ORLEANS PARISH SCHOOL BOARD Application Part I Proposal Overview Form ?3 ?isms The complete Eligibility and Prospectus Review is due Monday, August 7, 2017, no later than 12:00 p.m. CDT, via the Fluid Review portal (here: Submitted documentation should include only the information requested below, saved in a single PDF file. Nonprofit Information Name of Nonprofit Applicant (as registered with Louisiana Secretary of State) Legacy of Excellence If a Type 1 Applicant, please select your proposal type Full Takeover Type 1 Type 3 Application Type Instruction Location. Mark whether Site Based Virtual instruction will be primarily site based (in person, in a school building) or virtual l:l Miner based) New Start Transformation Transformation Reconfiguration Operator Track New Operator Existing School Operator Experienced Charter Operators (CMOs) Primary Contact Information Name Charlotte Matthew Address 241 Metairie Heights Avenue, Metairie, LA 70001 Phone 504-228-6415 Email School Leader Information Proposed school leader name (if identified) Charlotte Matthew Proposed school leader current job/ position Principal, Benjamin Franklin Elementary ORLEANS PARISH SCHOOL BOARD Application Part LO List any principal/leadership programs the proposed leader is currently enrolled in or will have completed NLNS, BES, etc.) - TAP Evaluator Leader training, Summer 2017 - School Leadership Center Faculty Fellow, 2008 - LDOE Principal Leadership Cohort, 1997-98 - Foundation for the MidSouth Fellow, 1995 School Information Proposed School Name Benjamin Franklin Elementary Mathematics and Science School Opening Year 201 8 Grades served Year 1 PK3 8 Grades served at capacity PK3 8 ORLEANS PARISH SCHOOL BOARD Application Part I Enrollment Projection Form Provide the following information for each school included in this proposal. Specify the planned year of opening for each (duplicating the table as needed). Benjamin Franklin Elementary Mathematics and Science School School Name: _______________________________________________________________________________ Number of Students Grade Level Year 1: Year 2: Year 3: Year 4: Year 5: Year at Capacity: Pre-K 35 35 35 35 35 35 K 75 75 75 75 75 75 1 78 78 78 78 78 78 2 78 78 78 78 78 78 3 84 84 84 84 84 84 4 84 84 84 84 84 84 5 84 84 84 84 84 84 6 84 84 84 84 84 84 7 84 84 84 84 84 84 8 84 84 84 84 84 84 770 822 770 822 770 822 770 822 770 822 770 822 9 10 11 12 PLANNED ENROLLMENT MAXIMUM ENROLLMENT 8 ORLEANS PARISH SCHOOL BOARD Application Part I School Management Form Do any of the following describe your organization or any of the school(s) proposed in this application? Will contract or partner with an education service provider (ESP) or other organization to provide school management services. If so, identify the provider: Will have a corporate partner as defined in LA R.S. 17.3991.1. If so, identify the partner: The applicant has previously participated in the OPSB charter RFA process. If so, is the application currently on appeal to the State? X Already operates schools in Louisiana or elsewhere in the US (indicate which state(s) below) If so, which state(s) Louisiana Certification I certify that I have the authority to submit this application and that all information contained herein is complete and accurate. I recognize that any misrepresentation could result in disqualification from the application process or revocation after approval. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization. Charlotte Matthew Digitally signed by Charlotte Matthew Date: 2017.08.07 10:07:11 -05'00' Signature of Application Primary Contact Date Charlotte Matthew, Principal Print Name & Title of Application Primary Contact 9 ORLEANS PARISH SCHOOL BOARD Application Part I .3 Q, . 015 punk" 9 '3 Loo? Teacher Eligibility Form Louisiana state law requires that all groups submitting charter applications involve a minimum of three Louisiana teachers certi?ed by the State Board of Elementary and Secondary Education in the development of their applications. Please use this form to identify the certified teachers participating in the development of this application. Also, please be sure to include a copy of current LA Teacher Certification for the teachers listed. Name Street Address ZIP Code Phone Email 1 Patrice Joseph 2 Tradonya Domingue 3 Nichelle Logan 11 ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus oh mus} '9 Loo? Board Member Eligibility Form Please list all the proposed board members for the nonpro?t applying to operate a school. In order to be eligible to apply, applicants are required to have at least three board members. In order to be eligible for ?nal Administrative approval, applicants are required to have ?ve board members. State law requires a minimum of seven board members in order to execute a valid charter agreement, and at all times that a charter school is operational. Please include a current one-page resume for each board member identified. Name Street Address Zip-code Phone Email Tommie Vassel 70116 Yvette Alexis 70112 Angela Henry Wilklow 70001 U) \l 00 to 12 ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus Assurances Form Please review the statements below and indicate whether each is true, and will hold true if the application is approved. If the answer to any item below is please submit a statement of explanation. Yes No 1. The school and/or governing organization is currently registered as a nonpro?t and is listed as in good standing with the Louisiana Secretary of State 2. The school is not af?liated with any religious organization and does not support nor engage in any religious activities 3. The school and/or governing organization does not have any liens, litigation history and/or sanctions from any local, state and/or federal regulatory agency against the nonpro?t corporation 4. The school and/or governing organization does not have the same or substantially the same board of directors and/or officers as an existing private school 5. The school does not draw a substantial portion of the employees from an existing private school 6. The school does not receive a substantial portion of assets or property from an existing private school 7. The school is not located at the same site as an existing private school 8. The school will participate in the city-wide common enrollment (OneApp) process 9. The school will participate in the city-wide common expulsion process 10. The school will provide free transportation to students as stipulated in OPSB Policy HA Certification I certify that have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disquali?cation from the application process or revocation after approval. Tommie A. Vassel Name of ard Chair, Charter Governing Board 8/6/17 Signature of Board Chair Date 13 ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus LO Section School Prospectus (Optional) The purpose of this section is to give applicants an opportunity to articulate and receive independent expert feedback on the fundamentals of the plan prior to submitting a complete application. Completion of this section is optional. For applicants choosing to submit the School Prospectus: 0 Your response will be reviewed by independent evaluators separate from the eligibility portion. 