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                  OF HAVERHILL


                         Submitted to
   Massachusetts Department of Education Charter School Office

Hill View Montessori Charter School of Haverhill Founders' Group

                        November 15, 2002
                                                           Massachusetts Department of Education

                     Charter Applicant Information Sheet
This sheet must be attached to the Prospectus and Final Application. Please type information.

Name of Proposed Charter School: Hill View Montessori Charter School of Haverhill*________

School Address:    Not yet known

School Location: City of Haverhill, Massachusetts

Name of Group Applying for Charter: Hill View Montessori Charter School of Haverhill
Founders’ Group__________________________________________________________

Contact Person:       Janet Begin

Address:       89 Lincolnshire Drive

City:         Haverhill, MA 01835

Daytime Phone: (978) 373-3679                       Fax:


The proposed school will open in the fall of school year: 2004-2005.

School Year                            Grade Levels            Total Student Enrollment
First Year                                 1-3                          120 **
Second Year                                1-4                          156 **
Third Year                                 1-5                          188 **
Fourth Year                                1-6                          217 **
Fifth Year                                 1-7                          243 **

Commonwealth charter applications only:

Will this school be a Regional Charter School?      No

School districts from which students are expected to come: Haverhill, Massachusetts

*       Note name change from prospectus. Hill View pre-pended to school name.
**      Note increase in enrollment #s from prospectus.
                                                             Massachusetts Department of Education

                          Commonwealth Charter School
                             Certification Statement

Proposed Charter School Name:           Hill View Montessori Charter School of Haverhill

Proposed School Location:       City of Haverhill, Massachusetts

I hereby certify that the information submitted in this application is true to the best of my
knowledge and belief; that this application has been or is being sent to the superintendent of all
districts from which we intend to draw students; and 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, or
proficiency in the English language, and academic achievement. This is a true statement, made
under the penalties of perjury.

Signature of
Authorized Person                                                    Date

Print/Type Name:       Janet C. Begin
                                                   EXECUTIVE SUMMARY
     The mission of the Hill View Montessori Charter School of Haverhill (HVM) is to provide a grade 1-8
     public education that promotes academic excellence using the Montessori philosophy. In partnership with
     teachers and parents, children attain high levels of academic, personal and social achievement and so
     prepared, become constructive contributors to our community.
     In accordance with its mission, the focus of the educational program at HVM is to ensure that all students
     meet rigorous academic, personal and social achievement objectives. This will be accomplished using a
     curriculum that effectively aligns, merges, and consolidates the Montessori curriculum, the MA Curriculum
     Frameworks, and HVM Learning Objectives. Montessori’s holistic, individualized approach, and integrated
     character education make it well suited to achieving the mission. Students will be motivated by the
     materials, project-based curriculum, and integrated teaching and learning, enabling them to tackle the
     challenges necessary to become constructive contributors in society.
     Student success at HVM is the shared responsibility of the students, their parents and their teachers. All
     three are essential partners in the quest for academic, personal and social excellence. HVM will have
     numerous structures in place to support this partnership. Annual Goals and quarterly Individual Learning
     Agreements will be important vehicles for building teacher-student-parent commitment to success. At
     conferences, each member of this three-member team will commit to playing a role in achieving or
     supporting the student’s goals. This collaborative, working relationship will be further supported through
     mixed-age, multi-year classroom structures that allow for longer-term relationships. In addition, HVM will
     provide regular communications on school and classroom events, and avenues and encouragement for
     meaningful parental involvement in the life of the school.
     HVM is committed to hiring and sustaining high-quality teachers who have or are pursuing Montessori
     certification and meet State guidelines. The school is also committed to enhancing teachers’ abilities and
     leadership through continuous development within a professional learning community. A cornerstone of
     the school’s instructional design is developing teachers’ professional capacity so the highest standards are
     understood and perpetuated consistently throughout the school. Teachers will be given time during the
     school day to meet and discuss curriculum and assessment with an ongoing focus on accountability for
     student success.
     The city of Haverhill will benefit by having a small, public Montessori school with a strong
     professional learning community. An individualized approach, provided in Montessori education, is not
     generally available in the current public schools, but is a valuable and much-needed choice for a city with
     great socio-economic diversity and varied learning styles and needs. Our city has seen its population
     grow by almost 13% in the last decade, but recent budget challenges have resulted in the closing of five
     neighborhood schools in 2002-03. HVM will allow Haverhill families to once again choose a small school
     for their children’s elementary/middle school experience. This small size will also support improved
     student achievement because of the school’s capacity for control over its programs and staff development,
     and its ability to closely monitor and support the educational change process.

     The HVM Founders’ Group is a strong team of parents, educators and community members who are
     committed to children and the city of Haverhill. They believe in the effectiveness of the Montessori
     philosophy for improving student achievement and for developing students’ capacities and characters. The
     founders have a range of pertinent experience, including educational, financial, business and non-profit. All
     founders are committed to ensuring success of the school after startup by assuming roles on the Board of
     Trustees, committees, Parent-Teacher Alliance or as school staff or consultants.

Hill View Montessori Charter School of Haverhill                                                             Page 1
                                                   PUBLIC STATEMENT

The Hill View Montessori Charter School of Haverhill offers families the ability to choose a Montessori-based
public school education beginning 2004-05. The school will initially enroll children entering grades 1 to 3 and
grow to grades 1 to 8 at full capacity in 2008-09. A school and family commitment to academic excellence as
well as grace, courtesy, respect and responsibility inspires children of all backgrounds, economic status and
academic standing to reach their greatest potential. The carefully prepared environment, mixed-age classrooms,
and individualized curriculum embrace the unique Montessori Method, not only a method of education but a
preparation for life.

Hill View Montessori Charter School of Haverhill                                                          Page 2
                                                   I. CHARTER SCHOOL MISSION
     Provide a clear and concise statement that defines the purposes and nature of the school in one or
     two sentences. The mission statement should be written for a general audience and it should
     indicate what the school intends to do, for whom, and to what degree. A school’s mission provides
     the foundation for the entire charter application and for the five-year term of the school’s charter.
     The mission statement should be the driving force behind and reflected throughout all sections of
     the application.
     The mission of the Hill View Montessori Charter School of Haverhill is to provide a grade 1-8 public
     education that promotes academic excellence using the Montessori philosophy. In partnership with teachers
     and parents, children attain high levels of academic, personal and social achievement and so prepared,
     become constructive contributors to our community.

     Explain the need for this particular school in the community it will serve and the target student
     A Montessori Commonwealth charter school will provide a much-needed educational choice for the families of Haverhill,
     regardless of their socio-economic situations. Presently, the families of Haverhill have just two choices for elementary
     education within the city: a traditional public school model or a tuition-based parochial education. With
     Haverhill’s 1999 Income Data reporting a 9.1% poverty rate among its residents, and a 76% showing of
     families in the low to middle income bracket, these facts realistically result in no educational choice at all for
     most of the city’s families. The Hill View Montessori Charter School of Haverhill (HVM) will provide a
     choice that is distinct from the current public schools in its method of education, especially the individualized
     approach, and its small size.
     HVM will provide a neighborhood-feel through its small size. Haverhill has seen its population grow by almost 13%
     in the last decade, the third largest rate of growth in the state and the greatest in the Merrimack Valley. In
     addition, the city’s recent budget challenges have resulted in the closing of five neighborhood schools in
     2002, reducing the availability of small, close-knit learning communities where children and their families are
     well known by their teachers over many years. HVM will allow Haverhill families to choose the desired
     “small neighborhood feel” for their child’s elementary/middle school experience. It will provide consistency
     and reliability through multi-year placements with teachers, as well as a familiar place of learning, potentially
     for eight years of a child’s education.
     HVM’s small size and unique educational program will support high academic achievement for grades 1-8. According to
     the Spring 2001 Summary of District Performance, Haverhill students’ raw/scaled score on the MCAS tests
     is below the Massachusetts state average in every reported grade level and every test subject. The Haverhill
     school system has recently documented new initiatives to address student success, but with 15 elementary
     and middle schools, over 200 lead classroom teachers and over 5000 students, change is very cumbersome.
     HVM with its small staff and very centralized control will provide the strong professional learning
     community and the ability to change that is so essential to student success.

     HVM will address the learning needs of the range of students in its community. The year 2000 United States Census
     reports that 15% of Haverhill’s residents are of a race other than white, with 8.8% Hispanic or Latino.
     Coupled with Haverhill’s economic diversity (DOE web site profiles show Haverhill as having 26% of its
     students eligible for free or reduced lunch), this cultural multiplicity naturally produces a range of learners.
     HVM will provide options in its program that are not generally available in the current public schools: an
     individualized learning approach, Montessori curriculum, and mixed-age, multi-year placements. (The
     benefits of these options for the targeted student population are described further in the Educational

Hill View Montessori Charter School of Haverhill                                                                    Page 3
     Philosophy Section.)
     HVM will strengthen school-community relations. Haverhill is a city with great history and resources, including the
     Merrimack River, eight lakes, numerous parks and conservation areas, the Buttonwoods Museum, and the
     Haverhill Historical Society. HVM is dedicated to forming productive partnerships within the community to
     benefit both student learning and the community’s resources. Older students will interact with community
     organizations through meaningful project-based curriculum and service learning projects, forming productive
     and positive relations between city and school. HVM seeks to create a school with permeable borders that
     will encourage information and skills to come into the school from the community, and go out of the school
     to the community.
     Clarify why a charter and the type of charter sought is necessary in order for this school to exist or
     A Montessori program must be implemented throughout an entire school to be effective and the local
     district is not considering this option. A Commonwealth charter is necessary for school-based control of the
     critical elements of a successful, public Montessori education including control of and commitment to:
     • Creating a unified and coordinated 1-8 educational experience based on the well-documented and
          successful Montessori approach (Duax, 1989 – see Attachment A);
     • Hiring and sustaining high-quality teachers who have or are pursuing Montessori certification and meet
          state guidelines, and improving their abilities through continuous, effective development within a healthy
          professional learning community;
     • Developing teachers’ curriculum and assessment skills so HVM’s high standards are both understood
          and perpetuated consistently throughout the school;
     • Establishing close, collaborative working relationships between students, teachers, and parents through
          mixed-age, multi-year classrooms, and effective parental support and communications;
     • Allocating financial resources for high quality Montessori materials, essential student support services,
          and effective professional development.

     Describe the educational foundation of the proposed school. Include in this description a
     discussion of the instructional methods to be used.
     Describe how this educational theory aligns with your mission.
     Describe the research on this educational theory and/or approach that demonstrates that it will
     work with your anticipated student population.
     In the mission statement, HVM commits to preparing students to be constructive contributors in our
     community by focusing on academic, personal and social development. Therefore, the learning environment
     of HVM is based on the Montessori philosophy because of its emphasis on the development of the whole
     child. It recognizes that children have a desire to learn and, given the proper environment, they develop
     intellectually, socially, emotionally and physically. This “prepared environment”, as Dr. Montessori called it,
     includes not only the classroom and materials, but the social setting or atmosphere. It is imperative that all
     these things support the child.
     Furthermore, the Montessori philosophy, initially developed for underprivileged children, specifically
     addresses the diversity in our community by providing a child-centered, individualized approach to teaching
     and learning. HVM’s educational approach addresses the community’s diversity to ensure that “no child is
     left behind”. Research focusing on children of low socio-economic status shows that Montessori education
     has resulted in high levels of academic and personal achievement (Duax, 1989 – see Attachment A).
     The educational tenets of the Montessori philosophy that support HVM’s mission and distinguish this school

Hill View Montessori Charter School of Haverhill                                                                Page 4
     • Individualized, Differentiated Learning - Montessori education is built upon the tenet that all learners are
          individuals - in style, pace, and interests. HVM’s individualized curriculum allows children to strive for
          their own personal best. This individualized learning will be guided by three central planning documents
          developed by teachers, students and parents: Annual Goals that provide measurable, yearly objectives,
          quarterly Individual Learning Agreements that map plans for achieving the goals, and weekly Work Plans
          that list specific actions to be taken each week. These agreements and plans also support personal
          development. They allow students to make choices for themselves and their learning and give them the
          opportunity to reflect on and assess their growth as they develop subsequent plans. Differentiated
          instruction, integral to individualized learning and essential in Montessori education, has been shown to
          increase success and satisfaction in school (ERIC ED443572 - Sarah Ann Tomlinson, 2000).
     • Mixed-age Groupings - Students will be grouped into mixed-age classes that span three years in the
          elementary program and two in the middle school program. As documented in various writings by Lilian
          Katz, these mixed classrooms provide numerous benefits including a greater range of curriculum options
          and reduced competition. Older children teach younger children which builds confidence and
          competence. Peer tutoring also promotes cooperation and a sense of community.
     • Prepared Environment - Montessori instruction progresses from concrete explorations and concept
          development to abstract understandings. Therefore, elementary classrooms will have an abundance of
          carefully sequenced Montessori materials to support this learning progression. As children progress
          toward middle school and develop higher-level thinking, Montessori materials will be increasingly
          reinforced by research and reference materials, and information technology, used to pursue independent
          research projects.
     • Parent Involvement - HVM realizes that the community has various types of families, and acknowledges
          that the term parents, for the purposes of this document, include guardians. HVM considers all
          caregivers vital partners in the education of their children. Therefore, parents will be welcome at HVM
          and will be given many opportunities for participating in and setting the direction of school life. In
          conjunction with teachers and students, parents will provide input to, and important feedback on, the
          Individual Learning Agreements and weekly Work Plans including a commitment to doing their part at
          home to ensure their children’s success.
     • Teacher’s Role - HVM teachers will facilitate learning by carefully observing each child’s behavior and
          growth, then guiding each child using changes in the environment, invitations for inquiry and direct
          instruction. Teachers will work to create and sustain a classroom and school culture where
          demonstrations of respect, initiative, risk-taking and persistence in learning are the norm. In the younger
          grades, teachers will work with individuals or small groups of children. In the Middle School, teachers
          will provide more whole class instruction, but will challenge and extend the self-directed habits of the
          elementary years as students begin to direct the development of their Individual Learning Agreements
          and pursue research and service learning projects.
     • Character Education - Personal and social education will be integrated into HVM’s learning program.
          Classroom life will emphasize the Montessori values of grace, courtesy, respect and responsibility.
          Teachers will model these values and expect them from students throughout the school.
     • Integrated Teaching and Learning – Montessori education emphasizes interdisciplinary teaching to encourage
          connections across the curriculum and to students’ personal lives. Emphasis will be placed on projects
          that require open-ended research and in-depth study using primary and secondary sources as well as
          other materials. When students understand the purpose for and connection among their activities, they
          become motivated learners.
     • Community Connection - As children grow, they learn in and contribute to increasingly expansive and
          diverse human and environmental communities. Students at HVM will first come to understand the
          world and their part in it by discovering community within the classroom, then by contributing to the life
          of the school and caring for the surrounding plant and animal habitats, and finally, by supporting the
          improvement of the larger community beyond the school. As a result, community service and learning
          will be an important part of the curriculum throughout HVM, culminating in fully developed student

Hill View Montessori Charter School of Haverhill                                                             Page 5
           service projects for the middle school students.

     Describe implementation of this educational program in terms of the daily or weekly organization of
     students and faculty.
     HVM will consist of Lower Elementary for grades 1-3, Upper Elementary for grades 4-6, and Middle School
     for grades 7-8. A teacher and an assistant will be assigned to each elementary class that consists of
     approximately 24 students (no more than a 2:24 ratio). In the Middle School, there will be two teachers (one
     with a math/science background and one with a humanities background) and two assistants (one for each
     classroom) supporting approximately 50 students (no more than a 2:25 ratio).
     Each student will stay with the same teacher for three years in the Elementary Levels and two years in the
     Middle School. This continuity maximizes teaching and learning time because students do not spend time
     every year getting to know new teachers, classrooms and entire new peer groups. Research confirming these
     benefits cite increased student achievement and greater parental involvement (ERIC ED414098, Daniel L.
     Burke, 1997) both of which are central to HVM’s mission.
     The weekly organization of learning time will be based on a Montessori tenet: it is essential that children have
     long uninterrupted daily work periods (2-3 hours) each day. Therefore, the morning will be dedicated to this
     core work time and lunch, recess, silent reading and time with specialists for physical education, music, art
     and Spanish will occur in the afternoon. This design supports the development of a strong collaborative
     professional environment by providing teachers with extended time for planning and meeting during the
     school day, including regular curriculum and assessment meetings. A Sample Elementary Weekly Schedule is
     provided in Attachment B.

       Provide a general description of the curriculum that will be used by the school, including the
       objectives, content, and skills to be taught in the main subject areas at each grade level in your
     Goal for the Development of the Student as an Individual. HVM students will see their education as a worthwhile
     mental, physical, and personal journey. They will be independent, confident learners who meet rigorous
     standards of academic and personal achievement, be excited by and crave learning, and be motivated to take
     on next steps in their education, community lives, and work beyond the school.
     Academic Achievement Objectives. When they graduate, students will be able to:
     - demonstrate proficient or advanced competencies in Reading, Written and Oral Communication,
         Mathematics, and Science as defined in the MA Curriculum Frameworks and HVM Benchmark
     - use visual and/or performing arts and information technologies to learn and communicate,
     - demonstrate habits of risk taking, motivation, persistence, and discipline in learning.
     Personal Achievement Objectives. When they graduate, students will be able to:
     - evaluate and reflect on their own work according to defined criteria,
     - set and work toward achievable goals through self-directed activity,
     - demonstrate Montessori-based values of grace, courtesy, respect, and responsibility.
     Goal for Development of the Student within the Community. Students will understand their place within larger
     communities and be able to contribute productively through peaceful attitudes, effective conflict resolution,
     creative problem solving, responsible action, and purposeful follow-through.
     Social Achievement Objectives. When they graduate from the school, students will:
     - understand community in many different contexts (global, environment, town, school, and classroom)
          and demonstrate respect for people and things in diverse communities,

Hill View Montessori Charter School of Haverhill                                                             Page 6
     -     integrate and apply academic competencies, problem solving and critical thinking skills to improve a
     -     apply conflict resolution skills to achieve progress for individuals or a group.
     Montessori Curriculum. The Montessori academic curriculum has clear and pervasive overlay with the
     MA State Curriculum Frameworks, with a shared commitment to the development of core academic skills.
     In addition, Montessori curriculum provides specially developed materials and methods, integrates core
     subjects in novel and meaningful ways, and draws increased attention to certain subjects and skills.
     In the Lower Elementary, Montessori curriculum provides an array of specially developed materials and
     methods. These allow young children to build concepts from concrete models and experiences through self-
     directed activity and peer and teacher interaction. These core materials become less evident in the Upper
     Elementary as students begin to transition to symbolic and abstract conceptual understandings. Montessori
     Middle School methods are rooted in active, applied learning. Students connect with larger communities
     through project-based and service learning activities that require the integration and application of skills in
     real-world contexts. Interdisciplinary, student-driven projects, such as environmental research, student-
     generated business endeavors, and community contributions are at the heart of the Middle School
     experience, while textbooks will be used to reinforce fluency with basic skills.
     The Montessori curriculum integrates subjects of study in unique and engaging ways. The integration of
     science studies within overarching geography studies, for example, typifies the Montessori instructional
     method and provides useful context and rationale for studying topics such as weather, rocks, and migration.
     Montessori’s Five Great Lessons are revisited and built upon throughout the grades, and provide overarching,
     “big picture” stories that inspire more specific study of subjects such as physics, botany, anthropology, world
     cultures, and ancient history. (See “History and Social Sciences; Science and Technology, 1-8”, next page.)
     Montessori curriculum also draws attention to certain academic subjects that are often underdeveloped in
     many public schools, such as calculation, geometry, grammar, and geography. While Montessori curriculum
     largely addresses the comprehensive standards articulated in the MA Curriculum Frameworks, HVM plans to
     give careful attention to curriculum alignment and identifying those subjects that need further development
     in the Montessori curriculum.
     HVM’s curriculum will be constructed by effectively aligning, merging, and consolidating the Montessori
     Curriculum Standards, MA Curriculum Frameworks, and HVM Learning Objectives. This curriculum, along
     with relevant assessment methods and tools, will be organized into a series of HVM Curriculum &
     Assessment Handbooks for the Lower and Upper Elementary and Middle School programs. These
     Handbooks will provide a framework for teachers so they may approach their work with students and
     colleagues with consistency and shared language and expectations. The MA Curriculum Frameworks,
     standardized tests, and certain HVM assessment tools articulate curricular achievement in yearly terms,
     providing a view of the general course of development. However, it is explicit throughout HVM that
     individuals may demonstrate progress with these goals at varying rates. Respect for each child’s individual
     needs, learning style, and readiness for learning always remains at the center of the school’s conversations
     about strengthening student learning.
     Academic Overview. Below is a general description of the curriculum with a chart following that describes
     specific content and skills to be taught in main subject areas for each grade grouping.
     Mathematics, 1-6: Students will use a range of Montessori materials to explore concepts extensively in
     concrete form before abstracting and integrating them. Montessori curriculum addresses a large majority of
     the Mathematics objectives in the MA Curriculum Frameworks. Number Sense and Operations, and
     Geometry receive especially strong and effective emphasis in the Montessori curriculum. Topics such as
     problem solving and measurement will be further developed during the first years of the school’s operation
     to address the state standards more effectively.
     Mathematics 7-8: Students will use a math textbook to guide core content skill development in relation to the

Hill View Montessori Charter School of Haverhill                                                            Page 7
     MA Mathematics Framework. Students will engage in skill integration and application through in-depth
     project-based curriculum. The project-based curriculum will provide students many opportunities to develop
     and apply skills in areas traditionally underutilized in Montessori education (data analysis and problem
     solving, for example).
     Language Arts 1-6: The Montessori curriculum stresses the interrelatedness of reading and writing and
     promotes an integrated approach where reading and writing occur across the curriculum. Phonemic
     awareness, direct instruction in phonics, grammar, and vocabulary development are essential components of
     the curriculum, as well as developing fluency and comprehension skills. MCAS requires strong competencies
     in the development of expository essays and comprehension of diverse types of reading material. As a result,
     topics for further development include expository writing and writing process, guided reading with non-
     fiction texts, comparison between texts, interpreting and using media for communication, and genre, author,
     and illustrator studies.
     Language Arts, 7-8: The Middle School curriculum will center on the development of effective written
     communication skills through frequent and guided writing and critiquing experiences, in-depth investigations
     with classic and contemporary literature, development of research skills using text and information
     technologies, and refinement of effective oral presentation and communication within teamwork and public
     settings. Much of the students’ Language Arts work will be integral to the project-based curriculum and
     applied toward real audiences within these studies.
     History and Social Sciences; Science and Technology, 1-8: During every level of HVM education, students will
     interact with Montessori’s Five Great Lessons with increasing depth. These lessons form the backbone of the
     History and Social Sciences and Science and Technology curricula. They are broadly engaging stories that
     highlight universal themes and encourage vital connections between science and human affairs. These
     lessons are The Story of the Universe, The Time Line of Life, The Time Line of Early Humans, The Story of
     Writing, and The Story of Mathematics. They serve to integrate and unify classroom-learning experiences
     and to inspire children’s sense of wonder, curiosity, and motivation about the world around them.
     Montessori teacher-led lessons and demonstrations inspire careful observation and experimentation and
     provide opportunities for student-driven inquiry. HVM science and history investigations are framed by
     essential questions that relate to Montessori’s Five Great Lessons (“Do all things change?” or “What makes us
     human?” for example.) These questions serve as a guiding frame for integrated, thematic studies, individual
     research projects, and service learning activities. Over several years, teachers will draw from published
     resources, gather relevant artifacts and resources, and work collaboratively to develop more in-depth lessons
     and projects for a series of science and history inquiry kits. Students will apply and extend their skills and
     understandings in the Middle School through relevant project-based endeavors (for example, collecting
     Merrimack River water quality data over time, analyzing trends, and reporting findings to the Merrimack
     River Watershed Council, or creating a special elementary exhibit for the Haverhill Historical Society and
     serving as student guides).
     Foreign Language, 1-6: The MA Common Core of Learning (1994) states, “All students should read, write, and
     converse in at least one language in addition to English,” and recommends foreign language instruction begin
     in Kindergarten. In response, all HVM students will receive two periods of Spanish language instruction per
     week, integrating oral language games, songs, and activities, bilingual picture books, and introduction to
     written language. In addition, this instruction will serve to acknowledge the diversity in our community and
     provide a tool to encourage cultural understanding.
     Foreign Language, 7-8: Middle School students will receive increased formal Spanish language instruction four
     times per week. Students will use a foreign language textbook and workbook in addition to ongoing teacher-
     created activities. Students may also apply foreign language skills within service learning projects in the
     Haverhill community.
     Technology and the Arts, 1-8: The visual and performing arts will be an integral part of the curriculum at HVM.
     Both will provide significant access points for student understanding, opportunities for expression and
     creativity, and ongoing learning about diverse perspectives on the world. Meaningful arts experiences will be

Hill View Montessori Charter School of Haverhill                                                            Page 8
     integrated into every classroom as activities of choice and exploration during self-directed learning and will
     be enriched through specific instruction and projects once per week with arts specialists.
     Computers with internet and email access will be integrated into the teaching and learning of every
     classroom. In addition, a smaller lab space will be available for student and teacher projects. Educational
     software, internet access, graphic and publishing capabilities, telephones, email, digital cameras, and scanners
     will be available for furthering students’ skill development, research in larger communities, service learning
     contributions, and demonstrations of learning.
     Health and Conflict Resolution Education, 1-8: HVM will be committed to the development of the whole child,
     therefore physical and health education are significant components of the curriculum. Children will enjoy at
     least one full period every day of socially based physical activity in the form of recess. In addition, students
     will engage in more directed physical play and development twice per week under the direction of a physical
     education specialist. In the Lower Elementary, students will also learn about body systems, social pressures,
     and human health and illness through theme-based studies and self-directed research within the classroom.
     In the Upper Elementary and Middle School, students will learn about human growth and development,
     reproduction, and sexuality, as well as substance use and abuse. Conflict resolution skills are core to the
     school’s learning objectives and will be taught and supported explicitly at each grade level.
     Explain how students who enter the school below grade level and how the limited English
     proficient learners will be engaged in and benefit from the curriculum.
     Inclusive Community. Students quickly learn that in a Montessori classroom different aged peers work at a
     variety of tasks and levels and that peer-coaching and collaborative learning are encouraged. At HVM, the
     classroom will be an inclusive environment where it is acceptable to be “different” and where all members of
     the group are respected for their uniqueness. As a result, like all Montessori classrooms, HVM will be an
     emotionally safe environment.
     Individualized Approach. Since students are viewed as individuals in Montessori education, they work at a range
     of levels and tasks with a variety of materials and supports. During the morning’s extended work period, for
     example, the limited English student may spend extra time with his older reading buddy, the physically
     disabled student may spend more time at an art activity, and the student who is weak in math may spend
     extra time with the Montessori math materials. Teachers monitor and plan for areas of individual weakness
     and provide for a necessary complement in learning -- student choice and initiative.
     Home-School Partnerships. HVM will focus on parent engagement as a significant element for student success.
     A Teacher-Parent Alliance and parent-led committees will work to provide outreach and support for diverse
     families as well as relevant parent education. These might include workshops on supporting children’s
     literacy or on drug awareness. Also, at HVM families will remain with the same teacher for several years,
     creating longer-term relationships and commitments to student learning. Teachers will work with parents
     and students to design quarterly Individual Learning Agreements, including identifying specific ways parents
     and the school will commit to supporting student success.
     Specialist Supports. HVM will contract with specialists who assess and make recommendations for those with
     atypical learning needs. Teachers will consult with an IEP specialist, special educator, occupational and
     physical therapist, speech and language therapist, and/or a psychologist in order to understand student needs
     and to plan supports for each child’s success. Identified learning needs will be articulated in students’ Annual
     Goals and will be addressed through quarterly Individual Learning Agreements.

Hill View Montessori Charter School of Haverhill                                                              Page 9
                    English/Language Arts                                          Mathematics                                             Science
Over       Language     Reading & Literature                    Number Sense/Operations Geometry                     Inquiry Domains of Science
view       Composition Media                                    Patterns, Relations, and Algebra                     Technology/Design
                                                                Measurement             Data, Analysis, Statistics   Science, Technology, & Human Affairs
 Gr.       Montessori’s 5 Great Lessons:                        The Story of Numbers                                 The Story of the Creation of the Universe
           The Story of Language                                [Social Sciences: The Story of Humans]               The Story of the Coming of Life
 1-3       L: presentations, skits, vocabulary                  N: counting, modeling, comparing – 10,000; add,      I: observation and questioning skills, simple
           R: decoding, comprehension skills, story             subtract, multl facts, inverse relations, multiple   experiments, communicate findings, tools
           elements, rhyme, genre, fluency                      strategies; standard algorithm; fractions, coins     D: properties, changes of state, position and
           C: encoding skills, conventions, sentence &          P: 100s chart; skip patterns, open sentences         motion, electricity, heat, light; rocks, earth
           paragraph dev, writing process, research             G: attributes of 2 and 3D shapes, symmetry           living/nonliving, diversity, adaptation, habitat
           skills; handwriting                                  M: time, length, weight, area, temp, vol.            T: impact on environment, tool use, design
           M: book/film comparisons                             D: organize, interpret data, graphs, charts          S: technology long ago and now
 4-6       L: presentations, plays, vocabulary, grammar,        N: counting, modeling, comparing – billions,         I: predictions, variables, experiment design
           interviews, create rubrics                           thousandths, percents, decimals, fractions           D: chemical change, motion and design,
           R: Non-fiction strategies, comparison/               mult/division facts, inverse relationships,          microorganisms & microworlds,
           contrast, supporting opinions from text,             standard algorithms, formulas, problem solving       interdependence, astronomy, heat, light
           author’s purpose, primary sources                    P: open sentences and graphs w/ variables            T: design process; positive/negative impact of
           C: keyboarding, conventions, multi-paragraph         G: congruence, points, lines, planes, angles,        technologies; recycling; structures; transportation
           development, writing for different audiences         edges, faces, nets, coordinate graphing              of people and goods
           and purposes, judging reliability/accuracy of        M: angles, scale, ratio, area, perimeter             S: positive and negative impact of technology on
           sources, evaluation                                  D: probability, ratio, median, mean, mode; data      human affairs
           M: use of media for original works, eval.            gathering, representing, interpreting
 7-8       L: research interviews, oral reports, debates,       N: compare, translate integers, fractions, mixed     I: alternative explanations, communicating more
           create and use scoring rubrics for peer              numbers, decimals, percents; ratio and               than one solution, design solutions
           presentations, vocabulary, grammar                   proportion, prime numbers & factorization,           D: particles, conservation of mass, energy
           R: interpreting elements in fiction and non-         powers and roots, estimation, operations             transfer; cells; reproduction, development,
           fiction texts, integrate texts with historical and   P: algebraic methods, models, graphs; slope;         heredity; rock cycle, plate tectonics,
           artistic settings/research, genre & author’s         variables & equations for problem solving            oceanography, earth’s atmosphere
           purpose, themes, analysis of story elements,         G: congruence, similarity, Pythagoreum theorem,      T: self-designed projects and solutions; evaluate
           poetry, drama figurative language/ imagery           relationship of angles, lines                        and communicate results; impact of technology
           C: expand genres; critiquing/writing process,        M: measurement conversions, formulas for area,       on history and cultures, tool use
           writing for different audiences, purposes &          perimeter, circumference, ratio                      S: interactions between science, technology, and
           publication; research                                D: represent, interpret continuous and discrete      society in the past and today; positive and
           M: print & media techniques for original             data; describe limitations of data;                  negative
           work; analyze effect on viewer; evaluate             Use tabular and graphic representations

Hill View Montessori Charter School of Haverhill                                                                     Page 10
     Explain the process the school will use to ensure that its curriculum is aligned with the MA
     Curriculum Frameworks. If desired, you may provide an illustrative example of this alignment.
     Describe the process for development, supervision, coordination, continual assessment, and
     revisions of the educational content.
     Alignment Process. When teachers pursue Montessori certification, they carefully document and sequence
     comprehensive lessons for each of the core curriculum subjects within a series of Albums. Our own
     preliminary review has confirmed that these Montessori lessons target many of the core learning objectives
     of the MA Curriculum Frameworks.
     During the planning year, a team of educators will work to cross-reference the Montessori curriculum
     Albums with the MA Curriculum Frameworks and to identify areas in need of further development within
     the Montessori Curriculum. (See Sample Frameworks Alignment Chart in Attachment C that also includes
     benchmark references.) Development of these areas will be supported through focused professional
     development and collaborative study among the professional staff during the first several years of the school.
     In addition, during the planning year, a team of educators will work to merge the grades 1-6 Montessori
     Albums, state Frameworks, and HVM Learning Objectives into a first draft of the HVM Curriculum and
     Assessment Handbooks for Reading, Oral and Written Communication, Math, and Science. Benchmark
     Portfolio Entries for grades 1-3 and 4-6 will be drafted to articulate criteria for acceptable demonstrations of
     learning for the school’s Academic, Personal, and Social Achievement objectives. Lastly, core classroom-
     based assessment practices and tools will be defined for Reading, Oral and Written Communication, Math,
     and Science for Lower and Upper Elementary use.
     During the first two years of the school, under the leadership of the Manager of Assessment and Student
     Services and the Manager of Teaching and Learning, the professional staff will further refine, formalize, and
     implement this initial work. In addition, teachers will collect samples of student work illustrating different
     levels of competence for the various Benchmark entries (refer to Sample Benchmark Entries in Section IIC:
     Academic and Performance Standards). The first five years of this ongoing development, assessment and
     revision is highlighted in the Curriculum and Assessment Development Plan below. In addition, the staff will
     work with students and parents to build understanding and commitment to the Benchmark Portfolios since
     the first year’s second graders will be the first group that works to achieve the Benchmark expectations in the
     spring of 2006. The work will continue as the oldest students approach the sixth grade Benchmark
     Portfolios and the start of the Middle School.

