dashmesh academy charter school proposal - amazon aws

Dashmesh Academy Charter School Proposal

Prospectus February 24, 2012

Submitted by Management Team of Dashmesh Academy

8300 E. Roy Street, Indianapolis, IN 46219.

Dasmesh Academy Charter School

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Application Form Charter Applicant Information Sheet Name of Proposed Charter School: Dashmesh Academy Charter School Proposed School Address (if known): 8300 E. Roy Street, Indianapolis, IN 46219 School District in which the School would be located: Indianapolis Public School Legal Name of Group Applying for the Charter: Dashmesh Academy Applicant's Designated Representative: Ram Singh Address: 10609 Patoka Road City: Indianapolis State: IN Zip Code: 46239 Daytime Telephone: (408) 667-3116 Fax (_______)________________________ E-mail address: [email protected] The proposed school will open in the fall of school year: 2013-2014 Other (please specify year)_______________________ Proposed Grade Levels and Projected Student Enrollment Year Grade Levels Enrollment First Year K-2 150 Second Year K-3 200 Third Year K-4 250 Fourth Year K-5 300 Fifth Year K-6 350 Sixth Year K-6 350 Seventh Year K-6 350 Maximum

K-6 350 Is this a single‐gender or co‐educational school? _Co-educational If single‐gender, please indicate who will be served by school: Girls_NA__ Boys__NA Are you planning to work with a management organization? Yes____ No_X___ If so, please indicate the name of management organization:____________________ Have you submitted this application to another sponsor? Yes ___ No _X__ If so, please indicate: Name of Other Sponsor:__NA_________________Date Submitted:___NA_____

Do you plan to submit this application to another sponsor before the Mayor of Indianapolis makes a final determination on your application? Yes __ No x__. If so, please indicate the name of the Sponsor: ___NA______________________________

Do you plan to submit this application to another sponsor before the Mayor of Indianapolis makes a final determination on your application? Yes __ No X__. If so, please indicate the name of the Sponsor: ____NA_____________________________ Have you submitted any other applications to a sponsor in the previous five (5) years?


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Yes _X_ No__. If so, please indicate the name of the sponsor, the date and the name of the school on the application. To the office of Mayor of Indianapolis- 2011 --------------------------------------------------------------------------------------------------------------------

EXECUTIVE SUMMARY

Effective curriculum, instruction and assessment do not happen by accident. They are the result of many people planning together, working together and sharing responsibility for the success of all students. American Gurdwara Council is a national organization catering to the educational and social needs of the community. The idea of Dashmesh Academy grew out of the activities of the American Gurdwara Council and a few other voluntary organizations involved in educating young children and holding summer camps for school students. These activities also included classes in math tutoring and providing assistance for SAT preparation. The Academy is currently being run by directors with a strong educational background who have been involved in the community for decades. Directors of Dashmesh Academy (DA) became keenly aware of the students falling through the cracks in a mega school of a small school district. A large number of students ended up in gangs and many got involved in drugs. A majority of minority students were the target of bullying and ridicule in schools. It was also found that minority English learners were not being well served by the system. This realization gave birth to the idea of a new school model to meet the specific needs of underserved population. This resulted in a move to set up a school that will fulfill the need and a charter school was the natural choice due the freedom of designing our own programs to fit the needs of target population. Our school model shall be organized on research-based and field tested methodologies and designed to meet the learning needs of a diverse population of students. Our instructional policy shall be based on the belief that every child can learn when provided with appropriate tools and friendly learning environment. Our goal will be to make education a community endeavor with the involvement of all stake holders - students, teachers, parents and community. We shall use innovative and proven instructional techniques using state of the art technology that foster peer learning atmosphere. Our curriculum shall be carefully aligned to the core Indiana state standards. Our objective will be to teach the whole child by inculcating certain universal moral values, in addition to academic subjects. Our emphasis will be on providing a nurturing environment by reinforcing these values that are a key to developing people of character. DA shall establish a robust process for recruiting and developing highly competent teachers. We shall work with Dr. Joshua Smith of IPUI Education Department to design professional teacher development programs that reflect research-based approaches to effective student learning, and organizational change to support on-going developmental activities. The program shall incorporate both discipline-specific and interdisciplinary approaches to teaching, assessment, and preparation for the real world. The program shall include explicit strategies for setting high expectations and meeting the diverse learning needs of all students. Teachers shall implement developmentally-appropriate practices to establish challenging learning goals and respond to the uniqueness of each student. According to Carlisle & Rice, effective teachers provide rationale, well-crafted

lessons, modeling, and demonstrations before actively involving students in practice and application opportunities. DA shall use Benchmark Education’s research-proven programs that


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include content-rich leveled books, differentiated instruction; intervention programs that help meet the needs of all kinds of learners.

DA shall encourage performance-based educational programs. Since the measurement of a child's school abilities is just as important as the teaching of those skills, DA shall use statistically reliable and practical means of measuring student skills in basic subject areas such as reading, writing, and arithmetic etc. This approach called curriculum-based measurement (CBM) has been found to be both a powerful assessment tool for measuring mastery of basic skills and an efficient means of monitoring short-term and long-term student progress in key academic areas. DA shall focus on designing student-centered environment that is very critical to learning. Through student-centered instruction, students can achieve independent thinking and the capacity to make educated decisions and value judgments (Brown, 2008, p. 5). The primary goal of student-centered classrooms shall be to help students become independent. Students shall be directly involved and invested in the discovery of their own knowledge through collaboration and cooperation with others. Students shall engage in experiential learning that is authentic, holistic, and challenging. Through the development of the meta-cognitive process, students will be able to reflect on their thinking. By keeping students at the center of their classroom, DA teachers shall facilitate, encourage and inspire students to seek out knowledge and to strive for understanding at a deeper level. Learning objectives and expected performance outcomes shall be clearly defined. Our core beliefs and high expectations shall be clearly communicated to the entire staff, students and parental community. Our vision is to create lifelong learners with a global perspective. They shall be equipped to take on the world challenges and contribute to the well being of our society and make a difference

Table of Contents

NARRATIVE Executive Summary 2 I. Vision ................................................................................................................ 5

A. Mission ........................................................................................................... 5 B. Need ................................................................................................................. 5 C. Goals ................................................................................................................. 9

II Who We Are

A. Management Team…………………………………………………………………13

III. Educational Services Provided A. Educational Model ..............................................................................................14 B. Curriculum.................................................................................................... 19 C. Assessment ........................................................................................................25 D. Special Student Populations ............................................................................ 26

IV. Organizational Viability and Effectiveness

A. Enrollment/Demand ...................................................................................... 28 B. Governance and Management ...................................................................... 29 C. Community Partnerships…………………………………………………… 36


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D. Budget and Financial Matters ........................................................................... 37 E. Facility ................................................................................................................ 37 F. Transportation …………………………………………………………………… 37

Appendix A: Leadership Information .................................................................................. 38 (Resumes, and memoranda (Background waivers included with the unbound original copy only) Appendix B: Bylaws………………………………………………………………………………51 Appendix C: Organizational Information 501(3) (C) letter......................................................61 Appendix D: Discipline Plan………………………………………………………………………65 Appendix E: Academic Standard...........................................................................................68 Appendix F: Curriculum Sample.……………………………………………………………… ..69 Appendix G: Enrollment Forms ………………………………………………………………….80 Appendix H: Letters of Support………………………………………………………………….82 Appendix I: First Year Cash Flow and Five-Year Budget ...(Please see separate file)…….86

I. Our Vision

A. Mission

Identity of Organizer Information Sheet P# 1 School Name Information Sheet P# 1 Age or Grade of Pupils to Be Enrolled Information Sheet P# 1 School Purposes I.A P# 5 School's Educational Mission I.A P# 5 School’s Educational and Organizational Goals I.C P# 9 Curriculum and Instructional Methods II.C P# 19 Methods of Pupil Assessment II.D P# 25 School Calendar II.A P# 18 Admission Policy and Criteria, subject to IC §205.5‐5 III.A P# 29 Plan for Compliance with any Applicable Desegregation Order III.A P# 35 Personnel Plan, including methods for selection, retention and compensation of employees III.B

P# 32

Arrangements for providing teachers and other staff with health insurance, retirement benefits, liability insurance, and other benefits III.B P# 35 Description of Organizer's Organizational Structure III.C P# 30 Description of Organizer's Governance Plan III.C P# 30 School Governance Structure III.C P# 30 School Management Structure III.C P# 30 Description of Staff Responsibilities III.C P# 32 Budget and Financial Plans III.E and III.F P# 37 Description and Address of the Physical Plant III.G P# 37


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Our mission is to provide innovative and creative educational choices for culturally diverse student population through an exemplary personalized learning program in a supportive, resource-rich learning environment with highly qualified teachers and well rounded rigorous curriculum. We are dedicated to excellence and committed to nurturing passionate lifelong learners that will become contributing citizens and independent thinkers.

We intend to create a positive environment conducive to learning. The school community shall model excellence in all things, including commitment to a core value system that cultivates and sustains strong character and appropriate behavior. We shall provide opportunities, support, and accountability for educating all children in partnership with their parents. Innovative and proven instructional methodologies and curriculum aligned to Indiana state standards shall form the basis of learning. Student learning experiences shall be related to real life and our surrounding environment. DA shall have certain core beliefs that are vital to our success. These core values include the following. Teamwork: We are one community working together. Respect: We believe in honoring our community and ourselves. Diversity: We believe that embracing our differences makes us stronger. Promise: We believe that everyone has excellence within and unlimited potential. Effort: We believe in working hard, working smart and doing our best. Integrity: We believe in strength of character, accountability and responsibility. Responsibility: We believe in being accountable for our actions. Confidence: We have faith in our capabilities and are self assured of our potential. Commitment: We believe in devotion to the cause of education. Persistence: We believe in diligence and determination to achieve our goals. DA’s Core Values shall be consistent and deliberately visible throughout the campus.

B. Need Our experience shows that children of new immigrants face unique problems in terms of new environment, language and culture. While the parents are busy working to put food on the table, unsupervised children become prone to the influence of gangs and drugs. Studies have also shown that minority students face bullying in disproportionately high numbers that adversely affects their school performance. Children who are victims of bullying can experience problems with their physical and psychological health, educational attainment and social development.

According to the data, Indianapolis School District (IPS) is one of the largest and one of the most poor performing school district in Indiana ranking 295th out of 315. The demographics of this school district are 55% African-Americans, 23% White, 16 % Hispanic and 5% multi-racial. 84% of the students receive free or reduced price lunch. Nearly 33,000 students are enrolled in this district. There are 62 public, 24 charter and more than 20 privates schools. The need for better educational opportunities is huge in this economically disadvantaged district. From the IPS data for ISTEP (3rd grade), it is clear that IPS students scored below the state’s average for public and non-public schools. Their scores fluctuated from year to year with no steady increase in achievement. There is a huge gap between the academic performances of IPS and the state. Comparison of STEP+ Performance in English and Math (3rd Grade)


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Year State IPS

2010 78 42 2009 62 46 2008 63 51 2007 64 49

ELL students are also falling behind white students in ELA as expected. ELA and Math scores are given below broken down by race. Scores of ELL (Spanish) Students in English Language Percentage ISTEP + Scores in ELA

Year White Black Spanish 2010 64. 54 51 2009 60. 52 49 2008 69 58 54 2007 75 63 59 2006 70 59 57

Scores of ELL (Spanish) Students in Math.

Year White Black Spanish 2010 71 50 58 2009 73 51 58 2008 69 58 54 2007 75 63 59 2006 70 59 57

1 Salmivalli, K. Lagerspetz, K. Björkqvist, K. Osterman, and A. Kaukiainen, "Bullying as a Group Process: Participant Roles and Their Relations to Social Status within the Group," Aggressive Behavior 22 (1996): 1-15.)

Dropout Rates School dropout data from various corporations clearly shows that Indianapolis Public School (IPS) Corporation consistently had the highest drop rate of all local corporations. Dropout Rates for Indianapolis School Corporations


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We shall strive to equip our students with both the moral and academic tools necessary to excel in today’s society. Our unique school environment shall have all the ingredients of an ideal learning environment which is free from bullying and drug influence and show sensitivity to foreign language and culture. Our school shall be designed to meet all styles of learning including auditory, visual, kinesthetic, social/ emotional learners and meta-cognitive learners. Our program shall specially geared to meet the needs of ELL and immigrant population at risk. DA’s educational programs shall have clear content expectations and thorough skill development in the areas of reading, writing and mathematics. Students shall be required to master these basic skills to build upon in advanced knowledge and higher learning. By offering programs that balance content and the development of the basic skills, children shall be offered the opportunity to build blocks for academic success. Special attention shall be given to serve students at the risk of failure, who will need a substantial increase in basic skills development in order to achieve academic success. To meet this need, we shall use tools and programs developed by using a “best practices” approach. Learning Environment We believe that a suitable environment is the foundation of the school. A child's development is directly linked to its ability to interact with its environment. Children develop an understanding of themselves through their interactions with events and materials outside themselves (Piaget, 1951). All environments have the ability to contribute or retard this process. Anita Old states that "the motivation to interact with the environment exists in all children as an intrinsic property of life, but the quality of the interactions is dependent upon the possibilities for engagement that the environment provides" (Olds, 1979, p.91).

For education to be effective, the environment needs to be conducive to learning, allowing the pupils space and time to interact within the learning and teaching process. Creating and maintaining stimulating learning environments can be achieved through effective classroom organization, interactive and whole school displays and a climate of innovation. Based on research, some elements of a good learning environment are given below.

Challenging and low stress learning environment.

Corp ID Corporation Name

Dropout

N

Dropout

Rate

Dropout

N

Dropout

Rate

5300 M S D Decatur Township 45 10.8% 42 10.4%

5310 Franklin Township Corp 74 13.0% 30 5.2%

5330 M S D Lawrence Township 76 6.2% 52 4.5%

5340 M S D Perry Township 58 6.8% 35 3.6%

5350 M S D Pike Township 57 8.5% 29 4.2%

5360 M S D Warren Township 111 11.4% 42 5.2%

5370 M S D Washington Township 22 3.0% 24 3.2%

5375 M S D Wayne Township 46 4.6% 32 2.8%

5380 Beech Grove City Schools 25 15.0% 6 4.0%

5385 Indianapolis Public Schools 652 29.8% 445 24.6%

2008‐09 2009‐10


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Ritualized and patterned positive teacher behavior influences performance Constant and varied exposure to new material encourages quicker and deeper learning Differentiated structures are necessary for effective individualized learning. Incorporate a range of teaching strategies within planning Environment should support pupils to become independent and active learners Adopt a collaborative approach when planning for children’s needs Good visual displays can improve recall and attention by up to 80% Equal opportunities form an integral part of the formal and informal curriculum A place where children's opinions and needs are valued A place where peace and gender equity are upheld and differences of class, caste and

religion are accepted A positive learning environment is inclusive, respectful and caring of all of its members. Education and the development of children and youth are the primary focus of schools. An inclusive curriculum, recognizing diversity and promoting respect, is needed to help

students resolve conflicts peacefully, learn about the law and acquire social and decision-making skills that contribute to the safety of their schools and communities.

Decisions are guided by a problem solving, not punitive, approach as well as by supporting and enabling all members of the community to participate and contribute.

Every member of the learning environment is entitled to natural justice; including due process that is fair, non-biased, proportionate, subject to appeal and that provides the reasons for the consequences.

Three levels of action are effective in maintaining positive learning environments. Prevention of all forms of violence should be universal, involving all members of the community. When intervention is requested, it should be progressive, constructive, supportive and transparent. Follow-up services should be utilized to ensure rehabilitation and to victims recover from critical incidents and crises.

Leadership training and professional development including knowledge of systems change is provided through long term development programs.

The school provided with adequate tools and resources (such as an integrated curriculum, materials and staff).

Pro-social leadership is the responsibility of all in the school and community. Youth are directly involved and have their voice in the process. The effort to maintain a positive learning environment is integrated into all aspects of the

school.

The following picture depicts the relationship between community, schools, leadership, instruction and assessment to core content.

Our unique academic program will make DA an extremely attractive alternative choice for parents who care about their children’s future due its following features.


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First, our school will have a rigorous, challenging, and interesting academic program. Our curriculum shall be aligned to Indiana State Standards. High quality academic programs shall be implemented upon recommendation of the school’s academic leadership. . Second, our learning framework shall offer challenging and interesting content for all students, regardless of their age and ability levels, and will allow for student-centered, differentiated, and individualized learning to maximize student learning potential. High expectations, a very important part of this framework, with suitable support system are a proven recipe for increased student success. Personalized curriculum shall allow each student to work at his or her own pace while higher performing students serve as same-age role models. Third, services shall be directed at mitigating the major negative impacts of poverty will be offered in the school, through partnerships with a variety of community-based organizations. Tutoring and mentoring shall be available. There will be a supervised program of various activities after school hours. DA has approached community organizations to provide extra-curricular and after school services. Fourth, significant professional support will be available from the school’s teaching team. The academic programs shall be the main focus with particular emphasis to create an environment and culture where children want to learn, are excited about coming to school, and take great pride in their accomplishments. Class size will be limited to about 20 and each class will have a classroom teacher and share one aide with another classroom. The school shall have specialized program for English Language Learners (ELLs) and special education teachers. In addition, there will be a student/community liaison on the staff, which will help with a wide variety of issues. Fifth, strong parent involvement will be actively encouraged and facilitated. Parents shall volunteer to assist in many school activities and events that shall occur throughout the academic year. These activities shall include classes in character building, communications and leadership. After-school program (Reading, Enrichment and Remediation) shall involve team activities to help youth develop academic, social and emotional skills. Youth will be able to play in competitive baseball, softball and other games and learn about healthy nutritional habits.

C. Goals DA shall establish goals that are specific, measurable, realistic and reflective of our mission and core values. Educational Performance The focus of our organization is learning and we shall set goals to achieve our objectives. DA shall commit itself to the objective that each student in grades K–6 should master content standards aligned with the Indiana Framework in each grade before progressing to the next grade. Additionally, we shall have the following academic goals.

1. DA shall commit to the goal of individual student’s incremental success in academic achievement. This will be measured by the student performance on all tests.

2. DA shall strive to meet or exceed student academic achievement targets in state mandated assessments like STEP + etc. Indiana Charter School Network uses the following criteria to assess the performance of charter schools.

Is the educational program a success?


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Is the organization effective and well-run? Is the school meeting its operations and access obligations? Is the school providing the appropriate conditions for success?

Organizational Viability

1. Achieve enrollment projections measured by actual enrollment. DA marketing plan shall be implemented or increased to achieve enrollment projections.

2. Meet budget targets for the fiscal year. This will also be measured by the annual actual budget and its comparison to budget projections. The fiscal status of the school shall be published in the school’s annual education report.