0 You will have the opportunity to receive written feedback and to meet in-person with the reviewers to discuss their assessments and recommendations. 0 You will have the opportunity to revise the content for your full application. 0 Your prospectus responses will not be for purposes of an OPSB application decision except to the extent that you choose to include them in your full application. 0 Your complete application will receive a full review by OPSB staff and independent reviewers separate from your prospectus. If you choose not to submit the School Prospectus 0 You will receive an eligibility determination from OPSB. 0 Your complete application will receive a full review by OPSB staff and independent reviewers. Prospectus Election YES NO Mark whether you are electing to complete (Section completed) (Section not completed) Section (School Prospectus). School Founders Present the backgrounds, experience, and skills that the founding group possesses and Information Form opportunities for further strengthening the founding team. School Vision Form Describe your vision for the school, the educational program, and management. School Management Explain how the school will be managed and present the overall financial picture. and Finances 14 ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus School Prospectus Form Please limit your narrative response to a recommended maximum total of 8 pages (excluding founder resumes and bios) III. A. School Founders Information (Recommended 3 pages maximum excluding founder resumes and bios) The purpose of providing information about the school’s founders is to document the capacity of the people who will be responsible for the school’s success. Your responses should supplement and may reference founder information included in submitted resumes and bios. Definition: a school founder is someone who will either be a founding board member of the approved school or someone who will be in a leadership position on the staff of the school including but not limited to the executive director and/or instructional leader, if identified. A school founder does not include someone who helps develop the charter application unless that person also meets the definition, above. Founder’s Submission 1. Attach resumes and a brief bio (150 words, maximum) for each identified school founder (see above definition). 2. Describe the strengths in terms of experience, skills, and capacity that the founding group as a whole brings to your proposal and will bring to the school. (2 pages, maximum). 3. Describe critical kinds of experience, skills, and capacity that the founding group still needs and outline your plans for developing or adding these. (1 page, maximum) III.B. School vision (Recommended 3 pages maximum) 1. Describe the school you want to create for children.  What will a typical day look and feel like for children who attend the school?  What should people who visit the school observe happening on a typical day? 2. Describe the educational philosophy and program.  What beliefs will your school reflect about how children learn?  What are the key characteristics and components of the educational program in terms of learning materials, instructional practices, structure of learning time, etc. 3. Describe the school’s relationship to the District and the community.  Will your school fulfill any priorities that the District has identified for improving public education? Discuss.  Will your school make a distinctive educational program or model available to children in the city as a whole or in a particular neighborhood? Discuss.  Is the school designed to serve a particular student population? Discuss.  What community relationships and/or support have you secured that are important to the success of the school? Discuss. 15 ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus III.C. School management and finances (Recommended 2 pages maximum) 1.    How will the school be managed? Describe the key leadership positions and responsibilities. What essential qualities must the school leader have in order for the school to be successful? Describe any key third party partners such as a charter management organization or school program advisor that will be integral to the school’s success. Explain the partner’s anticipated role, responsibilities, and reporting responsibilities. 2.    Provide an overview of the financial plan. What are the key variables that will determine financial viability? To what extent will your plan depend on funding above the public per pupil allocations? What are your current plans or prospects for securing the additional funding needed, including but not limited to start-up funding? 16 Ben Franklin Elementary School Prospectus _________________________________________________________________ I. School Founders Information Strengths of the Founding Group Charlotte Matthew has over four decades of experience in education, beginning her career as a teacher for grades four through nine with New Orleans Public School. She later served as an instructional advocate, curriculum specialist, and staff development associate within New Orleans Public Schools, and also was an Adjunct Instructor of Reading Methods at Southern University In New Orleans. She began her career as principal in 1997 and is currently leading Benjamin Franklin Elementary Mathematics and Science School. Ms. Matthew has vast experience in education outside of the school setting as well. In coordination with the Orleans Parish School Board, the United Teachers of New Orleans, and the Southern Coalition for Educational Equity, she served as a Program Coordinator for the New Orleans Effective Schools Project. She continues to be a senior consultant for the Southern Coalition for Educational Equity. Additionally, Ms. Matthew has been a curriculum planner and educational consultant for the Children’s Defense Fund (CDF) where she assisted the Black Student Alliance Youth Program with designing their Freedom School Curriculum. She currently serves on the advisory board for CDF’s Freedom Schools, which are still in implementation around the United States. Ms. Matthew is an instructional leader who has demonstrated success for students by operating a B-­‐rated school with high parent demand. Ms. Matthew has deep knowledge of instructional pedagogy, research based practices and strategies, and student-­‐centered curriculum and instruction. She has developed and supported teachers and staff for almost thirty years, assisting with their professional growth and assisting them to improve their skillsets. In addition to her proven leadership and instructional skills, Ms. Matthew also has a wealth of experience and capacity with maximizing resources in order to best serve her students. As the leader of Benjamin Franklin Elementary, Ms. Matthew has managed her school budget and allocated limited resources effectively. She has secured additional funding to introduce and continue multiple programs within her schools. Mr. Tommie Vassel is the other half of the founding team of Legacy of Excellence, the