Mayor Bart Peterson The City of Indianapolis
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Submission to
Mayor Bart Peterson
The City of Indianapolis
July 2005
Proposal for the Establishment
of the
Mandela Leadership Academy
by
Ivan Douglas Hicks
on behalf of
The Mandela Board of Directors
952 West 28th Street
Indianapolis, Indiana
(317) 925-2672
“Education is the most powerful weapon which you can use to change the world.”
Nelson MandelaExecutive Summary
Many children do not see themselves in the lessons they are being
taught. Some never come to appreciate the uniqueness and blessing
of their own cultural history. There are many children that could
benefit from a school that not only teaches and embraces other
cultures, but celebrates their culture as well. It is by instilling in
students a healthy sense of self-worth and by impressing upon
them the notion of their intrinsic value that the Mandela Academy
seeks to cultivate leadership among the talented students of
Indianapolis.
The Mandela Leadership Academy is established with the purpose
of providing an excellent education for Indianapolis students. This
goal is to be met by catering to the needs of the child and the
parent, respecting them as partners in education. Intellectual and
physical space will be dedicated to creating a healthy sense of self
through cultural discovery, but the culture of others will be
celebrated as well. Global learners will develop into Global
Leaders.
Technology
In order to develop as global leaders Mandela students will not
only need access to the World Wide Web but they will need good
command of current and emerging technology. The Mandela
School will provide exposure to cutting edge technology to both
teachers and students. The use of technology will be encouraged
through regular staff in-service opportunities. Students will be
taught to explore, through research and will create with computers
both inside and outside of the classroom.
Culture
2An appreciation of the many cultures of our world is necessary in
the healthy development of self image. Mandela students will be
challenged to achieve excellence by tracing the ascension of
“Global Leaders”. As Indianapolis continues to grow into a more
diversely populated city, it is important to embrace every
opportunity to strengthen wide-spread acceptance and
understanding among all members of the human family.
Parents
The support of parents is essential in the development of Global
Leaders. Extra-curricular activities and parent teachers conferences
will be scheduled at times that are more convenient for single
parents. Parents will be represented on the Mandela Board
ensuring that institutional decisions reflect parental input.
Character Development
The true gauge of the success of the Mandela school is in our
ability to develop the character of the student that matriculates our
program. Students should leave Mandela convinced that being just,
moral, grounded, respectful and ethical are among the greatest
attributes a Global Leader possesses. As students are taught to be
leaders, they are also learning valuable life’s lessons about these
and other character gifts and graces, like honor, integrity, courage,
humility, community and responsibility.
Leadership
Mandela Students will be steered toward models of great Global
Leaders and will, for instance, be challenged to understand the
meaning and challenge of these words:
“Our Greatest Fear”
Nelson Mandela
3Presidential Inauguration 1994
_____________________________________________________
Our greatest fear is not that we are inadequate,
but that we are powerful beyond measure.
It is our light, not our darkness, that frightens us.
We ask ourselves, Who am I to be brilliant,
gorgeous, handsome, talented and fabulous?
Actually, who are you not to be?
You are a child of God.
Your playing small does not serve the world.
There is nothing enlightened about shrinking
so that other people won't feel insecure around you.
We were born to make manifest the glory of God within us.
It is not just in some; it is in everyone.
And, as we let our own light shine,
we consciously give other people permission to do the same.
As we are liberated from our fear,
our presence automatically liberates others.
Our Vision
The mission of the Mandela Leadership Academy is to prepare young men
and women with a solid foundation of basic academic and social skills
which will ensure success both at the secondary school level and for future
development in post-secondary education and/or the workplace. The
Mandela Board seeks to accomplish this through the creation of an
educational institution equipped with a rigorous curriculum, high quality
teachers, a critical thinking/problem-solving teaching strategy, and the
creation of a school culture that encourages and respects students, welcomes
parent involvement and treats and rewards teachers as professionals. The
Mandela Academy seeks to be known for our ability to transform the lives
students and for resolve to incite excellence within our community.
4The above stated vision/mission will be reviewed annually and measured
through the use of Student Standardized Test Scores such as the NWEA-
MAP Test, the ISTEP and other tests as represented in Section 3D. These
instruments, however, may or may not capture the informal, intuitive lessons
that our school will infuse within modules purposefully instilled to foster
cultural pride, leadership development and academic excellence.
The need for the establishment of a school that encourages cultural
expression, fosters leadership habits, and is proactive about training students
to thrive in a shrinking global community is clear. Our board submitted a
proposal for a charter school in 2001 and we were excited to have been
awarded on of the first four Charters issued in the State of Indiana by Mayor
Peterson. The Educational Management Organization we partnered with was
not able to execute the contract. Their inability to execute the contract
necessitated our relinquishing our charter.
Since then we have been seeking to provide another affordable educational
option in UNWA. The need over the past years has only grown more
obvious. Our original, successful application identified the demand for our
proposed school. We now submit with a non-profit educational management
partner, American Quality Schools. Their leadership and results make them
a great partner as we endeavor to challenge the children of our school to find
the genius and creativity within.
Because of lack of financial resources, most Indianapolis public school
parents do not have any option other than the Indianapolis Public Schools
(IPS) for their children’s education. Indianapolis Center Township is a low-
income community, with approximately 78% of the student population
qualifying for free/reduced lunches. IPS has a significant African-American
population of 69% and a growing Hispanic population that has increased
300% over the past three years. There is a significant class and cultural
divide between the majority of personnel of the IPS and the majority of the
parents. Parent participation in the schools is low. There is a high rate of
suspensions and dropouts in the public schools, and over 55% of the
students come from single parent homes. Establishing the charter school
gives parents a choice in public education.
