about
our revenue for the coming year, the process of approving this budget was unusually robust.
 Discussions were led by members of the school's finance committee.
• Voting for an FY10 development plan. This plan required the schools' staff and board to articulate
programmatic goals for next year, as well as to carefully assess potential sources of funds and
strategies for soliciting those funds. Discussions were led by members of the school's
development committee.
• Electing Bill Clark as the new Chair of the Board of Trustees. This nomination and election
occurred after a thorough discussion by the governance committee.

In January, the school's Board conducted a half-day morning retreat. This retreat involved a thorough
discussion of how Board and staff members understand the school's mission promise to prepare all
students for success in college. Board members then discussed the instructional, operational, and financial
implications of their vision of the school's mission. Discussions in this retreat influenced the school's
decisions about programming, budgeting, and fundraising for FY10.

Evidence of organizational management:

Boston Prep, as a school entering its seventh year of operation, has developed a commensurate amount of
administrative and organizational sophistication to meet the needs of a complex school organization. The
school’s administrative roster includes these positions:

Title Brief Job Description Start date

Head of School Chief executive. August, 2003
Principal (MS) Manages instructional faculty. August, 2004
Principal (HS) Manages instructional faculty. August, 2007
Director of Development Coordinates fundraising efforts. August, 2007
Director of Operations Manages operations, finances, July, 2008
and Finance facilities, administrative support.
Dean of Students Cultural leadership. August, 2006
Dean of Support Services Manages support programming. August, 2006
Dean of Educational Manages educational partnerships August, 2007
Partnerships

These administrators are arrayed into a hierarchical/functional scheme which allows school business to be
addressed most efficiently:
Evidence of financial management:

The 2008-2009 financial viability results from Boston Preparatory Charter School and Excel Academy are
outlined below99:
Boston Prep Excel Academy
Unrestricted Cash $1,491,659 $1,556,519
Ending Surplus $306,073 $248,691

In addition, both schools have only received unqualified audit opinions during the course of their
operation.

Evidence of compliance with applicable laws and regulations:

Neither Boston Prep nor Excel Academy have been citied by the Massachusetts Department of Education
for any material breach of applicable law or regulation during the course of their operations.

Other:

The Charter School Annual Reports submitted to the Massachusetts Department of Education during the
past three years for Boston Prep and Excel Academy are attached to this information sheet.

99
As reported in each school’s 2008-2009 annual report submitted to the Massachusetts Department of Education.
Attachment A.1: BES School Report Card 2008-2009
Attachment A.2: BES Follow-On Support Program Description

Follow-On Support
Introduction
The BES Fellowship has proven to be an effective training ground for charter school founders and leaders. With the
success of a charter awarded, Fellows quickly encounter the challenges inherent in the start-up phase of all charter
schools: staff recruitment, student enrollment, facility acquisition, governance development, leadership
development, financial planning, operational implementation, staff training, instructional planning and more. To
address these challenges, BES offers mandatory Follow-On Support to its schools. Schools are required to
participate for three years after their authorization in the Follow-On Support program.
Follow-On Support assists Fellows through the early years of founding a charter school – a sequence of events that
(1) brings on the initial staff and inaugural class, (2) sees the Founding Board transition into a governing Board, and
(3) has the approved charter school in its first home ready to execute on its mission. The result of targeted support
is a greater number of high-performing BES Schools and therefore increased success for Fellows and the mission of
BES.
The goal of Follow-On Support is to provide a combination of proactive guidance and responsive support that helps
Fellows conquer the inevitable roadblocks encountered when opening a successful charter school. The mission
remains the same: to ensure that Fellows are able to lead results-focused, mission-driven, high-achieving urban
charter schools.

Typical Support Offered

Governance Support
• Board of Trustees Transition Retreat*
• Strategic Planning Retreat*
• Board manual consultation
• Conference calls with members of the board regarding specific policy
• Assistance with governance/management issues involving trustees

Hiring Support
• Annual review and training of hiring process and protocols including: recruiting strategies and
sources, fringe benefits, contracts, marketing, financial impact of hires
• Resume screening with Fellow
• Phone screens and interviews for administrative and teacher hires
• In-person interviews for instructional leader and other major hires*
• Consultation of selection process including interview questions and application steps
 • Analysis of past hires
• Staff referrals
Educational Support
• Staff orientation planning consultation
• Training and direct professional development of second leader
• Review of curricular choices and guidance through standards writing process
• Data and assessments systems consultation
• Student orientation planning consultation
• Review of school-wide procedures and student systems
• Family orientation planning consultation
• Review of professional development goals for all staff
• Site visit and report to include culture, operations, and instructional evaluation*
• Review of major assessments and other assessment systems
• Academic data systems consultation
• Instructional rigor review: syllabus and lesson plan analysis
• Guided feedback to teachers on lesson plans and daily learning objectives
• Professional development sessions for staff on culture and instruction*
• Student discipline and parent relation concerns

Business, Operational and Management Support

• Document review and consultation: student and family handbook, employee manual
• Functional audit visit and report including review and consultation of IT systems, student
information systems, family and staff communication
• Student recruitment planning consultation
• On-the-ground assistance with student recruitment campaign*
• Financial management systems consultation
• End-of-year evaluation and goal-setting retreat with school leadership team*
• Family and staff communication systems consultation
• Student information systems consultation
• Lease negotiation assistance
• Financial auditing
• Site visit for student lottery*
• Guidance through staff management concerns
• Crisis management

*Travel typically involved

Attendance at BES Fellowship Trainings and Weekend Warrior Series
All Fellows are welcome to attend any Fellowship trainings at no cost. Fellows participating in Follow-On Support
may also bring one additional staff member to Fellowship trainings at no extra cost.
Access to the Weekend Warrior Series is included in the Follow-On Support program. Offered four times a year,
the Weekend Warriors Series consists of 2-day training weekends. Key instructional leadership topics include:
teacher development and observation; leadership communication; standards and assessment creation; effective
lesson planning and execution; data analysis; leadership, management and evaluation of adults; and other key
topics.
A typical 2-day weekend begins with observation and analysis of an excellent school on Friday, followed by a full
day of practitioner-based trainings on Saturday. In addition to the robust training offered by Building Excellent
Schools Fellowship staff, participants benefit from the interaction with other school leaders and the strong focus
on practical tools that can be implemented immediately.

Weekend Warrior Series dates and topics for the 2010-2011 year appear below:

Date Topic

Friday, October 22 – Saturday, October 23 Teacher Feedback – Formal and Informal

Washington, DC

Friday, December 3 – Saturday, December 4 Managing and Leading Adults

Boston, MA

Friday, February 4 – Saturday, February 5 Teacher Recruitment and Selection, Difficult Conversations
New Orleans, LA

Friday, April 1 – Saturday, April 2 Curriculum and Instruction

Boston, MA
Attachment A.3: BES Fellowship Director Resumé

SUSAN L. WALSH
24 Whitridge Street, Dorchester, MA 02124
(617) 282-8584  swalsh@buildingexcellentschools.org

PROFESSIONAL EXPERIENCE

August 2004 – Present

Director, Building Excellent Schools Fellowship
Building Excellent Schools, Inc. Boston, MA

• Drive strategy, training and design of national school creation and leadership Fellowship
• Lead charter school development and leadership training for highly selective national cohort
• Mentor leadership in nationally recognized, high performing urban charter schools
• Develop school design for 35+ charter schools during chartering, founding and early operational stages
• Train leaders and aspiring leaders from nationally recognized charter and non-charter schools

August 2002 – 2004

Principal, South Boston Harbor Academy Charter School (renamed Boston Collegiate Charter School)

• Provided instructional leadership for school's entire educational program

• Led MCAS success: Spring 2003 100% of 10thgraders pass ELA and Math MCAS exams (SBHA only
non-exam school in Boston to achieve 100% passing rate); 100% of 7th graders for two consecutive
years pass ELA MCAS exam
• Earned Vanguard Status for school-wide math achievement
• Awarded Accreditation Candidacy status by New England Association of Schools and Colleges
• Ensured full alignment of all curricula with Massachusetts Curriculum Frameworks
• Oversaw five-year charter renewal, with multiple commendations on curriculum development
• Led PD with focus on alignment of internal assessments and grade-level standards with MA
Frameworks
• Hired, oriented, and supervised all teaching and administrative staff
• Developed and implemented differentiated extended summer training for new and returning staff
• Developed and implemented mid-year review process for all staff
• Developed and implemented formal mentoring program for all newly hired teachers
• Ensured all policies and procedures support the school's college-preparatory mission
• Facilitated development of Honors, AP course, Internship, and comprehensive midyear/end-year
exams
• Expanded middle school tutoring to include support for advanced math students
• Coordinated annual review of school policies and procedures with administrative staff
• Oversaw daily operations of middle school (grades 5-8) and high school (grades 9-12)
• Managed staff of 45 and two-building facility
• Responsible for education of 340 students and communication with more than 250 families

July 2001 -August 2002

Curriculum Coordinator, South Boston Harbor Academy Charter School

• Led and supported ongoing curriculum development for all grade levels
 • Supervised teachers in classroom practice and supported ongoing development of authentic internal
assessments aligned with state standards
• Evaluated and ensured alignment of all courses with Massachusetts Curriculum Frameworks

July 1999-June 2001 Curriculum Coordinator, Lowell Middlesex Academy Charter School

• Aligned all curricular areas with Massachusetts Curriculum Frameworks

• Wrote and published LMACS inaugural Course Catalog demonstrating standards-based approach
• Designed and implemented MCAS Strategies Course
• Oversaw restructuring of math curriculum; supervised staff in implementation
• Established goal to improve math performance by 40 percent: Improved mathematics performance
on Spring 2000 MCAS by 40 percent; earned Edgerly Award in Fall 2000 for improved Math MCAS
Scores from 20% to 60% in Spring 2000
• Improved LMACS passing rate on ELA MCAS from 76% (1999) to 94% (2000) to 100% (2001)
• Improved LMACS passing rate on Math MCAS from 20% (1999) to 60% (2000) to 75% (2001)
• Achieved Vanguard Status from MASS Insight and presented at 2001 MASS Insight Conference
• Trained with The Leadership Academy under Dr. Lorraine Monroe
• Lead staff training on classroom pedagogy, standards-driven objectives, assignments, assessments,
rubrics
• Developed Advising component of LMACS curriculum and school culture
• Assisted with NEASAC accreditation self-study, coordinated and completed reports
• Assisted with Charter Renewal, Site Reviews, and Annual Reports
• Participated in DOE Site Review of Horace Mann Charter School (May 2000)

September 1995-June 2001 English Teacher/Counselor, Lowell Middlesex Academy Charter School

• Created and delivered competency-based, high standards ELA curriculum for at-risk population
• Aligned ELA curriculum with Massachusetts Curriculum Frameworks
• Earned multiple commendations on ELA alignment from MA DOE in 2000 LMACS re-chartering
process
• Prepared all graduating students to achieve college-level benchmark scores in English and
Mathematics on ACCUPLACER, MA state-mandated college computerized assessment tool
• Designed and implemented MCAS-formatted writing prompts and rubrics school-wide
• Mentored new staff in ELA curriculum and classroom management
• Advised students, designed/oversaw student schedules and maintained home contact

January 1992-present Adjunct Professor of English, University of Massachusetts Boston

Freshman Composition, Five British Writers, Six American Authors, Short
Fiction

September 1993-1995 English Teacher, Another Course to College (Student teacher, adjunct)
Assistant Supervisor, Language Lab, University of Massachusetts Boston

EDUCATION

1993 MA, English Literature, English Teacher Certification

University of Massachusetts Boston

1991 BA, English Literature, summa cum laude

 University of Massachusetts Boston

References Available Upon Request

Attachment B: Draft Recruitment and Retention Plan

Part A. Template for Proven Provider

Recruitment and Retention Plan
Name of School: Veritas Preparatory Charter School

I. Recruitment Plan

Student Recruitment Plan
Demographic Group # 1
Limited English Proficient
Students
List goals for recruitment activities for each demographic group.
At least 13% of students enrolled at Veritas Preparatory 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 that serve families learning
English as a second language.