non-­‐ profit that is proposing to charter and operate Ben Franklin Elementary. Mr. Vassel’s strengths and skills complement those of Ms. Matthew, as he is a distinguished business and servant leader in the community of New Orleans. Mr. Vassel is a CPA with over 36 years of experience, having owned and operated his own consulting firm for the past two decades. His clients and experiences are very diverse, including governmental entities, health care, construction, movie production, school districts, water, sewer, drainage, electric/gas utility companies and a diverse group of professionals. His skills include auditing, fiscal and program compliance, project management, analytical review, rate study and consent decree, all of which are skills that he will bring to the Legacy of Excellence board. Mr. Vassel has an extensive record of supporting schools and youth as well in multiple capacities, and also has experience serving on a variety of boards. Mr. Vassel served on the Orleans Parish School Board, beginning in 1997, when OPSB was the largest school district in Louisiana with over 75,000 students in 132 schools. He served as president of Dillard University’s National Alumni Association and on the Board of Trustees of the University from 1996 to 2000. He also served on the Accounting Advisory Board at Southern University of New Orleans (SUNO) and the University of New Orleans (UNO). In 2003, Mr. Vassel was elected Chairman of the Board of the United Negro College Fund (UNCF) and has served on the Board since 1999. He is actively involved with Junior Achievement, and is one of the founding members of 100 Black Men of Metro New Orleans, a National youth mentoring organization. He served as President of that organization in 1997 and 1998 and treasurer in 1996. Additionally, Mr. Vassel has been involved in other mentoring and tutoring programs such as Boys To Men, Inc and the Milne Louis Armstrong Manhood Development Program. Mr. Vassel is personally connected to Ben Franklin Elementary as a parent. He serves on the school’s Parent Teacher Organization, and frequently volunteers at the school with a group of other fathers. Needs of the Founding Group Ms. Matthew and Mr. Vassel will ensure that they solicit and create a founding board that has a balanced skillset and varied areas of expertise. Additional members of the board will have knowledge and experiences in the areas of education, community involvement, legal, and fundraising. Two additional board members have already been identified: • Yvette Alexis is an administrator with vast experience in higher education, having worked at Delgado Community College and Southern University of New Orleans for almost three decades. A graduate of McDonogh 35 High School and Southern University at New Orleans, and Ms. Alexis brings expertise of education, staff development, and community involvement to the board. • Angela Wilklow is a licensed clinical social worker who has worked in the social work field in New Orleans for the past 18 years. Ms. Wilklow has worked with many child-­‐ serving agencies within the Greater New Orleans area and has a deep understanding of child development and issues that students and families may face. Ms. Matthew and Mr. Vassel, with the support of the other board members, will recruit additional board members in the near future, resulting in a strong board with a range of backgrounds and expertise. II. School Vision A Typical Day at Ben Franklin Elementary At Ben Franklin Elementary, learning begins immediately when students enter the building in the morning and continues at every moment throughout the day. Everyone at Ben Franklin knows that they are part of the Ben Franklin family through the positive culture that permeates the school environment. A typical day for a student at Ben Franklin can be seen through the eyes of Cedric, a 1st grade student. He rides the school bus to the lower school campus, arriving at school at 7:30. He gets off the bus with his peers and is greeted with a hug one of the school’s Master Teachers as he goes into the cafeteria where he eats breakfast. At 7:50, the whole school daily morning meeting begins. Cedric is excited because today is the day that his homeroom is the “Class of the Day,” which means that they are given the great responsibility of leading morning meeting. Cedric’s class stands in front of the Ben Franklin family in the cafeteria and leads the morning meeting by having different students take on various parts of the daily meeting. Once Ms. Matthew greets the student body, visitors see the class of the day and individual students be the leaders of the morning meeting for their peers, with the rest of the school engaged and respectful. One of Cedric’s classmates then leads the school family in the Pledge of Allegiance, another recites the school alma mater, and leads the school creed. Cedric then leads the school in reciting the school’s mission: “We will excel academically and individually.” Ms. Matthew leads the entire Ben Franklin Family in the pledge together to: “Make it a great day or not, the choice is yours and mine.” It’s now 8:00, and teachers quickly transition their homerooms to their classrooms, with a sense of urgency apparent already. Homeroom occurs until 8:15, during which teachers take role for the day and students work on a do now activity that’s displayed on the classroom Promethean board. At 8:15, music from the Harmony Program comes over the loudspeaker, a nonverbal signal for the transition to leveled reading group time. All students in first through fifth grades participate in guided reading, whether they are in need of intensive reading intervention or whether they are reading multiple grade levels above their current grade. Visitors will see that every staff member who can teach has a guided reading group at this time, including the librarian, computer teacher, and interventionists, so that all students are able to receive tailored small group instruction at their specific reading level. Cedric’s guided reading class has 15 students in it, allowing a lot of individual attention for every student. Visitors will see that the class is fast-­‐paced, with the teacher starting with the overview of the day, and then moving into the Reading Roots portion of class, during which Cedric and his peers work on decoding and phonics lessons that serve as foundations for reading. After Reading Roots, students engage in cooperative learning with partners and as a whole group, incorporating technology, reading, and writing into this one class period. Music comes on over the loudspeaker again at 10:00, and students quickly transition back to their homerooms. Literacy instruction continues for Cedric during his 50 minute ELA class, where his teacher reinforces reading skills and strategies, but focuses on writing standards and spelling lessons as well. His teacher, Ms. Anderson, introduces the daily focus (capitalization at the beginning of each sentence) by modeling writing on the Promethean board, followed by the class working together to edit the model according to the rubric and with particular attention to capitalization of