5We are excited by the flexibility of a charter school in defining curriculum,
school culture, ethics, and the use of technology. Test score data provided by
IPS illustrates the need for the proposed charter school. At no point during
the past four years have more than 25% of the IPS eighth grade student
population been able to exceed the median score on norm referenced or
criterion referenced tests, for both math and reading/language arts.
Indianapolis Public Schools consists of a student population whose family
incomes are severely limited. Parents have no choice for their children and
are relegated by a myriad of factors to limited or no opportunity for exposing
their child to a non-traditional or alternative educational environment. For
most a manageable move within the district would be to a school that
produces similar results or they would simply acquiesce to the school’s
limited success by leaving their children in the school.
The Mandela Leadership Academy would be a public school option that
would attract students and parents that want to be in an environment that is
intentional about embracing and respecting diverse cultures. Last year,
Indianapolis Public Schools contained a diverse student population with
58% African-Americans, 28% White, and 10% Hispanic. 3% were students
categorized as multi-ethnic.
The website for the Indiana Department of Education shows that 88% of the
students receive free and reduced lunches. In 2003, 25.1% of all families on
welfare in the state of Indiana lived in Indianapolis. Unfortunately, the
statistics worsen for students living in the Indianapolis Center Township
community. At James Whitcomb Riley, a school in the area, 92% of the
students qualified for free lunches. That percentage does not include
reduced lunches.
Due to low incomes within an economic season that does not provide relief
for the poor, many parents are struggling to say the least. Unstable and
inadequate finances lead to transience among students. When parents are
unable continue paying their current rent, more affordable housing is sought
thus, they move to other areas. This produces higher mobility rates, which is
a hindrance to student achievement. Coupled with that, you have parents that
6consider themselves unqualified and feel themselves inadequate for
participating in their children’s education process. Research shows that
parents in low-income areas have dramatically lower participation rates than
those in higher income areas. With high free and reduced lunch rates, high
mobility rates, and low parent participation rates, it is no wonder that the
students are struggling to meet state standards. More to the point, parents
that are struggling cannot afford alternative educational options. The
Mandela Board seeks to afford an opportunity to those who do not have
means to otherwise attain it.
Since Indiana now offers the ISTEP for grades 3-10, the data allows for
following student achievement from year to year. Last year, the ISTEP was
only given to third, sixth, eighth, and tenth grade students. Nevertheless,
this year’s data provides an interesting look at the progress / digression of
last year’s third grade (this year’s fourth grade students) and last year’s fifth
grade students (this year’s sixth grade students). Among all racial groups
(Black, Asian, White, and Hispanic), the fourth grade students’ rate of
passing the test decreased in the Language Arts category. The same is true
of the results shown for seventh grade. Math holds only slightly better
results. Further, there has been a clear trend of decreased improvement for
students with each successive grade that they remained in the Indianapolis
Public School system.
Presently, American Quality Schools manages schools that are
demographically and culturally similar to the student population we will
serve. They have distinguished themselves as both innovative and
integrative not just with the Mandela Board but in their growing field,
Educational Management. A simple tour of any one of their 7 schools, all
located in this region, will confirm their effectiveness as they create
excellent learning environments for students in the States of Illinois and
Indiana. You can clearly see that this Non-profit EMO, American Quality
schools, cares that facilities are maintained, teachers are encouraged, and
student are truly learning.
Establishing a charter school that would cater to the needs of diverse
learners would give parents a choice in public education that satisfies both
quality and equality barometers. Learning will be fostered through a
7curriculum that teaches critical thinking skills and core knowledge concepts
that mesh well with state standards. Students will achieve individual success
though flexibility grouping, individualized instruction, coaching strategies,
cooperative learning, and Socratic discussions. Students will be exposed to
cognitive development strategies that stray away from traditional rote
memorization methods in an effort to help students to become excited about
learning.
The organizers have collected almost 200 signatures of parents with school-
aged children who are very supportive of the opening a school in UNWA.
Yet while the Mandela Academy will serve students primarily in
Northwestern Quadrant of Indianapolis, it is our expectation that parents and
students will find our campus both conscious and convenient as we are
located near Interstate 65 and Dr. Martin Luther King, Jr. Street, just a few
minutes from downtown Indianapolis.
As the information below illustrates, our design for a healthy school
involves cooperation with not just excellent management organization, but
the engagement of our entire community. Marketing activity for the school
will be a concerted effort and can be viewed as an opportunity to galvanize
our community around an issue no less important than the educational
salvation of our children. The information offered here will provide an
excellent foundation for establishing a quality school.
Goals
I. Academic Performance
A. All students will make yearly academic growth that will
result in their being at or above state of Indiana standards as
defined by the Indiana Standard Test of Educational Progress
by the time they graduate from the Nelson Mandela
Academy.
B. All students will acquire and successfully use critical
thinking and analytical problem-solving skills which will
prepare them to be life-long learners.
8Through regular teacher testing and evaluation, the ISTEP test, the NWEA-
MAP test, student portfolios and student-team oriented projects, the above
goals are measured throughout the academic year.
II. Organizational Viability
A. The Mandela Academy will operate as an organization with
clearly defined job descriptions and clear lines of
responsibility and authority. Conservative financial
management and full transparency will confirm our resolve
to institutionalize the Mandela Academy.
B. The Nelson Mandela Academy will operate on the basis of
the principles and concepts of Total Quality Management as
adapted to public school settings. Among the key concepts
here are:
i. Customer Focus
ii. Process Improvement
iii. Data-Driven Analysis as a Basis for Decision-making
These concepts have been utilized by our designated EMO, American
Quality Schools (AQS). The initiative is led by AQS President, Dr. Michael
J. Bakalis who also serves as a faculty member of the Kellogg Graduate
School of Management at Northwestern University, where he teaches
graduate courses in Total Quality Management as applied to school settings.
