shekinah radiance academy

Transcription

APPLICATION
------:"
Date of Receipt by TEA:
Date of Comnriittee Review:
"Dateibf :SBOE Review::- ,:
Not Approved .-Beginning1 Date of Operation:
Approved
Application for Approval of an
Open-Enrollment Charter
Instructions: The open-enrollment charter proposal must be submitted in
contractual form including, in the order of the items below, these same
components. Attach the following after the answers to the questions below: (1)
signed facilities agreement, (2) evidence of parental/community support for the
proposed charter, and (3)documentation of non-profit status.
Submit two copies of the completed application with attachments to the Texas
Education Agency, Document Control Center, 1701 North Congress Ave.,
Austin, Texas 78701. For assistance, contact the Division of Charter Schools at
(512) 463-9575.
Chief Operating Officer
of Proposed Charter:
Cheryl Washinqon
Name of Sponsoring Entity:
Title:
Superintendent
Shekinah Learning Institute
The applicant is an "eligible entity" under the following category (check one):
an institution of higher education (TEC 61.003);
X a tax-exempt organization [ 501 (c)(3)];
a private/independent institution of higher education (TEC 61.003);
a governmental entity.
Sponsor Address:
Zip: _781Q9
P.O. Box 983
Phone Number:' 210-658-8887
Type of charter sought:
(check only one )
City:
Converse
FAX: 210-658-8887
an open-enrollment charter under
TEC12.1011(a)(1)
an open-enrollment charter under
TEC 12.1011 (a)(2) (75% rule) (applicants for
this charter must complete additional question;
#10 and sign the additional assurance'found
on page 30.)
^k<?.kjVre.k
Name of Proposed Charter School:
Date of proposed opening:
Ocj-o^^r' I
120/07/24/98-135
APPLICATION
Charter Site Address:
Zip: _
4434 Roland Road_
Phone Number:
Correspondence Address: _
City: _
Converse_
Grade
Initial Est.
Levels: (pz.tc- \1^ Enrollment:
Citv: San Antonio
21Q-658-8887
FAX: _ 21 0-658-8887
P.O. Box 983_
__
„_
___
ZIP:
.
78109
Maximum
Enrollment:
So
The charter will primarily serve an area that is geographically: _ X_ urban
X suburban
_ rural
The proposed charter wiii be located in State Board District ^5
(number).
In succinct terms describe the proposed school including grade levels offered,
student populations served, educational focus and any other essential
characteristics. For example, "The Seventh Avenue Charter School is designed
to recover students who have dropped out of high school and prepare them
through vocational training to be productive contributors to society."
"Radiance" Academy of Learning is designed to meet the needs of the non
traditiona! learner and to give students and parents a rewarding school
experience which cuts back on school droo-outs and encourages and welcomes
__ __
_

parent involvement._
Indicate the approximate percentage of each student population in as many
categories as are applicable:
f
pre-kindergarten;
15 special education;
migrant;
10 economically disadvantaged;
gifted
limited English proficiency;
recovered dropouts;
pregnant or parent students
other
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75 at risk of dropping out;
.—
APPLICATION
The applicant for the proposed open-enrollment charter, if approved by the
State Board of Education, agrees to operate the educational program
described below in accordance with the provisions described within this
document and the attached assurances.
(1)
Give the long range vision (5-10 years) and the goals (of at least the
first year) of the school.
The vision of the Shekinah "Radiance" Academy is to:
1) Teach and reach all aspects of our target community - students,
parents, families, non-profit organizations, local businesses, national
corporations, institutions, structures and environment.
2) Open, in year one, two learning academies which meet the academic
and social needs of the elementary and secondary students and their
families.
3) Operate, by year five, four learning academies out of one learning
institute. These two additional academies will allow Shekinah students
to continue in a high school program (the Career Plus Learning
Academy for grades 9-12) and will allow community involvement in
learning through an extended learning program (the Shekinah "Reach
Program").
4) Use each learning academy to teach to reach a different segment of the
community - making individuals better able to flourish in today's ever-
changing society.
5) Educate, train and rehabilitate skills and knowledge.
6) Reach and teach the today student, the today parent, the traditional and
non-traditional adult learner, the business community and the elderly.
7) Open learning institutes, by year 10, in all areas of Bexar County so
that no one who wants to learn is left out.
8) Have focused educational programs to meet the direct needs of
•*"
members of the particular area in which a learning institute is opened.
9) Develop a comprehensive program that involves parents, the elderly
and other community members.
The first year goals of the Shekinah "Radience" Academy are:
a. Full enrollment before the first day of school. The number of students on the
waiting list will dramatically increase as parents become aware of the
exceptional program offered at no tuition.
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Parents will know that the Radience Academy offers a safe, stable and
nurturing environment for their children (i.e., free of gangs, peer pressure,
drugs, guns, etc.).
Parents will know that their children are being taught by teachers who are
sincere about the quality of education provided.
Instructors will be hired who are extensively trained and who have
demonstrated the ability to relate to and effectively work with students of our
target population.
Parental involvement in the school and at home with the student's studies
will be high.
Attendance will be at least 90%.
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APPLICATION
(2)
Describe the governing structure of the open-enrollment charter,
including board composition, selection process and responsibilities.
Also describe the role of administrators, faculty, parents, students,
and community members in the leadership and decision-making of the
school.
This charter school will be governed by the Board of Directors (BOD) of
Shekinah Learning Institute, a Texas corporation recognized by the Internal
Revenue Service as a 501 c(3) non-profit organization. Board members have all
been informed of the rights and responsibilities that the 501 c(3) board members
are undertaking if granted this charter.
The BOD will have the ultimate authority and responsibility for the successful
operation of the school. The BOD will authorize the establishment of a sevenmember School Advisory Council (SAC) as a method of providing site-based
decision making. Three of the members of the SAC will be appointed and four
will be elected. The BOD and SAC will set school policy, ensuring that the
mission of the school is upheld and governing the school in accordance with its
bylaws, charter, and state and federal statutes. Integral to this function is the
board's ongoing assessment of the school's programs, its processes and
systems.
Current BOD members, affiliations and responsibilities are shown on the next
page:
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Member A: Member A is currently employed at xxxxxxxxxxx as a xxxxxxxxxx.
They also xxxxxxxxxxxxxxx and xxxxxxxxxxxx.
Member B:
Member C:
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The BOD will meet at least semi-annually. Board members are highly
encouraged to attend all Board meetings, offer advice and suggestions for
improvement to the school, participate in fundraising and foundational requests
(solicitation of equipment, materials, supplies and funds) and to consistently
promote Shekinah Radience Academy in the San Antonio area.
The SAC will meet at least quarterly. Advisory members are highly encouraged
to attend all meetings, offer advice and suggestions for improvement to the
school, participate in fundraising and foundational requests (solicitation of
equipment, materials, supplies and funds) and to consistently promote SRA in
the San Antonio area. SAC members have not been appointed yet, but will
include a diverse cross-section of the SRA community (such as educators,
parents, community representatives, students and the elderly). The SAC
members will have geographic, ethnic, and economic balance. All
epresentatives will have direct input in the leadership and decision-making of the
school. The SAC will appoint an Instructional Leadership Team made up of the
various representative groups in the school. SAC members will understand that
this is an Advisory Council and that the BOD has final authority over the
operation of the charter school.
Administrators, faculty, parents, students, and community members will be
invited to participate in school-wide meetings to discuss the issues, concerns,
needs and direction of the school. The Radience Academy will hold several
Open Houses and public forums each year to inform the community of our
accomplishments and to solicit input and information to add to SRA's quality.
SRA will adhere to all aspects of the Open Meetings and Open Records Acts.
As an example, the dates, times and agendas of all BOD and SAC meetings will
be posted in a public place where they can be seen 24 hours a day at least 72
hours prior to the beginning of the meetings.
Administrative staff will be composed of a) Superintendent/Principal (duties ^
include hiring and firing of staff, curriculum development and community
development) and b) Office Manager (duties include secretarial work, tours of
facility, interfacing with the public and attendance accounting).
Faculty members will be informed of the challenges and opportunities inherent in
this type of new initiative, including duties and hours that would not normally be
required of teachers.
Parental involvement will be a key to the success of SRA. Parents will be
required to sign a contract that delineates the level of involvement that they will
be required to maintain for their child to remain at Shekinah Radience Academy.
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Details of the contract will be developed by the SAC. More information about
parental involvement at SRA is discussed in question 3.
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(3)
Describe the educational program to be offered, including the required
curriculum under Texas Education Code (TEC) §28.002, and student
attendance requirements:
•
Students wii! be expected to maintain 90% attendance throughout the school
year,
All curriculum will be aligned with the Texas Essential Knowledge and Skills
(TEKS).
We are not so much interested in a restructured school (starting at a different
time, using computers more, have a nicer building, etc.). Instead we are
interested in a reculturated school. By this we mean that we must work with
all of the community stakeholders to develop a totally new school culture.
This wii! be a culture of excellence, a culture that has high expectations, a
culture where every child is valued, a culture in which every child knows
that he or she can learn and is supported by his or her family.
We will begin developing this culture even before our school opens. During our
initial enrollment push, we will emphsize these ideas at every opportunity.
We will use eclectic curriculum models, instructional delivery systems and
school day formating - with the goal being to meet the individual needs and
learning styles of each of our students.
Our administrators and teachers will have at their disposal several philosophies
from which to choose. These include:
Standard Texas adopted textbooks and curriculum
Saxon Math and Phonics
f
Core Knowledge
'^
Man/a Collins and
Expeditionary Learning and any other curriculum model that the teachers and
administration decide will best meet the individual needs of our students.
The following pages will breifly describe the methods, content, and philosophy of
each of these.
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Standard Texas Adopted Textbooks and Curriculum
Most of the teachers that we will hire will have worked in traditional Texas public
schools, some of them for many years. Also, many of our students will be
most comfortable working with materials that they are familiar with.
Therefore, these materials will be standard issue at Shekinah Radience
Academy. Teachers can use them or can try some of the less mainstream
materials described below.
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Saxon Math
Why choose Saxon math? John Saxon explains:
The Saxon philosophy is to teach the concepts first and allow the student to
internalize the concepts by long-term practice with problems that were designed
to teach the concepts. We contend that students who have automated the
concepts and have automated the skills necessary to apply them can apply the
concepts successfully and are able to solve "real-world problems" with ease. We
contend that the teaching of concepts must precede the teaching of applications.
We also contend that mastery of the fundamentals of algebraic manipulations is
a prerequisite for problem solving.
We know of many success stones of schools using Saxon programs. As an
example, four schools in the Crowley district have opted to use the Saxon math
program. The schools are listed below along with the date the textbooks were
put into use and the schools' 1997 TEA rankings:
•Bess Race Elementary
•Meadcwcreek Elementary
•Oakmont Elementary
•Sycamore Elementary
(95/96)
(95/96)
(97/98)
(96/97)
Exemplary
Recognized
Exemplary
Recognized
The next two paragraphs include descripions of the mathematics material that
students using Saxon math in kindergarten and first grade, (as samples).
Kindergartners will build skills including oraf counting, number recognition, and
sequencing; identifying ordinal position; acting out addition and subtraction
stones; counting with one-to-one correspondence; sorting; patterning; graphing
real objects and pictures; identifying and counting pennies, dimes, and nickels;
identifying one half; identifying shapes; covering and replicating geometric J
designs; measuring using nonstandard units of measure; telling time to the hour;
and using a calendar. Suggestions for learning center practice and extension
activities are included.
Grade 1 children will skip count by 1's, 2's, 5's, and 10's; compare and order
numbers; identify ordinal position to tenth; identify a sorting rule; identify and
extend patterns; solve routine and non-routine problems; master all basic
addition facts and most of the basic subtraction facts; add two-digit numbers
without regrouping; picture and name fractions; measure using inches, feet, and
centimeters; compare volume, mass, and area; tell time to the half hour; count
pennies, nickels, dimes, and quarters; identify and draw polygons; identify
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geometric solids; tally; and create, read, and write observations from real
graphs, pictographs, and bar graphs.
Saxon Phonics
The next two paragraphs include descripions of the material that students using
Saxon phonics in kindergarten and first grade (as samples) will cover.