Hill View Montessori Charter School of Haverhill                                                              Page 11
Work Items/                   HVM Curriculum and               Benchmark Portfolio          Core Classroom-based
School Year                   Assessment Handbooks             Expectations                 Assessment
Planning Year                 • Alignment chart of MA          • Create Expectations for gr • Draft practices and tools
2003-2004                       Frameworks, Montessori, and      1-3 and 4-6                  for gr 1-3 and 4-6
                                HVM Learning Objectives, gr
                              • Create Handbooks for gr 1-3
                                and 4-6
First Year                    • Teachers review and refine     • Teachers review and          • Teachers collect base-
Grades 1-3                      Handbooks for gr 1-3 and 4-6     refine Expectations            line data in fall for gr 1-3,
2004-2005                                                      • Collect student samples to     (including Terra Nova,
                                                                 show different proficiency     gr 3 - tentative)
                                                                 levels, gr 3 Portfolios      • Assessment training
Second Year                   • Mgr. of Assessment re-aligns   • First students complete gr   • Teachers review and
Grades 1-2, 3-4                 curriculum/updates Hand-         3 Benchmark Portfolios         refine practices and tools
2005-2006                       books in response to Frame-                                   • Assessment training
                                works revisions-ongoing
                              • Create Handbooks for gr. 7-8
Third Year                    • Teachers review and refine     • Teachers review and
Grades 1-3, 4-5                 Handbooks for gr 7-8             discuss all gr. 3 Portfolios;
2006-2007                                                        Subset of Portfolios
                                                                 receive outside review;
                                                                 Teachers suggest revisions
                                                               • Create gr. 7-8
Fourth Year                                                    • First students complete       • Teachers draft practices
Grades 1-3, 4-6                                                  Gr 6 Benchmark                  and tools for gr 7-8
2007-2008                                                        Portfolios;
                                                               • Teachers review and
                                                                 refine gr 7-8 Expectations
                                                               • Collect student samples to
                                                                 show different proficiency
                                                                 levels, gr 6 Portfolios

     Describe the steps the school will take to intervene before students become dependent on
     remediation or fail completely. Describe the steps the school will take to intervene before advanced
     students become bored or disinterested.
     Montessori teachers are trained specifically in observation techniques so they learn to recognize and address
     individual learning needs, thereby decreasing the likelihood of student failure or boredom. This on-going
     work will be supported by both the Manager of Teaching and Learning and the Manager of Assessment and
     Student Services. This attention to assessing and addressing the needs of individual learners will be at the
     center of every teacher’s work.
     In addition, teachers, students, and parents will work together at predictable, quarterly intervals to review and
     commit to Individual Learning Agreements that serve to address each student’s annual learning goals. This
     collaboration may result in such actions as intensifying individual instruction, providing greater opportunity
     for practicing skills, ensuring regular attention to and support for successful homework completion, or
     engaging students in integrated, student-driven projects that offer opportunities for both basic skill work and

Hill View Montessori Charter School of Haverhill                                                                  Page 12
     HVM teachers will also engage in collegial observation and collaboration during regular intervals throughout
     the year. A teacher may request that colleagues observe selected children during work times or observe her
     own instructional efforts in order to build stronger classroom practices and more effective learning
     experiences for diverse students. In addition, HVM teachers may choose to discuss and problem solve
     emerging issues and concerns about individual students with a Child Study Team of school specialists.

     Provide academic standards or grade level benchmarks for each grade in the core subject areas. If
     adopting independent standards or creating school-based academic standards, please describe the
     adoption or development process that took place or will take place.
     Provide examples of “exit standards” for the school’s grade groupings in three areas: mathematics,
     English Language Arts and one other subject area of your choice. Exit standards should provide
     reviewers with a clear sense of what students in the last grade of each school level will know and be
     able to do.
     A small team of educators from the Founders’ Group will work during the planning year (2003-04) to draft a
     range of academic, personal, and social learning benchmarks that will serve to indicate readiness for
     promotion from the Lower Elementary (grades 1-3) and Upper Elementary (grades 4-6). Each will be cross-
     referenced to the Massachusetts Curriculum Frameworks. During the first two years of operation, models of
     Lower Elementary students’ successful benchmark entries will be collected, organized, and then made
     available for future student and teacher reference. Professional staff will develop specific rubrics and scoring
     sheets during 2004-05 for use with the first benchmark submissions in 2005-06. Middle School benchmarks
     and scoring procedures will be developed and student samples collected in 2007-09 as the school’s first
     students enter the middle school program.
     HVM benchmarks will represent a challenging, integrated subset of the more comprehensive Massachusetts
     Curriculum Frameworks and will target the most essential set of skills and habits for success. All benchmark
     descriptions will specify the various components and criteria for successful completion, including
     demonstrations of competency through writing, oral presentation, product or activity completion, interview
     and evaluation from observers or professional staff, and/or self-evaluation and reflection. The benchmark
     development team will streamline the benchmarks to a number that is determined as achievable and
     representative of the most essential skills in the Massachusetts Mathematics, English/Language Arts, and
     Science Curriculum Standards, as well as the HVM Personal and Social Learning Objectives.
     Since HVM benchmarks serve primarily as “promotion standards,” most will not be achievable by students
     until the final year of each program (grades, 3, 6, and 8). In order to guide students in their development and
     to build skills and confidence toward these standards, each benchmark will have approximately two other
     “preparations” which students may choose to do during the earlier years of their program to build readiness
     for the benchmark work in the third year.
     In his article, “Assessment Crisis: The Absence of Assessment FOR Learning,” (Phi Delta Kappan, June
     2002), Richard Stiggins recommends eight assessment practices for advancing, rather than merely “checking
     on” student learning. Many of these recommendations are reflected in the HVM benchmark design as
     detailed in Attachment D.
     Since benchmarks are formal demonstrations of achievement, all student benchmark submissions will be
     work that is independent of peer and adult support. Benchmark standards will be given by teachers but
     worded for student use. They will be written as “I statements” helping students to envision and assess their
     own achievement. Examples of benchmarks for each of the curricular areas and levels of the HVM
     Montessori program are shown below. Some personal and social benchmarks are also included below, with
     more examples in Attachment E.

Hill View Montessori Charter School of Haverhill                                                             Page 13
English/Language Arts, Lower Elementary
“I can read and understand a non-fiction passage for the third grade level.”
Achievement Criteria: I have demonstrated achievement of this goal when I can read aloud a non-fiction passage
(provided by my teacher) fluently and with 85% accuracy, retell 85% of the key information either orally, within a
graphic organizer, or in writing, according to a scoring sheet used by my teacher, and correctly answer 85% of a
set of questions about the reading, asked by my teacher. These questions will ask about vocabulary, details and
main ideas in the reading, predictions, and ideas suggested in the reading, the organization of the text, as well as
the graphics and headings.
MA Curriculum Frameworks: ELA Standards 4.5, 4.11, 4.13, 4.14, 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 8.9, 8.10, 8.15,
8.16, 8.17, 8.18, 13.6, 13.7, 13.9, 13.10, 13.11, 13.12

English/Language Arts, Middle School
“I know how to write a two page comparative review of a story that is available in book and movie form, and
make well-supported recommendations to readers for either reading or viewing the story, for publication in a
school or community newsletter/paper.”
Achievement Criteria: I have demonstrated achievement of this goal when I have submitted a graphic organizer
or planner detailing my intended main points and supporting evidence, 1-2 drafts with colored pencil revisions
and edits showing specific improvements in the development of the text, written feedback on drafts from two
older readers with my own notes concerning which aspects I will address in the final version, a proficient or
advanced score on the scoring rubric completed by my teacher, a self-reflection/assessment sheet about my
writing process and progress, and a copy of the final publication.
MA Curriculum Frameworks: ELA Standards 17.4, 17.6, 19.22, 19.23, 20.4, 21.6, 21.7, 22.8, 23.10, 23.11, 24.4,
25.3, 26.2

Mathematics, Lower Elementary
“I can create and correctly solve six different 1- or 2-step story problems involving multi-digit addition or
subtraction, make appropriate estimations, communicate my problem solving strategies, including standard
notation, and explain how I know my answer makes sense.”
Achievement Criteria: I have demonstrated achievement of this goal when I can independently write or dictate
three multi-digit addition and three multi-digit subtraction story problems that use regrouping. For each
problem, I must record an estimated answer and the strategy I used for estimation, demonstrate the solution
through use of math materials, record efficient strategies for solving each problem using words, pictures, and
numbers, arrive at correct solutions, and explain how I know the answers make sense.
MA Curriculum Frameworks: Mathematics 2.N.1, 2.N.7, 2.N.8, 2.N.10, 2.N.11, 2.N.12, 4.N.10, 4.N.17

Mathematics, Upper Elementary
“I can create a scale model of an historical building in my city for temporary display in a public building in city.”
Achievement Criteria: I have demonstrated achievement of this goal when I have collected measurements of the
actual building, drawn a scaled diagram of the building, noting actual and scaled measurements of length, width,
height, perimeter, and area in a chart, created an oaktag or cardboard model of the building, researched and
written a .5-1 page historical description of the building, citing sources, and made arrangements for the temporary
display of my project in a public building in town.
MA Curriculum Frameworks: Mathematics 4.M.2, 4.M.4, 4.M.5, 6.M.1, 6.M.3, 6.M.6, 4.D.1
Mathematics, Middle School
“I can collect, organize, and represent data comparing two services (such as competing cell phone programs) then
make recommendations to a relevant audience based on an analysis of this data.”

Hill View Montessori Charter School of Haverhill                                                              Page 14
Achievement Criteria: I have demonstrated achievement of this goal when I have collected complete and
relevant data regarding the services I am researching, created a comparative data chart and accompanying graphs,
represented the data on a graphing calculator, and, based on this data, communicated sound and supported
estimations and recommendations to a relevant audience, through oral and visual presentation, or written and
visual presentation.
MA Curriculum Frameworks: Mathematics 8.N.11, 8.N.12, 8.P.1, 8.P.5, 8.P.8, 8.P.10, 8.D.2, 8.D.3
MA Curriculum Frameworks: ELA 3.4, 3.5, 3.7, 3.11, 3.12, 3.13 or 19.16, 19.23, 20.4, 22.7, 22.8, 23.10, 23.11

Science, Lower Elementary
“I can investigate questions in science by recording my questions, predictions, observations, experiments, data
and learning in a science journal.”
Achievement Criteria: I have demonstrated achievement of this goal when I can use a science journal to record
questions and “wonderings” about a science topic I am studying, create detailed and labeled observational
drawings of organisms and/or artifacts related to this topic, record the design and materials needed for an
experiment I want to try, clearly record data and/or results from the experiment, make notes about the patterns I
see in the results, and write about what I understand about the topic after I have completed the experiment or
MA Curriculum Frameworks: Science & Technology, Strand 1, Inquiry

Science, Upper Elementary
“I can demonstrate why the moon goes through different phases.”
Achievement Criteria: I have demonstrated achievement of this goal when I have created a moon observation
journal, recording sky observations and questions and the date, time, and visible parts of the moon for one
month; have experimented with three-dimensional models in the classroom to replicate the moon phases; and
can demonstrate and verbally explain to a peer in the Upper Elementary program why the moon changes phases.
My presentation must explain concepts of waxing and waning moons, revolution and rotation, eclipses, and the
predictable, cyclical nature of moon phases.
 MA Curriculum Frameworks: Science & Technology, Strand 1, Inquiry; Strand 2, Physical Sciences, Position
and Motion of Objects, Forms of Energy, Properties and Changes of Earth’s Materials, Objects in the Sky
MA Curriculum Frameworks: ELA 3.8

Science, Middle School
“I can document and explain the concepts of interdependence and flow of energy in an environment near the
school building.”
Achievement Criteria: I have demonstrated achievement of this goal when I have identified, marked, and studied
for three weeks, an environment one square meter in size, documenting the interactions between organisms and
between organisms and non-living parts of the environment through a multi-media presentation of photos,
narration, scientific drawings, observational notes, and data and measurements, and including clear conclusions
about interdependence and the flow of energy and matter within this specific environment.

MA Curriculum Frameworks: Science & Technology, Strand 1, Inquiry; Strand 2, Life Sciences, Diversity and
Adaptation of Organisma, Ecosystems and Organisms,
MA Curriculum Frameworks: ELA 27.3
Personal Achievement, Lower Elementary
“I know how to show respect toward my classmates during class meetings and discussions.”
Achievement Criteria: I have demonstrated achievement of this goal when I have accumulated and reviewed

Hill View Montessori Charter School of Haverhill                                                           Page 15
three 15-20 minute videotapes of class meetings or discussions (taken by volunteer, assistant, or guest) that
demonstrates my ability to look at the speaker, raise my hand and wait for a turn to contribute, say or do things
that help all classmates feel welcome and accepted, and comment on classmates’ ideas, concerns, and
contributions in a constructive manner. I must explain how I have done these things while viewing the videotape
with my teacher and three of my younger peers.
MA Curriculum Frameworks: ELA 1.1, 1.2, 2.1, 3.2

Social Achievement, Middle School
“I know how to apply conflict resolution skills to help others solve conflicts peacefully and productively.”
Achievement Criteria: I have demonstrated achievement of this goal when I have accumulated three videotapes
(taken by a peer, volunteer, assistant, or guest) of my serving as a peer-mediator for children in the Lower or
Upper Elementary program that illustrate how my use of conflict resolution skills helped younger students solve
their conflicts. I will be observed by a teacher as I review the videotaped segment with the involved students and
point out and discuss with them the conflict resolution strategies I used to help them and as I ask them for
feedback on whether they felt my mediation was useful to them.
MA Curriculum Frameworks: ELA 1.3, 3.8, 3.11

     Describe the proposed school’s policies and standards for promoting students to the next grade,
     achievement level, or grouping level.
     It is important to remember that teachers and parents at HVM are committed to monitoring and supporting
     student learning throughout each level of the school’s programs. It is the responsibility of the professional
     staff to try to anticipate and address student needs and supports in advance so that students do not fail to
     make progress. Some students present complicated learning profiles, however, so the school’s promotion
     policy must address these differences and make available a variety of supports and timing for promotion.
     The promotions policy at HVM is intended to reflect the beliefs that multiple measures are necessary for
     judging student achievement, and that student achievement can be demonstrated in a range of ways,
     including through tests, social contexts, multi-media presentations, verbal explanation, etc. It is our concern
     at HVM that no student be judged as failing in one skill area due to a weakness in another (i.e. a student
     should not be judged as failing in math achievement due to still-developing skills in written language.)
     In order to provide a range of demonstration opportunities for students, promotion to the next program
     level at HVM (Lower Elementary to Upper Elementary, for example) will be determined through successful
     achievement of the HVM Benchmark standards, typically in the spring of grades 3, 6, and 8. In general,
     students who successfully complete 75% or more of the grade 3, 6, or 8 benchmarks demonstrate readiness
     for promotion in September of the following year. It is also possible, however, for students completing only
     50-74% of the benchmarks to need more time to complete the benchmarks, but not to benefit from
     remaining a full year in the current grade. In these cases, promotion will occur as students demonstrate
     readiness (i.e. “Delayed Promotion”), potentially at some mid-point during the following academic year. In
     fewer cases, those students who are not able to achieve even 50% of the benchmarks may need to remain in
     the current grade and gain greater command and confidence with the benchmark standards before moving
     on. These levels of benchmark achievement and readiness for promotion are detailed in the chart on the
     following page.
     To further define the kinds and depth of support that students’ will require to meet with success, students’
     benchmark achievements from the spring will be overlaid with their MCAS performance and Terra Nova
     results in the fall of grades 4 and 7, and resultant supports will be determined, as shown in the chart below,
     during the fall parent-student-teacher goal setting conference. An individual review process will be defined
     for parents, students, and/or teachers to pursue when the charted promotions and supports do not seem
     appropriate due to special circumstances.

Hill View Montessori Charter School of Haverhill                                                               Page 16
     HVM will recommend that students who do not meet the promotion criteria in grade 8 should return to
     learn and work for another year, or students may opt to take advantage of extra supports identified and
     provided by the school during the following year, whether they choose to remain at HVM or not. In this
     way, HVM demonstrates its commitment to helping students achieve high standards.

                                                       HVM             HVM             HVM             HVM
                                                    Benchmarks:     Benchmarks:     Benchmarks:     Benchmarks:
                                                     100 - 90%        89 - 75%        74 - 50%        49 - 0%
                                                    Accomplished    Accomplished    Accomplished    Accomplished
                                                   PROMOTION       PROMOTION       DELAYED         RETAINED
MCAS/Terra Nova*: Proficient
and/or Advanced scores on all
MCAS/Terra Nova: Needs
Improvement on 1-2 tests and
Proficient/ Advanced scores on
MCAS/Terra Nova: Warning
scores on 1 test & Needs
Improvement or
Proficient/Advanced scores on
MCAS/Terra Nova: Warning
scores on more than 1 test
*In 2004-05, the Manager of Assessment and Student Services will create “levels” of Terra Nova results to mirror
the state’s MCAS categories of Advanced, Proficient, Needs Improvement, and Warning.

No Extra Supports Needed: Student is competent to complete remaining Benchmarks independently in fall of
next year.

Supports Needed: Student is competent to complete Benchmarks during next fall; specific supports identified
and progress monitored through quarterly Learning Agreements and weekly Work Plans.

Focused Intervention Needed: Student will complete Benchmarks during next year with specific supports and,
in addition, focused instruction targeted toward identified areas of weaknesses.

Special Interventions: Student will continue work on Benchmarks through an additional year at the same
grade; special review and interventions will be provided, including bi-weekly progress notes to parents and
administrators, Child Study Team involvement in forming annual Learning Goals and supporting and monitoring
progress toward quarterly Individual Learning Agreements and benchmark achievements.

     Indicate whether, in addition to administering the MA Comprehensive Assessment System, the
     school will also use additional assessment tools to determine and report student progress. In either
     case, explain why that decision was made for the targeted student population.
     Describe which internal instruments will be administered in order to measure and to report student
     progress. Explain why these particular measures were selected for the targeted student
     Describe how baseline achievement data will be collected and how it will be used.
     Purposes for Assessment. In alignment with the mission, student assessment at HVM will focus on three

Hill View Montessori Charter School of Haverhill                                                           Page 17
     areas — Academic, Personal, and Social Achievement. Assessment results: 1) influence individual student
     learning goals and inform classroom instruction, 2) provide achievement data for individual students and
     groups of students over time, 3) provide evidence about the degree to which the school is meeting its stated
     goals, and 4) influence plans for the school’s development. Below is a table that highlights the assessment
     schedule for each grade. Following the table are descriptions of the external assessments and internal
     assessments that will be used to measure and report student progress.

                                              ASSESSMENT SCHEDULE
Gr          Reading                 Writing        Mathematics         Science          Personal Ach.         Social Ach.
1     • Classroom-         • Classroom-          • Classroom-
      based Assess.        based Assess.         based Assess.
 2 • Classroom-            • Classroom-          • Classroom-
      based Assess.        based Assess.         based Assess.
 3 • Classroom-            • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova                               • Terra Nova
      • MCAS                                     • MCAS
      • Benchmark          • Benchmark           • Benchmark       • Benchmark          • Benchmark         • Benchmark
      Portfolio            Portfolio             Portfolio         Portfolio            Portfolio           Portfolio
 4 • Classroom-            • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova         • Long Comp           • Terra Nova
      • ELA MCAS           MCAS                  • MCAS
 5    • Classroom-         • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova                               • Terra Nova
      • MCAS                                     • MCAS            • MCAS
 6 • Classroom-            • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova                               • Terra Nova
      • MCAS                                     • MCAS
      • Benchmark          • Benchmark           • Benchmark       • Benchmark          • Benchmark         • Benchmark
      Portfolio            Portfolio             Portfolio         Portfolio            Portfolio           Portfolio
 7 • Classroom-            • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova         • Long Comp           • Terra Nova
      • ELA MCAS           MCAS                  • MCAS
 8 • Classroom-            • Classroom-          • Classroom-      • Classroom-
      based Assess.        based Assess.         based Assess.     based Assess.
      • Terra Nova                               • Terra Nova
      • MCAS                                     • MCAS            • MCAS
      • Benchmark          • Benchmark           • Benchmark       • Benchmark          • Benchmark         • Benchmark
      Portfolio            Portfolio             Portfolio         Portfolio            Portfolio           Portfolio
Classroom-based assessments will be administered each fall and spring of grades 1 – 8; Terra Nova tests will be
administered each fall in grades 3-8; it is anticipated that MCAS tests will be administered in the Spring with results reported
the following fall; HVM benchmark portfolios will be completed in the spring of the exit year of each HVM program.

     External Assessments.
     State Criterion-referenced Tests. In response to the federal ESEA, Massachusetts will be conducting annual
     MCAS tests in Reading and/or English/Language Arts, and Mathematics for grades 3-8 starting in 05-06.
     While this data is useful for tracking individual achievement, it is limited for broader use since the relatively
     small student enrollment and individual make-up of each grade level can result in an image of wide swings in
     the school’s achievement. The ESEA also requires limited English proficiency testing, which the state is
     preparing and HVM will incorporate into its assessment schedule.
     Nationally-normed Achievement Tests. HVM plans to use Terra Nova tests for tracking individual student

Hill View Montessori Charter School of Haverhill                                                                       Page 18
     achievement in Reading, Language Arts, and Mathematics every fall in grades 3-8, providing both baseline
     data in year one and an indicator of annual growth for individuals and groups of students. The results will
     also be used as diagnostic information about students’ academic strengths and weaknesses, which teachers
     may use to inform students’ annual learning goals and quarterly Individual Learning Agreements. In
     addition, the Terra Nova data will serve to inform professional development plans for the staff as they work
     to ensure high levels of achievement for all students.
     Internal Assessments.
     Classroom-based Assessments. Classroom-based assessments will form the backbone of the school’s assessment
     system at the youngest grades (1-2). During the school’s planning year (03-04), a team of educators will
     identify an initial set of assessment tools and practices for use during the school’s first years. These include
     specific published reading inventories that assess student miscues, fluency, and comprehension and establish
     each student’s baseline reading level each fall. In addition, teachers will assess written and oral
     communications using student work samples and classroom observations. Teachers will also use classroom-
     based assessments to identify student strengths and weaknesses in mathematics computation, problem
     solving, and communication. Beginning in grade 3, teachers will use classroom-based assessments to assess
     students’ understanding of science concepts and vocabulary. This classroom-based assessment information
     will be gathered every fall to inform teachers’ about subsequent instruction and to provide baseline data;
     related assessments will be conducted each spring to document growth during the year and to identify areas
     for continued development during the summer months and following year.
     School-based Benchmark Portfolios. HVM also plans to develop challenging, integrated Benchmark Portfolios
     where students demonstrate mastery of the school’s academic, personal, and social learning objectives.
     Students will develop their portfolio entries throughout each level of the Montessori program and exhibit
     completed Portfolios to interested audiences of peers and adults at the close of grades 3, 6, and 8. These
     Portfolios will be considered significant milestones in students’ learning and will be used to determine
     readiness for entry into the next program at the school. Benchmark Portfolio entries and criteria will be
     developed during the school’s planning year 2003-2004 (refer to Curriculum and Assessment Development
     Plan on page 12). Examples of Benchmark Portfolio Entries found for the various subjects and grade levels
     at the school are shown in Section IIC: Academic and Performance Standards.
     In addition to documenting academic achievement, Benchmark Portfolios will document students’ personal
     and social achievements, which are not assessed through MCAS or Terra Nova. Benchmark Portfolios allow
     for diverse methods of documenting achievement through written assignments, tests, performances, oral
     explanations, adult observations, and technology-based/artistic works. They afford a broader range of
     learners the opportunities to demonstrate their competencies and incorporate more diverse representations
     of learning. Finally, Benchmark Portfolios not only offer students the opportunity to progress in an
     accelerated fashion, but also maintain accountability for achievement, within three-year bands of
     development, prompting effective problem solving and remedial supports when students experience
     difficulty in their learning.
     Since the Benchmark Portfolios are the centerpiece of the HVM assessment system, special attention will be
     paid to building their reliability and validity as an assessment tool. In the summer or fall of 2006, all of the
     first Benchmark Portfolios (grade 3) will be reviewed by the professional staff to build greater coherence and
     understanding of the HVM Learning Objectives and how to achieve them, and to build an agenda for
     professional development and future curriculum, instruction, and assessment work. A subset of these
     Portfolios will be examined and evaluated by outside consultants and/or a group of professionals from
     another school that is also working to develop portfolio assessments. Feedback and data from this outside
     team will direct next steps in the Portfolio and professional development process. This course of action will
     be repeated for the first generation of grade 6 and grade 8 Benchmark Portfolios, and periodically thereafter
     to ensure reliability in this assessment system.
     Describe how the administered tests and consequent data will be useful in demonstrating student
     achievement in the targeted student population. (Above) Include how assessment and achievement

Hill View Montessori Charter School of Haverhill                                                              Page 19
     information will be reported. Indicate which audiences will receive this information and how often.
     Assessment results and reports of student progress will be shared with a variety of audiences through
     different methods:
     Students will gain information about their progress through:
     • Daily conversations and individual conferences with classroom teachers,
     • Ongoing written feedback on student work,
     • Weekly Work Plans and quarterly Individual Learning Agreements.
     Parents will gain information about student achievement through review of:
     • Weekly Work Plans and quarterly Individual Learning Agreements,
     • Periodic written and/or oral teacher-parent communications,
     • Ongoing review of returned student work and homework,
     • Student exhibitions, performances, and special culminating events,
     • Annual review of Student Benchmark Portfolios,
     • Annual review of student Terra Nova and MCAS reports,
     • Annual school-based oral and web-based presentation and explanation of school-wide data,
     • Fall and spring parent-teacher or parent-student-teacher conferences, and
     • Annual written Progress Reports.
     Teachers and Administrators will understand student progress through:
     • Ongoing classroom-based assessments,
     • Annual detailed analysis and discussion of student and school-wide MCAS and Terra Nova results,
     • Annual review of quarterly Individual Learning Agreements,
     • Review of annual Progress Reports,
     • Annual analysis of Benchmark Portfolios.
     MA Department of Education, Donors, the Haverhill Community, and Outside Observers will gain information about
       the school’s progress through:
     • Annual formal reports,
     • Annual school-based and web-based presentations and explanations of school-wide data,
     • Periodic newspaper reports on school progress.
     Describe how assessment information will be used to improve instruction and student learning.
     Explain how it will be used to plan staff development that will support the goal of improved student
     Montessori education emphasizes close, daily student observations and documentation as the most
     significant assessment practice for teachers to master. HVM believes this is, in fact, the centerpiece of
     effective teaching and learning in the classroom and believes the school must invest most heavily and whole-
     heartedly in the capacity of its teachers.
     Improved student achievement will occur as a result of continual and focused attention to analysis of student
     work and assessment data against the school’s stated objectives. Much of this significant and intensive work
     will be led by the Manager of Assessment and Student Services, in conjunction with the Manager of Teaching
     and Learning, and with the support of accomplished teacher-leaders on the staff. This work will take place
     during the school day as an assumed part of teachers’ work. Standardized and normed achievement data will
     be studied alongside classroom-based assessment data and HVM teachers’ close working knowledge of their
     students. Teachers will work in “vertical teams” (Lower Elementary, Upper Elementary, and Middle School)
     to observe in their colleagues’ classrooms on a regular basis with follow-up discussion to build understanding
     of student development and shared expectation for achievement in grades 1-8. They will work in “horizontal
     teams” (grade level) to analyze student work, assessment and achievement data, to plan lessons and

Hill View Montessori Charter School of Haverhill                                                              Page 20
     approaches for improved achievement, and to revise and update the Benchmarks, curriculum, and
     assessments, as needed. Staff discussion, problem solving, and consensus building regarding any substantive
     changes to the structures for teaching and learning at HVM will take place at meetings of the whole staff.
     This type of spirited professional inquiry, study, dialogue, and decision-making, the importance of which is
     emphasized in numerous writings of education reform writers such as Michael Fullan and Phillip C.
     Schlechty, will be at the heart of HVM’s professional learning community. It will build expertise and
     commitment among staff, and will inspire confidence and trust from the community.

