EAGLE PROJECT

ABILENE

OPEN-ENROLLMENT CHARTER SCHOOL

APPLICATION

•

Submitted

July 24, 1998

by

DONALD R. HOWARD Ph.D.

Superintendent

EAGLE PROJECT

1797 S. Valley Parkway

Lewisville, Texas 75067

Tel. and Fax. 972-434-0229

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Date of Receipt by TEA: ______ Date of Committee Review: _____.J Date of SBOE Review:

Approved Not Approved Beginning Date ofOpera-:t:-io-n:----

Application for Approval of an

Open-Enrollment Charter

Instructions: The open-enrollment charter proposal must be submitted in contractual form including, in the orr/er of the items below, these same components. Attach the following after the answers to the questions below: (1) signed facilities agreement, (2) evidence ofparentaVcommunity support for the proposed charter, and (3)documentation ofnon-profit status.

Submit two copies of the completed application with attachments to the Texas Education Agency, Document Control Center, 1701 North Congress Ave., Austin, Texas 78701. For assistance, contact the Division of Charter Schools at (512) 4639575.

Chief Operating Officer of Proposed Charter: Donald R. Howard Ph.D. Title: Superjntendent

Name of Sponsoring Entity: --.:E:..;a~g~le::....;.P..:.r..::.oJ:,:;·e:..;c:..;t:....-__________

The applicant is an "eligible entity" under the following category (check one):

__ an institution of higher education (TEC 61.003);

_..;.;x_ a tax-exempt organization [ 501 (c){3)];

__ a privatelindependent institution of higher education (TEC 61.003);

__ a govemmental entity.

Sponsor Address: 1797 S. Valley Parkway City: lew; SY; II e

Zip: 75067 Phone Number: 972-434-0229 FAX: same by appOintment

Type of charter sought _ an open-enrollment charter under (check only one) TEC 12.1011(a)(1)

~ an open-enrollment charter under TEC 12.1011 (a)(2) (75% rule) (applicants for this charter must complete additional question #10 and sign the additional assurance found on page 30.)

Name of Proposed Charter School: Ee:t-t4= & ~~uV . . ,

Date of proposed opening: Fall or Winter 1998-99 2

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APPLICATION

Charter Site Address: Not yet finalized City: _____

Zip: ____ Phone Number: _______ FAX: ---- Correspondence Address: Eagle Project 1797 S.Valley Parkway

City: Lewisville. Texas ZIP: 75067

Grade . Initial Est. Maximum

Levels: Non Graded Enrollment: 25-50 Enrollment: -.1.7"'5____

The charter will primarily serve an area that is geographically: ~urban suburban rural

The proposep charter will be located in State Board District :);)1 q01 (number).

In succinct terms describe the proposed school including grade levels offered. student populations served. educational focus and any other essential characteristics. For example. "The Seventh Avenue Charter School Is designed to recover students who have dropped out of high school and prepare them through vocational training to be productive contributors to Society.·

APPLICATION

EAGLE PROJECT

APPLICATION

INTRODUCTION

EXECUTIVE SUMMARY:

According to the Texas Education Agency's 1,000 page report on students in Texas Schools given to the Eagle Project by the office of statistics labeled TLHJ3827-S through J3832, with School districts reporting on the ethnicity and progress of students, 37% of all Texas Students are labeled "At-Risk" of dropping out of School. ACADEMIC REALITY: translates into more than one in three (1/3) of all Students are falling through the cracks in today's system. This PROBLEM is of extreme significance.

The "Eagle Project" is the Texas sequal to the "Edison Project." It is made up of highly successful Texas Educators who presuppose that the Charter School program was imposed on the State School System by the Governor and the Legislature in an effort for "Eligible Entities" to introduce to the Public School sector new reforms or methods and models that can better meet the needs of these "At-Risk" students, reduce dropouts, improve the lot of all college bound students and to bring education Successfully into the 21sl Century Information Age. As we understand it, the Charter School program was not intended to create new business opportunities for private School entrepreneurs and give students "more of the same." It was introduced to solve this immense problem: to provide real improvement in State averages, by giving students a superior education and to lead the local School districts into 21sl Century Educational Reform.

THIS APPLICATION from the Eagle Project is designed to do just that. It is not an application for a large conventional School in one School district with graded classrooms with "more of the same:" as we know a 20lh Century School. The Eagle Project is many small "one Room School Houses": like many classrooms of 25-50 students each scattered through many key School districts across the State. Each classroom takes selected failing Students from the local High School which has the highest percent of "At-Risk" students in a large city (or the only High School in a smaller town) and sets up a classroom for these students called a "High-Tech Learning Center" for diagnosing their personal problems and prescribing personalized learning solutions. This "Learning Center" will be located with-in walking distance of the High School when possible in a rented Church facility or a strip mall or storefront. The Eagle Project Charters are not even part of the 100 schools designated by the Charter School Law because of their redemptive nature for "At-Risk" students.

OVER PLEASE

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APPLICATION

The Eagle Project Charter offers to the local School district an "Agreement of cooperation." The district will select and/or possibly appoint students of the district to the Charter "High-Tech Learning Center" with reporting and accountability. The district will monitor the progress of each student and at the end of 3 years the district will have the option to contract with Eagle Project to convert the openenrollment Charter into a Campus Charter and put the Eagle Project on an additional 3 year contract under Chapter 11 of T.E.C. to introduce the program of the "High-Tech Learning Center" into other School locations and to develop a program of Educational Reform into that local district's Schools. Some Superintendents have already agreed to begin the process and to cooperate with the first 3 years of the proposal. One proposed "Learning Center" Charter is located in Austin 4 blocks from Travis High School. An appeal will be made for the T.E.A. and the Commisioner to monitor this "Center" and the redemptive progress of its students.

Again THIS APPLICATION is one of a number of small Charter Schools under the 75% rule in multiple locations to introduce the High-Tech Learning Center and a system of personalized education for our diverse student popUlation: to reduce illiteracy, to eliminate Failure, to retrieve Dropouts, and to better equip considerably more of our students to be college bound in 3 years under this Charter. If in the opinion of the local district officials the results demonstrates that they are highly successful as Models for Education Reform and a major solution to the current problems in Education, they will be expanded into other High Schools and Feeder Schools in more locations and will become a part of the local School district's program for Educational Reform for the 21 st Century.

THANK YOU, EAGLE PROJECT BOARD:

Dr. Linus Wright, L.L.D., Litt.D. Chairman of the Board. Former Superintendent of Dallas Ind. School District. Former Under-Secretary of Education, U.S. Dept. of Ed.

Dr. Forrest E. Watson, Ed.D. Former Superintendent Hurst Euless Bedford Ind. School District.

Dr. Donald R. Howard, Ph.D. Founder and former President of School of Tomorrow. Superintendent of Eagle Project Schools.

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APPLICATION

INTRODUCING

THE

"HIGH-TECH

LEARNING

CENTER"

FOR 25--50 AT-RISK STUDENTS

A PROGRAM FOR

TEXAS EDUCATIONAL REFORM

by

THE EAGLE PROJECT

6

APPLICATION

"EAGLE PROJECT

ABILENE"

OPEN-ENROLLMENT CHARTER SCHOOL APPLICATION

CONTENTS

I. "EAGLE PROJECT"; VISION and GOALS .......................................3

II. GOVERNING BOARD, ADMINISTRATION ....................................5

III. EDUCATIONAL PROGRAM.............................................................12

IV. PRE-TEST, POST-TEST, RESULTS AND ACCOUNTABILITY •• 16

V. GEOGRAPHIC AREA AND STATEMENT OF IMPACT••••..•..••••• 17

VI. ENROLLMENT CRITERIA...............................................................17

VII. STAFF QUALIFICATIONS AND TRAINING ................................17

VIII. FINANCIAL PLAN; BUDGET PROJECTIONS .............................18

IX. "EAGLE PROJECT" AND PEIMS ...................................................21

x. FACILITIES AND SERVICES ..........................................................22

SIGNATORIES.....................................................................................23

~l?E~~ ..................................................................~........................:t"

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APPLICATION

EAGLE PROJECT: CHARTER SCHOOL

OPEN ENROLLMENT CHARTER APPLICATION

I. "EAGLE PROJECT": VISION AND GOALS A. VISION: MISSION STATEMENT

"TO ESTABLISH MODELS FOR EDUCATIONAL REFORM IN MAJOR SCHOOL

DISTRICTS IN TEXAS & THE U.S.A., BY IMPLEMENTING "HIGH-TECH

LEARNING CENTERS" FUNCTIONING WITH DIAGNOSTICALLY PRESCRIBED

PERSONALIZED LEARNING TOOLS AND TECHNIQUES, TO RETURN

TRADITIONAL HISTORIC WESTERN VALUES TO THE AMERICAN

CLASSROOM AND TO INSPIRE AND IMPLEMENT MEASURABLE

EDUCATIONAL REFORM FOR THE 21ST CENTURY.