School Specific Goals

1. Achieve parent satisfaction goal of 90% each year measured by yearly parent satisfaction surveys.

2. Achieve the goal of student attendance of 90% minimum. It will be measured by the average daily attendance records.

3. Meet state mandated average yearly progress (AYP) requirements as applicable. Student Achievement Goals for 3rd Grade

1. By the end of first year, 90 % of DA students shall be reading at grade levels as measured by Fountas and Pinnel.

2. By the end of first year, 90 % of DA students shall be at benchmark for fluency, accuracy and retelling as measured by DIBELS.

3. By the end of first year, 90 % of DA students shall meet grade level reading indicators as measured by quarterly tests.

Data Gathering and Analysis Accountability requirements and procedures shall be documented. A comprehensive (electronic) management information system shall be set up to collect and analyze data required for accountability measurements. The type of data compiled shall include demographic information on students, academics, IEPs (content and timelines), attendance records, enrollment data and assessment information. Data collected shall be relevant, timely and useful. Data analysis shall result in corrective or preventive action. Benchmarks, based on learned and projected content, will be used to mark student’s current knowledge and set goals for learning achievement. Formative assessments data given before content is delivered will set a baseline of knowledge that students already possess and inform educators of content needs that students have in certain subjects and disciplines. Knowing what should be taught and learned is important. Summative assessments shall give a summary profile of the learned content. If students have not learned what they should have learned, suitable corrective measures shall be taken. Creating Change and Improving Quality All data must create change. DA shall focus on improvement and success. Campus decisions will always be directly linked back to data and plans shall always be aligned for improvement. True assessment of data that measures current realities shall provide honest and clear information that will lead to improvement. The single most important characteristic of learning is improvement.


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Accountability and Viability

ACADEMIC PERFORMANCE

Mission Our mission is to provide innovative and creative educational choices for culturally diverse student population who are targets of bullying, drug and gang activities through an exemplary personalized learning program.

Performance Students demonstrate progress towards meeting proficiency targets on state standards.

Performance Indicators Based on ISTEP+. Score in subject areas and grades tested by the state. Students’ school progress shall be measured quarterly.

Assessment Tools Mandated state assessments ISTEP + and others tests. School assessment process shall be ongoing using multiple methods, including summative and diagnostic.

Attachments D N/A

Assessment The school shall establish an academic program that includes the pedagogical approach, curriculum, assessment, and other unique elements defined in the charter application. Ongoing review shall result in improvement.

Scoring Consistency Assessment tests shall be standardized using a rubric.

Baseline Data Shall be based on initial student testing in 2012-13 school year.

3rd year Target Does not meet standard: Fewer than 70% of students who have been enrolled with DA for two or more years shall have achieved their grade level competency. Approaching standard: 71% to 80% of students who have Been enrolled with DA for two or more years shall have achieved their grade level competency. Meets standard: 81% to 89% of students who have been Enrolled with DA for two or more years shall have achieved their grade level competency. Exceeds standard: 90% or more of students who have been enrolled with DA for two years shall have achieved their grade level competency.

6th year Target Does not meet standard: Fewer than 75% of students who have been enrolled with DA for two or more years shall have achieved their grade level competency. Approaching standard: 76% to 85% of students who have


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Been enrolled with DA for two or more years shall have achieved their grade level competency. Meets standard: 86% to 95% of students who have been enrolled with DA for two or more years shall have achieved their grade level competency. Exceeds standard: 96% or more of students who have been enrolled with DA for two years shall have achieved their grade level competency.

II. ACADEMIC PROGRAM SUCCESS Performance Students at the school shall demonstrate proficiency, or

progress toward meeting proficiency targets on state standards, as measured by the ISTEP+ exams in all subject areas and at all grade levels tested for accountability purposes.

Growth The school shall strive to maintain a suitable student growth as required for accountability purposes.

AYP The school shall work diligently to meet Adequate Yearly Progress (AYP) in the aggregate and for all statistically significant sub-groups.

Character Building Students shall be taught about values of good moral character and school core values including acceptable behavior.

External Assessments of Student Achievement

The externally-developed assessments other than ISTEP + shall be administered, student performance is strong and demonstrates improvement over time on those assessments.

Internal assessments of student achievement

Student performance shall be closely monitored and proactive action shall be taken to correct any deficiencies.

Curriculum The school’s curriculum shall be documented, articulating the skills and concepts that all students must know and be able to do to meet state standards, is aligned horizontally and vertically, and supports opportunities for all students to master these skills and concepts.

III. ORGANIZATION VIABILITY

Solvency and Stability The school shall develop an annual budget that can be sustained by enrollment and supports of student academic achievement. The school shall demonstrate positive net assets, adequate cash flow to sustain operations and support the academic program, and consistently operates within budget. The findings of school’s annual independent audit shall be addressed immediately at the highest level.


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Fiscal Oversight The board of trustees and school leadership shall implement effective structures and systems to enable responsible fiscal oversight of the school. The board of trustees shall commit to long-term fiscal oversight through appropriate planning processes.

Enrollment The school shall implement the student recruitment, retention, and enrollment process intended in the charter, in the school’s recruitment plans, and as defined by statute and regulations.

Board Accountability The board of trustees shall be accountable to the school community it serves and the Charter Authorizer.

Decision Making and Communication

The school shall have clear and well-understood systems for decision-making and communication. These systems will serve as a common sense of purpose for all school constituencies

II Who We Are Management Team Members of our Management Team have solid background in the field of education and community relations. They have been working on community issues for several years and are well positioned to lead the effort to establish and run a charter school. Leadership information is (Resume, background waivers and memoranda) attached.A brief overview of our management team follows: 1.Ram Singh has many years of experience in community organizing and service. He has a wide range of experience in management that included financial planning, program management and fund raising. He has credentials in Math and Science shall be good resource for personnel recruitment and establishing result oriented school leadership. As a community leader, he is keenly aware of the problems like drugs, gang affiliation, bullying and peer pressure experienced by today’s youth. 2. Virgil Boyd has a strong financial and marketing background and has more than 15 years experience in running community based organizations. He is highly experienced in the management of nonprofit organizations. Currently, he is serving on the Board of Directors of more than half a dozen community organizations. He has spent nearly 15 years running organizations involved in educating the minority youth. He is well conversant with the issues afflicting the African-American youth and has provided leadership to solve those problems. He is currently focused on improving quality of education for minority youth and to keep them away from drugs and gangs.

3. John A. French John has served in leadership positions in research and development, management operations and marketing for large businesses and foundations. He has strong experience in the development, planning and implementation of business plans. He has owned and operated his own businesses and has hands on experience in running nonprofit foundations. He has worked


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with major corporations and government agencies. He is highly experienced in fundraising and community relations. He has a strong background in science and law. 4. Harpal S. Rana has spent many years as a manager in large multi-national companies like Bechtel. He has been a member of school site council and has strong experience in designing school curriculum as a member of instructional leadership team. He has acquired strong people skills through his involvement with a large number of community organizations. He has been involved in the starting new schools in India and the USA. 5. Balbir S. Tut has many years experience in industry and business. He has also been involved in running many religious places of worship for many years. He has excellent public relations skills and has been active in fundraising for Dashmesh Academy. He is highly motivated individual with a keen sense purpose and has been involved in working hard towards the education of children. Currently, he is supervising the renovation of our facility.

III Educational Services Provided

A. Educational Model Our education philosophy is rooted in published educational research listed below.

How Learning Best Occurs DA believes that, “Educators must invite students to experience the world’s richness, empower them to ask their own questions and seek their own answers, and challenge them to understand the world’s complexities” (Brooks and Brooks, pp. 5, 1999). The DA educational program is based on significant research that has been done in the field of brain‐based processes on how students learn best. (Caine, R. & Caine, G.,1998). We have determined that learning best occurs in an environment that: • accepts varied methods of demonstrating knowledge; • promotes physical and emotional health and well being; • supports questioning, experimentation, self‐expression, creativity and appropriate risk-taking; • encourages multi‐disciplinary, cross‐curriculum, and independent study; • is relevant and authentic; • is developmentally supportive; • is democratic and focuses on the student as an individual; • models and requires high‐level thinking and communication skills, including synthesis and analysis; • incorporates language learning and multi‐cultural education; • celebrates and brings relevance to cultural and individual diversity; • models reflection and self‐assessment; • is rich and demanding and promotes depth of learning (as opposed to memorization only); • is psychologically safe; and • provides a variety of ways for students to engage in coursework and in the school community. While Caines’ work focuses on a natural learning approach that is student centered, their research also shows that effective teaching (vs. learning) depends on the integration of the following three important elements.


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1. Relaxed Alertness 2. Immersion of learners into complex experiences 3. Active Processing of Experience

Caine Learning Center, established by Renate and Geoffrey Caine to increase awareness of natural learning and offer staff development focused on integrating brain based research, psychology, small group processes and systems thinking in education. It also promotes teacher directed instruction, i.e. “direct instruction” as the foundation for launching other student centered strategies. Caine and Caine emphasize that while direct instruction (teacher centered) and constructivist (student or learner centered) instruction are fundamentally different, the second approach (learner centered) must include the first (teacher centered). As Caine and Caine promote, the goal must be to “get it right” before creativity and constructivism can be effectively practiced. The new post modern theory taught at major universities and colleges of education teach 21st century teachers to be “least intrusive” in their classrooms from day one. Many programs fail to recognize that teachers must be in control of the environment they are managing in order to relinquish control—learning cannot be managed if it cannot be contained. Thus the control of the learning environment is the key. DA’s staff shall be trained on how to interpret standardized test data, and will be engaged in critical analysis of the data in order to determine how the school can address any performance deficiencies or negative data trends. The data analysis will be tied to professional development on standards‐based instruction, so that teachers can enhance their understanding of student performance in light of normative data, and modify their instructional designs accordingly. In this way, staff will continuously be challenged to rethink current pedagogical practices to meet the changing needs of new and existing student populations. In the book titled “12 Brain / Mind Learning Principles In Action :The Field book for Making Connections, Teaching, and the Human Brain” by Geoffrey Caine, Renate Nummela Caine, Carol McClintic and K. Klimek, the authors describe the significance of brain/and mind connections in learning process. These 12 principles listed below. Brain-Mind Learning Principles 1. All learning is physiological. 2. The Brain-Mind is social. 3. The search for meaning is innate. 4. The search for meaning occurs through patterning. 5. Emotions are critical to patterning. 6. The Brain-Mind processes parts and wholes simultaneously. 7. Learning involves both focused attention and peripheral perception. 8. Learning always involves conscious and unconscious processes. 9. There are at least two approaches to memory: archiving individual facts or making sense of experience. 10. Learning is developmental. 11. Complex learning is enhanced by challenge and inhibited by threat associated with helplessness. 12. Each brain is uniquely organized Marzano’s Researched-Based Strategies


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Marzano’s research-based strategies have had strong impact on student achievement helping all students, in all kinds of classrooms. These strategies are organized into categories of familiar practices in order to help teachers to improve student achievement. Classrooms where students understand the learning outcomes for daily lessons see performance rates 20 percent higher than those where learning outcomes are unclear (Marzano, 2003). Thematic, interdisciplinary instruction themes are a good way of understanding new concepts and provide mental organizing schemes. Based on the concepts from What Works in Schools: Translating Research into Action, Dr. Robert J. Marzano talks about “generating a concrete representation or an ‘image’ of the knowledge in students’ minds.” By doing that, the teacher allows students to fully understand the concept and then break away from the graphic imaging when they can understand it linguistically. All subjects can make use of these imaging techniques: -math (foundational to understanding numbers), science, language arts (cut and organize ideas in word strips, use different tactile experiences to introduce vocabulary/spelling words/concepts, tableau, pantomime-a-tale), -drawings, posters, brainstorming-clusters, graphs, tables, maps, props, multimedia presentations, storyboards, story maps etc. DA Education Philosophy Based on foregoing research, DA’s learning philosophy shall put the needs of the child first and foremost while integrating a high level of family involvement. Each classroom setting will be unique, reflecting the personalities of the teacher and students and unified by the following principles and culture.

Every person in the learning community – every teacher, parent, and child – plays a role in creating and maintaining a meaningful, purposeful learning environment;

Strict ground rules set the tone for class discipline and respectful behavior. Teachers will use a combination of collaborative, project based, and direct instruction

that can include the whole class, groups (small and large) and individual instruction. Teachers use Integrated Thematic Curriculum, organizing learning around themes

including all academic areas; Parents shall assist in the classroom, which gives students more individualized attention

from both parents and teachers; Every child is seen as an individual, with his or her social, emotional, creative, cognitive

and physical growth and development being considered and nurtured, at the same time academic needs are being addressed.

Structured daily and classroom routines provide stability and direction.

DA shall foster a well disciplined and nurturing environment to provide opportunities to children for learning. We are committed to providing surroundings that are healthy, authentic and adaptable, in keeping with current research and best practices of innovative learning. We see the community as a campus, the campus as a classroom, and the classroom as an active learning studio. Students shall be encouraged to find opportunities for learning in their surroundings. The school’s mission of actively engaging students through learning-by-doing, nurturing the whole child while preparing each student for the 21st century workforce. To meet this objective, the campus will offer a wide variety of learning opportunities through a wide variety of experiences. Some of the characteristics of our school will be

A clear and shared focus on results


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High standards and expectations for all students

Effective school leadership

High levels of collaboration and communication

Curriculum, instruction and assessments aligned with state standards

Frequent monitoring of learning and teaching

Focused professional development

A supportive learning environment including intervention

High levels of family and community involvement

We shall take pride in every student in our school and our goal will be to have all children work to their ultimate potential. They shall be required to develop the essential skills and ethical foundation to face the demanding challenges of their future. We want the children to enjoy learning and understand that knowledge is power. With confidence and skill each child will be able to meet the challenges of this new century. As the students learn to work independently and in teams they would develop essential skills needed to succeed. The biggest responsibility of a child is to learn. We shall expect students to be responsible in completing assignments, come into the class prepared with all the necessary materials, pay attention in class, and manage their behavior to support learning both inside and outside of the classroom. Everyone shall be required to follow established school protocol. The students will need to follow established rules of behavior so that they can get used to the routine and have some structure in their lives. In summary, DA shall have favorable environment, discipline, longer school day, rigorous curriculum, extensive parent participation mentors, group/peer learning, extracurricular activities and high expectations of every child. School Calendar The students shall attend school 186 days a year. An average school day will be from 8:00 a.m. to 4:00 p.m. Students shall benefit from small classes as well as a Saturday Tutoring class and a summer remediation program. A prime ingredient of the school's success shall be its corps of highly qualified teachers. DA shall employ a rigorous screening process to select teachers who are committed to urban education. Teachers shall stay late to prepare for the next day's classes and many shall tutor students on Saturdays and after school. Sports and extracurricular activities shall be an integral part of the school curriculum.


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A Day in the life of a student at Dashmesh Academy, USA

Students wake up between 7:00 and 7:30 during the school year and start their day off by taking a shower, getting ready for school and eating breakfast.

Students arrive at school at between 7:45-8:00 ready to learn.

Classes vary for each student according to the weekly schedule. However, language arts, math, science/history, arts/PE are normally part of their day.

Spellings, vocabulary, grammar, history, music, science, and art are usually the things that they do first. Special emphasis is laid on reading and spelling. Basic math skills involving everyday life math and science activities involve every day science topics.

Around noon students take a lunch break for about 40 minutes.

After lunch, they go back to their classes and practice writing.

Sometimes they do about handwriting, piano lessons, and soccer in the fall. They also attend several online sessions with their teachers. I really like these classes because I get to talk to my teacher and meet other classmates.

Students have to abide by the school rules and must exhibit and practice acceptable behavior. There are consequences for the unacceptable behavior.


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Some students go to after school tutoring classes. Students are dismissed between 4:00-5:00.

Day in the life of a Teacher

Instructional hours = 8 hours approximately Number of classes, = 5 hours Lunch = 40 min Planning hours = 1hour Other responsibilities at the school = 1hour

The teachers arrive at 7:00 AM and our schools are up and running for the day.

Teachers make copies, check emails, meet with families, and collaborate with their teams.

Between 7:30-8:00, students start arriving at the school, they eat their breakfast and prepare for another successful day of learning.

By 8:00, students are in their classrooms and instruction begins.

In addition to teaching rigorous and engaging academic lessons, teachers also emphasize character and life skills like communications and taking responsibility.

Most of the teachers have five periods for instructions. They are also provided a daily lesson planning period and significant time for collaboration during grade level and content area meetings each week.

Between 4:00-5:00, students are dismissed for the evening.

Between 4:00-6:00, our teachers shall check students’ tests/HW and prepare for next day’s lesson. They meet with students/parents to discuss student performance/ behavior or meet with parents to answer any questions.

Our teachers will have their cell phone turned on until 8:00 PM, ready to answer any phone calls from students needing support with their homework or families who may have a question.

Being a teacher at our school shall involve a great deal of work commitment to students.

School Discipline Plan can be found in Appendix D. B. Curriculum

DA curriculum will be based on the school’s mission, learning goals, Indiana state content standards, frameworks and research-based practices. A coherent, cumulative, and content-specific, grade by grade, outline of topics helps ensure academic excellence, greater equity, and increased literacy. Children shall enter each new grade ready to learn—with a strong foundation of relevant background knowledge. The intentional sequencing of topics also helps prevent repetitions and gaps that so often characterize current education. Grades one through six shall provide the early foundations of learning. We will focus on academic quality and the


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success of every student. We will build self-esteem, self-assurance, social and emotional development, fair thinking, and the values of caring and sharing. We will apply this to all the developmental stages.

The curriculum has four overall goals:

to teach the necessary content and skills to help students graduate with a high school diploma.

to develop proficiency in skills required to be successful in modern careers to teach specific courses in a career pathway to provide students with a certification or

college degree. to prepare students for success in life and active participation in their community.

Standards-Driven, Rigorous, Research-Based Curricular Programs Our Education Model is anchored in grade level state standards, which define what students should know and be able to do at each particular grade level. High quality research based curricular programs, including Imagine It!®, Every Day Math®, Closer Look Science®, Glenco® Social Studies series as well as varied supportive instructional frameworks such as Understanding by Design and readers/writers’ workshop, provide the foundation for school-wide instruction and enable students to meet learning standards.

Classroom instruction shall include a mix of whole-class, small group, and individual work. Teachers shall follow a pattern of presenting engaging mini-lessons to demonstrate new skills, creating flexible groupings in which students can practice those skills and giving students practice work that they can do independently. All work will be selected to give students numerous opportunities to demonstrate what they know and will be able to do in terms of mastering specific standards.

The skills of reading, writing, abstract reasoning and problem solving will be emphasized. Learning targets shall be specific with measurable performance goals.