     Code of Conduct. Describe the school’s philosophy regarding the student behavior and discipline
     for the general student population and special needs students. Summarize the school’s discipline
     policy or code of conduct. The full policy, if developed, can be included in the attachments.
     The top priority of the HVM code of conduct will be to ensure that students are physically and emotionally
     safe while at school. Therefore, HVM will develop a zero tolerance policy with respect to infringements on
     this safety (suspension or expulsion in cases of weapons, drugs, harassment, for example). The policy will
     make distinctions between intentional, hurtful behaviors and those rooted in an inability or developing ability
     for self-control. This will include provisions for special needs students, as required by law, to determine
     “whether the student’s misconduct is related to the student’s special needs, or results from an inappropriate
     special education program/placement or an IEP that was not fully implemented”. The full code of conduct
     will detail infringements to physical and emotional safety at HVM, consider persistent behavioral issues that
     infringe on the rights of other learners, and the resulting consequences. The policy will be written by a team
     of parents and staff in the summer of 2004 and will be targeted for adoption by the school community in fall
     2004. Current and prospective families will be expected to read and sign a copy of this policy to indicate
     understanding, acceptance and support.
     The secondary purpose of the HVM code of conduct will be to uphold the Montessori values of grace,
     courtesy, respect and responsibility. The policy will support these values by recognizing that conflicts and
     problems are a natural part of a school environment and by detailing clear channels for communication and
     problem solving. An explicit policy will reduce the likelihood of recurring problems that result from either
     not knowing how to address a problem or feeling there are no effective avenues for addressing an issue.
     In each classroom, students and teachers will also develop and agree to a core set of rights, responsibilities,
     and consequences, (for example, “I have a right to be heard when I’m speaking. I have the responsibility to
     listen when others are speaking. I understand I will need to spend some time away from the group’s
     discussion and decisions if I cannot manage my responsibilities.”). These will serve to help students articulate
     and apply HVM’s core values.
     Parent involvement. Describe how the school plans to build and maintain family-school
     partnerships that focus on strengthening support for student learning, improving communication,
     and encouraging parental involvement in school operations.
     Parental involvement will begin prior to the student’s enrollment at HVM and continue throughout
     schooling. Parent Information Sessions will be provided for anyone interested in enrolling their children at
     HVM. These sessions will provide an overview of Montessori philosophy and curriculum, as well as define
     the school’s expectations of parents in the life of the school and in their children’s education. Parents will
     sign an agreement indicating their support of these expectations as part of the enrollment process.
     Family-school partnerships are a critical element at HVM, so parents will be provided a range of
     opportunities for participation. They will have opportunities to assist within the classroom, in the school
     office, with parent outreach, and with special projects from their homes or in the community. Individual
     parent-teacher or parent-student-teacher goal setting conferences will be conducted each fall, providing a
     pro-active approach to understanding students and their needs; conferences to review progress and to plan
     for important summer supports will be conducted each spring. Additionally, parents will contribute to

Hill View Montessori Charter School of Haverhill                                                             Page 21
     student’s quarterly Individual Learning Agreements, including specific ways they can support the student’s
     goals from home.
      HVM will have a Parent-Teacher Alliance (PTA) and parent-led committees that will create opportunities
     for parent leadership and a forum to support discussion and problem solving. Parent education will be
     offered in the form of guest speakers and workshops. Parents will serve as representatives on an Advisory
     Committee that will interact with the Executive Director through regularly scheduled meetings. Clear
     channels of communication will be established and maintained to create feedback loops that will yield
     productive solutions to concerns raised by parents.
     Parental Satisfaction. Describe how parental satisfaction will be gauged and the process for
     gathering and publicizing parental satisfaction results.
     A Parent Satisfaction Survey will be developed and distributed on an annual or biannual basis and will be
     printed in English and Spanish versions. HVM will have a process in place to encourage a maximum return
     of the survey. A subgroup of the Advisory Committee will analyze the survey data and the Executive
     Director will create a Summary Report, and will with approval of the Advisory Committee, present this to
     the Board of Trustees. After review and acceptance of the report by the Board, it will be made available to
     the public through the school’s web site and school newsletter. The survey results will be used to create and
     refine school goals for continued improvement. HVM may have parent-teacher forums to discuss issues
     brought forth by the survey and there will be opportunities for teachers and parents to learn together about
     areas of concern through presentations and workshops.
     HVM teachers, as well as the administrators, will have an “open door policy” to encourage safe and
     productive communication routes for parents and students. HVM is committed to creating a school culture
     where it is safe to address difficult issues and where professional staff demonstrates their commitment to stay
     in conversation and work toward solutions with others.
     Community participation. Describe the relationship the school intends to build with community
     agencies and organizations that support the school’s educational program and serve the youth who
     attend the school. Provide concrete examples of how community partners will play an integral part
     in the life of the school. Discuss any commitments the school has for partnerships or other
     relationships with community organizations or individuals to enrich the learning opportunities of
     students in the school. [Please include letters of support as attachments.] In addition, describe the
     steps you have already taken to develop community partnerships and your plans to further develop
     community partnerships.
     HVM is committed to forming productive partnerships with varied and diverse individuals, organizations
     and businesses serving Haverhill. Prospective curriculum partnerships with organizations such as the
     Haverhill Historical Society and Essex National Heritage Commission will provide students with education
     about our area and help to strengthen community bonds with our older students through meaningful project-
     based and service learning projects. Recruitment partnerships with city-based organizations such as
     Community Action Inc. and Haverhill Family Network will help our school identify children in the Haverhill
     community prior to school age. Through this, we hope to begin the process of forming bonds with the
     parents of local families who might benefit from another educational choice in Haverhill. Business
     partnerships with organizations like Pentucket Bank and the Greater Haverhill Chamber of Commerce will
     assist with our fundraising efforts as well as further increase the community's investment in our school.
     Environmental partnerships with Haverhill's Brightside and the Merrimack River Watershed Council will
     award our students with an appreciation of our City's and region's natural resources and will assist in
     developing strategies to sustain and protect them through research-based projects and other initiatives.
     Letters of support from some of these potential partners have been enthusiastically provided (see
     Attachment F) and others are promised. Members of the HVM Founders’ Group are actively soliciting these
     organizations as well as many other prospective partners (see Attachment G for a list of Potential Partner
     List) and plan to work diligently to cement these ties during our planning year. We feel that having engaged

Hill View Montessori Charter School of Haverhill                                                            Page 22
     and invested community partners is critical not only to our success as a school but also to our ability to meet
     the important goal set forth in our mission statement to create constructive contributors to our community.

     Explain what support services will be made available to serve Limited English proficient students
     above and beyond the regular education program.
     HVM will provide a strong, supportive, environment for students with limited English proficiency. All
     students who enroll and report a home language other than English will be formally assessed by a certified
     Transitional Bilingual Educator (TBE) or English as a Second Language (ESL) specialist, in order to
     determine their ability to perform ordinary class work in English. Students’ annual Learning Goals and
     quarterly Individual Learning Agreements will be revised according to assessment results and in accordance
     with 603 CMR 26.03(4). Teachers and TBEs will work closely with students until they demonstrate they
     have met or exceeded the school and state goals for oral and written proficiency in English and Reading.
     HVM will make appropriate curriculum modifications, providing intensive one-to-one or small group
     English reading and writing instruction and/or provide supports for understanding content-based instruction
     in the higher grades.
     HVM will provide a TBE program that complies with MGL c. 71A, if assessment and enrollment criteria are
     met. The TBE and ESL programs will meet all state requirements including maintaining confidential
     records, administering annual testing, issuing bilingual progress reports with the same frequency as other
     HVM progress reports and providing opportunities for parental involvement as required by law 603 CMR
     14.00. The specialist, as necessary, will facilitate communications between home and school.
     Describe how the school will implement the special education requirement for students with
     disabilities, including the full range of services and placements that will be made available to those
     students. Include your plan for offering special education supports and services in the regular
     education classroom (inclusion setting) and how you will implement services in a resource room as
     need (pull-out).
     HVM will readily comply with all applicable state and federal laws governing special education (603 CMR
     28.00 and Section 504). A Team Committee, composed of, but not limited to the Special Education
     Supervisor, at least one parent of the student, the student’s classroom teacher, at least one certified special
     education teacher, and other professional specialists as needed, will be convened for each new student
     coming to HVM with an existing IEP to determine how best to meet the child’s needs in the new school
     setting. The Special Education Supervisor, in conjunction with the certified special education instructors,
     will monitor each special education student’s progress and provide pull-out services and in-class support as
     specified in the IEPs.
     Describe the school’s procedure for identifying students with special needs, developing Individual
     Education Plans, and providing related services.
     Montessori teachers are specifically trained in observation-based assessment. They use one-to-one
     assessment to identify students’ strengths and weaknesses. If a student is not progressing academically or is
     presenting a behavioral difficulty, a Child Study Team will be assembled to determine what steps are needed
     to ensure that the student attains his/her academic goals. The Child Study Team, composed of, but not
     limited to, the Special Education Supervisor, learning specialists and the student’s classroom teacher, will
     pursue a six-week study and screening process to gain greater insight into the student’s individual learning
     process and what resources the school can bring to support improvement. The Child Study Team may then
     choose to recommend a formal evaluation by a team committee if modifications within the existing plan for
     the student are not proving sufficient. The team committee is responsible for developing, implementing and
     revising the IEP for each eligible student. The Special Education Supervisor is responsible for tracking IEPs
     and overseeing the annual review and progress reports for all IEPs and 504 Accommodation Plans. Every

Hill View Montessori Charter School of Haverhill                                                              Page 23
     three years, or as needed, the Special Education Supervisor will ensure that full reevaluation is conducted as
     required by federal law.
     Describe your plan for staffing of your special education program including the number and
     qualifications of staff you propose to hire and the proportion of their time to be allocated to each
     function they will serve in your school.
     HVM will employ a Special Education Supervisor whose responsibilities include, but are not limited to,
     conducting Child Study meetings, convening Team Committees, overseeing student IEPs, and supervising
     special education staff including contract service providers. In addition, HVM will employ at least two part-
     time special education assistants who attend to students both in and out of the classroom, as specified in
     students’ IEPs. HVM’s budget designates funds for professional contract services including psychologists,
     occupational and physical therapists and speech and language pathologists. The Manager of Assessment and
     Student Services will oversee and evaluate the Special Education Supervisor and related learning specialists
     and consultants.
     Describe the plan for addressing student health needs including, if any, counseling services or
     outreach that may be offered.
     HVM will meet the health needs of its students through compliance with State and DPH requirements. In
     accordance with G.L. c. 71, 53 the school will be staffed by a registered part-time nurse and will have access
     to a physician. All regulations regarding student physical exams, immunizations, hearing, vision, height,
     weight, and postural screening will be followed. Also, the school will have open contracts with local
     community agencies to support those students in need of counseling or other mental health or diagnostic
     services. Teachers and staff will collaborate with counselors to develop and monitor the treatment plan of
     each student.
     Describe the plan to provide a nutrition program at the school.
     HVM is committed to the healthy development of the whole child. Students will learn about body systems,
     nutrition and the importance or physical exercise during their years at HVM. In addition, HVM will maintain
     a nutrition services program that provides free and reduced-price nutritious breakfasts and lunches for
     eligible students beginning the first year of enrollment. HVM will contract with another local school or with
     a food service provider until a cafeteria is developed on site.

     Describe the school calendar, the daily hours of operation, and the way the school will be organized
     for instruction, independent study, and extra or co-curricular activities, if any. Please be specific.

     Initially, the plan is that the HVM school calendar will be similar to the calendar of other Haverhill Public
     Schools with a minimum of 180 days with school starting at 8:15 and ending at 3:15. As described on page 6,
     the morning will always be dedicated to core work time and the afternoons will be for time with specialists
     and/or additional core work time. HVM is also considering providing extended “learning support” and/or
     extra-curricular activities for interest-based learning and social interaction. These considerations will be
     aimed at addressing the needs of our students with an acknowledgment that some will need additional
     supports to attain HVM’s high levels of achievement and that after-school social activities are a very
     important part of life for older students. If the school does not offer an extended-day educational program,
     fee-based daycare will be provided to help accommodate working parents.
     HVM will be responsible for addressing the needs of a wide range of students, including some who are well
     supported at home and excel academically as well as those who are struggling and lack strong supports
     outside of school. Acknowledging this fact, it is clear that more consideration needs to be given to how best
     to support all HVM students. During the planning year, a set of preliminary solutions will be identified and
     put into place for the school’s opening. Use of these additional supports will be documented in students’

Hill View Montessori Charter School of Haverhill                                                             Page 24
     annual Learning Goals and quarterly Individual Learning Agreements. This work of supporting the needs of
     all students will be continually discussed and refined to ensure that proper consideration is given to our ever-
     changing population. Some ideas that have been discussed for addressing student needs are:
     •     Extended day “learning support” programs - The school day could be extended by 1-2 hours to allow
           for intensive sessions on critical learning such as literacy development. These sessions could be staffed
           by paid tutors (possibly some of the school’s regular staff) or volunteers. This extended day could also
           provide homework support for students and might be offered optionally so that those children who
           would be better served at school would have that choice.
     •     Tutorial Supports - During the course of the regular school day, specialized tutorial sessions could be
           provided to target weak areas. In particular, HVM must provide whatever supports are necessary to
           ensure that all students master core reading, writing, math, and science skills so some students may have
           their learning programs especially prioritized to meet these needs.
     •     After-School Community Programs - Students needing additional support could be linked with, and
           possibly provided transportation to, community programs targeting these needs. This could be
           accomplished by HVM forming partnerships with community organizations that provide such services.
           For example, currently there is a program at the YMCA that provides dinner and homework help to
     •     Summer Camps - HVM will consider providing camps during the months of July and August that could
           target particular student needs as well as help to alleviate that backward slide that occurs with many
           children who are away from educational endeavors during the summer.
     •     Extra-Curricular Activities - Especially for our older students, HVM will consider providing after-school
           activities such as intramural sports with other local public or charter schools, and/or interest-based clubs
           such as chess, photography, or drama clubs.
     Describe the qualifications and attributes of an ideal teacher for the proposed school. Briefly
     describe the teaching program of typical teachers. Indicate approximately how many hours they
     will be in class, how many classes they will teach, how much time they will have for planning
     purposes, and any other school related responsibilities.

     Qualifications: A teacher working at HVM will need to have or be willing to pursue a Montessori
     Elementary Teaching Diploma and/or meet MA certification requirements (a relevant MA state teaching
     certificate or passing scores on the MA state certification tests). HVM teachers should have at least four years
     teaching experience in a Montessori school or a traditional school at the appropriate level.
     Attributes of HVM teachers should include, but not be limited to:
     • Teachers must respect the confidentiality of children and their families, be free of prejudices, hold high
         expectations, and be willing to work for the common good of the whole school community.
     • Teachers must be caring and compassionate, yet fair and firm; they must be flexible, yet decisive; they must
         be able to work with children in groups, yet also address the needs of individuals.
     • Teachers must know, understand, and believe in the Montessori philosophy and materials and be familiar
         and fluent with individualized record keeping; they must be able to adapt Montessori methods and
         curriculum to the Massachusetts Curriculum Frameworks and vice versa.
     • Teachers must be honest, responsible individuals who are effective communicators; they must be
         independent and able to use their own initiative, while also demonstrating a commitment to shared
         professional ethics and collaborative values and practices.
     • Teachers must model the habits of an inquisitive, reflective mind, and the practices of intellectual risk
         taking and persistence.
     The teaching program of typical teachers will start with preparation around 7:30 am. Students will arrive

Hill View Montessori Charter School of Haverhill                                                               Page 25
     around 8:15 and teachers will be with students from then until noon. During this time, teachers will greet
     students and hold morning meeting, then during core work time will observe students, check work, check
     weekly Work Plans, present lessons, provide feedback, and manage behaviors. At noon, teachers can take a
     45-minute lunch and then, will have time (two hours for two days per week and one hour for the other three
     days per week) for professional collaborative activities (such as analysis of student work, curriculum and
     assessment meetings and classroom observations) while students have specials and independent reading time.
     Three days per week teachers will have additional teaching time (1-1.5 hours) in the afternoon. Each day,
     teachers will be responsible for student dismissal starting at 3 pm. In addition, teachers will sometimes be
     expected to attend after-school meetings, typically 2-3 times per month.

     For illustrative purposes, please summarize a typical day from the perspective of a student in a
     grade level of your choice.

     8:15-8:30 Arrival - Ryan arrives at school, hangs up his jacket and goes into his classroom. He approaches
     his friend Adam and asks him to help raise the flag on the flagpole outside. They get the flag from its
     resting place, bring it outside and together attach it to the halyard and raise it taking care not to let it drop to
     the ground. They come back into the classroom. It starts to rain and there is a question as to whether the
     flag should be flying in the rain. They check out the flag rules on the computer and discover that yes indeed
     the flag needs to be taken down. They go back out, take it down, bring it to the classroom, fold it and put it
     in its resting place. Ryan then takes out his weekly Work Plan and checks the assignments that are due for
     the rest of the week.
     8:30-9:00 Morning Meeting - Ryan now joins his class in a circle on the carpet for today’s meeting. The topics
     are the use of the library, caring for the flag and the upcoming ceremony celebrating U.N. Day on Friday.
     After discussing these topics, the teacher introduces the next project-based unit that will deal with the
     Merrimack River. She explains that, as part of this unit, the class will be helping the Merrimack River
     Watershed Council by collecting and analyzing river water samples.
     9:00-12:00 Uninterrupted Work Time: Core Subjects - Ryan is about to start his work when he is approached by
     Sarah who needs a little help with the computer so he goes to her aid. He then takes his work plan to the
     teacher and together they discuss the work priorities. He discovers he needs to get his geometry done and
     takes the geometry strip material to his table. The teacher gives him a brief review of adjacent and
     consecutive lines and then he gets to work on his own, drawing and labeling the lines. He checks his work
     plan again and decides to continue with his geometry assignments while he has the materials out. Now he
     decides to work with another student who has the same assignment. This time he is drawing, measuring and
     labeling angles and parts of triangles. Just as he is finished his geometry Victoria asks him to edit her work.
     She hands him her “Peer editing conference response form” which he gladly completes adding spelling
     corrections and capitals where necessary.
     It is now time to do his weekly recycling duty. He goes to the Lower Elementary classroom and gets Isabel,
     a prearranged partner. Together they collect the recycling materials from the offices and the reception area,
     bring it to the recycling barrels, dump it and return the containers to their rightful places. He then escorts
     Isabel back to her class. Ryan gets his snack and consults his work plan for his next assignment. His next
     chosen assignment is to finish a project he started last week that is research on an event from his heritage.
     This project is due on Friday as part of an ongoing class project in preparation for the schools celebration of
     United Nations Day. Next, he decides to do a language assignment and sits in on a small group lesson on
     the ‘parts of speech’. It is time to put work away and sit in a circle with the rest of the class. Ryan records his
     day’s work so far in his daily schedule journal. The teacher reads a story that pertains to the science
     experiment he will be doing in the afternoon.
     12:00-12:45 Special - Ryan goes to the music room with his class for a music lesson.
     12:45-2:00 Lunch/Recess and Silent Reading Time - Ryan goes outside for part of recess but comes in early since
     it is he and Ben’s duty to get ready for lunch. They put on the tablecloths and get pitchers of water for each
     table. The other students come in from recess and Ryan eats his lunch with them. After lunch, he helps Ben

Hill View Montessori Charter School of Haverhill                                                                 Page 26
     clean up and then it is Silent Reading time so he takes out his book and reads.
     2:00-2:50 Additional Work Time - Ryan’s teacher gives a science lesson and then Ryan does an experiment in a
     group with two other students.
     2:50-3:15 Final Circle, Chores and Dismissal - Ryan joins circle for closing discussion. He then does his
     afternoon chore of vacuuming the rug before dismissal.
     Describe any plans for setting goals, defining tools or creating a measurement process for non-
     academic goals of students.

     HVM Learning Objectives include personal and social learning, as well as academic objectives. These will be
     assessed through HVM benchmark entries, as described in section II C, Academic and Performance
     Describe the culture or ethos that will be developed in a school and any plans you may have to
     create or implement this culture/ethos.

     The culture at HVM will revolve around collaboration for student success. There will be a partnership
     between parents, students and teachers as they all strive to support student attainment of high levels of
     academic, personal and social achievement. To support parents’ role in this collaboration, opportunities will
     be provided for input into student quarterly Individual Learning Agreements and weekly Work Plans, and for
     participation in parent committees or leadership teams as well as the Executive Director’s Advisory
     Committee. Parent educational opportunities will also be provided to further support participation. In
     addition to collaborating with parents, staff will also collaborate among themselves. A strong professional
     learning community is a high priority at HVM and will be supported by regular teacher meetings,
     collaborative work sessions, and peer observations that will be overseen by the Manager of Teaching and
     Learning and the Manager of Assessment and Student Services.
   This culture of collaboration will be supported by the key values of the Montessori philosophy: grace,
   courtesy, respect and responsibility. By committing to our school, teachers and parents acknowledge that
   they too will support and demonstrate these values in their interactions. As an integral part of the Montessori
   curriculum, these values will be reinforced throughout the school and students and staff will engage in review
   and evaluation of their ability to demonstrate these values. These values will set the tone for daily school life
   by dictating such things as moving carefully through the classroom without disturbing the work of others
   (grace and courtesy) and listening while others are talking (respect). HVM students will be given the freedom
   of a structured choice in their daily work. With this freedom comes the corresponding responsibility to make
   decisions that will support their own success as well as that of their peers. Teachers will continuously work
   with children to ensure that they are supported in developing this responsibility.

     Indicate how many students will be enrolled each year including the first year and over the
     five-year term of the charter. Explain in detail your rationale for selecting the particular
     size for your school.
     HVM’s enrollment plan demonstrates our dedication to establishing a productive and focused school-wide
     culture, coupled with our dedication to ensuring that all students achieve HVM’s rigorous benchmarks. In
     particular, we realize that it would be difficult for new students to enter our school in the upper grades and
     adjust to the school culture and attain the exit benchmarks required for promotion. In addition, it would be
     challenging to assimilate large numbers of students into our self-directed, materials-based model, particularly
     if they are accustomed to a more restricted, teacher-directed approach.
     In response, we have budgeted for a 10% attrition rate at grade four and above and will not fill spots in these

Hill View Montessori Charter School of Haverhill                                                                 Page 27
     grades unless the attrition rate exceeds 10%. We plan to enroll 40 new first graders each year, adjusting for
     attrition so that the following non-grade-specific enrollment will be upheld:
           Year one:              120 students in grades 1-3 (5 classrooms)
           Year two:              156 students in grades 1-4 (7 classrooms)
           Year three:            188 students in grades 1-5 (8 classrooms)
           Year four:             217 students in grades 1-6 (9 classrooms)
           Year five:             243 students in grades 1-7 (10 classrooms)
           Year six:              266 students in grades 1-8 (full capacity assuming charter renewal - 11 classrooms)
      HVM is designed to be a relatively small school in order to encourage and preserve a close, collaborative
     culture and to enhance the school’s capacity for making change required for improved student success. In
     addition, 40 students per grade represents about 5-6% of Haverhill’s students, thereby providing families an
     educational choice without causing major financial impact to the current school system.
     Provide demonstrable evidence of parental demand for the proposed school.
     Over 200 individual signatures were collected through a Petition in Favor by Signature (see Attachment H)
     of a new public school of choice for grades 1-8 in Haverhill. Members of the Founder’s Group personally
     collected these signatures of support by disseminating information about HVM’s mission and philosophy.
     These individual signatures represent 265 children that will be eligible for enrollment in HVM.
     Demonstrable evidence of parental demand for a school choice is supported by the fact that 9.8% of
     children in Haverhill attend private school (as reported by The Massachusetts Department of Education).
     Also, the demand for Montessori education is evidenced by Haverhill’s private Montessori pre-school that is
     filled to capacity and has maintained a standing wait list for many years. Each year parents of these children
     will consider whether to enroll their children in the first grade in Haverhill public schools.
     Support for and interest in HVM’s educational program is also evidenced in the Haverhill community-at-
     large. Founding group members received numerous phone calls after the first two articles about the HVM
     proposal were published in local papers (even though contact information was not published). In addition, an
     editorial about the HVM proposal in the July 25, 2004 edition of the Haverhill Gazette (see Attachment I)
     stated, “Public schools need shaking up, even after education reform, and competition is the best way to
     keep them on their toes”. In another article that appeared in the Thursday, October 31, 2004 edition of the
     Boston Globe, a Haverhill School Committee member stated, “(HVM) will provide the type of educational
     environment some parents will find attractive.” He added that he is hopeful it can lower class sizes in the
     regular schools. Finally, a number of local youth organizations have submitted letters to the HVM Founders’
     Group indicating the community’s need for HVM’s educational choice (see sample in Attachment I). Since
     HVM has not yet begun community presentations or prepared public relations material, these early responses
     from a range of community representatives indicate strong potential demand for HVM’s proposed
     educational choice.
     Describe how student applicants will be recruited.
     The HVM Board of Trustees will enact a plan for recruiting student applicants immediately upon receipt of
     its charter. The Board will take advantage of this newsworthy accomplishment and will contact area news
     reporters (with whom the Founders have already established a relationship) to further publicize the school’s
     mission, enrollment process and contact information. The Board will establish a school web site where we
     will put information about HVM’s enrollment process (in both English and Spanish) as well as email contact
     information for additional questions. In addition, the Board will establish a dedicated telephone number
     with voice mail (in both English and Spanish) that will allow callers to leave their contact information to
     receive further information about HVM’s enrollment process.
     The Board of Trustees will host a series of Parent Information Sessions during the enrollment period where
     parents can learn about the school’s mission, expectations, and unique Montessori based curriculum.

Hill View Montessori Charter School of Haverhill                                                                   Page 28
     Sessions will be held at different times and dates to accommodate a variety of schedules and Spanish
     speaking individuals will be on hand for translation. Prospective parents will be required to attend at least
     one Parent Information Session for their child to be considered for enrollment. Applications for admission
     will be provided at these sessions. As part of the application, student and parents will sign documents
     acknowledging their understanding and support of the program and their expectations while at HVM.
     Describe how the school and its program will be publicized to a broad cross-section of prospective
     students throughout the district(s) the school plans to serve.
     HVM will publicize its series of informational meetings and community forums (in both English and
     Spanish) in area newspapers, on the Haverhill community news station and by distribution of informational
     literature about the school, its mission, and its enrollment process. Potential distribution avenues include, but
     are not limited to, local pediatrician’s offices, recreational facilities, places of worship, social service agencies,
     community service organizations, the Haverhill Public Library, and at retail locations and gathering places
     throughout the city. The Board will seek opportunities to discuss and publicize HVM regularly including
     attendance at weekly community service organization luncheons and Haverhill Chamber of Commerce
     monthly “Business After Hours” events.
     Describe the proposed enrollment process, including a plan for a lottery.
     The enrollment process at HVM will meet all State requirements for Massachusetts Charter Schools. In an
     effort to ensure full enrollment as well as to provide those parents who want to plan ahead with an early
     admission date, HVM will hold an initial enrollment period starting in November with a deadline for
     applications expected in mid-December. Students and their families will be notified of their enrollment
     status no later than January 15th and will need to confirm or withdraw enrollment no later than February 15th.
     If this first round of admission does not provide enough students to fill the school and maintain a sizeable
     waiting list, HVM will have the opportunity to extend its recruitment effort and hold a second admission
     period with confirmation letters due no later than the end of March.
     The deadline for applications will be publicized at least one month in advance in local community
     newspapers as well as through non-profit community groups, churches and local businesses. Flyers will be
     distributed in both Spanish and English to assist in reaching all the interested parents of our community.
     Information will also be distributed to parents who have asked to be placed on HVM's mailing list.
     In the event more applications are received than there are spaces available, a lottery will be held following all
     State requirements for Charter Schools. All applications received will be divided into Haverhill resident and
     Haverhill non-resident categories. If there is a surplus of resident applications, all names will be drawn and a
     waiting list will be developed. A disinterested member of Haverhill's community such as a minister or local
     politician will draw the names. Students will be enrolled based on their selection in the lottery. Priority will
     be given to Haverhill residents and to siblings of current students. In the event the number of Haverhill
     applications received does not meet our expected enrollment numbers, non-resident students will be
     considered using the previously mentioned lottery as long as they are Massachusetts residents. A complete
     enrollment policy will be developed and approved by HVM's Board of Trustees prior to the aforementioned
     enrollment period.

     Briefly explain how the founding group came together to form this school.
     A group of concerned parents and citizens of Haverhill joined together to create an alternative to traditional
     public schools. Many of our members met through their children’s pre-school, the Merrimack Montessori
     School in Haverhill, and believe in the value of Montessori education. Concerned educators from within and
     outside the area joined these parents in sharing concerns that choices, especially in a city with great diversity,

Hill View Montessori Charter School of Haverhill                                                                   Page 29
     should be available to all children regardless of socio-economic status. They further believe that the City’s
     schools must support higher levels of student achievement. Some members of the group were considering
     moving out of Haverhill because the city’s educational alternatives are limited.
     Please explain how often the group is meeting and how the application was put together and how
     planning process is being executed.
     The Founders’ Group meets on a bi-weekly basis (and more as necessary) at the Haverhill Public Library.
     The meetings include parents, educators and community activists. A chairperson prepares the agenda in
     advance and facilitates the meeting. The agenda, as well as minutes from the previous meeting, are emailed
     to the entire group in advance. The agenda includes time for discussion, assigning action items, setting
     deadlines and other business issues including scheduling meetings and attendance at training sessions.
     Because the group strongly believes that to feel united and be successful we must build common
     understanding and come to agreement on important issues, brainstorming and discussion are a large part of
     our regular meetings. Each member of the group, regardless of experience and educational background, is
     given equal time to express his or her opinions. Brainstorming has occurred on topics such as name of the
     school, mission statement, philosophy, school design and application drafts. As a result of our large group
     discussions, smaller sub-groups convene to tackle research and prepare application sections. These sub-
     groups work on curriculum, public relations, and governance, to name a few. Each sub-group circulates their
     documents via email prior to a meeting. Then the group discusses and conducts a final review of documents
     at the meetings to build the knowledge base of the group and to encourage ownership and consensus. In
     order to ensure proper flow and consistency, one individual is responsible for compiling and editing the final
     drafts into the application document.
     Please attach resumes of founding group members and note if a member is a proposed board
     member, proposed school leader, or proposed for any other positions. Please summarize each
     founders and/or board member’s experience and qualifications.
     Please refer to Attachment O for resumes of Founders’ Group members.
     Please attach a statement of no more than one page from each founding group member that
     highlights his/her interest in the school and the knowledge and experience he/she would bring to
     the proposed position if the school is chartered. Indicate any potential conflicts of interest he or she
     might have.
     Please refer to Attachment N for personal statements of Founders’ Group members.

     Describe how the school will be governed.
     HVM will be governed by a Board of Trustees that is responsible for upholding the mission of the school
     and ensuring that the school is faithful to its charter. The Board will hire an Executive Director who
     oversees the operations of the school in much the same way a CEO oversees a business.
     Include a 1-page organizational chart that reflects the text. Be sure that the chart clarifies the
     proposed reporting structure of the Board, all other administrative positions, and teachers.
     Please refer to the Organizational Chart on the following page.
     Describe the relationship of the Board to the school’s leader, administrative structure, staff, parents,
     and students.