sentences. Students then move to writing on their own according the day’s topic. After he’s finished writing, Cedric and his partner then edit each other’s writing, helping one another understand their mistakes and improve their writing. Cedric’s class transitions to lunch at 10:50. As they’re waiting in the hallway to get their lunch trays, visitors see that all of the teachers are using very minute for learning. Ms. Anderson has chosen today to have Cedric’s class skip count by two’s with her, and they practice silently saying odd numbers in their heads while whispering the even numbers aloud. Cedric’s class sits together to eat, with students chatting with one another at their assigned class tables. Once they’re finished eating, Cedric and his classmates go out to the play yard where visitors see them engage in cooperative play activities which are based on the PlayWorks program. By 11:35, Cedric’s class is back in their classroom with Ms. Anderson, who begins math class with a quick do now on the Promethean board based on spiraling back in components of yesterday’s lesson. She then introduces the daily objective and begins active instruction and modeling. Visitors would notice that she’s utilizing the Eureka curriculum and that students are engaged and participating in all parts of the lesson, even the introductory modeling. Cedric and his tablemates work on practice problems together after Ms. Anderson explains their guided practice, utilizing Kagan structures that they’ve learned throughout the past two years at Ben Franklin. His class then transitions to the independent work portion of the lesson, and students work on Zearn and IXL on computers. During the last five minutes of class, Cedric demonstrates what he’s learned by solving two problems on an exit ticket that he turns into Ms. Anderson, beginning his nightly homework if he finishes early. At 12:45, Social Students and Science begins. Cedric loves these classes, as both are hands-­‐on instruction that connects to real life. Cedric is working on map skills through reading and interpreting a map key during Social Studies, and then works with his classmates in Science through center activities. His favorite center today is when they get to use microscopes to see the different parts of a plant close up. An integral component of these classes is student discussion, when students articulate, debate, and discuss their learnings with one another. The school day at Ben Franklin Elementary wraps up at 3:30, when Ms. Matthew begins afternoon announcements with “Good afternoon, Ben Franklin family.” She recognizes students whose birthday it was, as well as gives updates on club meetings and other reminders. Students are dismissed, and Cedric proceeds to his bus line. Right before he boards his bus, Ms. Matthew asks him what the best part of his day was; Cedric, knowing that just saying recess or lunch is never an acceptable answers, is ready with his response: “When Jamira and I used the microscope to look at all the tiny plant roots!” To visitors, Cedric’s response is final reminder of the cooperative learning and family focus that are present each day at Ben Franklin Elementary. Educational Philosophy and Program Ben Franklin Elementary is founded in the belief that every student will excel academically and individually. The expectation is that every student, regardless of his or her achievement level at the beginning of the year, will make at least one year’s growth – with the desire that if every student grows at least one year, many will grow more than one. Instructional delivery is based on experiential learning and a hands-­‐on model, with science and math interwoven throughout all aspects of the school. Best practices and research-­‐based models and programs are used cohesively to define the educational program at Ben Franklin Elementary. Components of Success For All are interwoven into the Ben Franklin model, as shown through the 90-­‐minute guided reading period that all 1st through 5th students participate in, with students who are reading below grade level put into smaller groups for more individualized attention. In addition to Success For All, Ben Franklin Elementary incorporates a tiered continuum of Kagan strategies by grade level that students learn and utilize every year that they attend the school, leading to increased cooperation and communication within the classroom and between students. With cooperative groups, students hold both themselves and one another accountable for ensuring that everyone in their group is mastering the material and on the path to success. Ben Franklin Elementary classrooms follow Madeline Hunter’s gradual release model of instruction, which slowly increases responsibility and ownership from the teacher to the students throughout the course of a lesson. All lessons begin with a “do now” activity, followed by the introduction of the skill, strategy, or information during the “I do,” then guided practice during the “we do” when students utilize their cooperative learning skills to work with and learn from one another, to the “you do” in independent practice when students are given time to apply their newly learned skills or strategies on their own. Classes end with an “exit ticket” so that students can demonstrate the content or skills that they have mastered. Relationship to the District and Community The conversion of Ben Franklin Elementary from an OPSB direct-­‐run school to a charter school fulfills a priority that the District has identified for improving public education in New Orleans. Ben Franklin Elementary currently serves all students from the city of New Orleans as a whole, and is committed to doing so in the future. Ben Franklin currently has two prekindergarten classes for students with special needs, and will continue to service this high-­‐ needs population of students moving forward, both when they begin school as prekindergarteners and as they progress throughout elementary school. Ben Franklin is a math and science school that hopes to develop future mathematicians and scientists. Ben Franklin Elementary has fostered multiple community relationships and support structures that lead to its success, and it is committed to continuing them in the future. • Tulane University provides support in multiple ways, including students teaching a media class for 6th grade students, training the debate team twice per week after school, leading the robotics club meeting once per week, and hosting a STEM summer program in partnership with GE for girls. • University of New Orleans teaches a reading methods class on campus, with UNO students in the class then providing tutoring and instruction to the most struggling students. • Xavier Confucius Institute is a partnership with university in China that provides two Mandarin teachers to Ben Franklin Elementary, who teach Mandarin to students in PreK-­‐3rd. • Algebra Project is a grant-­‐funded program with collaboration with Dillard and Xavier Universities that provides two weeks of summer training for middle school math teachers. • Project Lead the Way is a science initiative that provides intensive summer training for