B. VISION: GOALS, LONG RANGE

The "EAGLE EDUCATIONAL REFORM LEARNING SYSTEMS" i e "THE EAGLE

PROJECT", a Texas based 501-C-3 organization, was established in 1996 and

Incorporated in the state of Texas April 10, 1998 by a group ofsuccessful educational

administrators committed to introducing educational reform into the Public Schools such

as has been a success in the private sector from 1970 in 7,000 schools in 110 nations

globally for millions of children. The VISION is to open Texas Charter Schools:

"HIGH-TECH LEARNING CENTERS in all the key cities in Texas and to see it spread

to every school district, to demonstrate 21st Century Educational Reform under the

authorization of the T.E.C. chapter 12. The second major element of the vision is to

develop a new state-of-the-art High-Tech C.D. curriculum designed to function with the

Personalized Diagnostically Prescribed Learning System, for use in the inner-city, which

is Computer Integrated, Interactive, Multi-media, Multi-track, and Multi-level, for the

21st Century. This major development will take 3-5 years and cost from 5-8 million

dollars. The rapid development ofthe inner-city charter learning centers could provide

the finances to produce this very curriculum for these at-risk and troubled youth---the

integrated objectives are all part of the LONG RANGE VISION.

c. VISION: GOALS, STEP BY STEP FOR H.T.L.C. 1. To open an HIGH-TECH LEARNING CENTER in the faU of 1998 in theAbilene

Independent School District, in the vicinity of Abilene High School, where non-white students make up about 35% of the enrollment and average over 60% at-risk. Many of these students have language deficites. The vision is to enroll 35-50 of these least advantaged students in the Learning Center who meet the qualifications of At-risk, "Adjudicated," or "Dropouts." according to T.E.C. code 12.1011 (a) (2). The vision is to work along side ofthe High School, solve the worst academic problems that they face and help move Abilene High School into the 21st century.

2. Fan of99 Eagle Project would opeo 2 or 3 satelite "HIGH-TECH LEARNING CENTERS" in the

vicinity of Junior high feeder schools to catch 12 to 14 year olds that are at-risk of dropping out in

the next 3 to 5 years.

3. In the fall of2000 Eagle Project will open 3 to 5 "HIGH- TECH LEARNING CENTERS" in the vicinity of these elemeotary feeder schools to provide safety nets for these poteotial dropouts, to preveot them from begining the slide down and out.

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APPLICATION

4. By the year 200 I Eagle Project would begin the negotiations with the school district, who had been monitoring the LEARNING CENTERS, to enter into a contract to jointly apply to the T.S.B.O.E. to convert the OPEN ENROLLMENT CHARTER SCHOOLS into CAMPUS CHARTERS and function

inside the system as models for EDUCATIONAL REFORM, 5. EAGLE PROJECT would begin training the Public School staffto operate the EAGLE PROJECT mGH-

TECH LEARNING CENTERS under contract with the local school district under : T.E.C. Sec. 11.157 CONTRACTS FOR EDUCATIONAL SERVICES. "The board oftrustees ofan independent school district may contract with a public or private entity for that entity to provide educational services for the district."

6. Each year from the second year on EAGLE PROJECT will select additional High Schools and set up more learning centers in the district adjacent to these High Schools and again to the junior highs and elementary schools, etc. until the district has effective reform in breeding itsenf and the flood ofat-risk students subsides and the Charter school movement has served its purpose.

D. VISION: GOALS FOR EACH STUDENT

1. To provide for the special needs of at-risk cbildren, adjudicated teens and drop outs in a 'Comfortable non-threatening learning environment.

2. To demonstrate how all students can pre-test and post-test on National Achievement tests and average in excess of a year of acbievement the first year.

3. To provide for tbe comfortable restoration of eacb cbild back to mainstream classrooms, or should tbe child and parent cbose, to provide a personalized on going general course ofstudy on to graduation, or a college bound course to equip tbe child for tbe University of his or her cboice.

4. To provide any needed remediation in the skill areas of reading, matb and/or language arts and bring each child to his grade level by the end of the first year or for severe cases, no longer than 3 years.

5. To provide eacb student with higb-tecb keyboard mastery tbrough Typemaster I and II, and a course in Computerized Speed Reading and Comprebension so that one- tbird oftbe class can be reading at 1200 wpm by the end of tbe first year and two-thirds of the class by the end of the second year with one-fifth reading up to 1800 wpm, etc.

6. To provide a high-tech "English as a second language" program for youth with Englisb language deficits.

7. To give these children a dream for success, to diagnose their learning gaps, to prescribe a personalized learning course of study unique to each child's particular needs, to provide a quality learning environment. to teach eacb one bow to set learning objectives, daily goaIs--and to motivate tbem towards a I.earning and living oC achievement and success.

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APPLICATION

D. VISION: GOALS, GENERAL

1. To demonstrate how the "7 laws of learning" integrate a system of mastery based, high tech personalized curriculum and learning procecdures for the 21st century.

2. To demonstrate how to introduce traditional values that will increase personal

responsibility, character development and positive citizenship.

3. To demonstrate how to motivate bard-core underachievers and at-risk youth to desire to work towards tbeir bigbest possible level of performance and achievement.

4. To demonstrate how to reduce tbe rate of dropouts and grade level repeats and elimInate social promotions througb measurable learning, academic safety nets and

"Quality ControL"

S. To demonstrate how to incorporate into the learning process personalized high

technology for the 21st century tbrougb computer-enhanced curriculum and

multimedia learning.

6. To expand the EAGLE PROJECT to other communities in the inner cities by opening tbese same Higb-Tecb learning centers tbrougbout the inner cities as sateUites.

7. To demonstrate how to increase social awareness of EDUCATIONAL REFORM.

II. GOVERNING BOARD, ADMINISTRATION AND CHAIN OF COMMAND

A. GOVERNING BOARD, RESPONSmILITmS

The Governing Board will be composed of a combination of credentialed experienced educators from the public and private sector, the Pastor of the local church facility, representation from the church board, local business persons and parents. But, for this period of application and beginning development of tbe project tbe tbree: credentialed experienced educators listed below will serve in tbe official capacity as tbe "Eligible Entity" Founders, Directors and Board of "Eagle Project." Tbey will perform tbe initial application functions and will further appoint additional qualifying personal for the local Board of Directors up to a seven or nine member board during the winter and spring of the first school year. The responsibilities of the Board are to;

1. 'Approve and submit this Charter application.

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APPLICATION

2. Set general policies Cor tbe operation ofthe scbool,

3. Approve tbe academic program to be used,

4. Approve tbe budget and maintain fIScal responsibility,

5. Select tbe administrator,

6. Monitor and Support tbe Administrative Operation of tbe school,

7. Meet from time to time for reporting and accountability oftbe Administration,

8. Tbe Board will serve as a Governmental body for purposes of maintenance of tbe responsibilities served in Chapter 55l and 552 of the government code.

B. INITIAL FOUNDING BOARD: ELIGmLE ENTITY

THEIR QUALIFICATIONS: The following highly qualified board members serving as the eligible

entity and initial founding Board do certify that they have never had any criminal litigation processed against them. Here are summaries of their resumes, experience, credentials, and type of work they have done in relation to their ability needed in persuing the goals of the EAGLE PROJECT as spelled out in this application:

1. Dr. Linus D. Wright L.L.D., Litt. D .. , Former Superintendent of Dallas Independent School District for 10 years, former Under Secretary of Education, United States Dept. of Education for 2 years. (Letter of endorsement attacbed appendix.) Dr. Wrigbt is now Vice-President of Ray & Berndtson, an executive search firm, focuses on tbe recruitment of college and university presidents, deans, scbool superintendents, foundations, and Govt. at the local, state, and federal leveL Dr. Wright brings more than 40 years of professional experience in the field ofeducation at all levels: with 8 years as Superintendent Houston Ind. Scbool Dist. and Chief Financial Officer. His experience in higher education consists of: 2 years as a board member of the Southern Association ofColleges and Universities; 5 years as an adjunct professor at Texas A.&M., Texas Soutbern and University of Houston, 7 years as a Trustee of Lubbock Cbristian University, 2 years on the College of Education Foundation Advisory Council of the University oCTexas at Austin, and presently serves on tbe Presidents Advisory Committee, University of North Texas; the development ROllrd ofthe llnivel'llity ofTexas; and the Board of Trustees of Austin College. He served on tbe FIRST BOARD (fund Cor the Improvement and

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APPLICATION

REFORM ofschools and teaching), the Dallas Citizens Council Fiscal Affain Committee, and presently serves on the Texas Business and Education Coalition Steering Committee, tbe Dallas Cbamber of Commerce Education Committee, tbe Dallas Foundation, tbe Circle 10 Council, Boy Scouts of America, and is Past President oftbe Dallas Rotary Club. He bas served as a director of some 35 non-profit boards,3 for-profit, a member oftbe Planning Commissions for Houston and Lubbock, Texas, and 23 yean ofservice as a military officer (active and non-active). He bas served as an educational consultant in tbe last 20 yean to numerous Boards of Educationon in sucb matten regarding: Instructional Programs, magnet scbools, administration and organization, managment proceedures, personnel policies and

procedures, recruitment, evaluation and desegregation. Wbile serving as an administrator in Lubbock, Houston, and Dallas ISD be was personally involved in tbe

development and administration of desegregation plans for tbese scbool districts. He also directed and supervised tbe Dept. of Civil Rights for tbe U.S. Department of Education during tbe 8 year Reagan administration. Dr. Wrigbt bas been awarded tbe bigbest bouor tbat can be granted by several organizations: "Humanitarian Award" by tbe American Council of Cbristians and Jews; "Ouostanding Citizen Award" by tbe Dallas Historical Society; "Tbe Silver Beaver" by tbe Boy Scouts of America; "Tbe Paul Harris Fellow" by tbe Dallas Rotary Club; and was twice awarded tbe "Top 100 Educaton" by Executive Educator Magazine. Dr. Wrgbt is a native Texan, married witb

; received bis B.A. in Economics, Business Administration, and Public Scbool Administration from Austin College in Sberman, Texas and did additional graduate work at Texas Tecb Univ. He bas been awarded 3 bonorary Doctor ofLaw degrees for bis contribution to education and community service. Dr Wright made the decision to hegin at James Madison Higb Scbool for tbe first LEARNING CENTER and to work tbe inner cities of Texas.