Hill View Montessori Charter School of Haverhill                                                            Page 30
     The Board of Trustees will work closely with the Executive Director to ensure that the school adheres to its
     mission and its goals. The Executive Director will attend Board meetings, but will not be a voting member
     of the Board. The Board is also responsible for hiring and evaluating the Executive Director. The Board
     will get feedback from the other administrators, staff, parents, and students through reports given to them by
     the Executive Director, and through the annual or bi-annual Parent and Professional Staff School
     Satisfaction Surveys. In addition, Board meetings will be open to the public and time will be designated for
     members of the public to address the Board. Board members will also maintain relationships with staff,
     parents, and students by participating in school-based presentations and forums, attending school events and
     fundraisers, and visiting the school on a regular basis.
     Briefly describe the recruitment, selection, and development plans for Board members.
     The Founders’ Group plans to develop a policy for the Board of Trustees that speaks to the issues of
     recruitment, selection, and development. The policy will identify not only the attributes and skills that are
     necessary in Board members, but it will address what Board members can expect of each other. This policy
     will articulate the criteria that the Committee on Trustees, a standing committee of the Board, will use for
     selecting new board members. Trustees will need to have certain skills that will be identified in a skills
     inventory that will be part of the policy. The skills inventory will be reviewed regularly and changes will be
     made to it as the needs of the school change. The committee will initially look for expertise in finance, law,
     facilities planning and management, fundraising, and personnel.
     Through a process of networking and research, the Committee on Trustees will recruit candidates who have
     the attributes and skills the Board has identified. The Founders’ Group is aware that the makeup of the
     Board should closely resemble the makeup of the community. It will therefore make certain that the
     Committee on Trustees recruits candidates using the help of such organizations as the City of Haverhill’s
     Office of Minority Affairs, Community Action, Inc., and The Haverhill Family Network. Candidates will
     participate in personal interviews. The Committee will clearly articulate to each candidate, orally and in
     writing, the contents of the policy, the qualifications, and the performance expectations of Board members.
     In addition, the commitment of the candidates will be secured before nominations are presented to the full

Hill View Montessori Charter School of Haverhill                                                            Page 31
            OF HAVERHILL
                                                                       Board of Trustees

                                                                       Executive Director

   Advisory Committee              Manager of                         Manager of Business                      Manager of
  • 2-3 classroom teachers       Assessment and                          and Finance                          Teaching and             Manager of
  • 2 parents                    Student Services                   Tasks Include:                              Learning               Development
  • 2 community members                                             • School Finances
  • 1 Student Service Spec.                                         • HR contracts & benefits
  • 1 Curriculum Specialist                                         • Data Management
  • Manager Of Assessment                                             − accountability data
  • Manager of Business                                               − school records
  • Manger of Teaching

                                                                        Service Providers
                                                                     • facilities/food services
                                                                     • transportation

            Curriculum            Student Service             Health                                                              Parent Involvement
            Specialists             Specialists            Professionals                    Lead Teachers                          Coordinator/Lead
             • Art            • SPED supervisor/teacher   • Nurse                                                                       Parents
             • Music          • SPED assistants           • On-call doctor
             • PE             • Consultants (OT, PT,
             • Spanish          Speech, etc.)
                              • Counseling
                                                                                Teachers/Assistants          Parent-Teacher Alliance           Parents
                                                                                 Committees Include:        Tasks Include:                Committees Include:
                                                                               • Benchmark                  • Parent Education          • Community
                                                                               • Peer Supervision           • Community Service         • Outreach
                                                                               • Curriculum Dev.            • Task Forces               • Fundraising
                                                                               • Ongoing Assessment                                     • Building & Grounds
     Board development will be an ongoing process. Each year, the Board will hold a retreat so Board members
     may get to know each other better, refine the mission and goals for the upcoming year, educate themselves
     on pertinent issues, and discuss the Board’s success (or failure) at meeting its goals for the past year.
     Coordinated by the Committee on Trustees, Board members will conduct an annual evaluation of the Board
     as a whole, and self-evaluations to ensure that each Board member is meeting his/her performance
     expectations, and contributing his/her skills in the manner best suited to the school’s needs. The Executive
     Director of the school will participate in the evaluation process as well. The Board will also seek out experts
     in governance to give advice and provide feedback on its governance process. Throughout the year, board
     members may also attend training sessions taught by such organizations as the MA Charter School Resource
     Please provide a sample section of your By-Laws.
     Please refer to Attachment J for Sample By-Laws.
     Describe the roles and responsibilities of the school’s leader, other key personnel, and the Board.
     Describe the role distinctions as they relate to curriculum, personnel decisions, budget allocation,
     and vendor selection.
     The Board of Trustees will be responsible for the control and supervision of the charter school. As such, they
     will 1) define policy to uphold the school’s mission and ensure that it is faithful to its charter; 2) approve the
     budget prepared by the Executive Director and Management Team, as well as their plans to meet the
     organization’s goals; 3) assess and vote on any core organizational or programmatic restructuring proposed
     by the Executive Director; 4) hire and evaluate the Executive Director and provide him/her with a clearly
     written job description and criteria for evaluation; 5) periodically evaluate itself and the organization and
     revise policies and strategies as necessary to address the determined needs; 6) assume responsibility for the
     financial health of the school including an active role in fundraising; and 7) represent the school to the
     community and be responsible to them for its actions.
     The Executive Director will be hired by the Board and will be accountable for the day-to-day operations of the
     school. The Executive Director will hold accountability as a top priority with the goal of ensuring academic
     performance and organizational viability. To achieve this end, the Executive Director, will hire, supervise,
     evaluate and support the Management Team. The Executive Director will also have final authority on all
     hiring recommendations made through the Management Team. HVM is dedicated to staff and parent
     collaboration and so our structures and practices, such as hiring and evaluation, will reflect this commitment.
     In particular, parents and professional staff will be involved in the hiring process as a way to provide
     meaningful parent involvement as well as shared commitments and real connections between parents and
     staff. To achieve this end, the Executive Director and Management Team will oversee teacher/parent
     interview teams for all hiring.
     In addition, the Executive Director will meet regularly with an Advisory Committee whose membership will
     be composed of 2-3 classroom teachers, two parents, two community members, one student service
     specialist, one curriculum specialist and the members of the Management Team. The Advisory Committee
     will be responsible for tasks including designing and administering the annual school satisfaction surveys.
     They will use the results as data for evaluating progress on HVM’s school goals, for discussion and problem
     solving with the Executive Director and for identifying areas of need for future goal-setting activity.
     The Management Team will consist of the Manager of Assessment and Student Services, the Manager of
     Business and Finance, the Manager of Teaching and Learning and eventually, the Manager of Development.
     This team will work together closely as a strong unit, receive direction from and give input to the Executive
     Director. As leaders of the school’s learning community, this team will be expected to work together
     effectively and to model the school’s value of collaboration and be evaluated on its ability to do so.

Hill View Montessori Charter School of Haverhill                                                                Page 33
     The Manager of Assessment and Student Services will support the professional learning community to ensure that
     the school’s assessment strategies are understood by teachers and realized in the classroom. Since the
     school’s academic assessment measures will be based on the Massachusetts Frameworks, this manager must
     have a strong working knowledge of these documents as well as familiarity with various assessment
     techniques. In conjunction with the Manager of Teaching and Learning, the Manager of Assessment and
     Student Services will be responsible for providing professional support and development in assessment
     strategies and student data analysis as well as for the continual evaluation and corresponding updates of the
     information in the HVM Curriculum and Assessment Handbooks. In addition, this manager will be
     concerned with making sure students receive the appropriate services for success and the necessary
     enrichment to ensure a well-rounded education. He/she will oversee the hiring, supervision and evaluation
     of all Curriculum Specialists (i.e. art, music, etc), Student Service Specialists (i.e. SPED teachers, OT or PT
     consultants, etc) and health professionals (such as a nurse).
     The Manager of Business and Finance will be responsible for the physical, administrative and financial operation
     of the school. In particular, this manager will implement, track, analyze and report on the budget according
     to the Executive Director’s direction. He/she will be responsible for all service contracts including facilities
     management, food services, transportation and professional contracts. All vendor selection will be done in
     accordance with the State’s procurement laws. Accountability is important at HVM, and data management
     will be a vital responsibility that includes tracking specific accountability data as well as school finances and
     school records.
     The Manager of Teaching and Learning will support the professional learning community to ensure that the
     school’s learning objectives and curriculum are understood by teachers and realized in the classroom. Since
     the school’s curriculum and classroom culture will be based on the Montessori philosophy, this manager will
     have Montessori certification and experience. In conjunction with the Manager of Assessment and Student
     Services, the Manager of Teaching and Learning will be responsible for providing professional support and
     development in Montessori methods and curriculum, as well as for the continual evaluation and
     corresponding updates of the information in the HVM Curriculum and Assessment Handbooks. Since the
     formation and support of a strong professional learning community will be a priority at HVM, this person
     will not have any classroom teaching responsibilities for at least the first three years. This is imperative to
     ensure that new teachers will be fully supported during this important startup phase. In addition to
     overseeing curriculum, the Manager of Teaching and Learning will oversee the hiring, supervision and
     evaluation of all teachers and assistants and oversee all parent activities.
     The Manager of Development is a position planned for when school finances permit. This person would take
     the lead on fundraising for the school. He or she will also be responsible for public relations.
     Provide the criteria the Board of Trustees will use to choose and evaluate the school’s leader.
     Using the school’s mission statement and core values as a guide, the Board will identify and categorize the
     skills and character traits that define the most suitable HVM candidate for Executive Director. The Board of
     Trustees will identify and categorize essential skills from 1) Standards for School Leaders (1996), developed
     by the Interstate School Leaders Licensure Consortium (ISLLC), a consortium of thirty-two education
     agencies and thirteen education administrative associations, whose goal, in 1996, was to raise the bar for
     school leaders to enter and remain in the profession, and to reshape concepts of educational leadership; and
     2) A Profile of the Leadership Needs of Charter School Founders, (1998) by Brett Lane of Northwest Regional
     Educational Laboratory that will ensure a good match between the Executive Director, the school, and the
     community. Using these identified traits and skills, the Board will develop a candidate profile. Baseline
     requirements for eligibility for the Executive Director will include commitment to HVM’s mission and
     purpose, demonstrated leadership abilities, familiarity and/or experience with the change process,
     demonstrated written and oral communication skills, an advanced degree, and positive references.

     Describe the process by which the school leader will be evaluated.

Hill View Montessori Charter School of Haverhill                                                               Page 34
     During the planning year, a committee of the Board will create an evaluation rubric for the Executive
     Director’s position that is based on HVM goals and ISLLC standards (see sample rubric in Attachment K).
     Each year the Board of Trustees will meet with the Executive Director and jointly develop a set of
     expectations and goals for the coming year that are based on this rubric and the school’s academic and
     organizational accountability goals. At the end of each year, the Board will conduct an annual review of the
     Executive Director’s performance where they will discuss data on progress towards these goals and
     expectations and present a set of recommendations.
     Data for the Executive Director’s annual review will be drawn from several sources. Each Board member
     will complete the evaluation rubric based on direct observation and conversation about how the school is
     functioning during regular visits to the school and participation in school events. Board members will also
     make observations during regularly scheduled Board meetings based on the Executive Director’s reports and
     presentations. In addition, a designated committee of the Board will oversee a review and analysis of teacher
     and parent response data from annual school satisfaction surveys that will include a subset of the evaluation
     rubrics for the Executive Director.
     Due to the nature of a start-up venture, the needs of the school may shift, and correspondingly, the school
     may require a shift in core leadership skills. For this reason, the Board will not only evaluate the Executive
     Director, but will engage in an annual review of the evolving needs of the school and the type of leadership
     that may be most essential at different points in the school’s development.
     Indicate if legal counsel and an independent auditor have or have not been obtained. If not,
     describe what plans there are to do so.
     The services of an independent auditor have not yet been obtained. However, a member of the Founders’
     Group is a Certified Public Accountant and he will provide services on a pro bono basis for the start-up year.
     During the start-up year, the Founders’ Group will prepare a Request for Proposals and solicit bids for
     independent auditing services. In addition, an advisor to the Founders’ Group is a local attorney working
     with the firm of Sheehan, Schiavoni, Mooradian and Jutras. He, too, has committed to providing services
     pro bono during the start-up year, allowing the Founders’ Group time to prepare a Request for Proposals
     and solicit bids for legal services as well.
     Provide a brief job description for the Board of Trustees Chairperson, including a plan for
     succession when terms end.
     The role of the Board Chairperson is to preside at Board meetings, coauthor with the Executive Director
     meeting agendas, appoint and assist committees, manage group development, and lead the Board in
     reviewing progress and setting both immediate and long-term goals and expectations for continued Board
     work. For optimum functioning of the Board, the Chairperson must create a safe environment for decision-
     making, communicate with the Board and Executive Director effectively, support the school leader, cultivate
     leadership, and link with major stakeholders. The Chairperson of the Board should possess certain qualities
     such as being able to manage group process, being a strong facilitator, having vision, objectivity and
     decisiveness, and having energy and commitment.
   The Committee on Trustees will present, prior to the annual meeting, a slate of officers for nomination based
   on the policy developed for obtaining and maintaining the optimum Board. The Chairperson of the Board
   will be elected to the position by the Board of Trustees at the annual meeting and will serve in that capacity
   for one year or until a successor is chosen and qualified. The Chairperson may not serve for more than two
   consecutive terms, but may return to the position after no less than a one-year hiatus. If the position of
   Chairperson becomes vacant before the term expires, the Board shall, as soon as is practical, elect a successor
   to fill the unexpired term. The unexpired portion of the term shall not count toward the two years of
   consecutive service as Chairperson.

Hill View Montessori Charter School of Haverhill                                                             Page 35
     Describe the process by which the Board will develop policies and make decisions.
     The decision making process used by the Board of Trustees will be similar to the two methods used by the
     Founders’ Group. The first method is problem solving as a group. In this method, the group as a whole will
     carefully articulate the problem and related issues, brainstorm for solutions, then through discussion and
     consensus building, agree upon a solution, timetable, and responsible parties for implementation and follow-
     up review. In the second method, issues or policy needs will be given to smaller breakout committees made
     up of Board members and volunteer community members who will then present a draft of the solution or
     policy to the group as a whole. The break out committee will receive feedback on the draft from Board
     members, and they will then incorporate the suggested changes into a final version. The Founders’ Group
     determined that e-mail was the most efficient way of distributing drafts to all group members and receiving
     feedback. By distributing drafts via email, discussions at meetings were much more productive because
     everyone had a chance to review the materials in advance. The Board of Trustees will use email extensively
     in its decision making process as well. The process of decision-making will be monitored and evaluated on a
     regular basis to be sure that the process is fair, inclusive, and timely.
     Describe the plan for seeking school staff, parent, and community input, involvement, and feedback
     about policy setting.
     The Board will solicit feedback on policies from school staff, parents, and community members through the
     Advisory Committee, the Parent Committee, and through open meetings. The Advisory Committee and the
     Parent Committee will be the primary representative voice of parents and community members as it relates
     to Board policy-making. These committees will maintain regular dialogue with the Executive Director who
     will share the feedback with the Board. Members of these two committees will also serve as volunteers on
     Board committees and will be looked to for support in implementing school initiatives. In compliance with
     MGL Ch. 39 § 23B, all meetings of the Board of Trustees will be open to the public. The meeting agendas
     will include a designated time allotment for members of the public to address the Board. Periodically
     throughout the school year, there will also be surveys for staff, parents, and community members to
     complete regarding the evaluation of the school leader, as well as for ensuring that the Board receives
     feedback from these constituencies.
     Describe the orientation process for the Board and new board members who will join within the five
     years of the charter.
     All new Board members, as well as those beginning the last year of their terms will attend an annual
     orientation session. A Board of Trustees Information Packet, which will include the Massachusetts Charter
     Schools Trustees Guide, school policies, and other important school information, will be distributed to each new
     member and reviewed in detail at the orientation. Board members serving their last year will provide historic
     perspective and mentor support for those being newly inducted.
     Describe the process that will be utilized for continual evaluation and development of the Board
     and the organization.
     The Board will regularly evaluate itself to ensure that it is fulfilling the mission of the school and upholding
     the charter in a competent and effective manner. This annual self-evaluation will be done through brief
     surveys, the answers to which will be collected by the Committee on Trustees, synthesized and used to lead
     discussion about Board performance at the Board retreat. Please refer to page 31 for a description of Board

     Describe the viable options for a facility for this school and explain why these sites were chosen as
     possibilities. Or, describe the process by which the school will identify such viable options.

Hill View Montessori Charter School of Haverhill                                                              Page 36
     After attending the MA Charter School Resource Center’s August session on facilities, we identified size and
     types of properties that would meet HVM’s needs. HVM is working with a local commercial real estate
     agent to assist in our search for a site to accommodate our school in 2004, with an option to expand as our
     school grows. Possible sites include Bradford College that was recently sold to a development firm
     committed to bringing neighborhood-friendly organizations to the city, a 20-acre farm that would be an
     option for a modular school, some recently closed neighborhood schools and old mill buildings.
     HVM believes that a 33,000 square foot building on the historic former Bradford College campus is the ideal
     location to support the school at its full capacity, allowing the school to start small and grow within the same
     building. This property contains handicap access with sufficient playground and parking space. HVM
     submitted an RFP response for this building on October 15, 2002. Preliminary feedback is favorable.
     Indicate an estimated timeline for identifying possible locations and securing financing.
     A final list of possible locations will be identified no later than June 2003. At that time, the school will enter
     into discussion with banks and other financial lenders to secure financing, if necessary, so that we can sign a
     lease in December 2003 to begin preparing the school.
     HVM identifies in the Work Plan the necessary steps for finding, procuring or leasing, and preparing the site.
     Please refer to the Work Plan in Section IIIG.
     Describe the financing plans and proposed budget for acquisition (purchase, lease, etc.) and any
     necessary renovations for a facility.
     HVM’s budget allocates up to $9 per square foot for leasing a building. HVM has established relationships
     with both local and regional financial institutions in the event that major renovations are needed and/or if we
     need to buy a building.
     Describe how and who will provide transportation services to eligible students.
     HVM has made contact with the Haverhill Public Schools’ Director of Transportation and has begun
     discussion of how we will work together to provide bus service for students attending HVM. The Director
     of Transportation proposes at this time that eligible students be brought by school buses to either HVM
     directly or to their “local” school and brought to HVM by shuttle buses provided by the Haverhill Public
     Schools. The timing of pick up and drop off is also under discussion, with the Director of Transportation
     conveying particular restrictions in the schedule that may affect HVM’s school day. In response, we have
     contacted local independent transportation companies for estimates in the event that we need an alternative
     form of transportation for our students. More information and discussion are still being pursued.
     Explain how students who are physically challenged will be served in accordance with state and
     federal law.
     HVM is committed to serving the needs of our entire student population and therefore, all of our
     educational programming will be designed to maximize inclusion of all students. In the transportation and
     facilities provided by HVM, all efforts will be made to provide the access, services and accommodations to
     ensure their full participation in the educational program. HVM transportation and facilities will comply with
     current state and federal laws well as ADA guidelines.
     If possible, provide a layout and description of proposed charter school facility. Include the number
     and size of classrooms, common areas, recreational space, and any community facilities.
     HVM has identified space requirements for its building at approximately 15,000 square feet for start-up and
     30,000 for full capacity. Classroom size should be approximately 1,200 square feet with five needed at start-
     up and an additional six at full capacity. In addition to classroom space, other requirements include whole

Hill View Montessori Charter School of Haverhill                                                                Page 37
     school meeting area, work and storage rooms, specialist instructional spaces that will accommodate small
     group and individual needs, technology lab, library, offices, kitchen, health room, and bathrooms. HVM also
     requires playground space and is aware of the need for other recreational space and community facilities.

     Indicate the number of faculty to be hired. Describe how job positions, roles, and responsibilities
     will be determined.
     The majority of HVM’s staff will be recruited and hired by June 1, 2004 in preparation for school opening in
     the fall of 2004. During the latter part of the planning year, a subset of the Year 1 staff will be on role to
     implement the school’s start-up activities, including parent communications, operational planning and
     paperwork, and helping to ready the educational environment. This staffing will include, at a minimum, the
     Executive Director, the Business Manager, the SPED Supervisor, the Administrative Assistant, and Office
     Manager. All other Managers will begin work in July 2004 and the remaining staff will be meeting and
     making preparations by mid-August at the latest. The full hiring plan for the first three years of operation is
     as follows:

  Staff Hiring                         Start-up/Year 1                         Year 2                 Year 3
 School Admin.           1 Executive Director (FT)
                         1 Business Manager (FT)
                         1 Mgr. Teaching & Learning (.6)
                         1 Mgr. of Assess. & Student Services (.6)
 Instructional           5 Teachers (FT)                                2 Teachers (FT)         1 Teachers (FT)
 Staff                   5 Asst. Teachers (FT)                          2 Asst. Teachers (FT)   1 Asst. Teacher (FT)
                         1 SPED Supervisor (FT)
                         2 SPED Assistants (PT)
                         4 Specialists - art, PE, music, Spanish (PT)
 Clerical/Other          1 Administrative Assistant (FT)
                         1 Clerk/Office Manager (PT)
                         1 Nurse (PT)
 Total Staff             24 (14 FT + 10 PT)                             28 (4 new FT)           30 (2 new FT)

     The job positions within the school will be determined by the Executive Director based on the
     Organizational Chart on page 32. The Executive Director, with Board approval, may make changes to the
     organization or numbers of staff to better address the needs of the school. Specific roles and responsibilities
     of all administrators and professional staff will be further defined during the planning year, then monitored
     and revised by the Executive Director, with Board approval as needed. In keeping with HVM’s collaborative
     professional culture, it is expected that the Executive Director will solicit input and/or problem solving
     efforts from the professional staff prior to making significant changes to the roles and responsibilities of

     Indicate what the salary range and benefits for teachers and administrators will be. Clarify how
     individual’s salaries and related increases will be determined. Describe what the school’s plan will
     be for staff recruitment, advancement, and retention. Explain how the faculty and administrators
     will be evaluated.
     An administrative salary chart will be developed during the planning year to facilitate the determination of
     initial salaries, based on years of administrative experience and/or advanced degrees and relevant training. At
     this time, it is expected that in FY 2004, the Executive Director’s salary will be no more than $70,000.
     Salaries for the two part-time managers (working .6 time or three days per week) will be approximately
     $33,000 each (based on an average annual salary of $55,000 for a full-time position). The full-time business
     manager will earn approximately $40,000. It is anticipated that these salaries will increase up to 3% per year.

Hill View Montessori Charter School of Haverhill                                                                Page 38
     Administrators will be on full-year contracts with a specified number of vacation days, as well as benefits,
     which will be further defined during the planning year.
     Administrators’ annual evaluations will be based, in part, on standards developed by the ISLLC. An HVM
     administrative evaluation rubric will incorporate both high administrative standards, as articulated by ISLLC
     (, as well as standards specific to the mission and goals at HVM.
     For teachers, HVM will implement a professional staff salary scale that is competitive with the Haverhill
     School District and surrounding communities. (See sample “Base Annual Salary Scale below. Exact figures
     and full Scale chart will be developed in the start-up year.) The Executive Director, in negotiation with new
     candidates, will determine the candidate’s initial position on the salary scale based on the candidate’s general
     teaching experience, Montessori training and experience, and individual qualifications. Immediate supervisors
     will recommend raises as staff successfully complete a differentiated, annual evaluation process (as described

          Years of                                  M or B                                                  PhD or M +
          Experience   B             B+15           +36            M + 15        M + 30        M + 45       60
                   1    35,000.00     35,700.00      36,414.00     37,142.28      37,885.13     38,642.83     39,415.68
                   2    35,875.00     36,592.50      37,324.35     38,070.84      38,832.25     39,608.90     40,401.08
                   3    36,771.88     37,507.31      38,257.46     39,022.61      39,803.06     40,599.12     41,411.10
     B = Bachelor’s Degree; M = Master’s Degree; +15 = hours of education beyond degree; PhD = Doctorate

     Benefits for all fulltime staff will include ten sick days, two personal days, three professional development
     days, bereavement leave, and health insurance. (The Board of Trustees and Executive Director will review
     the benefits package and may add to it when developing the personnel policies for the school during the
     start-up year.)
     All teachers’ evaluations will be done on an annual and differentiated basis. The design of this differentiated
     model will be based, in part, on the MassPartners for Public Schools paper, Teaching Matters (2001) (available
     for viewing at http:/ New HVM teachers will undergo annual observations and
     evaluations according to a specific and descriptive set of essential teaching standards, while experienced
     master teachers will be evaluated based on collaborative work using data and information to analyze the
     impact of teaching strategies on student learning. At the beginning of each year, the evaluation process will
     be determined for each staff person through a discussion between the staff member and the immediate
     supervisor. In addition, the entire staff will work toward meeting the school’s accountability goals; these will
     be reflected in each staff member’s annual evaluation process.
     Recruiting: HVM will advertise in the American Montessori Society (AMS) and) American Montessori
     International (AMI) periodicals, use the Montessori web site and contact various national training sites for
     trained, experienced teachers who may be looking for positions. We will network with Montessori schools
     throughout the New England region and place postings at Montessori lectures, workshops, seminars and
     national conferences, as well as send postings to schools of education across the New England region. HVM
     will also advertise positions through professional organizations for administrators and in local and
     metropolitan newspapers.
     Advancement: HVM will make all new positions known to the entire staff, as they become available, so
     they will have equal opportunity to apply for them. Qualified staff may also apply for administrative
     openings or may seek advancement through teacher-leadership opportunities such as mentoring, committee
     or task force positions, special grant projects, teacher research, and/or by leading ongoing professional
     development workshops for HVM or other schools.
     Retention: Retention of professional staff (teachers and administrators) is an organizational goal for HVM’s
     first five-year charter. HVM will offer competitive salaries and benefits, with incentives to remain at the
     school for three years or longer. These may include small school and class size and assistant support,
     significant salary steps, stipends and bonuses for teacher leadership roles, exceptional opportunities for

Hill View Montessori Charter School of Haverhill                                                                     Page 39
     collegial observation and collaboration, and for significant professional dialogue, decision-making, and
     development (see next question on Professional Development).
     HVM recognizes the most central role of a healthy professional learning climate in retaining high quality
     teachers. Administrators and teachers will work together to build mutually respectful and supportive
     professional relationships to propel both individual development and the work of the school. Professional
     values of fairness, respect, equality, and open communications will be practiced at all times. The Executive
     Director and Managers, as well as professional staff, will maintain an open door policy where colleagues will
     feel it is acceptable and productive to raise questions, concerns or issues for consideration or problem
     solving. All professional staff and administrators will have the opportunity to complete annual school
     satisfaction surveys and to influence their own work environment, the school’s practices with students, and
     the school improvement goals.
     Describe plans for providing access for teachers, administrators, and other school staff to
     professional development activities that link directly to the mission of the school and will expand
     the knowledge, skills, and other competencies they will need in order for the proposed charter
     school to serve its students well.
     In order to serve students well, teachers, administrators and other professional staff at HVM will be given
     every possible opportunity for professional and personal development, both on and off campus. Teachers
     will receive three professional days per year to use toward priorities that serve both individual and school
     A portion of each year’s professional development funds will be earmarked to provide: 1) Montessori
     consultants and professional speakers to come to the school and work with the teachers, administrators and
     other school staff, 2) substitute coverage and/or conference or course reimbursement for Montessori or
     other professional training, 3) financial assistance and/or release time to pursue course work leading to
     Montessori or MA state teaching certification, or 4) substitute coverage so staff can share HVM best
     practices with other schools through conference presentations, professional writing, and or/consultations.
     Teachers will be paid a stipend for mentoring newly hired teachers and will be encouraged to work
     collaboratively across the school, forming collegial supports and enhancing communications in the school.
     Time will be structured and classroom coverage provided so that all HVM teachers are able to observe their
     colleagues at the same or different program levels in the school at least once a month, and so these teachers
     may then meet to discuss their observations and questions.
     The HVM library will have and make available to all teachers, administrators and school staff, copies of all
     the major writings of Dr. Montessori and other recognized professionals in the field of Montessori
     education, as well as Montessori magazines and other important education journals (Education Leadership,
     NCTM, NSTA, NCTE, etc.). HVM will become a member of the American Montessori Society and
     Montessori Schools of Massachusetts. The school will post, on the staff bulletin board, all notifications of
     seminars, workshops, lectures and conferences pertaining to Montessori or other educational information.
     Describe the school’s plan for staffing special education, including the necessary qualifications of
     special education staff.
     Please refer to the response in Section IIF on page 24.

1. Fiscal Management
     Explain who will manage the school’s finances and how.

Hill View Montessori Charter School of Haverhill                                                            Page 40
     The Business Manager will be responsible for the day-to-day management of the funds and financial activities
     of the school in accordance with the standards set by the Governmental Accounting Standards Board
     (GASB) for a special purpose governmental unit. These standards include, but are not limited to,
     implementing internal control policies (as described below) to provide the school with the foundation to
     properly safeguard its assets, providing compliance with State and Federal laws and regulations, and
     producing timely and accurate financial information. Additionally, the school will maintain accounting
     records and related financial reports on the accrual basis of accounting as required by the Statement of
     Governmental Accounting Standards No. 34.
     The Board of Trustees will be responsible for the oversight of the school’s finances. The Board will have a
     treasurer as one if its officers and will appoint a standing Finance Committee. The Executive Director will
     be responsible for overseeing the Business Manager’s day-to-day management of the funds and financial
     activities of the school. The Executive Director and Business Manager will meet at least weekly to discuss
     business and financial matters. The Executive Director will meet regularly with the Finance Committee and
     will provide a quarterly financial report, prepared by the Business Manager, to the Board, which will include
     the year-to-date financial position of the school. The Finance Committee will choose a qualified independent
     auditor who will perform the school’s year-end audit, required by Governmental Accounting Standards. The
     Finance Committee will then be responsible for developing any corrective action plans addressing relevant
     weaknesses that are cited by the auditor.
     Describe the fiscal controls and financial management policies the school will employ to track
     finances in its daily business operations in order to maintain needed cash flow.
     During the start-up year, the Board’s Finance Committee will develop fiscal controls and management
     policies that will serve as the framework of HVM’s daily business operations. These policies will include such
     things as processing of cash receipts and disbursements, payroll and benefits, expense reports, inventory
     management, petty cash, procurement of goods and services, and budgeting. They will also detail such things
     as limits on check signatures, authority to enter into contracts, responsibility for cash flow and borrowing,
     reviewing investment and debt, review of monthly bank statements, and procurement practices. The resource
     for these controls will be the Massachusetts Department of Education’s Charter School Office’s Recommended
     Fiscal Policies and Procedures Guide. This guide, when modified to meet HVM’s individual school needs, will
     become the official document for the accounting functions conducted by the school. This guide will be
     modified to ensure support of HVM’s educational goals, be consistent with the Board approved budget, and
     comply with Generally Accepted Accounting Principles (GAAP). The annual independent audit will provide
     secondary assurance that the implemented controls and policies are consistent with GAAP.

     Using the attached budget template, please indicate the school’s estimated expenditures and
     revenues from the school’s startup phase through its third year of operation.
     Describe in detail expense projections and show the calculations of each line item in the operating
     budget using assumptions.
     For budget line items details, please refer to the last column, entitled Notes, of the budget.