Phonics K begins by working with auditory discrimination skills to see if the
children are aware of the different sounds of the English language and are ready
to learn to read. When they are ready, the teacher begins by teaching the name,
sound, and written form of each letter. In order to provide plenty of time for
practice, one week is devoted to each letter. When a new letter is taught,
students review all previously taught letters, as they do every day, to make sure
they have enough exposure to master each letter. After learning three letters, the
children begin to blend letters to create words and unblend words to spell.
Children are never asked to read or write with sounds they have not been
taught.
Phonics 1 begins by teaching a new letter or letters every day, then reviewing
those letters for as long as necessary. First-graders learn two letters, then begin
blending words together to read, and unblending words to spell. As the children
progress, they are given small take-home books (readers) that contain words
with sounds they can blend. Comprehension tests are provided to monitor
progress. Games and activities are provided to motivate the children having the
least success. Each day the children review all previous learning and have a
homework page for continued reinforcement. Spelling rules are taught so the
children learn to spell by using knowledge instead of memorization only.
Common suffixes and a few prefixes are taught.
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APPLICATION
Core Knowledge
What is Core Knowledge?
An idea. . . that for the sake of academic excellence, greater fairness, and higher
literacy, elementary and middle schools need a solid, specific, shared core
curriculum in order to help children establish strong foundations of knowledge,
grade by grade.
A Guide to Specific, Shared Content... as outlined in the Core Knowledge
Sequence (a grade-by- grade guide to important knowledge) and supported in
Core Knowledge resources, including the What Your Kindergartner - Sixth
Grader Needs To Know book series.
A School Reform Movement. . . taking shape in hundreds of schools where
educators have committed themselves to teaching important skills and the Core
Knowledge content they share within grade levels, across districts, and with
other Core Knowledge schools across the country.
Core Knowledge Is:
Solid
Many people say that knowledge is changing so fast that what students learn
today will soon be outdated. While current events and technology are constantly
changing, there is nevertheless a body of lasting knowledge that should form the
core of a Preschool-Grade 8 curriculum. Such solid knowledge includes, for
example, the basic principles of constitutional government, important events of
world history, essential elements of mathematics and of oral and written
expression, widely acknowledged masterpieces of art and music, and stories
and poems passed down from generation to generation.
Sequenced
-v
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Knowledge builds on knowledge. Children learn new knowledge by building on
what they already know. Only a school system that clearly defines the
knowledge and skills required to participate in each successive grade can be
excellent and fair for all students. For this reason, the Core Knowledge
Sequence provides a clear outline of content to be learned grade by grade. This
sequential building of knowledge not only helps ensure that children enter each
new grade ready to learn, but also helps prevent the many repetitions and gaps
that characterize much current schooling (repeated units, for example, on
pioneer days or the rain forest, but little or no attention to the Bill of Rights, or to
adding fractions with unlike denominators).
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Specific
A typical state or district curriculum says, "Students will demonstrate knowledge
of people, events, ideas, and movements that contributed to the development of
the United States.11 But which people and events? What ideas and movements'?
In contrast, the Core Knowledge Sequence is distinguished by its specificity. By
clearly specifying important knowledge in language arts, history and geography,
math, science, and the fine arts, the Core Knowledge Sequence presentsa
practical answer to the question, "What do our children need to know?"
Shared
Literacy depends on shared knowledge. To be literate means, in part, to be
familiar with a broad range of knowledge taken for granted by speakers and
writers. For example, when sportscasters refer to an upset victory as "David
knocking off Goliath," or when reporters refer to a "threatened presidential veto,"
they are assuming that their audience shares certain knowledge. One goal of the
Core Knowledge Foundation is to provide all children, regardless of background,
with the shared knowledge they need to be included in our national literate
culture.
The Core Knowledge Sequence
The essential document for any Core Knowledge teacher or school, the Core
Knowledge Sequence provides a detailed outline of specific knowledge to be
taught in grades K-8 in Language Arts, American and World History, Geography,
Visual Arts, Music, Math, and Science. The content specified in the Sequence
complements the general skills and objectives typically found in state and local
curiculum guides. An introductory essay discusses the research and consensusbuilding behind the Sequence and describes basic steps of implementing a Core
Knowledge school program.
Who Decided What's in the Sequence?
The Core Knowledge Sequence is the result of research into the content and
structure of the highest performing elementary school systems around the world,
as well as extensive consensus-building among diverse groups and interests,
including parents, teachers, scientists, professional curriculum organizations,
and experts from the Core Knowledge Foundation's advisory board on
multicultural traditions. Provisional versions of the Sequence were reviewed and
revised by panels of teachers, and in 1990 a national conference was convened
at which twenty-four working groups hammered out a draft sequence. This draft
was fine-tuned during a year of implementation at Three Oaks Elementary in Ft.
Myers, Florida. As more elementary schools adopt Core Knowledge, the
Foundation seeks their suggestions based on experience in order to update the
Sequence.
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A Sample of the Core Knowledge Sequence
(These excerpts represent only a very small and selective sampling. Please see the Core
Knowledge Sequence for complete content guidelines.)
KINDERGARTEN: VISUAL ARTS
•Painting: line and color in such works as Matisse's The Purple Robe, Picasso's
Le Gourmet, Mary Cassatt's The Bath, Henry 0. Tanner's The Banjo Lesson,
and Diego Rivera's Mother's Helper.
•Sculpture: Statue of Liberty, mobiles of Alexander Calder, Northwest American
Indian totem pole
FIRST GRADE: WORLD HISTORY
Early Civilizations: Ancient Egypt
•Importance of the Nile River
•Pharaohs, pyramids, and mummies
•Animal gods
•Hieroglyphics
SECOND GRADE: AMERICAN HISTORY
Civil Rights
•Susan B. Anthony and the right to vote -Eleanor Roosevelt and civil rights and
human rights -Mary McLeod Bethune and educational opportunity -Jackie
Robinson and the integration of major league baseball -Rosa Parks and the.bus
boycott in Montgomery, Alabama -Martin Luther King, Jr. and the dream of equal
rights for all -Cesar Chavez and the rights of migrant workers
THIRD GRADE: MATH
Fractions
•Recognize fractions to one-tenth
•Identify numerator and denominator
•Write mixed numbers
•Recognize equivalent fractions (for example, 1/2 = 3/6)
•Compare fractions with like denominators using the signs <, >, and =
Geometry
•Identify lines as horizontal, vertical, perpendicular, parallel
•Identify polygons: pentagon, hexagon, and octagon
•Identify angles: right angle; four right angles in a square or rectangle
•Compute area in square inches and square centimeters
FOURTH GRADE: SCIENCE
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Electricity -Electricity as the flow of electrons -Static electricity -Electric current
•Electric circuits: closed, open, and short circuits -Simple circuit (battery, wire,
bulb, filament, switch) -Conductors and insulators -How electromagnets work
•Using electricity safely
FIFTH GRADE: AMERICAN HISTORY AND GEOGRAPHY
Westward Exploration and Expansion -Daniel Boone: Cumberland Gap and
Wilderness Trail -The Louisiana Purchase: Lewis and Clark, Sacagawea -Land
routes: Santa Fe Trail and Oregon Trail -American Indian resistance: Tecumseh
attempts to unite tribes to defend their land -"Manifest Destiny" and conflict with
Mexico
SIXTH GRADE: LANGUAGE ARTS
Fiction and Drama -Dr. Jekyll and Mr. Hyde -The Iliad and The Odyssey -Julius
Caesar -The Secret Garden
Writing and Research -Write a reserach essay, with attention to
* asking open-ended questions
* gathering relevant data through library and field research
* summarizing, paraphrasing, and quoting accurately when taking notes
* defining a thesis
* organizing with an outline
* integrating quotations from sources
* acknowledging sources and avoiding plagiarism
* preparing a bibliography
Knowledge Builds on Knowledge
We learn new knowledge by building on what we already know. Students in Core
Knowledge schools know a lot, because they are offered a coherent sequence of
specific knowledge that builds year by year. For example, in sixth grad^they
should be ready to grasp the law of the conservation of energy because they'
have been building the knowledge that prepares them for it, as shown in this
selection from the physical science strand of the Core Knowledge Sequence:
Kindergarten:
Magnetism, the idea offerees we cannot see. Classify materials according to
whether they are attracted to a magnet.
First Grade:
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Basic concept of atoms. Names and common examples of the three states of
matter. Examine water as an example of changing states of matter in a single
substance. Properties of matter: measurement.
Second Grade:
Lodestones: naturally occurring magnets. Magnetic poles: north-seeking and
south-seeking poles. Magnetic fields (strongest at the poles). Law of attraction:
unlike poles attract, like poles repel.
Fourth Grade:
Atoms: all matter is made up of particles too small to see. Atoms are made up of
even smaller particles:'protons, neutrons, electrons. Concept of electrical
charge: proton has positive charge; electron has negative charge; neutron has
no charge. "Unlike charges attract, like charges repel" (relate to magnetic
attraction). Properties of matter, mass, volume and density. The elements: basic
kinds of matter.
Fifth Grade:
Atoms are constantly in motion; electrons move around the nucleus in paths
called shells (or energy levels). Atoms form molecules and compounds. The
Periodic Table: organizes elements with common properties.
Sixth Grade:
Kinetic and potential energy: types of each. Energy is conserved in a system.
Heat and temperature. Three ways energy is transferred: conduction,
convection, and radiation. Energy transfer: matter changes phase by adding or
removing energy. Expansion and contraction.
Benefits of Core Knowledge
For Students
•Provides a broad base of knowledge and a rich vocabulary -Motivates students
to learn and creates a strong desire to learn more -Provides the knowledge
necessary for higher levels of learning and helps build confidence
For the School
•Provides an academic focus and encourages consistency in instruction
•Provides a plan for coherent, sequenced learning from grade to grade
• Promotes a community of learners -- adults and children -Becomes an effective
tool for lesson planning and communication among teachers and with parents
•Guides thoughtful purchases of school resources
For the School District
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•Provides a common focus to share knowledge and expertise -Decreases
learning gaps caused by mobility -Encourages cooperation among schools to
provide quality learning experiences for all students -Provides a strong
foundation of knowledge for success in high school and beyond
For Parents and the Community
•Provides a clear outline of what children are expected to learn in school
•Encourages parents to participate in their children's education both at home
and in school 'Provides opportunities for community members to help obtain and
provide instructional resources
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(4)
Describe the accountability measures the school will use to evaluate
student performance.
(a) Identify the specific levels of student performance on assessment
instruments adopted under TEC Chapter 39, Subchapter B that
constitute acceptable performance for the open-enrollment charter.
Our TAAS results will demonstrate that any student who is completeing his or
her first year at the Radience Academy has progressed at our school at a rate
that is at least 30% faster than the rate he or she was achieving at the other
schools attended. Also, TAAS results will show that 90% of the students at SRA
gained at least one academic year per academic year in core subject areas.
(b) Describe any additional accountability provisions in addition to those
required under Texas Education Code, Subchapters B, C, D, and G,
Chapter 39, by which the performance of the open-enrollment charter
will be assessed: Provide the deadline or intervals by which the
performance of the open-enrollment charter will be determined for
accountability purposes:
Organizational Assessment
Students and parents will be regualry surveyed to determine their
satisfaction with the various elements of the charter school. A program
evaluation will be done two times per year. Formative evauations will be
performed to determine the mid-year changes that need to be made and
summative evaluations will be performed to make critical decisions,
A well formulated plan for assessing student progress is essential in realizing
the goals of the Radiance Academy of Learning. Assessment is ongoing and
measures performance in"every area. The Radiance Academy of Learning uses
three different types of assessment.
1) Objective Assessments:
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Administered individually under controlled conditions
Designed to assess specific content knowledge or skills
Designed by faculty and/or other professionals
Match content performance standards
Include, but are not limited to standardized tests
1) Portfolio:
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Involves student choice of best work
Includes the student's self-evaluation
Matches content and learner performance
Evaluation of the portfolio gives an indication of the development of
student's productivity
3) Exhibitions:
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Presentation and defense of student thought and expression before an
audience
Provide a basis for accountability, especially to the student but also to
teachers, parents, and the community
Ongoing internal audits of student performance will be used as reflective tools
for the refinement and improvement of curriculum and instruction.