2. Dr. Forrest E. Watson Ed.D., Former Superintendent of Hurst Euless Bedford Independent School District (Letter of endorsement attached appendix.) Graduate of Frost Higb Scbool, Frost Texas, B.S., M.Ed. & Dr. Ed., in Managment and Economics, all from University of Nortb Texas, Denton Texas. Additional studies in Intergovernmental Relations and Economics,Univ Texas, Austin; Master Planning for Education and its Economic Impact, Stanford Univenity; Scbool Finance Models and Economic Impact, Univ. Texas, Austin. Dr. Watson Co-autbored 2 books. Dr. Watson bas served as a leader in bis field for over 41 years of professional live: 39 yean in Public Scbool Busines, 34 as superintendent ofScbools, in Pasadena, Texas and Hunt Euless Bedford acbieving many bonors for superior academic leadersbip. During bis tenure be sold over $400 million in bonds and supervised tbe construction of scbool facilities witb tbose funds. Dr. Watson autbored many booklets and professional papers, served on tbe Govenor's advisory committee, coordinated executive committee functions in Education and Finance; bis innovative programs serving 'at-risk' and alternative education have become models

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APPLICATION

nationwide. Dr. Watson bridged the gap between Public and Private Education UPOD retiremeDt by serving as Vice-PresideDt of Administration with the School of aDd lied iD school developmeDt in EasterD Europe, Africa, Mexico aDd LatiD America, Hee is preseDtly tbe presideDt of Great Expectations, a marketiDg aDS sales compaDY wbicb be fouDded. Dr. WatsoD is married .

3. Dr. Donald R. Howard Ph.D., Founder and Former President of School of Tomorrow. Dr. Howard graduated from Topeka Higb Scbool, Topeka, KaDsas; attended Washburn UDiversity, Talbot Theological semiDary and Bob JODes University, GreeDville, S.C. received a B.A. M.A. aDd Ph. D. from B.J.U. sevved as a Teacber, Principal, College PresideDt aDd University VicePres., FouDded Scbool ofTomorrow, tbe first sucb "HIGH-TECH LEARNING CENTER", (H.T.L.C.) in 1970 iD GarlaDd, Texas, ID a reDted cburcb facility for 45 cbildreD. Fall 1970 be conducted semiDars iD 70 10catioDs and Fall aDd SpriDg, likewise, thereafter for 3 years. ID tbe summer of 1971 be cODducted tbree traiDiDg sessions for principals and staff at Garland and opened 8 new schools (H.T.L.C.) tbe fall of 1971. Two more tours and prospects, five summer trainiDg sessions, across the U.S., summer 1972, on how to open and administrate a school, and opened 87 schools fall of 1972. More tours, developmeDt of effective training tools aDd training of local represeDtatives who had LEARNING CENTER experieDce, 330 schools opened fall 1973, Dew tools, tours, equipmeDt, growth of field staff aDd local staff, OD goiDg developmeDt, etc.,1974--550scbools, 1975--1000, 1976--1,500 schools, 1977--2,000, etc. (With this expertise it becomes obvious how the EAGLE PROJECT can develop and grow with its vision - including multiple school starts each year.)

Under Dr. Howards leadership the S.O.T. had grown in 27 years from one school (H.T.L.C.) iD 1970 to 7,000 schools iD 110 countries. The corporate staff had growD from 3 employees to 350. Tbe facility grew from one small scbool to a 4acre plant OD a 300 acre campus 10 minutes north ofD.F.W. Airport. The curriculum has developed from a cut and staple of pac material: has grown through three major editioDs of Dew curriculum development for all subjects and all grade levels at a cost ofS65 millioD iD 27 years. UDder his leadership the first high-tech Computer Video iDteractive math and science curriculum was developed. (With this expertise it becomes obvious how the EAGLE PROJECT will develop its new HIGH-TECH C.D. curriculum.) In the last 5 years Dr. Howard has met with 32 National Ministers of Education and signed 14 contracts to use the HIGH-TECH LEARNING CENTER as the National EducatioDal Reform program iD 150 government schools world wide.

Dr. Howard developed trainiDg tapes aDd pacs for traiDiDg iD off site trainiDg 10catioDs Globally. TraiDiDg for teacbers aDd paraprofessionals is cODducted aDDually for some 20,000 teacbers globally. Twenty five one week training courses are conducted at the S.O.T. Headquarters iD Lewisville, Texas for hUDdreds of admiDistrators, throughout the spriDg aDd summer annually. Fall 1979 a record Dumber of790 Dew schools opeDed. UDder Dr. Howards leadership and as keYDote speaker, 36 2 day State teacher Educators Conventions arc conducted annuallyfrom

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APPLICATION

speaker, 36 2 day State teacher Educators Conventions are conducted annually from Sept. through Nov. for an average of 16,000 teachers. 80 regional one week student conventions are conducted globally each sping with competition in 110 events for 20,000 teens. The first and second place winners qualify to attend an International Student Convention on a University campus (N.T.S.U. every 3rd year) the first week in June for about 4,000 participants from 15 countries. 2,000 Admi nistrators attend 6 Seminars, developed and led by Dr. Howard in Atlanta, D.C., Chicago, Seattle, Fresno, and Dallas each spring. Under his leadership, for over 27 years as Founder and Firs President ofS.O.T. over 10,000 schools opened and functioned marching 15,000 graduates avg per year and attending 500 Colleges and Universities.

In 1997 Dr. Howard retired from the School of Tomorrow to become a consultant to bring this educational Revolution in HIGH-TECH LEARNING CENTERS to the United States Public Schools by establishing a union between the public and private sector leadership to set up models for educational reform in the public schools. Dr. Howard is founder and president of School Reform Inc. and has placed his personal resourses at the disposal and direction of this board of the Eagle Project. He will serve as Superintendent for the first 3 years of development. The objective of leadership for the EAGLE PROJECT board is to train selected inner-city minorities who will master the program and assume leadership in the school for the future.

c. Development Of The Board, Their Functions, etc. I. The committee will continue the organization and development of the final Governing Board,

of seven to nine members, during the winter and spring of 1998. The final board will then select a a name for the school and become more definitive in review of points 1-6 above. The final board will better reflect the ethnic composition ofthe community. After the 3 year period oftraining and development the school will be in the hands of the local community or it will become a CAMPUS CHARTER under the locaII.S.D ..

2. A criminal background check will be made on all new members appointed to the board by the Founding Committee and this will be permanent school board policy for the life of the school.

3. Each board meeting will consist of time spent in orientation ofschool objectives and goals with administrative sessions for purposes of training in how to meet these goals, conducted by the Supt.

4. Teacher certification will not be a standard for hiring and appointing staff-however professional level of training equal to responsibility level, character, love for children, background resume and and recommendations will be a standard part of the selection process. A one week training course will be provided by E. P. with hands on interactive training and ongoing in-service training throughout the year conducted by E. P. (See sub section 1I.B and C.)

S. Though the school will utilize a church facility Board policy will prohibit the use ofany educational time or release time for ''religious'' teaching sponsored by the school ofchurch, such as planned chapel or devotionals, etc., .

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APPLICATION

D. ADMINISTRATION AND CHAIN OF COMMAND

GOVERNING BOARD

ADMINISTRATION

PRINCIPAL

TEACHERS PAM

STUDENT BODY STUDENT COUNCIL PARA PROFESSIONALS

1. Board members will exercise their authority as a board member and have one vote equally as will the Chairman ofthe Board. Members will exercise their authority through meaningful discussion and voting at board meetings but will have no individual authority out side ofthe meetings to make authorizations or commitments in behalfofthe school. Board members will speak as a body in all decision making. The board sets policy and delegates all authority in the administration of the school to the Chief Administrator or Superintendent who acts in behalfof the board and school and makes application of policy upholding the rules ofthe school from day to day.

2. The Superintendent will have the oversight of the school in applying board policy integrated with the high-tech academic program The superintendent will provide selection ofteachers with the approval ofthe board, and will provide initial training and in-service training throughout the school year. Dr. Howard will serve as Superintendent.

4. The Principal will have the immediate responsibility of the day to day leadership of the School: Learning Center, the staff, the rules, and all day to day functions as are mandatory for the maximum success of the program and as are spelled out in the manuel ofoperations. The PRINCIPALS position will be filled by:

Muriel M. Wade Smith Ph.D. Of African-British descent, Dr. Smith serves the EAGLE PROJECT as an International consultant on inner-city, minority problems and at-risk students functioning on the program. She now serves as director of curriculum revision. She is a graduate of Berkeley Institute Pembroke Bermuda.