two teachers (one at each campus) who then lead and implement hands-­‐on STEM programming and train other teachers to do so as well. • STAIR is reading program that provides tutors to about 10 2nd grade students afterschool on Tuesdays and Thursdays. III. School Management and Finances School Management The Ben Franklin Elementary leadership team will consist of the following positions and associated responsibilities: • Principal: The Principal of Ben Franklin Elementary will set and instill the overall vision for the school, and is ultimately accountable for the academic and financial success of the school. S/he is responsible for managing, supporting, and developing leadership team members, and for evaluating them and all staff members. The Ben Franklin Elementary Principal will support discipline and culture, addressing parent concerns and being the foremost member for parent communication. The Principal will also support and coach a small group of teachers, in addition to doing quick pop-­‐in observations for all instructional team members to ensure the overall academic model is cohesive and effective. • Assistant Principals: Ben Franklin Elementary will have two Assistant Principals, one for each of the two campuses. The PreK-­‐5th Assistant Principal at the Lakefront Campus leads all campus discipline matters, manages school-­‐wide academic data, and serves as testing coordinator for both campuses. The 6th-­‐8th Assistant Principal at the Nashville Campus supports campus discipline matters and manages discipline and culture data collection, including from Class Dojo and PowerSchool. Both Assistant Principals will manage, support, and develop a group of teachers at their campus, and will assist Master Teachers in planning for and assist with cluster meetings. • Dean of Students: The Dean of Students will lead discipline and culture for 6th through 8th grade students at the Nashville Campus, which includes conferencing with students, following up with students, parents, and/or teachers after discipline issues arise, and meeting with the 6th-­‐8th Assistant Principal so that s/he can stay abreast on the holistic needs of the campus and its students. • Master Teachers: Three master teachers will plan and facilitate weekly professional development sessions (cluster meetings) for teachers, including reviewing and reflecting on student work and data. Master Teachers will ensure the continuity between cluster meetings and instruction by observing and providing feedback to teachers; they will mainly support and develop teachers who are struggling to provide them the greatest amount and intensity of support. • Director of Operations and Finance: The newly created position of Director of Operations and Finance (DOF) will be responsible for leading all back-­‐office functions of the school. The DOF will manage all budgetary and financial reporting duties; vendor relations, including custodial, transportation, and food service, as applicable; student data and PEP reporting; procurement and bids; and payroll. The DOF will also manage the front office support staff and other operations employees. • Special Education Coordinator: Another new leadership position will be the Special Education Coordinator, who will be responsible for all special education and exceptional student services compliance and federal programs. The Special Education Coordinator will ensure that students receive all instruction and services, as per their IEPS or 504 plans, and will support and coach special education teachers and support staff. In order for Ben Franklin Elementary to be successful, the school leader must have a proven track record of student success and hold the belief that all students are capable of achieving at high levels. Additionally, the leader will possess the following qualities and traits: • Visionary leader who will inspire the students, staff, parents, and community of the school • Prior leadership experience in an economically disadvantaged school, with demonstrated academic and cultural success • Deep instructional knowledge of learning • Proven ability to develop and grow midlevel leaders and staff members • Community focus and involvement • Passion for math and science education and focus, with ideas that will integrate math and science into all aspects of the school Ben Franklin Elementary will charter independent of a charter management organization, though its board and partner support (as indicated above) will be integral to its success. Financial Plan The key variables to the school’s financial viability are student enrollment and staffing and compensation levels. The enrollment risk for Ben Franklin Elementary is low because the school has been in operation as a direct-­‐run school of OPSB since Katrina, its enrollment has been stable for many years, and the school maintains a reputation in the community for excellence. Ben Franklin Elementary also has a well-­‐established daily schedule that forms the basis for its staffing model, and its teacher retention rate is consistently high. Ben Franklin Elementary will not depend on funding in excess of the MFP and federal funding it will receive. Furthermore, Ben Franklin Elementary will not need to secure additional funding, but it will seek competitive grants to supplement its proposed budget and provide additional services or programs to its students. 241 Metairie Heights Avenue Metairie, Louisiana 70001 Home Personal Cell charlotte matthew@gmail.com Office (504) 228-6415 Cell Charlotte L. Matthew, M.Ed. Objective To make a difference in the lives of students and staff by providing high quality leadership geared towards academic and individual success. Certification State of Louisiana, State Department of Education Type A – 040563 Principal, Parish or City School Supervisor of Instruction, Supervisor of Student Teaching, Elementary Grades K - 8 Experience 1997 – 2017 New Orleans Public Schools Principal Benjamin Franklin Elementary Mathematics and Science School Avery Alexander Elementary (McDonogh 39)/Sophie B. Wright Middle School 1989 – 2017 Southern Coalition for Educational Equity Senior Consultant, Curriculum Planner, Teacher Coach 1992 – 2005 Children’s Defense Fund Curriculum Planner, Educational Consultant, Staff Development Coach, Program Evaluator 1995 – 1998 AmeriCorps Adventures in Excellence Curriculum Planner, Educational Consultant, Staff Development Coach 1993 – 2000 LEAP - Yale Law School Curriculum Planner, Educational Consultant, Staff Development Coach 1997 – 1998 Jefferson Parish Public Schools Region I School Support Team Member – Live Oak Elementary 1992 – 1996 Foundation for the Mid South Faculty Fellow for Early Adolescence 1989 – 1997 New Orleans Public Schools Staff Development Teacher, Instructional Advocate, Teacher Advocate Summer 1990 Southern University of New Orleans Adjunct Instructor – Reading Methods 1987 – 1989 New Orleans Public Schools Junior/Middle Program Coordinator, New Orleans Effective Schools Project 1982 – 1987 New Orleans Public Schools th th Teacher – 4 , 5 , and 6th Grades Self Contained Summer 1982 New Orleans Public Schools Curriculum Specialist – Academically