At least 76% of students enrolled at Veritas Preparatory Charter

Demographic Group # 2
Students eligible for free lunch
Demographic Group # 3
Students eligible for reduced
price lunch
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 the South End residents.
• Neighborhood organizations serving low income families
including Square One and Caring Health Center will distribute
recruitment materials to families.
At least 6% of students enrolled at Veritas Preparatory Charter School
will be eligible for reduced price lunch.
• Materials will be distributed to low income families through
the Housing Allowance Program which provides subsidy to
low income families.
• Neighborhood organizations serving low income families
including Square One and Caring Health Center will promote
monthly information sessions and distribute recruitment
materials to families.

Demographic Group #4
(optional)
Students who are sub-
proficient (as determined by a
previous score of “needs
improvement” “warning” or
“failing” categories on the
mathematics or English
language arts examinations of
the MCAS for the previous
two years)
At least 60% of students enrolled at Veritas Preparatory Charter
School will have scored sub-proficient in mathematics or English
language arts for the previous two years (3rd grade reading exam will
be used for English language arts).
• Mailings will be sent to all grade level appropriate SPS
students.
• Marketing material will promote the school’s focus on
supporting struggling students by highlighting: Extended
school year and day; Focus on literacy; Character
Development; Structured and supportive school culture

II. Retention Plan

List the strategies the school will use during the upcoming school year to maximize the number of
students who successfully complete all school requirements and to prevent students from dropping out.

Student Retention Plan

Goal for student 85% of students will complete all school requirements and re-enroll for the
retention: following school year.

Every student enrolled at Veritas Preparatory Charter School will receive a

Retention Activity 1 home visit from a school leader prior to the start of the school year to
review expectations and provide targeted support to families as they set
their student up for a successful school year.
Consistent and open communication with families through orientation,
Retention Activity 2 weekly reports for individual students, weekly syllabi, biweekly calls from
advisors, monthly newsletters, and at least three parent conferences each
year.
Support for students struggling to meet academic expectations will include
Retention Activity 3 daily tutoring targeted to meet individual student needs, Saturday Academy
once per month, and Summer School.
Homework Center provided daily for students who are not completing
Retention Activity 4 homework assignments to a satisfactory degree.
 Attachment C: Operating Budget
Operating Budget: Projected Revenues and Expenditures

Charter School: Veritas Preparatory Charter School

Pre-
Operational
Period Year 1 Year 2 Year 3
FY2012 FY2013 FY2014 FY2015

MAJOR ASSUMPTIONS
A Per Pupil Tuition 0 9,542 9,542 9,542
B Student Enrollment 0 81 162 243
C Facility Size (square footage) 6,075 12,150 18,225
D Cost per square foot 12 12 12
E Staff (1.0 FTE = 40 hours)
FTE:
E1. Administrative (Professional) 1.5 3.3 6.0 6.0
E2. Administrative (Support/Clerical) 0.2 1.0 1.0 1.0
E3. Instructional: Teachers 7.8 14.0 21.0
E4. Instructional: Other (Professional) 0.5 1.0 1.0
E5. Instructional: Paraprofessionals 0.0 0.0
Instructional: Salaries
E6. -Support/Clerical 1.0 1.0
E7. Other Student Services
E8. Operation/Maintenance Plant 0.0 0.0 0.0
F Staff FTE Subtotal: 1.7 12.5 23.0 30.0

OPERATING REVENUES
1 Tuition 772,902 1,545,804 2,318,706
2 Grants - State
3 Grants - Federal 250,000 350,500 451,000 301,500
4 Grants - Private 140,000 110,000 0 0
5 Nutrition Funding - State & Federal 52,177 133,669 200,504
6 Program Fees
7 Contributions, in-kind 0 0 0 0
8 Contributions, in-cash 20,000 25,000 30,000 30,000
9 Investment Income
10 Transportation Reimbursements
11 Other: facility reimbursement $893/pupil 72,333 144,666 216,999
12 Other:
13 TOTAL OPERATING REVENUES 410,000 1,382,912 2,305,139 3,067,709

OPERATING EXPENDITURES

Administration
14 Salaries - Administrative (Professional) 120,000 227,700 400,881 412,907
15 Salaries - Administrative (Support/Clerical) 8,000 40,000 41,200 42,436
16 Accounting-Audit 0 15,000 15,000 15,000
17 Legal 15,000 15,000 15,000
18 Payroll 3,000 3,000 3,000
19 Other Professional Services 10,000 10,000 10,000 10,000
20 Information Management and Technology 10,000 30,000 30,000 30,000
21 Office Supplies and Materials 3,000 10,000 10,000 10,000
Professional Development,
22 Administrative/Board 15,000 15,000 15,000 5,000
23 Dues, Licenses, and Subscriptions 2,500 4,000 6,000
24 Fundraising 2,500 5,500 5,500 5,500
25 Recruitment/Advertising 14,525 12,525 9,025 10,025
26 Travel expenses for staff/Board 500 1,750 2,800 3,500
27 Bank Charges - Current (Short Term)
28 Purchased Management Services
29 Other:
30 Other:
31 Subtotal: 183,525 387,975 561,406 568,368

General Special General Special General Special

Instructional Services Education Education Education Education Education Education
32 Salaries - Teachers 315,000 45,000 594,450 45,000 882,284 91,350
33 Salaries - Other (Professional) 22,500 45,000 46,350
34 Salaries - Paraprofessionals
35 Salaries - Support/Clerical 32,000 32,960
36 Contracted Services, Instructional
37 Instructional Technology in Classrooms 15,000 63,000 15,000
38 Instructional Supplies & Materials 24,300 24,300 2,000 24,300 2,000 24,300 2,000
39 Testing & Assessment 10,000 30,000 16,000 30,000 16,000 30,000 16,000
40 Professional Development, Instructional 1,500 10,000 10,000 10,000
41 Dues, Licenses, and Subscriptions
42 Staff Stipends in addition to base salary 12,500 12,500 12,500
43 Purchased Management Services
44 Other:
45 Other:
46 Subtotal: 35,800 429,300 63,000 811,250 63,000 1,053,394 109,350

Other Student Services

47 Salaries - Other Student Services 25,920 51,840 77,760
48 Health Services 15,000 15,450 30,914
49 Student Transportation (to and from school)
50 Food Services 52,177 133,669 200,504
51 Athletic Services 500 500 500
52 Purchased Management Services
53 Other:
54 Other:
55 Subtotal: 0 93,597 201,459 309,678
Operation and Maintenance of Plant
Salaries - Operation and Maintenance of
56 Plant 15,000 20,000 25,000
57 Utilities 12,000 18,000 24,000
58 Maintenance of Buildings & Grounds 10,000 10,000 15,000
59 Maintenance of Equipment 0 0 0
60 Rental/Lease of Buildings & Grounds 72,900 145,800 218,700
61 Rental/Lease of Equipment 12,000 18,000 24,000
62 Capital Debt Service
63 Renovation/Construction 120,000 14,580 29,160 43,740
64 Acquisition of Capital Equipment 8,100 8,100 8,100
68 Purchased Management Services
66 Other: phone system 4,500 4,500 4,500
67 Other:
68 Subtotal: 120,000 149,080 253,560 363,040

Fixed Charges
69 Payroll taxes 11,520 28,051 40,807 50,379
70 Fringe Benefits 4,800 68,438 152,369 236,520
71 Insurance (non-employee) 10,000 15,000 20,000
72 Purchased Management Services
73 Other:
74 Other:
75 Subtotal: 16,320 106,489 208,176 306,899

Community Services (Including

Dissemination)
76 Dissemination Activities 2,500 5,000 5,000
77 Civic Activities 5,000 5,000 5,000
78 Subtotal: 0 7,500 10,000 10,000

79 Contingency Fund 12,300 41,487 69,154 92,031

80 TOTAL OPERATING EXPENDITURES 367,945 1,278,429 2,178,005 2,812,759

81 SURPLUS/(DEFICIT) 42,055 104,484 127,133 254,949

Attachment D: Draft Bylaws and Policies

ARTICLE I
Name, Location, Mission and Objectives

Section 1: The name of the organization will be Veritas Preparatory Charter School (“Veritas Prep”).

Section 2: The initial principal location of Veritas Prep shall be at:

TBD

Veritas Prep may also have offices at such other places as the Board of Trustees (“the Board”) shall
determine the business of Veritas Prep 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 3: The purposes for which the Veritas Prep is organized are preparing students in grades five
through eight to compete, achieve, and succeed in high school, college, and beyond.

Section 4: 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

Veritas Prep does not have members. While persons who associate or attend programs of, participate in,
contribute to, or benefit from Veritas Prep may be referred to as “member,” no rights, voting or otherwise,
will inure to such person.

ARTICLE III
Board of Trustees

Section 1: The Board of Trustees (“the Board”) shall consist of at least seven (7) Trustees and no more
than fifteen Trustees. All Trustees shall have identical rights and responsibilities. The Executive Director
of the school will be an advisory, non-voting member of the Board (ex officio).

Section 2: 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: The Veritas Prep 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: Trustees shall serve a term of two (2) 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 election, the term of a Trustee may not be reduced, except 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.
Section 5: The initial Board of Trustees will serve staggered terms. The initial Board shall consist of at
least two Trustees who will serve a one-year term (ending in spring 2013), at least two Trustees who will
serve a two-year term (ending in spring 2014), and at least two Trustees will serve a three-year term
(ending in spring 2015).

Section 6: 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.

Section 7: A Trustee may resign at any time by filing a written resignation with the Chair of the Board.

Section 8: The Board may remove any Officer or Trustee 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 Trustee 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 Trustee 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 9: Members of the Board of Trustees:

a. Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in

performance of voluntary Veritas Prep activities in accordance with Veritas Preparatory Charter
School policies.

b. Shall serve Veritas Preparatory Charter School with the highest degree of undivided duty, loyalty,
and care and shall undertake no enterprise to profit personally from their position with Veritas
Prep.

c. All participants in Board work are bound by the Code of Conduct, Conflict of Interest and
Confidentiality policy statements.

d. Shall have no direct or indirect financial interest in the assets or leases of the Veritas Prep; any
Trustee who individually or as part of a business or professional firm is involved in the business
transactions or current professional services of the Veritas Prep shall disclose this relationship
and shall not participate in any vote taken with respect to such transactions or services.

ARTICLE IV
Officers

Section 1: There shall be four (4) elective Officers of the Board: a Chair, a Vice Chair, a Secretary, and a
Treasurer.
Section 2: 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: 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: 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, Secretary, or Treasurer
becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled
meeting of the Board can be held.

ARTICLE V
Meetings

Section 1: 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.

Section 2: 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: 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.

Section 4: 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 5: 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 6: 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.

ARTICLE VI
 Committees and Task Forces

Section 1: 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: There shall be a standing nominating committee, known as the Governance Committee. This
committee shall be composed of at least three (3) persons 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.