III. School Specific Objectives
The school specific objectives of the Nelson Mandela Academy are:
A. All students will become grade proficient in basic skills of
reading, writing, mathematical computation, computer literacy
and critical thinking/problem solving.
B. All students will develop a sense of self-worth.
C. All students will develop a sense of moral and ethical behavior.
9D. All students will develop a sense of reciprocal obligation to their
family, their school and their country (citizenship).
E. All students will develop an appreciation and tolerance for the
various viewpoints, races, religions and ethnic origins of our
multi-cultural nation.
F. All students will develop the knowledge, skills, work attitudes
and habits which will allow them to become productive
members of American and global economy.
Within each goal at each grade level, we will focus on the acquisition of
organized knowledge, the development of intellectual skills, and developing
an understanding of ideas and values. The afore-stated school specific
objectives reflect our belief that there are multiple purposes of education.
We believe that testing, assessment and accountability are essential but we
also believe that hyper-emphasis on reading and mathematics distorts the
true purpose of school. While test are broad-sweeping gauges, the individual
child and their ability to grow to be good productive citizens are variables
that standardized test make no attempt to consider.
Who We Are
The Mandela Board is a diverse group of faithful persons dedicated to the
education of the young people of our community. While this effort has been
spearheaded by Ivan Douglas Hicks, the pastor of the historic First Baptist
Church North Indianapolis, a board has been assembled that reflects the
diversity of our community and the mission of our school. First Baptist
Church has long agreed to partner with a school by providing both land and
love for a school that has been established as a separate 501(c) 3 entity.
Description of Founding Group
Below is a statement from members of the Board of Directors that
summarizes their experience, qualifications, relevant affiliations, and what
10they contribute to the founding group of the Nelson Mandela Academy. At
present there are no perceived conflicts of interest and individual board
member submissions will accompany the original of this proposal. Yet in the
body of this text it is our pleasure to present ourselves.
Ms. Tasha Gibson
“I can contribute to the Board of Directors is my strong belief in the
importance of cultural diversity in educational settings for youth.” Not only
do I believe that it is important for our youth to learn in a culturally diverse
environment, I believe it is essential that schools teach the importance of
valuing cultural diversity. I look forward to being a member of the Board of
Directors of The Nelson Mandela Academy”
Dr. Ivan Douglas Hicks
“As the pastor of First Baptist Church North Indianapolis, I will bring to this
project the commitment of my congregation and the love we have shown our
community for over 120 years.” Pastor Hicks has recently earned a Ph.D. in
African American Studies from the Temple University in Philadelphia,
Pennsylvania and brings to this project specific skill sets in the areas of
ethnography, social scientific inquiry and curriculum development. “The
Nelson Mandela Academy represents not only the vision of this pastor but
also reflects the hopes of our congregation and great possibility for the
community we serve.”
Mr. Joseph Slash
“I am a retired Vice President of Indianapolis Power & Light Company, and
a former Deputy Mayor of the City of Indianapolis. In both of these
capacities I have been the liaison with public education institutions. I have
also served on a task force that studied public school financing in the State
of Indiana, and I was a member and served as chairman of a task force that
was appointed by the Indianapolis Public Schools Board of Commissioners
to study the efficiency and effectiveness of IPS. I will bring all of these
experiences to bear as a member of the Board of the Nelson Mandela
Academy.” Mr. Slash currently serves as the President of the Indianapolis
Urban League.
11Dr. Kent Millard
“I have been Senior Pastor of St. Luke’s United Methodist Church in
Indianapolis since 1993. Prior to coming to St. Luke’s I was a pastor and
District superintendent in South Dakota for 25 years”, says Kent Millard. St.
Luke’s United Methodist Church one of the largest United Methodist
Churches in the nation with over 5000 members, average worship attendance
of 2600 on Sundays and 10 different worship services each weekend. Dr.
Millard has also served as a member of the Board of Trustees of Dakota
Wesleyan University in Mitchell, South Dakota for twelve years and remains
an honorary trustee. He is currently on the Board of the University of
Indianapolis and is the Co-Chair of Celebration of Hope. Celebration of
Hope is an organization that builds bridges of racial reconciliation through
Indianapolis congregations.
Aaron Spiegel
“In addition to being an ordained rabbi, I am the information technology
director for the Indianapolis Center for Congregations and am concurrently
president of ARS Productions, an information technology firm which I
helped found in 1982. I am also a founding member of the International
Federation of Rabbis and currently serve as a Vice President for this
organization. I will bring my experience with technology and with
organization management to my role as a Board member for the Mandela
Academy.”
Dr. Edward Wheeler
“I am a theological educator who has spent over 25 years as a teacher and
administrator. I have a clear commitment to seeing young people achieve
academically. I also have many years of experience dealing with the
administrative tasks that provide the context that allows students to succeed.
As a member of the Mandela Board, I will be able to with insight enter into
the conversations that the Board must have in order to achieve its noble goal.
I will also be able to help shape the goals for the school, develop plans and
policies that the Board will use for the school and help form procedures to
evaluate the progress of the institution.”