Hill View Montessori Charter School of Haverhill                                                           Page 41
                                               Start-up    Year 1        Year 2        Year 3                                    Notes
 Student Enrollment                                             120           156           188 Yr. 1: 5 Classrooms, Yr. 2: 7, Yr. 3: 8
 Facility Size (square footage)                             15,000         18,600        21,800 Starting at 15K sq. ft. & increased by 100 sq. ft. for each new student
 Average Teacher Salary                                    $42,500        $43,775       $45,088 3% annual increase after one year
 Student/Teacher Ratio                                     24/2            22/2         24/2    1 Teacher & 1 Assistant/ Classroom

Revenue from State Sources
                                                                                          Yr. 1 est. using act. FY03 tuition- $6,788. Assumed growth 1% Yrs.
 Per Pupil Tuition                                   $0    $814,560 $1,069,517 $1,288,905 2&3
 State Entitlements                                  $0     $16,291    $21,390    $25,778 Estimated 2% of student tuition for state entitlements
 State Grants                                        $0     $15,000    $19,695    $23,735 Facilities grant estimated at $125/student. 1% increase/year.
 Transportation                                      $0          $0         $0         $0
Revenue from Federal Sources
 Federal Entitlements                                 $0    $18,000       $23,400       $28,200 IDEA special education: 20% estimated to receive $750 per student
 Federal Direct Grants                                $0         $0            $0            $0
 Federal Rev. Pass Thru Mass.                   $150,000   $150,000      $150,000            $0 Federal Planning Grant
 Federal Rev. Pass Thru Another
Agency                                               $0             $0            $0            $0
                                                                                                20% of students est. to receive free lunch, $1.98 reimb. 170
 School Lunch                                        $0      $8,078       $10,502       $12,656 days/year.
Revenue from Local Services
                                                                                                Walton Family Foundation. Also targeting Rogers Family, Amelia
 Private Grant Revenue                           $60,000   $150,000       $75,000      $100,000 Peabody, Stevens Foundation & others.
 Fundraising                                     $50,000    $75,000       $75,000       $75,000 $25,000 Private, $50,000 Corporate
 Investment Income                                    $0     $2,250        $3,000        $4,000 Interest income on Cash Equivalents
                                                                                                Lunch: $2.00/student; 40% of students; 170 days. After School
 Program Fees-Lunch & After School                   $0     $47,002       $61,102       $73,636 Program: 10 % of students; $14/day; 180 days
 Facilities Rental                                   $0          $0            $0            $0
 Other Revenue                                       $0          $0            $0            $0

Total Revenue                                   $260,000 $1,296,181 $1,508,607 $1,631,911

School Administration
 Salary and Wages-School Dir./Exec Dir           $18,750    $70,000       $72,100       $74,263 Exec. Dir's pay incl. approx 3 mos. in start-up yr. 3% increase/year
                                                                                                2 Mgrs @ .6 time @ $33K ea. FT Bus Mgr @ $40K. 3%
 Salary and Wages-Supervisors/Mgrs.               $8,750   $106,000      $109,180      $112,455 increase/year
 Salary and Wages-Clerical Staff                  $4,000    $41,000       $42,230       $43,497 1 FT @ 25K Yr 1, 1 PT @ 16K Yr 1, 3% increase/year
 Fringe Benefits-Health Insurance                 $2,580    $12,900       $12,900       $12,900 $215/employee per month
 Fringe Benefits-Retirement Benefits              $2,835    $19,530       $20,116       $20,719 9% of salaries
 Office Supplies                                 $10,000     $5,000        $5,000        $5,000 Includes nursing supplies, classroom & administration
                                                                                                Start-up yr. incl. computer HW & networking. $500/mo. in subseq.
 Equipment & Furniture                           $15,000     $6,000        $6,000        $6,000 yrs.
 Information Technology                           $5,000     $1,500        $1,500        $1,500 Software purchase in start-up & additional upgrades years 1-3.
 Purchased Management Services                        $0         $0            $0            $0
Subtotal-School Administration                   $66,915   $261,930      $269,026      $276,335

Instructional Staff
                                                                                                5, 7, & 8 FT teachers in years 1-3 respectively. Avg. teacher salary
 Salary and Wages-Full-Time Teachers                 $0    $212,500      $306,425      $360,706 $42,500 in year 1, 3% increase/year
                                                                                                5, 7, & 8 FT assistant teachers in years 1-3. Average assistant
 Salary and Wages-Assistant Teachers                 $0    $100,000      $144,200      $169,744 teacher salary $20,000 in year 1, 3% increase/year
 Salary and Wages-Substitutes                        $0     $10,000       $14,420       $16,974 $100/day, est. 10 days/ educator. 3% increase/year
 Salary and Wages-After School Coord                 $0     $15,000       $15,450       $15,914 Coordinator and assistant; $15,000 plus 3% increase/year
 Salary and Wages-Crossing Guards                    $0      $4,000        $4,160        $4,326 3 man-hours per day crossing guard coverage.
 Fringe Benefits-Health Insurance                    $0     $25,800       $36,120       $41,280 $215/employee per month
 Fringe Benefits-Retirement Benefits                 $0     $29,025       $41,854       $49,268 9% of salaries
 Unemployment/Workers Comp.                          $0     $16,125       $23,252       $27,371 5% of salaries
Subtotal-Instructional Staff                         $0    $412,450      $585,881      $685,584

                                                                                                4 Part-time Specialists (Art, Music, Spanish, PE) @ approx. $10,000
 Contract Labor-Instructional                        $0     $40,000       $40,000       $40,000 ea

  Hill View Montessori Charter School of Haverhill                                                                                     Page 42
                                               Start-up       Year 1     Year 2     Year 3                                    Notes
 Consultants-SPED                                     $0       $36,000    $46,800    $56,400 Estimated average @$300 per student
                                                                                              $1,000 per educator + 3% increase/year, $10,000 Montessori
 Professional Development                               $0     $20,000    $24,420    $26,974 Training
 Special Education                                      $0     $74,500    $76,735    $79,037 1 Supvr @ $42,500, 2 Assts @ $16,000. 3% increase/year
 Student Assessment/Testing                             $0      $9,000    $11,700    $14,100 $75 per student
                                                                                              $20K/classroom- Montessori Materials, 5 rooms in start-up yr, Yr. 1: 2
 Supplies/Materials-Instructional               $100,000       $42,700    $34,000    $36,000 more, Yrs. 2&3: 1 more. Plus additional $2K per classroom
 Classroom Furniture                             $25,000       $10,000     $5,000     $5,000 5 rooms in start-up yr, Yr. 1: 2more, Yrs. 2&3: 1 more
 Equipment- Instructional                        $10,000            $0         $0          $0
 Textbooks                                            $0            $0         $0          $0 Will budget for textbooks in years 4-5 for middle school
 Information Technology                          $11,135        $1,500     $1,500     $1,500 Start-up incl. hardware & software setup. Upgrades in years 1-3
 Computer Supplies and Repairs                        $0        $2,400     $3,000     $3,300 $150 per staff member
 Library                                          $7,250            $0         $0          $0 School Library & classrooms
Subtotal-Instructional                          $153,385      $236,100   $243,155   $262,311

Business Services
 Accounting                                              $0         $0     $4,000     $4,000 1 audit per year starting after 1 year
 Advertising                                         $5,000     $1,500     $1,500     $1,500 Employee and student recruitment
                                                                                             Build relationships w/ parents, community organizations &
 Public Relations/Marketing                             $0      $2,000     $2,000     $2,000 corporations
 Insurance-General Liability                            $0     $12,000    $15,600    $18,800 Est. at $100/stud. Also includes Board of Trustees coverage.
                                                                                             Mass Charter School Association membership fee: $600/year plus
 Fees, Licenses, and Memberships                      $0        $1,680     $1,734     $1,782 $1.50/child. $50 per full-time teacher. AMS dues $400
 Purchased Management Services                        $0            $0         $0         $0
 Payroll Services                                     $0        $1,300     $1,300     $1,300 26 pay periods @ $50
 Postage and Shipping                             $1,000        $1,500     $1,950     $2,340 Increases with student growth in years 2 & 3
 Printing                                         $4,000        $2,400     $3,120     $3,744 Increases with student growth in years 2 & 3
 Telephone                                        $1,200        $4,800     $4,944     $5,092 $400 per month + 3% increase/year
 Travel                                           $1,500        $4,000     $4,000     $4,000 Teacher recruiting, conference, etc.
Subtotal-Business Services                       $12,700       $31,180    $40,148    $44,558

Operations and Maintenance
 Contract Labor-Non-Instructional                       $0          $0         $0         $0
 Custodial Services                                     $0     $20,000    $20,600    $21,218 Flat fee, 3% increase/year
 Maintenance-Vehicle                                    $0          $0         $0         $0
 Maintenance-Facility                                   $0     $10,000    $10,300    $10,609 3% increase/year
 Maintenance-Office Equipment                           $0      $3,000     $3,090     $3,183 3% increase/year
 Supplies/Materials-Maintenance                         $0      $4,000     $5,200     $6,400 Approx. $30 per person in building
Subtotal-Operations and Maintenance                     $0     $37,000    $39,190    $41,410

Physical Plant
 Rent                                            $24,000      $135,000   $167,400   $196,200 Approx. $9 /square ft. Start-up allows for 2 months lease period
 Mortgage                                             $0            $0         $0         $0
 Renovation/Construction                              $0            $0         $0         $0
 Capital Debt Service                                 $0            $0         $0         $0
 Utilities                                        $3,000       $37,500    $39,375    $41,344 Approx. $2.50/square ft., 5% increase/year
Subtotal-Physical Plant                          $27,000      $172,500   $206,775   $237,544

Student Services
 Health                                                 $0     $15,000    $15,450    $15,914 1 part-time nurse @ $15K, 3% increase/year
 Transportation                                         $0          $0         $0         $0 We are consulting with the Haverhill School Dept's transportation rep.
 Food                                                   $0     $24,480    $31,824    $38,352 60% of students; $2 per student, 170 days
 Recreation                                             $0          $0         $0         $0
Subtotal-Student Services                               $0     $39,480    $47,274    $54,266

Board of Trustees
 Audit                                                  $0      $1,000     $1,000     $1,000 Pro bono for start-up year
 Advertising                                            $0          $0         $0         $0 Pro bono for start-up year
 Dues and Subscriptions                                 $0          $0         $0         $0 Pro bono for start-up year
 Workshops and Conferences                              $0      $2,000     $2,000     $2,000 Pro bono for start-up year
 Fundraising                                            $0          $0         $0         $0 Pro bono for start-up year
 Legal                                                  $0      $3,000     $3,000     $3,000 Pro bono for start-up year
Subtotal-Board of Trustees                              $0      $6,000     $6,000     $6,000

  Hill View Montessori Charter School of Haverhill                                                                                  Page 43
                                              Start-up  Year 1     Year 2     Year 3                              Notes
TOTAL EXPENDITURES                            $260,000 $1,196,640 $1,437,449 $1,608,007
Surplus/(Deficit)                                    $0   $99,541    $71,158    $23,904 Annual Surplus/Deficit
Contingency Fund (Cumulative)                        $0   $99,541 $170,699 $194,603 Cumulative Total of Contingency Fund

 Hill View Montessori Charter School of Haverhill                                                                      Page 44
     Summarize financial forecasts from the school’s startup phase through its third year of operation,
     using the budget plan from the application as a starting point. Financial forecasts may include total
     cash requirements, the timeframe for positive cash flow, and the anticipated growth of the school.
     Define and give support for assumptions behind projections.
     PRE-OPERATIONAL BUDGET (April 2003 - June 2004). HVM’s start-up phase is projected to be
     approximately fifteen months from April 2003 through July 2004.
     Total Revenue during this period is estimated at $260K. The three sources of revenue are: 1) $150K Federal
     Planning Grant; 2) $60K Private Grant Revenue; 3) $50K in Private Fundraising.
     Total Expenditures are estimated at $260K. Instructional is the largest portion of the pre-operational
     expenses with $153K (59%) being spent on such things as Montessori Materials ($100K) and classroom
     furniture ($25K), as well as Library and Information Technology ($28K). School Administration represents
     26% of the pre-operational expenses at $67K. Of this amount, $37K pertains to salaries and benefits with the
     remaining $30K belonging to Office Supplies, F&F and Information Technology. $27K (11%) will be spent
     on Physical Plant, which would include rent and utilities. The remaining portion $12K (4.8%) of the pre-
     operational expenses would fall under the category of Business Services. These expenses would include items
     such as Postage and Printing, Telephone and Travel. This start-up budget emphasizes HVM’s commitment
     to the Montessori philosophy with 60% of the expenditures going toward outfitting five classrooms with
     Montessori materials.
     OPERATIONAL BUDGET (July 2004-2007). HVM’s operational budget is projected over a three-year
     horizon. We have projected a small annual surplus each year with the estimation that $75K will be raised
     annually through private fundraising. Approx. 2/3 of the total budget will be derived from student
     enrollment. We have projected adding two classrooms in year two and one classroom in year three. This will
     result in student enrollment numbers in years 1-3 of 120, 156, and 188 respectively.
     Total Revenue for the years 1-3 is projected to be $1,296K, $1,509K and $1,632K respectively.
     Approximately 74% is from state revenue. Per pupil tuition is the largest component of state revenue
     accounting for 63%, 71%, and 79% of total state revenue. This projection assumes a conservative annual
     increase of 1% in per pupil tuition. Federal Revenue accounts for 13%, 12%, and 3 % of total revenue in
     years 1-3. The primary sources of anticipated Federal Aid are from the Federal Planning grant and the IDEA
     special education grant. We anticipate from district reports that 20% of students will qualify for special
     education. Conservatively, no annual increase in the per pupil federal funding rate is assumed.
     Local revenue represents $274K, $214K, and $253K for years 1-3 respectively. Local revenue consists mainly
     of private grant revenue and fundraising. HVM has considered the possibility of retaining a Manager of
     Development for grant writing and fundraising. This position will be filled when the school’s finances
     permit, eventually becoming a self-sustaining position. The school lunch and after school program represent
     the remainder of local revenues.
     Total Expenses for years 1-3 are $1,197K, $1,437K and $1,608K respectively.
     Instructional and Instructional Staff represent approximately 55% of total expenses. This is HVM’s largest
     expense, emphasizing a commitment to attracting and retaining high quality, professional teachers and
     keeping the student/teacher ratio at no more than 24:2.
     School Administration represents approximately 20% of total expenses. This is HVM’s second largest expense,
     emphasizing a commitment to supporting the professional staff and a healthy professional learning
     Physical Plant accounts for 14%, with the expenses being split between rent and utilities. If the opportunity
     arises to purchase a facility, then the budgeted rent projection together with any available contingency fund
     would be used for debt service.

Hill View Montessori Charter School of Haverhill                                                              Page 45
     Briefly describe any planned fundraising efforts and who will lead and coordinate these efforts.
     The Board of Trustees, in cooperation with the Executive Director, will be responsible for the school’s
     Fundraising Strategy. During the planning year, the Board and Executive Director will develop and
     implement a Fundraising Strategy that will include a timeline and detailed action plan of fundraising
     endeavors, duties, responsibilities, tasks and goals for the group of fundraising participants. This group will
     likely consist of the Executive Director, members of the Board of Trustees, HVM Management Team,
     parents of HVM students and dedicated community volunteers.
     The Fundraising Strategy will call for HVM to appeal to both private and corporate donors, as well as to
     national charitable organizations and foundations that have been identified as possible donors to elementary
     and charter schools (see Attachment M). The Fundraising Strategy will place a strong emphasis on
     communicating the uniqueness of HVM, and in particular its mission, which includes students becoming
     effective contributors to the community. Haverhill has an existing and wide-ranging assemblage of
     community volunteers (individual and corporate) that are actively dedicated to improving the city. The
     Fundraising Strategy will promulgate the school’s similar objectives through a planned series of speaking
     engagements at many of the city’s community service clubs (these include, but are not limited to, Exchange
     Club, Kiwanis Club, Lions Club, and Rotary Club). Furthermore, HVM will become a member of the
     Greater Haverhill Chamber of Commerce (which has enthusiastically committed its support of HVM as a
     Community Partner). This membership will aid HVM in establishing and maintaining a strong connection to
     other dedicated community leaders and business owners. It will assist the school in a variety of ways,
     including its fundraising efforts.

The applicant group’s Action Plan should:
   Outline the steps and strategies and provide a clear timeline for opening the school from March 1 to
   the first day of school 2003 or 2004. In a well-organized fashion, include the action to be taken, the
   start date and the projected completion date.
   Specify how responsibilities will be delegated and to whom.

     See Action Plan starting on next page.

Please submit school-level goals that will serve as the basis to the accountability plan that a school is
required to complete at the end of the school’s first year of operation. The accountability plan defines
the school’s goals for student learning and organization viability.
     Summarize your important goals and associated measures in relation in the following two
     A. Academic Performance. A description of two or three school performance goals for student
     learning, the instruments and data that will be used to evaluate these goals, and the level of
     proficiency students will achieve during their time in school. Because the goals should be
     accomplished by the end of the fifth year, provide benchmarks the school will accomplish along the
     way to the successful completion of the goals.

     See answer to this question following the Action Plan.

Hill View Montessori Charter School of Haverhill                                                              Page 46
                                                                Who        Related
ID #                   Task/Planning Area                   Responsible   Committee    Start date   End date
GOAL #1: Academic Excellence
1000     Curriculum & Assessment
1010     Alignment chart:Frameworks/Montessori/Object.     Board          CURR        Jan-03        Apr-03
1020     Benchmark portfolio expectations: gr 1-6          Board          CURR        Apr-03        Apr-04
1030     Draft core classroom-based assessment: gr 1-6     Board          CURR        Apr-03        Apr-04
1040     Curriculum & Assessment Handbooks: gr 1-6         Board/Staff    CURR        Apr-04        Aug-04
1050     Setup assessment data reporting plan              Board/Staff    CURR        Apr-04        Aug-04
1060     Finalize curriculum & assess. plans & timelines   Board/Staff    CURR        Apr-04        Aug-04
2000     School Environment
2010     Conduct workshop to develop Code of Conduct       Director       CURR        Jul-04        Sep-04
2020     Finalize daily schedule and school calendar       Board          CURR        Jan-03        May-03
2030     Develop student/family handbook                   Director       CURR        Jun-04        Aug-04
2040     Develop/document school policies                  Director       CURR        Jun-04        Aug-04
3000     Special Education
3010     Identify resources (internal/external)            Board          CURR        Apr-04        Apr-04
3020     Hire/contract with providers                      Director       CURR        May-04        May-04
3030     Identify students with IEPs                       Admin Asst.    CURR        Apr-04        Apr-04
3040     Acquire student records                           Admin Asst.    CURR        Apr-04        Jun-04
3050     Consult w/ SPED administrator from district       SPED Sup.      CURR        May-04        Jun-04
3060     Form child study teams                            SPED Sup.      CURR        Jun-04        Aug-04
3070     Develop alternative IEPs if needed                SPED Sup.      CURR        Jun-04        Aug-04
3080     Secure parent approval                            SPED Sup.      CURR        Jun-04        Aug-04
3090     Retain needed staff                               Mgr. Serv      CURR        Jun-04        Aug-04
3100     Retain needed texts and materials                 Mgr. Serv      CURR        Jun-04        Aug-04
GOAL #2: Organizational Viability
6000     Governance
6010     Transition from founding group to founding brd    Found Grp.     GOV         Mar-03        Mar-03
6020     Recruit and develop new board members             Found Grp.     GOV         Feb-03        May-03
6030     Orient new board members                          Found Grp.     GOV         May-03        May-03
6040     Establish board leadership and committees         Found Grp.     GOV         Mar-03        Mar-03
6050     Develop by-laws                                   Found Grp.     GOV         Feb-03        Mar-03
6060     Develop and file articles of incorporation        Found Grp.     GOV         Feb-03        Mar-03
6070     Apply for tax-exemption                           Found Grp.     GOV         Feb-03        Mar-03
6080     Develop board calendar                            Found Grp.     GOV         Mar-03        Mar-03
6090     Secure board liability insurance                  Found Grp.     GOV         Mar-03        Mar-03
6100     Develop governance strategy                                      GOV
6101         Define role of board members                  Found Grp.     GOV         Dec-02        Mar-02
6102         Define relationship of board and Director     Found Grp.     GOV         Feb-03        Jul-03
6103         Define communication methods                  Found Grp.     GOV         Feb-03        Jul-03
6104         Define decision-making process                Found Grp.     GOV         Feb-03        Jul-03
6105         Approve policies                              Found Grp.     GOV         Mar-03        Jul-03
6106         Define start-up and long-term goals           Found Grp.     GOV         Mar-03        Jul-03
7000     Site
7010     Identify a site                                   Board          SITE        Sep-02        Sep-03
7020     Financing secured (if necessary)                  Board          SITE        Oct-03        Nov-03
7030     Preliminary inspection made                       Board          SITE        Dec-03        Dec-03
7040     Signed lease or purchase                          Board          SITE        Dec-03        Dec-03
7050     Planning & Design (architectural drawings)        Board          SITE        Dec-03        Jan-04
7060     Issuance/award of bids for renovation             Board          SITE        Dec-03        Jan-04
7070     Renovation (if necessary)                         Board          SITE        Feb-04        Jul-04

Hill View Montessori Charter School of Haverhill                                                     Page 47
                                                                     Who           Related
ID #          Task/Planning Area                                     Responsible   Committee   Start Date   End Date
7080          Final inspection and certificate of occupancy          Board         SITE        Aug-04       Aug-04
7090          Acquisition of furniture and material                  Bus. Mgr.     SITE        Apr-04       Jul-04
7100          Installation of furniture and equipment                Bus. Mgr.     SITE        Aug-04       Aug-04
7110          Obtain property insurance (if necessary)               Board         SITE        Dec-03       Dec-03
8000          Transportation
8010          Define transportation requirements                     Bus. Mgr.     SERV        May-04       May-04
8020          Secure transportation                                                SERV
8021             Meet w/ district to see if schedule will work OR    Bus. Mgr.     SERV        May-04       Jun-04
8022             Identify contractors                                Bus. Mgr.     SERV        May-04       Jun-04
8023             Issue RFP                                           Bus. Mgr.     SERV        May-04       Jun-04
8024             Select vendor                                       Bus. Mgr.     SERV        Jun-04       Jul-04
8025             Draft contract                                      Bus. Mgr.     SERV        Jun-04       Jul-04
8026             Sign contract                                       Bus. Mgr.     SERV        Jun-04       Jul-04
8030          Check enrollment and get finalized bus routes          Bus. Mgr.     SERV        Aug-04       Aug-04
9000          Food Services
9010          Identify free/reduce lunch students (contact doe)      Bus. Mgr.     SERV        May-04       May-04
9020          Secure food services                                                 SERV
9021             Identify contractors                                Bus. Mgr.     SERV        May-04       Jun-04
9022             Issue RFP                                           Bus. Mgr.     SERV        May-04       Jun-04
9023             Select vendor                                       Bus. Mgr.     SERV        Jun-04       Jul-04
9024             Draft contract                                      Bus. Mgr.     SERV        Jun-04       Jul-04
9025             Sign contract                                       Bus. Mgr.     SERV        Jun-04       Jul-04
10000         Health and Safety
10010         Acquire medical forms                                  Admin Asst.   SERV        Apr-04       Apr-04
10020         Send forms to parents                                  Admin Asst.   SERV        May-04       Jun-04
10030         Check forms for completeness & file                    Admin Asst.   SERV        May-04       Jun-04
10040         Report to DOE                                          Bus. Mgr.     SERV        Jun-04       Jul-04
10050         Note students w/ health risks, inform faculty          Admin Asst.   SERV        Aug-04       Sep-04
10060         Develop policy for non-compliance by parents           Director      SERV        Jul-04       Jul-04
10070         Identify doctor/nurse resources (sign contracts)       Bus. Mgr.     SERV        May-04       May-04
10080         Identify first aid resources                           Bus. Mgr.     SERV        May-04       May-04
10090         Staff first aid training                               Bus. Mgr.     SERV        Aug-04       Aug-04
10100         Create health and safety policy/handbook               Director      SERV        Jun-04       Jul-04
10110         Building inspection                                    Bus. Mgr.     SERV        Jun-04       Jul-04
10120         Fire inspection                                        Bus. Mgr.     SERV        Jun-04       Jul-04
10130         Drinking water test (Board of Health)                  Bus. Mgr.     SERV        Jun-04       Jul-04
10140         Fire drill policy/schedule/route (police/fire dept.)   Director      SERV        Jun-04       Jul-04
10150         Traffic management plan                                Director      SERV        Jul-04       Aug-04
11000         Financial Management
11010         Develop a chart of accounts                            Found Grp.    FIN         Nov-02       Dec-02
11020         Identify check signers                                 Found Grp.    FIN         Nov-02       Nov-02
11030         Identify check writers                                 Found Grp.    FIN         Nov-02       Nov-02
11040         Define signature policies                              Found Grp.    FIN         Nov-02       Mar-03
11050         Appoint Treasurer                                      Found Grp.    FIN         Feb-03       Feb-03
11060         Develop reports policy (budget vs. actual)             Found Grp.    FIN         Jan-03       May-03
11070         Design process forms (i.e. POs, expense forms)         Found Grp.    FIN         Jan-03       May-03
11080         Segregation of funds policy (public vs. private)       Found Grp.    FIN         Jan-03       May-03
11090         Identify auditor                                       Board         FIN         Mar-03       Apr-03
11100         Establish payroll                                      Board         FIN         Feb-04       Feb-04
11110         Develop schedule of board financial reviews            Found Grp.    FIN         Jan-03       Mar-03
11120         Hire Business Manager (part-time)                      Board         FIN         May-04       May-04

Hill View Montessori Charter School of Haverhill                                                             Page 48
11130         Arrange insurance                                Found Grp.    FIN       Jan-03         Mar-03
                                                               Who           Related
ID #     Task/Planning Area                                    Responsible   Committee Start Date     End Date
12000    Raise Capital to Support Start-up Operations
12010    Join Haverhill Chamber of Commerce                    Found Grp.    FIN         Nov-02       Mar-03
12020    Host Chamber meeting to generate interest             Found Grp.    FIN         Nov-02       Mar-03
12030    Conduct Fundraising event for private support         Found Grp.    FIN         Jan-03       May-03
12040    Apply for start-up grants                             Found Grp.    FIN         Jan-03       May-03
13000    Staffing
13010    Advertise/spread job descriptions                     Board         STAFF       Jan-04       May-04
13020    Develop hiring policies and procedures                Board         STAFF       Aug-03       Dec-03
13030    Develop contract or at-will arrangements              Board         STAFF       Aug-03       Dec-03
13040    Design benefit packages, including retirements        Board         STAFF       Aug-03       Dec-03
13050    Hire Director and start-up staff                      Board         STAFF       Feb-04       Apr-04
13060    Hire other faculty and staff                          Director      STAFF       Mar-04       May-04
13070    Negotiate & sign agreements for contracted Serv       Director      STAFF       Mar-04       May-04
13080    Design policies for eval of Director                  Board         STAFF       May-04       Jun-04
13090    Design policies for eval of other staff               Director      STAFF       Jun-04       Jul-04
13100    Staff orientation, professional development           Director      STAFF       Jun-04       Jul-04
13110    Develop staff handbook                                Director      STAFF       Jun-04       Jul-04
13120    Staff meetings before opening                         Director      STAFF       Jul-04       Aug-04
GOAL #3: Community Relations and Marketing
17000    Develop Community Partnerships
17010    Continue to secure community partners                 Board         PR          Jan-03       Jan-04
17020    Work w/ partners to define relationships              Board         PR          Jan-04       Apr-04
18000    Enrollment and Recruitment/ Parent Relationships
18010    Design school website & brochure                      Board         PR          Oct-02       Mar-03
18020    Design enrollment policy                              Board         PR          Mar-03       Aug-03
18030    Design family information packets                     Board         PR          Mar-03       Aug-03
18040    Design enrollment paperwork                           Board         PR          Mar-03       Aug-03
18050    Host informational meetings                           Board         PR          Sep-03       Nov-03
18060    Implement marketing and recruiting campaign           Board         PR          Sep-03       Mar-04
18070    Establish a lottery procedure with impartial picker   Board         PR          Nov-03       Dec-03
18080    Gather applications                                   Board         PR          Nov-03       Dec-03
18090    Conduct enrollment lottery                            Board         PR          Jan-04       Jan-04
18100    Send admission letters                                Board         PR          Jan-04       Jan-04
18110    Establish wait list or repeat lottery                 Board         PR          Feb-04       Feb-04
18120    Confirm acceptance                                    Board         PR          Feb-04       Feb-04
18130    Send DOE an enrollment report                         Director      PR          Mar-04       Apr-04
18140    Request student records                               Admin Asst.   PR          Apr-04       Apr-04
18150    Receive student records                               Admin Asst.   PR          May-04       Jun-04
18160    Develop school database for student reporting         Bus. Mgr.     PR          May-04       Jun-04
18170    Design and implement family orientation               Director      PR          Jul-04       Aug-04
18180    Initiate Parent Leadership Team                       Mgr. Learn    PR          Jul-04       Aug-04
18190    Initiate Parent Alliance                              Mgr. Learn    PR          Jul-04       Aug-04

   All of the school's academic learning goals in reading, writing, mathematics, and science, as well as the
   school's personal and social learning goals, are incorporated within the HVM benchmarks and MCAS tests.
   Since the HVM Learning Objectives and Massachusetts Curriculum Frameworks are HVM's central focus
   for instruction, MCAS tests and HVM benchmarks will be used as significant indicators of academic
   achievement. Fall administered Terra Nova tests will be used for additional diagnostic information and to
   gauge achievement and progress over time by nationally normed measures. HVM benchmarks will be used
   to determine eligibility for promotion and MCAS and Terra Nova results will be used to help determine the

Hill View Montessori Charter School of Haverhill                                                        Page 49
     range, depth, and focus of students' learning supports necessary for success.
     Montessori preschool teachers typically spend a great deal of time helping children learn how to be self-
     directed learners and how to benefit from an individualized curriculum. While HVM students who are new
     to Montessori education will be supported and expected to progress, emphasis for these students will be
     placed first on building learning habits for success within Montessori education so that students may achieve
     significant academic growth during their remaining years at HVM. It is expected that students' indicators of
     achievement will increase the longer a student remains at HVM.
     All accountability data will be analyzed for comparable levels of achievement across categories of gender, age,
     ethnicity, special education, second language, and low-income. Academic Goals are based partially upon the
     Haverhill Public Schools spring 2002 MCAS results as represented in the DOE data below:

                            Grade 4                         Grade 6/7                        Grade 8
                   Prof/Adv  N.I.   Warn.          Prof/Adv   N.I.    Warn.    Prof/Adv      N.I.    Warn.
       Math            26%   44%    29%              31%      30%     39%          17%       34%     49%
       ELA             37%   49%    14%              52%      39%      9%          N/A       N/A     N/A
     Goal A1: HVM students will demonstrate high levels of academic achievement (i.e. English/language arts,
     mathematics, and science).
     Assumption: Many of HVM’s youngest students will spend their first years at HVM building basic literacy
     skills. The school's youngest children will be assessed through school-adopted, teacher-directed strategies.
     Objective A1.1 85% or more of students in grades 1-3 will demonstrate an annual growth rate of one or
     more years on classroom-based reading and writing assessments.
     Objective A1.2 70% or more of HVM students in grade 3-8 will perform at or above the national average
     for their grade level on fall-administered, English/language arts and mathematics Terra Nova tests.
     Objective A1.3 85% or more of HVM students in grades 3-8 will demonstrate an average annual growth
     rate of one or more years in fall-administered, English/language arts and mathematics Terra Nova tests.
     Objective A1.4 65% or more of HVM students will demonstrate proficient or advanced levels of
     English/language arts, mathematics, and science achievement on state assessments in grades 3-8, with the
     percentage increasing the longer the students have attended HVM.
     Objective A1.5 The percentage of students who successfully complete 75-89% and 90-100% of the HVM
     academic benchmarks (see Promotion Chart, Section IIC) by the close of grades 3 and 6 will increase during
     each of the first five years of the school until 90% or more of students are achieving at these levels by year
     Goal A2: HVM students will demonstrate high levels of personal and social achievement.
     Objective A2.1 The percentage of students who successfully complete 75-89% and 90-100% of the HVM
     personal and social benchmarks (see Promotion Chart, Section IIC) by the close of grades 3 and 6 will
     increase during each of the first five years of the school until 90% or more of students are achieving at these
     levels by year five.
     Objective A2.2 100% of HVM students will participate in at least one community service project during
     each school year, with increasing student ownership and responsibility demonstrated at each program level of
     the school.
     Goal A3: HVM parents will demonstrate involvement in supporting student achievement.
     Objective A3.1 100% of parents will sign a parent expectations document annually indicating their
     familiarity and agreement with HVM parent expectations for involvement in children's learning.
     Objective A3.2 95% or more of parents will be represented at fall and spring parent-teacher or parent-
     student-teacher conferences.
     Objective A3.3 85% of parents will indicate participation in or responsibility for some type of student
     support on each of their children's quarterly Individual Learning Agreements.
     Objective A3.4 HVM Parent School Satisfaction Surveys will indicate a 75% or greater overall satisfaction
     rate with school and teacher communications regarding student learning as well as their child's overall

Hill View Montessori Charter School of Haverhill                                                            Page 50
     experience at HVM, or will show progress toward this goal each year, with achievement by year four.
     B. Organizational Viability. A description of two or three school performance goals for
     organizational viability and the instruments and data that will be used to evaluate these goals.
     Our primary commitments affecting organizational viability during the first five year charter are to
     demonstrate financially sound practices, to engage the entire parent community, as well as members and
     organizations from the larger community, in support of the school's mission, and to build and sustain a vital
     and rewarding learning community for the professional staff. We believe these three core accomplishments
     will translate to the establishment of a strong foundation for a school of high academic, personal, and social
     achievement for all students.
     Goal B1: HVM will maintain fiscally sound practices.
     Objective B1.1 The Executive Director will oversee an accurate, balanced budget, as demonstrated through
     an annual independent external audit.
     Objective B1.2 HVM student enrollment will meet the projected plan and the school will maintain a wait
     list equal to or exceeding 100% of the projected openings.
     Objective B1.3 The Executive Director and Board of Trustees will work with parents and professional staff
     to ensure at least 5-10% of the school's revenue is raised through fundraising and grant efforts.
     Objective B1.4 In all years of operation, excluding year one, HVM will maintain a contingency fund at 2-
     5% of its total revenue.
     Goal B2: HVM will retain high quality professional staff that meet or exceed the school's evaluation criteria.
     Objective B2.1 HVM will retain for three years or longer those administrators (Executive Director and
     Managers) and those professional classroom teachers, who meet or exceed the evaluation criteria for their
     positions (excluding attrition due to personal reasons).
     Objective B2.2 75% of more of all administrators, professional staff, and support staff, respectively, will
     indicate overall job satisfaction on annual Professional Staff School Satisfaction Surveys, or will show
     progress toward this goal each year, with achievement by year four.
     Objective B2.3 The Executive Director, in consultation with the professional staff and Advisory
     Committee, will establish 1-2 annual priorities for action, based on data gathered from the school satisfaction
     surveys, and will demonstrate progress in these areas through data collected the following year.
     Objective B2.4 A member of the Board of Trustees will conduct and report on exit interviews with all
     professional staff leaving HVM.
     Goal B3: HVM will achieve and maintain high levels of parent and community engagement in support of
     the school.
     Objective B3.1 60% of HVM families will contribute to the school annually, through at least one of the
     following activities, and will show annual improvement until a rate of 80% better is achieved by year five: in-
     kind donations, financial donation, participation in fundraising activity, school social events, student
     exhibitions, school committee or task forces, or in-school or at-home volunteering.
     Objective B3.2 60% more of the annual Parent School Satisfaction Surveys from each program level in the
     school will be completed and returned, including 60% from low-income and limited-English speaking
     Objective B3.3 HVM will solicit and/or maintain positive and productive partnerships with community
     organizations in support of student learning.
     Objective B3.4 Parents and professional staff will work in concert to publicize and offer at least four annual
     public presentations about HVM's educational program, student projects and achievement, mission and
     C. Please describe the process you would like to undertake in the first year of the proposed school
     in creating an effective accountability plan. Include in this description who will be primarily
     responsible for overseeing and defining this process as well as for collecting and aggregating data.