Learner Performance Descriptions:
a) Effective Communicator
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Listens in order to meet the demands of various situations
Verbally expresses thoughts clearly and coherently
Reads and understands a wide variety of printed materials
Produces writing that has purpose and meaning
Uses appropriate technology for information access and analysis
b) Self-Directed Learner
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Sets and manages progress toward goals
Evaluates own progress toward goals
Takes responsibility for own actions
Creates and evaluates options
*
c) Collaborative Worker
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Evaluates and manages self as a group member
Demonstrates interactive communication and collaboration
Demonstrates consideration for individual differences
c) Complex Thinker
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Selects thinking processes appropriate to the situation
Effectively accesses and integrates information
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•
Uses effective habits of the mind to resolve complex issues
c) Community Contributor
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Demonstrates knowledge about various segments of the community
Plans and completes a community project
Reflects on assets and the future of the community
c) Quality Producer
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Creates valid/useful products
Creates products that reflect world-class craftsmanship
Effectively uses various resources and technologies
Performance criteria for evaluating the Radiance Academy of Learning is
consistent with the Texas Education Agency performance standards. The
Radiance Academy of Learning will meet the following student performance
standards.
Attendance Rates: Student's attendance will at least equal the area
Independent School Districts average of a similar student
population.
Achievement; The goal of providing a sound academic and career
focused education is supported by the use of objective
assessments of progress. Assessment demonstrations wiil be oral
(speeches, presentations, oral discussions) and written (tests,
essays, research papers).
TAAS: Percentage of students passing the TAAS test will be at least
equal to that of the area Independent School District average of a
similar student population.
•f
Graduation Rate: Radiance Academy of Learning will maintain a graduation
rate at least equal to the area Independent School District's average of a similar
student population.
Post-secondary Success: Students attending post secondary
instructional programs or placement in a quality workforce, will at
least equal the area Independent School Districts. A five year
follow-up with every student will be attempted todetermine post
secondary success. A periodic survey will be taken of
graduate1 semployers to determine if students were prepared for employment and
what kinds of retraining occurred.
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Drop-Out Rate: The drop-out rate of students will meet or be below that
of the area Independent School Districts average for a similar
student population.
The Texas Essential Knowledge and Skills (TEKS) will be built into The
Radiance Academy of Learning's largely interdisciplinary and integrated (core
content areas, experience-based, human interaction sensibility, and selfknowledge) curriculum. Student achievement of the standards will be assessed
using the TAAS examinations for grades 6-9 and the exit exam.
Engaging and challenging interdisciplinary curricula, combined with real-world
applications through Experience-Based Learning; a climate of caring; and a
focus on persona] excellence will be the "hooks" that will draw students into an
upwardly directed spiral of achievement. In addition, writing across the
curriculum, oral communication, problem-solving, and higher-order and critical
thinking wii! be normative.
The charter school will use multiple means of assessing students. Authentic and
performance-based assessments along with standardized assessments will be
used.
At the point of entry into the school, all students will be given a series of national
standardized tests to establish a baseline of academic performance, learning
styles, interest levels, and to identify special needs that should be provided to
enhance academic success.
The assessment results will serve as a baseline for where students are
functionally and academically. Twice a year students will again be assessed and
their progress monitored. These measures will serve continually to alert the
school to any remediation that may be needed.
(c) Provide the timelines by which the report of the performance of the
school will be submittecUo the State Board of Education.
./
A year-end report will be submitted to the State Board within 90 calendar days of
the conclusion of the fiscal year.
14
0
APPLICATION
(5)
Provide a list of all districts within the geographical area that may be
affected by the open-enrollment charter with the date the Statement of
Impact form was sent to each affected district.
July 24, 1998
July 24, 1998
July 24,1998
July 24, 1998
July 24, 1998
July 24, 1998
July 24, 1998
Juiy24, 1998
July 24, 1998
July 24, 1998
Northside I.S.D.
Northeast I.S.D.
Judson I.S.D.
Schertz-Cibolo-Universai City I.S.D.
San Antonio I.S.D.
South San Antonio I.S.D.
Edgewood I.S.D.
Harlandale I.S.D.
Lackland I.S.D.
East Central I.S.D.
14
0
APPLICATION
(6)
Describe the geographical area served by the program.
The geographical area served by the Shekinah Radiance Academy is bounded
by the contiguous school districts listed in question 5. These school districts are
located in the vicinity of San Antonio, TX. The general area that we are serving
is shown on the map on the next page.
San Antonio is one of the largest cities in the United States. It offers many
educational opportunities for our students. Some of these opportunities include
the San Antonio Zoo, the San Antonio Botonical Gardens, Sea World and the
Alamo.
14
(7)
Specify any type of enrollment process to be used. (For admission to an
open-enrollment charier school, the person operating the school may
require the students seeking admission to complete and submit applications
not later than a reasonable deadline the school establishes.) Indicate
whether the open-enrollment charter provides for the exclusion of a student
who has a documented history of criminal offense, juvenile court
adjudication, or discipline problems under TEC, Chapter 37, Subchapter A:
Founded upon the basis of serving al! students with a desire to learn, regardless
of background, the school is designed to meet each individual child's needs.
There are only two special requirements for acceptance into Shekinah Radiance
Academy:
1. Each child must want to go to school, and
2. The student's parents must take an active role in their child's education.
Our belief is that in order for a student to flourish, a cooperative relationship
between parent and teachers must be established to foster self-confidence in a
nurturing environment.
Potential students and their parents will be required to attend an orientation
session and/or a personal interview with the Superintendent. At the orientation
or interview, rules, responsibilities and expectations will be clearly outlined.
Students and parents will be required to agree to these stipulations and-to sign
the appropriate Letter of Understanding. Students will be accepted based on the
results of a lottery drawing, with a waiting list established after all available
spaces are filled. The lottery will be conducted such that if one child from a
family is enrolled in the school that other children of appropriate age from that
same family will be offered enrollment.
Shekinah Radiance Academy reserves the right to exclude students wJafc have a
history of criminal offense, juvenile court adjudication, or discipline problems
under TEC, Chapter 37, Subchapter A on a case-by-case basis.
14
APPLICATION
(8)
Specify the qualifications to be met by professional employees
(administrators, teachers, counselors) of the program. Will the school
automatically run a criminal history check on ail employees? Describe the
teaching philosophy proposed by the school.
Ail administrators, teachers and counselors will have a minimum of a Bachelor's
degree from an accredited institution. Our staff will come from a wide variety of
professions and backgrounds. A criminal background check will be run on all
employees by the Texas Department of Public Safety.
The Shekinah Teacher: Roles and Responsibilities
The Shekinah teacher:
1. is the dynamic link between the student and the material to be learned.
2. is a systematic observer of the child and an interpreter of his or her needs.
3. is an experimenter, tailoring the environment to meet his perceptions of the
child's needs and interests, and objectively noting the results.
4. is a programer, preparing the environment and keeping in perfect condition,
adding to it and removing materials as needed.
5. is an evaluator, judging the effectiveness of his or her own work and the
environment every day. He or she must also evaluate the progress of each child.
6. is a respecter and protecter of the child, He or she must know when to step in and set
limits or lend a helping hand, and when it is in the child's best interests to step back and
not interfere.
7. is a supporter, offering warmth, security, stability, and non-judgemental
acceptance to each child.
~*
.,
**"
8. is a facilitator of communication among the children and of the child's effort to
communicate with her. He or she must also interpret the child's progress and her
work to parents, the school staff, and the community.
9. is a demonstrator, presenting clear, interesting and relevent lessons to the
child. His or her role is to invite the child into spontaenous fascination with the
materials through his or her demonstrations.
14
027
APPLICATION
10. is a consistent good example of desirable behavior for the children, following
the ground-rules of the class herself, and exhibiting a sense of calm,
consistency, grace and courtesy, and demonstrating respect for every child.
11. is a peacemaker, consistently working to teach courteous behaviors and
conflict resolution.
12. is a diagnostician, able to interpret the patterns of diversity, and nonjudgmental acceptance to each child.
14
0
APPLICATION
(9)
Describe how the following aspects of school support will be handled in the
school: finances, budgeting, audits, REIMS, facilities, food service, and
transportation.
.
(a) Describe the process by which the governance structure of the open-
enrollment charter will adopt an annual budget:
The fiscal year for the charter school will be from September 1 - August 31. In
April of each year, the Board of Directors will appoint a Budget Committee
composed of at least three members. The Committee will be composed of
administators, faculty, parents, students, and/or community members. The
Committee will review expenses and revenues of the current year, will interview
parents and teachers regarding needs for the coming year and will prepare a
preliminary budget. This budget will be submitted to the Board for review and
revision by June 30. A "final" budget will be prepared by the Committee and
submitted to the Board by July 31.
(b) Submit a proposed budget as an attachment to this application using
the budget template provided. Explain how the school will conduct its
business office, with what personnel.
See the proposed budget on Attachment C.
Most of the functions of a traditional business office, the "back-office" services of
the charter school, will be outsourced. We anticipate joining the Texas Alliance
for Charter Schools. This organization will handle all aspects of the business
office, including:
Budget preparation and management
Accounting to TEA standards "•
Accounts payable disbursements
Payroll preparation
Payroll service
Cash flow monitoring
State, local and federal reporting - financial and student data
Monthly reporting to the Teacher Retirement System
Full PEiMS reporting
Attendance accounting and compliance
Consultation/procurement for health, property/casualty, liability and E/0
insurance
Financial accounting software
,
^
14
029
APPLICATION
Monthly reports to 501 c(3) Board
In-person updates to 501 c(3) Board, as required
Employee benefits procurement
Telephone, fax and e-mail support
ADDITIONAL SERVICES AVAILABLE ON AN AS-NEEDED BASIS
Grant Writing
School's requisition software
Human resource management
Personnel files
Background checks
Employee benefits oversight
ADA compliance
FMLA compliance
Facility consultation
Compliance monitoring
E rate application
Procurement management for equipment and supplies
Outsourcing of food service
Outsourcing of student transportation
Outsourcing of custodial services
14
...
030
APPLICATION
(c) Describe the manner in which an annual audit of the financial and
programmatic operations of the open-enrollment charter will be
conducted.
The Board of Directors will select a Certified Public Accountant (CPA) in August
of each year to complete an audit by December 31.. We anticipate that this will
be a CPA who has audited Texas public schools previously, such as Carl
Searles or Faske, Lay, both located in Austin, Texas.
An independent evaluator will be selected annually to conduct an audit of
programmatic operations. This might be a university professor with expertise in
evaluating educational programs, it might be a retired Texas Education Agency
(TEA) professional with similar expertise or it might be any number of other
highly-qualified professionals.
14
031
(d) Describe the manner in which the charter will participate in the Public
Education Information Management System (REIMS) information, as
required by state statute or by State Board of Education rule.
SRA will fully and timely participate in the Public Education Information
Management System, including the reporting of organization data, finance data,
staff data and student data. We will purchase any specialized software
necessary for PEIMS submission, probably from the Education Service Center
(ESC).
We will work closely with the Education Service Center to be sure that our data
is submitted in a timely manner. We expect the data to be submitted according
to the following schedule:
Fall (1st) Submssion:
Date
Due to ESC Due to TEA Resubmit
Student and Staff Demographics
And This Year's Budget
11/24
1/22
12/10
Submssion:. Due to ESC Du
1/22
Last Year's Revenues
And Expenses
2/5
3/5
(Note: The MidYear submission is not required for charter schools in year one.
It is not applicable.)
6/1 1
Student Attendance Info
6/25
7/29
We hope to submit our data to the ESC at least a week before the "Due to ESC"
date.
14
032
(e) Describe the facilities to be used: If the facility to be used for an openenrollment charter school is a facility of a school district, describe the
terms established by the board of trustees or other governing body of
the district stipulating the relationship between the proposed charter
school and the district pertaining to the use of the facility. Attach a copy
of the agreement, or pending agreement, signed by the president of the
board of trustees or other governing body of the school district, the chair
or president of the governing body of the proposed open-enrollment
charter school, and the chief operating officer of the proposed charter.
If the facility is not operated by a school district, attach a copy of the
agreement, or pending agreement, signed by the entity owning and
operating the facility and the chief operating officer of the proposed
charter. The SBOE will not consider an application that does not have
an agreement of some sort for a building.
Shekinah Radiance Academy will always be kept in immaculate condition. The
facility will be open, bright and colorful. Natural sunlight will abound in the
classrooms. The students and parents will assist in upkeep and decoration of
the facility.
Shekinah Radiance Academy will be located at 4434 Roland Road in San
Antonio, TX. A signed lease agreement is attached. A layout of the grounds is
shown on the next page.