12Educational Services
I. Educational Philosophy
The mission of the Mandela Leadership Academy is to prepare young men
and women with a solid foundation of basic academic and social skills
which will ensure success both at the secondary school level and for future
development in post-secondary education and/or the workplace. By seeking
to expand the students’ understanding of their greatness, and the greatness of
the many cultures of the world, students will not only soar to academic
excellence but they will also be culturally sensitive citizens. The Mandela
Leadership Academy seeks to kindle intrinsic capacity for learning among
children and thereby incite excellence within our community
All children can learn and succeed in academic, social, and self-actualization
skills when they are properly educated through a combination of strategies
that focus on individualizing and differentiating instruction, in an effort to
meet the needs of the whole child. We are please to take this opportunity to
lay out the program that will serve as the framework for the holistic
education that will take place at the Mandela School.
II. Academic Standards
Reading
Reading Instruction will include the utilization of Socratic discussions,
phonics, whole-language, literal and figurative meaning, flexibility grouping
(temporarily grouping students based upon their understanding of the
concept), scaffolding, and teaching meta-cognitive strategies.
Math
Instructional methods for math will involve teaching computational skills
through the Saxon Math program, problem-solving techniques,
manipulatives, reasoning, and mental math. In addition to the techniques
that were mentioned, students will learn to apply math skills to every day
life on a daily basis.
13Students will be challenged with math problems that center on their lives
and cultures. This helps to make learning interesting, thereby increasing the
chance that students will retain the concepts. Science and Social Studies
classes will use a combination of Reading and Math instructional methods,
depending on the concepts that are being covered.
Based upon the results that we receive in our schools, our instructional
methods have been highly effective. The Thea Bowman Leadership
Academy is a prime example, within the state of Indiana, of the
effectiveness of American Quality Schools. The following bar graphs
provide evidence of improved student performance after students have been
exposed to our proposed curriculum.
0.52
Percentage Passing LA ISTEP
0.51
0.5
0.49
Series1
0.48
0.47
0.46
0.45
1 2
2004 School Year 2005 School Year
140.45
Percentage Passing Math ISTEP
0.4
0.35
0.3
0.25
Series1
0.2
0.15
0.1
0.05
0
1 2
2004 School Year 2005 School Year
Curriculum
Curriculum and Instruction Methods
We will use the proven model utilized by American Quality Schools in their operation of
inner-city schools populated primarily by at-risk, African-American and Hispanic
students. This model has achieved apparent success in raising student academic
achievement.
Utilization of the Core Knowledge Curriculum will be the instructional foundation. This
nationally developed and widely used curriculum will provide up to 40% of the
instructional program. The remaining 60% of the curriculum will be based on Indiana
Academic Standards.
Reading Curriculum
SRA’s Open Court is a research based reading program designed to teach reading and
writing simultaneously.
Targeted Programs For Special Reading Problems
• SRA’s Direct Instruction will be used with 10-15% of our students. This is a
reading program that specifically meets the needs of those who struggle with
phonics and comprehension.
• Corrective Reading Decoding provides a blend of teacher directed instruction and
high frequency practice to accelerate decoding. This intervention program
progresses from teaching letter sounds and blending to reading passages typical of
textbook material.
• Corrective Reading Comprehension is designed for students who read without
understanding. This program develops vocabulary, information acquisition, and
comprehension strategies that are needed for academic success.
15The Mathematics Curriculum
American Quality Schools uses Saxon Math as a primary tool for teaching math skills.
The results have proven to be phenomenal. The Saxon Math approach focuses on
incremental development combined with continual practice and review. Genuine
learning is demonstrated not only through the understanding of a concept but also
through the ability to apply that concept to new situations. Saxon’s primary mathematics
series is a “hands-on” success oriented program that emphasizes manipulatives and
mental math.
The remaining portions of the curriculum will consist of:
• Character Education / Character Development – Students will integrate the
Character Education traits into global issues of the past and those that concern our
society today.
• Multicultural Information and Appreciation – Our curriculum and school
programs underscore the uniqueness and importance of the many people of
diverse racial, religious, and ethnic backgrounds who give richness and value to
our society.
• Leadership Development – The leadership component of the curriculum is
integrated in academic subjects and in social issues. Students have the
opportunity to analyze, evaluate, and synthesize on a daily basis. Our curriculum
develops critical thinkers instead of students who are numb due to overuse of rote
memorization strategies. Socially, students will engage in peer mediation,
conflict resolution, discussions on global issues, and projects that incorporate
world affairs.
• Students will use technology in all subject matter. Students will become
comfortable using the internet for purposes of research. They will also use word
processing (Microsoft Word) and data processing (Excel) software packages.
This will be used in Reading, Language Arts, Science, Social Studies, and Math
classes.
• Before and After-School Programs will be provided to families for purposes of
convenience. These programs will be an extension of our regular curriculum so
that students receive top quality care and instruction, from our school, at all times.
Academic Standards/Exit Standards
American Quality Schools expects for all eighth grade students to read and perform
mathematics on an eighth grade level before proceeding to the next grade. Students must
also pass all classes. The classes include Reading, Language Arts, Mathematics, Science,
Social Studies, and any Special classes that are offered (Physical Education, Music, Art,
Library, Technology).
In addition to these requirements, eighth grade students must meet the following
standards before being promoted:
Standard 1 - Reading: Word Recognition, Fluency, and Vocabulary Development
16Students must use their knowledge of word parts and word relationships, as well as
context clues to determine the meaning of specialized vocabulary and to understand the
precise meaning of grade-level appropriate words.
Objective: Students will analyze idioms and other comparisons with at least 80%
accuracy.
Standard 2 - Reading: Comprehension (Focus on Informational Materials)
Students read and understand grade-level appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose.
Objective: Analyze text that uses proposition (statement of argument) and support
patterns with 80% accuracy.