Our curriculum shall be fully aligned to Indiana Core State standards across grades and across sections of the same grade. DA shall ensure a coherent approach to building knowledge across all grade levels. In addition to reading and writing, every child shall learn the fundamentals of science, basic principles of government, important events in world history, essential elements of mathematics, widely acknowledged masterpieces of art and music from around the world, and stories and poems passed down from generation to generation. Our Curriculum shall foster:

A passion and enthusiasm for learning A rigorous academic foundation Confidence through hands-on experience Creativity and high thinking Uniqueness of every child Responsibility for self and others A balance between technology, developmental readiness Empowerment through self-knowledge Social intelligence and environmental awareness

Teaching Pedagogies


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There are many ways by which a student may receive information. Many times, educators depend on one style of delivery. This practice can seriously hinder the learning process because of the diverse differentiated learning styles of the students in a classroom. Therefore, DA shall use a blend of delivery choices when addressing the individual learning for each student. DA teachers will be trained in differentiated styles of instruction and in developing a student’s learning plan. 1) Direct Instruction (a style of instruction that relies primarily on the ability of the teacher to verbalize content and transfer information), 2) Independent Instruction (a style of instruction allowing students to learn content independently, with assistance provided by the educator when necessary), 3) Accelerated Instruction ( a style of instruction allowing students to learn content independently, with assistance provided by the educator when necessary, and defined by technology-based programs), and 4) Connected Instruction (a style of instruction centered around a project based environment). Strong sequential visual/verbal connections deepen conceptual understanding for students of all learning modalities and are particularly effective with ELL and struggling readers. Guiding questions help the teacher guide students through the examples, ask probing questions to stimulate higher order thinking, and allow for checking of understanding. At DA the students shall stay with the same teacher for two to three year teaching cycles so that less time is spent on “re-teaching” or addressing the need for some students to “catch up” at the beginning of every year with a new teacher. Research supports the significance of connecting classroom instruction to authentic experience outside of the classroom. Therefore, DA shall promote Project Based Learning (PBL) to create opportunity for students to apply newly learned concepts and past knowledge to solve complex problems that actually exist. Such complex projects shall provide a means for assessing learning as they require a range of various skills. Students will have a "voice" in identifying their problems and the expression of their "solution.” An interdisciplinary team approach will foster development of lessons that connect across the disciplines. Our integrated curriculum design model will support the project-based learning (PBL) model giving students authentic opportunities to incorporate mathematical/scientific reasoning and written and oral language skills. Differentiated Instruction: One size does not fit all Our teachers shall be trained to use differentiated instruction so that teaching is targeted to the differing learning styles of the students. Differentiated instruction is teachers shall focus on three elements - content (what students learn), process (how students make sense of content) and product (how students demonstrate what they have learned). When using the differentiated approach in the classroom, teachers shall offer different approaches in what students learn how they learn it, and how they demonstrate what they have learned. After the whole class instruction, students may move into group or individual instruction and conclude by sharing what they have learned in a whole - class setting. Curriculum Alignment Curriculum learning targets are organized under topic headings from the Common Core as they are addressed by Indiana’s Standards. There are certain recurring themes that build on the previous grades' teaching and weave an ever-richer tapestry of knowledge around the most important concepts. These learning targets have the following three components.


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Big Ideas: These are important understandings that we want students to retain after they’ve forgotten many of the details. These are also called enduring understandings. Essential Questions: These are questions deliberately selected to drive instruction and assessment for a particular unit of study. Essential questions promote such exemplary practices. “We need great teachers doing what they do best - encouraging students to think, reason, write, and communicate their understanding,” Doug Reeves. Vocabulary: Academic and content vocabulary is essential to any discipline and for the success on ISTEP+ testing. An overview of various subjects for elementary grades follows: Reading Writing and Language Arts Phonics: Students shall learn about their understanding of print concepts, to identify letter sounds, and to identify beginning, ending, and middle sounds. Vocabulary: Students shall be taught to identify and comprehend sight words, compound words, contractions, inflectional endings, and word groupings. Comprehension: Students shall learn to read and comprehend words, sentences, and short passages (stories). Phonemic Awareness: Students shall learn to identify rhyming words, identify sounds in words, substitute sounds, delete sounds, and blend sounds to form words. Story Comprehension: Students shall learn to read a story and demonstrate their story comprehension by answering three multiple-choice items and drawing and/or writing in response to a question about the story.

Reading Fluency: When students make gains in reading fluency, they are able to put their energies into comprehension and are able to analyze, interpret, draw conclusions, and infer meaning from texts. The following four components are helpful in good fluency instruction.

Model fluent reading by listening to tape or by buddy reading Use guided oral reading instructions by choral or peer/pair reading Give students ways to practice by repeated reading or independent reading Implement word study activities to build accuracy.

Reading will be taught in student-centered classes where teachers emphasize cooperative learning and provide individual tutoring for students requiring additional support. Phonics, word-attack, comprehension, and study skills shall be taught through a standards-based approach with proficiency levels measured by interim assessments. DA shall use Imagine it resources. Grade Pre-K Macmillan/McGraw-Hill’s comprehensive reading/language arts program called Treasures shall be used. It has all tools and strategies for students and teachers Sample box includes student book, differentiation, assessment, technology and teacher resources. Language Arts DA recognizes that foundational to every student’s success is their ability to read, write and communicate effectively. Our English Language Arts (ELA) curriculum will be designed to produce highly literate students who are proficient readers and strong writers. Students who master the ELA curriculum shall be prepared to read for deep understanding and to effectively communicate ideas and information through writing and speaking. They shall also be taught to


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listen actively and critically to generate new ideas based on what they encounter both inside and outside the classroom. DA shall use McGraw Hill’s English Language Arts program.

Science DA shall adopt science curriculum that encourages students to participate actively in scientific inquiry while developing scientific literacy. Students will participate in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. Our science program is correlated to human cognitive development. The activities are matched to the way students think at different times in their lives. The curriculum is a good resource for elementary and middle school teachers to use to achieve many versions of science standards. Correlations have been created between science program and a number of science standards, including the National Science Education Standards. Each module shall include introduction, material lists, lesson plans, questioning strategies and assessment information. Students’ scientific knowledge will be developed in the areas of The Nature of Science, The Living Environment, Physical Science, and Earth and Space Science.

Mathematics

The Everyday Mathematics curriculum emphasizes:

Use of concrete, real-life examples that are meaningful and memorable as an introduction to key mathematical concepts.

Repeated exposures to mathematical concepts and skills to develop children’s ability to recall knowledge from long-term memory.

Frequent practice of basic computation skills to build mastery of procedures and quick recall of facts, often through games and verbal exercises.

Use of multiple methods and problem-solving strategies to foster true proficiency and accommodate different learning styles.

Hands-on, brain-based teaching strategies Use resources, strategies, and materials supported from Every Day Mathematics Apply math skills across the curriculum Finely tuned levels of rigor

Each grade of the Everyday Mathematics curriculum is carefully designed to build and expand a student’s mathematical proficiency and understanding. The goal is to build powerful mathematical thinkers. This framework makes clear the ideas students need to understand and how those ideas are related. Everyday Mathematics program is designed by the Chicago University Math department. Students shall study important concepts in sequence with each grade level extending conceptual understandings established in prior grades. The curriculum shall build on fundamental mathematical strands such as numeration and order; measures and measurement; reference frames; operations; patterns, functions and sequences; data and chance. Elementary concepts shall be related to geometry, spatial sense; algebra and the use of variables. The curriculum shall integrate mathematics into other subject areas, classroom routines, outdoor play and the transitional moments that occur every day. This program calls for a coherent elementary school mathematics curriculum built on a framework of Big Ideas and Essential Understandings. The framework provides


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coherence related to conceptual understanding, complementing the content coherence provided by the core for Mathematics standards. History and Social Science Our social studies curriculum shall include examination of historical documents, so students can demonstrate their understanding of the major themes, developments, and turning points in our nation. We shall build a strong knowledge of economic principals, so students understand the impact of economic forces both internationally and personally in their daily lives. Additionally, the curriculum shall include comparative examination of world cultures. This creates a point of reference by which students compare the freedoms of American life with non-democratic societies both historically and currently. Our students shall be reminded of the rights and liberties they enjoy and the reasons they should participate in and protect those liberties. DA shall use McGraw Hill Glenco series which uses standards-based, cross-curricular units of study and hands-on projects, videoconferencing, and multi-media. Physical Education Physical Education is a sequence of developmental experiences in which students learn through movement. Students shall work on individual skill development and learn about teamwork and the importance of sportsmanship. In addition, they shall be given the opportunity to develop a positive attitude toward life-long physical activity. Music Students shall be exposed to a wide variety of music education and many periods of music during their classes. Basic music concepts such as beat, rhythm, fast/slow, high/low, and music notation shall be taught from kindergarten through 6th grade. Students shall spend time developing an appreciation for different genres of music and their great composers. All these concept may be introduced in kindergarten and further developed in each subsequent grade level. Physical Education Our PE program seeks to develop cognitive, physical, and social/emotional growth in our students through the study of movement. In the primary grades (K-2), students learn to understand movement concepts and develop a full repertoire of movement that will serve as a foundation for more developmentally advanced movement disciplines such as sports and dance training as they grow up. One day a week is specifically dedicated to understanding fitness concepts. Students learn to distinguish cardiovascular exercises, strength training, and flexibility and participate in a balanced fitness program. As they progress, students take on more responsibility for individualized fitness goals. Students learn the importance of maintaining a healthy lifestyle which includes at least an hour of physical activity a day. Another component of the PE program is skill development. In addition, one day a week is dedicated to teaching students specific skills. For example students develop hand-eye coordination through practicing throwing, catching, kicking, and striking. Students develop gymnastic skills through balancing and tumbling. Also, students develop yoga skills such as balance, strength, flexibility, concentration, and mindfulness. Fine Arts Music and visual art are presented as a combination of history, performance, appreciation and practice. Curriculum Timeline


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A timeline of tasks for selection, development and implementation of curriculum is given starting March, 2012. March-June, 2012 Prepare an overview of proposed curriculum to be taught to students (K-6) including intervention materials. July-October, 2012 Collect information on textbooks and instructional materials to be used in the classroom. November, 2012 -February, 2012 Make changes and finalize all instructional materials and resource materials for students and teachers March--June, 2013 Place order, receive licenses to use academic materials and determine assessment protocols for all grades. July-October, 2013 Start teaching and implementing the curriculum selected. C. Assessment Assessment and instruction are intertwined. Teachers shall evaluate each student's progress in an ongoing fashion in the context of daily lessons. This evaluation shall help teachers to "fine tune" their lesson plans to meet students' individual needs. Assessments include the following:

1. Formative assessments that are given in the course of a unit of study (e.g., homework and quizzes) which can be useful in guiding teachers in determining what additional instruction or support is needed. This is an ongoing process.

2. Summative assessments that are designed to evaluate cumulative knowledge (e.g., projects and unit tests), and

3. Diagnostic assessments that directly examine students’ performance and their ability to apply learning in a more relevant way. Students will be asked to perform tasks that are realistic, complex and integrated as closely as possible with something the students would have to do in the real world, outside of the school community. There is strong evidence from an extensive literature review to show that classroom “formative” assessment, properly implemented, is a powerful means to improve student learning! “Inside the Black Box” P. Black and D. Wiliam Assessment will focus on students’ deep understanding in addition to memorization of facts and procedures. Teachers will help students to reflect on their learning in order to build self-assessment skills. Multiple forms of balanced assessments will be employed. Students will be taught and assessed based on a broader set of abilities so that racially, ethnically and socio-economically diverse students will achieve. The learning environment at the DA Charter School will continuously be driven by its assessment-centered focuses and will employ various teaching methods to support the academic health of all students. Implementation of instructional methods that are specifically geared towards the individual differences that each learner brings to an educational setting will be employed. Effectiveness of such instructional practices will be determined by the continual


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flow of assessment data. This data shall guide implementation of instructional improvement systems resulting in modification of instructional practices, if needed. DA founding group has established excellent partnering relationships with various providers of services. Data driven best practices used to guide instructional and programmatic decisions will be shared with other local public schools in an effort to support the academic health of all students within the target geographic area. Collegial learning opportunities and quality professional development programs will be made available to our staff and shared with other collateral agency professionals. Collaboration with educational research institutions shall be facilitated to take advantage of emerging pedagogies. Within each age appropriate grouping, classroom teachers will determine the frequency of use of the various methods, based on appropriateness to the subjects under study and the student's developmental levels. As students are ready to move to the next age grouping, Progress reports will also emphasize individual progress in independent work habits and ability to collaborate with peers in addition to academics. The most important element of assessment and evaluation is to provide information for improved student performance. When one looks at a mark of 65% or a C in Language/English, it is important to know how the student can improve to receive a 75% or a B next time. Look at the evidence and work with the teacher to determine the areas of strength and the areas of weakness to improve overall learning. Relationship of Progress reports to ISTEP+

Progress Reports based on Assessments: The following procedure is followed to measure student learning progress Establish assessment criteria aligned to Indiana standards Follow ISTEP+ Criteria guidelines List all academic elements required towards meeting established goals Prepare student matrix for each student based on Collect information for all activities Review information for reliability Prepare and submit reports D. Special Students Populations

English Language Learners (ELLs) DA shall have a specialized program for English Language Learners (ELLs) who need extra help. DA will have instructional aides who are fluent in the most frequently used languages to assist students and parents. All facilities and curriculum materials deemed necessary for the proper instruction of ELL students will be in place by the time the school begins classes. The school’s staff shall be trained in the proper use of such facilities and curriculum.

Our supportive ELL program will include two components: a language arts instructional component and a content area instructional component. The content area instructional component will be delivered through instruction in English and ESL methodologies. Students of limited English proficiency (LEP) will receive the same academic content as those students who are native English speakers. All instruction will be in English; however, the level of English used for instruction—both verbal and written—will be modified appropriately for any LEP student.


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Specifically Designed Academic Instruction in English (SDAIE) shall emphasize the concept of ‘comprehensible input’. This strategy shall be used throughout the curriculum. Years of research have proven that students in the sheltered instruction observation protocol (SIOP) classes understand what is being taught and have experienced success in learning grade-level content while still developing their ability. This model was initially designed as a research observation instrument called a protocol, created by Echevarria, Vogt, and Short in 2000, to determine if teachers were including effective sheltered instruction in their lessons. All teachers at DA will receive professional development training on communicating with students designated as limited English proficient and in techniques for detecting whether a student has English language deficiencies. Professional development will also include activities that focus on the language, the cultural heritage, and the instructional methodology appropriate for ELL students. In addition, there will be blocks of time within the school’s daily class schedule that can be used for more intensive English language instruction for LEP students. This program shall use specially trained teachers who are experienced in SDAIE and SIOP strategies to teach ELL students. Students with Special Needs DA shall not discriminate against students with special needs. Students shall be recruited from all segments of the community served by our school using strategies that will not exclude students with disabilities. The school's purpose and mission shall be relevant to a wide range of students including students with learning disabilities, physical disabilities, or students who present behavioral challenges. DA shall meet all federal and state's requirements applicable to the education of students with any disabilities that affect learning. There are six major legal principles contained in the Individuals with Disabilities Education Act (IDEA) that will be considered in planning to include students with disabilities:

1. All children with disabilities are eligible for; 2. Individualized education program (IEP); 3. Free appropriate public education (FAPE); 4. Least restrictive environment (LRE); 5. Due process and parental involvement; and 6. Nondiscriminatory evaluation.

If a program review or modification is believed necessary, the director/principal of the school or his/her designee will follow the procedures required by the student’s district of residence to initiate that review or modification. Suitable accommodations shall be made for the students who have hearing or vision disabilities. Depending on individual student need, special education staff will adapt or supplement regular education curriculum with additional curriculum and teaching aides. It will be the goal of our special education staff to act as a resource to the classroom teacher in the development and implementation of appropriate instructional and socialization strategies. Implementation of these strategies will occur within the general education setting and through one-on-one and small-group remediation. Our school shall comply with all federal and state legal requirements that every student identified as having a disability be provided an Individual Educational Program (IEP) specifying goals, level of service, ancillary services and the least restrictive placement. Prior to the opening of school, registration forms are scanned to identify current IEPs from another school. Students below Grade Level


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DA shall establish a Response to Instruction (RTI) and Intervention system of teaching and learning. The basic premise of RTI is that all students can reach high levels of achievement using scaffolding instruction by varying the amount of time the students take to learn and the type of instruction that they receive. Topic-specific considerations for EL, special education, at-risk, and advanced students shall enable the teacher to accommodate the diverse learners in the classroom. A teacher directed intervention activity at the end of every lesson provides immediate opportunities to get students on track. In addition, differentiated versions of each lesson allow different students to do the same activity at different levels at the same time giving the teacher uninterrupted time to focus on re-teaching students who require intervention. Regular assessments integrated with the curriculum will help to determine how students are learning and to identify those areas that need more support or greater challenge For example, if a student has difficulty with addition and subtraction, it is not enough to simply say that student is, "not a math person." It is the responsibility of the teacher and the school to find a better way to help the student understand addition and subtraction. Our unique, collaborative teaching model shall ensure that all children get the attention they need. Tutoring shall be one of the first interventions for students who are struggling in the educational program. The after school program shall involve parent volunteers, paid aides, and professional staff on an as needed basis. A summer school program will also be available for students who need extra time to master grade level content standards. This tutoring time may include interpreters for limited English students. Gifted Students The individualized, self-paced nature of the DA program is particularly conducive to those gifted students who may be seeking accelerated instruction. Such students will be able to move through the curriculum at an accelerated rate and take part in additional electives, AP courses, and/or dual-credit courses. Students shall learn using project-based learning that involves teachers and students establishing criteria, completing evaluations, and creating performance-based assessments; and diversified (heterogeneous/homogeneous) grouping. • computer-assisted instruction with an emphasis on technology that enhances and complements the course; and interactive instruction utilizing CD-ROM and Internet technologies. • group and individual learning that provides specific goals and objectives for Students; and specific goals and objectives for teams of students. IV Organizational Viability and Effectiveness

A. Enrollment/Demand There is almost 40 years of existing research indicating that small schools have higher attendance and graduation rates, fewer drop-outs, equal or better levels of academic achievement (standardized test scores, course failure rates, and grade point averages), higher levels of extra-curricular participation and parent involvement, and fewer incidences of discipline and violence. DA shall start small with K-2 classes and we expect to have about 100 students the first year growing to 320 in a few years time. The school shall be from K-6 grade. DA shall provide a safe


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haven from negative social pressures and stereotypes. It will be a place where it's "cool" to be smart and excited about learning. The school's teachers and staff shall be reliable and consistent adults who provide support, guidance, tutoring and encouragement, especially to those students who need a refuge from an abusive family life. Each week the students shall demonstrate and reinforce one of the eight core values of the DA School Intent to register forms have been distributed to the interested parents. Filled out intent to register forms from over two dozen parents of appropriately aged children have been received indicating that the school is quite attractive to parents. Early next year, enrollment information will be widely distributed to parents and prospective students throughout the Marion County and surrounding area. Parent and community groups shall be fully involved in the enrollment efforts for the new school. Announcements will be made to the public through as many ways as practical, including (but not limited to) the following: � Flyers describing the school and its program will be posted in strategic locations in the community; � Meetings with parents of prospective students will be held in day care centers, public elementary schools, youth and community centers, churches, and community groups; � Direct mailings to parents of eligible–age children will be made. � A web site at the address www.DASHMESHACADEMYUSA.ORG shall be established and advertised. Admission Policy A student may enter DA’s admissions process by satisfying the following requirements intended to create informed applicants who are committed to the school program and philosophy: � Attendance at a group information session � Attendance at a shadow visit at DA � Completing a written application � Having each parent/guardian sign the application which includes a commitment to support the school with a minimum amount of hours (alternative arrangements will be made if an adult is unavailable). There are two parts of admissions process. The first step will be an open enrollment period that will be completed by January/February preceding admission. If the number of applicants exceeds the maximum number of spaces available in the enrolling class, enrollment will be determined by a lottery process. After enrollment is at its maximum, parents will have the option to be placed on a waiting list based on their draw in the lottery. In the case of a lottery, enrollment priority will be allowed to the following in priority order: 1. Siblings of currently enrolled students 2. Students within district 3. Students outside of district Current students are guaranteed admission for the following year. Students must complete ‘an intent to return’ form by June. If no intent to return form is submitted, a student may lose their enrollment status.