Enhanced Program 1980 – 1982 New Orleans Public Schools Staff Development Associate – Secondary Curriculum Improvement Program 1976 – 1980 New Orleans Public Schools Teacher – 6th and 7th Grades – English, Language Arts, Social Studies Awards 2015 Principal of the Year - Orleans Parish Schools 2015 Louisiana Principal of the Year - Semi-Finalist Charlotte L. Matthew - 1 Professional Development Presentation Topics Book Conferences; Classroom Management; Clinical Supervision; COMPASS; Composition as a Process; Cooperative Learning; Coping as a First Year Teacher; Developmental Awareness; Directed Reading Thinking Activity; Early Adolescence; Effective Teaching Practices; EXCEL; Glasser in the Classroom; Good to Great; Hands On Science; Journal Writing; Learning Centers; Managing Stress; Mastery Learning; New Teacher Training; NIET; Partnerships in Learning; Positive Discipline; Project Based Learning; Reading Strategies; Reciprocal Teaching; Refining our Professional Learning Community; Standards Based Instruction; Student Centered Learning; Thematic Teaching; Whole Language; Writing Apprehension – Getting Students to Write Education 1982 M.Ed. University of New Orleans Curriculum and Instruction/Administration 1976 B.A. University of New Orleans Elementary Education/Language Arts College Activities 1975 – 1976 - SGA President, College of Education University Senate Academic Affairs Committee 1974 – 1975 SGA Representative, College of Education University of New Orleans Board of Directors International Alumni Association Institutes NIET; SCIMAST; Project Adventure; Junior Great Books; Teacher Coaching; Greater New Orleans Writing Project Fellow; Teacher Corps; Success for All Publications Parent Power News – 1996 - 2017 Adventures in Excellence Curriculum Guide NOPS Academically Enhanced Program Black Student Alliance Youth Program – Freedom School Curriculum Grants KaBOOM Playground – Benjamin Franklin Elementary Success for All – School Wide Model – Benjamin Franklin Elementary CSRD – Wright Middle School – Target Teach CSRP – Avery Alexander Elementary – Responsive Classroom SAVE – Avery Alexander Elementary – Students Against Violence Everywhere Louisiana Department of Health and Hospitals – Wright Middle School After School Program Professional Memberships/Advisories American Association of University Women - Metairie/East bank Branch Offices Held: President; Educational Foundation Program Chair; Scholarship Chair; Women’s Issues Chair; Vice President; Secretary Association for Supervision and Curriculum Development Children’s Defense Fund Freedom Schools Advisory Board HPHP Principal Coach Kappa Delta Pi National Association for Elementary School Principals – LAP-NESP Phi Delta Kappa State Superintendent’s Principal Advisory Board Interests Family Church - Elder; Clerk of Session Reading; Outdoor Activities; Music Charlotte L. Matthew - 2 Charlotte L. Matthew 241 Metairie Heights Avenue Metairie, Louisiana 70001 Since 1976, Charlotte Matthew has been dedicated to improving the quality of education for the students of Orleans Parish. She considers herself to be a servant leader and peacemaker. Since 1997 she has been a Principal and is currently at Benjamin Franklin Elementary Mathematics and Science School (BFE) in uptown New Orleans. Franklin has expanded under her leadership to two campuses and now serves pre-kindergarten through eighth grades. Ms. Matthew was selected as the OPSB Principal of the Year for the 2015-2016 school term and was a semifinalist for the Principal of the Year for the Louisiana Department of Education. She has served on the State Superintendent’s Principals’ Advisory Board as well as was a High Poverty/High Performing School Coach for the LDOE. A New Orleans native, Ms. Matthew enjoys Carnival and has participated in the Metairie St. Patrick’s Parade, Krewe of Iris and was Queen of Shangri-La. She is also a long time season ticket holder of the New Orleans Saints and is an active member of the Who Dat Nation. Charlotte is married to Timothy Parker and they have two daughters, Irene and Katherine. She enjoys her family, community, outdoor activities, cooking and music. 8/6/2017 Tommie A. Vassel, CPA, CGMA Mr. Vassel is a nationally recognized Certified Public Accountant (CPA) licensed in Louisiana with over 35 years of diverse experience. He also holds the Chartered Global Management Accountant (CGMA). He is an alumnus of Deloitte and Touche one of the largest International Accounting firms in the world. He is currently President of Global Profit Strategies a financial and management consulting firm headquartered in New Orleans, LA. EXPERIENCE President Global Profit Strategies, LLC – New Orleans, LA January 2006 – Present Provide professional financial and management consulting services to governmental, industry and private organizations. Experience includes fiscal and program compliance, monitoring, analytical review, rate studies, consent decrees, water, sewer & drainage utilities, project management and disaster recovery. The firm has experience in FEMA project worksheets, electric and gas utilities, school districts, motion picture productions, home health care, construction, transportation and sports franchises. President Tommie A. Vassel, CPA – New Orleans, LA January 1994 – Present Provide financial and program compliance and monitoring for various federal contracts to the New Orleans City Council and the Mayor’s Office. We assisted local Assessor with the documentation of local properties and their valuations. Provide accounting, financial statement preparation, review and tax services to small and medium size companies. Industries include Home Health Care, Transportation, movie industry and non profits. Owner/Partner/CFO New Orleans Brass Hockey Team January 1997 – June 2002 The Brass played in the East Coast Hockey League from 1997 through 2002 season. The team initially played in the New Orleans Municipal Auditorium before assisting the state in building the New Orleans Arena where they played their final three seasons. The team set attendance records and reached the playoffs in each of its seasons. Chief Financial Officer (CFO) New Orleans Chamber of Commerce MetroVision Partnership Foundation January 1991 – December 1993 Tommie was responsible for the overall operations of the Chamber, a membership organization and MetroVision, which focused on economic development for the New Orleans Region. Responsible for the financial records of a 2400 member organization. Prepared monthly financial statements, maintained the general ledger and reported to the Board of Directors. Mr. Vassel implemented a new computer system and phone system to enhance operations of all organizations. Tommie also managed the human resource and membership departments. Adjunct Professor Southern University of New Orleans August 1983 – December 1992 Dillard University – New Orleans December 1981 – May 1982 Mr. Vassel taught auditing and entry level accounting courses to traditional and nontraditional students. Tommie was able to bring real life experiences to the students in addition to the theory in the text books. Partner-­‐ In-­‐ Charge