Standard 3 - Reading: Literary Response and Analysis
Students read and respond to grade-level-appropriate historically or culturally significant
works of literature that reflect and enhance their study of history and social science.
Objective: Determine and articulate the relationship between the purposes and
characteristics of different forms of poetry (including ballads, lyrics, epics, odes, and
sonnets) with 80% accuracy.
Standard 4 - Writing: Applications (Different Types of Writing and Their Characteristics)
Student writing must demonstrate a command of standard English and the research,
organizational, and drafting strategies that are included in the writing process.
Objective: Write biographies, autobiographies, and short stories that:
• Tell about an incident, event, or situation, using well chosen details.
• Reveal the significance of, or the writer’s attitude about, the subject.
• Use narrative and descriptive strategies, including relevant dialogue, specific
action, physical description, background description, and comparison or contrast
of characters.
Standard 1 - Math: Number Sense
Students will know the properties of rational and irrational numbers expressed in a
variety of forms.
Objective: Read, write, compare, and solve problems using decimals in scientific notation
with 80% accuracy.
Standard 2 - Math: Computation
17Students will compute with rational numbers expressed in a variety of forms. They will
solve problems involving ratios, proportions, and percentages.
Objective: Add, subtract, multiply, and divide rational numbers (integers, fractions, and
decimals) with at least 80% accuracy.
Standard 3 - Math: Algebra and Functions
Students will solve linear equations and inequalities. They will interpret and graph
various functions. Last, they will understand and apply the concepts of slope and rate.
Objective: Solve systems of two linear equations using the substitution method and
identify approximate solutions graphically with at least 80% accuracy.
Standard 4 - Math: Geometry
Students deepen their understanding of plane and solid geometric shapes and properties
constructing shapes that meet given conditions, by identifying attributes of shapes, and by
applying geometric concepts to solve problems.
Objective: Use the Pythagorean Theorem and its converse to solve problems in two and
three dimensions with a minimum of 80% accuracy.
Standard 5 - Math: Measurement
Students will convert between units of measure, use rates, and scale factors to solve
problems. They will also compute the perimeter, area, and volume of geometric objects.
Finally, they will investigate how perimeter, area, and volume are affected by changes of
scale.
Objective: Convert common measurements for length, area, volume, weight, capacity,
and time to equivalent measurements within the same system with 80% accuracy.
Standard 6 - Math: Data Analysis and Probability
Students will collect, organize, represent, and interpret relationships in data sets that have
one or more variables. They will also determine probabilities and use them to make
predictions about events.
Objective: Design a study to investigate claims after identifying and evaluating the
necessary data.
18Indiana State Standards
The curriculum will be aligned with Indiana’s Academic Standards. AQS believes
that a clear set of standards outlines expectations for student learning and provides
a focal point for teachers in lesson planning. Teachers are required to include any
standards taught in their lesson plans and team leaders are responsible for insuring
that all of the standards are met. Clear expectations also provide the necessary
guidelines for educational decision making in purchasing programs and materials.
Because student achievement will also be assessed relative to Indiana’s Academic
Standards, it is important for AQS to identify and respond to problems in meeting
the learning targets. Careful analysis of assessments described in Pupil
Assessment by teachers and team leaders will enable AQS to make changes and
improvements in programs, resources and support.
Curriculum and Instruction Methods
We will use the proven model utilized by American Quality Schools in their operation of
inner-city schools populated primarily by at-risk, African-American and Hispanic
students. This model has achieved dramatic success in a short period of time in raising
students’ academic achievement. In its essence, the model consists of:
a. Utilization of the Core Knowledge Curriculum as the instructional foundation.
This nationally developed and widely used curriculum will provide up to 40% of
the instructional program. The remaining 60% of the curriculum will be based on
the Indiana’s Academic Standards.. Core Knowledge is a research-based sequence
of information that prepares children to be knowledgeable and critical thinking
individuals. The curriculum is rigorous and sets high standards for students.
Standardized test scores of at-risk students using this approach demonstrates that
students, when properly challenged, are fully capable of meeting the challenge.
b. SRA’s Open Court is a “research based” reading program designed to
teach reading and writing simultaneously. Open Court focuses on the foundations
for reading which include:
• Reading aloud
• Print awareness
• Phonemic awareness through oral blending and
segmentation
• Alphabetic principle
• Explicit systematic phonics and blending
• Fluency using decodable books for initial reading
experience
• Comprehension strategies and skills
• Spelling
• Writing
19Open Court also focuses on the goals of reading:
• Authentic literary experiences
• Learning through themes
• Inquiry and research
Learning units are tied to important concepts that call on students to make
connections across all areas of the curriculum and to acquire knowledge that can
be used beyond a single lesson. Each unit is organized so that a reading selection
adds more information or a different perspective to the students’ knowledge of a
concept. Throughout all units, the focus is on learning how to learn through
inquiry and research.
Reading, writing, discussion, research, and exploration activities are integrated
through lessons that evolve sequentially becoming increasingly complex and
demanding. Through individual, collaborative learning groups, and whole-class
activities, students are encouraged to bring their own experiences to the learning
situation and, through exploration, to gain deeper understandings. The student’s
responsibilities are to learn more, and to help classmates discover more about the
unit concepts.
Every lesson throughout the program emphasizes the combination of reading
skills, comprehension, and learning so that children acquire the tools they need to
read and then learn from what they read.
SRA’s Direct Instruction will be used with 10-15% of our students. AQS has
found that students in 3rd-8th grades, who are reading well below their grade level,
need a reading program that specifically meets their needs. This program is
designed for students who have not learned in other programs and do not learn on
their own – students who misidentify, reverse, or omit words; who have little
recall and limited attention span; who fail to remember and follow instructions;
and who read without understanding.