Hill View Montessori Charter School of Haverhill                                                            Page 51
     The school’s Executive Director will be responsible for ensuring that the Accountability Plan is developed
     and implemented. As such, it will be the Director’s responsibility to establish an Accountability Team,
     enable the school’s staff to participate in accountability work, and create a school culture to support this
     work. The Accountability Team will be led by the Management Team (consisting of The Manager of
     Assessment and Student Services, The Manager of Business and Finance, and The Manager of Teaching and
     Learning). The Manager of Assessment and Student Services (whose job function includes a focus on
     assessment and student data analysis) will take primary responsibility for the Accountability Team and serve
     as its Chair. The Manager of Teaching and Learning will be responsible for ensuring that the assessment
     strategy goes hand-in-hand with the curriculum and can then be used to inform instruction. The Manager of
     Business and Finance will be responsible for managing the data as well as taking the lead role in formulating
     and enacting organizational viability goals. This Management Team will create selection criteria for the
     Accountability Team, share it with school staff, and accept interested teacher applicants. In conjunction with
     the Board Committee on Accountability, the Management Team will review and select applicants for the
     Accountability Team. This team will then be responsible for creating, implementing and monitoring the
     school’s Accountability Plan and providing resulting information to the staff, Board and larger community.
     The HVM Board of Trustees will have a standing committee focused specifically on accountability. This
     Committee on Accountability will be responsible for reviewing the data and reports from the Accountability
     Team and consider such information and its resulting implications as it affects the Board’s establishment of
     goals, policies and allocation of resources. The Board Committee on Accountability will support the
     Executive Director and Accountability Team as needed to assist in the development of the Accountability
     Plan and to ensure its successful implementation.
     D. Please write a letter of one page or less that a parent might write in the summer between your
     proposed school’s fourth and fifth year to support renewal of the charter for another five years. The
     letter should include why that parent chose that school for their particular child (be creative) and
     how the school has met the parent’s goals.
     July 31, 2008
     As the Hill View Montessori Charter School of Haverhill (HVM) prepares to enter into its 5th year of
     operation, we would like to share with you our personal experiences and the difference HVM has made in
     our children's lives, and that of our entire family. As you apply for the renewal of your charter, we offer this
     letter as a statement of our whole-hearted support.
     Before HVM was established in Haverhill there was no educational choice available to us (quite honestly, we
     do not have the means to pay for private school). Having 3 children, we’ve learned that there are different
     learning styles and every child has their own set of needs. Our oldest entered the public school system before
     HVM was established and thrived from day one. The setting and traditional teaching methods of the school
     were a nice match for her. Our 2nd child entered pre-school at age 3, where it was apparent that she was
     "different" from other children. Ultimately, she was diagnosed with a form of high functioning Autism
     characterized by advanced academic skills, coupled with the lack of reasoning and social skills that come
     naturally to typical children. We were relieved to identify her challenges and began our quest to provide her
     with what she needed. This is when we found HVM. We contacted the school’s director who immediately
     invited us to learn more about the school's mission, community, and teaching methods employed there. We
     were invited to attend a parent information session that outlined what we could expect from HVM and in
     turn what HVM expected from us.
     We were enthusiastically educated about the most unique feature of HVM, the Montessori methods of
     teaching. We found what we were searching for – a small community atmosphere that sees each child as a
     unique individual; that expects parents to be part of a team in developing goals for their children; and that
     uses the Montessori methods of teaching. This learning environment has allowed our daughter to thrive and
     be happy. Our experience and hers has been wonderful. Through the individualized curriculum and mixed-
     age groupings, she has been able to learn at her academic level while socializing with peers her age (as well as

Hill View Montessori Charter School of Haverhill                                                              Page 52
     younger and older) within the classroom setting. With the dedicated and gentle guidance of her teacher, and
     the culture engrained throughout the entire school, children genuinely learn to accept and appreciate each
     other’s uniqueness. Strengths are recognized and acknowledged; weaknesses are quietly identified and
     addressed; and the approach is always in a team effort. Because of this environment, our daughter's progress
     has been wonderful and her self-esteem continues to improve.
     We'd also like to share with you how our youngest has benefited from his attendance at HVM. We feel his
     progress is a direct result of being able to learn via the Montessori teaching methods. The school’s longer
     uninterrupted work periods have been very beneficial to him. He tends to "hyper-focus" on areas and
     activities of interest and was recognized and identified as having attentional and impulsivity issues (ADHD).
     The classroom setting at HVM provides less transition throughout the day and the orderly and prepared
     environment encourages self-directed learning through structured choice. The individualized work plans
     diminish academic comparison in the classroom, which has been wonderful for his self-esteem. He has
     learned to recognize his accomplishments and progress from within. The tone throughout HVM is that of a
     safe environment abundant with courtesy and respect from peers and teachers. He too loves school and is
     happy and challenged to his academic level.
     Although our family's situation may be unique, we have met many families with typically developing children
     that also attend HVM. We find it amazing that a school's culture and community environment can benefit so
     many types of children. Whether typical, academically or socially challenged, or advanced, each child is
     guided to thrive to his or her greatest potential.
     We offer this letter as a show of appreciation for all that you have provided for our family and as a testimony
     to the success of the Hill View Montessori Charter School of Haverhill and its mission.
     E. Describe plans to define, evaluate and disseminate best practices of the charter school to the
     local district and/or more broadly to other schools. This may include, but is not limited to,
     workshops, conferences, organized visits, teacher exchanges, website development, and/or a
     HVM plans to support a rigorous and stimulating professional learning climate, where ongoing professional
     inquiry and shared study of student work is the norm. As part of this learning culture, the school's
     professionals will be observing, discussing, and sharing their work, as well as consulting with others, both
     within and beyond HVM, about best practices. Teachers will be able to request professional days to
     pursue the sharing of best practices and experiences through writing for professional journals, attendance or
     presentation at conferences or workshops, or through participation in a planned teacher exchange/school
     visitation. In addition, professional staff will periodically engage in presentations to parents and parent-
     teacher forums within the school, and will use these experiences to not only educate and inform the parent
     population, but to practice articulating and refining the rationale behind their daily work in the classroom.
     These types of activities will be encouraged, supported, and will be openly recognized as valuable learning
     opportunities for staff as well as important educational opportunities for HVM parents, the Haverhill
     community, and the larger educational community.

     HVM's Executive Director will present an annual report to the HVM Board of Trustees, copies of which will
     be made available to the public through the school's website and school newsletter. This report will also be
     sent to the local paper, the Superintendent of Haverhill Public Schools, and Haverhill School Committee.
     Within this report, the Executive Director will describe the "state of the school", and will specifically identify
     and describe school structures and practices that constitute the school's current and emerging best practices.
     An open invitation to visit and observe at the school will always be extended to the public and professional
     communities through this report.

Hill View Montessori Charter School of Haverhill                                                               Page 53
                                                   V. ATTACHMENTS
A. Evidence of Success in Montessori Public Schools

B. Sample Elementary Weekly Schedule

C. Sample Frameworks Alignment Chart

D. HVM Benchmark Design

E. Additional Social and Personal Benchmark Examples

F. Potential Partner Letters

G. Potential Partner List

H. Sample Petition in Favor by Signature

I. Evidence of Public Support for HVM’s Educational Program

J. Sample By-Laws

K. Sample Segment of Executive Director’s Evaluation Rubric

L. Sample Professional Standards for Teacher Evaluations

M. Organizations and Foundations Who Are Possible Donors to HVM

N. Statement of Interest and Qualifications of Each Founders’ Group Member

O. Resume of Each Founders’ Group Member

Hill View Montessori Charter School of Haverhill                             Page 54
                                       ATTACHMENT A
The rapid growth of public Montessori programs is so recent that there is still not much hard data on their
success. The studies that have been published are overwhelmingly positive.

One of the earliest studies of public Montessori, by Dr. Tim Duax, on the McDowell School in Milwaukee in
1989, showed the particular benefit of the Montessori program for children of low socio-economic status. Of
the children in the Montessori program he studied, 36% were eligible for the federal hot-lunch program and
50% were minorities. Yet 44.5% fell in the “high achievement” range of the Iowa Test of Basic Skills,
compared to 23% nationwide. In addition, teachers in a blind study gave McDowell graduates the highest
ranking on five characteristics: using basic skills, being responsible, showing enthusiasm for class topics, being
individualistic, and exhibiting multicultural awareness.
In a more recent report, in 1993 the Montessori Public School Consortium published the following data:

                                                   REPORTS FROM THE FIELD

This information for the 1992-93 school year was obtained by telephone contact. These schools were selected
because they represent the largest and broadest of the Montessori schools in the public school system.

    School:                             Buffalo    Cincinnati   Dallas       Denver       Kansas    Milwaukee
                                        (Bennett   (North       (L.L.        (Mitchell)   City      (Greenfield)
                                        Park)      Avondale)    Hotchkiss)                (Faxon)
    Year program began                    1976        1976         1984        1985         1988       1982
    Number of children in                 600         550           560        525+         300        460
    Number of children on                 100’s      1,000+       100’s         350        N/A         500+
    waiting lists
    Ethnic/racial makeup                  B-50       B-40         B-50        B/H-60       B-60        B-50
    (%)                                   W-40       W-40         W-50         O-40        W-40        W-50
    (B-blk, W-white, H-                   O-10       H-20
    Percentage achieving at                 ---       79%          74%           ---       96%         59%
    or above grade level in
    Achievement ranking                  Middle     Top 1/3       1st/2nd    2nd out of   Above     11th out of
    within school system                                                         81       average       107

In 1998, the Cincinnati Public Schools issued an evaluation report on their magnet programs, including the
following findings:
•   In a comparison of over-demand for the various magnet programs in the system, Montessori ranked
    second, with 5.4 times as many applications as spaces available.
• In a ranking of schools serving grades 7 and 8, the Clark Montessori School was 2nd in math and 4th in
    reading on the Stanford 9 Achievement test, out of ten other magnet programs, and 6th overall on the Ohio
    Proficiency test.
The report recommended adding another Montessori school to the magnet program because “the Montessori
program continues to receive applications each year far beyond their capacity to accept, and two Montessori
schools earned the highest ratings on effectiveness and achievement gains.”

Hill View Montessori Charter School of Haverhill                                                           Attachment A
                                             ATTACHMENT B
                                   SAMPLE ELEMENTARY WEEKLY SCHEDULE

                   HVM Sample Weekly Schedule for Lower (LE) and Upper (UE) Elementary
 Day/Time                   Monday                     Tuesday             Wednesday               Thursday              Friday
8:15-8:30                                                                Students Arrive
8:30-9:00                                                                Morning Meeting

9:00-12:00                                                 Uninterrupted Work Time - Core Subjects

12:00-12:45           Lunch-Recess LE/             Lunch-Recess LE/     Lunch-Recess LE/      Lunch-Recess LE/     Lunch-Recess LE/
                         Special UE                   Special UE           Special UE            Special UE           Special UE
12:45-1:30            Lunch-Recess UE/             Lunch-Recess UE/     Lunch-Recess UE/      Lunch-Recess UE/     Lunch-Recess UE/
                         Special LE                   Special LE           Special LE            Special LE           Special LE
1:30-2:15                Work Time/                  Work Time/            Work Time            Work Time/           Work Time/
                             Special                   Special                                    Special              Special
2:15-3:00                Work Time/                  Work Time/             Work Time           Work Time/           Work Time/
                             Special                   Special                                    Special                Special
3:00-3:15                                                               Chores & Dismissal
                                                      Possible Extended Day and/or Extra-Curricular Activities

Hill View Montessori Charter School of Haverhill                                                                 Attachment B
                                             ATTACHMENT C
                                   SAMPLE FRAMEWORKS ALIGNMENT CHART
It is anticipated that an Alignment Chart such as the one that follows will be used to align HVM Benchmarks
with the Massachusetts Curriculum Frameworks, and that Montessori curriculum areas in need of development
will be identified during this alignment process and indicated within the chart. In this sample chart, HVM
Benchmarks are cross-referenced with the specific MA Curriculum Framework skills demonstrated within each
As described within the charter school application, a core subset of MA Curriculum Framework objectives will
be incorporated into challenging, integrated demonstrations of accomplishment within the HVM Benchmarks.
As a result, not every MA curriculum objective will be indicated as covered within the HVM Benchmarks.
All grey bands in the Sample Alignment Chart indicate those MA curriculum objectives currently included
within the Montessori curriculum. Objectives remaining in white indicate those areas of the Montessori
curriculum to be developed by the professional staff during the first years of the school. Areas in white that are
also checked (√) as addressed within HVM benchmarks, will be requisites for success, and will receive highest
priority and support for development.
The current MA Curriculum Frameworks for the elementary grades are articulated in two year bands, while
HVM’s educational program is segmented into three year bands, which would necessitate the tracking of skill
development across grades 1-6 in the final document to ensure careful coverage of all critical skills. However, it
is anticipated that, in response to the federal NCLB Act and the accompanying annual testing of
English/language arts and mathematics, the state will rearticulate these Curriculum Frameworks into grade
specific language, making the alignment process more easily defined.
A column titled, "Location of Related Montessori Lessons" will be completed in the final Alignment Chart in
order to document specific alignment with the Montessori curriculum and to ensure the chart's usefulness to
professional staff. It is left blank in this sample since the alignment process has not yet started.
For the purposes of illustrating this proposed alignment process, a sample HVM benchmark has been provided
below (Benchmarks 2-4 in the following chart are hypothetical) with an accompanying segment of a sample
HVM Mathematics Alignment Chart.

BENCHMARK #1 Mathematics, Lower Elementary                                             (SAMPLE)
“I can create and correctly solve six different 1- or 2-step story problems involving multi-digit addition or
subtraction, make appropriate estimations, communicate my problem solving strategies, including standard
notation, and explain how I know my answer makes sense.”
Achievement Criteria: I have demonstrated achievement of this goal when I can independently write or dictate
three multi-digit addition and three multi-digit subtraction story problems that use regrouping. For each
problem, I must record an estimated answer and the strategy I used for estimation, demonstrate the solution
through use of math materials, record efficient strategies for solving each problem using words, pictures, and
numbers, arrive at correct solutions, and explain how I know the answers make sense.

MA Curriculum Frameworks: Mathematics 2.N.1, 2.N.7, 2.N.8, 2.N.10, 2.N.11, 2.N.12, 4.N.10, 4.N.17

Hill View Montessori Charter School of Haverhill                                                       Attachment C
MA Curriculum Standards,                            Location of   HVM Benchmarks, Lower Elem. (gr. 1-3)
Mathematics (gr.1-4)                                 Related      Benchmk #1 Benchmk #2 Benchmk #3
Number Sense & Operations                           Montessori      (above)  (hypothetical (hypothetical
                                                     Lessons                      )             )
Problem Solving                                                        √          √             √
Communicating                                                          √          √             √
Reasoning & Proof                                                      √          √             √
Making Connections                                                     √          √             √
Representations                                                        √          √             √
2.N.1 Name, write, place value- 1000                                   √
2.N.2 Uses of #: Cardinal, ordinal, labels, and
2.N.3 Identify, represent common fractions as                                       √
parts of wholes, groups, on number line
2.N.4 Compare numbers w/ <, >, =                                                    √
2.N.5 Understand odd, even numbers
2.N.6 Know and use value of all coins, bills,                                                      √
find value of collections, different ways to
make amounts, use correct notation
2.N.7 Demonstrate understanding of various                            √
meanings & language of +/-
2.N.8 Understand and use inverse w/ +/- to                            √
solve and check problems
2.N.9 +/- facts to 20 to solve prob.
2.N.10 Demonstrate +/- 3-digit numbers                                √
accurately and efficiently
2.N.11 Use conventional +/- algorithms for 2-3                        √
3-digit numbers
2.N.12 Describe differences, use estimations                          √
and calculations w/ +/-
4.N.1 Read, model, write, compare place value
of #s to 100,000
4.N.2 Expanded Notation to 100,000
4.N.3 Demonstrate understanding of fractions                                        √
as part of wholes, collections, on number line
4.N.4 Select, use, explain fraction models to                                       √
relate common fractions to mixed #s; find
equivalent fractions, mixed #s, decimals; order
4.N.5 Identify/generate equivalent common                                           √
fractions and decimals
4.N.6 Read, name, write decimals between 0                                          √
and 1 up to hundredths
4.N.7 Recognize and use classes of #s: odds,
evens, factors, multiples, square
4.N.8 Select, use, explain X and DIV and
inverse relationship
4.N.9 Select, use, explain commut., assoc.,
identity property in problems

 Hill View Montessori Charter School of Haverhill                                             Attachment C
4.N.10 Select, use +, -, X, DIV. to solve                     √                                √
problems, including $
4.N.11 Know mult/DIV facts to 12x12 and
related multiples of 10 to solve problems
4.N.12 +/- up to 5 digits, X up to 2x2 digit                                                   √
4.N.13 DIV 3 digits by 1 w/ or w/out
remainders efficiently and accurately
4.N.14 Use conventional algorithm for +/- up                                                   √
to 5 digits and X up to 3x2 digits
4.N.15 Use conventional algorithm for DIV of
3 digits by 1, w/ or w/out remainders
4.N.16 Round through 100,000 to nearest 10,                                                    √
100, 1000, 10,000 and 100,000
4.N.17 Use variety of strategies for estimation               √                                √
and judging reasonableness of answers,
including $ to $1000.
4.N.18 Use materials, visual models to +/-                                   √
common fractions

 Shaded Box Indicates Subject is covered in Montessori Mathematics Album
 Unshaded Box Indicates Lessons Need to be Developed & Added to Montessori Mathematics Album
 Unshaded and Checked Box (√) Indicates High Priority items for Curriculum Development

 Hill View Montessori Charter School of Haverhill                                       Attachment C
                                                      ATTACHMENT D
                                                   HVM BENCHMARK DESIGN
In his article, “Assessment Crisis: The Absence of Assessment FOR Learning,” (Phi Delta Kappan, June
2002), Richard Stiggins recommends eight assessment practices for advancing, rather than merely “checking
on” student learning. Many of these recommendations are reflected in the HVM benchmark design:
•    understanding and articulating in advance of teaching the achievement targets that students are to hit. HVM students will
     receive and review the “preparations” and “benchmarks” upon entry into the Lower and Upper Elementary
     and Middle School programs.
•    informing their students about those learning goals, in terms that students understand from the very beginning of the teaching
     and learning process. HVM preparations and benchmarks will be written as “I statements” with language that
     is generally understandable to students.
•    becoming assessment literate and thus able to transform their expectations into assessment exercises and scoring procedures that
     accurately reflect student achievement. This important teacher work at HVM will be supported in rigorous and
     ongoing fashion under the leadership of the Manager of Assessment and Student Services. In addition, the
     articulated preparations and benchmarks, and accompanying set of student work samples, will serve as a
     model for teachers in their professional development.
•    using classroom assessments to build students’ confidence in themselves as learners and help them take responsibility for their
     own learning, so as to lay a foundation for life-long learning. The Montessori methods, individualized and self-
     directed pacing of student learning, choices inherent to the benchmark process, and benchmark
     preparations will all support students taking responsibility for learning and building their confidence in their
     abilities to achieve at high levels.
•    translate classroom assessment results into frequent descriptive feedback (versus judgmental feedback) for students, providing
     them with specific insights as to how to improve. HVM students will receive direct verbal and written feedback on
     preparation and benchmark efforts, targeting current successes and next steps for improvement.
•    continuously adjusting instruction based on the results of classroom assessments. At HVM, these adjustments are
     articulated through weekly Work Plans, quarterly Learning Agreements, and annual Learning Goals. The
     individualized nature of the Montessori curriculum supports these adjustments, as well.
•    engaging students in regular self-assessment, with standards held constant so that students can watch themselves grow over time
     and thus feel in charge of their own success. Self-assessment and reflection are imbedded activities in the
     Montessori model and are explicit elements of many of the preparation and benchmark requirements.
•    actively involve students in communicating with their teacher and their families about their achievement status and
     improvement. This will be accomplished at HVM when students seek parent signatures for and engage in
     parent-teacher-student discussions of quarterly Individual Learning Agreements and weekly Work Plans.
     In addition, many of the preparation and benchmark entries require public demonstration of achievements
     with audiences of peers, teachers, and/or parents.

Hill View Montessori Charter School of Haverhill                                                                       Attachment D
                                      ATTACHMENT E
Personal Achievement, Upper Elementary
“I know how to set my own learning goals, direct my learning, and reflect on my progress.”
Achievement Criteria: I have demonstrated achievement of this goal when I have three clearly recorded,
specific, self-designed Weekly Work Plans that include appropriately challenging work in all subject areas, daily
teacher or guest observation notes indicating my productive self-management and engagement in learning
throughout each day’s work block, a depth of thought in my student reflection that shows my ability to
consider strengths and weaknesses in the ways I have used my time, and oral explanation of how each week’s
work moved me toward addressing my quarterly Individual Learning Agreement.
Personal Achievement, Middle School
“I know how to plan, execute, present, and reflect on a self-designed learning project.”

Achievement Criteria: I have demonstrated achievement of this goal when I have designed an appropriately
challenging, but achievable four-week project, and can visually and verbally present the stages of my project
development to an audience of peers and adults, including the successes and difficulties encountered during the
work, the purpose, stages, and results of the project, the learning I gained from doing it, along with ways I
would improve my management of this type of project in the future.

Social Achievement, Lower Elementary
“I know about different kinds of communities and how they are similar and different from each other.”
Achievement Criteria: I have demonstrated achievement of this goal when I have made a presentation to
several of my younger peers, including displayed illustrations (photographs, drawings, or paintings) of three
different types of communities, an explanation of a Venn diagram of the ways these communities are alike and
different, and an explanation of at least three important things each of these particular communities needs in
order to be a healthy community.

Social Achievement, Upper Elementary
“I know how to work well as a team member and to contribute to a group’s success.”
Achievement Criteria: I have demonstrated achievement of this goal when I have accumulated and reviewed
three 15-20 minute videotapes of my teamwork (taken by a volunteer, assistant, or guest) and written a journal
entry that demonstrates my consistent, frequent, clearly observable behaviors and actions supporting the
progress of the group (constructive contributions, effective problem solving and/or conflict resolution,
redirecting/refocusing the group, offering useful observations or reflections, raising probing questions,
physically rearranging the team’s setup for better communications, taking turns in important roles, taking on
responsibilities, etc.); few, if any, observable distracting or off-task behaviors in my teamwork; my consistent
and clear demonstrations of respect toward others; my journal observations and descriptions of various types of
contributions observed in group members’ teamwork, and written observations and reflections of my own role
within the group and how I might improve my teamwork and contribution in the future.

Hill View Montessori Charter School of Haverhill                                                      Attachment E
                                                   ATTACHMENT F
                                              POTENTIAL PARTNER LETTERS

Hill View Montessori Charter School of Haverhill                          Attachment F
                                                       ATTACHMENT G
                                                   POTENTIAL PARTNER LIST

Haverhill Historical Society
Essex National Heritage Commission
Northern Essex Community College
Community Action Inc.
Haverhill Family Network
Family Day Care
Pentucket Bank
Locally-based Pediatricians and Dentists
Greater Haverhill Chamber of Commerce
Haverhill's Brightside
Merrimack River Watershed Council
Various Historic Districts throughout the City (Rocks Village, Washington Sq.)
Haverhill Cultural Council
Essex County Greenbelt Association
Greater Haverhill Arts Association
Girls Incorporated of Greater Haverhill
YMCA of Haverhill
YWCA of Haverhill
United Way of Merrimack Valley
Haverhill Boys Club
Children's Friends and Family Services
Haverhill Public Library
Haverhill Police Department
Retired Senior Volunteer Program of Haverhill
Haverhill Department of Public Works (Recycling Dept.)

Hill View Montessori Charter School of Haverhill                                 Attachment G
                                                 ATTACHMENT H
                                          PETITION IN FAVOR BY SIGNATURE

Hill View Montessori Charter School of Haverhill                           Attachment H
                                   The undersigned individuals, by way of their signature, hereby attest to their support of a
                                           new public school of choice for grades 1-8 in Haverhill, Massachusetts.

      Each individual listed below, by way of his/her signature, acknowledges the need for an educational choice in the city of Haverhill, MA and attests that no
      educational choice currently exists to Haverhill families unless they have the means to pay for a tuition-based elementary and/or middle-school education.

      Each individual listed below, by way of their signature, acknowledges his/her support for the establishment of a public charter school in Haverhill,
      Massachusetts, based on the Montessori teaching methods to open in the fall of 2004 for grades 1-3 initially, and growing to full capacity at grades 1-8.

              First & Last Name                       Street                   City of Residence          Signature Indicating Support of   # of children   Include
                 (please print)                      Address                       State, Zip                a Public Charter School in       Ages 6 &      On Mail
                                                                                                                  Haverhill, MA                under          List
  1                                                                                                                                                         Yes / No

  2                                                                                                                                                         Yes / No

  3                                                                                                                                                         Yes / No

  4                                                                                                                                                         Yes / No

  5                                                                                                                                                         Yes / No

  6                                                                                                                                                         Yes / No

  7                                                                                                                                                         Yes / No

  8                                                                                                                                                         Yes / No

  9                                                                                                                                                         Yes / No

 10                                                                                                                                                         Yes / No

 11                                                                                                                                                         Yes / No

 12                                                                                                                                                         Yes / No

 13                                                                                                                                                         Yes / No

 14                                                                                                                                                         Yes / No

 15                                                                                                                                                         Yes / No

Hill View Montessori Charter School of Haverhill                                                                    Attachment H
                                  ATTACHMENT I

Hill View Montessori Charter School of Haverhill                 Attachment I
                                                    ATTACHMENT J
                                                   SAMPLE BY-LAWS
                                   The Hill View Montessori Charter School of Haverhill
                                            A Massachusetts Public Charter School

                                                       Article II
                                                    Board of Trustees

2.1      Powers. The Board of Trustees shall oversee the affairs of the School and shall exercise all of the
powers of the School, except as otherwise provided by law, by the Charter, or by these By-laws. The Board of
Trustees reserves itself alone the power (i) to purchase or sell real estate, (ii) to pledge, assign, create liens on or
security interests in the real or personal property of the School, (iii) to establish or modify investment policies,
(iv) to determine the educational policies of the School, (v) to appoint or remove the School Executive
Director(s), and (vi) to delegate, from time to time, powers to the School Executive Director(s) in accordance
with these By-Laws except as otherwise provided by law or by the Charter.

2.2       Number of Trustees. The Board of Trustees shall consist of not less than seven nor more than
fifteen individuals (excluding ex-officio and honorary members). The School Executive Director(s) shall serve
as an ex-officio member of the Board of Trustees without power to vote.

2.3      Term of Office of Trustees. The Term of office of a Trustee shall be three years or until his/her
successor is elected and qualified. A full three-year term shall be considered to have been served upon the
passage of three annual meetings. The initial Board of Trustees shall be divided into three groups with one-
third serving an initial one-year term, one-third serving an initial two-year term, and one-third serving a three-
year term. The length of the initial term shall be determined by lottery. A Trustee may serve for two
consecutive terms and shall be eligible for reelection to the Board after a one-year hiatus. The term of office of
the School Executive Director(s) as a Trustee shall correspond with his/her tenure in that position.

2.4     Election of Trustees. Trustees shall be elected by the Board of Trustees at any meeting of the Board
of Trustees. A Trustee elected to fill an unexpired term shall have tenure only to the end of such term.

2.5       Resignation and Removal. Any Trustee may resign by delivering a written resignation to the
President of the Board, the Clerk of the Board, or to the School at its principal office. Such resignation shall be
effective upon receipt unless it is specified otherwise. It is strongly encouraged that any Trustee intending to
resign or to decline nomination provides notice of such intent before June. Any Trustee may be removed from
office with or without cause by an affirmative vote of a majority of the Trustees then in office at any regular or
special meeting of the Board. A Trustee may be removed for cause only after a statement of the reason(s) shall
have been mailed by Registered Mail to the 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 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. Any Trustee with four
(4) absences within a fiscal year shall be dismissed from the Board.

Hill View Montessori Charter School of Haverhill                                                            Attachment J
                                 ATTACHMENT K

             Builds and Maintains a Healthy Professional Learning Environment
Accomplished                         -    Builds consensus and commitment across the professional staff,
                                          elicits teacher leadership for most school initiatives.
                                     -    Cohesive structures and supports across the school for professional
                                          collaboration with consistent evidence of modeling and leadership,
                                          consistent evidence of productive outcomes.
                                     -    Most staff discussions are open, problem solving may be difficult, but
                                          is managed productively; resolution is effectively supported and
                                          outcomes are reliably productive.
Proficient                           -    Builds consensus and commitment across the professional staff for
                                          most school initiatives.
                                     -    Some structures and supports for professional collaboration, with
                                          frequent evidence of successful modeling and leadership, frequent
                                          evidence of productive outcomes.
                                     -    Many staff discussions are open; problem solving may be difficult,
                                          but is usually managed productively; resolution is usually supported
                                          and outcomes are typically productive.
Developing                           -    Builds majority agreement among the professional staff for some
                                          school initiatives.
                                     -    Some structures and supports for professional collaboration,
                                          increasing evidence of successful modeling and leadership, occasional
                                          evidence of productive outcomes.
                                     -    Some staff discussions are divisive, but problem solving and
                                          resolution are sometimes supported and outcomes are sometimes
Needs Improvement                    -    Builds majority agreement among the professional staff for a limited
                                          set of school initiatives.
                                     -    Limited structures and supports for professional collaboration,
                                          lacking evidence of effective modeling and leadership, limited
                                          evidence of productive outcomes.
                                     -    Occasional staff discussions are divisive; problem solving is limited
                                          and/or unproductive; Counter-productive factions may be emerging
                                          on the staff.
Unacceptable                         -    Unable to build consensus among the professional staff for school
                                     -    No apparent structures or supports for professional collaboration;
                                          little or no evidence of modeling and leadership; no evidence of
                                          productive outcomes.
                                     -    Counter-productive factions apparent among the professional staff.