B. Governance and Management Legal Status


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DA constituted itself as an Indiana non-profit corporation pursuant to Indiana law with 501(c) (3) tax exempt status. The School administration shall be governed pursuant to its adopted bylaws, which are consistent with this charter.

Dashmesh Academy Organization Chart The School shall operate autonomously under the supervisory oversight by Mayor’s office, IDOE as required by the statute. Board of Directors The School will be governed by a Board of Directors (the “Board” or “Board of Trustees”). The Board shall be ultimately responsible for the operation and activities of the School. Board Members shall have a responsibility to solicit input from, and opinions of, the parents of students, the faculty and staff, regarding issues of significance and to weigh the input and opinions carefully before taking action. Governance Plan: The primary method for executing their responsibilities is the adoption of policies that shall offer guidance and implementation of the charter and develop procedures to assist the staff in facilitating the execution of such policies. The Board shall have 5 members, who will govern DA. The nomination, election and term of Board members are outlined in the academy’s bylaws. The Board will meet on a regular basis, at least every other month. The powers and responsibilities of the DA Board, as outlined in the job description and bylaws, include but are not limited to the following. The board may appoint one member to act as liaison with the Principal. � Understanding and representing DA Mission and Vision; � Maintaining fiduciary oversight of the organization; � Approving and monitoring of the school’s annual budget; � Approving the school’s personnel policies and monitoring the implementation of these policies by the Principal and/or duly constituted committees; � Electing and removing Trustees;

Board of Directors

Teachers and Staff

Academic Advisory

Community Advisory

Principal OperationsDirector


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� Selecting and removing officers, agents and employees of the corporation and prescribing powers and duties for them; and fixing their compensation; � Hiring and evaluating the Principal; � Setting general policies of the School; � Fundraising; � Entering into contracts, leases and other legal agreements. To the extent allowable by law, the Board of Trustees may delegate the implementation of its duties to the Principal, employees of the school or other responsible parties. The Board shall follow policies and procedures regarding self-dealing and conflicts of interest, as laid out in the bylaws. The Board may execute any powers delegated to it by law, and shall discharge any duty imposed upon it by law and may delegate to an employee of the school any of those duties. The Board, however, retains ultimate responsibility over the performance of those powers or duties so delegated. The Board shall undergo annual training for board membership by a recognized provider of training services. Indianapolis Mayor’s office is the charter authorizer and shall have supervisory oversight over DA in accordance with the Charter Schools Act. DA shall file all Accountability reports in accordance with the Memorandum of Understanding (“MOU”) between the Mayor’s office and the school. State Board of Accounts has the oversight responsibility for school finances. Role of Advisory Committees DA believes that input from the academic and parent community is absolute necessary for the successful running of this school. Keeping this in mind, DA shall constitute two advisory committees one for Academic and the other for Community input. All parents shall be members of Community Advisory Committee. The composition of Academic Advisory Committee’s shall include

1. The Principal 2. Two parent representatives from the DA Community Advisory Committee 3. One student representative elected by DA student body 4. One staff representative elected by the DA staff 5. One alumni representative elected by the Board of Trustees 6. Trustees from the community, (the number to be established by Board)

Principal The responsibilities of the Principal or his/her designee include, but are not limited to, the following. The principal shall serve as the official spokesperson of the school. Responsibilities of the Principal include but are not limited to the following. The principal shall

- meet regularly with the Board liaison (Executive Director) to discuss academic or management issues.

- manage, supervise and evaluate departmental heads of academic and administrative staff

- mentor department heads provide management and supervision to teaching faculty.

- be responsible for the training and professional development of entire staff

- institute programs designed to recruit and retain qualified staff at all levels.

- Chair academic advisory committee monthly meetings to discuss academic or curriculum issues.


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- Chair community advisory consisting of parents and volunteers shall also meet monthly to discuss suggestions from the school community and any other items related to students’ education.

Administration and Operation Principal is also responsible for the following functions.

1. Work with district team to develop and monitor curriculum 2. Collaborate with staff and management on refining, enhancing and institutionalizing DA’s

leadership program and curriculum. 3. Work with advisory reps on refining, enhancing and institutionalizing DA’s advisory

program and curriculum 4. Overall responsibility for the master schedule 5. Ensure school is compliant with all regulatory statutes. 6. Budget development and Implementation 7. Has the overall responsibility for day-to-day facilities and primary responsibility for long

term facilities planning. 8. Oversight of staff person with educational vision to participate on the Principal’s behalf.

Students: The Principal

1. Works with all staff to create a positive campus culture and student life aligned with school values

2. Works with academic coordinator and/or other appropriate staff on academic achievement and intervention

3. Provides oversight of attendance and ADA 4. Has the oversight of student retention and transfers 5. Has the oversight of student recruitment reflecting the diversity of student body. 6. Work with Assistance Principal on disciplinary issues and counseling. 7.

Personnel Plan An organizational chart showing the relationship of DA's Board of Directors to the school staff and parents of school students of the proposed charter school is shown. Operations director shall act as a liaison between the Principal and the Board of Directors. Extensive screening and evaluation process shall be employed to hire highly qualified staff. According to the initial projections, the following staff shall be recruited. A. Staffing Plan Principal 1 Operations Director 1 Teachers Certified 7 Administration Assistant 1 Instructional Coaches 2

B. Job Descriptions and Responsibilities

The principal shall serve as the official spokesperson of the school. Responsibilities of the Principal include but are not limited to the following. Sample Job Description

Meet regularly with the Board liaison to discuss academic or management issues.


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Manage, supervise and evaluate academic and administrative department heads. Be responsible for the training and professional development of entire staff. Institute programs designed to recruit and retain qualified staff at all levels. Chair regular meetings of academic advisory and community advisory committees. Work with district team to develop and monitor curriculum and student performance. Collaborate with staff and management on refining, enhancing and institutionalizing DA’s

leadership program and curriculum.. Works with all staff to create a positive campus culture and student life aligned with

school values Works with academic coordinator and/or other appropriate staff on academic

achievement and intervention Provide oversight of attendance, student recruitment and retention reflecting the diversity

of student body. Work with Assistance Principal on disciplinary issues and counseling. Ensure school is compliant with all regulatory statutes. Budget development and Implementation

Job Title: Teacher Description of basic functions and responsibilities: Develops and present lessons to students; evaluates students’ progress; maintains proper classroom control and learning environment; assists in curriculum development; supports and supervises co-curricular activities. Major duties and responsibilities:

Develops and presents lessons that demonstrate planning and preparation and are consistent with the district course of study.

Develops and presents lessons whose performance objectives are understood by the students and are supportive of district goals.

Evaluates student progress based primarily on achievement of performance objectives Uses a variety of instructional techniques and materials which are appropriate to the

course and to the students Maintains proper control and preserves a suitable learning environment. Demonstrates and promotes punctuality. Maintains current records of student attendance and progress that can be easily

understood and readily interpreted by others. Participates with fellow staff members in the development and implementation of

curriculum and instruction and other appropriate departmental activities Keeps up to date in subject area and continually works for the improvement of

instructional techniques. Makes continual evaluation of the subject(s) taught. Adheres to approved district course of study, policies and procedures Attends and participates in departmental school and district meetings. Supervises the proper use of equipment and facilities with the students’ safety in mind.

Operations Director Major duties and responsibilities:

Process administrative functions and help principal in carrying out administrative duties. Performs varied and responsible secretarial duties to assist in the processing and

completion of administrative operations for assigned administrator.


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Acts as information source regarding the district’s policies, procedures, and objectives; receiving and interviewing callers and giving out information where judgment, knowledge, and interpretations are utilized especially in the proper handling of confidential files or information.

Coordinates and/or attends various meetings; types agendas; summarizes actions taken for appropriate review; distributes final minutes.

Reviews a variety of complex material such as resolutions, manuals, statistical reports, final reports, etc., composes correspondence from limited instructions or from own knowledge of subject matter.

Maintains control files on matters in progress and expedites their completion. Prepares information needed in administrative decisions and in facilitating,

implementation of district policies and programs. Coordinates, supervises, and monitors special projects, assignments, and

activities as assigned. Receives, reviews, and verifies documents, records, and forms for accuracy,

completeness, and conformance to applicable rules, regulations, policies, and procedures.

Maintains expenditure records of departmental budget; assists with development of department budget; prepares budget transfer requests as necessary.

Instructional Coaches Works to improve instruction in designated subject area(s) by assisting teachers, and coordinating and evaluating curriculum and instructional programs. Makes recommendations for improved instructional practices; manages appropriate budget procedures; and, disseminates information on trends, practices and research findings. Responsibilities

Ensure that the development and implementation of curriculum is consistent with state standards.

Make revisions to curriculum/courses when necessary. Develop new courses when necessary Maintain current course outlines for curricular area. Make recommendations regarding curriculum such as the need for support

classes, the course sequence, etc. Instructional Leadership/ Improvement/Staff Development Provide in house staff development opportunities Provide training on new instructional materials Provide training opportunities so teachers can enhance technical skills Provide information about outside staff development opportunities such as Training

Workshops and provides materials on content and methodology to include ELD, At-Risk, Special Education.

Textbooks/Instructional Materials

Coordinate the procurement and distribution of new textbooks for maximum costs efficiency and benefit such as multiple textbook discounts, free teacher resource materials, reduced shipping costs, purchase of used textbooks

Provide all teachers with teacher resource materials Maintain accurate inventory of all district textbooks Move books between as needed to ensure that all students have access


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to appropriate textbooks Review new textbooks, software, videos, and other instructional materials to

include appropriate materials for ELD, At-Risk and Special Education students Establish criteria and oversee the selection of new instructional materials

Teachers and NCLB The Academy shall comply with all applicable laws regarding employee qualifications. All teachers shall be required to hold a valid teaching credential, equivalent to that of a teacher in public schools. Indiana Credentials requirements for "highly qualified" criteria under the No Child Left Behind Act shall be met. These documents shall be maintained on file at the School and shall be subject to periodic inspections. DA shall focus on hiring staff with language fluencies matching the needs of our students. We believe that a multicultural and multilingual staff furthers the mission of the school and creates a climate in which diversity can flourish. Employee hiring and selection process shall be based on merit alone.

C. Staff Recruitment Plans and Policies All employees will be role models. Because of their dedication to students, employees will be both innovative individuals with a passion for lifelong learning, and coaches and facilitators of learning. Administrators and teachers shall be committed to developing the social and civic capabilities as well as academic potential of each student. Staff members will possess experience and expertise appropriate for their position according to the school’s adopted personnel policies, federal and state statutes applicable to charter schools. It is the intent of the academy to hire employees who are dedicated to providing instruction for children according to the academic content standards adopted by the IDOE. Selection and appointment of employees at the school will be the exclusive prerogative of the academy. As such, those who work at DA shall be selected, employed, and released by the Board, which will set the terms and conditions of employment by establishing personnel policies. All efforts shall be made to recruit racial/ethnic minorities. Benefits DA shall follow Indiana laws with respect to employee benefits, collective bargaining agreements; accrual of and financial responsibility per IC 20-24-6. Anti-discrimination and Desegregation laws DA will not discriminate against any applicant on the basis of his/her race, color, national origin, age, gender, disability, or any other basis prohibited by Education Code. Decisions related to the hiring of a Principal and an Operations Director (OD) rests with the Board of Directors. Decisions relative to the selection of all remaining employees rest with the Principal. The school shall comply with all applicable criminal background check laws. All applicable Indiana anti-discrimination and desegregation laws shall be adhered to. D. Policies for Feedback All staff members shall be reviewed periodically by their supervisors for performance and shall be provided feedback in writing on a timely basis. The school shall have an open door policy to enhance active communication and feedback. Suggestions for improvement of school operations from the school community shall be encouraged. Review periods may vary from half yearly in the first year to yearly from the second year onwards. Adequate guidance and training shall be available to the staff as indicated by the review.


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E. Professional Development Program and Continual Improvement DA shall allocate significant resources for academic staff development and implement a comprehensive model of continuous school improvement and innovation. Personalized coaching shall be provided to help teachers implement new concepts and methodologies in their classrooms in a practical way that meets students' needs. As a demonstration of DA’s commitment to continuous school improvement, 25-40 hours of professional development on pre‐specified topics shall be set aside. Additionally, each week will be complemented by coaching to help teachers implement the concepts discussed during the regular training. Collaboration efforts shall be emphasized among teachers so that everyone benefits from the collective experience. DA will continue to hire teachers who are willing to participate in extensive and ongoing staff development and who are committed first and foremost to the children of our school community. Presentations by educational experts on emerging pedagogical techniques and technology shall be encouraged.

F. Service Outsourcing DA plans to outsource services like accounting, employee benefits, transportation, food service, nursing and counseling etc. We are working with providers of these services to finalize the terms of these agreements. Currently, we have a contract for providing accounting services to DA. DA may procure most of its own administrative services, including but not limited to budget management, accounts payable, accounts receivable, payroll, human resources and special education services etc. G. Community Partnerships

Research indicates that parent involvement in school is positively related to the academic success of their students. To this end, parent participation shall be a requirement at DA. The School will promote a parent participation program requiring 20 service hours per family per year. Parents shall have the right to participate in all meetings dealing with the evaluation, identification, and educational placement of their child. Parents shall be considered members of community meeting. DA shall have partners with NGOs, corporations and churches based on mutual benefit. 1. Parental support is paramount to the education of the whole child. 2. Parents in the DA Community will be required to participate in DA programs and activities. 3. Parents will be members of the Board, members of the Parent Association, and will be welcomed in the classroom and school as volunteers. 4. Leadership shall hold a yearly Back to School Night, for all families of DA students. 5. Community based organizations shall be encouraged to get involved in the after

school and extra-curricular activities. Parents and community members shall be encouraged to,

� Attend at specific school events, such as Back to School night, parent conference nights, field trips, leadership days, and exhibitions. � Attend at monthly Parent Association meetings � Volunteer and assist teachers, office staff, etc. � Aid in after hours events such as Saturday work days, performance events, school registration or preparation, and extra-curricular activities such as dances, athletic events, etc � Provide feedback on school instructional or discipline issues


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� Share expertise

In addition, we shall have quarterly parent-teacher conference nights, during which teachers and advisors meet with families of students most in need of support. These meetings shall be widely publicized and with the intent to ensure maximum participation. Parent Surveys shall be distributed annually to all parents requesting them to give their opinions on the progress of their children and encouraging them to express suggestions of how the school might improve its services. Findings of these surveys shall also be posted. DA will pursue partnerships with organizations in the greater Indianapolis community who support our mission and goals. DA is currently building relationships with the following community professional and religious organizations: Letters of support are in Appendix H.

D. Budget and Financial Matters The school’s Board of Trustees shall approve and monitor the annual operating budget. The school’s administration shall produce interim and unaudited actual reports. DA shall hire an audit firm following the guidelines of the American Institute of Certified Public Accountants, and will be selected for its expertise in charter school audit practices. The DA audit committee will review any audit exceptions or deficiencies and report to the DA Board of Trustees with recommendations on how to resolve them. Any disputes regarding the resolution of audit exceptions and deficiencies will be referred to the dispute resolution process. The final audit shall be forwarded by December 15th to all parties listed in Indiana Education Code. DA shall prepare an annual performance audit for that shall include various accountability and organizational viability elements. DA budget projections are attached at Appendix I.

E. Transportation

DA will ensure that transportation will not be a barrier for any child or family enrolled. Parents may transport their children to the school, or make car-pool arrangements. DA shall make alternate arrangements for those who have no transportation available. We have allocated funds in our budget for this purpose.

F. Facility This facility is owned by American Gurdwara Council (AGC) - a national organization. This facility is located at 8300 E. Roy Street, Indianapolis, IN 46219 Previously, this facility housed a privately operated school. All school facilities including playing grounds and parking are available. The facility has more than 40,000 square ft. class room space and 6000 square feet hostel area.

A. Space Needs Based on 120 square ft per student, the space requirements for 5 years according to the projected enrollment growth shall be as follows. Nearly 20,000 square ft. area and playing grounds shall be leased from AGC. Year Space Needed (Sq. ft.) 1st year 2000 2nd year 2500 3rd year 3000 4th year 3500 5th year 4000


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DA shall secure all necessary permits from the authorities before occupying this facility. DA facilities shall be open to inspection and assessment by the city for safety and sustainability. Descriptions of the facility including the layout of classrooms, the designation of each classroom, evacuation routes etc. shall be made. Any changes made in the layout shall be communicated to the authorities. Facilities shall be equipped with required services like heating, cooling, internet and phone etc. B. Technology and Equipment The facility shall be equipped by DA with internet, computers and all other related equipment needed for effective and meaningful instruction. C. Facility Options Above mentioned facilities are sufficient to meet our needs in the near future. D. Renovation DA shall explore the possibility of acquiring a loan for renovation of the facility.