Section 3: The duties of the Governance Committee shall be to:

a. study the qualifications of candidates and present a slate of the best qualified as nominees for the
vacant Trustee positions on the Board;

b. present a slate of nominees for Officers to the Board for election at the annual meeting;

c. recommend candidates to the Board to fill vacancies that arise outside the regular nominating
process;

d. provide ongoing orientation to Trustees;

e. oversee a Trustee assessment process to ensure optimum performance; and

f. Recommend the appointment of a past Chair to the Board, if necessary, in the interests of
continuity.

ARTICLE VII
Fiscal Year

The fiscal year of Veritas Prep shall begin on July 1 of each calendar year and terminate on June 30 of the
same year.

ARTICLE VIII
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 Veritas Prep.

ARTICLE IX
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.
Attachment E: Sample Parent Signature Page
Attachment F: 2012-2013 Veritas Preparatory Charter School Calendar
Attachment G: Letters of Support
Attachment H: Draft Enrollment Policy

Veritas Preparatory Charter School

Application and Enrollment Policy

Every year, Veritas Prep will enroll students in accordance with MGL c. 71, § 89 and 603 CMR 1.00.
We will enroll a new cohort of students annually into fifth grade and will fill out any additional
available seats on a space-available basis. Total number of students enrolled each year will not
exceed the number allowed by the terms of the charter.

Application Process. To apply for enrollment, a student and parent(s) or guardian must submit an
Intent to Enroll form and applicants will be notified in writing that their form has been received.
Veritas Prep will make Intent to Enroll forms available on the first business day after January 1 each
year, and will continue to accept Intent to Enroll forms until the established deadline which will be
advertised on the school’s website and on all mailings at least 30 days prior to the application
deadline date. Families are strongly encouraged to attend one or more of the information sessions
held during the application cycle as well as participate in a meeting with the school leader to learn
about the unique aspects of Veritas Prep’s school design prior to submitting Intent to Enroll form.

Eligibility. A student will be considered for enrollment in Veritas Prep, 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 Veritas Prep’s Intent to Enroll Form by the
established deadline.
• Student is grade-level eligible for the enrolling grade as determined by having
successfully completed the previous year’s grade.

Veritas Prep will afford equal opportunity of enrollment to all students without regard to race,
color, national origin, religious creed, sex, 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 ( M.G.L. c. 71, § 89(l); 603 CMR 1.06(1)).

Lottery. After each enrollment cycle deadline, Veritas Prep will determine the number of spaces
available by grade level. If by the specified deadline there are more applications than the number of
the seats available, all applicants who have submitted an Intent to Enroll form by the pre-
established deadline will be enrolled by a lottery. The day, time and location of the lottery will be
made available to all prospective families, and be advertised on the Veritas Prep web site at least
one week prior to the lottery. Families are not required to attend the lottery as part of the
enrollment process. During the lottery, an independent party will draw names at random for each
grade separately.
For the lottery, three lists will be created from all of the applications received:
1. Siblings of students who are already in attendance at the school in the year of application.
2. Springfield residents.
3. All other applicants.

The names will be drawn from the lists in the order given above: first from list No. 1, then from list
No. 2, and finally from the list No. 3. Those students selected by the lottery will be offered seats.
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.

Parents of all students accepted in the lottery will be notified in writing, and mailing with lottery
results per applicant will be sent out vial US Mail within 48 hours of the lottery. Families will be
given 20 calendar days from the day of the lottery to submit the Enrollment Package. If the signed
Enrollment Package is not returned 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. To be
considered for enrollment again, the student can submit a new Intent to Enroll form and will be
considered as a newly applied student and placed on the 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 needed, a second enrollment cycle and lottery will be conducted
to establish enrollment for the remaining seats and/or the waiting list.

Waiting List. Waiting lists for each grade level will be formed if the number of applicants in any
application and enrollment cycle exceeds the number of available spaces – one for siblings, one for
Springfield residents, and one for all other applicants. All applicants on the waiting list will be
notified in writing of their position on the list after the lottery, at the beginning of the school year,
and in the middle of the school year. If a seat becomes available, the seat may be offered to the
student at the top of the waiting list. The student 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 may be offered the seat. 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.

Admission Requirements. Students are not considered enrolled in Veritas Prep until all required
documents of the Enrollment Package are received and the student is found to be eligible to attend
based on the documents.
Attachment I: Dashboard
Veritas Preparatory Charter School Dashboard
Period

Key School Demographics

Student Enrollment # Staffing # Parent Engagement %

Male FTE Teachers Home Visits
Female Administrators Orientatation
Free/Reduced Lunch Other Staff Teacher Conference
SPED Total Staff School Event
ELL Student Ratio Satisfied/Survey

Student Recruitment
Jan Feb Mar Apr May Jun Jul Aug Sep Oct
Letter of Intent
Completed Applications
Confirmed Returning
Total Completed/Confirmed
Target Number
# Wait List (+) / Below Target
(-)

Enrollment and Attendance

Grade 5 Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
% Attendance

Attrition Rate: Staff

Reasons for Leaving Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
1) Dismissed, 2) Grad
Sch, 3) Move, 4) Other
Total Staff

Attrition Rate: Students

Reasons for Leaving Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
1) Too hard, 2) Too
strict, 3) Move, 4) Other
Total Enrollment
Academic Dashboard (cont'd)

State Assessment State Assessment

%
% Below % % % Total % Below % % % Total %
ELA Basic Basic Proficient Advanced Passing Math Basic Basic Proficient Advanced Passing
Month Month

National Assessment National Assessment

Total > Total >
ELA 0-25% 26-50% 51-75% 76-100% 75% Math 0-25% 26-50% 51-75% 76-100% 75%
Month Month
Month Month

Interims Interims
%
% Below % % % Total % Below % % % Total %
ELA Basic Basic Proficient Advanced Passing Math Basic Basic Proficient Advanced Passing
Baseline Baseline
Month Month
Month Month
Month Month
Month Month
Month Month

Grading Periods/Report Cards Grading Periods/Report Cards

Total % Total %
ELA < 70% 70-79% 80-89% 90-100% Passing Math < 70% 70-79% 80-89% 90-100% Passing
Trim 1 Trim 1
Trim 2 Trim 2
Trim 3 Trim 3

Culture Indic. Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
HW Completion %
Tutoring/Sat Schl
%
Suspension
Expulsion
Attachment J: Job Description and Evaluation Tool for Executive Director100
Executive Director Job Description - DRAFT
The Executive Director serves as Chief Executive for Veritas Preparatory 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 ED 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 PRIMARY JOB RESPONSIBILITY
Provide VPCS students with a positive
environment in which to learn.
Facility Work with BOT to locate, secure, finance,
renovate/construct, and move into a
facility.
Work with the BOT to raise funds to meet
Fundraising
operational and capital needs.
Work with the BOT to develop and
manage the annual operating budget.
Financials
Demonstrate financial viability to an
independent auditor.
All students take the nationally-normed
achievement test in the fall and spring and
the MCAS test in the spring.
All students take the MCAS exam in the
spring.
Educational
Program (testing)
All students take a nationally normed
achievement test in the fall and the spring.
Oversee implementation of interim
assessment
Educational Oversee the development of school
Program (student culture and student adherence to the
100
We are grateful to the generosity of Boston Preparatory Charter School upon whose model this template is based.
MEASUREMENT
• The school building is reflective of
VPCS values and standards
• Select facility and negotiate lease
and /or financing by
• Plan in place to occupy a long-term
facility by year 3 of operation
• Determine fundraising goals
• Help to create and execute
development plan
• Achieve fundraising goals determined
to be the primary responsibility of staff
in the development plan
• Budget is created on schedule
• Financials are presented to the board in
a timely manner
• The school is on budget
• Work with the BOT to identify and
hire an independent auditor
• Successfully complete an annual audit
• Scores exist for all students and are
disaggregated on
racial/ethnic/language and
socioeconomic lines
• Average student scores on the MCAS
will surpass SPS averages in all
subjects
• Scores will be on track to meet AYP
measures
• Students will demonstrate, on average,
in their national rankings in both
reading and math, an improvement of
at least 5 percentile points between fall
and spring tests.
• Measures named in Accountability
Plan are met.
• 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

conduct) Student Code of Conduct.
Oversee the design and implementation of
the character development program.
Oversee the implementation of the
Educational
Saturday Academy, Homework Center,
Program
and tutoring programs.
(programs)
Oversee the design and implementation of
curriculum as outlined in charter
application.
Acquire and retain outstanding faculty
members.
Educational
Program (staff)
Provide quality professional development.
Oversee the implementation of a yearly
parent satisfaction survey.
Achieve high parental satisfaction.
Community
(Parents)
Achieve high parent participation.
Communicate effectively with parents
and families.
Oversee the dissemination of best
Community
practices.
The school has a waiting list.
Organizational
Health (students)
Student attendance is high.
Organizational
The ED works well with the board.
Health (board)
Organizational
The school complies with all relevant
Health
federal, state, and city guidelines.
(Compliance)
demerits, suspensions, and expulsions
accrued by students
• The character development program
are in place by the middle of the year
• The Saturday Academy, Homework
Center, and tutoring programs are in
place within the first two months of
school opening
• By end of year one, 5th grade
curriculum will be documented and
available for dissemination.
• Start the 2012-2013 school year 100%
staffed
• Identify staffing needs for FY14
• Recruit and hire 90% of VPCS staff
for FY14 by July 31 of 2013
• Implement teacher evaluation system
• PD program is planned by 7/1/12 for
FY13
• Each teacher’s classroom performance
has been evaluated based on the
teacher evaluation system
• Meet measures outlined in
Accountability Plan
• Meet measures outlined in
Accountability Plan
• Meet measures outlined in
Accountability Plan
• Parents receive weekly reports
• Parents have trimester conference
• 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 ED 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 K: Founding Board Members Statement of Commitments

STATEMENT OF COMMITMENT

Name: Lisa Doherty Proposed Position: Founding Board Member

I was born and raised in the Springfield area. I am a proud graduate of the public school system in the
town of Longmeadow, a suburb of Springfield. Longmeadow, one of the wealthier communities in
western MA, has always focused on education and excellence in its school systems. It is a given that most
graduates will go on to college. In my family as well, it was an accepted fact that upon graduating high
school, we would continue on to college. I can recall years and years of $25 checks from my grandparents
for birthdays and Christmas that went to my father no questions asked to go into the college fund. I never
cashed a single one. It was accepted that those funds were always to be directed to future education. I feel
very blessed to have grown up in an environment where education was so valued. I was fortunate that I
knew no other way.

I have recently become a parent, raising two sons, one aged three and another four months. I often think
about what quality I most wish to instill in my boys. I continually arrive at the same answer: self-
confidence. Self-confidence provides an incredible foundation for achieving success (however you
choose to define it) and contentment. It instills a belief that you can accomplish what you set out to do,
controlling one's own destiny. Education is the starting point for building self-confidence in children. The
ability to learn and develop new skills is an incredibly powerful tool for all stages of our lives. And we
are never so exposed to learning as we are at school. If a child understands that he or she has the ability to
learn something new or improve at something, both with effort, it creates opportunities.

I now run a small business. We employ 25 people, most of whom are a generation younger than me. One
of our greatest challenges that we face as a business is hiring people who are critical thinkers, willing to
make a decision based upon their own analysis. Too many of our employees want to be told exactly what
to do in every situation. This hampers our ability to grow as more decisions than necessary raise to a
managerial level. I wonder if it is a generational difference. But I also believe one of the fundamental
issues holding our employees back in this arena is a lack of confidence in themselves and their decision
making. Better learning skills might change the outcome. It may be naïve to trace it back to education, but
I do believe it is a contributing factor.