Hill View Montessori Charter School of Haverhill                                                              Attachment K
                                   ATTACHMENT L

     Professional Standards for Teachers (taken from Teaching Matters, prepared by the Mass Partners)

                                                   Plans Curriculum and Instruction

                       Standard                                 Indicator               Examples of Evidence
             1. Draws on content of the               -Knows content of relevant      Lesson plans identify
             relevant curriculum                      curriculum Frameworks.          standards to be learned
             frameworks and                           - Relates classroom             based on Frameworks.
             Montessori philosophy to                 activities to specific
             plan activities addressing               Framework provisions.
             standards that will advance
             students’ level of content
             2. Plans sequential units of             Plans a hierarchy of lessons    Teacher can produce
             study that make learning                 and units that demonstrate      written evidence of
             cumulative, connect                      the sequence and relativity     planning that shows
             learning across disciplines,             of all activities and their     sequence and a progressive
             and are based on the                     relationship to the             building toward learning
             learning standards within                appropriate Framework.          objectives within the
             the Frameworks and                                                       Frameworks.
             Montessori philosophy.
             3. Draws on results of                   -Identifies prerequisite        -Pre and post assessment
             formal and informal                      skills, concepts and            tools show relevance to the
             assessments and knowledge                vocabulary that students        subject matter and to the
             of human development to                  need to know in order to        range of students within the
             plan learning activities                 be successful.                  classroom.
             appropriate for the range of             - Understands the use of        -Several different types of
             students within a                        assessment in the planning      assessments are included in
             classroom.                               of future and remedial          lesson plans.
                                                      work.                           -Lessons demonstrate
                                                      - Demonstrates formal           alternative approaches for
                                                      knowledge of the stages         diverse learners.
                                                      and indicators of human
                                                      -Understands the
                                                      relationship between
                                                      human development and
                                                      the ability of students to
                                                      learn and retain material.

Hill View Montessori Charter School of Haverhill                                                           Attachment L
                         ATTACHMENT M
The foundations listed in Bold are those that have been contacted to date directly by HVM and are
likely donors. The others are foundations identified through the variety of sources, including but not
limited to, the Foundation Center database and the Pioneer Institute, as possible donors to elementary
education and charter schools.

Amelia Peabody Foundation - grants range from $20,000-$50,000 to be used for start-up capital,
construction, equipment
Walton Family Foundation - grants vary in amount to be used for planning and start-up
David and Virginia Baldwin Foundation - average grant award is $3,600; to be used for start-up
National Foundation for the Improvement of Education - grants range from $1,000-$3,000, to be
used for specific programs and/or individual teachers

Rogers Family Foundation - local grant
The Stevens Foundation - local grant
Schott Foundation - grant to be used for elementary public education
Fellows Foundation
Pew Charitable Trusts
Exxon Foundation
Sylvania Foundation
Verizon Foundation
Lucent Technologies Foundation
IBM Corporation
AT+T Foundation
Ford Foundation
Nellie Mae Fund for Education
Cigna Health
BCBS of Massachusetts
Bill and Melinda Gates Foundation
The Arthur Vining Davis Foundation
The Mary Alice Arakalien Foundation

Hill View Montessori Charter School of Haverhill                                          Attachment M
                                          ATTACHMENT N
                                 OF EACH FOUNDERS’ GROUP MEMBER

Hill View Montessori Charter School of Haverhill                        Attachment N
When I first became involved with the Founders’ Group of the Hill View Montessori Charter School of
Haverhill I was an observer at best. After seeing the dedication and commitment from the members of the
Group and after learning more about the Montessori teaching philosophy I want to do all I can to ensure its
existence in the Haverhill public school system through its charter.

I see HVM as an opportunity to offer children in the community a choice not now available. I believe the
offering of this unique teaching method is an asset to the school system and to the city as a whole.

Being a life long resident of Haverhill and having located my business here, I have deep roots and a strong
commitment to the community. I have been active in many local causes and currently serve on the Board of
Trustees of the Haverhill Boys Club as well as the Executive Board of the Greater Haverhill Chamber of
Commerce. I believe my skills and experience as a Certified Public Accountant will allow me to support the
Founders’ Group during its planning phase as well as when the school is operational

Hill View Montessori Charter School of Haverhill                                                 Attachment N
As a life long Montessori enthusiast, I believe passionately in the Montessori Method for educating children
having personally experienced its indisputable success.

Already considering a career of teaching as a teenager I was first introduced to a Montessori classroom in high
school. I was surprised and excited to learn that there already existed a proven method of education that
recognized each child as a unique individual with their own learning styles, interests and paces at which they
learn best. Given the freedom to choose their own work they have more interest in it and work more
fervently to understand it. Realizing that this was the way I wanted to direct my teaching I investigated the
Montessori training options and entered College in September 1964 to embark on a three year full time
Montessori Teacher training program. Since then, I have dedicated my entire career to the education of
children in the Montessori Method. I continue to enjoy reading and re-reading Dr. Montessori’s works and
love nothing better than to discuss Montessori with other interested parties.

I came to the Haverhill Montessori Charter School group by invitation of another Founding Member. I was
very excited at the possibility of a Montessori Charter School opening in our city. I wanted to be involved
because of my love of, and strong belief in the method and my regret that so far Montessori schools are
generally only available to tuition paying students.

With all the talk in today’s society of students failing in schools I, believing that it is a natural instinct for all
children to want to learn. I believe if the failing children were given the opportunity to learn in a relaxed, less
intrusive environment, with attractive clearly defined, highly organized materials appropriate to the student’s
level of interest, and the freedom to move about the environment and to choose activities, learning would
become exciting. It would engage the students’ interest and introduce them to a love of learning. Children
who are given time to work on activities they are attracted to, and interested in, will through their own
manipulation and discoveries get a better understanding of the subject matter. They not only learn but also
have fun doing so. This enthusiasm for learning leads to better self-esteem and inner discipline and
accumulation of knowledge.

Recognizing that Montessori is not for all children I believe most children exposed to the Montessori Method
of education which includes the Montessori materials, a specially prepared environment, the Montessori
philosophy, trained Montessori teachers and parents who understand and follow through on Montessori
principles outside of school, are generally successful students with a passion for learning. My vision for the
Haverhill Montessori Charter School is that students, given the above criteria, will blossom and become well-
adjusted, successfully educated, outstanding members of this community.

I have been a resident of Haverhill for 16 years and look forward to the benefit a Montessori Charter school
would provide to our city. As a founder and future advisor, I have extensive Montessori experience to offer.
I hold an A.M.I. Diploma (Association Montessori International) to teach 3 – 9 year olds, and a Benin Casa
Diploma to teach Special Needs children, from Dublin, Ireland. I have spent 35 years working in various
teaching and administrative positions in Montessori schools. I am presently Children’s House Program
Director at the Andover School of Montessori in Andover, Massachusetts. In this Montessori Charter School
venture, I propose to offer my expertise and knowledge in an advisory capacity to the Board of Trustees, Staff
and Parent-Teacher Alliance.

Hill View Montessori Charter School of Haverhill                                                          Attachment N
                                  JANET COLEBOURN BEGIN
                            PROPOSED BOARD OF TRUSTEES MEMBER
I am very committed to providing the city of Haverhill with a high quality choice for a public 1-8 education
that is based on the Montessori philosophy. My interest is two-fold, as a teacher and as a parent and
community supporter, and I have many skills and experiences that I bring to this endeavor.

First, as a teacher, I believe the Hill View Montessori Charter School of Haverhill (HVM) would optimally
support me as an educator. Since I was in high school, I have always wanted to teach because I firmly believe
it is an important way to make a positive impact on children and thus improve our society. However, as a
planner and organizer, I felt the need to first establish a strong financial foundation so I pursued my interest
in Engineering and spent 10 years in the more lucrative world of business. With this foundation, I went back
to school and earned a Masters of Elementary Education with MA. Certification and started substitute
teaching in the Haverhill school system. I am committed to teaching in this city because in my 10 years as a
resident, I realized that Haverhill with its great resources also has children with great need. In addition, I am a
very strong advocate of public education; I like the diversity and the commitment to all children regardless of
economic status. However, in my five years teaching and assisting in the Haverhill schools, I was
disheartened to realize that the current model was very different than what I embrace as effective ways of
reaching all children. As a teacher in front of the entire class, working in a very segmented schedule and
teaching very distinct subjects, I found that I was not able to reach many of my students. I subsequently
enrolled my preschool daughter in a Montessori program and a whole new world of education was opened up
for me. I found an environment that I felt would be very effective for helping many of the children I was
previously unable to reach.

Second, as a parent and community member, I believe HVM would be an extremely beneficial addition to our
city. Since moving to Haverhill, I have been an active part of the community, volunteering in the schools
(before getting certification), coaching youth soccer, volunteering at the local food pantry and recently,
visiting patients at a local nursing home as a family community service project. Haverhill is a wonderful city
but I see a number of parents leaving to secure another choice for their children’s education. Wouldn’t it be
great to have a public choice within our city especially one that firmly supports giving back to the community?
As a parent of two young children, I think it is invaluable to have an educational choice. As a supporter of
public education, my children will go to a local, tuition-free school where there is no differentiation based on
economic status or religion. However, I feel it is important to have the option to choose the method that I
feel would best support my children. Some children thrive in a more structured, teacher-directed
environment, I think my children would get greater benefit from a more self-directed approach that gives
them freedom, and the associated responsibility, that more closely mirrors their home life.

As a founder of this school, I am committed to staying involved and helping to ensure its success and I have
numerous skills that will be beneficial in this endeavor. First, I have great organizational and planning skills
that I’ve utilized as chair of our Founders’ Group. My experience in business along with my experience in
education provides me with a unique perspective and a number of relevant skills such as strong math and
technology skills, understanding of business and customer relations, and understanding of educational
methodologies and issues. Although I hope to someday work at the school, I think it is most effective for me
to originally serve on the Board of Trustees to ensure that the mission and vision of our school are
successfully launched. When we have a more refined organization, I hope to transition to an employee of the

Hill View Montessori Charter School of Haverhill                                                      Attachment N
                            PROPOSED BOARD OF TRUSTEES MEMBER
I am committed to HVM to allow children the opportunity to thrive in a Montessori-based environment
regardless of their family’s ability to pay for a private education. I have personally seen the amazing
atmosphere that results from a whole-school commitment to the tenets of a Montessori community; grace,
courtesy, respect, and responsibility. In an elementary and middle school environment children naturally
acquire these important character virtues because they are modeled consistently by teachers, administrators
and parents who choose to commit to the Montessori-based philosophy.

Having two very unique and different children (currently attending the private Andover School of
Montessori) I have seen first-hand the academic and social benefits of a Montessori-based education.
Keleigh, age 10, is entering the 5th grade in Sept. 2002. She has a neurobiological disability (Asperger’s
Syndrome) that presents many daily challenges for her and our entire family. She is highly gifted academically
at 4 to 5 grade levels beyond her peers, but socially she is several years behind them. The Montessori method
of teaching has allowed her to thrive in both areas. She is not viewed as “different” because her curriculum is
individualized and she is being challenged daily at her own level and not the class average. The mixed-age
classroom setting assists greatly with her social challenges. Her classmates and the entire student-body (170
children) accept her as she is because the Montessori philosophy promotes the understanding that each child
is indeed a unique individual.

Adam, age 6, is entering the 1st grade in Sept. 2002. His academic level is typical, however he struggles with
impulse and hyperactivity issues. Since joining his sister at ASM as a 4-year-old, we have seen an amazing
transformation in his emerging personality. His self-esteem has increased and he has developed a positive
attitude toward attending school and friends. His teachers and classmates do not single him out as being
disruptive, which was previously resulting in a spiraling self-image. He has been nurtured and directed
through patience, caring and modeling of the appropriate behavior and appropriate reaction to others
behaviors. Academically he is thriving and engaged in all areas because he is allowed a “structured choice” of
work which is self-directed and self-motivated. Together, we have all made a difference in his progress and

As a lifelong resident of Haverhill, I am personally attached and committed to the city, its history and its
future. I hope to witness many children being able to reach their own individual potential and I truly feel that
a Montessori-based public school in Haverhill will introduce this opportunity to many children that otherwise
would not be exposed to it. By educating students about our community and its volunteer opportunities, we
will be fostering a new generation that will be attached and committed to our city.

As a volunteer in our community, I have experienced the benefits of giving of one’s time and energy to assist
others. These efforts have included my position as a volunteer money management instructor for the North
Essex Association of Retarded Citizens; volunteer Catechist for Sacred Hearts elementary-age religious
education; supporter of the National Exchange Club; and a year long commitment as a United Way corporate
campaign manager.

To date my most committed and passionate volunteerism effort is that as a founder of the Hill View
Montessori Charter School of Haverhill. As a parent and strong Montessori advocate, I hope to serve as a
long-term contributor to its success in whatever capacity is deemed necessary, including serving as a member
of its Board of Trustees.

Hill View Montessori Charter School of Haverhill                                                    Attachment N
                           PERSONAL STATEMENT FOR SUSAN HENRY
                           PROPOSED CONSULTANT TO THE SCHOOL
I am a graduate of the Harvard University Graduate School of Education and continue my twenty-year
teaching history in the Acton Public Schools, Acton, MA, this year in grade two. I have taught all of the
elementary grades, helped to co-found an elementary school within the public school system in Acton, am
currently a candidate for National Board Certification, and serve as Publications Chair on the Board of
Trustees of Massachusetts ASCD (Association for Supervision and Curriculum Development).

I was contacted by Janet Begin, a former student of mine when I taught as adjunct faculty at Lesley
University, to participate in the development of a new charter Montessori school. The Montessori values of
self-directed, mixed-age learning in an active, cooperative, project-driven classroom culture are familiar to me
and fully compatible with my efforts in my own classroom. I am now working to gain a deeper understanding
of the Montessori elementary curriculum and how it dovetails with and distinguishes itself from the
Massachusetts Curriculum Frameworks.

As an extension of my work developing the Merriam School in Acton, MA, I volunteered to offer support
with monitoring the group’s process, with understanding the Massachusetts Curriculum Frameworks and
assessment, and with the planning for leadership and governance responsibilities within the school. My
particular interest is in developing structures, practices, and leadership for a vital and rigorous professional
learning community for teachers. I believe that the same habits of mind, learning practices, and assessment
approaches that we advocate for using with students are at the heart of an inspired and invigorating
professional learning climate for teachers. It is this collaborative, reflective, professional school culture, I
believe, that will enable and encourage teacher leadership and will fuel a passion for learning and a
commitment to excellence for children.

I live over 45 minutes from Haverhill and do not anticipate working at the school on a daily basis, but do hold
interest in offering support and consultation as the school develops. I am considering whether to serve on
the Board since I feel the Board serves a critical role, especially during the founding years, in safeguarding the
most central values and commitments of the school and in using these as a filter for continually supporting
dialogue about defining, refining, revisioning, and achieving these goals.

Hill View Montessori Charter School of Haverhill                                                      Attachment N
                         PROPOSED BOARD OF TRUSTEES MEMBER
My wife Kerrie and I moved to Haverhill in 1994 from Boston after graduating from college. We were soon
to be married and I would love to say our decision to move was based on all the great things we had heard
about Haverhill. As a matter of fact, we did it for the money. Rent was cheap and we had a wedding to plan!

While our decision to come to Haverhill was spur of the moment, our decision to stay was not. As the years
went by and we became more involved with the community and our neighbors, we learned that Haverhill had
a lot to offer us and conversely, we felt we had a lot to offer Haverhill. We liked the fact that Haverhill was a
diverse city, rich in history and beauty. We enjoy the parks, cultural events and hometown feel of Haverhill
and feel that our children have really come to identify this place, this city, as home.

When education was discussed, we did what many parents do today. We talked to our neighbors who had
kids in the public schools; we did research on the internet; we sought out which private schools were available
and what those options might cost. The results of our search were mixed. Many parents were happy with a
particular teacher while others were not. Test scores were nothing to brag about and showed room for
improvement. Private schools were praised but just beyond our economic reach. More recently, several
"neighborhood" schools were slated to close, forcing more and more kids into a shrinking number of facilities
and sacrificing one of the perceived benefits of Haverhill, a sense of community.

We ultimately decided to tighten our belts and send our oldest son to a private Montessori preschool in
Haverhill. We had heard of the Montessori method and were willing to give it a try. Our original goal was to
give our son a head start on school rather than simply warehouse him in a more traditional "day care" style of
preschool. We got more than we bargained for. From learning more about the Montessori method and
volunteering at the school we have seen our son develop into a focused, independent and considerate
individual, ready for whatever challenges may lie ahead. He will be attending a public Kindergarten this fall
and is excited about the new challenge and we feel he is prepared for success.

I am involved in this important endeavor for the reasons embedded in the story above. I believe in the
Community of Haverhill as a place for young families to grow and prosper. I am invested in this community
and feel that the Hill View Montessori Charter School of Haverhill would add to that community and make it
a destination for families rather than a place for families to move from. I've become a believer in what
Montessori has to offer as an educational alternative to the traditional methods and I think children from all
social, socioeconomic and cultural backgrounds would benefit from this choice in education. It is also my
belief that Haverhill would in turn benefit from having them as productive members of our community.

I bring strong communication and organizational skills to the table based on my experiences in business and
within my volunteer activities. I have been taught that a true gift is one that is given when nothing is expected
in return. I would hope to give the gift of my time and enthusiasm by working as a member of the Board of
Trustees to help make our vision of the Hill View Montessori Charter School of Haverhill a reality.

Hill View Montessori Charter School of Haverhill                                                     Attachment N
                         PROPOSED BOARD OF TRUSTEES MEMBER
I am involved in opening a charter school in Haverhill because I feel that there should be more choices
available for my children’s education besides the current public and parochial schools. My older daughter will
be attending the private Montessori School in Haverhill for her second year this fall. This option is only
available through age six. My daughter is doing very well in this school and over the course of her first year
there, I have become a strong supporter of the Montessori Method of education. I believe that a charter
school with a Montessori based education is an ideal school for my child. I also believe that this choice
should be available to everyone. Additionally, I feel that the City of Haverhill will benefit greatly by having a
charter school in its midst. Students and parents will be active in the community through community service
projects, and it may help to bring new people to the community who might not otherwise consider moving
here. As a resident and business owner in Haverhill, I believe that the addition of a charter school can only
benefit the city.

Once the school receives its charter from the State, I plan to remain involved with the school as much as
possible. I would be happy to sit on the Board to help ensure that the school meets the requirements of its
charter and flourishes in our community. I will also participate in the Parent Teacher Association for as long
as I have children attending the school.

I believe that my experience working in the public sector and in non-profit organizations enables me to bring
valuable skills to the Founders’ Group and to the future school. I have extensive grant writing and grant
administration experience, as well as significant experience serving on Boards as a member and as a staff
person. I served as a Board member of Haverhill’s Community Action Organization for over five years. In
addition to learning a great deal about how Boards operate, I learned a great deal about the City of Haverhill
and its residents. My experience working with all levels of the government will help the Founders’ Group,
and the future school, succeed with the State and Federal government in obtaining funds as well as in dealing
with the various bureaucracies.

Hill View Montessori Charter School of Haverhill                                                     Attachment N
                                          VOLUNTEER AT THE SCHOOL

As a stay-at-home parent of two children currently attending a private Montessori pre-school I have the
opportunity to experience the way in which the Montessori philosophy helps children learn and grow at their
own pace. The hands-on approach, and calm, respectful atmosphere gently encourage children to grow and
develop a true love for learning.

As a parent it is important to me to create an environment where my child can build an academic foundation
as well as a base of how to get along with others with peace and respect. I believe the Montessori philosophy
provides the environment to help children flourish into intelligent, independent, caring people.

Looking back at my school years I can easily remember as far back as early elementary how non-traditional
methods of learning engaged me more than traditional. I can remember the boost of self-confidence when I
was encouraged versus judged or categorized. I can remember how the children who either excelled or
caused trouble got all the attention. I believe that all children should be inspired to reach their full potential in
the most positive environment possible.

With my experience in business and, specifically marketing, I see myself assisting in the running of day-to-day
operations and marketing of the school through newsletters, public relations, advertising and public forums.
As a parent I am interested in serving in the parent-teacher organization and possibly on the Board of
Trustees. I have strong communication and organizational skills that will be assets to this organization.

As a concerned and involved citizen of the City of Haverhill I do not want to relocate to seek education that
meets my requirements.

Hill View Montessori Charter School of Haverhill                                                        Attachment N
I am a valuable asset to the Hill View Montessori Charter School of Haverhill because, being a mother of two
small children, I understand the value of an education geared to the varied learning styles of children. I
acknowledge the need for community involvement in the education of children and I am committed to being
and staying involved and, therefore, being an example to other parents in the community. I have great respect
for the Montessori philosophy and have always wanted to see a public Montessori school. I have many
administrative talents and possess a keen attention to detail. I believe in accountability, working smarter not
harder and in sharing ideas. The education of my children is important enough to me that I want to be in at
the ground level of an exciting and rewarding prospect such as the Hill View Montessori Charter School of
Haverhill. It provides me the opportunity to serve my community as well as my family. I am wholly
dedicated to seeing HVM be a success.

Hill View Montessori Charter School of Haverhill                                                   Attachment N
I have become involved in the Montessori Charter School application process for a number of reasons, the
primary one being my strong beliefs in the Montessori teaching philosophy for all children. My oldest child is
entering his third year at the Merrimack Montessori School, and is flourishing both academically and socially
in the nurturing, peaceful environment. As the milestone of entering first grade approaches for my son, the
idea of having another option for his education seems wonderful. What is even more amazing is the idea that
I can be a part of the development process. I feel that all families, including my own, should have an
affordable alternative to a traditional public school education. The Montessori teaching philosophy seems
most appropriate for the diverse Haverhill community, as it applies to all children regardless of
socioeconomic and cultural background and values the different learning styles that all children bring to the

If my children are able to enroll in the Hill View Montessori Charter School of Haverhill, I plan on being
involved in various roles. I will take an active position on the PTA, as I have at the school my son currently
attends. Professionally, I can offer the MCS my services in counseling with children and families, as I am
currently licensed in the state of Massachusetts as a clinical social worker.

Hill View Montessori Charter School of Haverhill                                                    Attachment N
                                           ATTACHMENT O
                               RESUME OF EACH FOUNDERS’ GROUP MEMBER

Hill View Montessori Charter School of Haverhill                       Attachment O
                                                                        495 MAIN STREET          PHONE 978-372-8910
                                                                         HAVERHILL, MA            FAX 978-373-2353
                                                                             01830                    E-MAIL

Paul Accardi

EDUCATION                          1979 - 1983       Merrimack College                       No. Andover, MA
                                   Bachelor of Science/Business Administration

PROFESSIONAL                       1993 – present Carr, Staples & Accardi, PC                Haverhill, MA
EXPERIENCE                         General Partner
                                   Duties include: Planning, coordinating and performing certified financial
                                   audits. Preparing Financial Statements. Preparing Federal and State tax
                                   returns for individuals, partnerships, corporations and trusts. Estate
                                   planning and related tax filings.

                                   Senior Staff Accountant
                                   Duties included preparation of certified financial statements. Preparation of
                                   Federal & State Income tax returns for individuals, corporations,
                                   partnerships and trusts.
                                   Massachusetts Society for Certified Public Accountants
PROFESSIONAL                       Board of Director s of Northeast Community Credit Union
MEMBERSHIPS                        Board of Director s Haverhill Boys Club
                                   Treasurer Greater Haverhill Chamber of Commerce
                                   Certified Public Accountant licensed by the Commonwealth of
                                   Massachusetts in 1992.

                                   Financial Advisor: Series 7 & 66 Licenses and Massachusetts Life,
                                   Accident and Health Licenses

Hill View Montessori Charter School of Haverhill                                                             Attachment O
                                                                    36 EMILY STREET                   (978) 372-8910
                                                                    HAVERHILL, MA

Margaret Albanese
EXPERIENCE                        Andover School of Montessori (1975-present)              Andover, MA
                                  Children’s House Program Director (2000-Present)
                                  • Responsible for all aspects of the design and implementation of policies
                                      and procedures for the Children’s House Program (children ages 3 to
                                  • Responsible for all management aspects of the Children’s House
                                      program, including operations, finance and communication among
                                      staff, board and families.
                                  • Assist the Executive Director in recruitment efforts and admission
                                  • Ensure the continuity and quality of Montessori methods and
                                      curriculum throughout the program.
                                  • Manage the process (for Children’s House level) of certification by
                                  • Communicate and uphold the school’s Mission Statement

                                  Montessori Consultant (1998-2000)
                                  • Responsible for Children’s House and Lower Elementary (children
                                     ages 6 to 9) staff support and parent education for all aspects of the
                                     Montessori methods and environment.
                                  • Assisted the new Executive Director (non-Montessori)
                                  • Assisted in the training of new Lower Elementary teachers,
                                     demonstrating materials classroom set up.
                                  • Assisted in the development and writing of the curriculum for the
                                     Lower Elementary program.
                                  • Conducted various parent education workshops, presentations and
                                     open houses.
                                  • Contributing writer of Montessori articles for the school newsletter.

                                  Head Teacher Lower Elementary (1994-1997)
                                  • Head teacher of the school’s first elementary class.
                                  • Responsible with an Intern teacher for teaching a combined grades one
                                     through three classroom (children ages 6 to 9)
                                  • Compiled all student records (daily), reports, and parent-teacher
                                     conferences twice yearly.
                                  • Organized educational field trips
                                  • Supervised Intern teacher

Hill View Montessori Charter School of Haverhill                                                              Attachment O
                                  •    Conducted “Great Reading” classes with various level groups from
                                       grades one through three as a “Great Books’ Instructor.

                                  Head Teacher Children’s House (1987-1994 &1975-1985)
                                  • Responsible for teaching twenty students (ages 3 to 6) with an assistant.
                                  • Compiled all student records (daily), reports, and parent teacher
                                     conferences twice yearly.
                                  • Interviewing with Board members, candidates for assistant and head
                                     teacher positions.
                                  • Screened students for admission.
                                  • Planned curriculum and program content.
                                  • Attended Montessori workshops regularly.
                                  • Conducted parent workshops.
                                  • Reported monthly to the Board of Directors.
                                  • Assisted the Administrator in problem solving.
                                  • Met regularly with OFC officers.
                                  • Assisted in growing and relocating the Children’s House program.

                                  Administrator of Andover School of Montessori (1985-1987)
                                  • Assumed all supervisory duties and responsibilities for the school.
                                  • Ensured the continuity and quality of the Montessori program.
                                  • Reported to the Board of Directors on a monthly basis.
                                  • Served as liaison between the Staff and the Board.
                                  • Interviewed candidates for Head teacher and Assistant teacher
                                  • Was responsible for starting up two new classrooms. Worked with local
                                     authorities (lead inspectors, health and safety inspectors, fire
                                     department), contractors, and laborers.
                                  • Met regularly with Office for Children (OFC) officers.
                                  • Was instrumental in writing the school’s first Parent Handbook and
                                     Staff Handbook.
                                  • Organized open houses, staff screening of new students, parent
                                     interviews, admission papers and correspondence for each student.
                                  • Organized the school’s parent meetings, ‘Bring A Parent To School
                                     Nights’, Thanksgiving parties and other community-building events.
                                  • Planned and conducted parent education nights.
                                  • Organized educational field trips.

                                  Head Teacher Ages 6 to 9 (1975-1976)         Lanham, Maryland

Hill View Montessori Charter School of Haverhill                                                           Attachment O
                                  Head Teacher Ages 3 to 6 (1969-1975)          Galway, Ireland

                                  Head Teacher Ages 3 to 6 (1967-1969)          Dublin, Ireland

EDUCATION                         Maria Assumption Training College                        Dublin, Ireland
                                  •    AMI Diploma to teach children ages three to nine
                                  •    Benin Casa Diploma to teach Special Needs Children

                                  1994 – 1995       AMS Elementary teaching certificate (6 – 9), Seacoast

                                  1992       Day Care Administration certificate, Northern Essex Community

                                  1980       Electronics Testing course, Northern Essex Community College

                                  1978       General Psychology, Merrimack College

                                  1978       Speed Reading certificate, North Shore Community College

                                  Numerous non-credit courses including, computer courses, Spanish,
                                  Assertiveness for Women, sewing and knitting.

                                  Recent Montessori Conferences attended:
                                  • AMS National conference Boston 1996
                                  • AMS National Conference New York Spring 2000
                                  • AMI/USA National Conference Boston Summer 2000

                                  Current memberships in:
                                  • AMI/USA
                                  • AMS
                                  • NEAMIAA

Hill View Montessori Charter School of Haverhill                                                             Attachment O
                         298 LAKE STREET • HAVERHILL, MA 01832
                      PHONE (978) 374-6962 • FAX (978) 975-4544 • E-MAIL
                                                   ALISON L. CARUSO

                                              With over eighteen years of banking and operations experience, I have
                                              served in a variety of managerial positions including Loan Administration
                                              Officer for a $100 million bank. Successive endeavors include the
                                              successful start-up and ownership of a marketing and communications
                                              company providing market analysis, print media, sales presentations,
                                              advertising and corporate communications. The banking division offered
                                              Community Reinvestment Act compliance, branch placement studies and a
                                              variety of executive-level reporting required by federal regulatory agencies.

                                              My current position with JEMM Corp. as Director of Operations includes
                                              responsibility for operations, accounting, sales tracking, database
                                              management, site optimization, new program integration, and creation of
                                              corporate marketing and advertising media.


                                              2000 - 2002       JEMM Corp.                           North Andover, MA
                                              Director of Operations
                                                Full responsibility for all operational requirements of an internet start-up
                                                Business Acquisition Finance Company

                                              1996 - 2000     Presenting Business                 Haverhill, MA
                                              Owner/Sole Proprietor
                                                Successful start-up of a Marketing and Communications firm catering to
                                                small businesses and banks with assets of less than $100 million

                                              1992 - 1996      Pelham Bank & Trust                   Pelham, NH
                                              Special Projects Administrator
                                                 Reported directly to the President functioning solely to evaluate and
                                                 initiate action plans for critical special projects. These included
                                                 Community Reinvestment Act Compliance; FDIC Examinations and
                                                 Compliance; Loan Tracking and Workout; and Regulatory Training

                                              1987 - 1992     New Heritage Bank                      Lawrence, MA
                                              Loan Administration Officer
                                              1984 - 1987     Bank of New England                    Lawrence, MA
                                              Commercial Lending Assistant, Administrative Assistant, Teller, Trainer


Hill View Montessori Charter School of Haverhill                                                                Attachment O
                                              1993          Northern Essex Community College           Haverhill, MA
                                                Undergraduate concentrations in accounting and finance
                                              Professional development was supplemented by certificates from the
                                              American School of Banking in Banking Principles, Cash Flow Analysis
                                              and Business Law.