Appendices APPENDIX A: LEADERSHIP INFORMATION (Signed background authorizations for all Directors are also attached) Attached is the leadership information (résumés, background waivers (included with the unbound original copy only), and memoranda—for the founding group/governing board of Dashmesh Academy Charter school. BOARD OF DIRECTORS 1. Ram Singh 2. Virgil Boyd 3. John A. French 4. Harpaul Singh Rana 5. Balbir Singh Tut

Resume

RAM SINGH 1245 Olympic Drive Milpitas, CA 95035 Home: (408) 262-3116 E-mail: [email protected]

SUMMARY Knowledge of subject matter, including Indiana State Standards and subject-specific frameworks. Expertise to implement Instructional Guidelines, Best Practices, and ability to collect and analyze qualitative and quantitative student data. Strong knowledge of student


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assessments and ability to reflect and improve. Excellent ability to collaborate with colleagues, parents and the community. Several years experience in quality engineering in disk drive, electronics and metal and plastic fabrication industries. Emphasis on quality system development, process control, yield improvement and supporting manufacturing operations. Achieved productivity and quality improvement goals by building and facilitating cross-functional teams. Demonstrated expertise in implementing statistical audits. Excellent project management, supervisory, analytical and problem solving skills. Experienced in developing inspection procedures, employee training materials and conducting training for operators, engineers and managers. Credentialed to teach Math and Chemistry in both Indiana and California. WORK EXPERIENCE

Math Teacher

Experienced in developing easily comprehensible instructional materials. Worked as a Substitute teacher in Fremont and Hayward Unified School Districts. Worked as a summer school math teacher at Hayward High school. Prepared lesson plans, taught algebra, performed assessments. Taught algebra and geometry to high school students.

Quality Manager

Responsible for establishing and implementing quality management tools and system audits.

Designed quality control metrics for all activities. Established quality conformance standards for manufacturing processes. Performed validation of manufacturing processes, equipment and facilities. Developed and conducted training for engineers and inspectors in Quality Management

and Inspection. Performed failure mode and effects analysis for designs and processes. Organized and facilitated teams for continual process improvement using 8-D

and PDCA methodology. Investigated returned material problems to determine failure root cause and supported

customers with feedback data and preventive/corrective action. Developed Quality system documentation and implemented ISO 9001:2000 quality

system. Established supplier quality programs including vendor audits, supplier performance

ratings and implemented SCAR to resolve quality issues. Designed, developed and implemented complete process and system audits. Generated inspection codes and established inspection plans for incoming and returned

material verification. Quality Engineer Responsible for printed circuit board (PCB) and electro-mechanical assembly process control. Sustained PCB and cable assemblies for data storage systems. Investigated integrated circuit and magnetic media failures using electrical and surface analysis characterization techniques. Reviewed design/process changes and generated/updated process


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instructions for manufacturing. Analyzed failure data to monitor process efficiency and implemented corrective action to resolve process problems. Performed PCB cross-sectioning, solderability tests and process audits. Conducted defect analysis and implemented process control using control charts and machine capability studies. Experienced in ESD, clean room manufacturing and regulatory environment. EMPLOYMENT HISTORY Teacher, Hayward, School District 2007- current Quality Engineer/Manager, Micro Lithography, Inc. 1999-2005 Process Control Engineer, Read-Rite Corp. 1996-98 Consultant, Seagate Technology 1995-96 Quality Engineer, Imtec Corporation 1994-95 Quality Engineer/Manager, Micro Lithography, Inc. 1986-93 EDUCATION Credentialed in Math and Chemistry, CSU Hayward, CA MS in Materials Science, San Jose State University, CA MS in Chemistry, India BS in Physics, India Training in FDA Regulations Certified Quality Engineer (CQE)

Memo My involvement in charitable and community activities for more than 25 years has made me keenly aware of the problems with the school education. Early years of an adolescent’s life have a profound effect on the future success of the adult. Too many children are falling through the cracks because they are not being suitably guided and mentored. We need solutions tailored to suit the needs of children and provide an environment for the development of a whole child. Our personal experience dealing with children as a chairman of a charitable organization with over 10, 000 members convinced me of the need for an educational that is build to meet the individual needs of children rather than our one size fits all approach. With this objective in mind, I acquired Single Subject teaching Credentials in Mathematics and Chemistry from CSU East Bay, Hayward and have many years of experience in teaching math and science. I also taught summer classes in math and conducted free tutoring classes. We have worked with California School Board to have Sikh history and culture included in the California school curriculum. I hold a Masters degree in Chemistry from Aligarh University, India and a Masters degree in Engineering from San Jose State University, California. I have more than 15 years experience as a Quality Engineer and Manager in various manufacturing companies. I designed quality assurance systems to ensure process and product quality. I was responsible for establishing and implementing training procedures for engineers and supervisors. I also conducted training for engineers and supervisors in process control and finished product quality assurance. I have several years of experience in collaborating with different groups in continual process improvement including process and systems assessment. I have served as an elected Chairman of a community organization for five years.


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This religious organization has more than 10,000 members and an operating budget of more than one million dollars. I have been involved with community for more than 20 years and have worked on various community issues like education, voluntary activities with many interfaith groups. I have worked with minority groups on discrimination issues. I also served the community through my services in the field of interpretation and translation. I was instrumental in arranging SAT and Algebra classes at the organization site for community students. He played a prominent role in mentoring youth for higher learning and become model students. I served as a Commissioner on Human Relations Commission of Santa Clara County for six years and city commissions for more than five years. During my tenure on the commission, we dealt with labor, education and race relations, waste management and law enforcement issues. We worked with city mayors, county officials, civil rights organizations and elected state and federal officials to resolve community education, labor, environmental and human rights issues. I have given workshops for students, parents, and community members in areas including Bilingual Education, ESL for Adults, Conflict Management, Transitional Reading, Cooperative Learning, Peer Coaching, Parents’ Responsibilities in Education, and Parents as Teachers and mentors. I have also received extensive training in core curriculum areas, Curriculum Leadership as well as many other topics including Teaching Strategies for a Changing Student Population, Grant Writing and Closing the Achievement Gap for English learners. I am a director of a Dashmesh Academy – a member of the Indiana Public Charter Schools Association. We are committed to supporting charter schools so that every child has a shot at good education. I do not see any potential conflict of interest with my position on the board of directors of Dashmesh Academy Charter School and organizations with which the school is likely to work. Currently, I serve on the boards of the following organization.

Sikh Foundation Sikh Educational and Welfare Association American Gurdwara Council

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Virgil I. Boyd, Jr.

2850 Dr Martin Luther King, Jr., Indianapolis, IN. 46208. [email protected] Phone: 317 246-0986

Community Service Board Member/Incorporator, New Roots; Past Board Member, Community Farm Alliance; Community Research Advisory Board Member/Co-Investigator, Clinical and Translational Science Institute; Scoutmaster, Boy Scouts of America; Member, Friends of the Library and Western Branch Library Support Association; Member of Heritage Task Force-(Group formed to preserve history of Cherokee, Ky. State Park); Past Community Relations Representative of


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SASA, Stanford University; Incorporator/Board Member of MPAC-Mid-Peninsula Access Corporation, (Representative for City of East Palo Alto, Ca.)

Recent Employment History April ‘09-Present

Consultant to Local Churches, Educating individuals and small groups as to how to live healthier productive lives through: Stone Soup Events, re-distribution of healthy food-fresh fruits and vegetables to so-called “Food Deserts.”

May ’07 - Dec ’09

Executive Director, ASI, Inc. (Historical & Educational Organization, http://www.slavesusa.com). Developed partnerships with University of Louisville, participated in environmental/educational community-based projects, fund-raising and media relations programs.

May ’07 - July ’08

Manager, New Jay’s Cafeteria & Catering, Responsible for all food preparation, scheduling & coordination of facility special activities, supervising all staff, responsible for purchasing and preparation of payroll, maintenance of grounds, etc.

Aug ’04 - May ’07: Food Service Supervisor, Murray State University, Responsible for shift food preparation, scheduling, coordination of special events.

Apr ’00 - Aug ’04: Marketing Officer, Financial Systems-Indy Inc. Process residential and commercial mortgages through private investors and local banks.

Aug ’92 - Apr ’00: Mortgage Broker, Center Mortgage and Bank One Financial Services, solicit, process and close residential/commercial mortgages.

Jan ’89 - Aug ’92: Insurance and General Sales, AAA-H.M.C. Sold life, health, accident, and property & casualty policies, AAA memberships, travel packages, etc.

Other Positions Event Promoter, Coordinator, Fundraiser, Community Organizer, Market Research Analyst.

Education Murray State University: US History, Political Science; University of Washington (Seattle): Social Anthropology with African Focus, Theater Arts; San Francisco State University: Media Studies-Film/Video, African American Studies

References William Mulligan, History Professor, Murray State University, 270.809.5181 Troy O. Body, Government Affairs Advisor/Consultant, [email protected]

Gregory Chaney, Psychologist, 502.727.9693


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Quotes from Letters

“I want to write to you for your innovative ideal to change the Food Services name badge to a Racer hospitality badge. I think this is much more in line with the image we wish to

project on campus and sends a very important message to our customers, both students and faculty/staff members. I appreciate your leadership in making this change….”

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JOHN A. FRENCH 5422 Nighthawk Way Indianapolis, IN 46254 317-496-5305 [email protected]

OBJECTIVE

To obtain a position with an organization that will enable the use of my Team and Relationship Building expertise, Negotiation, Management, Effective Organizational skills, Accomplished Leadership, Administrative, Fundraising program, Sales, and Customer Service skills

PROFESSIONAL SUMMARY

Collaborative Fundraising program management with major corporations, and foundations

Provided team leadership in business, sales and marketing supervision, administered annual coaching for sales and technical representatives, vendor and contract review management

Executed positive P&L, budgeting, expenditure disbursement and payroll for all district personnel; and customer service for distributors, dealers, aerial applicators, and counties

Engaged in responsible planning and scheduled appropriate actions using emotional intelligence and change management activities to help ensure program readiness and success

Worked with companies and organizations in planning and operations of programs including events and activities to enhance successful business processes and optimum economic impact

Established and implemented seven state research and development programs; key market analysis, interpretation, technical positioning for communication and commercialization

Created effective national regulatory compliance training programs, best practices, and comprehensive audits for a Fortune 250 corporation and channel marketing customers

Provided Dangerous Goods transportation and Chemical Incident Command Management

Small business owner: providing Regulatory Compliance Management, Strategic planning, Light Environmental, and Safety / Risk Management consulting and program management

Managed scheduling and coordination of a national corporate emergency response program


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CAREER HIGHLIGHTS AND ACCOMPLISHMENTS

Consultant – Circle City Security Company Indianapolis, IN Jan. 2011 to Feb. 2012

Professional Security Service (armed and unarmed), Sports/Event Services, Protection Services (Individual and/or personal assets) • Convention/Tradeshow Security • Construction Security, Traffic Control. Scope of Work includes: Becoming a preferred supplier for Super Bowl XLVII Indianapolis. Providing a variety of services; Coaching/Mentoring Company President and management staff, and assisting in assimilating various business tools. Developed and executed New Company brochure and advertising approach including qualification presentation to secure NFL supplier approval. Emerging Business Committee Interview. Successfully achieved NFL subcontractor approval.

Board Member – Institute for Emerging Leaders, Inc. (IEL) Montgomery, AL March 2009 to Dec. 2010

IEL a Non-Profit devoted to youth empowerment by improving their connection to personal development and leadership, significant historical perspectives, and active community service.

Chairman/Project Leader – [Appointed by Indiana State Representative John Bartlett – Dist. 95] Indianapolis Metropolitan area July 2009 to Feb. 2010 Scope: Establish an exploratory consortium to investigate and develop interest for establishing a Non-Profit organization to provide construction training and apprentice programs for under privileged youth and young adults residing within Marion County Indiana.

iLearning Global (currently “Daily Success Stream”) March 2008 to March 2010 Member of personal development based product promoting “Keep learning and growing, you are your best investment!” As a member I managed to spend significant time with my favorite personal development coach, author, and international trainer Brian Tracy; and many others.

National FFA Foundation – Indianapolis, IN 2007 to 2008

Senior Regional Director (fundraising) Primary responsibility was to manage all aspects of corporate, association, and foundation fundraising within a territory (eastern United States), which includes, but is not limited to, sponsor visits, soliciting prospective sponsors, writing proposals and organizing travel arrangements. Solicit funds for the FFA Organization sponsor’s for FFA programs, special projects, scholarships, educational programs, and other agendas as requested by the FFA Board of Directors and program staff. Arrange meetings and build relationships with sponsors and sponsors’ board members and prospective sponsors to secure funds. Work with program managers on various scholarship programs. Provide assistance to National FFA Org. and FFA Foundation staff and other agricultural education groups in areas such as National Convention planning, sponsoring tour arrangements and special project requests. Coordinate Sponsor Board Members’ fund raising. Activities also included managing relationships with sponsor accounts for $1 million plus dollars in contribution annually. Managed Cause Marketing


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program development, new business development, and also created proposal documents (customers − corporate, non-profit, and government agency (USDA).

SynergyOne. LLC – Indianapolis, IN 2000 to 2006 CEO / Principal

Designed and managed the implementation of national workplace safety programs, training, and project management for Agriliance, LLC a large national Agronomic co-operative business group and their selected customers

Created an operating environment for developing and implementing the placement of a Lowe’s Company - Home Center store over the water supply of Boynton Beach, Florida (dynamic customer strategy)

Provided Dangerous Goods technical consultation, leadership, and project management for various companies. Some customers include: Fisher Scientific, Peabody Energy, and UAP Holding Corporation

Developed and increased customer training, with new subject matter retention processes including Change Management process to aid employee transition for improved Risk Management and Safety compliance – various corporate customers

Significantly improved sales and compliance matrix measurement, and reduced basic operating costs for several customers by review of activities and implementing proven program changes

Collaborated (one of two companies) in developing Indiana University’s Minority and Women Business Initiative as a component of Indiana University’s Diversity Inclusion Program

Dow AgroSciences LLC - Indianapolis, IN 1974 to 2000

Dow Chemical Co. - Midland, MI Manager, Dangerous Goods Regulations (Dow AgriSciences) 1990 to 2000

Collaboration with Federal, state, and city personnel for program adoption management, interpretation, environmental, and initiation of Dangerous Goods and FAA emergency incident procedures. Managed national transportation regulatory compliance including “root cause” auditing, training, containment, shipping, and documentation for company and key customers.

Provided technical support for container design, warehousing, disposal, and third-party manufacturing. Leadership results for improved team communication and goal attainment

Administered national and several global evaluations and management of $1.4 billion in products and raw materials. Managed process improvement and compliance programs

Served on global Board of Directors and Executive Committee for the Dangerous Goods Advisory Council (DGAC) [Wash. DC]. Land, Air, & Marine (previously DGAC certified)

Provided the first “Pesticides by Air” Dangerous Goods manual for implementation with the National Agricultural Chemicals Association (NACA) Transportation Committee.

Assisted in the establishment of HM-226 resulting in the following regulation change; with estimates of at least $100 million dollar annual savings for US companies. USDOT 49 CFR 173.6 Materials of Trade Exceptions: Allows certain Dangerous Goods transported in small quantities as part of a business are subject to less regulation, because of the limited hazard they pose. These products (materials) are known as Materials of Trade.


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National Emergency Response (E/R) Program Manager (Dow AgriSciences) 1990 to 1997

Managed and provided oversight responsibility for the development and implementation of a technology based North American program, working directly with CHEMTREC, medical centers, LEPC’s, & private emergency management groups, various fire & police departments

Administered Emergency Response coordination program, decision management, incident command and recovery, team implementation, training programs, and compliance processes

Actively participated in U.S. Department of Transportation (DOT) regulatory compliance objectives, offered adopted information for the US DOT Emergency Response Guide Book

District Sales Manager (Dow Chemical) [Colorado, Kansas, Western Missouri] 1984 to 1990

Managed sales and marketing strategies including, training, performance evaluation, coaching, and career development of sales, technical, and support personnel, Streamlined budgets

Successfully changed traditional weed control treatment for the Conservation Reserve Program (CRP) in Kansas and eastern Colorado by reducing rates of Picloram (a persistent herbicide) to 1/16 the standard application rate. A team effort included state weed boards, company technical specialists, contract consultants, re-training of sales personnel, college – student interns, university extension service personnel, and an effective advertising campaign.

Developed annual district sales that exceeded $14 million (825% growth); sponsored special incentives, and customer service programs to enhance collaboration and teaming relationships

Highest Sales Achievement Award – six years as district manager ─ Resulting in 4 district sales persons receiving top company sales award.

Technical Service Specialist (Dow Chemical) [State of Iowa] 1979 to 1984

Managed sales training, technical sales support, and problem solving of customer issues. Coordinated product development activities with universities for key market segments

Market transition management ─ provided data from university and personal research to train two sales districts in Iowa to understand product features and benefits and how to communicate them to customers and other individuals of influence. Through these change activities our market share went from fifth place (last) to number second place.

Provided Team Leadership with key distributors and assisted Marketing Services Agency to develop an effective advertising campaign with emphasis on our secondary pest control product advantage. Engaged various university researchers to adapt understanding our product’s “best value” advantage.

Research & Development Specialist (Dow Chemical) [7 states] 1974 to 1979

Lead R&D territory included the following states: Iowa, Nebraska, Missouri, Kansas, Nebraska, Colorado, Utah and Wyoming

Developed and coordinated various early stage and commercial product research, and commercial product development programs. Provided technical leadership (sales


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growth of 500%). Executed oral and written presentation of data from universities, states and contracted research personnel

Executed high-level presentation to The Dow Chemical Company Board of Directors during my third year with the company. The opportunity was to highlight my successful R&D programs and to include the financial contributions both present and future earnings.

Small Business Owner (50%) − Horticultural Consultants, Inc. (Kansas City) 1978 to 1980 Landscape and Grounds Maintenance University of Arkansas County Extension Agent (Agriculture) 1973 to 1974

Cooperative Extension Service; University of Arkansas; Little Rock, AR

Responsibilities included providing agricultural and community educational information, and leadership to Monroe county residents. Collaborated with other related government agencies and worked on other various successful community projects including 4H Youth Programs.

EDUCATION

Law School − Student in school studies; Indiana University School of Law - Indianapolis M. A., BUSINESS MANAGEMENT, Central Michigan University; Mt. Pleasant, MI Concentration: Management & Supervision M. Sci., ENTOMOLOGY; University of Arkansas; Fayetteville, AR B. S., AGRONOMY & BIOLOGY; University of Arkansas at; Pine Bluff, AR

ADDITIONAL STUDY Artful Askers; Empowering Faith-Based and Community Nonprofit Organizations (Fundraising) Effective Negotiating Course; Chester L. Karrass Chinese Law; East China University of Politics and Law; Shanghai, China Marketing; (Executive Program); University of Michigan; Ann Arbor, MI CHMM; The Institute of Hazardous Materials Management (IHMM) [no certificate] Incident Management; Hazardous Materials Emergency Response [certification expired] PERSONAL National Association for Equal Opportunity in Higher Education; (Presidential Citation) Who's Who in American Colleges and Universities Who's Who in the Midwest United States

SUMMARY OF PAST BUSINESS DEVELOPMENT, SALES, AND FUNDRAISING National FFA Foundation: personal annual fundraising Results: (2006 to 2007) $600K

to $870K. Results: a 45% increase in giving for selected programs and scholarships SynergyOne - Designed and managed the implementation of national workplace safety

programs, training, and project management for a large national Agronomic co-operative business group. Results: improved employee productive, full compliance.