So now why Veritas Prep? Springfield needs a new direction, the South End particularly. It starts with
education. Kids need to be held to a higher standard. I firmly believe that they can achieve, if given the
right environment and support. I love the high standards, no excuses approach of Veritas Prep. Personally,
it is time for me to give back. Education is an area that I feel strongly about because I believe I have been
blessed with an incredible education and that it opened many doors for me. I want every child to have the
same opportunity. But my focus needs to be local, and to improve the odds of success, more narrow in
scope. I am thrilled to be a part of this effort. I hope it is life changing for the students who walk through
the doors of Veritas Prep, institution changing for the Springfield Public Schools so more children
benefit, and opinion changing for the nay sayers who believe that urban public schools are beyond repair.
STATEMENT OF COMMITMENT

Name: Rosemary Hernandez Position: Founding Board Member

This statement of commitment is to solidify my dedication to the completion of establishing

Veritas Preparatory Charter School in Springfield, MA. My expertise in the field of early
education and a strong management background will be useful to this cause.

I am a resident of Springfield with two children completing their education in the public schools
and I myself am a product of public school education. I am committed to the education of young
children because I know this is where the future lies and all children must have the opportunity
to succeed.

The Governor recently announced the Statewide 2010 MCAS results. From the results,
Massachusetts has made improvement; however, we still have a long road to travel. I believe the
educational experience is what motivates children to succeed. A prepared school and high
expectations from teachers and parents are necessary to provide an opportunity for every child to
succeed.

I started my professional journey in teaching with two young children that are now successful
products of early childhood education. I have worked extensively to grow professionally into an
administrator and advocate for the cause. My dedication and passion is to promote high quality
education and the importance it has in the lives of young children. Both my professional and
personal experiences are testimonies to the life changing experience.

I know that creating a school like Veritas Preparatory Charter School will provide a high quality
educational experience for children in Springfield that will develop character and will prepare
them to be successful and productive citizens.

I have dedicated my career to education; my skills and knowledge will enhance the founding
board of Veritas Prep. I look forward to working closely with the founding board members to
ensure that a high quality educational experience is provided to more children in Springfield.
STATEMENT OF COMMITMENT

Name: Anthony C. Hill Proposed Position: Founding Board Member

I was born in Springfield and have attended and graduated from Springfield Public Schools. As a
resident of Springfield and a parent of two young girls, I am very concerned about the current
and future status of public education in Springfield.

My commitment to education and the launching of Veritas Preparatory Charter School is a

personal one. As an African American male, I often wondered about other poor youth,
particularly African American males that I grew up with who dropped out of school, were
arrested, were on drugs, were incarcerated, or who were violent. I was able to overcome the
violence, crime, poverty, and level of hopelessness that was rampant in my neighborhood due to
a loving grandmother that raised me, other family members, religious leaders, coaches, mentors,
community members, and several teachers that really inspired me to be and to do better.

The current state of public school education needs to change to reach those that are not
succeeding. I support Veritas Preparatory Charter School because the focus is on learning. I
support this school because it promotes a school culture that maintains high expectations for
students with a belief that will resonate throughout the school campus that all students can and
will learn at high levels. The school has an overarching goal to provide guidance, hope, and
inspiration to Springfield’s middle school youth so that they will lead successful lives.

I support Veritas Preparatory Charter School because it has a noble purpose to shape the minds
of students and impart essential curriculum knowledge and skills to ensure that students will
qualify for jobs that demand high skills in an advancing technological society.

I fully endorse the vision and mission of Veritas Preparatory Charter School and will utilize my
skills to work collaboratively with other board members and the Executive Director. This is
essential to ensure that the students of Veritas Preparatory Charter School receive the skills,
motivation and encouragement to be able to make significant strides with literacy, numeracy,
writing, problem-solving, critical thinking, and analytical skills. This school is what Springfield
desperately needs and has the potential and power to transform the lives of ALL children to help
them build a better life.
STATEMENT OF COMMITMENT
Name: Ashley Martin Proposed Position: Founding Board Member
For the past eight years, I have welcomed students into middle school who read, on average, at the third
and fourth grade levels. Unless it is closed, this gap, which can be even greater with some students,
means that these students do not score proficient on the MCAS, are more likely drop out of high school
altogether, and probably not go to college. The inability to read and write impacts every other academic
pursuit, from understanding a science textbook to deciphering word problems in math class. Closing this
literacy gap and preparing students to succeed in high school and college has been the cause of my
professional career. If Veritas Prep produces students who can read at or above grade level, it cannot fail.
As a founding board member, I am committed to ensuring the schools’ success and focus on literacy.
I began my career in education 15 years ago teaching college students how to write analytical essays. I
found that my passion was preparing children of middle school and high school age to become those
college students. In my first five years of public school teaching, I worked in the Fairfax County Public
Schools, a suburban school system in northern Virginia where many students aimed for admission into
Ivy League colleges. There I earned my National Board certification in Young Adult and Adolescent
English Language Arts.
Eight years ago, I began working as a teacher, department head, and literacy coordinator at The SEED
Public Charter School in Washington, DC, the only public boarding school in the United States. It was
there that I encountered incoming middle school students who struggled to read and write. I partnered
with the principals there to design a comprehensive, school-wide literacy program. For students
unaccustomed to having books around their homes, we started book groups. For students needing
phonics support, we created an academic intervention time each day. For children who had never known
anyone to go to college, we taught them about college and what it takes to get there. At SEED, our
students, almost without exception, went to college. Some from the most desperate backgrounds went to
the most competitive colleges in the country.
Three years ago, I came to work for Duggan Middle School in Springfield. Duggan was a
Commonwealth pilot school, given unprecedented autonomy to turn around academic performance nearly
at the bottom of the state. In my first year, I was made Department Head and then Instructional Guide.
By my second year, I was part of Duggan’s leadership team, and I obtained my administrative certificate.
In my third year, I was an Assistant Principal, and we emerged from pilot school status with a radically
improved school culture and improved reading and math scores. I learned some important lessons about
what it takes to create a high-performing school. Everyone, from the top administrator to the most
inexperienced paraprofessional to every board member, must be results-oriented, mission-driven, and
prepared to embark on a path of continuous improvement. At Veritas Prep we set high standards for our
success because colleges and workplaces do. Our students’ results and our effectiveness as educators
should be judged by those high standards.
As part of the founding board selection process, I have maintained full transparency in disclosing to Lead
Founder Rachel Romano of my newly secured professional work with the Achievement Network
(beginning mid-August of this year, 2010). I will provide, and expect to be held accountable for
providing, all appropriate disclosure of conflict of interest forms to the full board and to all public offices
as required. I further indicated that as the charter school may consider an external provider of standards-
based assessments for the school that I will fully exempt myself from such board discussion and
deliberation, and from the vote on any selection of vendor. As a member of a board of a public charter
school and in safeguard of the public trust, I believe that full disclosure of any appearance of conflict of
interest, or any perceived conflict of interest, is a necessary and critical part of such important public
service.

STATEMENT OF COMMITMENT

Name: L. Aaron Mendelson Proposed Position: Founding Board Member

I have lived and worked in the Springfield community for the past 43 years and have served on
community organization boards and committees for at least 20 of those years. Along with my wife, I
started a successful retail business that we operated for 17 years in the Springfield area and two other
cities in the Northeast. At our prime, we employed 45 people. Prior to starting and running my own
business, I was President and CEO of a retail division of a New York Stock Exchange listed corporation
with stores in five states. My wife has been a teacher (recently retired) and now does volunteer work for
the Massachusetts Department of Children and Families as a community foster care reviewer.
My father passed away when I was four, my younger brother was three, and my mother was pregnant
with my youngest brother. She was an urban elementary school teacher who believed that an excellent
education was the key to developing an individual’s full potential and becoming a contributing member of
our community. Thanks to my mother, her values, and access to strong educational options, my siblings
and I are all college graduates.
I have come to see that too many families in Springfield do not have access to strong public education.
With such education, they are the human capital that will provide significant leadership to this country
and carry us into the future. I also believe that our public urban schools have not yet been successful at
educating our youth. Look at the achievement gaps, the dropout rates, and the fact that very few are going
on to college. Because of these concerns, as a citizen, community leader, and business leader, I am
determined to be part of the solution. I am committed to working on the founding board of Veritas Prep.
This will be a charter school with high expectations, a structured learning environment, in which students
will be equipped with the academic skills and personal character to obtain the college and career of their
choice. My knowledge of business, entrepreneurship and dogged determination to succeed will allow me
to contribute to the success of this project and to serve as a member of the school’s governing board.
STATEMENT OF COMMITMENT

Name: Rachel Romano Proposed Position: Executive Director

I am committed to bringing a gap-closing, no excuses charter school to the families of Springfield, one
that raises the bar on student achievement for some of our city’s most underperforming and underserved
students. I bring the leadership, entrepreneurial spirit, and deep training in the highest performing urban
charter schools needed to found and lead a powerful and life-changing charter school. I have had the
experience of leading a charter school as a Principal and Executive Director, with great success, but I
know that more is possible.

It was almost ten years ago that I began teaching in Springfield and was fortunate enough to work in what
was, at the time, one of the city’s most chronically underperforming schools. From school culture to
academic achievement, there was a lot to fix at Duggan Middle School and my experience in the
classroom informed my thinking about much needed improvements to practices and expectations school
wide. From my perch in Room 202, I could see that students would rise to the expectations set for them
and, with consistent structure and support, meet them. I became involved with school improvement
planning and presenting professional development to support teachers in planning standards-based lessons
to increase student achievement. Due to the lack of full autonomy with which district schools struggle,
change was slow, with many barriers - until the school was identified as a Commonwealth pilot school
and granted some autonomy to make big changes, involving staffing, curriculum, and scheduling.

As part of the Design Team for Duggan’s turn-around plan, I researched schools serving student
populations similar to those in Springfield but producing much better results. What I found was that there
were not only schools producing better results, there were schools raising the bar on urban education,
closing gaps in learning, and pushing students to surpass their grade level peers in affluent suburban
school districts. With few exceptions, they were all charter schools. Still hopeful about the promise of
autonomy, I persisted with enthusiasm to replicate some of these practices at our school, where I knew
students were capable of learning and achieving at high levels. Within that school year and without
choice – and in large part due to my zeal for change, I was moved from my position at Duggan and placed
in another district school by the district’s senior leadership. Frustrated by a decision out of my control,
taking me away from the important school turn around work to which I was deeply committed, I felt
compelled to seek more autonomy as provided within a charter school. I was appointed Principal of
Christa McAuliffe Regional Charter School in Framingham. While the charter school allowed autonomy
with increased accountability around performance measures and outcomes, I realized that my
commitment was to lead a charter school in Springfield.

The need for a school where all children are expected to achieve and provided with the structures and
supports to meet those expectations is critical in Springfield. Veritas Prep responds to that need with its
mission to prepare students to compete, achieve, and succeed in high school, college and beyond. I am
fully committed to founding and leading Veritas Prep, realizing this mission for every student, and doing
whatever it takes to make this happen. The work of being a school leader is long, hard, and good. I fully
understand all that goes into founding and leading a charter school and embrace this work with
enthusiasm and a sense of urgency. I am building an army of support around me to ensure that my energy
and enthusiasm are sustainable as I lead Veritas Prep to realize its mission - raising the bar on student
achievement in the city of Springfield and bringing an option that parents and children deserve and our
city desperately needs.
STATEMENT OF COMMITMENT

Name: Christopher J. Seeley Proposed Position: Founding Board Member

As an individual born and raised in the Springfield area, an entrepreneur whose business is based in
Springfield, and current homeowner and resident of West Springfield, I have a tremendous interest in the
success of our students and the next generation in general. The key to that success, I would argue, is a
quality education. Springfield, Massachusetts, a community with a storied past, is in dire need of the kind
of college preparatory opportunities which will be afforded by Veritas Preparatory Charter School.