Vassel & Company, CPAs – New Orleans, LA July 1983 – December 1994 Tommie managed a local CPA firm that provided auditing, tax, accounting and management advisory services to small, medium size companies, individuals and to local and federal government agencies. Areas of expertise included school districts, home health care agencies, construction and utilities. Firm provided the first ever audit to the District Attorney’s Office. Wrote policies and Procedure manuals for the Student Activities Funds at the 132 schools of the Orleans Parish School Board. Manager Montegut & Rabb, CPA’s – New Orleans July 1981 – June 1983 Tommie managed a staff of 4 accountants on audits of the southern regional school districts. Performed local sales tax audits for local governments and audited construction companies and other mid size companies. Tommie also reviewed all tax returns for accuracy. Internal Auditor/Revenue Accountant Mobile Oil Corporation – New Orleans January 1981 – June 1981 Examined contracts of the local office and reviewed all cost reports of oil and gas producing wells. Reviewed the procedures for the reporting of all expenses related to oil production. Mr. Vassel renegotiated the building lease contract to produce significant savings for the company. Senior Assistant Accountant Deloitte and Touche (Formerly Haskins and Sells) – New Orleans June 1978 – December 1980 Tommie worked in the audit department on clients such as colleges and universities, manufacturing companies, electric and gas utilities, and public transportation. Tommie also worked in the tax department preparing tax returns for high income individuals during tax season. Volunteer Board Member/President Pro-­‐Tem New Orleans Sewerage and Water Board – New Orleans, LA October 2002 – October 2011 I was appointed to the Board by the Mayor of New Orleans for a nine year term. I served on the Finance committee and the Pension committee. The Board has assets of approximately $2 billion and annual revenue of approximately $200 million. After Hurricane Katrina in August 2005, Mr. Vassel’s peers elected him as president Pro-­‐Tem from 2006 until 2011. Mr. Vassel was instrumental in securing billions of dollars for repairs to City’s levees and over a half billion dollars for direct repairs to the Board’s infrastructure after Katrina. Mr. Vassel also assisted with the renegotiation of the Board’s Consent Decree and led the board in obtaining rate increases to help stabilize the operations of the Board. Tommie frequented Washington DC lobbying Congress and other federal departments for funding for the Water Board and City of New Orleans. Chairman Volunteer Board Member/Vice Chair of Board/Chair of Finance Committee Catholic Charities Archdioceses of New Orleans, LA January 2003 – December 2015 Catholic Charities of New Orleans is one of the largest Catholic Charities in the United States with over 42 programs and an annual budget of over $50 million and total assets over $40 million. Mr Vassel tenure as Chairman began in 2014. Mr. Vassel has been chairman of the Finance committee since 2006 and was elected Vice Chair of the Board in 2012. EDUCATION Dillard University 1978 Bachelor of Arts in Accounting (With Honors) Professional Organizations and Awards State Board of Louisiana CPAs Licensed CPA -­‐-­‐ 1981 -­‐ Present Society of Louisiana CPAs President, 2006 -­‐-­‐ 2007 American Institute of CPAs Council Member-­‐at-­‐Large, 2002 – 2005 National Association of Black Accountants President, 1992 -­‐-­‐ 1994 American Institute of CPA’s National Public Service Award, 2001 Dillard University Distinguished Alumni, 1997 Orleans Parish School Board Appointed Board Member – District 7 WDSU-­‐TV (NBC Affiliate) Making A Difference Award, 2001 American Institute of CPAs Chairman of Benevolent Fund, 2004 – 2010 Young Leadership Council Role Model Award, 2008 Family Service of Greater New Orleans Outstanding Person Award, 2013 WWL-­‐TV (CBS Affiliate) Quiet Hero Award, 2002 Contact Information: Tommie A. Vassel TOMMIE A. VASSEL, CPA BIOGRAPHY Tommie A. Vassel, CPA, CGMA is a Licensed Certified Public Accountant in Louisiana (CPA) and a Chartered Global Management Accountant (CGMA). He is President of Global Profit Strategies, LLC (GPS) a financial and management consulting firm located in New Orleans, Louisiana. Tommie Vassel’s illustrious career began in 1978 with the Big Eight accounting firm of Deloitte Haskins & Sells, currently known as Deloitte & Touche. From 1981 through 1983 Mr. Vassel was employed by Mobile Oil Corporation and a local CPA firm preparing himself for the challenge of becoming an entrepreneur. In 1983, he opened a CPA firm which focused on auditing small businesses and governmental entities. He also served as an adjunct professor at Dillard University and Southern University of New Orleans from 1983 -- 1990. In 1991 Mr. Vassel was named Chief Financial Officer of the New Orleans Chamber of Commerce and the MetroVision Partnership Foundation. He remained in that position until opening his consulting firm in late 1994. Mr. Vassel began his education in the New Orleans Public School System and graduated 6th in his High School class from Joseph S. Clark. He is a 1978 honors graduate from Dillard University in New Orleans with a Bachelors of Arts Degree in Accounting. Mr. Vassel has actively volunteered in the education arena and was appointed to serve on the Orleans Parish School Board (OPSB) in 1997. Certificate Type NUMBER TEACHING CERTIFICATE VALID A 523848 Life Certificate Issued To: NICHELLE LYNN LOGAN By the Louisiana Department of Education, based upon the following: B.A., UNIVERSITY OF NEW ORLEANS, 2000 M.A., XAVIER UNIVERSITY OF LOUISIANA, 2012 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-8, 08/31/2000 TEACHER LEADER, 03/25/2009 EDUCATIONAL LEADERSHIP-LEVEL 1, 08/15/2012 VALID FOR LIFE FOR CONTINUOUS SERVICE, 08/15/2012 Holders of an Educational Leader endorsement are required to complete 150 continuing learning units of professional development consistent with the Individual Professional Growth Plan (IPGP) over a five year time period., 08/15/2012 The Educational Leader – Level 1 shall have three years once employed in an administrative capacity to complete the one-year Educational Leader Induction Program., 08/15/2012 Dr. Gary Jones 7/29/2017 1:03:54 PM John White Certificate Type NUMBER TEACHING CERTIFICATE VALID A 566107 Life Certificate Issued To: PATRICE MARIA WOODS-JOSEPH By the Louisiana Department of Education, based upon the following: B.A., DILLARD UNIVERSITY, 1990 M.A., XAVIER UNIVERSITY OF LOUISIANA, 2007 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-8, 05/18/1992 VALID FOR LIFE FOR CONTINUOUS SERVICE, 12/05/2016 Dr. Gary Jones 7/29/2017 1:02:28 PM John White Certificate Type NUMBER TEACHING CERTIFICATE VALID A 424347 Life Certificate Issued To: TRADONYA ANN HEBERT DOMINGUE By the Louisiana Department of Education, based upon the following: B.A., XAVIER UNIVERSITY OF LOUISIANA, 1992 M.ED., UNIVERSITY OF NEW ORLEANS, 2003 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-8, 09/11/1992 NURSERY SCHOOL, 09/11/1992 KINDERGARTEN, 09/11/1992 READING SPECIALIST (1-12), 12/10/2003 ENGLISH AS A SECOND LANGUAGE, 12/10/2003 Dr. Gary Jones 7/29/2017 1:00:39 PM John White SUMMARY OF QUALIFICATIONS Competent and enthusiastic employee, whose experience and commitment to excellence allow for superb implementation in the coordination, planning, and support of daily operational and administrative functions. PROFESSIONAL EXPERIENCE Delgado Community College – New Orleans, Louisiana 2008 to Present Assistant to Vice Chancellor for Academic Affairs • Actively involved in College policy development and revision. • Oversees the College’s Endowed Professorship Award process and the Student Technology Enhancement Program • Evaluates data from optimal sources and assesses results with College leaders such as DFW Reports, Space Utilization Reports and Low Completer. • Discusses sensitive information with students which requires advanced knowledge of both Academic and Student Affairs • Works in partnership with divisions and other colleges and universities to develop and revise Articulation Agreements and College Connection Agreements • Collaborates and participates in the development, implementation and management of internal policies, state and federal regulations, and accrediting standards • Member of team that structures and organizes College Councils and Committee that are governed by the Office of Academic Affairs DELGADO COMMUNITY COLLEGE – New Orleans, Louisiana October 2013 to September 2016 Site Manager for Sidney N. Collier Site • Collaborated with the project manager, CSRS and college administrators to build, design furnish the Delgado Sidney Collier Site • Managed day to day academic and student operations • Worked with contractors and vendors on proper installations and general progress • Determined the appropriate courses, schedule and location of classes • Established community relations through outreach and inclusion • Recruited, advised new, returning and transfer students • Served as liaison between students and faculty for both academic and student affairs • Provided professional development for staff Assistant to the Provost, City Park Campus 2005-­‐2009 • Developed and conducted training sessions for staff and faculty including co-founding the Professional Development Academy • Verified teaching credentials for fulltime and part time faculty per SACS requirements • Managed the Student Opinion of Instruction process for all three campuses which provided surveys to each face to face course • Participated in the annual budget evaluation process including the justification of new positions • Assisted students with concerns regarding faculty, staff and college processes Academic Specialist 2004-­‐2005 • Insured all teaching faculty, college wide, had appropriate credentials per SACS requirements • Created database of all teaching faculty which included their teaching credentials and all degrees earned • Served as liaison between Provosts and Office of Vice Chancellor for Learning and Student development Human Resources Analyst 2003-­‐2004 • Conducted training for all college personnel on Sexual Harassment, Violence in the Workplace, Performance Planning and Review, and New Employee Orientation • Monitored and managed the evaluation process (PPR) for classified employees • Reviewed and posted all job announcements on HR website and national publications SOUTHERN UNIVERSITY AT NEW ORLEANS – New Orleans, Louisiana 1999 to 2003 Human Resources Analyst • Created process and forms for background checks for all new employees • Reviewed and approved all paperwork for new hires • Conducted workshops on New Employee Orientation, Conducting Performance Planning and Review and Effective Interviewing Techniques Weed and Seed Coordinator • Managed federal grant for academic and social enrichment for students living in a high crime area THE RITZ CARLTON HOTEL – New Orleans, Louisiana 2001 to 2002 Employment Coordinator & Training Coordinator • Actively recruited and interviewed potential team members • Conducted two-day new employee orientation classes and other employee related classes EDUCATION Southern New Hampshire University Graduate Program Currently enrolled Southern University at New Orleans B.A. in English: 1986-1990 AFFILIATIONS Delgado Community College Unclassified Association President; Louisiana Diversity Council Advisory Board;; McDonogh 35 High School Alumni Board; Past State Representative and Secretary of Louisiana Association of Women in Higher Education; Greater New Orleans C.Y.W. Temple of Daughter of Elks. Elks State Directress of Education, and State Public Relations; Mystic Krewe of Femme Fatale Member; Desire Community Outreach CURRICULUM VITAE Angela Henry Wilklow, LCSW, BACS ___________________ ____________________ Professional Overview I am a Licensed Clinical Social Worker (LCSW) who has worked for over 18 years in the field of social work in the Greater New Orleans area. I began my career at East Jefferson General Hospital working with adults with severe and persistent mental illness, substance abuse and outpatient counseling. The majority of my work experience was gained at the Jefferson Parish Human Services Authority (JPHSA) where I was employed for 13 years. For 10 years I served as the Director of the Child and Family Services Division. In my career at JPSHA I worked as a liaison to other child serving agencies such as the Jefferson Parish Public School System, Jefferson Parish Juvenile Court & Juvenile Services and the Department of Child and Family Services. I represented the agency on various boards, task forces and planning groups, such as the Jefferson Parish Child and Youth Planning Board. During my tenure I directed the operations of many evidence based prevention and mental health programs such as, Lifeskills Training, Multi-Systemic Therapy, Functional Family Therapy, Olweus Bullying Prevention and Nurse Family Partnership. In my private practice I provide counseling to adolescents, adults and families. Additionally, I have experience working with issues such as foster care, adoption, step-families, divorce, supervised visitation, relationship issues and youth behavior problems. I am a Board Approved Clinical Supervisor (BACS) and provide clinical supervision to social workers working toward licensure. Licensure August 2002 - Current Licensed Clinical Social Worker (LCSW), Louisiana State Board of Social Work Examiners #5065 April 2007 - Current Board Approved Clinical Supervisor (BACS), Louisiana State Board of Social Work Examiners Professional Experience September 2014 - Current Private Practice, Angela Henry Wilklow, LCSW, BACS May 2001 - Sept. 2014 Jefferson Parish Human Services Authority January 2003 - Oct. 2005 Private Practice, Angela Henry, LCSW December 1998-April 2001 East Jefferson General Hospital Education December 1998 Master of Social Work, Tulane University School of Social Work May 1997 B.A. Psychology, Newcomb College, Tulane University Professional Affiliations National Association of Social Workers (NASW) Member Supervised Visitation Network Member Community Service April 2012 – October 2016 Louisiana Department of Child and Family Services, Certified Foster Home/Parent