Dow AgroSciences – Developed concept and adaption for national regulatory compliance change for Dangerous Gods transportation. Results: (Materials of Trade HM-226). Estimated annual savings to industry within the United States to be greater than $200 million. Estimated additional Results: savings and increased sales due to less regulatory compliance for Dow AgroSciences to be $1.35 million annually


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Dow Chemical – as District Sales Manager – total sales Results: 1984 to 1990 district sales increase from $1.5 million to $13.9 million annually

Dow Chemical – Technical Sales: Developed idea for Nitrification Inhibition process for major soil classification in the state of Iowa. Results: Fertilizer cost savings by farmers and significant annual sales increase

Dow Chemical – R&D: Secured new registration for insecticide for Black Cutworm control. Results: National sales/market share from $4 million to $24 in one year

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Harpaul Singh Rana E-mail: [email protected]

48888 Sauvignon Ct. Fremont, CA

Home: (510) 657-4747

SUMMARY

Responsible for opening two Role Model Schools in India. (Budha Dal Public School – 1982, Dasmesh Public School-1985)

Completed Multiple Subject and Single Subject LOTE (Language Other Than English-Punjabi) credentials course at CSUEB.

Knowledge of subject matter, including Indiana State Standards and subject-specific Frameworks, As a member of Instructional Leaders Team and School Site Council for 12 years, from pre-school to high schools capability to develop and implement Instructional Guidelines and Best Practices. Ability to analyze qualitative and quantitative student data. Knowledge of student assessments and ability to reflect and improve. Ability to collaborate with colleagues, parents and the community. Experienced in developing easily comprehensible instructional materials for the past 20 years.

14 years experience as Principal Technical Training Institute. Experienced in developing curriculum, employee-training materials and procedures, conducting training for operators, engineers and managers.

22 Years experience in Project Planning and Control, Design and Construction Management, and quality control of various kinds of Power Plants, Industrial Plants, Transmission Lines and Commercial Buildings.

COMMUNITY INVOLVEMENT

Ex-Vice Chair, Senior Commission, Fremont


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Ex-Chairperson for Kids Activities, Member, Committee celebrating 50th Anniversary of Union City

Secretary, Sikh Sports Association and Hayward Sikh Temple Director of Education for Sikh Community in Bay Area

Member, Logan High, Instructional Leader’s Team, Strategic Planning Committee and

School Site Council

Advisor, Logan High, Hope Connections, Punjabi Club and Sikh Forum

Director–Mohinder Kaur Grewal Charitable Trust –

Set up a Widow Camp for more than 5000 widows and their children due to mass killing

of Sikh during 1984 Anti Sikh Riots in India

Founding Director, Budha Dal Public School, Patiala- India 1982

Dasmesh Public School, Patiala-India 1985

WORK EXPERIENCE

14 years of Teaching Experience – Six years in Foreign Language (Punjabi), 2.5 years in Math and Science (6-7-8 grade), 3.5 years in Elementary School in self contained classroom, 2 years in a Pre-School in a CDC setting

Prepare curriculum, lesson plans, perform assessments and grade student work as per California State Standards.

29 years of Administrative Experience as General Manager/ Chief Engineer / Senior Engineering Executive in Project Management and Control

EMPLOYMENT HISTORY

James Logan High School, Union City, Ca September 2005 to Present Fischer Middle School, San Jose, Ca September 2002 to June 2004 Havens Court Middle School, Oakland, Ca February 2002 to June 2002 Horace Mann Elementary School, Oakland, Ca September 1998 to Jan. 2002 Manzanita CDC, Oakland October 1996 to Aug.1998 Shako Energy/ Golden ADA, San Francisco September 1995 to Oct. 1996 Bechtel Corporation, San Francisco September 1989 to Sept.1995 Punjab State Electricity Board, India January 1968 to Aug. 1989 EDUCATION Multiple / Single Subject (LOTE) Credential Program Cal State University, Hayward, CA B. Tech Electrical, Indian Institute of Technology, Delhi, India MBA (Ongoing), Washington State University, Pullman, WA. ----------------------------------------------------------------------------------------------------------------


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Balbir Singh Tut

8300 ROY ROAD Indianapolis, IN, 46219 Cell # : (317)-702-5051 [email protected]

Career Objective: Supervisory position in Machine Shop manufacturing environment.

SUMMARY

Diversified manufacturing experience in high and low volume production with an extensive background in manufacturing and industrial engineering. Demonstrated success in introducing new products into production, developing, implementing and managing new processes to improve quality and productivity. Hands-on experience in fabrication, machining, assembly and lean manufacturing. Creative analytical problem solver with excellent team-building skills.

EXPERIENCE

Piezo Tech (Aero Tech) General Machinist, INDIANAPOLIS,INDIANA Performed prototype and precision work. Promoted and participated in multifunctional continuous improvement teams that improved assembly and machining quality and productivity. Selected analytical techniques to resolve production issues and worked with product design. Proven hands-on experience in successfully managing process engineering projects. I.T.T. Jennings, General Machinist San Jose, CA

Worked as a Journeyman Machinist, and quality control-inspector. Worked on setting and operating engine lathes, mills, hardinge chuckers, surface grinders, I.D. &O.D.AND Centerless GRINDERS, saw, and band saw. Directly involved in the installation and successful implementation of new machinery, test equipment, inspection equipment and automation for machining. Proven track record working with design engineering to develop new products, improve product cost and productivity. Coordinated the introduction of new products such as generators, asphalt rollers, trowels and plates into production. Initiated, implemented and managed new laser cutting and robotic welding processes, which dramatically provided the means to reduce inventories, improve production, product design and cost. Established tube frame forming and welding manufacturing cells, reducing inventory and increasing productivity.

Sharp Precision, General Machinist, San Jose, CA

Set up and operated Machine tools such as Lathes, Hardinge Chucker, Mills, Band Saws, Grinders, Saws. Applied knowledge of Machinery methods and Quality Control Inspection. Used all interments such as calipers, Micrometers, Depth Gauges etc. Created and implemented solutions to reduce machine shop setups by 30 percent.

EDUCATION: B. S. History, India

Mechanical Engineering courses, USA


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Community Involvement:

I have been involved in charitable and community activities for more than 25 years. I have been always interested in quality education for children. I have been a president of a large religious organization. We ran a Sunday school for school aged children. I have been involved in fund raising and other charitable organizations throughout the US. I have been working on starting a Charter school for the last three years by acquiring and renovating a high school building. I have worked with many community relations organization which are involved in various philanthropic causes. Appendix B: Bylaws

Dashmesh Academy Bylaws ( An Indiana Corporation)

for the regulation, except as otherwise provided by the statute of its Articles of Incorporation,

Table of Contents I. Membership II. Board of Trustees A. Powers B. Number of Trustees C. Election of Trustees and Term of Office

1. Election 2. Eligibility 3. Interested Persons 4. Term of Office 5. Time of Elections

D. Removal of Trustees E. Resignation by Trustee F. Vacancies G. Compensation of Trustees III. Principal Office IV. Meetings of the Board A. Place of Meetings B. Annual Meetings C. Regular Meetings D. Special Meetings E. Adjournment F. Notices G. Waiver of Notice V. Action by the Board


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A. Quorum B. Action by the Board

1. Actions Taken at Board Meetings 2. Actions Without a Meeting 3. Board Meeting by Conference Telephone

C. Committees 1. Appointment of Committees 2. Authority of Board Committees 3. Procedures of Committee

D. Standard of Care 1. Performance of Duties 2. Reliance on Others 3. Investments

E. Rights of Inspection F. Participation in Discussions and Voting G. Duty to Maintain Board Confidences VI. Officers and Elections

A. Officers 1. Chair 2. Vice Chair 3. Secretary 4. Treasurer

B. Elections, Eligibility and Term of Office 1. Election 2. Eligibility 3. Term of Office

C. Removal and Resignation VII. Non-Liability of Trustees VIII. Indemnification of Corporate Agents IX. Insurance for Corporate Agents X. Self-Dealing Transactions XI. Other Provisions

A. Fiscal Year B. Execution of Instruments C. Checks and Notes D. Construction and Definitions E. Conflict of Interest F. Interpretation of Charter

XII. Amendment I. MEMBERSHIP The corporation has no members. The rights which would otherwise vest in the members, vest in the directors of the corporation (hereinafter "Trustees") of Dashmesh Academy (herein after called "DA"). Actions which would otherwise require approval by a majority of all members or approval by the members require only approval of a majority of all Trustees or approval by the Board of Trustees (hereinafter "Board").

II. BOARD OF TRUSTEES


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The Board shall conduct or direct the affairs of the corporation and exercise its powers, subject to the limitations of the Indiana Nonprofit Corporation Law, the Articles of Incorporation and these Bylaws. The Board may delegate the management of the activities of the corporation to others, so long as the affairs of the corporation are managed, and its powers are exercised, under the bylaws and are subject to the same limitations, the Board shall have all the powers enumerated in these Bylaws, and the following specific powers: 1. To elect and remove Trustees. 2. To select and remove officers, agents and employees of the corporation; to prescribe powers and duties for them; and to fix their compensation. 3. To manage and control the affairs and activities of the corporation, and to make rules and regulations. 4. To enter into contracts, leases and other agreements which are, in the Board's judgment, necessary or desirable in obtaining the purposes of promoting the interests of the corporation. 5. To carry on a business at a profit and apply any profit that results from the business activity to the corporation. 6. To act as trustee under any trust incidental to the corporation's purposes, and to receive, hold, administer, exchange and expend funds and property subject to such a trust. 7. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and to hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey or otherwise dispose of such property. 8. To borrow money, incur debt, and to execute and deliver promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecations and other evidences of debt and securities. 9. To lend money and accept conditional or unconditional promissory notes therefore, whether interest or non-interest bearing, or secured or unsecured. 10. To indemnify and maintain insurance on behalf of any of its trustees, officers, employees or agents for liability asserted against or incurred by such person in such capacity or arising out of such person's status as such, subject to the provisions of the Indiana Nonprofit Public Benefit Law and the limitations noted in these Bylaws. B. Number of Trustees: The number of Trustees of the corporation shall be not less than 5 or more than 11. The Board shall fix the exact number of Trustees, within these limits, by Board resolution or amendment of the Bylaws.

C. Election of Trustees

1. Election. The Board shall elect the remaining Trustees by the vote of a majority of the Trustees then in office, whether or not the number of Trustees in office is sufficient to constitute a quorum, or by the sole remaining trustee

2. Eligibility. The Board may elect any person who in its discretion it believes will serve the interests of the corporation faithfully and effectively. In addition to other candidates, the Board will consider the nominees who have background in running an educational institution or a related business. Candidates must have a sound knowledge and interest in education. Strong background and administrative experience, teaching, engineering, law, finance or accounting shall be given preference.


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3. Interested Persons. Not more than 49% of the persons serving on the Board may be interested persons. An "interested person" is: (1) any person currently being compensated by the corporation for services rendered whether to it within the previous 12 months, whether as a full-time or part-time employee, independent contractor or otherwise, excluding any reasonable compensation paid to a Trustee as Trustee; or (2) any sister, brother, ancestor, descendant, daughter-in-law, spouse, sister-in-law, brother-in-law, son-in-law, mother-in-law or father-in-law of any such person. a. The term of office of all members of the initial Board of Trustees shall be two years. b. At the end of the first year, the Board shall provide for staggered terms of its Trustees, by designating approximately one-third of the Trustees to one-, two- and three-year terms. Following the expiration of those designated terms, the term of each Trustee shall continue for three years, except the term of any. Trustee who is the Parent, Alumni, DA Faculty or DA Student Representative shall be one year. c. No Trustee, other than a Trustee serving as a corporate officer or the DA Principal, may serve for more than seven (7) consecutive years. d. The term of office of a Trustee elected to fill a vacancy begins on the date of the Trustee's election, and continues: (1) for the balance of the unexpired term in the case of a vacancy created because of the resignation, removal, or death of a Trustee, or (2) for the term specified by the Board in the case of a vacancy resulting from the increase of the number of Trustees authorized. e. A Trustee's term of office shall not be shortened by any reduction in the number of Trustee resulting from amendment of the Articles, Bylaws or other Board action of incorporation or the bylaws or other Board action. f. A Trustee's term of office shall not be extended beyond that for which the Trustee was elected by amendment of the Articles of Incorporation or the Bylaws or other Board action. 5. Time of Elections. The Board shall elect Trustees whose terms begin on July 1 of a given year at the Annual Meeting for that year, or at a Regular Meeting designated for that purpose, or at a Special Meeting called for that purpose.

The Board may remove a Trustee without cause as provided by the Indiana Nonprofit

Corporation law. The Board may remove any Trustee who:

D. Removal of Trustees The Board may remove a Trustee without cause as provided by the Indiana Nonprofit Corporation law. The Board may remove any Trustee who: 1. Has failed to attend two or more of the Board's Regular Meetings in any calendar year; 2. Has been declared of unsound mind by a final order of court; 3. Has been convicted of a felony; 4. Has been found by a final order or judgment of any court to have breached any duty imposed by the Indiana Nonprofit Corporation Law; or 5. For such other good causes as the Board may determine. E. Resignation by Trustee

A Trustee may resign by giving written notice to the Board Chair or Secretary. The resignation is effective on the giving of notice, or at any later date specified in the notice. A Trustee may not resign if the Trustee's resignation would leave the corporation without a duly


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elected Trustee in charge of its affairs, without first giving notice to the Indiana Attorney General.

F. Vacancies

A vacancy is deemed to occur on the effective date of the resignation of a Trustee, upon the removal of a Trustee, upon declaration of vacancy pursuant to these Bylaws, or upon a Trustee's death. A vacancy is also deemed to exist upon the increase by the Board of the authorized number of Trustees. G. Compensation of Trustees

Trustees shall serve without compensation. However, the Board may approve reimbursement of a Trustee's actual and corporation business. necessary expenses while conducting corporation business.

III. PRINCIPAL OFFICE The corporation's principal office is located at 8300 Roy Street, Indianapolis, Indiana 46219. or at such other place as the Board may select by resolution or amendment of the Bylaws. The Secretary shall note any change in principal office on the copy of the Bylaws maintained by the Secretary.

IV MEETINGS OF THE BOARD A. Place of Meetings Board Meetings shall be held at the corporation's principal office or at any other reasonably convenient place as the Board may designate. B. Annual Meetings

An Annual Meeting shall be held in May of each year for the purpose of electing Trustees, making and receiving reports on corporate affairs, and transacting other business as comes before the meeting. C. Regular Meetings

Regular Meetings shall be held at various times within the year as the Board determines. D. Special Meetings

A Special Meeting shall be held at any time called by the Chair or by any five Trustees. E. Adjournment A majority of the Trustees present at a meeting, whether or not a quorum, may adjourn the meeting to another time and place. Notice of the time and place of holding an adjourned meeting need not be given to absent Trustees if the time and place be fixed at the meeting adjourned, except if the meeting is adjourned for longer than 24 hours, notice of the adjournment shall be given as specified in these Bylaws. F. Notices Notices of Board Meetings shall be given as follows: 1. Annual Meetings and Regular Meetings may be held without notice if the Bylaws or the Board fix the time and place of such meetings. 2. Special Meetings shall be held upon four days' notice by first-class mail or 48 hours' notice delivered personally or by telephone, facsimile or e-mail. Notices will be deemed given when deposited in the United State mail, addressed to the recipient at the address shown for the recipient in the corporation's records, first-class postage prepaid; when personally delivered in writing to the recipient; or when faxed, e-mailed, or communicated orally, in person or by telephone, to the Trustee or to a person whom it is reasonably believed will communicate it promptly to the Trustee. G. Waiver of Notice


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Notice of a meeting need not be given to a Trustee who signs a waiver of notice or written consent to holding the meeting or an approval of the minutes of the meeting, whether before or after the meeting, or attends the meeting without protest prior to the meeting or at its commencement, of the lack of notice. The Secretary shall incorporate all such waivers, consents and approvals into the minutes of the meeting. V. ACTION BY THE BOARD A. Quorum

A quorum consists of two-thirds of the fixed number of Trustees. B. Action by the Board 1. Actions Taken at Board Meetings. The actions done and decisions made by a majority of the Trustees present at a meeting duly held at which a quorum is present are the actions and decisions of the Board, except for purposes of electing Trustees, appointing committees and delegating authority thereto, or amending the corporation's Bylaws, where the action of a majority of Trustees then in office is required by the Indiana Nonprofit Public Benefit Corporation Law or as set out in these Bylaws. The Board may continue to transact business at a meeting at which a quorum was originally present, even though Trustees withdraw, provided that any action taken is approved by at least a majority of the quorum required. 2. Actions Without a Meeting. The Board may take any required or permitted action without a meeting if all the Trustees individually or collectively consent in writing to the taking of that action. Such consent shall have the same effect a unanimous vote of the Board, and shall be filed with the minutes of the Board proceedings. 3. Board Meeting by Conference Telephone. Trustees may participate in a Board meeting through use of conference telephone or similar communication equipment, so long as all Trustees participating in such meeting can hear one another. Participation in a meeting pursuant to this section constitutes presence in person at such meeting. C. Committees

1. Appointment of Committees. The Board may appoint one or more Board Committees by vote of the majority of Trustees. A Board Standing Committee shall not have less than two Trustees, who shall serve at the pleasure of the Board, except with respect to: 2. Authority of Board Committees. The Board may delegate to a Board committee any of the authority of the Board,

a. The election of Trustees. b. Filling vacancies on the Board or any committee which has the authority of the Board. c. The fixing of Trustee compensation for serving on the Board or on any committee. d. The amendment or repeal of any Board resolution. e. The amendment or repeal of Bylaws or the adoption of new Bylaws. f. The appointment of other committees of the Board, or the members of the committees. g. The expenditure of corporate funds to support a nominee for Trustee. h. The approval of any self-dealing transaction, as defined by the Indiana Nonprofit Corporation Law.

3. Procedures of Committees. The Board may prescribe the manner in which the proceedings of any Board Committee are to be conducted. In the absence of such prescription, a Board Committee may prescribe the manner of conducting its proceedings, except that the regular and special meetings of the Committee are governed by the provisions of these Bylaws with respect to the calling of meetings.