The mission of Veritas Prep aligns deeply with my beliefs about education and what it takes to prepare
today’s youth to successfully compete in college and the work place. I was fortunate enough to attend
Kimball Union Academy (College Preparatory School) in Meriden, NH prior to attending The George
Washington University in Washington DC (Bachelor, Philosophy, 2001). Additionally, I was fortunate
enough to be raised in a family where education was considered paramount in importance. My father is
an attorney and my mother, a former high school English teacher, served on the School Committee in
East Longmeadow for 15 years. The education I received and the support my family gave to me in
seeking that education has made an immeasurable difference in my life. I wouldn’t be where I am today
if I had not had the opportunities that I had.

I have committed my personal and professional time, energy, and resources to the Founding Board of
Veritas Prep because I would like nothing more than to see the same opportunities extended to children
living in Springfield. All children deserve a high quality education that prepares them with the skills
they need to achieve at high levels. Our city is currently failing far too many students each year and not
adequately preparing them with an education that will allow them to compete in college. There is no
better way to give back to the community that has given so much to my family and me; I am fully
committed to the mission and vision of Veritas Prep and will work diligently as a member of the
Founding Board to realize this mission.
STATEMENT OF COMMITMENT

Name: Michael Sweet Proposed Position: Founding Board Member

For the past fourteen years, I have worked in Downtown Springfield. I was raised and currently
live with my family outside of Springfield. I have always believed that the “community” of
Springfield must include the people who live in Springfield, work in Springfield, and the people
in the surrounding communities that are tied, at least in part, to the successes and failures of the
City of Springfield.

Improving educational opportunities for the children of Springfield is certainly one of the most
(if not the most) urgent needs of the City. Improving educational opportunities will lead to
career and other life opportunities for individuals, economic development for the region and even
improvements in public safety.

Although I have never worked in a public school system, I have significant appreciation for the
importance and challenges of the Springfield school system. My mother was the long-time
Executive Director of Springfield School Volunteers. I am currently the President of the Board
of Directors of a small charitable organization in the North End of Springfield that provides
services to children in the North End, and I consistently hear of the struggles facing these
children. It is simply not acceptable that approximately one-half of high school students in the
City of Springfield do not graduate from high school. It is not the sole responsibility of teachers
to fix this. It is the responsibility of each of us in this community to help.

While Veritas Preparatory Charter School will not solve all of the problems within the
Springfield school system, I believe that it will provide significant benefits. First, every child is
entitled to a quality public school education, and Veritas will provide an excellent education for
the individual students that attend Veritas. Second, the principles upon which the school is being
developed, with a heavy emphasis on literacy and math, are straightforward enough that the
school’s successful methods can be duplicated in other schools in Springfield.

I believe that my experience in helping for-profit and not-for-profit companies organize and
grow, combined with my experience with pro-bono activities in Springfield, will help me
contribute to the organization and success of Veritas. I look forward to doing my part.
STATEMENT OF COMMITMENT

Name: Carl Wistreich Proposed Position: Founding Board Member

I am committed to trying to remedy the dire situation of student underachievement in Springfield Public
Schools. I believe Veritas Prep can play a role in providing an example of what can be done to reverse
the negative trend in Springfield and also provide an opportunity to numerous children who are not today
being provided the opportunities they deserve.

My commitment to education comes from my parents, both of who were immigrants to the United States.
My father who survived the Holocaust and spent time in a labor camp in Siberia during World War II
always told me, “What knowledge you have in your head will always help you in any situation you
confront.” He was a true testament to this belief as he came to this country with no money, but prior to
the War and the age of 17 he had been provided a classical education and came from a family that
stressed education. By the time he reached the United States at age 25 the knowledge he did have in his
head allowed him the opportunity to attend a top college (which he worked his way through) and later go
on to a career in which he could provide a comfortable middle class life to our family. He was always
amazed at the opportunities that many were afforded in this country.

My belief that the tools of a solid education lead to success also comes from being exposed to a very
diverse population in the town I grew up—New Rochelle, New York. The town was split between just
about every socio-economic segment and many schoolmates who came from similar backgrounds to that
of the children of the South End of Springfield are now successful college graduates due largely, I
believe, to the fact that their schools were better than average.

Personally, I luckily was afforded the opportunity to attend good public schools where I grew up and later
a solid private university and law school education. Throughout my career I have been associated with
very successful institutions/individuals from a prominent United States Senator, one of the top law firms
in the world (Skadden, Arps, Slate, Meagher & Flom), the largest food wholesaler in the country which
grew on average $2 billion per year during the time I was associated with them (C&S Wholesale Grocers,
Inc.), and now my own business which has weathered the recent hard times relatively well (L&B Truck
Services Inc.). I believe, like these institutions, Veritas Prep will be successful and I would like to play a
role in this success. With my background in public service, business and law, I do realize that starting
an institution from “scratch” is a very challenging and time consuming endeavor and would not take on
this responsibility without a very firm commitment to its success.
STATEMENT OF COMMITMENT

Name: Victor Woolridge Proposed Position: Founding Board Member

I am truly excited about the opportunity to participate in the founding of Veritas Preparatory Charter
School. As someone who grew up in the City of Springfield, attended its public schools, sent my children
to the Springfield public schools, and spent my professional life working and living in this city, I am now
confronted with the education decisions of my grandchildren. I have witnessed firsthand the excellence
and underperformance of our schools. Although the capabilities of the students are limitless, they have
recently fallen victim to low expectations and demands. We have a system of education that has not been
designed for success, or in the best interest of the students. I am hoping to be a part of a new start and
new vision of education for this city’s youth from the ground up. I hope to bring to Veritas Prep’s Board
of Trustees not only my long standing commitment to this community, but also my strong professional
background in the areas of real estate finance, management and a commitment to excellence.

I have understood from a very young age the value of education, and as I progressed from high school to
college and eventually to the business word, I have come to understand and appreciate more and more
each day that education is the single most important differentiating force between those who achieve
success by contributing to society and those who do not. Since graduating from the University of
Massachusetts, I have been involved in numerous initiatives, and served on several boards that have a
strong connection to the development and advancement of young people. Although I assumed my first
volunteer leadership role of a non-profit agency shortly after graduating from college, it was not until
recent experiences that I have really noticed the degrading effect of the absence of passion and
commitment of professionals in the classroom. Generations of undereducated children who have become
parents of underperforming students taught by teachers exhausted by a school system structure that didn’t
hold either the student or teacher accountable for their performance, have slowly eroded the confidence of
an entire community. With today’s intense global competition, powered by a digital age that thrives on
the speed of thought and comprehension, is poised to statistically determine a person’s future before they
even get started. We want to prove the statisticians wrong by reversing the trajectory of young vital lives
in our community and to restore what existed when I went to school here through the establishment of the
Veritas Preparatory Charter School.

For almost 30 years I have worked in the commercial real estate industry providing the country’s largest
real estate developers, institutions and investors with investment products that include bridge loans, short-
and medium-term acquisition financing, mezzanine debt, and other structure debt products. I have served
on several community boards including Baystate Health, the largest hospital in western Massachusetts,
and the Dunbar Community Center, a 95-year old social service agency. I have chaired the Springfield
Chamber of Commerce, and I am a Trustee of the University of Massachusetts. In addition to these
boards I am also an advisor to the Springfield Promise Program which bridges urban students from high
school to college and I have mentored community college students, actively participating in the Business
Leaders for Education among other things. I am also involved with the Springfield Museum Association.
As rewarding as these volunteer activities are, I would still like to see the excitement in the eyes of some
young people who are excited about reading or math.

I am hopeful that the combination of my professional work experience and dedication to the cause of
education will be the right combination of tools this charter school will need to become a success and I
look forward to the challenge of making Veritas Preparatory Charter School into the premier charter
school in the City of Springfield.
Attachment L: Founding Board Member Resumes

Lisa Doherty
43 Primrose Dr. Longmeadow MA
(p) (413) 567 - 3553 (e) LDoherty@businessriskpartners.com

WORK EXPERIENCE
Business Risk Partners Windsor, CT
CEO and Founding Partner 2000-present
BRP is a specialty insurance managing general agency. It has a national distribution
network and has developed advanced technology to streamline business. Lisa has been
responsible for making sure BRP lives up to its commitments. She has assembled a group of
talented, motivated, experienced individuals and created a successful organization over the
last 10 years.

Executive Risk Insurance Company Simsbury, CT

Director of International Operations 1998-2000
Returned to build the International Operation.

Marsh & McLennan San Francisco, CA

Senior Vice President 1991-1998
Managed the Financial and Professional Services (FINPRO) practice for the Northwest.

Executive Risk Insurance Company Simsbury, CT

Senior Underwriter for Directors & Officers Liability 1989-1991
Built the young, entrepreneurial company’s visibility in the specialty insurance
marketplace.

American International Group (AIG) New York, NY

Directors and Officers Underwriter 1987-1989

EDUCATION
Brown University Providence, RI
Economics & International Relations BA 1987

OTHER AFFILIATIONS
Professional Liability Underwriter Society, Chapter Board Member 2004-present
Baystate Medical Center, Performance Improvement Committee 2007-present
Veritas Preparatory Charter School Founding Board Member 2010
 ANTHONY C. HILL
18 Marmon Court, Springfield, MA 01129
(413) 783-7938
_______________________________________________________________
EDUCATION

UNIVERSITY OF MASSACHUSETTS SPRINGFIELD COLLEGE

School of Education Education Department
Current Doctor of Education Student Certificate of Advanced Studies
Accepted in Program May 2003
March, 2005 Educational Administration

UNIVERSITY OF PENNSYLVANIA SPRINGFIELD COLLEGE

School of Social Work Social Sciences Department
Master of Social Work May 1994 Bachelor of Science May 1992
Specialization: Family Human Services &
Administration G.P.A. 3.6/4.0

ADMINISTRATIVE EXPERIENCE

SMITH COLLEGE SCHOOL OF SOCIAL WORK, Associate Director of Field Work

Northampton, MA, September 2006 – Present
Responsible for assisting with major aspects of the work of the field department which designs and
implements internship based training for approximately 250 MSW level students in over 120 agencies
throughout the United States. Also assist in the development of agency affiliations, conduct agency site
visits, and prepare agency agreements for affiliated training sites. Responsibilities also include the hiring,
training, and supervising faculty field advisors.

SPRINGFIELD PUBLIC SCHOOLS, Principal, Springfield, MA July 2003 – August 2006

Responsible for the administration of over 280 students, and over 30 faculty members. Implemented a
school mission statement and student learning pledge. The school was awarded a federal magnet school
grant with a theme of Mathematical Discovery and Communications.

SPRINGFIELD PUBLIC SCHOOLS, Assistant Principal, August 2002 – June 2003

Worked at Chestnut Accelerated Middle School as the 7 th grade Assistant Principal. Responsible for the
administration of 375 students, over 30 teachers, student discipline, teacher evaluations, meetings with
parents, and presenting several extended day workshops and meetings for teachers.

TEACHING EXPERIENCE
SMITH COLLEGE, Adjunct Instructor, Northampton, MA Summer 2009; Summer 2010
Co-taught a Master’s level course in the Smith College School for Social Work. The title of the course
was: Social Work and the Schools: Making the Marriage Work.

BAYPATH COLLEGE, Adjunct Instructor, Longmeadow, MA Fall 2008

Taught an undergraduate course in the Psychology Department. The title of the course was: Principles of
Sociology.
SMITH COLLEGE, Adjunct Instructor, Northampton, MA Summer 2008
Taught a Master’s level course in the Smith College School for Social Work. The title of the course was:
Child Development from Infancy to Adolescence in its Social Context.