033
APPLICATION
(f) Describe provisions for transportation, if any, for students served by the
open-enrollment charter school:
Shekinah Radiance Academy will not provide transportation to and from school.
We anticipate that most students will commute via personal vehicle or foot. We
feel it is critical to make the opportunities available at our school to the largest
number of students, regardless of their access to cars and other transportation,
so the SAC will investigate ways of facilitating children getting to school,
including car pools and other innovative solutions.
If after opening it is deemed necessary to provide transportation, the Board of
Directors will approve a bus route and scheduling system that meets the needs
of the majority of our students. This will be disseminated to parents and
students after approval.
14
APPLICATION
(g) Describe provisions for food service, if any, for students served by the
open-enrollment charter school.
Shekinah Radiance Academy wiil not participate in the Federal Free-Lunch
program, except to the extent necessary to comply with applicable rules and
regulations {such as making breakfast available if more than 10% of our
students qualify for free or reduced lunch).
14
APPLICATION
Appendix A
FACILITY USE
AGREEEMENT
14
APPLICATION
OPEN-ENROLLMENT CHARTER SCHOOL
FACILITIES LETTER OF INTENT
Lessor (Owner):
Lessee (Tenant):
iiibi I c C
<Jne/tjj-?&
_Lo C
/?//?$
Use:
Premises:
fifr s?
address
square footage
Terms of Lease
n/
. -FT~.
Rental Amount
Contingency:
The terms of this letter of intent are contingent upon
_
'_
(sponsoring entity)
receiving a charter to operate an open-enroilment
charter school from the State Board of Education by
1998.
Lessee:
Lessor
//
Date:
7
51
037
ii 701-98-01 6
Appendix B
EVIDENCE OF PARENTAL
AND COMMUNITY SUPPORT
14
033
Yes, I am excited about the possibility of Sbekinab Learning Institute opening a
Shekinah "Radiance" Academy of Learning in San Antonio. I want to learn more
about enrollment procedures, about being on the Advisory Board, and/or about how
I might be able to assist the school. Please put me on your mailing/phone list and
update me on the status of the Shekinah "Radiance" Academy of Learning.
IP(Interested Parent)
IS(Iaterested Student)
IV(Iiiterested Volunteer)
ICA(Interested Comm. Adv.)
Printed Name
/Signature
Address & Phone
InL/Position
033
APPLICATION
Yes, I am eicited about the possibility of Shekinab Learning Institute opening a
Shekinab "Radiance" Academy of Learning in San Antonio. I waot to learn more
about enrollment procedures, about being OQ the Advisory Board, and/or about how
I might be able to assist the school. Please put me on your mailing/phone Hat and
update me on the status of the Shekiaah "Radiance" Academy of Learning.
tP(Interested Parent)
IS(Interested Student)
rV(Interested Volunteer)
1CA(Interested Comm. Adv.)
Printed Name
Signature
Address & Phone
Int/Position
040
APPLICATION
Yes, I am excited about the possibility of Shekinah Learning Institute opening a
Shekinab "Radiance" Academy of Learning in Sac Antonio. I waot to learn more
update me oo the status of the Shekinah "Radiance" Academy of Learning.
IPCInterested Parent)
IS(Iaterested Student)
IV(Interested Volunteer)
Address & Phone
lot/Position
04i
APPLICATION
(Shekinah "Radiance" Academy of Learning)
Vision: Shekinah "Radiance" Academy of Learning is a school with a now Vision
that Speaks of Tomorrow. We teach to reach and transform the heart, mind, and
soul of the individual learner. Our target consumer is the "family." Our school of
academic excellence and leadership training is what's needed today to turn society
around for tomorrow.
Nameoflat Person(s)
Occupation
Child(ren)/Ages
APPLICATION
Yes, I am excited about the possibility of Shekinah Learning Institute opening a
Shekinab "Radiance" Academy of Learning in San Antonio. I want to learn more
about enrollment procedures, about twing on the Advisory Board, and/or about haw
EP(Interested Parent)
rV'(Interested Volunteer)
Printed iName
Sinature
Address & Phone
InL/Position
APPLICATION
(Shekinah "Radiance" Academy of Learning)
Vision: Shekinah "Radiance" Academy of Learning is a school with a now Vision
that Speaks of Tomorrow. We teach to reach aod transform the heart, mind, and
soul of the individual learner. Our target consumer is the "family." Our school of
academic excellence and leadership training is what's needed today to turn society
around for tomorrow.
Name of Int. Person(s)
Occupation
ChiId(reaVAges
044
APPLICATION
Yes, I am excited about the possibility of Shekinab Learning Institute opening a
Shekinau "Radiance" Academy of Learning in San Antonio. I want to learn more
I might be able to assist the school. Please put me on your mailing/phone Hat and
IPCInterested Parent)
IV{Intere5ted Volunteer)
lCA(Interested Comm. Adv.)
Printed Name
Signature,i
Address & Phone
Int/Positioa
oJL/*f*
J
APPLICATION
Yes,! am excited about the possibility of Shekicab Learning Institute opening a
Sbekinab "Radiance" Academy of Learning ia San Antonio. I want to learn more
about enrollment procedures, about being on the Advisory Board, and/or about bow
I might be able to assist the school. Please put me on your mailiog/phoae list and
update me OQ the status of the Shekinah "Radiance" Academy of Learning,
EP(Interested Parent)
rV(Interested Volunteer)
ICAflnterested Comm. Adv.)
Printed Name
Signature
Address & Phone
lot/Posit ion
046
APPLICATION
Yes, I am eicited about the possibility of Shekiaah Learning Institute opening a
Shekinah "Radiance" Academy of Learning in San Antonio. I want to learn more
update me on the status of the Shekioah "Radiance" Academy of Learning.
IP(Iiiterested Parent)
IV(Interested Volunteer)
ICA(tnterested Comm. Adv.)
Printed Name
Signature
Address & Phone
IntJPosition
047
APPLICATION
Appendix C
BUDGET
14
i~\ * O
'j *i 0
APPLICATION
Budget Worksheet for Charter Schools: Year One
Overview
Object Code
Total
Net Assets at Beginning of Year
Estimated Revenues:
Local Sources
State Sources
Federal Sources
Other Sources
Total Estimated Revenues
Estimated Expenses:
Payroll Costs
Professional and Contracted
Services
Supplies and Materials
Other Operating Costs
Debt Expense
O
6100
6200
a
6300
6400
6500
Total Estimated Expenses
Gains
Losses
7950
8950
Change in Net Assets
Net Assets at End of Year
049
43
APPLICATION
Charter School Budget Categories
Expenses
Function
Total
Code
11
Instruction:
Payroll Costs
6100 _
Services
;.:__
^__«._
*•/".•= \Debt Expense
..,<
Object Code
.M ^
6200
_
6300
_
Pril"-'^
-StO
C-T-

6500
£2_
6100
6200
C_
Total Instruction
Instructional Resources and
Media Services:
Payroll Costs
Services
12
6300
Debt Expense
6400
6500
—
6100
_
6200
_
Total Instructional Resources
and Media Services
Curriculum Development and
Instructional Staff Development:
Payroll Costs
13
•
Services
\
Debt Expense
6300 _
6400 _
6500
Q.
Total Curriculum Development
and Instructional Staff
Development
Instructional Leadership:
21
Payroll Costs
Services
6100 __
6200 __
6300 __
6400 __
44
0
6500
Debt Expense
Total Instructional Leadership
School Leadership:
Payroll Costs
Services
23
6100
6200
6300
6500
Debt Expense
Total School Leadership
45
0
Charter School Budget Categories (Continued)
Guidance, Counseling and
Evaluation Services:
Payroll Costs
Services
Debt Expense
Function
Code
31
Object Code
Total
6100
6200
6300
6400
6500
Total Guidance, Counseling and
Evaluation Services
Social Work Services: (Optional)
Payroll Costs
Services
Debt Expense
32
6100
6200
n
6300
6400
6500
o
6100
6200
loo
Total Social Work Services
Health Services:
Payroll Costs
Services
Debt Expense
33
6300
6400
6500
o
Total Health Services
Student Transportation:
(Optional)
Payroll Costs
Services
Debt Expense
34
6100
6200
6300
6400
6500
46
.
J »J i—
Total Student Transportation
Food Services: (Optional)
Payroll Costs
Services
Debt Expense
35
6100
O
6200
n
6300
6400
6500
O
n
o
Total Food Services
47
053
APPLICATION
Charter School Budget Categories (Continued)
Co-curricular/Extracurricular
Activities: (Optional)
Payroll Costs
Services
Debt Expense
Function
Code
36
Object Code
Total
6100
6200
n
6300
6400
6500
o_
6100
6200
o_
Total Co
curricuIar/Extracurricuiar
Activities
General Administration
Payroll Costs
Services
Debt Expense
i
Total General Administration
41
Plant Maintenance and
Operations:
51
6300
6400
6500
Payroll Costs
6100
6200
Services
Debt Expense
O
6300
6400
6500
Total Plant Maintenance and
Operations
Security and Monitoring
Services: (Optional)
52
Payroll Costs
6100
6200
Services
48
054
APPLICATION
Debt Expense
6300
6400
6500
o_
0
Total Security and Monitoring
Services
Data Processing Services:
Payroll Costs
Services
Debt Expense
53
6100
6200
O
6300
6400
6500
Q_
O
O
Total Data Processing Services
49
APPLICATION
Appendix D
EVIDENCE OF STATUS
AS EL1GIBILE ENTITY
74
RFA# 701-98-016
055
INTERNAL REVENUE SERVICE
DISTRICT DIRECTOR
P. O. BOX 2508
CINCINNATI, OH 452Q1
Date: JAH
««»
SHEKINAH LEARNING INSTITUTE
C/O CHERYL A. WILLIAMS-WASHINGTON
P.O. BOX 933
CONVERSE, TX 7B1Q9
DEPARTMENT OF THZ TREASURY
Employer Identification Number:
74-2823746
DLN:
17053305764007
Contact Person:
D. A. DOWNING
Contact Telephone Number:
(513) 241-5199
Accounting Paricc. Ending:
May 31
Form 990 Required:
Yes
Addendum Applies:
Yes
Dear Applicant:
Based on information supplied, and assuming your operations will be as
stated in your application for recognition of exemption, we have determined
you are exempt from federal income tax under section 501(a) of the Internal
Revenue Code as an organization described in section 5Ql(c)(3).
We have further determined that you are not a private foundation within
the meaning of section 509(a) of the Code, because you are an organization
described in sections 509(a)(l) and 170(b)(1)(A)(ii).
If your sources of support, or your purposes, character, or method of
operation change, please let. us know so we can consider the effect of the
change on your exempt status and foundation status. In the case of an amend
ment to your organizational document or bylaws, please send us a copy of the
amended document or bylaws. Also, you should inform us of all changes in your
name o r addr ess.
. . . - " .
As of January 1, 1994, you are liable for taxes under the Federal
Insurance Contributions Act (social security taxes) on remuneration of $100
or more you pay to each of your employees during a calendar year. You are
not liable for the tax imposed under the Federal Unemployment Tax Act (FUTA).
Since you are not a private foundation, you are not subject to the excise
taxes under Chapter 42 of the Code. However, if you are involved in an excess
benefit transaction, that transaction might be subject to the excise tjaxes of
section 4958. Additionally, you are not automatically exempt from other
federal excise taxes. If you have any questions about excise, employment, or
other federal taxes, please contact your key district office.
Grantors and contributors may rely on this determination unless the
Internal Revenue Service publishes notice to the contrary. However/ if you
lose your section 509(a){l) status, a grantor or contributor may not rely
on this determination if he or she was in part responsible for, or was aware
of, the act or failure to act, or the substantial or material change on the
part of the organization that resulted in your loss of such status, or if he or
she acquired knowledge that the Internal Revenue Service had given notice that
you would no longer be classified aa a section 509(a)(l) organization.
Letter
947 (DO/CG)
557
APPLICATION
-2
Donors may deduct contributions to you as provided in section 170 of the
Code. Bequests, legacies, devises, transfers, or gifts to you or for your use
are deductible for federal estate and gift tax purposes if they meet the
applicable provisions of Code sections 2035, 2106, and 2522.