                                              1991           University of Oklahoma                    Norman, OK
                                                National Bank Regulatory Compliance School; ranked 2nd of 415

                                              1984           Haverhill High School                        Haverhill, MA
                                                Graduated in 3-years with high honors via accelerated placement

                                              Member of Founders’ Group, Hill View Montessori Charter School of

                                              Current Vice-Chair and past Secretary of the Andover School of
                                              Montessori Parents’ Association, Andover, MA

                                              Volunteer Religious Education Instructor, Sacred Hearts Church, Haverhill,

                                              Volunteer Math and Money Management Instructor for the North Shore
                                              Association of Retarded Citizens at Northern Essex Community College,
                                              Haverhill, MA

                                              Active Member of the Asperger’s Association of New England

                                              Active Member of the Autism Society of America

                                              Active Member of CHADD (Children and Adults with Attention Deficit

                                              Certified Notary Public, State of Massachusetts

        Dedicated wife and proud mother of two amazing children ages 10 and 6, both with special needs
                             Hobbies include sailing, scuba diving and snow skiing

Hill View Montessori Charter School of Haverhill                                                               Attachment O
                                         Sarah Titus-Smith, LICSW
                                                   14 Winchester Street
                                                   Bradford, MA 01835
                                                      (978) 372-3958

    Simmons College School of Social Work, Boston, MA                                                              1996
    Masters Degree in Social Work

           Simmons College, Boston, MA                                                                             1994
           Bachelor of Arts in Human Services

           Oxford University, Oxford, England                                                                      1993
           Semester Abroad

Health and Education Services, Haverhill, MA                                                                 6/00-present
      North Essex Mental Health Center Crisis Clinician
           •     Provide on-site coverage for Hale Hospital and Anna Jaques Hospital Emergency Departments
           •     Conduct psychiatric evaluations and mental status assessments to patients in crisis
           •     Determine level of care needed and patient disposition in collaboration with managed care companies

           Greater Lawrence Mental Health Center Day Programs, Lawrence, MA 12/98-1/00
           Clinical Social Worker
           •     Lead daily psychotherapy and psycho-educational groups for chronically mentally ill adults in the
                 Day Treatment and Partial Hospitalization Programs
           •     Worked as a member of a multi-disciplinary treatment team
           •     Conducted intake evaluations to diagnose and begin development of a working treatment plan
           •     Developed and implemented treatment plans as defined by Utilization and Review protocol
           •     Provided crisis intervention, stabilization and referral to community resources as appropriate
           •     Consulted with client’s collateral providers
           •     Took part in weekly case conferences and presentations
           •     Interacted routinely with managed care companies

HomeCare, Inc., Lawrence, MA                                                                                12/98-12/99
     HIV Program Mental Health Clinician
           •     Provided direct service to patients, significant others and families affected by HIV/AIDS
           •     Participated in multi-discipline case conferences
           •     Consulted with agency care providers regarding social service needs of clients and families
           •     Provided crisis intervention, stabilization, and referral to community resources as appropriate

           Holy Family Hospital Emergency Department Psychiatric Social Worker                            5/98-11/98
           •     Provided on-call coverage for Holy Family Hospital Emergency Department
           •     Conducted psychiatric evaluations and mental status assessments to patients in crisis
           •     Arranged patient disposition, Section 12, and follow-up treatment as needed in a timely manner
           •     Interacted with health insurance companies to determine patient’s service eligibility

JRI Health Assisted Living Program, Boston, MA                                                              6/96-8/97
      Intake Specialist/Case Manager
           •     Conducted intake psychosocial assessments with applicants disabled due to HIV/AIDS
           •     Determined client eligibility for program services

Hill View Montessori Charter School of Haverhill                                                              Attachment O
           •     Assisted with the administration of housing subsidies based on DHCD/HUD guidelines
           •     Created service plans with each client and acted as a client advocate
           •     Maintained confidential/detailed, accurate, timely screening notes and applicant files
           •     Helped clients to identify and access appropriate supports for continued independent living
           •     Collaborated with multiple community and government agencies to coordinate services
           •     Met regularly with each client/family providing on-going assessment and support
           •     Provided crisis intervention
           •     Participated in weekly on-call and overnight coverage
           •     Provided supportive counseling to clients and their families

           Massachusetts General Hospital                                                                    9/95-5/96
           Bunker Hill Health Center, Charlestown, MA
           Clinical Social Work Intern
           •     Managed a caseload of several clients on the outpatient mental health/social service unit
           •     Provided individual and group psychotherapy
           •     Developed and implemented client service and treatment plans
           •     Conducted home visits and psychosocial assessments
           •     Co-led a mother’s group, teaching parenting skills and stress management techniques

           AIDS Action Committee, Boston, MA                                                                 6/95-8/95
           Case Manager
           •     Managed a caseload of several individuals, couples, and families affected by HIV/AIDS
           •     Worked as the emergency on-call case manager
           •     Developed comprehensive service plans and served as a client advocate
           •     Provided emotional support in a therapeutic environment

           Case Management Intern                                                                            9/94-5/95
           •     Managed a caseload of several individuals, couples, and families affected by HIV/AIDS
           •     Developed comprehensive service plans and served as a client advocate
           •     Provided emotional support in a therapeutic environment
           •     Assisted in the development of public policy

           Available upon request

Hill View Montessori Charter School of Haverhill                                                               Attachment O
                                                   Susan F. Henry
                                                   28 Summer Road, Berlin, MA 01503
                                                        (978) 264-4700 x3804 (w)
                                                           (978) 838-2985 (h)

     National Board for Professional Teaching Standards Certification Candidate                         2002
     Harvard University, Graduate School of Education, Cambridge, MA                              Ed.M., 1993
     Lesley College, Elementary Education, Summa Cum Laude, Cambridge, MA                           B.S., 1978
         Massachusetts Teaching Certification, K-8
     Professional Development in curriculum, assessment, and school culture and leadership             ongoing

     Taught “interdisciplinary Approach to the Content Areas,” graduate course required for provisional teaching
     status, focus on theme-and-project-based interdisciplinary teaching with “standards-based backward design.”
     (Wiggins & McTighe)

     TEACHER: GRADE 4, 3, 2, 1, K (and long term sub in grade 5/6)
      McCarthy-Towne School, Acton Public Schools, Acton, MA 1978-1989, 2000-present
     McCarthy-Towne School is one of five open enrollment schools in Acton, Massachusetts. The school features
     arts integration in the curriculum and classroom throughout its K-6 program, as well as teacher-designed, in-
     depth theme studies, and a commitment to shared decision making as a vital part of the professional climate.
          • Collaborated with Lesley graduate student (now Outreach Coordinator at Indian Hill Arts, Littleton) over
             2 year period to develop and integrate movement and dance into the classroom curriculum; involved
             weekly meetings, written, video, and photographic documentation, student performances for parents and
          • Initiated and supported weekly meetings/work sessions during the school day for grade level
          • Initiated and led K-2 effort to develop, implement, and revise K-2 Language Arts Assessment Continuum
          •Extensive work with Arts Integration and Integrated Curriculum Development
          •System Committees: Staff Development, Time & Productivity, 5-Year Curriculum Review
          •Liaison between Acton Public Schools and Fitchburg Art Museum
          •Initiated “Jobs for Kids” Program, a service project within the school for grades K-6

     FOUNDING MEMBER & TEACHER: GRADES 3, 4, Merriam School, Acton Public Schools, 1993 – 2000
     Merriam School was developed as a “new concept school,” in response to increasing enrollment pressures in the
     district and is now the fifth open enrollment elementary school in Acton, Massachusetts. The school’s educational
     programs and structures were designed primarily by a team of Acton teachers in collaboration with an active and
     supportive group from the parent community. The school design featured an integrated, project-based curriculum,
     service learning, mixed and looped grades, a collaborative school culture, and shared decision making across the
     staff and parent communities.
     Teacher Leader
          • School Design Team: participated in all elements of school design and planning, community outreach,
             and written and public presentation during design phase, ‘91-’93; leadership role on
             Governance/Decision Making Committee
           •School-wide Evaluations: participated in design of assessment process and tool, review and goal setting
             from data
          • Core Values Development: worked with staff and parent communities to develop and integrate core values
          • Project-Based Learning: developed in-depth curriculum projects individually and with grade level team,
             presented to parent community on project-based and mixed-age learning
          • Advocacy: representative voice for founding teachers to administration re: attention to school mission
             and vision
          • Governance: - TEAM member (school-based staff leadership and decision making team)
                           - School Council (teacher representative)
          • Peer Supervision: - developed, implemented, authored article about Triads, a peer supervision model

Hill View Montessori Charter School of Haverhill                                                         Attachment O
                                - Mentor for new staff, Student Teacher Cooperating Practitioner, Mentor for high
                               school intern
     Committee Participation
        • School and System Committees: PTO, Community Forums, Hiring, Library, Cultural Arts Programming,
        Facilities & Space, Grants, Curriculum Reviews
        • Service Learning and Community of Caring Committee: implemented and reviewed school-wide service
     Curriculum & Assessment
        • Student Assessment: worked with colleagues to develop assessments and portfolio tools and processes
        • Technology: member, district Design Technology Team, improved curriculum projects w/ technology
        • Theme Day Coordinator: planned and coordinated 2 all-school, mixed-age, project-based Theme Day
        • Arts Residency: wrote LCC storytelling grant for teachers to integrate storytelling into Native American
        • Project-based curriculum development: consumer reporting, post office, industrial city, globe, scale
           • Science: - participated in Architecture curriculum development through Toyota Tapestry grant;
                       - participated in Bridges Curriculum grant in collaboration with Tufts University Engineering Dept;
                       - participated in Project AIRES, a Harvard-Smithsonian astronomy curriculum project
                       - participated in “Kids Design for Discovery,” a CESAME grant project to help children
                       develop interactive science exhibits as part of a curriculum study on flight

     TEACHER: KINDERGARTEN, Douglas School, Acton Public Schools, Acton, MA 1992 - 1993

     STORYTELLING & ARTS INTEGRATION: PRODUCER, PRESENTER 1984 - 1991 (1986 maternity leave)
         • Publicity Co-Chair & State Chair for National Congress on Storytelling, Storytelling in Education
            Connecticut College, New London, CT (1 year)
         • Workshop Co-Developer & Presenter: Arts Integration in the Classroom (1 year)
         • Agent & Office Manager for Professional Storyteller, Medford, MA (1 1/2 years)
                  - Codeveloped Integrated Storytelling & Language Arts Program Proposal for Publication
              • Co-Founder, Producer, Grant writer, Consultant for Three Apples Storytelling Festival, Harvard, MA (5

         •Provide teacher consultation to Time for Kids magazine, New York City, NY

       • Provide support in overseeing strategic plan and association development and progress
       • Initiated change from newsletter to quarterly theme-based magazine
       • Coordinate team of editors, solicit educational writers from across the state, revise & edit articles, layout
          & design

       • Scorer for Massachusetts Tests for Educator Licensure, elementary test
       • Participant in Standard Setting Conference for the Massachusetts Tests for Educator Licensure,
          elementary test

     PRESENTER, KIDS & TECHNOLOGY DAY, Massachusetts State House, Boston, MA 1999
        •Brought team of grade 3/4students to present “Soil Museum” project to state legislators and State House
        guests as part of annual technology in education event.

     “ABOVE AND BEYOND” AWARD from the Massachusetts Software Council, January, 2000
     for exemplary technology integration; projects included “Soil Museum” and consumer reporting (see below)

     FEATURED IN “Children Can Have Voices” EDUCATION ARTICLE, Lowell Sun, January 28, 2000

Hill View Montessori Charter School of Haverhill                                                            Attachment O
     GRANT AWARD from Acton Garden Club for “Indoor River” project, 1999-2000

     AUTHOR, “Continuous Learning: A Gift from One Teacher to Another” a chapter in MASCD book,
     Teaching: A Career, A Profession, Mary Forte Hayes & Isa Kaftal Zimmerman, editors, 1999 (ASCD’s 2000
     Annual Special Publication Award)

     “QUARTERS,” a consumer reporting project for children: local and national media attention included:
     Teaching K-8 magazine; WBZ-TV (Boston), WHDH-TV (Boston) and CBS-TV (New York), as well as $2,000
     in grant support and in-kind contributions.

     Massachusetts Association for Supervision and Curriculum Development (MASCD)
     Association for Supervision and Curriculum Development (ASCD)
     Massachusetts Computer Using Educators (MassCue)
     National Council for Teachers of Mathematics (NCTM)
     National Science Teachers Association (NSTA)
     National Council for Teachers of English (NCTE)
     International Reading Association (IRA)
     National Education Association and Massachusetts Teachers Association (NEA/MTA)

Hill View Montessori Charter School of Haverhill                                                 Attachment O
                                                   JANET COLEBOURN BEGIN
                                                       89 Lincolnshire Drive
                                                        Bradford, MA 01835
                                                           (978) 373-3679


Lesley College, Cambridge, MA                                                                                  1999
   Masters of Education in Elementary Ed. w/ Certification (MA - 342968)


     Haverhill School System, Haverhill, MA
           Elementary Substitute Teacher - (Grades K-8)                                    9/98-10/99, 9/01-3/02

     Greenleaf School, Haverhill, MA
           Student Teacher - Provisional Certification, 3rd Grade Classroom                            Spring 1997
             •     Incorporated technology into classroom lessons.
             •     Taught an interdisciplinary unit on Pilgrims and Pioneers.
             •     Lead the students in lessons in all subjects using a variety of instructional methods and
                   various groupings including full-class, individual and small cooperative groups.
             •     Used a variety of assessment methodologies.
             •     Involved in all aspects of classroom operation.
             •     Participated in faculty meetings and Parent-Teacher Conferences.

     Silver Hill School, Haverhill, MA
           Teaching Assistant, 5th Grade Classroom                                                      1993-1996
             •     Enhanced student and teacher knowledge by providing technical expertise.
             •     Collaborated with classroom teacher and instructed groups of students for class projects.
             •     Facilitated creative thinking and small group discussions.
             •     Provided one-on-one instruction to students with special needs.
             •     Instructed and assisted students in the use of Macintosh applications.
             •     Researched and implemented year-long curriculum for a class business helping students with
                   each phase.
             •     Taught and guided students through the production of video-taped news program which
                   later aired on local cable TV.


             •     MACs & PCs                                   •   Various Educational Software Packages
             •     Windows, UNIX, DOS                           •   C, C++, BASIC, Assembler, Fortran, COBOL

Hill View Montessori Charter School of Haverhill                                                          Attachment O
JANET COLEBOURN BEGIN                                                                                        Page 2


     J&R Engineering Solutions, Bradford, MA                                                       1996-present
           President and Software Consultant

     AT&T Bell Laboratories/Lucent Technology, North Andover, MA                           1993-1996
           Software Team Leader, Lightwave Transmission System
             •     Organized training sessions and acted as technical consultant.
             •     Lead software architect for new features being added to already existing product.
             •     Planed new releases that included establishing staffing requirements and assignments.

           Integration Team Leader, Lightwave Transmission Systems for NTT in Japan.
             •     Coordinated software deliveries from the development team to the test organization.
             •     Established strong working relationships with test team to support software deliveries.
             •     Acted as liaison to the Japanese customers (including in-country support).

     AT&T Bell Laboratories, Holmdel, NJ                                                           1986-1993
           Lead Software Engineer, Domestic and International Lightwave Transmission Systems
             •     Provided technical talks to customers and co-workers describing system operation.
             •     Responsible for all phases of development including requirements, object-oriented
                   software architecture, design implementation, inspection, unit test, and integration.
             •     Integrated software developed jointly by AT&T in Holland, Belgium and United States
                   (while resident in Europe).
             •     Provided software component of high quality product display at the Telecom ‘91 Product
                   Show in Geneva, Switzerland.
             •     Designed, developed, and tested real-time software for a PC-controlled simulator.


Boston University, Boston, MA                                                                                  1987
   Masters of Science in Computer Science
Rensselaer Polytechnic Institute, Troy, NY                                                                     1986
   Bachelors of Science in Computer Science

 Member of Merrimack Montessori School PTO
 Penacook Place Nursing Home Volunteer
 Past coach for Youth Soccer Leagues
 Past Volunteer at Haverhill’s Open Hand Pantry

Hill View Montessori Charter School of Haverhill                                                        Attachment O
 Suzanne E. Rogers
21 Acorn Street
Haverhill, MA 01832
(978) 521-7820
Fax (978) 521-7820

Employment History

10/97 to              Self Employed - Precious Years Family Day Care
Present               21 Acorn Street, Haverhill, MA 01832       (978) 521-7820

Responsibilities      Qualified for Massachusetts State licensing for Family Day Care Provider (Lic. # 184633); Develop programming
                      for ages 3mos. to 8yrs.; Create safe and nurturing environment; Maintain accurate records and process State
                      and Local forms; Continuing training and education hours to qualify for license renewal.

06/95 to              Senior Group Leader, Child Development Programs
02/97                 120 Maplewood Avenue, Gloucester, MA 01930    (978) 281-2400

                      School Age Program that serves children ages 6 to 14. 70 % of population is Special Needs.

Responsibilities      School Year Program: Daily curriculum planning for ages 9 to 11; Created and implemented behavior
                      management plans; Administered medication; Participated in weekly meetings including but not limited to:
                      social workers, psychologists, parents, administration and local schools; Supervised Assistants, Volunteers and
                      Jr. Group Leaders.
                      Summer Program: Additional responsibilities include: Extended Day Programming; Developed “Summer Science
                      Club”; Off site supervision and programming; Coordinated schedules and coverage of extended day; Raised funds
                      for special programs and implemented programs.

03/95 to              Assistant Group Leader, Child Development Programs
06/95                 120 Maplewood Avenue, Gloucester, MA 01930

Responsibilities      Assisted Group Leaders with planned programming for ages 6 to 14; Created developmentally appropriate
                      curriculum; Assisted with behavior management plans.

04/91 to              Director of Administration, Whale Conservation Institute
11/94                 191 Weston Road, Lincoln, MA 01773   (781) 259-0423

Achievements          Administration: Researched and purchased software programs increasing productivity 36 to 80%; Updated
                      database and developed uniform entry procedure; Initiated and cultivated new procedures to enhance office
                      efficiency; Introduced and structured employee performance evaluations.
                      Operations: Researched expenditures and cut operating costs by 35 - 55%; Initiated and maintained Purchase
                      Order policy to aide in tracking and controlling expenditures; Created Intern/Volunteer program.
                      Fundraising: Created and implemented membership programs; Facilitated quarterly reports and newsletter
                      production; Planned and executed 1993 Annual Benefit Gala. Initiated negotiations to form a partnership
                      expanding off site education programs; Coordinated and managed new off site program.

Responsibilities         Liaison for new initiatives                                    Project Management
                         Develop and Administer outreach initiatives                    Supervision of office staff and volunteers
                         Conduct employee evaluation                                                Coordinate staff meetings
                         Create and review quarterly reports                            Financial tracking and reporting
                         Coordinate executive travel
                                      Organize and execute Board Meetings, Annual dinners and Special events
                                      Support accounting department and maintain records
                                      Interview and research qualifications of employment candidates

1988 to 1990          Assistant Business Manager, Reliance Electric Inc., 38 Cottage Street, Stoneham, MA 02138

1986 to 1987          Assistant Financial Officer, Center for Environmental Internship Programs, 68 Harrison Ave. Boston, MA 02110

Education             Lesley College, 19 Everett Street, Cambridge, MA 02138 Major: Middle School/Special Education
                      Baystate Junior College, 1055 Commonwealth Ave., Boston, MA 02111. Courses: Accounting I and Business Principles

Hill View Montessori Charter School of Haverhill                                                                              Attachment O
                                                    Nancy J. London
                                                   11 Warrenton Road
                                                  Haverhill, MA 01832
                                      (978) 374-5201 – Phone, (978) 374-7960 - Fax
                                  The Ohio State University, Columbus, Ohio
                                  Master of Arts: Public Administration - 1986

                                  The Ohio State University, Columbus, Ohio
                                  Bachelor of Arts: Criminal Justice/English - 1981
09/01 – present                   Associate, Crest Associates, Boston, MA. Responsibilities include:
                                  • analysis, planning, implementation and evaluation services;
                                  • grant writing and administration; and
                                  • writing services.

03/98-9/01                        Freelance, Writing and Editorial Services/Organizational Projects
                                  Haverhill MA. Responsibilities include:
                                  • copyediting and proofreading;
                                  • agent’s/publisher’s reader;
                                  • grant research and writing;
                                  • press package preparation;
                                  • organize major projects; and
                                  • other services.

02/94-03/98                       Administrative Assistant to the Mayor, City of Newburyport,
                                  Newburyport, MA. Responsibilities included:
                                  • editing and proofreading reports, documents, speeches, letters, grants,
                                     and contracts;
                                  • preparing annual city budget;
                                  • serving as purchasing agent for all city departments, including
                                    preparation of RFPs, preparing contracts, and implementing new
                                  • serving as personnel coordinator, including writing job descriptions,
                                     acting as affirmative action officer and ADA compliance officer,
                                           preparing and implementing personnel policies, and working with
                                             various employee unions;
                                  • grant writing;
                                  • public speaking, training, and chairing various committees;
                                  • working with various community agencies and businesses;
                                  • serving as ombudsman for complaints from the public, and from
                                  • working with City Council, attending Council meetings, providing
                                     Council with requested information; and
                                  • acting on behalf of the Mayor in her absence.

Hill View Montessori Charter School of Haverhill                                                     Attachment O
08/92-02/94                       Project Manager/Grant Monitor, Massachusetts Committee on Criminal
                                  Justice, Boston, MA. Responsibilities included:
                                  • facilitating and coordinating the implementation of the federally funded
                                    Weed and Seed Crime Reduction and Urban Revitalization Project in
                                    Chelsea, MA;
                                  • coordinating and monitoring the activities of all subgrantees;
                                  • overseeing budgets and ensuring compliance with all federal guidelines;
                                  • preparing all progress and financial reports;
                                  • public speaking and group facilitation;
                                  • supervising interns, volunteers, and staff;
                                  • monitoring all federal discretionary grants; and
                                  • preparing RFPs and annual funding strategy.

10/89-8/92                        Staff Associate, National Center for State Courts, Andover, MA.
                                  Responsibilities included:
                                  • performing management audits, requirements analyses, and resource
                                  • providing technical assistance in the areas of management, personnel,
                                    records, facilities, security, automation, and ADA compliance;
                                  • preparing and monitoring project budgets;
                                  • report writing, editing, and proofreading;
                                  • conducting workshops and training; and
                                  • grant writing.

02/87-09/89                       Court Services Coordinator, City of Upper Arlington, Upper Arlington,
                                  Ohio. Responsibilities included:
                                  • supervising staff, interns and volunteers;
                                  • preparing annual budget;
                                  • designing and implementing new programs;
                                  • grant writing and long range planning;
                                  • public speaking; and
                                  • supervising adult probationers and juvenile diversion program.

04/84-02/87                       Probation Officer, Franklin County Court of Common Pleas, Columbus,
                                  Ohio. Responsibilities included:
                                  • supervising 150 men and women convicted of felony offenses;
                                  • assisting clients in getting education, jobs, housing, etc.;
                                  • conducting and writing pre-sentence investigations;
                                  • maintaining accurate court records and statistics; and
                                  • developing alternative sentencing programs.

02/82-03/83                       Assistant Grant Administrator and Program Developer, Department of
                                  Recreation and Parks, Columbus, Ohio. Responsibilities included:
                                  • assisting in the writing of grant applications;
                                  • administering the Litter Grant Program;
                                  • developing a planning manual and new programs.

Hill View Montessori Charter School of Haverhill                                                   Attachment O
06/81-02/82                       Program Coordinator, Community Service Restitution Program, Franklin
                                  County Municipal Court, Columbus, Ohio. Responsibilities included:
                                  • implementing and coordinating a community service and restitution
                                     program for adults convicted of misdemeanor offenses;
                                  • supervising staff, interns, and volunteers;
                                  • working with community agencies to establish and maintain work sites;
                                  • program evaluation; and
                                  • public speaking.

Professional Affiliations
                       American Probation and Parole Association - Former Board Member
                       American Society for Public Administration
                       Community Action, Inc. - Former Board Member
                       Massachusetts Municipal Association
                       National Association of Court Management
                       National Council on Alcoholism and Drug Dependency
                       National Council on Juvenile and Family Court Judges

Continuing Education
1992                Conversational Spanish I and II (NECCO)
1991                Faculty Development Training
1991                Designing and Implementing Court Improvement Projects
1987                Child Abuse Intervention and Prevention
1984-87             Substance Abuse Counseling and Training
1982                Basic American Sign Language
1982                Program Planning and Proposal Writing

                                  Available upon request

Hill View Montessori Charter School of Haverhill                                                 Attachment O
                                                      Kelly F. Martin
                                                    8 Chandler Street
                                                   Bradford, MA 01835
                                                      978. 521.2729

EXPERIENCE SHARE Group Facilitator, Holy Family Hospital 7/00- present
           Volunteer position to assist parents grieving the loss of their children born
                          during or shortly after pregnancy including:
                           ♦ telephone consultations and follow up
                           ♦ monthly group meetings
                           ♦ coordination of yearly service in memory of the children
                           ♦ creation and implementation of Parent Liaison Program linking SHARE
                               parents to grieving parents during their hospital stay

3/96-10/99                Channel Program Manager, PictureTel Corporation
                          Created and implemented marketing programs for channel partners including:
                           ♦ consultation with partners on marketing plans and marketing
                              communications materials
                           ♦ management and reporting of co-operative marketing funds
                           ♦ creation of graphics imaging CD for partners
                           ♦ maintenance of partner program budget
                           ♦ presenting vision and processes to partner companies
                           ♦ editor monthly newsletter for partners

                          Past duties included planning and executing two worldwide partner

1/94-3/96                 Sales Lead Management, Manager, PictureTel Corporation
                          Managed a ten person department responsible for:
                           ♦ inbound/outbound lead qualification telemarketing
                           ♦ entry and maintenance of prospect/customer information into corporate
                           ♦ distribution of leads to field sales
                           ♦ literature fulfillment of all inquiries
                           ♦ reporting on involvement in all projects/programs
                           ♦ coordination of corporate mailings

12/91-1/94                Program/Database Manager, PictureTel Corporation
                          Ensured accurate entry and maintenance of sales lead information into
                          corporate database. Managed requests from users for reports, labels, and
                          direct mail lists. Coordinated list management and telemarketing with outside
                          firms. Involved in all phases of program management from conception
                          through implementation to reporting and tracking of results.

9/90-12/91                Sales Support Analyst, PictureTel Corporation
                          Liaison between field and headquarters by ensuring the effective
                          communication of product, process and pricing information. Responsible for
                          RFPs, quotes, demonstrations.

Hill View Montessori Charter School of Haverhill                                              Attachment O
2/88-9/90                 Proposal Specialist II, Wang Laboratories, Inc.
                          Prepared proposals, developed product solutions, and created marketing
                          descriptions and policies and procedures for field sales.

3/87 -2/88                Proposal Specialist, GENESYS Software, Methuen, MA
                          Responsible for the completion RFP responses

5/86-3/87                 Sales Support Analyst, GENESYS Software, Methuen, MA
                          Qualified prospects, introduced products by telephone. Maintained customer

EDUCATION                 Master of Business (MBA), August 1989
                          New Hampshire College, Manchester, NH

                          Bachelor of Science, June 1986
                          Business Administration, Concentration: Marketing
                          Salem State College, Salem, MA

VOLUNTEER                 Volunteer in various capacities at the Merrimack Montessori School in
EXPERIENCE                Haverhill. Responsibilities include running a fund-raising and a community
                          assistance program on behalf of the school. Other responsibilities include
                          assisting teachers with preparation of projects for the classroom and creating,
                          funding and leading projects with the children during class time.

Hill View Montessori Charter School of Haverhill                                                Attachment O
                                                        Erik C. Ingersoll
                                                   8 Greenville Street, Haverhill, MA 01830
                                                            phone: (978) 374-2690
     NORTHEASTERN UNIVERSITY, Boston, MA                                                                    June, 1994
     Bachelor of Science in Criminal Justice
     Graduated cum laude; GPA of 3.45

     THE HERTZ CORPORATION, E. Boston, MA                                                            Oct, 1997 -Present
     Region Safety Manager, New England Region - Promoted to position; October, 2000
         Manage the overall Safety Program for the Rent-A-Car Division in Airport and Suburban
         locations in MA, NH, CT, ME,RI, VT and Upstate NY.
         Coordinate Worker's Compensation program which includes over 1,000 employees, work closely with a
         Third Party Administrator to control incurred costs, as well as Occupational Health providers to return employees
         back to work as soon as they are medically capable.
         Oversee safety training programs for the Region including development of instructors and actual training of the
         National Safety Council's Defensive Driving Course 4 (DDC4) and First Aid/CPR for Adults, Hazard
         Communication, Bloodborne Pathogens, Supervisor Safety, Reasonable Suspicion training for Supervisors, Child
         Seat Inspection/ Installation and others.
         Audit all locations to ensure compliance with Corporate Safety standards as well as current OSHA guidelines.
     Risk Manager, Boston Pool
         Served as location safety coordinator for the Boston Logan Airport facility, oversaw all aspects of the safety
         program including worker’s compensation claims, environmental issues, regulatory issues and other issues as
         directed by senior management.
         Motivated, developed and trained station managers in accident investigation techniques, employee “toolbox”
         training and other relevant safety principles.
         Assigned and monitored specific safety objectives for up to 30 management personnel, monitored progress and
         made adjustments as necessary.
         Contact person for all worker’s compensation claims at the Logan Airport facility, advised region management on
         litigation, settlements, return to work and other pertinent issues relating to worker’s compensation.
         Conducted initial and refresher training in Hazard Communication, Bloodborne Pathogens, Defensive Driving
         Techniques, First Aid/ CPR and a variety of other training programs required by OSHA and Hertz Corporate safety
         Maintained OSHA 200 log for Logan Airport; coordinated and investigated all employee injuries. Ensured proper
         follow up, therapy, return to work status and recordability status for each injury.
         Conducted audits of existing safety policies. Determined compliance and advised location, pool and region
         management of results and recommendations for improvement.

     SHERATON FERNCROFT RESORT, Danvers, MA                                              Feb, 1996 - Nov, 1997
     Director of Security / Night Manager
         Responsible for all security measures and systems in a full service, 367-room resort facility and 2, 18 hole golf
         courses situated on 600 acres.
         Oversaw all operations of the Hotel in the absence of executive level management during the evening hours.
         Responsible for the recruitment, hiring, training, development and supervision of a staff of 7 full and part time
         security officers.
         Coordinator and principal trainer of the in-house “Manager on Duty” program.
         Chairman of the Safety Committee - coordinate all safety training inclusive of CPR and First Responder courses.
         Security liaison with the Corporate Offices of Security and Risk Management for all issues pertaining to proper
         documentation and on-going litigation.
         Nominated by my peers and elected as Manager of the Quarter; 3rd Quarter, 1996.

     HILTON - BOSTON BACK BAY, Boston, MA                                                     Sept, 1992 - Feb, 1996

Hill View Montessori Charter School of Haverhill                                                                  Attachment O
     Security/Safety Training Supervisor - Promoted to position; August, 1994
         Primarily responsible for training and development of newly hired Security Personnel.
         Conducted monthly liability and facility safety inspections and advised hotel management based on findings.
         Ensured hotel compliance with all local, state and OSHA government standards relating to workplace safety.
         Directed training of all hotel safety programs, oversaw each department’s policies.
         Acted as a shift supervisor for the Security Department and responded to guest’s questions and concerns
     Security Officer
         Conducted general hotel patrols, ensuring loss and incident prevention for the facility, hotel guests,
         patrons and visitors.
         Completed investigations and follow up of all security related incidents.
         Compiled comprehensive reports detailing shift activity and other incidents.

     UNITED STATES CUSTOMS SERVICE, Washington, D.C.                              July, 1992 - August, 1992
     Criminal Investigator Trainee
         Handled sensitive personnel material in the Office of Human Resources.
         Organized a filing system in order to handle the large influx of federal applications.
         Performed other tasks as requested by Customs management and staff.

           Act as Co-Vice President for the Merrimack Montessori School's PTO. Active as a volunteer on the school's
           Annual Auction Committee and Playground Committee.
           Served on the Parent Advisory Council of the Haverhill Family Network, an arm of the non-profit Community
           Action Inc. of Lawrence

Hill View Montessori Charter School of Haverhill                                                         Attachment O

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