B.S. Elementary Ed. Miami University, Oxford, Ohio M. Ed. Elementary Ed. Miami University, Oxford, Ohio Ph.D. Educational Administratio, Miami University, Oxford, Ohio Schol Of Tomorrow Certification in Supervision and Administration. Served 15 years as the Principal of a model 8.0.T. in Bermuda for at-risk and normal students

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APPLICATION

for Christian Deliverance Academy, Clarendow, Rd.Flatts, Bermuda.

1981 Director of Pvt. School Center for primsry, secondary, and adult students

dropouts, at-risk who were failing in the public schools.

* Teaching Basic Scills: Math, English, and Reading

* Preparing H.S. students for G.C.E.. , London, England

* Preparing for S.A.T. and A.C.T., diplomas for 16-18 yr. olds who had dropped out of Public Schools.

3. TEACHER: the learning center Facilitator who maintains direct contact with each

student from day to day, monitoring progress, providing motivation and practicing

LOVE in application as each child has need.The teacher provides direction for the

paraprofessionals. The number of teachers per pupil is usually from 1115 to 1125

depending on the skill of the teacher. One teacher, having one to three aids or

paraprofessionals can effectively supervise 35 -SO students. For details on how the

teacher functions with the students in a learning senerio please see section III: the

. Educational Program.

4. The Parent Advisory Meetings, P.A.M. will be conducted from time to time as needed (up to

monthly the first year) to discuss problems, clarify policies, and secure input from families. Parent

interviews are conducted initially one on one by the principal and again at beginning of second

semester in January. Parents will individually provide input to tbe Administration and have an

opportunity to enter opinions at Q and A sessions at the Board Meeting at such a time when parents

are permitted to attend or at special meeting called for the purpose of a Parent Board Meeting.

a. Parents will not have any authority in tbe operation or administration of tbe sebool but

can provide input to the Principal, P.A.M., or on invitation to a special session of the

board.

b. Parents may serve as para-professionals; teacber aids in tbe learning center, will be

trained in school and program policy and will be expected to serve a minimum of

36 bours a year in bebalf of the sehool as tbe principal sball designate.

5. Student Council will be authorized for students to participate in self-government under the

authority of sebool policy and school administration. Any student can make an appeal at any

time but is under disciplinary control of the school, must be in attendance and on time daily

and in obedience to sebool rules at all times.

11

16

APPLICATION

E. IRS.

A copy of tbe Incorporation Papers for Tbe EAGLE EDUCATIONAL REFORM LEARNING SYSTEMS. INC. a SOI-C-3 non profit corporation refered to as tbe "Eagle Project"-Attacbed in Appendix and all forms for state and federal tax purposes have been filed.

F. FOR REFERENCE AND INFORMATION

The S.B.O.E., and the T.E.A. should address all correspondence concerning the school to:

Donald R. Howard Pb.D.

Scbool Reform Inc. and Eagle Projeet

1797 S. Valley Parkway

Lewisville. Texas. 75067

Tel. 972-434-0229

III. THE EDUCATIONAL PROGRAM

Here in lies the greatest contrast between Eagle Project and the conventional schools from which the students will transfer. The Board ofthe EAGLE PROJECT is convinced that the conventional system is not the best method for education for these at-risk students. The reader must recon with the reality that to just give them more of the same "chalk and talk" in a charter school is not the solution. They need a curriculum that is personalized that can identifY what their problem is and deal with them on a one on one basis. And the reader must understand that it is not an experimental program; the program has been used in thousands of schools over the last 25 years by millions ofchildren with above average results. With thousands of children tested at random in schools in many states, the average child scored in the 67"10. On C.A.T. and also on the British Richmond data testing in Commonwealth countries the average child increased in IQ between 12 and 15 points during 3 years on the program. The average 9th grader scored 12.9 in reading and language and 12.5 in math. The average child, on both the C.A.T. and Richmond tests scored an average of more than one year above the public school children in mental maturity. This is the program being introduced by the Eagle Project. The Board of EAGLE PROJECT appeals to the reader not to judge the program on the basis of speculation, personal preference, prejiudice, hearsay; or preconceived oppinions unless the reader has used the program as it is actually practiced and as it is explained in this senario. The EAGLE PROJECT acknowledges that there are numerous individualized programs that have been experimented with to a greater or lesser degree of success. This one is not more of the same. Even with 'adjudicated' teens it has had a remediation success rate ofas high as 100% and never below 95%.

A. THE DIFFERENCE·

The difference in the academic program is first the difference between the modern conventional lock-stepped chronologically graded classroom and the traditional one room school which functioned as a personalized learning center.

12 17

APPLICATION

B. PIDLOSOPHY OF TEACHING I LEARNING

Bagley and Layton wrote the book, SEVEN LAWS OF TEACHING in 1917, which was a masterpiece 80 years ago that helped shape teacher education, teaching methodology, and the modern classroom. But we must remember that it is 80 year old technology and probably contributes to the growing number of at-risk students and the increased call for ed'l reform. In the University Education Department, the focus of courses is still on TEACHING: teaching English, teaching math, psychology of teaching, methods of teaching, ETC,; but we have learned in the last 80 years that you can have teaching with out learning.

Educational Reform and the HIGH-TECH LEARNING CENTER will focus on LEARNING instead 01 TEACHING. How does a child LEARN? How can we help a child to LEARN? Nineteenth Century Education focuses on input; Educational Reform in the 21 st century will focus on RESULTS. The five majors of modem accreditation measures input: teaching credentials, curriculum offering, facilities, library holdings, and endowment. Educational Reform will he results orientated. This is the methodology of the Eagle Project using a program developed in the private sector for 27 years and polished in thousands of private school rooms on every continent and now heing used by nations abroad in government and public school reforms.

How does a' child LEARN? How can we help a child LEARN? Eagle Project will hegin with the SEVEN LAWS OF LEARNING:

1. The child must he on his own real diagnosed level oflearning. 2. All learning gaps in the childs past must he filled in. 3. The curriculum must he a self instructional learning tool in a continuous, progressive, scope and

sequence with out seam, from learning to read through to graduation.

4. The child must set reasonable goals which he can achieve in a prescribed period oftime. 5. The child's learning must he controlled and motivated. 6. The child's learning must he measurable to the child. 7. The child's learning must he rewarded and rewarding based, on these SEVEN LAWS OF LEARNING

C. A LEARNING SCENARIO

For those who are not familiar with E.P.'s personalized education, this section walks the reader through the 'HOW TO DO IT' details. Dr. Linus Wright has refered to this method as ''the most successful and essential to meeting the needs of At-risk youth.' The unique success of this program is found only in a combination of learning center structure, furniture, a unique Learning curriculum designed for the learning center, unique controls and rules integrated in the center and training for the teacher integrated into the total facility, curriculum, and system. Take away one part and it will not work. Use it complete and it is the best possible combonation for at-risk youth. This is the strength and dynamic ofthe EAGLE PROJECT in the inner city.

Let's walk a child in the "Eagle Project" through a scenario ofa day of learning. Deron is an 8th grade boy of 13 failing in school. He enrolls in Eagle Project, and takes a series of pretests and diagnostic tests including the C.A.T. test of basic skills and the T.A.A.S., that reveal his real levels of learning. Lets say for the scenrio that he tests out at a math level of4th grade with some severe learning gaps in subtraction and division without a basic understanding of decimals or percents. His language level is 5th grade with gaps in types of sentences and parts of speech at lower levels. Social studies and science are affected because he reads at a 3rd grade level lacking understanding of many phonetic sounds. He cannot spell and much worse, knows he's a "dummy", has a poor .self image and is vulnerable to the gangs and drug dealers.

13

18

APPLICATION

At "Eagle Project" his counselor prescribes for Deron the remedial reading on Videophonies and one learning gap pac each in English, math, science, and social studies. These learning paes go back to the simplest most elementary concepts and principles that he, in fact, does not know. Deron is assigned to his own private officea learning station 32" wide and 2' deep with dividers between him and the child on both sides of Deron. His bulletin board is in front ofhim where he keeps his goal charts and progress card, etc.

Deroo learns how to..!£! 2-3 pages ofgoals in each subject and proceeds. His flfst math pac is numbered, not by grade level, but in sequence for grading purpose and measurable progress. Deron begins at a level where he knows the skill which must proceed his new objectives; with his 13 year old mentality, 3rd grade gap pacs are easily learned, build a mastery learning in sequence and build selfconfidence for the next level ofmaterial.

Deron works the 3 activity pages, drills on the principles and then gets permission to go to the scoring station. He does not wait for his teacher to grade his work, but he selects the proper score key and with a red pencil he ~ his 3 pages, gets immediate feed back and returns to his office to correct his work. He checks off today's completed goals and puts in his goals for tomorrow. Then Deron goes on to his next subject or takes a break. Everyday the teacher goes from child to child checking goals to be sure Deron and his class mates are maintaining their learning progress equally in all subjects. If Deron has a question he puts up his Oag and as soOn as his . .teacher is available (Deron works on another subject while waiting) the teacher approaches Deron. The teacher does NOT answer his questions, he helps Deron find the answer. On a one on one basis the teacher better understands Deron's individual problems and helps, encourages, and motivates Deron to achieve.

While Deron works the activities in his pac of about 28-36 pages he comes occasionally to pages of review. check ups and eventually his self-test at the end of his pac. During pac work Deron can be assigned to self instructional software on a computer that will give him additional drill on the principles he is learning through computer games.