Contribution deductions are allowable to donors only to the extent that
their contributions are gifts, with no consideration received. Ticket pur
chases and similar payments in conjunction with fundraising events may not
necessarily qualify as deductible contributions, depending on the circum
stances. See Revenue Ruling 67-246, published in Cumulative Bulletin 1967-2,
on page 104, which sets forth guidelines regarding the deductibility, as chari
table contributions, of payments made by taxpayers for admission to or other
participation in fundraising activities for charity.
In the heading of this letter we have indicated whether you must file ?orm
990, Return of Organization Exempt From Income Tax. If Yes is indicated, you
are required to file Form 990 only if your gross receipts each year are
normally more than 325,000. However, if you receive a Form 990 package in the
mail, please file the return even if you do not exceed the gross receipts test.
If you are not required to file, simply attach the label provided, check the
box in the heading to indicate that your annual gross receipts are normally
525,000 or less, and sign the return.
If a return is required, it must be filed by the 15th day of the fifth
month after the end. of your annual accounting period. A penalty of $20 a day
is charged when a return is filed late, unless there is reasonable cause for
the delay. However, the maximum penalty charged cannot exceed $10,000...or
5 percent of your gross receipts for the year, whichever is less. For
organizations with gross receipts exceeding $1,000,000 in any year, the penalty
is 5100 per day per return, unless there is reasonable cause for the delay.
The maximum penalty for an organization with gross receipts exceeding
$1,000,000 shall not exceed $50,000. This penalty may also be charged if a
return is not complete, so be sure your return is complete before you file it.
You are required to make your annual return available for public
inspection for three years after the return is due. You are also required
to make available a ccpy of your exemption application, any supporting
documents, and this exemption letter. Failure to make these documents
available for public inspection may subject you to a penalty of $20 per day
for each day there is a failure to comply (up to a maximum of $10,000 in the
case of an annual return).
You are not required to file federal income tax returns unless you are
subject to the tax on unrelated business income under section 511 of the Code.
If you are subject to this tax, you must file an income tax return on Form
990-T, Exempt Organization Business Income Tax Return. In this letter we are
not determining whether any of your present or proposed activities are unre
lated trade or business as defined in section 513 of the Code.
Letter
947 (DO/CG)
APPLICATION
-3
You need an employer identification number even if you have no employees.
If an employer identification number was not entered on your application/ a
number will be assigned to you and you will be advised of it. please use that
number on all returns you file and in all correspondence with the Internal
Revenue Service.
Revenue Procedure 75-50, published in Cumulative Bulletin 1975-2 on page
537, sets forth guidelines and recordkeeping requirements for determining
whether private schools have racially nondiscriminatory policies as to
students. You must comply with this revenue procedure to maintain your
tax-exempt status.
This ruling is based on the understanding that the
Board of Directors will be non-salaried and will not be
personnel or to parties providing services. It is also
standing that salaried individuals cannot vote on their
that compensation decisions will be made by the board.
majority of your
related to salaried
based on the under
own compensation and
Thia determination is based on evidence that your funds are dedicated
to the purposes listed in section 501{c)(3) of the Code. To assure your
continued exemption, you should keep records to show that funds are expended
only for those purposes. If you distribute funds to other organizations, your
records should show whether they are exempt under section S01(c)(3). In cases
where the recipient organization is not exempt under section 501(c)(3), there
should be evidence that the funds will remain dedicated to the required
purposes and that they will be used for those purposes by the recipient.
If distributions are made to individuals, case histories regarding the
recipients should be kept showing names, addresses, purposes of awards;'" manner
of selection, relationship (if any) to members, officers, trustees or donors of
funds to you, so that any and all distributions made to individuals can be
substantiated upon request by the Internal Revenue Service. (Revenue Ruling
56-304, C.B. 1956-2, page 306.)
If we have indicated in the heading of this letter that an addendum
applies, the enclosed addendum is an integral part of this letter.
Because this letter could* help resolve any questions about your ,exempt
status and foundation status, you should keep it in your permanent records;
Letter
947 (DO/CG)
059
APPLICATION
If you have any questions, please contact the person whose name and
telephone number are shown in the heading of this letter.
District Director
Enclosure(3):
Addendum
Letter
947 (DO/CG)
< 6 •)
APPLICATION
_ e
Future publications of your annual NOTICE OF NONDISCRIMINATORY POLICY AS TO
STUDENTS must fully satisfy in all respects the requirements set forth in
Revenue Procedure 75-50. The initial publication of this notice made during
the processing of your application for tax exemption was deficient in the
column length requirement. The requirement is three column inches, and your
ad was only two column inches. Future publications of the notice must be
correct in terms of font size and type, column length, and appropriate
location of the notice in a general circulation newspaper which reaches all
racial segments of your community. This determination of your exempt status
under section 501(c)(3) requires your full compliance with this requirement.
Letter
947 (DO/CG)
061
APPLICATION
for |RS U«« Only
User Fee for Exempt Organization
Determination Letter Request
8718
Iflov January 1996)
Control i-njrnrj«r
* Attach this form to determination letter application.
jForm 6718 is NOT a determination latter application.)
Amount DaiO
2 Employer Identification Number
t Name of organisation
SHEKINAH LEARNING
INSTITUTE
74 :2823746
Caution? £)<£ no? attach Form 3 7 / 8 fo an application for a pension plan determination letter. Use Form 8717 instead.
Type of request
Fee
a l_1 Initial request for a determination letter for:
• An exempt organization that has had annual gross receipts averaging not more than $10,000 during the
preceding 4 y<jars, or
• A new organization that anticipates gross receipts averaging not more than $10,000 during its first 4 years > S15Q
I
M
~—
'
'
——
Note: If you checked box 3a. you must complete tne Certification below.
Certification
I certify that the annual gross receipts of
name of organization
have averaged (or are expected to average) not more than $10,000 during the preceding 4 (or the first 4) years of
operation.
Title >
Signature »•
b LJ
r_t
Initial request for a determination letter for:
• An exempt organization that has had annual gross receipts averaging more than $10.000 during the preceding
4 years, or
• A new organization that anticipates gross receipts averaging more than $10.000 during its first 4 years . *•
$465
>
$500
Instructions
The law requires payment of a user fee
with each application for a determination
letter. The user fees are tested on line 3
above. For more information, see Rev.
Proc. 96-8, 1996-1 I.R.B. 187.
Chech the box on line 3 for the type
of application you are submitting. If you
check box 3a, you must complete and
sign the certification statement that
appears under line 3a.
Attach to Form 8718 a check or
money order payable to ihe Internal
Revenue Service for the :ull amount of
the user fee. If you do net include the
full amount, your applicaiion will be
returned. Attach Form 8718 to your
determination letter application.
To avoid delays, send ihe
determination letter application and
I
Form 8718 to the applicable IRS
address shown below. Use the address
below even if a different address
appears in another form or publication.
If th« organization
is in
Send f«« and request
for determination
letter to
Connecticut. Maine.
Massachusetts. New
Hampshire. New York,
Rhode Isand, Vermont
Internal Revenue Service
EP/EO Division
P. 0. Box 1580, GPO
Brooklyn, NY 11 202
Delaware. District of
Columbia. Maryland.
New Jersey.
Pemsytvarua, Vwq«\«^
any U-S. possession of
foreign country
EP/EO Division
P.O. Box 17010
Satttrnwe. MQ 2t203
Indiana. Kentucky.
Michigan, Ohio,
West Virginia
P. 0. Box 192
Covington. KY
41012-0192
Arizona, Colorado.
Kansas. Oklahoma.
New Mexico. Texas,
Utah. Wyoming
EP/60 Division
Mail Code 4950 DAL
1 ioO Commerce Street
Dallas. TX 75242
Alabama, Arkansas,
Fionda, Georgia.
Louisiana. Mississippi.
North Carolina, South
Carolina. Tennessee
EP/EO Division
P.O. Box 9ai
Atlanta. GA 30370
Alaska. California,
Hawaii, Idaho. Nevada,
Oregon, Washington
EO Application
EP/60 Division
McCaslin Industrial Park
Z Cupama Circle
Monterey Park, CA
91755-7406
Illinois. Iowa.
Minnesota, Missouri,
Montana, Nebraska,
North Dakota.
South Dakota.
Wisconsin
EP/60 Division
230 ff- Deartwm
DPfT20-5
Chicago. IL 60604
/~)
/
s
L
.
ri
CG2
APPLICATION
Form
Application for Employer Identification Number
SS-4
(Ruv
74-2823746
(For use by employers, corporations, partnerships, trusts* estates, churches,
government agencies, certain individuals, and others. See instructions.)
19951
OMB No. 1545-0003
>• Keep a copy for your records.
1 Name of applicant (Legal name) (See instructions.}
SHEKINAH
2
LEARNING
INSTITUTE
3
Trade name ol business (if different from name on line 1)
Executor, trustee, "care of" name
rhgry1 A. W i l l i a m s - W a s h i n g t o n
N/A
4a Mailing addres > (street address) (room, apt., or suite no.
P.O.
5a Business address (if different from address on lines 4a and 4bJ
Box 983
N/A
5b City, state, and ZIP code
4b City, state, anc; ZIP code
Converse, Texas
78109
^______^__^__
N/A
6
County and stjite where principal business is located
7
Name of princi sal officer, general partner, grantor, owner, or trustor—SSN required {See instructions.) >•
e xar
a
Texas
Cheryl A . W i 1 1 i a m s - W a s h i n g t o n
8a
8b
Type of entity (Check only one box.) (See instructions.}
D Estate (SSN of decedent) -
j—
D Sole proprietor (SSN) _
D Plan administrator-SSN
;—
:______;
_
-
LJ Partnership
LJ Personal service corp.
D REMIC
D Limited liability co.
Q Other corporation (specify) > _
D Trust
Q Farmers' cooperative
D State/local government
D National Guard
D
Federal Government/military
School
Other nonprofil organization (specify)
Other (specify)
If a corporation, n;ime the state or foreign country State
(if applicable) whe»e incorporated
D

Church or church-controlled organization
{enter GEN if applicable)
Foreign country
Texas
Reason for applying (Check only one box.)
O
,
N/A
Banking purpose (specify)
Started new business (specify) >•
D
Changed type of organization (specify) >•
D
10
Purchased going business
LJ Hired employees
D Created a trust (specify)
D Other (specify)
Created a pennon plan (specify type)
Date business started or acquired (Mo., day. year) {See instructions.)
11 Closing month of accounting year (See instructions.)
Incorporated
F e b . 1997/Date of Oper.6/97
May
12
First date wages &• annuities were paid or will be paid {Mo., day. year). Note: If applicant is a withholding agent, enter date income will first
13
Highest number ol employees expected in the next 12 months. Note: If the applicant does
not expect to have any employees during the period, enter -Q-. (See instructions.) . . . >
14
Principal activity (See instructions.) >
15
Is the principal business activity manufacturing? .
If" Yes," principal product and raw material used! >
16
Private
Agricultural
Househoid
-0-
-3-
-10-
School
To whom are most of the products or services sold? Please check the appropriate box.
D Public (retail)
Nonagricultural
Q other (specify) >• S t u d e n t s ( C o m m u n i t y )
Wves
x
No
LJ Business (wholesale)
D N/A
17a
Has the applicant isver applied for an identification number for this or any other business?
Note: If "Yes," pte; se complete lines 17b and 17c.
17b
If you checked "Yes" on line 17a, give applicant's legal name and trade name shown on prior application, if different from line 1 or 2 above.
U T L L W A S H C o n s u l t a t i v e S v c sTrade name +
Same
Legal name ^
17c
Approximate date when and city and state where the application was filed. Enter previous employer identification number if known.
Approximate date whun filed (Mo., day. year)
Januarv
1996
KT1/ Yes
City and state where filed
San
Antoni o. Texas
74
(Founder)
Cheryl A . W i l l i a m s - W a s h i n g t o n
?in-fi5K-RHR7
Fax tftl«pnon« aurnbar (include area coda)
Date
/}
Please leave
blank »•
i 276Qfi50
Buiiness telephone number (Include area coda)
7,in_fifift_flfla7
Signature
^
Note: Do not write below this tine. For ofiftfai use only.
Size
Ind.
Class
No
Previous EIN
Under penalties of perjury. 1 decten Itial 1 have examined Bus a plication, and to the best at my knowledge and belief, it is true, correct, and complete.