Corrective Reading Decoding provides a blend of teacher-directed instruction and
high-frequency practice to accelerate decoding. This intervention program
progresses from teaching letter sounds and blending to reading passages typical of
textbook material. Detailed data on performance allows students to monitor their
own improvement and experience success.
Corrective Reading Comprehension is designed for students who read without
understanding. This program develops vocabulary, information, and
comprehension strategies needed for academic success. This program give
underachieving readers the opportunity to develop higher order thinking and
reasoning tactics used by successful readers – applying prior knowledge, making
inferences, analyzing evidence. Lessons incorporate information from science,
20social studies, and other content areas to build general knowledge and develop
study skills.
The experience of AQS with Saxon Math has been exceptional. The approach
focuses on incremental development and continual practice and review.
Incremental development is the introduction of topics in easily understandable
pieces (increments), permitting the assimilation of one facet of a concept before
the next facet is introduced. Both facets are then practiced together.
The incrementalization of topics is combined with continual practice and review,
where all previously learned material is reviewed in every lesson. Topics are
never dropped but are instead increased in complexity and practiced every day,
providing time required for concepts to become totally familiar.
As concepts become familiar and the requisite skills become automated, learning
becomes a game at which students can succeed and through which they find
satisfaction and self-worth. The automation of fundamental skills frees students’
minds to consider the concepts on a more abstract level
Genuine learning is demonstrated not only through the understanding of a concept but
also through the ability to apply that concept to new situations.
Saxon’s primary mathematics series is a “hands-on” success oriented program
that emphasizes manipulatives and mental math. The series addresses the
multisensory approach to teaching and is designed for heterogeneously grouped
children. Children develop a solid foundation in the language and basic concepts
of mathematics.
The middle grades’ program consists of daily lessons that can be taught in fifteen
minutes or less. Teachers are encouraged not to lecture too long and to use class
time more effectively by students working on problems. Many of the skills in
mathematics take a long time to develop, and students must be given the
opportunity to develop and master these skills. Each problem set contains only a
few problems illustrating the increment presented in that lesson. The remaining
problems, which become increasingly more difficult as the year progresses,
provide practice of the concepts previously presented. Each lesson consists of
four components:
1. Practice of recall, mental math, and problem-solving skills
2. Introduction of an increment
3. Practice of the increment
4. Cumulative problem set covering all previous increments
The remaining portions of the curriculum will consist of:
1. Character Education- Through innovative material developed by
American Quality Schools.
2. Multicultural Information and Appreciation – Our curriculum
21and our school programs and celebrations will underscore the
uniqueness and value of the many people of diverse racial,
religious, and ethnic backgrounds who combine to give
richness and value to our society.
3. Leadership – Throughout the curriculum and daily activities of
the school, the concept of leadership will be central to student
learning and action. Our school will develop leadership
from 3 perspectives:
• Civic And Family Leadership
• Cultural Awareness
• Leadership In The Professions
Civic Leadership
Students at the Mandela School will participate in the civic leadership aspect
of the curriculum by:
• Studying the role and nature of governance, participation and civic
responsibility from kindergarten through eighth grade by studying
rights and responsibilities in the family, the neighborhood, the city,
the state and the nation.
• Each grade level will convene a “mini” legislature to debate and
decide, through teacher guidance, the expectations, rules,
obligations and responsibilities of the specific class along with
procedures for dealing with violations of those rules.
• An all school governing “legislature” made up of grades 5-8 will
be elected school-wide to establish student rules for the entire
school along with a “judicial” system to enforce those rules.
• Students in grades 7-8 will be required to work in teams on some
kind of “community service or improvement project”. They will
act as “learning consultants” to a civic organization or municipality
– identifying a problem to be addressed, researching the options
and presenting a written report of recommendations
Professional Leadership
• This component part of our leadership curriculum is directed toward
educating students about career awareness. Many students from the
Indianapolis community have had limited opportunities to experience or
have knowledge of various career options. Few have role models in the
professions to whom they can relate. Many suffer from underdeveloped
self-esteem and cannot conceive of themselves in certain settings or
professions. Through a structured career awareness program beginning
in kindergarten, our school would look at the essence of a variety of
career paths to which our students might aspire. Through study, guest
lectures, video, simulations and field trips we would expose our students
22to avenues of professional leadership they may not have dreamed
possible.
Assessment
Methods of Pupil Assessment
We believe that the goal of assessment is to provide information for
instruction. When the results of assessment suggest that students are having a
difficult time mastering a skill, the teacher should implement alternate
instructional strategies and materials. Because one assessment does not
provide a comprehensive picture of student growth and progress, we use a
number of different assessment components.
I. The Northwest Evaluation Association Measures of Academic
Progress (MAP) Test a nationally recognized norm- referenced
achievement test, will be administered twice annually to all students in
2nd through 8th grade. Students’ test scores are analyzed on a regular
basis to identify the skills and concepts students know in Reading,
Mathematics, and Language Usage, and what they need to learn to
keep growing, irrespective of grade level. We compare student
performance by monitoring the same group of students each year to
determine if growth is being made from year to year. In addition, the
MAP test as an instructional resource enables teachers to group
students with similar needs, develop individual learning plans,
communicate specific goals to parents and recognize academic
diversity across subject areas.
II. Miscue analysis is a reading observation that is an individually
administered, authentic assessment tool appropriate for evaluating first
or second graders’ reading skills. This assessment shows how students
process print and helps teachers understand whether the reader is
attempting to construct meaning or is just decoding sound-symbol
relationships. Students will be tested three times a year to document
growth in reading for accountability purposes.