Each time Deron finishes a pac he takes the self test and with a score of 90% or more he can go to the testing table the next day and take the fmal unit test. Again he must score 90% or more to pass and advanced to the next pac. There is no advancement with out LEARNING 90% or better, (low achievers make the most stars to put on his Progress Card on his bulletin board) gets a congratulations slip to take home to his parents and gets the next gap pac or a pac on grade level in sequence.

Deron experiences learning achievement and fulfillment. Congratulations slips are usually given out publicly in opening exercises. Deron will also take a Readmaster course, in addition to the video phonics, for remedial speed reading and comprehension. He inserts his story, selects I of 4 ways the computer will erase behind him and he will select the type style and size font to read and the color he can best read. When the story is finished Deron takes a comprehensive test and ifhe scores 90% or more, at his next sitting the computer will increase in speed.

There are many questions about the sequence of events what each means, ''but what if?', etc .. But all of them have been answered in 25 years of development where this personally prescribed program based on the laws of learning have been polished to a science. All subjects, skills and knowledge from learning to read through to graduation. including Texas history and all of the essentials in the T.E.K.s are covered from T.E.C.28.002 for Texas high school graduation.

Extra Curricular activities like music and sports are less feasible during the first year, depending on the size and severity of learning of the student body. The most essential skills and child development of 60 ideal character traits are integrated into the curriculum so that mastery learning, self-confidence and character are emphasized.

At the end of each school year, all students will take the C.A. T. Knowledge and Basic Skills for a post-test to measure each individual students and the schools academic progress annually. Even low performing students would be expected to advance one grade level. A brochure is being prepared to provide parents with a

14 19

APPLICAnON

prospeclUS of!he Eagle Project Charter which will include enrollment criteria, facilities, the academic program, staffqualifications, discipline. etc.

QUESTION:" Do the teaching styles vary to meet the diferent needs of the class?" This question should ask, "Do the teaching styles vary to meet the diferent needs of each individual?" Lets remember that the foc'us is not on TEACHING but on LEARNING in the LEARNING CENTER. It is not on 'the class' it is on each child. Because children are diferent most teaching in the LEARNING CENTER is one on one and the teacher is able to get acquainted with each student by daily interaction. The teacher is not busy with academic mateial; the teacher's time is involved in "engagement with the child." This permits a real interaction with the pupil diferences: with each child's learning variables. So the learning style is with each child and does in ~act vary with each child as the teacher becomes acquainted with these variables. This permits dealing more effectively with the variables in an inner-eity population for at-risk youtb. QUESTION: "Is the curriculum culturally inclusive and respectful?" The base of the material is primarily traditional historic western values. This includes an attempt to disallow any prejudicial presuppositions and any negative presentations that would permit anyone to experience even the slightest demise of self esteem. The curriculum is now in tbe process of revision to update by adding quotations and more current cultural leaders statements as a motivator to inner-city youth: to give a greater sense of self respect and appreciation for multicultural integration.With the teaching of tbe following 60 IDEAL CHARACTER TRAITS integrated into the curriculum, tbey motivate the children to be better citizens in any culture and to show respect to every other culture.

THE 60 IDEAL CHARACTER TRAITS

13. Creative 25. 49. ResponsibleI. Appreciotive Fearless 37. Merciful Secure2. Attentive 14. Decisive 26. Flexible 38. Observant 50.

15. Deferent Forgiving Optimistic 51. Self-Controlled3. Avoilable 27. 39. 4. Committed 16. Dependable 28. Friendlv 40. Potient 52. Sincere

5. Campossionate 17. Determined 29. Generous 41. Peaceful 53. Submissive

6. Concerned 18. Diligent 30. Gentle 42. Perseverant 54. Tactful

7. Confident 19. Discerning 31. Honest 43.. Persuasive 55. Temperate 20. Discreet 56. Thorough8. Considerate . 32. Humble 44. Prudent

9. Consistent 21. Efficient 33. Joyful 45. Pundual 57. Thrifty

10. Content 22. Equitable 34. Kind 46. Purposeful 58. Tolerant Truthful11. Cooperotive 23. fair 35. loyal 47. Resourceful 59.

12. Courageous 24. Faithful 36. Meek 48. Respectful 60. Virtuous

IS 20

APPLICATION

D. The CURRICULUM

The curriculum is the result ofa massive development in 26 years work ofabout 70 experienced educators,

approximately $65 Million investment on three editions. It uses a standard scope and sequence compared

concept by concept to include all the T.A.A.S. requirements under T.E.C. # 28.002. The SELF-TEXT edition is

now undergoing a revision for use in the public schools. The curriculum is a continuous progress, fuIl scope and

sequence, with out seam, from grade I thrugh High School graduation. The professional diagnostic tests are

drawn from the curriculum content concept by concept and principle by principle. A careful study has been

made to determine that the T.E.K.S. are covered in the curriculum. The style, method, and philosophy of the

curriculum is designed for at-risk youth. It is indeed tied to the vision. All children, even those with disabilities

work at their own pace and can get extra help personalized to their own need whenever they call for help.

E. DISCIPLINE

As was previously stated when the student makes application to the school the

parents are interviewed along with the student. Both are required to sign a contract

(APPENDIX.) The child must agree befor his parents that he will obey the rules or will

not be permitted to remain enrolled. A violation of the rules will invoke disciplinary

action that would provide the student with a hearing and due process.

IV. PRE-TEST, POST-TEST, RESULTS AND ACCOUNTABILITY

Every child enrolled wiIl be pretested on C.A.T. and T.A.A.S. and diagnostically tested for curriculum level prescriptions as described under section III. This is one of the great strengths of the program and makes it most adaptable for at-risk students. The curriculum is a continuous progress full scope and sequence; it is without seam, moves from grade level to grade level as smooth as from day to day. The professional diagnostic tests are drawn concept by concept and principle by principle FROM THE CURRICULUM to give an exact measure of where each childs exact point oflearning and his unknown come together in relation to each subject. At the end of the year the tests. will be given again and all results made public by year end. Since the main objective of enrollment is to remediate At-Risk, Adjudicated Youth and Dropouts, the preeminent value and testing is not where the student is, but how much real learning progress he makes and how soon he can be raised to grade level and/or ready to graduate. It would be therefore difficult to presume to establish the T.A.A.S Achievement goals under T.E.C. chapter 39-B as a standard grade level according to chronological age for all students. As stated under section 111, a minimum of one grade level and achievement would be the achievement objective for the Eagle Project for each student for the first year.

--Daily Achievement wiIl be posted in each child's office.

-Congratulations slips will be sent to parents on each pac completed.

--Test scores ofeach pac completed will be posted on each child's permanent record and quarterly

progress report sent home to parents. -Parent Teacher meetings wiIl be conducted in January to specificaIly discuss each child's progress,

deficiencies, etc. -Pre and Post test C.A. T. and T.A.A.S. results wiIl be posted on the permanent record card. -Post testing wiIl be given on C.A.T. at end ofyear. --T.A.A.S. tests will be given to all students working in curriculum from the 3rd to 8th level. "'--C.A.T. and T.A.A.S. results will be reported to the T.E.A and S.B.O.E. with in 2 weeks of testing or

within 2 days of return ofaIllests graded out ofhouse. --Each child's final results will be discussed with each parent who requests a meeting with the school

16 21

APPLICATION

principal. --All school results in skills of reading including speed and comprehensive reading results in the

Readmaster will be posted and reported to the TEA and SBOE. --- Children must maintain attendance standards in order to remain in the learning center. ---80% learning minimum standard or students must repeat the lesson, there is noadvancment without

learning.

-- A variety ofmethods ofassessment are used.

v. GEOGRAPIDC AREA AND STATEMENT OF IMPACT

The Geographic Area to be served by the Eagle Project is the Abilene Independent School District focusing on Abilene High School. The neighborhood ofthe surrounding communities are about 35% Hispanic and Black which average about 60% at-risk from the lower middle class families of the Abilene socio-economic ladder. Whites who make up the remaining 65% are 42% at-risk. That totals almost half ofthe students who need this kind ofhelp. The Eagle Project will use a facility in the vicinity of the High School and get most of its students from that school from this great number ofat-risk students.

Statement of Impact letter was sent out on July 3rd, (copy found in the Appendix) to the Abilene Independent School District stating that the Eagle Project is open-enrollment for approx. 50 at-risk students. The letter was mailed out registered mail return receipt requested. Copies of same are found in the Appendix. See map ofthe location ofthe local high schools and the other available facilities in the APPENDIX section labeled FACILITIES.

VI. ENROLLMENT CRITERIA The enrollment policy for Eagle Project is for all children who live in the geographic area ofthe school district as

specified in # V above and for those who qualitY under T.E.C. 12.1011 (a) (2) (75% rule.) All at-risk, Adjudicated, Dropouts, Special Ed., L.E.P., Dyslexia, etc .. No student will be discriminated against on the basis of sex, national origin, ethnicity, religion, disability, (The personalized Eagle Project is especially superior for visually and hearing impaired children and even some Downs syndrome graduate with an 8th level of learning) academic or athlete ability, ofthe district the child would otherwise attend. A child will not be refused admission for having a criminal offense or a juvenile court adjudication, or discipline problems under Sub Chapter A, Chapter 37. These students will be handled in a different category administratively and will be counseled and enrolled on probation with the understanding that violation ofschool rules means expulsion. Students will be required to attend the 180 days of school with out missing--or make up the day in the Learning Center on Saturday or an extra hour each day for a week for any day missed. Tardiness is made up for by sacrificing breaks, or loss of Learning Center privileges. Students will participate in rule making and sign a pledge to support them.