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D. Standard of Care

1. Performance of Duties. Each Trustee shall perform all duties of a Trustee, including duties on any Board Committee, in good faith, in a manner the Trustee believes to be in the corporation's best interest and with such care, including reasonable inquiry, as an ordinary prudent person in a like position would use under similar circumstances. 2. Reliance on Others. In performing the duties of a Trustee, a Trustee shall be entitled to rely on information, opinions, reports or statements, including financial statements and other financial data, presented or prepared by: a. One or more officers or employees of the corporation whom the Trustee believes to be reliable and competent in the matters presented; b. Legal counsel, independent accountants or other persons as to matters that the Trustee believes are within that person's professional or expert competence; or c. A Board Committee on which the Trustee does not serve, as to matters within its designated authority, provided the Trustee believes the Committee merits confidence and the Trustee acts in good faith, after reasonable inquiry when the need is indicated by the circumstances, and without knowledge that would cause such reliance to be unwarranted. 3. Investments. In investing and dealing with all assets held by the corporation for investment, the Board shall exercise the standard of care described above and avoid speculation, looking instead to the permanent disposition of the funds, concerning the probable income, as well as the probable safety of the corporation's capital. The Board may delegate its investment powers to others, provided that those powers are exercised within the ultimate direction of the Board. No investment violates this section where it conforms to provisions authorizing such investment contained in an instrument or agreement pursuant to which the assets were contributed to the corporation. E. Rights of Inspection Every Trustee has the right to inspect and copy all books, records and documents of every kind and to inspect the physical properties of the corporation, provided that such inspection is conducted at a reasonable time after reasonable notice, and provided that such right of inspection and copying is subject to the obligation to maintain the confidentiality of the reviewed information, in addition to any obligations imposed by any applicable federal, state or local law.

F. Participation in Discussions and Voting Every Trustee has the right to participate in the discussion and vote on all issues before the Board or any Board Committee, except as noted below: 1. The DA Faculty Representative shall not be present for the discussion and vote on any matter involving: (a) the performance evaluation or discipline of any administrator or faculty member; (b) administrator or faculty compensation; (c) Executive Sessions of the Board; or (d) any other matter at the discretion of a majority of the Trustees then present. 2. The DA Student Representative shall not be present for the discussion and vote on any matter involving: (a) the performance evaluation or discipline of any administrator, faculty member or student; (b) administrator or faculty compensation; (c) Executive Session of the Board; or (d) any other matter at the discretion of a majority of the Trustees then present. 3. Any Trustee shall be excused from the discussion and vote on any matter involving: (a) a self-dealing transaction;


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(b) a conflict of interest, (c) indemnification of that Trustee; or (d) any other matter at the discretion of a majority of the Trustees then present.

G. Duty to Maintain Board Confidences Every Trustee has a duty to maintain the confidentiality of all Board actions, including discussions and votes. Any Trustee violating this confidence may be removed from the Board. Moreover, the DA Faculty or Student Representative may be disciplined, including immediate dismissal, if Board information is disclosed without the Chair's prior approval. VI. OFFICERS.

A. Officers

The officers of the corporation consist of a President (hereinafter "Chair"), Vice President (hereinafter "Vice Chair"), a Secretary and a Chief Financial Officer (hereinafter "Treasurer"). The corporation also may have such other officers as the Board deems advisable. 1. Chair. Subject to Board control, the Chair has general supervision, direction and control of the affairs of the corporation, and such other powers and duties as the Board may prescribe. If present, the Chair shall preside at Board meetings. 2. Vice Chair. If the Chair is absent or disabled, the Vice Chair shall perform all the Chair's duties and, when so acting shall have all the Chair's powers and be subject to the same restrictions. The Vice Chair shall have other such powers and perform such other duties as the Board may prescribe. 3. Secretary. The Secretary shall: (a) keep or cause to be kept, at the corporation's principal office, or such other place as the Board may direct a book of minutes of all meetings of the Board and Board Committees, noting the time and place of the meeting, whether it was regular or special (and if special, how authorized), the notice given, the names of those present, and the proceedings; (b) keep or cause to be kept a copy of the corporation's Articles of Incorporation and Bylaws, with amendments; (c) give or cause to be given notice of the Board and Committee meetings as required by the Bylaws; and (d) have such other powers and perform such other duties as the Board may prescribe. 4. Treasurer. The Treasurer shall: (a) keep or cause to be kept adequate and correct accounts of the corporation's properties, receipts and disbursements; (b) make the books of account available at all times for inspection by any Trustee; (c) deposit or cause to be deposited the corporation's monies and other valuables in the corporation's name and to its credit with depositories the Board designates; (d) disburse or cause to be disbursed the Corporation's funds as the Board directs;; (e) render to the Chair and the Board, as requested but no less frequently than once every fiscal year, an account of the corporation's financial transactions and financial condition; (f) prepare any reports on financial issues required by an agreement on loans; and (g) have such other powers and perform such other duties as the Board may prescribe.

B. Election, Eligibility and Term of Office 1. Election. The Board shall elect the officers annually at the Annual Meeting or a Regular Meeting designated for that purpose or at a Special Meeting called for that purpose, except that officers elected to fill vacancies shall be elected as vacancies occur.


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2. Eligibility. A Trustee may hold any number of offices, except that neither the Secretary nor Treasurer may serve concurrently as the Chair.

3. Term of Office. Each officer serves at the pleasure of the Board, holding office until resignation, removal or disqualification from service, or until his or her successor is elected. Removal and Resignation The Board may remove any officer, either with or without cause, at any time. Such removal shall not prejudice the officer's rights, if any, under an employment contract. Any officer may resign at any time by giving written notice to the corporation, the resignation taking effect on receipt of the notice or at a later date of specified in the notice.

VII. NON-LIABILITY OF TRUSTEES

The Trustees shall not be personally liable for the corporation's debts, liabilities or other obligations.

VIII. INDEMNIFICATION OF CORPORATE AGENTS The corporation shall indemnify any Trustee, officer, employee or other agent of this corporation, who has been successful (1) on the merits in defense of any civil, criminal, administrative or investigative proceeding brought to procure a judgment against such person by reason of the fact that he/she is, or was, the corporation's agent, or (2) in defense of any claim, issue or matter therein. In such case, the corporation will provide indemnity against expenses actually and reasonably incurred by the person in connection with such proceeding.

If the corporate agent either settles any such claim or sustains a judgment against him/her, then indemnification against expenses, judgments, fines, settlements and other amounts reasonably incurred in connection with such proceedings shall be provided by this corporation but only to the extent allowed by, and in accordance with the requirements of, the Indiana Nonprofit Corporation Law.

IX. INSURANCE FOR CORPORATE AGENTS The Board may adopt a resolution authorizing the purchase and maintenance of insurance on behalf of any Trustee, officer, employee or other agent of the corporation, against any liability other than for violating provisions of law relating to self-dealing asserted against or incurred by the agent in such capacity or arising out of the agent's status as such, whether or not the corporation would have the power to indemnify the agent against such liability under the provisions of the Indiana Nonprofit Corporation Law. X. SELF-DEALING TRANSACTIONS The corporation shall not engage in any self-dealing transactions, except as approved by the Board. "Self-dealing transaction" means a transaction to which the corporation is a party in which one or more of the Trustees has a material financial interest ("interested Trustee(s)"). Notwithstanding this definition, the following transactions are not self-dealing transactions, and are subject to the Board's general standard of care:

1. The Board's action of fixing a Trustee's compensation as DA Principal, a Trustee or corporate officer; or

2. A transaction which is part of a public or charitable program of the corporation, if the transaction (a) is approved or authorized by the Board in good faith and without unjustified favoritism, and (b) results in a benefit to one or more Trustees or their families because they are in a class of persons intended to be benefitted by the program;


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XI. OTHER PROVISIONS A. Fiscal Year

The fiscal year of the corporation begins on July 1 of each year and ends on June 30 of the following year. B. Execution of Instruments

Except as otherwise provided in these Bylaws, the Board may adopt a resolution authorizing any officer or agent of the corporation to enter into any contract or execute and deliver any instrument in the name of or on behalf of the corporation. Such authority may be general or confined to specific instances. Unless so authorized, no officer, agent or employee shall have any power to bind the corporation by any contract or engagement, to pledge the corporation's credit, or to render it liable monetarily for any purpose or any amount. C. Checks and Notes

Except as otherwise specifically provided by Board resolution, checks, drafts, promissory notes, orders for the payment of money, and other evidence of indebtedness of the corporation may be signed by the Chair, Treasurer or DA Principal. D. Construction and Definitions Unless the context otherwise requires, the general provisions, rules of construction, and definitions contained in the Indiana Nonprofit Corporation Law shall govern the construction of these Bylaws. Without limiting the generality of the foregoing, words in these Bylaws shall be read as the masculine or feminine gender, and as the singular or plural, as the context requires, and the word "person" includes both a corporation and a natural person. The captions and headings in these Bylaws are for convenience of reference only and are not intended to limit or define the scope or effect of any provisions. E. Conflict of Interest Any Trustee, officer, key employee, or committee member having an interest in a contract, other transaction or program presented to or discussed by the Board prior to its acting on such contract or transaction. Such disclosure shall include all relevant and material facts known to such person about the contract or transaction which might reasonably be construed to be adverse to the corporation's interest. The body to which such disclosure is made shall thereupon determine, by majority vote, whether the disclosure shows that a conflict of interest exists or can reasonably be construed to exist. If a conflict is deemed to exist, such person shall not vote on, nor use his or her personal influence, nor be present during the discussion or deliberations with respect to such contract or transaction (other than to present factual information or to respond to questions prior to the discussion). The minutes of the meeting shall reflect the disclosure made, the vote thereon and, where applicable, the abstention from voting and participation. The Board may adopt conflict of interest policies requiring: 1. Regular annual statements from Trustees, officers, key employees to disclose existing and potential conflict in interest; and, 2. Corrective and disciplinary actions with respect to transgressions of such policies. For the purpose of this section, a person shall be deemed to have an "interest" in a contract or other transaction if he or she is the party (one of the parties) contracting or dealing with the


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corporation, or is a director, trustee or officer of, or has a significant financial or influential interest in the entity contracting or dealing with the corporation. F. Interpretation of Charter Whenever, any provision of these Bylaws are in conflict with the provisions of the Charter, the provisions of the Charter shall prevail. XII. AMENDMENT

A majority of the Trustees may adopt, amend or repeal these Bylaws.

CERTIFICATE OF SECRETARY The undersigned does hereby certify that the undersigned is the Secretary of the

Dashmesh Academy, a nonprofit corporation duly organized under the laws of the State of Indiana, that the foregoing Bylaws of said corporation were duly and regularly adopted as such by the Board of Trustees of said corporation, which Trustees are the only members of the said corporation; and that the above and foregoing Bylaws are now in full force and effect.

Sd.

Harpaul S. Singh APPENDIX C: Organization Status Dashmesh Academy is a registered non-profit 501c (3) status in Indiana


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Appendix D Dashmesh Academy Discipline Plan

Dashmesh Academy Discipline Plan The Board of Trustees of Dashmesh Academy believes that the conduct of students attending the school must establish an educational climate conducive to the furtherance of educational opportunities for youth and the promotion of learning.

Health and Safety Our interest in the health and safety of our students is of paramount importance. Therefore we have established certain policies and rules for the well-being of students, which must be carefully followed by all students. Student Code of Conduct 1. Be considerate of the rights, safety, property, and feelings of others. 2. Be courteous and respectful to all teachers, adults, and students on campus. 3. Be responsible and accountable for all materials issued to you (textbooks, library books, etc.) 4. Be on time to all of your meetings and classes. 5. Bring proper materials to school. Students have the right to be free from violence and abuse, and have the responsibility not to subject others to violence or abuse. Acts of intimidation, extortion, harassment or physical attacks on students, school personnel, or other authorized persons on campus will not be tolerated. Immediate and appropriate action will be taken against any person involved in such behavior. Positive citizenship is promoted individually at each learning center. Dress Guidelines General Guidelines Inappropriate apparel includes clothing that compromises safety or is disruptive and/or distracting to the school environment and instructional process. In addition, the following guidelines shall apply to all regular school activities: 1. Shoes must be worn at all times. Enclosed toes and heels are highly encouraged for school footwear. Flip-flops may not be worn on campus during school time. Low heeled shoes, such as tennis shoes, are to be worn during physical education. 2. Clothing, jewelry and personal items (backpacks, fanny packs, gym bags, water bottles etc.) shall be free of writing, pictures or any other insignia which are crude, vulgar, profane or sexually suggestive, which bear drug, alcohol or tobacco company advertising, promotions and likenesses, or which advocate racial, ethnic or religious prejudice. 3. Hats may be worn to school, but must be removed in the classroom or office. Headgear such as bandannas covering head or sunglasses is not to be worn on campus. 4. Clothes shall be sufficient to conceal undergarments at all times. See-through or fish-net fabrics, halter tops, off-the-shoulder or low-cut tops, bare midriffs and skirts or shorts shorter than mid-thigh are prohibited. All students may wear trousers and pants of any type as long as the waist size and inseam measurement matches the student’s correctly measured waist and inseam size. Baggy pants that allow underwear to show or pants that will fall without a belt may not be worn on campus. Shorts and skirts (length) – Here is the test for buying shorts and skirts for school. When your student is standing up straight, hands at their sides, if the longest finger’s tip touches the material of the skirt or shorts; then the skirt or shorts are long enough. If the


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fingertip makes contact with the skin on the leg; then the shorts or skirt are too short to be worn to school. No exposed navel (bellybutton). 5. Gym shorts may not be worn in classes other than physical education. 6. Hair shall be clean and neatly groomed. Hair may not be sprayed by any coloring that would drip when wet. 7. Beach, swimwear and/or bare feet are not acceptable. Halter-tops may not be worn on campus during school time. Tank tops and spaghetti straps may be allowed if a shirt is worn over or underneath. 8. Wearing gang-related or drug clothing on school premises or at school sponsored activities is strictly prohibited. 9. Tennis shoes are needed for physical education class. Teachers may impose more stringent dress requirements to accommodate the special needs of certain sports, classes, and/or activities. Students may not wear clothing with off-color sayings, double meaning, or those that promote drug/or alcohol use, or the use of violence. Clothing and personal items (back packs, fanny packs, gym bags, water bottles, etc.) shall be free of writing, pictures or any other insignia which are crude, vulgar, profane, or sexually suggestive, which bear drug, alcohol or tobacco company advertising promotions and likenesses, or which bear any symbol or insignia that is inflammatory or indicates/advocates hatred based on group membership. No grade of a student participating in a physical education class shall be adversely affected if the student does not wear standardized physical education apparel because of circumstances beyond the student’s control. The school may establish reasonable dress and grooming regulations for times when students are engaged in extracurricular or other special school activities. Sun Protective Clothes Students must be allowed to wear sun protective clothing, including but not limited to hats for outdoor use. Students who repeatedly violate the School Dress Code may be subject to appropriate discipline, including suspension and expulsion from school. Progressive Discipline Plan

The staff at Dashmesh School believes that every student should have the opportunity to learn skills and values that are necessary for personal development and social order in a free society. In order to achieve this goal it is necessary for students to behave in a safe orderly way for an effective learning environment. Every student has the right to learn and be safe, and no one has the right to interrupt learning or make others feel unsafe. Outlined below is our Progressive Discipline Plan that stipulates behaviors that will not be allowed at school. Also outlined are the possible consequences of engaging is such behaviors. Each student will be assigned a Student Discipline Card in which teachers will record each disciplinary incident. Staff members will utilize their classroom management system and give verbal warnings prior to progressing through the Consequences.

Parents should read and discuss the following with their children. With your assistance, the

school will strive to provide the best possible learning environment for all children.


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Examples of Behavior Possible Consequences

Type A Behaviors Step 1 Violation of classroom rules Unauthorized food, gum, etc Verbal Warning Littering Refocus Sheet In unauthorized area or no hall pass Discussion with student Disrespect to fellow students Behavior is recorded on student’s

discipline card Inappropriate items (CD player, toys, cards, etc.) 2 entries per quarter = teacher calls

parent Failure to line up when bell rings Failure to keep hands & feet to self Dress Code violation

Type B Behaviors Step 2 Repeated violations of Type A Behaviors Lying, cheating Getting into someone else’s locker Behavior is recorded on student’s

discipline card Frequent tardies Disciplinary Referral and detention Chronic disruption of class Parent contact by telephone from

teacher Throwing food in cafeteria Possible restriction of privileges Display of gang writings, symbols, etc. Possible suspension if necessary Unacceptable language Continually unprepared for class Rough Play (wrestling, etc.) Excessive physical contact (hugging, kissing, etc.) Failure to serve detention

Type C Behaviors Step 3 Repeated violations of Type B Behaviors Cause or threaten to cause bodily injury to another (fighting)

Behavior is recorded on student’s discipline card

Possession of a dangerous item (explosive, lighter, etc.)

One to five day suspension

Possession of tobacco or smoking Parent Conference required Damage to school or private property Parent Notification by Administrator Profanity, obscene language or gestures toward student or staff

Restriction from privileges

Disrespect/impertinence/defiance to authority Possible Disciplinary Referral Extortion Possible Behavior Contract Lewd, indecent, offensive conduct/sexual harassment

Possible Community School Referral

Stealing/Possession of stolen property

Type D Behaviors Step 4 Repeated violations of Type C Behaviors Behavior is recorded on student’s

discipline card


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Possession/furnish of any controlled substance or alcohol

Parent Notification by Administrator

Under the influence of a controlled substance One to five day suspension Possession/furnish a weapon (knife, firearm replica, etc.)

Possible expulsion

Brandishing a weapon/knife at another person Referral to Law enforcement Arson/Robbery Restriction of activities/privileges Chronic defiance not modified by previous progressive discipline

Community School Referral

Assault/battery upon any school employee

Grounds for Suspension or Expulsion

A pupil may not be suspended from school or recommended for expulsion, unless the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of Indiana Education Code. (a) Fighting/Assault

In most cases of fighting, there will be an immediate suspension of all parties. Occasionally, a student may not be suspended or receive fewer days of suspension than other parties, if evidence clearly indicates he/she was not the aggressor and in fact was under an unprovoked attack and was acting strictly in self-defense. Self-defense means the student tries everything in his/her power to evade the attack, but cannot and must use force for self-protection. If the fight is a second offense for any of the individuals, a two to five day suspension may be in order. A third fighting incident may result in the transfer of the student to a continuation school. FIGHTING WILL NOT BE TOLERATED AT LAKESIDE SCHOOL!

Appendix E: Academic Indiana Standards Sample DA shall follow Indiana Standards in all subjects taught.

Math Standards areas to be covered for 3rd Grade

Standard 1 — Number Sense Understanding the number system is the basis of mathematics. Students extend their understanding of the place value system to count, read, and write numbers up to 1,000. They learn to order and round numbers up to 1,000. They develop the concept of equivalent fractions — fractions that look different, but have the same value — and use their understanding of equivalent fractions to compare the sizes of fractions. They also begin to develop the concept of decimals as a different way of representing fractional numbers.