III. The ISTEP or Indiana Statewide Testing for Educational Progress test,
a criterion-referenced test is taken by students in grades 3 through 6 at
the beginning of the school year to determine the students’ current
level of performance in Reading, Math, and English/ Language Arts.
These results assist in prescribing an individual educational program
for each student. The analysis that results from the scores lends
detailed information in examining the curriculum as it relates to the
Indiana Academic Standards. In addition, ISTEP scores help to
23identify best practices, and the implementation of special programs to
enhance student learning.
IV. SRA’s Open Court and Saxon Math publish a variety of assessments
within their programs in order to gather evidence of student
performance from a range of sources. These assessments are
distributed throughout the units of a given grade level so teachers have
an opportunity to engage in “continuous assessment,” diminishing the
likelihood that a student will fall behind without the teacher being
aware of it and having an opportunity to intervene.
V. Additionally, twice a year, we administer the Core Knowledge test.
This test is written by American Quality Schools based on the Core
knowledge Sequence. All teacher created assessments are also
reviewed and may be incorporated into this test. Projects and
performances are also required and contribute to 30% of students’
grades.
VI. Writing Portfolios are also required. Students, teachers and parents
are able to monitor students’ growth in writing. At the end of each
year, students choose their best work, representing their writing
achievement for that year, to remain in their portfolio. Portfolios not
only assist teachers in planning instruction, but also gives students the
opportunity to assess their own growth in the writing process.
VII Student report cards are issued quarterly throughout the school year
and parents are required to attend report card conferences at the end of
the first and third quarters to discuss their student’s achievement.
Report Cards include all subject areas taught but also contain specific
information in sub-topics pertaining to Reading, Language Arts, and
Math. This informs parents of their student’s areas of strengths and
weaknesses in critical subjects. Report Cards also alert parents as to
whether or not their student is reading at or above grade level.
All of the above assessments will provide the school with enough information
to determine that they are making educational progress and that student
learning is taking place.
Interested parties will also be able to track the school’s educational progress
by visiting the school’s web site and from press releases of ISTEP and
NWEA results.
24Support for Learning
The school’s academic programs and Management approach will be
accomplished through the implementation of a philosophy of continuous
improvement through the concepts of Total Quality Management (TQM). In
the field of education those concepts fall into four board categories:
• Customer Focus- We believe that schools and teachers do indeed
have customers. Those customers include students first, but also
parents, taxpayers, government officials and the business
community. Our goal is to achieve customer satisfaction in all
categories through constant assessment of our own performance.
• Process Improvement- We believe that, more often than not,
processes and not people are the cause of failure to achieve goals
and satisfy customers. Thus we seek continuous improvement of
processes and systems, which in any way hinder individual
achievement. And we believe that such process improvement can
only be achieved through the careful collection of relevant data.
Thus our management decisions are based on demonstrable facts.
• Leadership through Empowerment- We believe that the real
leadership is manifest when we chart the vision and goals for our
schools but allow qualified and talented administrators and
teachers to enthusiastically and creatively implement those goals.
Empowerment also means preparing students to make decisions
and assume responsible leadership roles as well as encouraging
parents and guardians to join with us as educational partners.
• Creating a Quality School Culture- We believe that one of our
major goals is to systematically work to create a “culture of
achievement.” Such a culture is one in which all students,
parents, teachers, and administrators internalize the genuine
belief that all can succeed, that excellence is everyone’s goal,
and that their school can be among the very best in the state.
(American Quality Schools President, Dr. Michael J. Bakalis, also is a faculty
member of Northwestern University’s Kellogg School of Management where he
directs the Total Quality Schools program, which teaches students the element of
TQM as it applies to educational institutions. He also works with elementary and
high schools to implement these practices and procedures.)
25Discipline Program
The Mandela Leadership Academy expects all students to conduct themselves in a
socially responsible manner. Disciplinary measures are used to maintain a safe and
orderly school environment, which promotes The School’s philosophy of providing a
college preparatory education for all students.
The School’s Discipline Code applies to the actions of students during school hours,
before and after school, while on school property, at all School sponsored events, and
when the actions affect the mission of The School. Students may also be subject to
discipline for serious acts of misconduct, which occur either off-campus or during non-
school hours, when the misconduct disrupts the orderly education process at The
Mandela Leadership Academy.
Each discipline case will carry its own merit and will be adjudicated according to the
facts accompanying the case. The School’s staff shall consider all mitigating
circumstances prior to disciplinary action. Mitigating circumstances shall include, but
are not limited to, the following:
• Age, health, maturity, and academic placement of a student
• Prior conduct
• Attitude of a student
• Cooperation of parents
• Willingness to make restitution
• Seriousness of offense
• Willingness to enroll in a student assistance program
In some cases the school’s administrative personnel may deem public service a necessary
component of the disciplinary action. Public service may include, but is not limited to:
repairing or cleaning property damaged as a result of the offense(s); participating in
landscaping, gardening and/or other projects aimed at beautifying school property or the
community; and/or providing services that improve the quality of life for community
members.
Each category of offense listed below has a minimum and maximum disciplinary
action associated with it. After considering the actual disciplinary violation and
factors such as those listed above, Academy staff shall determine the disciplinary
action within the minimum/maximum range to which the student shall be subjected.
CATEGORY I
These acts of misconduct include, but are not limited to, the following:
• Running and/or making excessive noise in the hall or school building or
premises
• Violating the dress code
• Persistent tardiness to school or class
26Students who commit any of these acts are subject to teacher-student conferences as the
result of a first offense and may, as a result of repeated violations and depending on the
circumstances, be subject to the maximum penalty of a one-day, in-school suspension.