VII. STAFF QUALIFICATIONS AND TRAINING All staff will be selected on the basis of profeSSional training; College or University Degrees, personal character, reputation, example in attitude and development, experience at working with age levels of student enrollment. Elementary level certification will be preferred and high school subject majors will be given preference but certification is not required. A one week training course in the Academic Program will be provided the week before school opens. Staff, including one paraprofessional for each teacher, will be trained in every detail of "Controlled Progress Motivated Learning," the Seven Laws of Learning, Diagnosis and Prescription for each child and step by step through all learning center procedures with hands on instruction.

In-service training will be provided on a regular day to day basis as staff achieve proficiency in working with students on an individual basis establishing and maintaining learning progress for each student.

17 22

APPLICATION

4. MATERIALS AND EQUIPMENT PRICE LIST (for a learning center 0(25)

lIEM OJIANTITY GRAPES 1-6 GR APBS 7-12 hruihlre* Scotina Station 1 $2,000.00 $2,000.00 Tcachcr'a Station '.I 3,000.00 3,000.00 Tcatina Table w/6 Chain 1 415.00 415.00 SlUdeDt Ot!icc w/Chair 25 8,750.00 8,750.00 Media Station (3 CampuICt OIl'IGCI wI3 Qain) 3 1,650.00 1,650.00

Equlpmcat ad Computer Barelwan·: vea UI4 Monitor (for Vidcophonica) 1 500.00 I.ocIciJIs File CabiDct 1 175.00 175.00 SIIDcIanl IBM-compatiblc Computer 5 7,500.00 7,500.00

willi CD II1II floppy clriYCI tor t.miD& CcaICt

.... II1II wicIu-a

SlIDcIanllllM-compatiblc Computer 1 1,500.00 1,500.00 ,tor LcanriDa CaICt,Maua.-l.....S)'IIIIII

SIIDcIanl IBMooCompatiblc Computer 8 12,000.00 Uppdcd 10 IUD CYI--. MininRD

iplCriflcllionllMllllled _ ,.,DX-'0 QIU,

40Mb RAM, 1M l'IosoII1 Drift, 1100Mb HMI

Drift, lPl2SIlO ....AmpIiliaf SpcaUd

~ 'lICk, SVOA Cud, IOI·x.yEnblnced

te.yboInI, CD-ROM kpullion Sq, MOIIIIo

DOS 6.2, p\III CYI CoaveniGa Kit

Wtim,cdia CVI Conversion Kit 8 6,847.20

Computer Software Word Buildins Tata CD-llom* 1 360.00 360.00 Rc·dmaatcr Kit* 1 252.00 252.00 Rndm~S~tD~ ~ 101.25 101.25 Man'sClDClll Rcc:on1 S~tcm* 1 297.00 297.00 Math Buildcr* 1 170.06 170.06 WordBui1dcr* 1 156.87 156.87

89.90 .~W* 1 89.90

CurrlculumlNoDcurrlcullUD • Core (60 PACEslStlldcntIYar) 25 3,400.00 4,025.00 Auw« Xey Seta* 1 500.00 500.00 ABC. Kit (Lcamins-to-R.cad Prosram)* 1 225.00 Vidcopbonica Kit* 1 234.00 234.00 Math Vidcoa* (Ala. I. Ocom., &'Ala. IX Councs) 1 1,215.00 Sc:icncc Vidcoa* 1 1,980.00

(Bioi.. Ph)'. Sci., Cbem., &. Ph~ Cowsca)

Resources omGC Supplica 200.00 200.00 Basic School Forma 65.00 65.00 Diapoatic Teall 31atudcnt 375.00 375.00

2S0.00 250.00AchicvcmcnllAptil\lde Teall 2S FIlS Set (NatiODll, State)* 25 42.75 42.75 SII1fTrainins Materials (Iocal)* each admanbel' 100.00 100.00 WorldOlobe- 1 ~.OO 25.00

IS -ODe-Time Cost

23

http:1,980.00http:1,215.00http:4,025.00http:3,400.00http:6,847.20http:12,000.00http:1,500.00http:1,500.00http:7,500.00http:7,500.00http:1,650.00http:1,650.00http:8,750.00http:8,750.00http:3,000.00http:3,000.00http:2,000.00http:2,000.00

APPLICATION

VIII. FINANCIAL PLAN: BUDGET PROJECTIONS

THIS APPLICATION CONTAINS 2 BUDGETS. Section A provvides the actual expenses for a learning center for 25 students; all costs are identified by the name of the item on this page and the next 2 pages. The second budget is from the "GUIDELINES" and is obviously for a much larger school. No explanation is given for the terms "Function Code" or "Object Code" and in 17 catagories which mayor may not apply to this one room 'learning center.' Budget accuracy can best be achieved over a period of time in a particular facility with a known program and an experienced staff. These following figures represent a projection based on figures used to operate this particular program in various locations and under varying circumstances. The following figures represent upli'ont costs in preparation of the facility, purchase of equipment ordering of curriculum and materials day to day administrative costs -some of which must be amortized over the 3 year period. For additional information on how budget is adapted, see notes below section A:

A. COST BREAKDOWN EAGLE PROJECT BUDGET:

.

1. Learning Center cost per 25 students ( condensed)

a. Furniture for grades 1-6 ..................................................................... 525,000.

Furniture for grades 7-12 ................................................................... 544.000.

b. Computers and software (9 elements) ................................................ SI9.500.

Co Core Curriculum (approlL 90 Pacs per year eacb ) .......................... S 5.500.

d. 25 Diagnostic Tests ............................................................................ S 400.

e. 1 Video Pbonics Kit. ........................................................................... S 234.

t 3 Readmaster Kits ............................................................................. S 850.

go 1 Large screen video player............................................................... $ 1,000.

h. 1 Typemaster set ................................................................................ $ 90.

L High-scbool math and science videos ................................................. $ 3.200.

j. Miscellaneous Resources ..................................................................... $ 1.050.

2. RENT for 25 students at approx. $45 per mo. per student:

a. Annual cost............ ........................................................ $ 12.000

b. Monthly ............................................................................................... SI.200

3. Administration and staff

a. Eagle Project Application Costs: (one time.first year) ...................... $10.000.

b. Eagle Project In-Service training and financial administration

............................... $ 1.000 per month ................................................ Sl0.000.

Co Principal. annual salary...................................................................... Sl0.000.

d. Vice-Principal, and senior teacher..................................................... $36.000.

(one per 25 students at $30.000 each)

e. Curriculum Development and adaptations ........................................ 520.000.

f. Guidance Counseling. diagnosis and prescription at 100 each .......... S 2.500.

g. Computer Services and Maintenance................................................. S 6.000.

h. Facility lease. annual .............................................................................___

i. . Total Debt Service over 3 years.......................................................... S25.S80.

j. Annual Audit ....................................................................................... S.___

18

24

APPLICATIONT.E.A. "GUIDELINES" BUDGET:

SUMMARY FOR ONE "ffiGH-TECH LEARNING CENTER"

Budget Worksheet for Charter Schools: Year One

Overview

Net Assets at Beginning of Year

Estimated Revenues: Local Sources State Sources Federal Sources Other Sources

Total Estimated Revenues

Estimated Expenses: Payroll Costs Professional and Contracted

Services

Supplies and Materials

Other Operating Costs

Debt Expense

Total Estimated Expenses

Gains Losses

Change in Net Assets

Net Assets at End of Year

Object Code

~ It2U, 0190)

6100 4&,O()() 6200 -1-Z1,OOD

6300 I;), 3.216400 6500

75,000,1- 000 , .

7950 8950 4- g' Q QO

j

Total

t 35.000 s

tt /35, O(!)t:J•

+~'S( O~6 - ~ r (100

I

This will attempt to place expenditures in the requested slot. We are not familiar with the terminology as to how it is used, such as: 'Overview,' 'Function Code,' & 'Object Code,'and these words are not defined in the "Guidelines."

("GUIDELINES," Page 43-50) 43

APPLICATION

Charter School Budget Categories Expenses Function Object Code Total

Code Instruction: 11

Payroll Costs 6100 '$ 3tt~ OO/) Professional and Contracted 6200

Services

Supplies and Materials 6300

Other Operating Costs 6400

6500 1/3(,,0&0Debt Expense

Total Instruction

Instructional Resources and 12 Media Services:

Payroll Costs 6100 Professional and Contracted 6200

Services

Supplies and Materials 6300 ~~! 324

Other Operating Costs Nt

Debt Expense 6500

Total Instructional Leadership

School Leadership: 23

Payroll Costs 6100

Professional and Contracted 6200

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

d /I.Total School Leadership

4S

27

Charter School Budget Categories (Continued)

Function

Guidance, Counseling and Evaluation Services:

Payroll Costs Professional and Contracted

Services Supplies and Materials Other Operating Costs Debt Expense

Code 31

Total Guidance, Counseling and Evaluation Services

Social Work Services: (Optional) Payroll Costs Professional and Contracted

Services Supplies and Materials Other Operating Costs Debt Expense

32

Total Social Work Services

Health Services: AL 33 QR.jt p;.:,) I dPayroll Costs wrse

Professional and Contracted Services

Supplies and Materials Other Operating Costs Debt Expense

Total Health Services

Student Transportation: 34 (Optional)

Payroll Costs Professional and Contracted

Services Supplies and Materials Other Operating Costs Debt Expense

46

APPLICATION

Object Code Total

6100 6200 i 2·QoOi 6300 6400 6500

1/ 5; O{)O

6100 6200

6300 6400 6500

;1/, /f.