Standard 2 — Computation Fluency in computation is essential. As students learn about the whole numbers up to 1,000, they learn how to add and subtract them. They develop the concepts of multiplication and division from addition and subtraction and learn basic multiplication and division facts. They also start to add and subtract fractions with the same denominator.

Standard 3 — Algebra and Functions


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Algebra is a language of patterns, rules, and symbols. Students at this level represent relationships with numeric equations and use those equations to solve problems. They continue number patterns involving multiplication and use some of the rules for multiplication to check results. They begin to develop the concept of a function and the relationship between numbers and number lines.

Standard 4 — Geometry Students learn about geometric shapes and develop a sense of space. They identify quadrilaterals and learn about right angles as a basis for comparing other angles. They describe and classify three‐dimensional shapes. They use the basic terms point, line, and line segment to describe shapes. They also develop the concept of mirror‐image symmetry and draw lines of symmetry.

Standard 5 — Measurement The study of measurement is essential because of its uses in many aspects of everyday life. Students measure length to the nearest half‐inch, add units of length, and find the perimeters of shapes. They estimate area and volume in preparation for developing formulas for calculating them. They estimate, measure, and compare weights, capacities, and temperatures in standard units. They also learn about money: the value of any collection of coins and dollars, writing money using the $ symbol, and deciding whether they have enough money to make a purchase.

Standard 6 — Problem Solving In a general sense, mathematics is problem solving. In all mathematics, students use problem‐solving skills: they choose how to approach a problem, they explain their reasoning, and they check their results. As they develop their skills with numbers, geometry, or measurement, for example, students move from simple ideas to more complex ones by taking logical steps that build a better understanding of mathematics.

Appendix F: Curriculum Sample Reading and Language Arts : Reading, writing, speaking and listening 1.1 Learning to Read Independently

A. Determine text organization and content. B. Identify the purpose for reading. C. Anticipate what the text may be about. D. Select text appropriate to a given purpose. E. Apply phonics (i.e., sound-symbol relationships) when reading. F. Apply word analysis (i.e., root words, prefixes, and suffixes) to read new words. G. Read with fluency. H. Read and determine meaning from text by independently: 1. using context clues (semantics), 2. interpreting the syntax of text, 3. interpreting graphics (e.g., illustrations, photographs, charts, maps, graphs, tables), 4. locating text or graphics which confirms or alters earlier assumptions, 5. re-reading, 6. synthesizing text and previous learning, 7. identifying and defining new words and concepts. I. Clarifying meaning in text by making: 1. notes, outlines and graphic organizers. J. Adjust reading rate to purpose and difficulty of text.


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K. Use text to build on previous knowledge. L. Analyze the author's main points, citing evidence from the text. M. Paraphrase text (speaking or writing) consistent with the author's tone and meaning. N. Cite text to judge whether earlier assumptions were accurate.

1.2 Reading to Solve Problems, Make Decisions, and Draw Conclusions

A. Find detail from more than one source to defend or refute a generalization; form a generalization based on specific evidence from more than one source. B. Use examples from multiple texts to support a conclusion. C. Use facts from text to inform and support opinion. D. Recognize when text is intended to persuade. E. Confirm or reject information for validity and relevance. F. Distinguish between essential and non essential information according to the purpose for reading. G. Compare and contrast a narrative of informational text with other media (e.g., novel/play, newspaper account/television news report). H. Compare and contrast problems and solutions in narrative, informational, and persuasive texts. I. Construct problems and solutions similar to those found in text. J. Evaluate both the author and the student-generated solutions, using criteria established by the student.

1.3 Reading, Analyzing, and Interpreting Literature A. Read and classify poetry, plays, short stories, and novels according to type (e.g., poetry, sonnet, epic poem, haiku, limerick, etc.). B. Read and classify non-fiction as newspaper and magazine articles, letters, essays, biography and

autobiography, reference materials (e.g., encyclopedia, atlas, almanac). C. Read literature from various historical eras and cultures based on common themes. D. Describe the impact of historical and cultural influences on literacy selections. E. Analyze the use of literary elements used by the author: 1. characterization 2. setting 3. plot 4. theme 5. point of view 6. tone 7. style F. Analyze the effect of literary devices: 1. dialogue, 2. sound techniques (rhyme, rhythm, meter, alliteration, etc.), 3. figurative language (personification, simile, metaphor, allusion, hyperbole, etc.) G. Demonstrate an understanding of literature through interpretive, creative, and evaluative responses.

Relate these responses to previous responses, other literature, historical eras, and other cultures.

1.4 The Process of Writing: (pre-write, draft, revise, edit, publish). A. Engage in pre-writing activities. 1. Identify the audience and purpose. 2. Select a topic. 3. Gather information. 4. Narrow the focus. 5. Determine the most effective format for audience and purpose. B. Draft 1. Compose a draft to communicate information and/or ideas clearly and precisely. C. Revise


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1. Review the draft to improve focus, organization, content, and style. 2. Obtain feedback and consider suggestions from others. 3. Re-write the draft. D. Edit 1. Correct spelling, grammar, punctuation, and stylistic errors. E. Publish 1. Present / defend final copy.

1.5 Types of Writing (narrative, informational, persuasive).

A. Write short stories, poems, and plays that show evidence of: 1. varying organizational methods, 2. relevant illustrations, 3. dialogue, 4. a literary conflict, 5. literary elements, 6. literary devices. B. Write multi-paragraph informational pieces such as descriptions, letters, reports, instructions, essays,

newspaper articles, and interviews, that show evidence of: 1. cause and effect, 2. a problem and solution when appropriate to the topic, 3. relevant graphics, such as illustrations, photographs, charts, maps, graphs, and tables. C. Write persuasive pieces that show evidence of: 1. a clearly stated position or opinion, 2. convincing and elaborated evidence, properly cited, 3. developing reader interest, 4. anticipating and countering reader concerns and arguments. D. Maintain a written record of activities, course work, experience, honors, and interests.

1.6 Quality of Writing A. Write with a sharp, distinct, focus. 1. Write with awareness of audience and task. 2. Establish and maintain a clear purpose. 3. Sustain a single point of view. 4. Communicate ideas clearly. B. Write using well-developed content appropriate for the topic. 1. Use information and details specific to the topic. 2. Use information and details specific to the focus. 3. Fully develop ideas using substantive and/or illustrative content. C. Write with controlled and/or subtle organization. 1. Maintain logical order or sequence. 2. Write one subject paragraphs. 3. Make logical transitions between sentences and paragraphs. 4. Write with clear evidence of an introduction and conclusion. D. Write with a command of the stylistic aspects of composition. 1. Use precise language. 2. Make effective word choices. 3. Use a variety of sentence structures, types, and lengths. 4. Develop and maintain consistent voice and tone. 5. Exhibit originality of language. E. Write with a command of mechanics, usage and sentence completeness. 1. Spell correctly, using necessary tools and strategies (e.g., dictionary).


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2. Use capital letters correctly. 3. Use punctuation correctly F. Write with proper usage of:

1. nouns, 2. pronouns, 3. verbs, 4. adjectives, 5. adverbs, 6. conjunctions, 7. prepositions, 8. interjections.

G. Write complete sentences, including: 1. simple, compound and complex, 2. declarative, interrogative, exclamatory, and imperative.

1.7 Characteristics and Function of the English Language

A. Use a dictionary and thesaurus to determine the origin and derivation of words to read, write and speak effectively.

B. Describe differences in syntax and semantics in a variety of written and oral text. C. Recognize and describe the effect of language variations (dialects, syntax, specialized vocabulary) in a

variety of written and oral text. D. Use language variations appropriate to audience and purpose (including dialects, syntax, specialized

vocabulary) when writing and speaking. DASHMESH ACADEMY CURRICULUM

Macmillan/SRA/Wright Group McGraw-Hill, IN

Mc Dougal Littel Science – Division of Mifflin and CO

Math

Every Day Math Series

Curriculum for Grades K-3

Grade I

Unit 1: Establishing Routines Unit 2: Everyday Uses of Numbers Unit 3: Visual Patterns, Number Patterns, and Counting Unit 4: Measurement and Basic Facts Unit 5: Place Value, Number Stories, and Basic Facts Unit 6: Developing Fact Power Unit 7: Geometry and Attributes Unit 8: Mental Arithmetic, Money, and Fractions Unit 9: Place Value and Fractions Unit 10: Year-End Review and Assessment Projects


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McGraw-Hill Education, the publisher of Everyday Mathematics, also provides professional development and conferences around the country for new and experienced Everyday Mathematics teachers and administrators.

2nd Grade Lesson Lists

Unit 1: Numbers and Routines Unit 2: Addition and Subtraction Facts Unit 3: Place Value, Money, and Time Unit 4: Addition and Subtraction Unit 5: Place 3-D & 2-D Shapes Unit 6: Whole-Number Operations and Number Stories Unit 7: Patterns and Rules Unit 8: Fractions Unit 9: Measurement Unit 10: Decimals and Place Value Unit 11: Whole-Number Operations Revisited Unit 12: Year-End Reviews and Extensions Projects Algorithm Projects

3rd Grade Lesson Lists

Unit 1: Routines, Review, and Assessment Unit 2: Adding and Subtracting Whole Numbers Unit 3: Linear Measures and Area Unit 4: Multiplication and Division Unit 5: Place Value in Whole Numbers and Decimals Unit 6: Geometry Unit 7: Multiplication and Division Unit 8: Fractions Unit 9: Multiplication and Division Unit 10: Measurement and Data Unit 11: Probability, End-of-Year Review Projects - Algorithm Projects Macmillan/McGraw-Hill

Science - A Closer Look series

Grade I

LIFE SCIENCE o Unit A Plants

o Plants Are Living Things

o Plants Grow and Change

o Unit B Animals and Their Home

o All About Animals


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o Places to Live

EARTH SCIENCE

o Unit C Our Earth

o Looking at Earth

o Caring for Earth

o Unit D Weather and Sky

o Weather and Seasons

o The Sky PHYSICAL SCIENCE

o Unit E Matter

o Matter Everywhere

o Changes in Matter o Unit F Motion and Energy

o On the Move

o Energy Everywhere

Science

Common Themes

Students begin to understand how things are similar and how they are different. They look for what changes and what does not change and make comparisons.

Models and Scale

1.6.1 Observe and describe that models, such as toys, are like the real things in some ways but different in others.

Constancy and Change

1.6.2 Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and weight.

----------------------------------------------------------------------------------------------------------------

Grade 2

o Unit A Plants and Animals

o Plants

o Animals


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o Unit B Habitats

o Looking at Habitats

o Kinds of Habitats o Unit C Our Earth

o Land and Water

o Earth's Resources

o Unit D Weather and Sky

o Observing Weather

o Earth and Space o Unit E Matter

o Looking at Matter

o Changes in Matter

o Unit F Motion and Energy

o How Things Move

o Using Energy

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Grade 3

o Unit A Living Things

Monarch Butterfly

o A Look At Living Things

o Living Things Grow and Change o Unit B Ecosystems

Once Upon a Woodpecker

o Living Things in Ecosystems

o Changes in Ecosystems o Unit C Earth and Its Resources

One Cool Adventure

o Earth Changes

o Using Earth's Resources

o Unit D Weather and Space What a Difference Day Length Makes

o Changes in Weather

o Planets, Moons, and Stars


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o Unit E Matter The Good Ship Popsicle Stick

o Observing Matter

o Changes in Matter

o Unit F Forces and Energy Jump Rope

o Forces and Motion

o Forms of Energy -------------------------------------------------------------------------------------------------------------------------------

McGraw Hill -

English Language Arts

Grade I

Unit 1: Experience 1 Dinosaurs: Unit Opener

2 Star Sisters: Time for Kids

3 Parts of a Book: Build Skills

4 Carmen Lomas Garza: Seeing Like a Writer

5 My Special Day: Project File

Unit 2: Connections 1 Bugs: Unit Opener

2 Silly City Cows: Time for Kids

3 Diagram: Build Skills

4 Jane Wooster Scott: Seeing Like a Writer

5 Sights and Sounds with Spot: Project File

Unit 3: Expressions 1 How to Make a Mask: Unit Opener

2 Fun For All: Time for Kids

3 Charts: Build Skills

4 International Music: Seeing Like a Writer

5 You’re the Chef!: Project File

Unit 4: Inquiry 1 Animals: Unit Opener

2 Cat Tales: Time for Kids

3 Read Maps: Build Skills


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4

Underwater Photography: Seeing Like a Writer

5 Around Town: Project File

Unit 5: Problem Solving 1 Numbers: Unit Opener

2 A Cold Trip: Time for Kids

3 Dictionary: Build Skills

4 Edgar Degas: Seeing Like a Writer

5 Story Time: Project File

Unit 6: Making Decisions 1 Transportation: Unit Opener

2 Fly Like a Butterfly: Time for Kids

3 Encyclopedia: Build Skills

5 Animal Homes: Project F

GRADE 2

Unit 1: Experience

Appalachia: Unit Opener

Michael Jordan: Time for Kids

Using the Dictionary: Build Skills

Jane Wooster Scott: Seeing Like a Writer

From My Point of View: Project File

Unit 2: Connections

Sand: Unit Opener

Emeralds: Time for Kids

Note-Taking and Summarizing: Build Skills

Dora Holzhandler: Seeing Like a Writer

Between Friends: Project File

Unit 3: Expressions

Modeling with Clay: Unit Opener

Firefighters: Time for Kids

Maps: Build Skills

Patricia Espier/Collages: Seeing Like a Writer


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How Does Your Garden Grow?: Project File

Unit 4: Inquiry

Bats: Unit Opener

It's a Girl!: Time for Kids

Encyclopedia: Build Skills

Christian Pierre: Seeing Like a Writer

When I Grow Up: Project File

Unit 5: Problem Solving

Fossils: Unit Opener

Wolves: Time for Kids

Alphabetical Order: Build Skills

Mother and Child: Seeing Like a Writer

Lights…Camera…Action!: Project File

Unit 6: Making Decisions

Farming: Unit Opener

Underwater Accommodations: Time for Kids

Parts of a Book: Build Skills

Lance Richbourg: Seeing Like a Writer

Author’s Corner: Project File

Grade 3

Social Studies Curriculum


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Physical Education

Description: Physical Education activities include yoga, participating in a team or individual sport, and Dashmesh Academy’s own fitness program.

Units: Get Up and Move Making Healthy Choices Games You Can Make! Games from Around the World How Strong Are You? Character Education Character education shall be an important part of curriculum to ensure discipline and motivate students for learning. DA shall use instructional materials prepared by the Character Education Network. The website is charactered.net. Mini lessons, class activities and other resources are available at this site. APPENDIX G. Enrollment Forms

Dashmesh Academy Charter School, 8400 E. Roy Street, Indianapolis, IN 46219

Dashmesh Academy is coming to your neighborhood soon. Dashmesh Academy is a public charter school committed to excellence in education.

Charter schools are public schools run by independent entities sponsored by a state-approved organization such as a state board of education, a state university, local school district. The voluntary enrollment structure is intended to make charter schools more accountable for student achievement. As a result, charter schools are granted some level of freedom from certain local and state regulations. Accordingly, charter schools may hire their own staff, develop their own curriculum and set their own educational programs and methods of operation under the oversight of the school Board and authorizer. Parental Choice


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Dashmesh Academy provides a choice for parents. Dashmesh Academy believes in working in partnership with parents to advance education of their children. Parents have a say in the management of the school. Each family is asked to complete a commitment form, which specifies how the family will contribute to the success of the program. The benefits of parent participation are numerous. Parents working side-by-side with teachers fosters mutual understanding and respect, which leads to more positive home-to-school relationships. Teachers act as role models in every aspect of teaching. Tuition-free Charter schools receive funds on a per-student basis from the state in which they operate, just like traditional public schools do. Likewise, just like traditional public schools, charter schools do not charge tuition. Open To Everyone Charter schools must admit any student who applies unless the classroom capacity is exceeded, in which case a public lottery is held to randomly fill the available seats. DA will not discriminate against any applicant on the basis of his/her race, color, national origin, age, gender, disability, or any other basis prohibited by Education Code. Accountable In addition to adhering to all of the same state and local rules and regulations that public schools must adhere to, charter schools have an added level of accountability.

Schools are overseen by their charter authorizer, and are required to meet specific standards as determined by the state and its authorizer. They are also held accountable by their school board, who has ultimate responsibility for meeting the requirements of the charter. Finally, charter schools are held accountable by parents, who are there by choice and must be satisfied by the performance of the school. More information about admission events shall be soon available at www.DASHMESHACADEMYUSA.ORG .

Dashmesh Academy Charter School Intent to Register Form2013-14

Student Name ____________________________________________________________

Last First Middle First Middle Home Phone ________________ Student lives with: Both _____ Mom _____ Dad ____ Address __________________________________________________________________

Street City, State, Zip Date of Birth _______________________ Sex M / F Grade at entrance: ______ Student’s Current School _______________________________________ Grade _______ My student currently has an IEP (Independent Educational Plan) Yes ____ No _____ Special Needs: ___________________________________________________________


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Father’s Name ______________________________ Home Phone ___________________ Address __________________________________________________________________

Street City, State, Zip

Father’s Employment ________________________ Work Phone ____________________ Father’s Email _____________________________ Cell Phone ____________________ Mother’s Name ______________________________ Home Phone ___________________ Address ___________________________________________________________________

Street City, State, Zip Mother’s Employment _________________________ Work Phone ____________________ Mother’s Email _______________________________ Cell Phone ____________________ I understand that this is intent to enroll my child at Dashmesh Charter School in May 2013. I will be notified when the Registration can be completed by phone/email/web-site. I understand that it is my responsibility to complete the registration process in a timely manner. ______________________________ ___ Parent Name Parent Signature Date_______________

APPENDIX H. Letters of Support

Name of Organization

Representative from Organization

Address, phone and email address

Nature of partnership with school

Is the letter included in the application

India Association of Indianapolis

Raju Chintala

4420 W. 56th Street, Indianapolis,IN46219

Community partnership

Yes

Indianapolis-Hyderabad Sister City Org.

Jane Gelhousen

111 Monument Circle, Suite 2450, Indianaplois, IN 46204


Yes

Seva Health Organization

Dr. Vipin Kalia

7329 E. Edgewood Ave. Indianapolis, IN 46239


Yes

Havan Indianapolis Chapter

Kumar Dave

7526 Forrest Park Drive, Indianapolis, IN 46217


Yes

Shakinah Rev. Robert 3456 Shadeland Community No


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Glory Church Wilson Fernandes H. Loyd

Ave. Indianapolis, IN 46226

Church

First Christian Baptist Church

Bishop Damon S. Roach

6190 E. 38th , Indianapolis, IN 46226

Community interfaith Organization

No


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Appendix I First Year Cash Flow and Five Year Budget


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dashmesh academy charter school proposal - amazon aws

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