SPRINGFIELD COLLEGE, Adjunct Faculty, Springfield, MA September 1994 - February 1995

Worked in the Social Science Department as an Instructor teaching two courses: Introduction to
Social Welfare and Introduction to Human Services.

COUNSELING EXPERIENCE
SPRINGFIELD PUBLIC SCHOOLS, School Adjustment Counselor, March1995 – July 2002
Margaret C. Ells Elementary School, a K-5 grade school. Individual, group and family counseling, crisis
intervention, and chairperson of interdisciplinary team meetings. Coordinated the provision of therapeutic
services between families and mental health agencies. Was a fieldwork instructor for the University of
Connecticut School of Social Work.

THIRD BAPTIST CHURCH, Program Founder and Director of the B.L.E.S.S. Program,
Springfield, MA February 1998 – June 2002; October 2005 – May 2006
Established a preadolescent male mentoring program for urban youth at a large African American
Church. The B.L.E.S.S. Program: Black Leadership and Enrichment Society of Springfield seeks to
enhance moral development, build leadership qualities, improve self-esteem and confidence, teach
African American history, and to promote life skills.

CHILDREN’S STUDY HOME, Case Manager, Springfield, MA February 1999 - September 2000
Worked as a case manager for the Family Residence Foster Care Program. Worked closely with the foster
parents, DSS workers, therapists, attorneys, and GAL’s for at-risk adolescents.

CENTER FOR HUMAN DEVELOPMENT, Outreach Therapist

W. Springfield, MA May 1994 - September 1995
Provided individual and family therapy to urban children, adolescents, and adults. Developed and
implemented treatment plans, behavior modification plans and bio-psychosocial assessments.

ACHIEVEMENTS
Key Player’s in Kid’s Lives Award – Winter, 2002
Licensed Certified Social Worker (LCSW) - Fall, 1996
A. Phillip Randolph Award - University of Pennsylvania 1994
Springfield College Dean’s List Magna Cum Laude 1988 - 1992
Dr. Jesse Parks Scholar 1988 - 1992
Springfield College Social Sciences Award 1992
Who’s Who Among American College and University Students 1992
Young Columbus Program Counselor Paris, France 1992
Study Abroad at Richmond College London, England 1991
Minority Leadership Fellowship Program Washington, D.C 1991
Project Assistant in Zimbabwe, Africa 1990
 CERTIFICATIONS
Licensed Certified Social Worker LCSW- Massachusetts
School Social Worker/School Adjustment Counselor (All Levels)
Principal/Assistant Principal (Pre K-6) Principal/Assistant Principal (Pre 5-8)
Supervisor/Director – [Guidance Director] (All Levels)

Rosemary Hernandez
35 Clarendon Street, Springfield, MA 01109
Phone: 413-209-8430 Email: rosemaryh95@comcast.net

A well rounded individual with experience in program management, communication skills, and coordination of
Summary services, and teaching. Extensive knowledge in education, workforce development, and public policy. Bilingual in
English & Spanish.

Regional Employment Board of Hampden County, Inc, Springfield, MA 2008 – Present

Professional Program Manager
experience • Manage a unique partnership that includes institutions of higher education and early education programs to
meet the needs of the early childhood workforce by providing opportunities for training and higher
education. Be the primary liaison between project partners to ensure recruitment and mentoring of
educators. Responsible for partnership facilitation and budget distribution.

• Work with early childhood managers and educators to identify training needs & career lattice of workforce
professionals to complete credentialing and higher education corresponding to specific outcomes, align
with the state regulatory body, measure effectiveness of the project for all constituents. Produce extensive
project reports, track success, business impacts, promising practices to impact public policy, and lessons
learned to be shared with State agencies, service providers, and advocacy groups.

Education Consultant 2002- Present

• Design & present Continuing Education Units (CEU), Child Development courses, workshops, & expertise for
Early Childhood Education & Out of School Time professionals on topics to enrich their professional
development skills to keep abreast of best practices, state policies, and regulations regarding the education of
young children to meet quality requirements. Develop curriculum, agenda items, training certificates, and
assessments as needed.

• Provide consultation for various organizations including; Community Action of Haverhill, The Community
Group of Lawrence, Preschool Enrichment Team of Springfield, Bessie Tartt Wilson Initiative for Children of
Boston, Clarendon Family Child Care System of Bedford, Western Massachusetts Enterprise Fund, and
Massachusetts Association for the Education of Young Children

Springfield Public Schools , Springfield, MA 2008 - 2008

Project Manager
• Manage the largest Community Partnership for Children in Western MA. A $2.2 million dollar grant from
the Department of Early Education & Care focusing on quality enhancement for programs in the city
according to NAEYC standards and offering opportunities of a quality early education to low income
families.
• Distribute proposed budget according to grant expectations. Hold meetings with 30+ community partners
regarding financial projections and State policy. Work with community stakeholders, hire and supervise
staff, and facilitate communication with partners and the state regulatory body to ensure program goals and
objectives including effective transition practices of young preschoolers to the public schools.

Preschool Enrichment Team, Inc. Springfield, MA 2007 - 2008

Program Coordinator
• Work with Springfield educators in implementing a systematic approach for individual professional
development plans leading to a college degree. Case management approach to support adult learners to
meet quality programming and NAEYC requirements.

• Outreach in the community and collaborate with higher education institutions and employers to advocate
for professional development needs in the early childhood field. Provide input in State meetings related to
workforce development. Assist with the coordination of advisory board meetings to strengthen program
policies and explore program funding.

Early Childhood Centers of Greater Springfield, Inc. Springfield, MA 2007 - 2008

Administrative Assistant
• Assist director of education with clerical support, meeting planning, document preparation and coordination of
center activities specializing in family communications. Collect and compile records, data and prepare standard
reports as mandated by NAEYC requirements and state. Perform administrative duties and responsibilities
specific to multiple departments, train administrative staff on current technology. Create and develop operations
manual and streamline effective communication procedures.

Community Day Charter Public School Lawrence, MA 2003 - 2005

Operations Manager
• Support business plans and related projects that increase service performance and education regulations.
Actively participate in meetings, contribute ideas, and creative approaches to process improvements.
Coordinate & plan school events, and administrative meetings. Coordinate transportation routes. Ensure action
plan items are met timely.
• Supervise kitchen, custodial, and transportation staff. Screen and hire non-teaching staff applications. Track all
staff time sheets & accounts payable activities. Responsible for all school-wide communications including but
not limited to: school calendar of events, parent meetings, nutritional menus, keep school grounds in safety
regulations. Order all curriculum and office supplies.
• Streamline accurate data maintained in the various tracking systems including, attendance, school menus,
collect parent fees, claim reimbursement of school lunches, track kitchen inventory, conduct parent interviews
and process intakes. Assist SPED director in parent communication and service coordination.

Child Care Circuit Lawrence, MA 2002 -2003

Program Coordinator
• Direct daily operations to provide quality short-term childcare to foster parents throughout the state. Deliver
technical assistance for 15 family childcare systems, identified baby sitters, administrators, and foster parents.
Formalize communications with foster parents and childcare providers. Perform home visits to childcare
providers to ensure fulfillment of state requirements. Structure program design and evaluation, keep accurate
and timely accountability of billing, compile statistical reports based on utilization and consumer satisfaction.

Los Amigos Preschool Lawrence, MA 2001-2002

After School Program Director / Preschool Program Assistant Director
 • Dual responsibility of overseeing day-to-day operations for both the preschool and after school programs.
Manage staff in supporting child development techniques, coordinate program design, philosophy, and
evaluation including policies and procedures to fit state regulations and NAEYC accreditation.
• Maintain accurate assessment of parent eligibility forms, attendance sheets, and waiting lists. Organize both
staff and children’s files for state requirements. Collect parent fees. Responsible for all parent communication,
produce & distribute food menu. Translations when necessary.

Merrimack Valley Day Care, Inc. Lawrence, MA 1996-2001

Parent – Provider Counselor / Administrative Assistant
• Support and prepare state licensed home providers acquire skills in completing attendance and food billing
forms; performed home visits. Provide trainings both in English & Spanish based on state regulations.
Responsible for placing children in family childcare homes; assess parent forms. Assistant with state billing for
food program and analyze collected food program menus. Document parent payments. Word process letters;
print attendance sheets, manage all incoming calls, schedule interviews. Perform data entry. Manage all
correspondence in administrative office. Responsible for personnel records. Translations of documents and
parent meetings when necessary. Responsible for transportation route, 7-D licensed.
Southern New Hampshire University Manchester, NH 2002 – 2008
Education Master’s Business Administration & M.S. Project Management

University of Massachusetts Boston, MA 2001 - 2002

Graduate Certificate Women in Government & Politics

University of Massachusetts Lowell, MA 1998 - 2000

B.A. Psychology, Minor Sociology

Northern Essex Community College Haverhill, MA 1995 - 1998

A.A. Liberal Arts, Psychology transfer

Community • TEACH/ Wages Advisory Council ~ 2010

involvement • Bessie Tartt Wilson Initiative for Children Compensation Task Force ~ 2010
• Western Massachusetts Association of the Education of Young Children At Large Representative 2009- Present
• Western Massachusetts Leadership Network in Action Steering Committee 2008 - Present
• Teen Pregnancy Prevention 2003-2009
• Massachusetts Society Prevention of Cruelty to Children 2002-2003
• Mayor’s Neighborhood Council 2001 – 2003
• President Merrimack Valley Project 2000 – 2003
• Women’s Agenda Coordinating Council 2000 – 2001
• Hancock Tenant Council 1998 – 2000
• America Reads Program 1998-1999
• Parent’s Anonymous Volunteer 1996-1998

Achievements • Adjunct Professor at Springfield College 2010-Present ~ ECE courses

• Adjunct Professor at Wheelock College 2010- Leadership course
• Adjunct Professor at Springfield Technical Community College 2009-10 ~ Psychology courses
• Adjunct Professor at Urban College of Boston 2009~ ECE courses
• Massachusetts Shaken Baby Syndrome Prevention Center ~ Recorded Presentation Narrator 2009
• MTEL Communications Skills Test – Writing 2008
• Key Note Speaker Yours for Children 16th Annual Conference 2007
 • Child Development Association Field Advisor since 2006
• Lead Teacher Certified with the State of Massachusetts 2006
• Adult Basic Education Commencement speaker Northern Essex Community College 2004
• Northern Essex Outstanding Alumni Award 2004
• Nationally recognized as one of 25 Women Work! Women of Triumph 2004
• Boston College Community Service Award 2001
• Pathways to Academic and Career Excellence TRiO Scholarship Award 1998

Ashley Martin ______________________________________________________________________________________

54 Westmoreland Ave., Longmeadow, MA 01106
202 669 7346 aemartin36@yahoo.com

PROFESSIONAL HIGHLIGHTS

• Three years in a pilot turn-around school as teacher, instructional guide & assistant principal

• National Board Certified Teacher in Adolescent/Young Adult English Language Arts

• Twelve+ years ELA teaching experiences in middle school, high school, and college

• Five years in Washington, DC public charter school as teacher & literacy coordinator

• National Writing Project Teacher-Consultant

SUPPORTING & DEVELOPING TEACHERS

• Coached department chairs in designing data-driven department meetings using variety of data points
including interim assessment data, MCAS data & tests, student work, teacher videos, and lesson plans
• Co-led the redesign of the teacher evaluation system based on multiple mini-observations with face-to-face
feedback and end-of-year conferences using Kim Marshall’s rubrics
• Planned and co-facilitated week-long backwards planning summer institutes for faculty
• Facilitated teachers in scoring sessions of student writing to develop a common understanding of quality
• Led teacher teams in lab lessons to deconstruct the qualities of effective teaching and learning
• Conducted a year-long series of monthly writing workshops for faculty focused primarily around writing to
learn strategies and on-demand essay writing strategies for high stakes tests
• Modeled literacy lessons in secondary content-area and ELA classes