6100 11000 6200

6300 6400 6500

1f~"oo,

6100 6200

6300 6400 6500 28

APPLICATION

dA.Total Student Transportation Food Services: (Optional) 35

Payroll Costs 6100

Professional and Contracted 6200

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

iiII-.Total Food Services

47

29

APPLICAnON

Charter School Budget Categories (Continued)

Function Object Code Total Code

Co-curricular/Extracurricular 36

Activities: (Optional)

Payroll Costs 6100

Professional and Contracted 6200

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

IV. A.·Total C~ currlcularJExtracurricular Activities

General Administration 41 (IOocx!)Payroll Costs 6100

Professional and Contracted 6200 ,If. .2b,OQQ

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expens.e 6500 t. ~,QOQ

'$ J..JI fJ ()()Total General Administration , Plant Maintenance and 51

Operations:

Payroll Costs 6100

Professional and Contracted 6200 1!.t.. 2I a~t)

Services : FQ.t;.j' I J.:t «.e",f

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

t 12(. ~~OTotal Plant Maintenance and

Operations

Security and Monitoring 52

Services:· (Optional)

Payroll Costs 6100

Professional and Contracted 6200

Services

48

30

APPLICATION

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

Total Security and Monitoring Services

Data Processing Services: . 53 Payroll Costs 6100 Professional and Contracted 6200 t If, l2 00

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

it ~(()OOTotal Data Processing Services

49

31

. APPLICATION

Charter School Budget Categories (Continued)

Function Object Code Total Code

Community Services: (Optional) 61

Payroll Costs 6100

Professional and Contracted. 6200

Services

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

Total Community Services '. -.

Fund Raising: (Optional) 81

Payroll Costs 6100

Professional and Contracted 6200

. ·Servlces

Supplies and Materials 6300

Other Operating Costs 6400

Debt Expense 6500

7

Total Fund Raising •

TOTAL EXPENSES (All 1/ [~~! 000 Functionsl

AS MENTIONED PREVIOUSLY OUR C.P.A. WILL PROVIDE A

STANDARD FORMAT FOR THE FINANCIALS OF TIllS CHARTER

AND WILL RENDER A YEAR END CERTIFIED AUDIT IN THE

REQUIRED FORMAT TO TIlE SATISFACTION OF TIlE T.E.A.

PLEASE NOTE THAT ANY MONIES LEFT OVER WILL BE

INVESTED IN A IDGH-TECH C.D. CURRICULUM DESIGNED

SPECIFICALLY FOR AT-RISK INNER-CITY YOUTH. A

PROTOTYPE OF TIDS CURRICULUM IS ALREADY COMPLETED

AND DEVELOPMENT HAS ALREADY BEGUN. INVESTMENT BY

THIS CHARTER IS LISTED ON PAGE 18 UNDER CURRICULUM

DEVELOPMENT AND LIKEWISE ON PAGE 44.

Following on page 19 is a list ofthe actual items used for a learning

center of25 students. A summary for 50 students is on page 20.

so 32

· APPLICATION

APPENDIX

34 24

I

.. LAY OUT OF A "HIGH-TECH LEARNING CENTER" APPLICATION Approx. 2500 sq. ft .

....--1"-1·--------42·--------·~1

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L,-35

.

,. '. APPLICATION , .

, ...

"IDGR-TECH LEARNING CENTER"

Furniture: "Offices" for 3 students

'.

'1'bo fouowins illustration is a media station and/or three offices for aHiah-Tech Lcamins Center which win havo a computer (or tNery student, or for every atudcat in a specific area. or for tNery student ota certain age (high school. for example).

..

\

36

APPLICATION

GREAT )tPEGTAT/ONS MARKET/Nfl, IN&.

9202 West Royal Lane Irving, Texas 75063

Phone (972)929-2900 FAX (972)929-0~50

TO: Charter School Selection Committee

Texas Education Agency

Austin, Texas

I served 34 years as a Superintendent of Schools in Texas with a total of 39 years in the public schools. I helped pioneer the efforts to address the needs of the high at risk students during my career. This is well documented in the school districts in which I served.

I have long been convinced that individualization is the most effective method of helping the at risk student. I have had the opportunity to work with establishing a program of individualized education in Russia and several countries in Africa. In each case it proved to be very effective.

The program of which I speak is also in effect in the Carrollton-Farmers Branch ISO. It has been very effective with the adjudicated students which were assigned to the program.

The program I have referred to above is the basis for this Charter School Proposal. I have known Dr. Don Howard, the designer of this program, for over fifteen years. I have worked with him to implement this program in various countries around the world. I highly recommend this program and will be a part of its implementation.

I ask for your favorable consideration of this proposal.

Sincerely,

~11//.#I~Forrest E. Watson, EdO. CEO Great Xpectations Marketing, Inc.

37

APPLICATION

Linus D. Wright

7315 Lane Park Court

Dallas, TX 75225

January 8, 1998

TO WHOM IT MAY CONCERN:

RE: Endorsement of"Eagle Project"

The City of Dallas and the Dallas Public Schools are in dire need of an educational model for at-risk young people of all ages and backgrounds. Most at-risk students function best in a small one-on-one environment where teachers can give individualized attention. Too many "difficult to teach" young people slip through the cracks in our public school system and then find no place as productive citizens. Unless we can alter their downward spiral, many will find themselves on welfare or worse, in prison.

The purpose and vision of the "Eagle Project" is to establish a high-tech learning center that will diagnose and prescribe individualized curricula, the results of which can be measured in terms of academic achievement. The "Eagle Project" is a Texas based 501c.3 organization, committed to educational reform, that has been highly successful in over 7000 private schools throughout the world since 1970.

Enrollment will be open to all grade levels - to those with special needs of whatever kind. There will be no discrimination. "Eagle Project" is a program that provides skills remediation in reading, math and language arts and proposes to bring most students to age-appropriate grade level by the end of the first year. Students will be required to attend school 180 days each year, making up any absences after school hours and/or on Saturday. Tardiness will be followed by loss or privileges. Students will participate in the development of rules and regulations and will pledge to support attendance and discipline policies. All staff will be selected on the basis of professional training, college or university degrees, personal character, reputation, attitude and experience.

Cooperation and coordination between the Dallas Public School and School Reform, Inc. will thus bring about success for at-risk students. Dallas needs a model of high-tech individualized mastery learning integrated with character development and traditional values. The project has in other schools demonstrated that students can learn. South Dallas parents welcome "Eagle Project" into their neighborhood. They cannot believe that someone is willing to accept the challenge where everyone else has failed. The concept has been successful for 27 years, and there is every reason to believe that it will be successful in South Dallas.

Sincerely,

U""' ~righ(-y("'~ 38

AilR. 10, l~t.;b

[Jil,...AL.n ". HO~~~C, PH.lI. 17q7 S. V_L.LLY PAkK~AY L=~I'~lLLc ,TX 7~Ub1

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• 5 ~ ~0;pl)~&rIO\, rev ~~L 5U~JfCT TO STATL TAX LA~~. SC~E NUN-PROFIT C~~>uR~TI~~S s~c :Xf,'~T F~U~ Th" p.'"~~T IF fO.NCHIS[ TAXES AND M~Y AL~1 ~t E~~~P~ F~~~ THL ~AY"~\T UF ~ALr~ ANU USE TAX ON TH~ PU~CH'SE u~ ~;.~,,·iL'- IT't'I~. IF YlIJ t=~l;L TII.\l ur,u[" TH~ LA~ Y'hli< CCR"(ilHTIuN IS ["IT'TL~0 Tv d" EA~"?T YJv ~U~T ~poLY TU T~l L1MPT~DLLEk CF puaLle ACl.IU"IT5 "v:? TM" rX~/'!"TJJlj. THF ScC"CT;lI

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~

APPLICATION

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Et.~L: ~nuCATI"Ili,\L K

ARTICLES OF INCORPORATION

. FILED·OF In the Office of the Secretary of State of T8lI8S

EAGLE EDUCATIONAL REFOM APR 031998 LEARNING SYSTEMS INC. !._corpo~~s Section

A NONPROFIT CORPORATION

The undersigned incorporator, Donald R. Howard, 1797 S. Valley Parkway,

Lewisville, Texas, 75067, being a natural citizen and person over eighteen yea ...

of age, sets forth the following Articles of Incorporation of the EAGLE

EDUCATIONAL REFORM LEARNING SYSTEMS: A NONPROFIT CORPORATION.

Article I.

Offices

Principal Office

1.01 The prinCipal office of the Eagle Educational Refonn Learning Systems

Corporation in the State of Texas shall be located in the City of Lewisville, County of

Denton. The corporation may have such other offices, either, within or without the

State as the Board of Directors may detennine or as the affairs of the corporation

may require from time to time. The corporation shall operate as a NONPROFIT

corporation.