Name and title {Please type nr print clearly.) >
D
//
Reason for applying
f
APPLICATION
of
1997
CHEPYL WASHINGTON
620 MFADLJW G A T E
78LJ9
kE :
SHEKINAH LEARNING I N S T I T U T
C H A R T E R NUMBEP
01*33<i21-01
IT HAS SEEN OUR PLEASURE TO A P P R O V E AND PLACE ON RECORD THE ARTICLES
OF INCORPORATION THAT CREATED YIUP CORPORATION. *E EXTEND OUR BEST
WISHES FOR 5JCCE5S IN fOUR NEW VENTURE.
AS A CORPORATION, YOJ ARE SUBJECT TO S T A T E TAX L A W S .
SOME NON-PROFIT
C O R P O R A T I O N S ARE EXEMPT FROM THE PAYMENT OF FRANCHISE T A X E S AND KAY
A L S O BE E X E M P T FRQ« THE P A Y M E N T OF S A L E S AND USE TAX ON THE P U R C H A S E
OF T A X A B L E ITEMS.
IF YOU FEEL T H A T UNDER THE LAW Y 3 U R C O R P O R A T I O N IS
E N T I T L t O TO U E E X E M P T YOU MUST A P P L Y TO THE C O M P T R O L L E R OF P U B L I C AC
C O U N T S FJ<? THE E X E M P T I O N .
THE S E C R E T A R Y OF S T A T E C A N N O T MAKE..-SUCH
D E T E R M I N A T I O N F O R YOUR C O R P O R A T I O N .
IF
ME CAN BE OF FURTrtES
SERVICE
AT ANY TIME, P L E A S E
V E R Y TRULY
LET
US K N O W .
YOURS*
Antonio O. Garza, Jr.. Secretary of State
DCB-CH
APPLICATION
CERTIFICATE
OF
INCORPORATION
OF
5HEKINAH LEARNING INSTITUTE
CHAPTER NUMBER 01*33*21
THE U N D E R S I G N E D , AS S E C R E T A R Y OF STATE
HERESY C E R T I F I E S THAT THE A T T A C H E D ARTICLES
OF THE STATE OF TEXAS,
OF I N C O R P O R A T I O N FOR T4E
A B O V E N A M E D C O R P O R A T I O N H A V E B E E N R E C E I V E D IN THIS OFFICE AND ARE
FOUND TO C O N F O R M TO LAn.
ACCORDINGLY, THE U N D E R S I G N E D , AS S E C R E T A R Y OF STATEi AND BY VIRTUE
OF T H E ; AUTHORITY VESTED IN THE S E C R E T A R Y 8Y LAW, HEREBY ISSUES THIS
CERTIFICATE JF INCORPORATION,
ISSUANCE OF THIS C E R T I F I C A T E OF I N C O R P O R A T I O N DOES HOT AUTHORIZE
THE USE OF A CORPORATE N A M E IN THIS STATE IN VIOLATION OF THE RIGHTS OF
ANOTHER
UNDER THE FEDERAL T R A D E M A R K ACT OF 1946, THE TEXAS T R A D E M A R K LA*»
<
THE ASSUMED BUSINESS OR P ROF't SS I ONAL NAME ACT OR THE COMMON t?S*.
DATED FEB. 13, 1997
EFFECTIVE FEB. 13, 1997
vo^TL.
G65
APPLICATION
QMS No- 15*5-0056
1023
Application for Recognition of Exemption
{R«v. Aprrl 19961
DôairT"*"! of 1h« Treasury
Under Section 501(c)(3) of the Internal Revenue Code
Form
II exempt status is
approved, ifw
apDi'CatiOn «rll be open
'or puDiic inscection.
Read the instructions for each Part carefully.
A User Fee must be attached to this application.
If the required information and appropriate documents are not submitted along with Form 8718 (with payment of the
appropriate user fee), the application may be returned to you.
Complete the Procedural Checklist on page 7 of the instructions.
Identification of Applicant
1a Full name of organization (as shown in organizing document)
SHEKINAH
2 Employer identification number (EIN)
(If none, see page 2 of the instructions.)
L E A R N I N G I N S T I T U T E
:
74
1b c/o Name (if applicable)
Cheryl
A.
Williams-Washington
1c Address (number and street)
P.O.
? R ? T 7 4f i
3 Name and telephone number of person
to be contacted if additional information
is needed
Room/Suite
Box 983
1d City or town, state, and ZIP code
N /a
Cheryl
(210
A. Williams-Washington
> 6 5 8 - 8 8 8 7
4 Month the annual accounting period ends
C o n v e r s e , T e x a s •" '
_ZS11(15
•
M a v 1 9 9 8
Date incorporated or formed
7 Check here if applying under section:
6 Activity codes {See page 3 of the instructions.)
a D50l(e)
blB<50l(n
c[H50.1(k}
030
149
566
Fphruary 17, 1 QQ7
8 Did the organization previously apply for recognition of exemption under this Code section or under any
other section of the Code?
Q YesX0 No
If "Yes," attach an explanation.
'_
5
9
Is the organization required to file Form 990 (or Form 990-EZ)?
If "No." attach an explanation (see page 3 of the Specific Instructions).
D N/A D
Yes
x§P
No
. D Yes
10
Has the organization filed Federal income tax returns or exempt organization information returns?
If "Yes," state the form numbers, years filed, and Internal Revenue office where filed.
11
Check the box for the type of organization. ATTACH A CONFORMED COPY OF THE CORRESPONDING ORGANIZING
DOCUMENTS TO THE APPLICATION BEFORE MAILING. (See Specific Instructions for Part I, Line 11, on page 3.) Get
Pub. 557, Tax-Exempt Status for Your Organization, for examples of organizational documents.)
*"
a O
Corporation—Attach a copy of the Articles of Incorporation {including amendments and restatements) showing
approval by the appropriate state official; also include a copy of the bylaws.
b D Trust—
Attach a copy of the Trust Indenture or Agreement, including all appropriate signatures and dates.
c D Association—Attach a copy of the Articles of Association. Constitution, or other creating document, with a
declaration (see instructions) or other evidence the organization was formed by adoption of the
document by more than one person; also include a copy of the bylaws.
If the organization is a corporation or an unincorporated association that has noj yet adopted bylaws, check here >
D
_
I declare under the penalties of perjury that I am authored to sign this application on behalf of the above organization and that I have examined this application,
including the accompanying schedules and attachments, and to the best of my knowledge it is true, correct, and complete.
Please
Sign
Here
For Paperwork Reduction Act Notice, s« page 1 of the instructions.
Cat. No. 17133K
APPLICATION
'Mil
Form 1073
Page 2
Activities and Operational Information
1
Provide a detailed narrative description of all the activities of the organization—past, present, and planned, Do not merely
refer to or repeat the language in the organizational document. List each activity separately in the order of importance
based on the relative time and other resources devoted to the activity. Indicate the percentage of time for each activity.
Each description should include, as a minimum, the following: (a) a detailed description of the activity including its purpose
an
and
d ho
how
w eac
each
h activit
activity
y fisher
fathers
s you
yourr exempt
exempt purpose
purpose;; (b
(b)) when
when th
the
e activity
activity wa
was
s or wil
willl be initiated
initiated;; an
and
d (c
(c)) where
where and
and by
whom
whom th
the
e activity
activity wil
willl be conducted.
conducted.
h-U«_|ir
U i _ H * % f » > ^ h P W - i
*Ji-UUr
w
<• '«^'IÛ< V »
U _*
U
i i > * >
.....
U ' ' * T
H 'G
IU||S_fT<IIIU.
\+*J
l 1
-
^^KW't-'U
<vJÔ\«I 'Lîn^l
I
\J*
U "^
CHj 1 1 » HJ
I*ll^l UW
'M
' U
MVJ
N a r r a t i v e d e s c r i p t i o n s a r e f o r a l l a c t i v i t i e s p l a n n e d f o r S h e k i n a n
L e a r n i n g Inst itute .
030- S c h o o l , c o l l e g e , t r a d e s c h o o l - S h e k i n a h w i l l p r o v i d e
e d u c a t i o n a l a n d t r a i n i n g c o u r s e w o r k , p r e s c r i b e d i n a n o u t l i n e d
c u r r i c u l u m in a p r i v a t e school setting.
I n d i v i d u a l s s e r v i c e d
w i l l b e school a g e d s t u d e n t s , e l e m e n t a r y , s e c o n d a r y , a n d e x t e n d e d
l e a r n i n g c o m m u n i t y e d u c a t i o n s t u d e n t s i n need o f e d u c a t i o n a n d t r a i n i n
C l a s s e s w i l l b e s c h e d u l e d o n a r e g u l a r b a s i s . A l l faculty w i l l
be degreed and or c e r t i f i e d based on state c r i t e r i a .
All s u p p o r t
staff w i l l b e t r a i n e d a n d c e r t i f i e d a s P a r a e d u c a t o r s .
149- S h e k i n a h w i l l h a v e a r e g u l a r l y e n r o l l e d student body and is an
e d u c a t i o n a l i n s t i t u t i o n w h i c h o p e r a t e s u n d e r t h e "School w i t h i n a
S c h o o l " concept. L e a r n i n g w i l l b e e x t e n d e d i n t o t h e c o m m u n i t y , t o
i n c l u d e : G E D t r a i n i n g , L i t e r a c y , S e m i n a r , a n d W o r k s h o p T r a i n i n g .
566- S h e k i n a h i s a N o n - P r o f i t P r i v a t e I n s t i t u t i o n e s t a b l i s h e d
f o r t h e p u r p o s e o f E d u c a t i o n a n d T r a i n i n g . T r a i n i n g i s n o t l i m i t e d
t o a c a d e m i c s a n d does i n c l u d e Work Force T r a i n i n g , C o u n s e l i n g , a n d
assi stance .
S h e k i n a h does n o t d i s c r i m i n a t e o n t h e b a s i s o f g e n d e r , a g e , e t h n i c i t y ,
o r h a n d i c a p . S e r v i c e s a r e open a n d a v a i l a b l e t o a l l w h o meet t h e
e n t r a n c e c r i t e r i a and h a v e a need and d e s i r e to l e a r n .
*
Shekinah
is
a n "All
t a i l o r e d t o meet t h e
I n - e l u s i v e L e a r n i n g E n v i r o n m e n t , " wfth
needs
of
programs
the D i v e r s e Learner.
__
2 What are or will be the organization's sources of financial support? List in order of size.
Foundation Grants - approx $50,000.
Fundraising -$50,000.
Federal
Private Donations - $35,000,
Grants - approx.
State Grants - approx.
3
$50,000.
$50,000^
ssn^nnn
Describe the organization's fundraising program, both actual and planned, and explain to what extent it has been put into
effect Include details of fundraising activities such as selective mailings, formation of fundraising committees, use of
volunteers or professional fundraisers, etc. Attach representative copies of solicitations for financial support.
All a r e proposed f u n d r a i s i n g a c t i v i t i e s .
S e m i n a r T r a i n i n g - Work shop (Trainer of Trainers)
Raffle/Dinners/Candy- Committees
D r a m a - C o m m i t t e e
067
APPLICATION
Form 10C3 (P«v -I 1H)
Paq(? 3
Activities and Operational Information (Continued)
4
Give the following information about the organization's governing body:
b Annual compensation
6 2 0 M e a d o w G a t e , C o n v 5rse , Texas
4727 N e w c o m e , San Ant D P I o , Texas
a Names, addresses, and titles of officers, directors, trustees, etc.
Cheryl A. W a s h i n g t o n
Monica D i a z - A g u i l l o n
Ray 0. B r o w n Sr.
909 FM 1518, S c h e r t z , Texas
c Do any of the above persons serve as rr.embers of the governing body by reason of being public officials
or being appointed by public officials?
If "Yes." name those persons and explain the basis of their selection or appointment.
d Are any members of the organization's governing body "disqualified persons" with respect to the
organization (other than by reason of being a member of the governing body) or do any of the members
have either a business or family relationship with "disqualified persons"? (See Specific Instructions for
Part II, Line 4d, on page 3.)
If "Yes," explain.
5
N/A
D
D YesXE No
Does the organization control or is it controlled by any other organization?
D Yes (j^ No
Is the organization the outgrowth of (or successor to) another organization, or does it have a special
relationship with another organization by reason of interlocking directorates or other factors? .
If either of these questions is answerec JYes," explain.