CURRICULUM AND ASSESSMENT

• Designed unit curriculum planning & review process to ensure rigor and quality
• Partnered with school leaders to initiate the design, implementation, and revision of an interim assessment
program to drive instructional planning to better address students’ needs
• Developed independent reading program resulting in increased volume of student reading
• Created focused intervention program addressing various reading needs from decoding to additional
support with nonfiction comprehension
• Facilitated the creation and implementation of a standards-based middle school language arts curriculum
 • Created and implemented school-wide reading assessment plans to diagnose incoming students’ use of
assessment tools including the Scholastic Reading Inventory, the QRI, and the Fountas and Pinnell
Benchmark Assessment System
• Supported the development and revision of school’s standards-based reporting system
• Used a backwards planning process to design yearly maps and units with their accompanying assessments
for AP, high school, and middle school English courses
• Engaged students in self-assessing and setting goals for themselves as readers and writers by using tools
such as portfolios, rubrics, tracking sheets, and standards-based grading reports
• Led teacher team in evaluating and revising portfolio system
• Led teacher and administrative team in redesigning special education programming and assessment plans

COMMUNITY & FAMILY PARTNERSHIPS

• Designed and facilitated a parent/student/staff book club to provide students with role models for reading,
to promote reading for pleasure, and to increase volume of reading
• Partnered with a local library, Borders’ Bookstore, local parent advocacy group, and fellow faculty
members to host a literacy night kicking off a school-wide summer reading project
• Partnered with two other area schools to have joint reading/writing workshops with our AP students so that
my students could be inspired to form a stronger academic self-concept
• Wrote and was awarded grants to support cross-curricular, literacy-based projects designed with
colleagues in order to help students get more deeply engaged with real-life applications of reading, writing,
speaking, and listening standards
• Partnered with external coaches and key teacher leaders to redesign end-of-year Celebration of Learning
event showcasing high-quality student work

EMPLOYMENT
8/10 -Present THE ACHIEVEMENT NETWORK Boston, MA
Managing Director for Western MA
8/10 -2007 DUGGAN MIDDLE SCHOOL Springfield, MA
Instructional Guide/Assistant Principal
ELA Teacher/Department Chair
2007-2002 THE SEED PUBLIC CHARTER SCHOOL Washington, DC
Literacy Coordinator
AP English Language & Composition Teacher
English 7 & 8Teacher
2002-1997 FAIRFAX COUNTY PUBLIC SCHOOLS, VA
Lake Braddock Secondary School Burke, VA
English 9 & 11 Teacher
Pimmit Hills Alternative School Falls Church, VA
English 11 Teacher
Walt Whitman Middle School Alexandria, VA
English 7 Teacher
2001-1994 ADJUNCT ENGLISH INSTRUCTOR
Northern Virginia Community College Alexandria, VA
Forsyth Tech Community College Winston-Salem, NC
University of Alabama Tuscaloosa, AL
 CERTIFICATION
• CT Administrative & Teaching Licenses (Applied for May 2010)
• Principal/Asst. Principal for Grades 5-8, MA Initial License (2009-present)
• English 5-8, English 8-12, MA Initial License (2007-present)
• Adolescence & Young Adulthood/ELA, National Board for Professional Teaching Standards (2003-2010)
• State of Virginia Postgraduate Teaching License in Secondary English (2002-2007)

EDUCATION AND HONORS

Finalist for the Waddill Excellence in Teaching Award, Wake Forest University, 2001
MA in Secondary English Education, Fellowship with Full Tuition & Stipend, Wake Forest University, 1997
MA in English, Teaching Assistantship and Full Tuition Award, The University of Alabama, 1996
BA in English, Phi Beta Kappa, Cum Laude, Birmingham-Southern College, 1993

SIGNIFICANT PROFESSIONAL DEVELOPMENT EXPERIENCES

Best Practices in Interim Assessments, New Leaders for New Schools, 2006
Item Writing for NAEP’s Writing Test and Ohio’s Reading Test, American Institute for Research, 2004
Data-Driven Collaborative Inquiry, Association of Supervision and Curriculum Development, 2003
Ranking, Liking, and Evaluating Writing, Institute for Writing and Thinking, Bard College, 2002
Northern Virginia Writing Project Summer Institute, Fellow, George Mason University, 2000
Understanding by Design, Fairfax County Public Schools, 2000-2001
 L. AARON MENDELSON
86 White Oaks Drive
Longmdeadow, MA 01106
aaron.mendelson@nmfn.com
(413) 567-8091

WORK EXPERIENCE

Northwestern Mutual Financial Network Springfield, MA

Financial Representative 1991 – Present
Established an insurance and investment practice working with individuals and corporations.

Crocketts Ltd. MA, CT, NY

Founder/operator 1975 – 1991
Founder and operator with my wife of three women’s specialty clothing and gift stores in MA,
CT and NY State.

Shoppes for Pappagallo/August Max

President 1970 – 1974
President of Shoppes for Poppagallo and then August Max. A national chain of 13 women’s
apparel stores, a division of U.S. Shoe Corp.

Casual Corner
Merchandising 1963-1969
Worked in store management and as an apparel buyer and in merchandise management.
A division of U.S. Shoe Corp.

Retail Management Training Program 1959 – 1962

Filenes, Boston, MA. Harrods, London, England.

EDUCATION

Mercersburg Academy 1955

Brown University, B.A. Political Science 1959

COMMUNITY SERVICE

Town of Longmeadow, Member of Zoning Board of Appeals 1972 -1978

Children’s Study Home, Springfield, MA. Member Board of Director’s serving on
Investment, development and executive search committees. 1976- 1982
Community Savings Bank, Springfield, MA. Board of Directors. Loan Review Committee
1982 - 1988
Baystate Medical Center, member, Audit Committee 1995 – 1999
Springfield Business Leaders for Education. Member 2009 – present
RACHEL ROMANO
44 Taylor Street, East Longmeadow, MA, 01028
p: (413)222-3434 e: rromano@buildingexcellentschools.org

OBJECTIVE
My objective is to found and lead a college preparatory charter school in Springfield, Massachusetts. As
a 2010 Building Excellent Schools Fellow, I will learn from some of the highest performing urban
schools in the nation and replicate the most effective practices to design of a no excuses charter school.

SCHOOL LEADERSHIP EXPERIENCE

BUILDING EXCELLENT SCHOOLS FELLOW 2010 - 2011
Study the highest performing charter schools locally and nationally
Lead the charter application and board development process for Veritas Prep
Complete a leadership residence at a high performing urban charter school

CHRISTA MCAULIFFE REGIONAL CHARTER PUBLIC SCHOOL, Framingham, MA 2008-2010

Principal/Executive Director
Brought on as Principal in July 2008, took on responsibilities of Executive Director starting in July 2009;
Responsible for oversight and operations of school including; academic success, faithfulness to charter,
and organizational viability.
Accomplishments related to Academic Success:
• Gathered and analyze data to create a plan for improvements to school structures and practices;
Engaged and coordinated all stakeholders and school groups around school improvement
including the Board of Trustees, teachers, parents, and students

• Designed and implemented Professional Development focused on increasing student achievement

through data-driven instruction and differentiation instruction, built capacity in teachers to
analyze student achievement data and use it to inform instruction

• Increase in student achievement on the 2009 and 2010 MCAS, making Adequate Yearly Progress
(AYP) in ELA and mathematics for the aggregate and all sub-groups, with significant gains in
our special education sub-groups, improving the school’s accountability status from “Needs
Improvement” to “Level 1: Meets Requirements”

Accomplishments related to Organizational Viability:

• Created a strategic plan to guide the Board of Trustees oversight of major goals through 2013

• Re-negotiated lease for school facility to save the organization $130,000 and avoid budget cuts

• Increased enrollment by 62% from 2009 to 2010, from 61 to 98 students entering the incoming 6 th
grade class; filling vacant seats in upper grades and increasing revenue by over $500,000,
allowing the school to add staffing and materials to further improve the academic program.
THE SPRINGFIELD RENAISSANCE SCHOOL, Springfield, MA 2007 – 2008
Assistant Principal
• Responsible for discipline of students in grades 6, 7, 9, and 10, implementing the Springfield Public
Schools Code of Conduct

• Supervised and evaluated teachers, providing support in planning of content-based instruction

based on the Massachusetts Curriculum Frameworks

• Held teachers, students, and self to high standards of performance and behavior

• Partner with parents to support the behavioral and academic needs of students

TEACHING EXPERIENCE
DUGGAN MIDDLE SCHOOL, Springfield, MA 2005 - 2007
Collaborative Professional Development Teacher
• Provided embedded professional development to teachers based on specific needs identified
through classroom observations and student performance data

• Modeled instructional strategies during the facilitation of whole staff professional development to
support school improvement goals

• Coordinated and facilitated model lessons and follow up discussions for groups of teachers to
stimulate the necessary dialogue to improve instruction

• Worked closely with principal in all aspects of school improvement including: student recruitment,
teacher recruitment, and professional development planning

• Implementation and oversight of a federal magnet grant to support expeditionary learning

• Member of the Design Team charged with creating a turn-around plan for the transformation of a
traditional urban middle school into a commonwealth pilot school in collaboration with staff,
families, community partners, and students

DUGGAN MIDDLE SCHOOL, Springfield, MA 2002-2006

ENGLISH TEACHER
• Planned and implemented standards based instruction consistent with the Massachusetts
Curriculum Framework to sixth grade students

• Implemented effective classroom management practices for classes and promoted effort as a critical
component to achievement

• Held all students to high expectations for academic achievement and behavior
 • Provided ongoing tutoring after school for students reading below grade level

• Facilitated weekly critical friends groups to look at student work

• Facilitated district professional development at various schools to demonstrate for teachers how to
use the tuning protocol to look at student and teacher work Member of the school improvement
planning committee

SOUTH HADLEY HIGH SCHOOL, South Hadley, MA 2001-2002

Special Needs Teacher
• Planned and implemented standards based instruction consistent with the MCF

• Implemented instructional accommodations as indicated in students’ Individual Educational Plans

EDUCATION AND CERTIFICATION

University of Massachusetts, Amherst, MA.
M.Ed. in School Administration, 2009
Syracuse University, Syracuse, NY.
BS Broadcast Journalism, 1999
Project LEAD, a Wallace Foundation program, MA Assistant Principal/Principal License, 2008
MA Teaching License ELA 5-8, 2002
CHRISTOPHER J. SEELEY
1500 Main Street, Suite 1916, Springfield, MA 01115
Phone: (413) 739 – 0101 Fax (413) 541 – 0141
E-Mail: chris@seeleyinvestments.com

PROFESSIONAL HIGHLIGHTS
 Registered Representative with series 6, 7, and 63 (MA, CT, RI, PA, DC,MD, VA, FL)

 Structured Settlement Broker (MA, CT, RI, NY, PA, DC, VA, MD, WA)

 Life and Annuity Insurance Agent (MA, CT, RI, NY, PA, DC, VA, MD, WA)

 Accident and Health Insurance Agent (MA, CT)

 Active member of The National Structured Settlement Trade Association

PROFESSIONAL EXPERIENCE
Founder and CEO 2004 - present
Seeley Capital Management Inc., Springfield, MA
 • Established independent company in order to provide more flexible service to individual clients
and bring innovative financial products to the marketplace