41

APPLICATION

Registered Office and Registered Agent

1.02 The duration of the corporation shall be perpetual and it shall have and

continually maintain in the State of its origin a registered office and a registered

agent whose office is identical with such registered office as required by the Non

Profit Corporation Act and the address of the registered office is:

1797 S. Valley Parkway, Lewisville, Texas 75067

which may be changed from time to time by the Board of Directors. The name of

the registered agent is Donald Ray Howard.

ARTICLE II.

Purpose

2.01 The corporation is organized to develop educational concepts and structure

to enhance the learning experience of students in educational institutions, to train

teachers in the implementation of innovative educational concepts, to develop

and publish educational materials, and to engage in any other lawful act or

activity for which corporations may be formed under the Non-Profit status may

function and the corporation is to have no "members·.

42

APPLICATION

ARTICLE Ill.

Board of Dirrctors

General Powers

3.01 The affairs of the corporation shall he managed hy its Board ofDirectors. Directors

need not be residents ofTexas. As of the founding of the corporation, the three .

Directors shall be: Linus Wright L.L.D., Litt.D., 2200 Ross Ave., Suite 4500, Dallas,

Texas 75201, Forrest E. Watson Ph. D., 9202 W. Royal Lane, Irving, Texas, 75063,

and Donald R. Howard Ph. D. 1797 S. Valley Parkway, Lewisville, Texas, 75067.

3.02 The number of directors shall be at least three (3). Each director shall hold office

until he resigns or his directorship is terminated by a majority vote of the directors in

office, at which time a new director will be elected by a quorum of the directors.

Regular Meetings

3.03 A regular annual meeting of the Board of Directors shall be held without other

notice than this bylaw. The Board ofDireetors may provide, by resolution, the time and

place, either within or without the State for the holding of additional regular meetings of

the board without other notice than such resolution.

Special Meetings

3.04 Special meetings of the Board of Directors may he called by or at the request of the

President or any two directors. The person or persons authorized to call special meetings

ofthe board may fix any place, either within or without the State as the place for holding

any special meetings of the board called by them.

Notire

3.05 N:otice of any special meeting of the Board of Directors shall be given at least ten

days previously thereto by written notice delivered personally or sent by mail or by

telegram to each director at his address as shown hy the records of the corroration. If 43

APPLICATION

mailed. such notice shall be deemed to be delivered when deposited in the United States

mail so addressed with postage thereon prepaid. Any director may waive notice of any

meeting. The attendance of a director at any meeting shaH constitute a waiver ofnotice

of such meeting. Neither the business to be transacted at. nor the purpose of, any regular

or special meeting ofthe board need be specified in the notice or waiver ofnotice ofsuch

meeting, unless specifically required by law or by these bylaws.

Quorum

3.06 A majority ofthe Board ofDirectors shan con~titute a quorum for the transaction of

business at any meeting of the board; but ifless than a majority ofthe directors are

present at said meeting, a majority ofthe directors present may adjourn the meeting.

Manner of Acting

3.07 The act of a majority ofthe directors present at a meeting at which a quorum is

present shall be the act of the Board ofDirectors. unless the act of a greater number is

required by law or by these bylaws.

Vacancies

3.08 Any vacancy occurring in the Board ofDirectors and any directorship to be filled

by reason of an increase in the number ofdirectors. shaH be fiHed by the Board of

Directors.

Compensation

3.09 Directors as such shall not receive any stated salaries for their services, but by

resolution ofthe Board of Directors a fixed sum for expenses of attendance. ifany, may

be allowed for attendance at each regular or special meeting ofthe board; but nothing

herein contained shall be construed to preclude any director ITom serving the corporation

44

APPLICATION

in any other capacity and receiving compensation therefore.

ARTICLE IV.

OFFICERS

4.01 The officers of the corporation shall be a Prcsident, one or more Vice Presidents

(the number thereof to be determined by the Board ofDirectors), a Secretary, a Treasurer,

and such other officers as may be elected in accordance with the provisions of this

Article. The Board ofDirectors may elect or appoint such other officers, including one or

more Assistant Secretaries and one or more Assistant Treasurers, as it shall deem

desirable, such officers to have the authority and perform the duties prescribed, from time

to time by the Board ofDirectors. Any two or more offices may be held by the same

person, except the offices of President and Secretary.

4.02 The officers of the corporation shall he elected annually by the Board ofDirectors at

the regular annual meeting of the Board of Directors. If the election ofofficers shall not

be held at such meeting, such election shall be held as soon thereafter as conveniently

may be. New officers may be created and filled at any meeting of the Board ofDirectors.

Each officer shall hold office until his successor shall have been duly electcd and shall

have qualified.

Removal

4.03 Any officer elected or appointed by the Board of Directors may be removed by the

Board of Directors whenever in its judgment the best interests of the corporation would

be served thereby, hut such removal shall be withou1. prejudice to the contracts rights, if

any, of the officer so removed.

45

APPLICATION

Vacancies

4.04 A vacancy in any office because ofdeath, resignation, disqualification or otherwise,

may be filled by the Board ofDirectors for the expired portion of the term.

President

4.05 The President shall be the principal executive officer of the corporation and shall in

general supervise and control all of the business and affairs of the corporation. He shall

preside at all meetings ofthe Board ofDirecfors. He may sign, with the Secretary or any

other proper officer of the corporation authorized by the Board of Directors have

authorized to be executed, except in cases where the signing and execution thereof shall

be expressly delegated by the Board of Directors or by these bylaws or by statute to some

other officers or agent of the corporation; and in general, he shall perform all duties

incident to the office of President and such other duties as may be prescribed by the

Board of Directors from time to time.

Vice-President

4.06 In the absence of the President or in the event ofhis inability or refusal to act, the

Vice President (or in the event there be more than one Vice President, the Vice Presidents

in order of their election) shall perform the duties of the President, and when so acting

shall have all the powers ofand be subject to all restrictions upon tbe President. Any

Vice President shall perform such duties as from time to time may be assigned to him by

the President or Board ofDirectors.

Treasurer

4.07 If required by the Board of Directors, the Treasurer shall give a bond for the faithful

discharge of his duties in such sum and with sllch surety or sureties as the Board of

46

· .

APPLICATION

Directors shall determine. He shall have charge and custody ofand be responsible for all

funds and securities of the corporation; receive and give receipts for monies due and

payable to the corporation from any source whatsoever, and deposit all such monies in

the name of the corporation in such banks, tnlst companies, or other depositories as shall

be selected in accordance with the provisions of Article V of these bylaws; and in general

perform all the duties incident to the office ofTreasurer and such other duties as ITom

time to time may be assigned to him by the President or by the Board ofDirectors.

Secretary

4.08 The Secretary shall keep the minutes of the meetings of the Board ofDirectors in

one or more books provided for that purpose; give all notices in accordance with the

provisions of these bylaws or as required by law; be custodian of the corporation records

and of the seal of the corporation, and affix the seal of the corporation to all documents,

the execution of which on behalf of the corporation under its seal is duly authorized in

accordance with the provisions of these bylaws; and, in general, perform all duties

incident to the office ofSecretary and such other duties as from time to time may be

assigned to him by the President or by the Board of Directors.

Assistant Treasurers and Assistant Secretaries

4.09 If required by the Board of Directors, the Assistant Treasurers shall give bonds for

the faithful discharge ofduties in such sums and with such sureties as the Board of

Directors shall determine. The Assistant Treasurers and Assistant Secretaries in general

shall perform such duties as shall be assigned to them hy the Treasurer or the Secretary or

by the President or the Board of Directors.

47

APPLICATION

ARTICLEV.

CONTRACTS, CHECKS, DEPOSITS

AND FUNDS

Contracts

5.01 The Board of Directors may authorize any officer or officers, agent or agents of the

corporation, in addition to the officers authorized by these bylaws, to enter into any

contract or execute and deliver any instrument in the name of and on behalfof the

corporation. Such authority may be general or confined to specific instances.

Checks and Drafts

5.02 All checks, drafts, or orders for the payment of money, notes, or other evidences of

indebtedness issued in the name of the corporation shall be signed by such officer or

officers, agent or agents ofthe corporation and in such manner as shall from time to time

be determined by resolution of the Board of Directors. In the absence of such

determination by the Board ofDirectors, stich instruments shall be signed by the

Treasurer or the President of the corporation.

Deposits

5.03 All funds of the corporation shall be deposited from time to time to the credit of the

corporation in such banks, trust companies, or other depositories as the Board of

Directors may select.

Gifts

5.04 The Board of Directors may accept on behalfof the corporation any contribution,

gift, bequest, or devise for the general purposes or for any special purpose of the

corporation.

48

APPLICATION

ARTIctE VI.

BOOKS AND RECORDS

6.01 The corporation shall keep correct and complete books and records of account and

shall also keep minutes of the proceedings of its Board of Directors and committees

having any of the authority ofthe Board of Directors. All books and records of the

corporation may be inspected by any director, officer or committee member or their agent

or attorney for any proper purpose at any reasonable time.

ARTICLEVn.

ADVISORY BOARD

7.01 The Official Board, by resolution adopted by a majority in office, may designate

and appoint members of an Advisory Board. Membership in the Advisory Board shall

not exceed ten in number and each shall serve for a period not to exceed one year from

the date designated by the Official Board. Members may be reappointed to the Advisory

Board at the discretion of the Official Board. Advisory Board members shall not hav