D YesXK] No
Does or will the organization directly or indirectly engage in any of the following transactions with any
political organization or other exempt organization (other than a 501(c)(3) organization): (a) grants;
^/
(b) purchases or sales of assets; (c) rental of facilities or equipment; (d) loans or loan guarantees;
(e) reimbursement arrangements; (f) performance of services, membership, or fundraising solicitations;
or (g) sharing of facilities, equipment, mailing lists or other assets, or paid employees?
If "Yes," explain fully and identify the otfier organizations involved.
Is the organization financially accountable to any other organization?
If "Yes," explain and identify the other organization. Include details concerning accountability or attach
copies of reports if any have been submitted.
-> . „... •• - -- ^ .
D
D
063
APPLICATION
1023
Page 4
Activities and Operational Information (Continued)
8
What assets does the organization have that are used in the performance of its exempt function? (Do not include property
producing investment income.) If any assets are not fully operational, explain their status, what additional steps remain to
be completed, and when such final steps will be taken. If "None," indicate "N/A."
N o n e
9
Will the organization be the beneficiary of tax-exempt bond financing within the next 2 years?.
.
. . Q Yes EX No
tOa Will any of the organization's facilities or operations be managed by another organization or individual
under a contractual agreement?
,
b Is the organization a party to any leases?
tf either of these questions is answered "Yes," attach a copy of the contracts and explain the relationship
between the applicant and the other parties.
11
Is the organization a membership organization?
if "Yes," complete the following:
a Describe the organization's membership requirements and attach a schedule of membership fees and
Q Yes ONo
Q YesxP No
D
N/A
b Describe the organization's present and proposed efforts to attract members and attach a copy of any
descriptive literature or promotional material used for this purpose.
N/A
c What benefits do (or will) the members receive in exchange for their payment of dues?
N/A
12a If the organization provides benefits, servces, or products, are the recipients required, or will
D N/A (SXYes D No
they be required, to pay for them?
If "Yes," explain how the charges are determined and attach a copy of the current fee schedule.
E d u c a t i o n / T u i t i o n - $3500.00 per a n n u m
Job T r a i n i n g - S3000.00 Six m o n t h s
T r a i n i n g - $200.00 per person (Seminar T r a i n i n g ) T w i c e per year
b Does or will the organization limit its benefits, services, or products to specific individuals or
classes of individuals?
If "Yes," explain how the recipients or beneficiaries are or will be selected.
S t u d e n t s based on compelency
13
4
D N/AXO Yes Q No
a
and e n t r a n c e e x a m i n a t i o n s .
Does or will the organization attempt to influence legislation?
D YesXEXl
If "Yes," explain. Aiso, give an estimate of the percentage of the organization's time and funds that it
devotes or plans to devote to this activity.
Does or will the organization intervene in any way in political campaigns, including the publication or
^,
distribution of statements?
Q YesTS No
If "Yes," explain fully.
069
Frxm 10?'J (FVv -1
\rPLICATION
Page 5
Technical Requirements
1
Are you filing Form 1023 within 15 months from the end of the month in which your organization was
created or formed?
WE Yes D No
If you answer "Yes." do not answer questions on lines 2 through 7 below.
2
If one of the exceptions to the 15-month filing requirement shown below applies, check the appropriate box and proceed
to question 8.
Exceptions—You are not required to file an exemption application within 15 months if the organization:
O
3
a
D
Is a church, interchurch organization of local units of a church, a convention or association of churches, or an
integrated auxiliary of a church. See Specific Instructions, Line 2a, on page 4;
b Is not a private foundation and normally has gross receipts of not more than $5,000 in each tax year; or
D
c
Is a subordinate organization covered by a group exemption letter, but only if the parent or supervisory organization
timely submitted a notice covering the subordinate.
If the organization does not meet any of the exceptions on line 2 above, are you filing Form 1023 within
27 months from the end of the month in which the organization was created or formed?
D Yes D No
If "Yes," your organization qualifies under section 4.01 of Rev. Proc. 92-85. 1992-2 C-8. 490, for an
automatic 12-month extension of the 15-month filing requirement. Do not answer questions 4 through 7.
If "No," answer question 4.
4
If you answer "No" to question 3, has the organization been contacted by the IRS regarding its failure to
file Form 1023 within 27 months from the end of the month in which the organization was created or
formed?
D Yes D No
If "No," your organization is requesting an extension of time to apply under the "reasonable action and
good faith" requirements of section 5.01 of Rev. Proc. 92-85. Do not answer questions 5 through 7.
If "Yes," answer question 5.
5
If you answer "Yes" to question 4, does the organization wish to request relief from the 15-month filing
requirement?
...............................
d Yes D No
If "Yes," give the reasons for not filing this application prior to being contacted by the IRS. See Specific
Instructions, Line 5, on page 4 before completing this item. Do not answer questions 6 and 7.
If "No," answer question 6.
6
7
If you answer "No" to question 5, your organization's qualification as a section 50"l(c){3) organization can
be recognized only from the date this application is filed with your key District Director. Therefore, do you
want us to consider the application as a request for recognition of exemption as a section 501{c)(3)
organization from the date the application is received and not retroactively to the date the organization
was created or formed?
D Yes D No
If you answer "Yes" to question 6 above and wish to request recognition of section 501(c)(4) status for the period beginning
with the date the organization was formed and ending with the date the Form 1023 application was received (the effective
date of the organization's section 50l(c)(3) status), check here > D and attach a completed page 1 of Form 1024 to this
application.
Form tO?3 (fiav 4 9f,(
APPLICATION
Technical Requirements (Continued)
11
If you checked box h, I, or j in question 10. has the organization completed a tax year of at least 8 months?
CD Yes—Indicate whether you are requesting:
C A definitive ruling (Answer questions 12 through 15.)
D An advance ruling (Answer questions 12 and 15 and attach two Forms 872-C completed and signed.)
D No—You must request an advance ruling by completing and signing two Forms 872-C and attaching them to the
application.
12
If the organization received any unusual grants during any of the tax years shown in Part IV-A, attach a list for each year
showing the name of the contributor; the date and the amount of the grant; and a brief description of the nature of the grant.
13
If you are requesting a definitive ruling under section 170(b)(l)(A)(iv) or (vi), check here *• D
and:
a Enter 2% of line 8, column (e). Total, of Part IV-A.
_
b Attach a list showing the name and amount contributed by each person (other than a governmental unit or "publicly
supported" organization) whose total gifts, grants, contributions, etc., were more than the amount entered on line 13a
above.
14
If you are requesting a definitive ruling under section 509(a}(2), check here *• D and:
a For each of the years included on lines 1, 2. and 9 of Part IV-A. attach a list showing the name of and amount received
from each "disqualified person." (For a definition of "disqualified person." see Specific Instructions, Part II, Line 4d, on
page 3.)
b For each of the years included on line 9 of Part IV-A, attach a list showing the name of and amount received from each
payer (other than a "disqualified person") whose payments to the organization were more than $5,000. For this purpose,
"payer" includes, but is not limited to. any organization described in sections T70(b)(1)(A)(i) through (vi) and any
governmental agency or bureau^
If "Yes,"
15 Indicate if your organization is one of the following. If so, complete the required schedule. (Submit
Yes No complete
only those schedules that apply to your organization. Oo not submit blank schedules.)
Schedule:
A
Is the organization a church?
XY
Is the organization, or any part of it, a school?
B
C
Is the organization, or any part of it. a hospital or medical research organization?
D
Is the organization a section 509(a){3) supporting organization?
t
Is the organization a private operating foundation?
E
Is the organization, or any part of it, a home for the aged or handicapped?
F
Is the organization, or any part of it, a child care organization?
G
. . . .
H
Has the organization taken over, or will it take over, the facilities of a "for profit" institution? . .__._
I
Does the organization provide or administer any scholarship benefits, student aid, etc.?
f'. •*? 1
If 11
form
(R«v.
APPLICATION
Page 9
Financial Data (Continued)
Currant tax y*«r
B. Balance Sheet (at the end of the period shown)
D.U 1998
Assets
1
Cash
2
Accounts receivable, net
2
3
Inventories
3
4
Bonds and notes receivable (attach schedule)
*
5
Corporate stocks (attach schedule)
_L_
6
Mortgage loans (attach schedule)
-JL_
7
Other investments (attach schedule)
_7_
8
Depreciable and depletable assets (attach schedule)
_§_
9
Land
-JL
Other assets (attach schedule)
_1^
10
11
_L
Total assets (add lines 1 through 10)
5463,808.00
11
Liabilities
12
Accounts payable
13
Contributions, gifts, grants, etc., payable
-I3
14
Mortgages and notes payable (attach schedule)
14
15
Other liabilities (attach schedule)
16
_1^_
Total liabilities (add lines 12 through 15}
..
_1£
_!®
Fund Balance's or Net Assets
17
Total fund balances or net assets
_17_
18
Total liabilities and fund balances or net assets (add line 16 and line 17) . . . . | 18 I
$463,808. OQ
If there has been any substantial change in any aspect of the organization's financial activities since the end of the period
shown above, check the box and attach a detailed explanation
^
072
APPLICATION
Ftxm 1023 (flflv. 4-96)
Current!« year
Assets
1
Cash
2
3
Inventories
4
5
6
7
8
9
Land
10
11
^7,616-00
Total assets (add lines 1 through 10)
Liabilities
12
Accounts payable
13
14
15
1$
Total liabilities (add lines 12 through 15)
.
.•
Fund Balances or Net Assets
17
18
Totalliabiimes and fund balances or net assets (add line 16 and line 17) . . . .
18 1177.616.00
If there has been any substantial change in any aspect of the organization's financial activities since the end of the period
^
A ••_' *}
*J i J
APPLICATION
Form 1023 {Rev A -
15
Schedule B. Schools, Colleges, and Universities
1
Does, or will, the organization normally have: (a) a regularly scheduled curriculum, (bj a regular faculty
of qualified teachers, (c) a regularly enrolled student body, and (d) facilities where its educational activities
are regularly earned on?
If "No." do not complete the rest of Schedule B.
2
Is the organization an instrumentality of a state or political subdivision of a state?
If "Yes," document this in Part II and do not complete items 3 through 10 of Schedule B. (See instructions
on the back of Schedule B.)
3
Does or will the organization (or any department or division within it) discriminate in any way on the basis
of race with respect to:
Admissions?
Use of facilities or exercise of student privileges?
Faculty or administrative staff?
Scholarship or loan programs?
if "Yes" for any of the above, explain.
a
b
c
d
4
DNO
D Yes E0 No
Does the organization include a statement in its charter, bylaws, or other governing instrument, or in a
resolution of its governing body, that it has a racially nondiscriminatory policy as to students?, . . . X(X] Yes Q No
Attach whatever corporate resolutions or other official statements the organization has made on this
subject
____„
5a Has the organization made its racially nondiscriminatory policies known in a manner that brings the
policies to the attention of all segments of the general community that it serves?
Yes D No
If "Yes," describe how these policies have been publicized and how often relevant notices or
announcements have been made. If no newspaper or broadcast media notices have been used, explain,
i
All
correspondence generated notates the statement.
All advertisements
generated include the statement.
Bylaws and Articles of Incorporation.
b If applicable, attach clippings of any relevant newspaper notices or advertising, or copies of tapes or
scripts used for media broadcasts. Also attach copies of brochures and catalogues dealing with student
admissions, programs, and scholarships, as well as representative copies of all written advertising used
as ajneansôf informing prospective students of the organization's programs.
6
Attach a numerical schedule showing the racial composition, as of the current academic year, and projected to the extent
feasible for the next academic year, of: (a) the student body, and (b) the faculty and administrative staff.
7
Attach a list showing the amount of any scholarship and loan funds awarded to students enrolled andfthe racial composition
of the students who have received the awards.
8a Attach a list of the organization's incorporators, founders, board members, and donors of land or buildings, whether individuals
or organizations.
b State whether any of the organizations listed in 8a have as an objective the maintenance of segregated public or private
school education, and, if so. whether any of the individuals listed in 8a are officers or active rnembers of such organizations.
9a Enter the public school district and county in which the organization is located.
Judson School D i s t r i c t ,
Bexar
North
East School District, Bexar
l?S&f ftS &££i12&&}i?G»rn&J(»dA>lMfi^ expanded at the timAj "public" fcftfiol 8eslâtio%fnW _
above district or county?