• Created a national system of high yield investments (In-Force Annuities TM) matching structured
settlement recipients and lottery winners with private lenders

• Developed strategic partnerships with finance experts throughout the U.S. and Canada

• Manage financial portfolios for approximately 300 clients and tens of millions of dollars

Financial Advisor 2002 - 2004

Smith Barney, Springfield, MA
• Managed financial portfolios for high net worth individuals and institutions

• Handled several high profile structured settlement annuity cases involving tens of millions of
dollars

• Expanded my personal book of business and financial expertise

Financial Advisor 2001 - 2002

USB, Boston, MA
• Earned my various financial licenses and professional designations

• Managed client assets and insurance needs

• Successfully completed an eight month financial advisor training program

EDUCATION

BA George Washington University (Philosophy) 2001

MICHAEL D. SWEET
12 Bruuer Avenue
Wilbraham, MA 01095
(413) 233-9524
msweet@dwpm.com
EDUCATION: Boston University School of Law, Boston, MA J.D. 1995
Honors: Paul J. Liacos Scholar
 American Journal of Law & Medicine
Brown University, Providence, RI
B.A. in Political Science, 1992

American University, Washington, DC

Washington Semester Program, 1991
PROFESSIONAL EXPERIENCE:
Doherty, Wallace, Pillsbury and Murphy, P.C., Springfield, MA
Attorney/Shareholder November, 1996 – Present
General business law practice includes corporate transactions, debt and equity
refinancings, business organizations and commercial real estate. Clients include
manufacturing and service businesses with operations in a variety of industries
including energy, professional sports, finance and information technology.
Winthrop, Stimson, Putnam & Roberts, Stamford, CT
Attorney/Associate September 1995 - November 1996
Worked on various transactions and corporate governance projects for a wide
range of business clients. Worked on public offering and private placements of
securities. Drafted portions of the prospectus for a proposed initial public offering.
Negotiated and drafted documentation, conducted due diligence review and
organized closings in connection with several acquisitions. Provided guidance to a
public corporation around its disclosure of accounting irregularities and theft of
company assets.
Doherty, Wallace, Pillsbury and Murphy, P.C., Springfield, MA
Summer Associate Summer 1994
Massachusetts Commission Against Discrimination, Boston, MA
Intern, Legal Division Summer 1993
Prosecuted housing and employment discrimination cases.
U.S. Attorney's Office, Washington, DC
Intern, Narcotics Division Spring 1991

AFFILIATIONS WITH NON-PROFIT ORGANIZATIONS:

Member of Board of Directors of The Gray House, a neighborhood-based charitable
organization in the North End of Springfield; Member of Business Leaders for
Education; Chair of Springfield Workforce Development Committee; past member
of community college entrepreneurship center board; represented several land
conservation groups; volunteer coach for youth sports teams.

CARL G. WISTREICH
47 Normandy Road
Longmeadow, MA 01106
Phone (cell): (860) 930-3098
Email: Cgwistreich@aol.com
EXPERIENCE:
Owner/President, L&B Truck Services Inc. May 2008-Present
Oversee all aspects of a full service Freightliner truck dealershipwith over $10 million in annual revenue and 55
employees. Areas of responsibility include new and used truck sales, truck parts andaccessory sales, repair and
service work and body shop repairs. General oversight of all HR, legal, business, customer relations, sales,
operations, real estate, banking, financial functions.

C&S Wholesale Grocers, Inc., Keene, New Hampshire 1999 - 2008

C&S is the largest wholesale grocery company in the United States, which has grown since 1999 from
approximately $5 billion to over $19 billion in annual sales.

Senior Vice President Customer Development and Engagement January 2007 –May 2008
• Responsible for new business development and integration for chain and independent
• P&L and oversight responsibility for C&S’s Southeast and West Coast Divisions, which divisions account
for over $3.25 billion in sales and employ over 2500 employees.
• Oversee customer service and relations for chain and independent accounts.

Senior Vice President February 2006 – January 2007

• Chosen by Owner and CEO to oversee and implement special projects and operational improvement
initiatives. Report directly to Owner and CEO.
• Lead cross-functional team in all aspects of the planning, start-up and operation of a newly constructed one
million square foot distribution center. Facility now ships 800,000+ cases of goods ($13 million) weekly.
• Analyze and implement new systems and procedures necessary for start-up of the facility, including;
recruiting and hiring, incentive and pay systems, information systems, training, supply chain, warehouse
organization, product procurement, interdepartmental communication, customer relations and
transportation.

Senior Vice President, Legal and Human Resources July 2005 - February 2006
• Oversee Human Resources department of over 100 corporate and field personnel. Responsibilities
included field and corporate recruiting and hiring, benefits design and administration, HRIS, safety, workers
compensation, employee relations and dining services.
• Accomplishments included:
o Redesign of Health and Dental Benefit plans resulting in annual savings of over $5 million.
o Design of on-line performance development system (reviews, 360° reviews and developmental
plans) for all 1600 plus salaried employees.
o Hire and mentor new Senior Vice President and General Counsel and Senior Vice President of
Human Resources.

Senior Vice President, Legal and Business Affairs June 2004 - July 2005
Senior Vice President and Deputy General Counsel November 2002 - June 2004
Vice President and Deputy General Counsel April 1999 - November 2002
• Responsible for day-to-day legal matters, including in the areas of Corporate, Mergers and Acquisitions,
Real Estate, Litigation, Internal Investigations and Compliance, Finance, Labor and Employment,
Intellectual Property, Bankruptcy, Government Affairs and Contracts and Supply Agreements.
• Negotiate and draft, or oversee the drafting of, the primary documents underlying C&S’s critical business
transactions. Types of transactions included acquisitions, sales, asset swaps, tax restructurings, transition
arrangements, licensing agreements, sale/leasebacks, leases, real estate financings, bank financings,
construction agreements, supply agreements and employment arrangements.
• Review and comment on financial analyses and pro-formas prepared by C&S finance department and
outside financial advisors. Work with business units to integrate new customers and acquired businesses.
 • Oversee C&S outside legal counsel and formulate strategy on various litigation issues in the areas of labor
and employment, vendor disputes, bankruptcy, corporate veil piercing, contract disputes, criminal,
personal injury, intellectual property and tax.
• General Counsel of C&S Affiliates and Subsidiaries.

Other C&S Responsibilities/Accomplishments

• Participate in C&S Advisory Board of Directors Meetings and weekly Senior Management Operation and
Strategy Meetings.
• Press Spokesman - Draft press releases and interact with local and national media and government officials.
• Co-founder of recruiting program for high potential graduates and recent MBA graduates.
• Director, New York Food Industry Alliance June, 2006 - Present

Skadden, Arps, Slate, Meagher & Flom LLP, New York, New York
Mergers and Acquisitions Associate August 1996 - April 1999
Litigation Associate October 1995 - August 1996
• Advise various corporate clients on all aspects of a wide variety of transaction, and negotiate the terms of,
and draft documents underlying, mergers, asset purchases and sales, stock purchases and sales, tender
offers, spin-offs, corporate refinancings, and reorganizations, equity and debt offerings, SEC disclosure,
employee stock ownership plans, and intercompany arrangements.
• Conduct due diligence on corporations valued from $50 million to $40 billion.
• Attend board of directors meetings and assist in board of directors presentations.
• Actively participate in all aspects of major litigations involving mortgage-backed securities, contracts, real
estate, cable television stations, and mergers and acquisitions.

Honorable Herbert J. Hutton, United States District Court

For the Eastern District of Pennsylvania, Philadelphia, Pennsylvania
Law Clerk August 1994 - September 1995
• Research and draft judicial opinions on civil and criminal matters, including contract, bankruptcy, securities, SEC
investigations, civil rights, products liability, insurance coverage, discrimination, and constitutional law.
• Brief and assist judge on trials, hearings and settlement conferences.

United States Senator Howard M. Metzenbaum, Washington, DC

Staff Assistant - United States Senate Subcommittee on Labor March 1991 - August 1991
Staff Assistant - Personal Staff May 1990 - March 1991
• Research and analyze labor, health, employee benefit and aging issues.
• Draft memoranda and correspondence for Senator and Subcommittee staff.
• Conduct and participate in meetings on pending issues with Congressional staff, lobbyists, and constituents.

EDUCATION:
New York Law School, New York, New York
Juris Doctor, magna cum laude, 1994
Rank: 9/264
Honors: Articles Editor, New York Law School Law Review
American Jurisprudence Award, Constitutional Law I and Corporations
Director, New York Law School Alumni Association Board of Directors, 1996-1999

Colgate University, Hamilton, New York

Bachelor of Arts, 1989 Concentration in Political Science and History
• Men’s Varsity Tennis Team (Division I) 1985-1989, Captain – 1989

VICTOR WOOLRIDGE
146 Longhill Street Springfield, MA 01108
vwoolridge@cornerstoneadvisers.com
p: (413) 226-1448 c: (413) 214-2487

PROFESSIONAL EXPERIENCE
Cornerstone Real Estate Advisers LLC Jan 2010 – Present
Vice President, Special Servicing
Responsible for the Real Estate Finance Group’s special servicing activities related to managing troubled
assets in the group’s debt portfolio. Handle mezzanine debt financing, structuring and the acquisition of
real estate portfolios. Organize, structure and distribute commercial mortgage investments for external
clients.
Babson Capital Management LLC 2000 – 2010
Managing Director, High Yield Funds
• Responsible for Real Estate Finance and Development prior to the acquisition of the Cornerstone
Real Estate Advisers LLC

• Manager of high yield, structured tranches of debt and equity participations in commercial real
estate ventures.

• Investment Committee Member of a series of four successive investment funds which underwrote
and managed billions of dollars in commercial real estate

• Senior Executive Director of MassMutual Mortgage Finance LLC, a loan conduit originator and
syndicator

MassMutual Financial Group 1982 – 2000

• Responsible for investment structuring and pricing of loan opportunities with regional offices

• Responsible for various aspects of real estate analysis

EDUCATION, AFFILIATIONS AND DESIGNATIONS

• BS, University of Massachusetts at Amherst, 1980

• Certified Commercial Investment Member (CCIM)

• Mortgage Bankers Association (MBA)

• Served on a Bankruptcy Working Group established to formulate and implement the industry’s
bankruptcy relief policy during the late 1980's and early 1990's.

• National Association of Industrial and Office Properties (NAIOP)

COMMUNITY AND BOARD SERVICE

• Baystate Health, Board of Trustees (Finance, Vice Chair & Governance)
• University of Massachusetts, Board of Trustees (Admin & Finance, Vice Chair, Audit,
 Committee on Academic and Student Affairs)
• Dunbar Community Center, Chairman of the Board of Trustees
• Springfield Chamber of Commerce, Former Chairman of the Board of Trustees
• Springfield Museum Association, Trustee
• Business Roundtable Member
• Business Leaders for Education Member
• Springfield Promise Advisory Committee (Education)
• Former Chairman of Behavioral Health Network
• Former Springfield Technical Community College Foundation Committee Member

Attachment M: Non-Applicable Required Attachments

1. Description of curriculum for grade levels beyond those required in the text of the application,
including the content and skills to be taught in the core content areas.

Veritas Prep serves students in grades 5 – 8. A description of curriculum for all four grade levels is
included in Section III.B of the application on page 7 and therefore this attachment is not applicable.

2. Draft management or EMO contract, for proven provider and non-proven provider applicants (if
applicable).

This attachment is not applicable as Veritas Prep will not contract with a management organization.

3. Brief narrative describing plans to build a network of schools (if applicable).

We have no plans to build a network at this time.