As a supplement and/or alternative to suspension, school staff may require students to
complete between 1 and 8 hours of public service as commensurate with the seriousness
of offense(s).
CATEGORY II
These acts of misconduct include, but are not limited to, the following student behaviors
that disrupt the educational process at The School:
• Excessive truancy (Absence without just cause)
• Use of profane, vulgar or obscene words, gestures or other actions which
disrupt the school environment
• Insubordination (Refusal to follow orders, directions or stated school rules)
• Participation in acts designed to disrupt classroom or school activities.
• Repeated failure to follow state school rules and procedures
• Smoking on school property
• Acts that obstruct or interrupt the instructional process in the classroom
• Repeated refusal to participate in classroom activities or complete academic
assignments.
• Fighting or threatening any student or staff member
• Carrying of cell phones, pagers or other electronic devices
• Leaving the classroom without permission
Students who commit any of these acts are subject to one after school or Saturday in-
school detention and teacher-student conference as a result of a first offense and may, as
a result of repeated violations and depending on the circumstances, be subject to the
maximum penalty of a five day out-of-school suspension and teacher-parent conference.
The degree of the suspension whether in school or external, as well as length of
suspension, shall be determined by The School’s staff and/or Board. As a supplement
and/or alternative to suspension, school staff may require students to complete between 3
and 12 hours of public service as commensurate with the seriousness of offense(s).
CATEGORY III
These acts of misconduct include those student behaviors that very seriously disrupt the
orderly educational process in the classroom, in the school, and/or on the school grounds.
These acts of misconduct include, but are not limited to, the following:
• Assault on a student or any school employee (Assault is interpreted as an
attempt to do bodily harm to a student or to any staff member)
• Persistent refusal to follow stated school rules and procedures
• Arson
• Destruction of property
• Creating a false fire alarm
27• Repeated Category I and Category II offenses
• Possession of weapons
• Any act that endangers the safety of the other students, teachers or any school
employee
• Theft
• Trespassing
• Involvement in gang activity
• Sexual harassment or assault on others
• Use, possession, sale, or delivery of alcohol, illegal drugs, narcotics,
controlled substances, contraband or look alike contraband/drugs
Students who commit any of these acts are subject to a maximum ten-day, out-of-school
suspension and parent-teacher conference and may, depending on the circumstances, be
subject to the maximum penalty of expulsion. As a supplement and/or alternative to
suspension or expulsion, school staff may require students to complete between 6 and 30
hours of public service as commensurate with the seriousness of offense(s).
SUSPENSION AND EXPULSION
When a student’s misconduct results in the need to suspend or expel the student, the
following procedures shall be followed:
• Suspension Not Exceeding Ten School Days: Students suspended for ten
school days or less shall be afforded due process in the following manner:
The student shall be given oral or written notice of the charges against him/her; an
explanation of the basis for the accusation; and a chance to present his/her version
of the incident.
• Suspension In Excess of Ten Days and Expulsion: Students suspended for
more than ten school days and/or expelled as a result of gross disobedience or
misconduct shall be afforded due process in the following manner:
The School will request that the student’s parents or guardian appear before the
Mandela School Board of Directors, an appointed hearing officer, or a Board
representative. Such requests will be made by registered or certified mail and
state the time, place, and purpose of the meeting. In addition to advanced written
notice of the hearing, the student shall be afforded sufficient time to prepare for
the hearing, the right to be represented by counsel, the right to present evidence
and witnesses and school personnel. The expulsion hearing need not take the
form of a judicial or quasi-judicial hearing. In no event shall a hearing be
considered public. Further, at the discretion of the board the hearing may be
closed to those individuals deemed advisable, except the student, student’s parents
or guardians, the student’s attorney, at least one school official, and board’s
attorney at all times. Witnesses shall be admitted to a closed hearing to the extent
necessary to testify.
28The School Principal may suspend students with disabilities and cease educational
services for up to ten consecutive or ten cumulative schools days in one school year
without providing special education procedural safeguards. When school staff
anticipates a recommendation to an alternative school, a referral for expulsion, or
anticipates that suspensions may exceed ten cumulative school days, the following
regulations apply:
A. School staff must provide written notice to the parent or guardian that a
disciplinary action is being considered and the date of an Individualized
Education Program (IEP) meeting, which must be held within ten days of the
date of this misconduct.
B. The IEP team must:
1. Determine whether the misconduct is related to the student’s disability
by reviewing evaluation and diagnostic results, information from the
parent/guardian, observations of the student, and the student’s IEP and
placement. The behavior is not a manifestation of the student’s
disability if:
• the student was given appropriate special education
supplementary aides and intervention strategies; and
• the disability does not impair the ability to control behavior.
2. Review and revise, if necessary, the behavior intervention plan or, as
necessary, develop a functional behavior assessment and intervention
plan to address the misconduct.
3. Include in the IEP those services and modifications that will enable the
student to continue to participate in the general curriculum and address
the behavior so that it will not recur.
4. Determine the appropriateness of an interim alternative educational
setting.
If the student’s behavior is not a manifestation of the disability, school staff may apply
the School Discipline Code, taking into consideration the student’s special education and
disciplinary records. In no event, however, may the student be suspended for more than
10 consecutive or cumulative school days in a school year without providing appropriate
educational services.
If the student’s behavior is a manifestation of the disability, the student’s placement may
be changed to an appropriate interim educational setting for 45 days if the student carried
a weapon to school or a school function, knowingly possessed or used illegal drugs, sold
or solicited the sale of a controlled substance while at school or a school function, or is
substantially likely to cause injury to himself/herself or others.
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