D Yes
10
No
Has the organization ever been determined by a state or Federal administrative agency or judicial body
to be racially discriminatory?
•. . .
If "Yes," attach a detailed explanation identifying the parties to the suit, the forurn in which the case was
heard, the cause of action, the holding in the case, and the citations (if any) for the case. Also describe
in detail what changes in the organization's operation, if any, have occurred since then.
For more information, see back of Schedule B.
f'j *?
?
t <A
Form tO?3
APPLICATION
4-96)
Current tax year
Oat. 1998
Assets
1 cash
2
2
3
Inventories
3
4
5
_
6
..
7
8
9
Land
10
11
Total assets (add lines 1 through 10}
Liabilities
12
Accounts payable
13
14
15
16

1S
Total liabilities (add lines 12 through 15)
Fund Balances or Net Assets
17
_1L
^8
Total liabilities and fund balances or net assets (add line 16 and line 17) . . . . | 18 |
$463,808.00
tf there has been any substantial change in any aspect of the organization's financial activities since the end of the period
*
D
075
APPLICATION
Appendix E
CREDENTIALS OF
SPONSORING
ENTITY AND ALL
BOARDS' MAMBERS
14
076
APPLICATION
Board of Directors
Training/ Experience
Monica Aguillion - Special Educator, elementary school. Experience includes 10
plus years in the classroom with students who are challenged in learning. Golf
Coach and Special Olympics Coordinator. Master of Arts in Special Education,
Bachelor of Arts in Education, (M.A., B.A.)
Pat Lyon - Special Educator, classroom teacher, campus coordinator. Experience
working with elementary1 students and parents. Business administrative skills and
program coordination and training, ( M.A., B.A.)
Harriette Taylor - Registered Nurse/Para Legal, 20 years experience coordinating
youth programs and recreation activities. Training Instructor for various programs
for youths in the community. Administrative Assistant to Board President and
Assistant Director of Family Christian Training Program for three years, (B.S.)
Cheryl A. Washington - Education Specialist/ Facilitator of Learning, 18 years
experience in program coordination and development, teaching at various levels and
in various disciplines of study. State Board committee member for four years.
Governor's Appointee to State Commission for Special Education. Campus
Coordinator for teachers and Department Chairperson for Special Education.
Region IV - Statewide Focus Group Member for including students with disabilities
in the Accountability System in Texas. Violence Prevention Program Coordinator,
Seminar Trainer, Pareat/Teachers/Mentors, (M.A., M.S., B.S,)
Glenn Yale - Lawyer, speaker for continuing legal education programs. Experience
with the development of private schools. Board Member for Nonprofit Resource
Center of Texas, Baptist Health Care System, Trinity Baptist Church, and National
Committee on Planned Giving, (J.D., B.A.).
,**•
077
APPLICATION
Prospective Board Members
Name
Profession
Relationship
Dan Morgan
Housing Mgr.
Academy Direc,
Kyev Tatum
Dunbar Comm. Ctr.
Director
Glenn Yale
Attorney
Director/Chair
G V 3
DA.NL. MORGAN, SR,
APPLICATION
10328 Flatland Trail
Convene, TX 7S109
(210)659-3046
LEADBRSHIP/MANAGEMENT-.
Manages the overall operation of a SOQ-anit public housing development with abudgct of $4.1 million and
supervise! 15 staff members. Rr^xmsible for the overall operation of a noncommissioned officer academy
including the discipline, morale, tad welfare of over 800 students annually and the supervision of 20 staff members.
Managed facilities aftd equipicr-t valued in excess of 5190,000 and an annual budget of $36,000. Managed all
operational and waiver processing for an entire military service enlisted retraining program impacting 287QOQ
personnel annually for t*o fiscal years, Managed the world-wide distribution of over 1700 enlisted aiicrewmcrnbers
accounting for approximately 5 1.9 million ofan annual permanent change of station budget.
COMMUNICATION;
Keynote speaker for several rmliiary and public school functions. Developed and coordinated operating plans for
military training exercises. Desaocstrated and briefed personnel computer system improvement to the Assistant
Secretary of Defense for Personnel
PROJECTS:
Expanded a aoccommissioned officer academy's room sponsorship program to seven major military
organizations resulting in significant savings to the parent organization. Commended by in overseeing contracting
office for superb management of a merchant purchase authorization card program. Led the development, testing acd
implementation of die an automated retraining application program that allo*wed military personnel offices world
wide to more efficiency update «nd track application status. Led die development of an computer on-line retraining
advisory,
EMPLOYMENT:
S*n Antonio Housing Aufcority
1997 - Pres
San Antonio, TX
Hnncing frf unaftgf
1994 - 1997
Lackland Noncommissioned Officer Academy
Lackland AFB, TX
it
1992 - 1994
Air Force Military PerscroeJ Center
Ckiefj Enlisted j*brce Maatecmegj
Randolph AFBr XX
1990 - 1992
Air Force Military Petsocsel Center
feted AJ
Randolph AFB.TX
1987 * 1990
Offiit AFB, NE
Headquarters Strategic Air Command,
States Exercises and Munitions
1981 -1986
B-52 Combat Crew Tronmg School
Castle AFB, CA
Instructor
1971 - 1981
Aircrew member
Various Unites Sates and overseas locations
BDUCAHQN:
1988
1985
19S3
EMBRY-RIDDLE AEROXAUTICAL UNIVERSITY
B., Professional Aerociarics
COMMUNITY COLLEGE OF THE AIR FORCE
AA-S^ Work Center Management
GEORGIA MILITARY COLLEGE
A.A.S., General Studio
SPECIALTIES:
Photography, Youth Prograna/Scholatsfc^sa
Kyev P. Tatum
P.O. Box 276
(512) 754-7808
Education
Master of Divinity (Candidate)
B.S. Criminology
Criminal Justice
Experience
1992-1997
Director of Student Support Services
1991-1992
Research Assistant to Executive President
1991
Coordinator of Student Justice
Leadership Skills
Community Involvement
OfiO
APPLICATION
Interested Staff/Volunteers
Name
Position
Experience
Pat Lyon
Instructor
Teacher
Debbie McCarty
Instructor
Teacher/Coord.
Sherlyne Roy
Training
Training Coordinator
Eula Walton
Training
Para Educator
Janice Hughes
Instructor
Teacher
Lynn Weiss
Psychologist
Parent Programming
Mary Jo Willing
Psychologist
Diagnostician
Dr. Clayton
Medical Doctor
Advisory Committee
Carolyn Floyd
Para Educator
Transp.
Wanda
Nurse
Teacher
Sis Dee
Elderly
Mentor
Sis Mom
Elderly
Mentor/Kitchen
Debbie Allen
Advisory Comm.
Mentor
APPLICATION
Staff Experience
Education Staff
Pat Lyon - Special Educator, State Certified (?re-K - 12). 15 years experience in
elementary behavior improvement and learning disabilities.
Debbie McCarty - Special Educator, State Certified (Pre-K - 12). 15 plus years
experience in elementary school. Experience with Dyslexia, Learning Disabled,
Campus Coordinator, and Administrative Assistant to the Principal. Certified
Dyslexia Specialist
Janice Hughes - Special Educator, State Certified (Pre K - 12). 15 plus years
experience at both the elementary and secondary levels. Experience with special
education and regular education. Experience with Inclusion, Social Work, and
Counseling. Masters in Public Administration/Communications.
Cheryl Washington - Specialist, Education, State Certified (Pre K - 12), Mid-Mgt
Administration. 18 years experience teaching and training elementary, secondary,
and post high school students. Experience in Community Education, Seminar
Training, and College Level Training.
Eula Walton - Para Educator (Teacher Assistant), 15 plus years experience in
assisting in learning disabled units, coordinating programs, working with secondary
students on an alternative campus, and training adults.
Carolyn Floyd - Transportation (Teacher Assistant), 10 plus years working with
students in elementary and secondary education.
Wanda Simon - Registered Nurse (Licensed Child Care, 0-12 years). 24 years
experience working with children. State hospital and school experience.
Experience with learning disabled students and adults. Five years of home health
experience with pediatrics and elderly care.
Monica Young- Teaching. Completed four years course work in the area of
education and training for elementary and secondary students. Experience as a Day
Care Attendant Administrator for church school program.
Training Staff
Sherlyne Roy - Training and Development, 10 plus years of experience. Experience
training Senior Citizens and Parents. Worked with program development within
the community. Leadership training for community leaders, intergenerational
APPLICATION
programs to assist with enlightenment and enrichment Seminar training in Self
Development, Program Building, Motivation, and Parenting Skills.
Lynn Weiss - Author, Psychologist, Seminar Training, 20 plus years of experience
working in training and development Research and Development in the area of
Brain Wiring and Attention Deficit Disorders and learning. Licensed Child/Family
Counseling with the State of Texas, Seminar Trainer for Behavior Modification and
Learning Disabilities,
Assessment/Counseling
Mary Jo Willing - Vocational Counselor/Diagnostician/Special Educator, 30 years
plus
experience working with children, teachers, and adults. Experience with assessment
and evaluation and program develop meal. Individual teaching, advising, and
counseling. Parent/child liaison and Behavior Modification Specialist
Dr. Robert Clayton - Medical Doctor, Research and Development in the area of
Genetics and Birth Defects. Program Development and teacher of Medical Residents
in the field of medicine. Community developer of programs to prevent community
problems with youth violence.
Community Mentors/Social Work
Debbie Allen - Social Worker, 20 years experience working with families and in
learning/training environments. Education Director for various programs for ..,
youths, ages 2-15 years old. Experience with Dysfunctional Family Concerns,
Abuse Issues, and Parent Training.
Virginia Rondero - Social Worker, 10 plus years experience working with families
and children with family, learning, and economic problems.
f
Elderly/Community Mentors - Coordinator, Volunteer for the City of San Antonio
Elderly Workers Program. Experience with administration, coordination, and
placement of the elderly in community programs. Experience with payroll and
stipends, and grants for the elderly.
083
CHERYL A. WASHINGTON
APPLICATION
620 Meadow Gate
Converse, Texas 78109
(210)658-8887
CAREER OBJECTIVE: To secure a position in Organizational Management with special
emphasis in the areas of Diversity and Programming for Development and Change.
EDUCATION
1993 to 1995
Southwest Texas State University, San Marcos, Texas
Certification in Educational Administration, May 1995.
Our Lady of the Lake University, San Antonio, Texas
Master of Arts (Special Education), May 1992
Troy State University, Troy, Alabama
Master of Science, (Management), October 1982
John Jay College of Criminal Justice, New York, New York
Bachelor of Science, (Criminal Justice/Sociology), June 1978.
EXPERIENCE
1994 - Pres.
San Antonio Independent School District, San Antonio, Texas
Academic Coordinator, BtP Teacher, Night School Teacher.
Duties:
Facilitator of learning in various disciplines of study with special
emphasis in the area Diversity Training, Program Development, Budget analysis,
Financial Accounting and Disbursements and Personnel Training.
1992 - 1994
tf
Fort Sam Houston Independent School District, San Antonio, Texas <*'
Duties: Developed an Academic Support Program for special needs students
included in the General Education Program. Taught high school courses in various
disciplines, staff development training and budget analysis and Disbursements.
1990 - 1992
North East Independent School District, San Antonio, Texas
Duties: Developed a Multicultural Awareness Program on Campus. Taught upper
level math courses in an alternative education program and in the general
education program. Chairperson of the campus Staff Development Committee.
064
Cheryl A. Washington
Resume. Page 2
1983 - 1990
APPLICATION
Harlandale Independent School District, San Antonio, Texas
Duties: Chairperson of the Special Education Dept, directed and guided a team
of special educators on a high school campus. Chaired all ARD meetings and
developed student Individual Education Plans. Responsible for department
budgeting, cost analysis and spending.
1987 - 1988
Mansfield Business School, San Antonio, Texas
Duties: Taught business course work to prep school students enrolled in a
vocational program for extended learning. Served as the Placement Director for
the Business Program, placed students on the job after completion of all program
requirements. Served as the Director of Financial Aid - responsible for student
grants, loans, and payments.
1984 - 1987
Department of Education State of Hawaii, Honolulu, HI
Duties: Taught in an extended learning program for adults. Classes consisted of;
English as a Second Language, Business English, and High School English classes,
as well as credit make-up classes in a night school program.
1983 - 1984
Savin Business Products
Duties: Inventory and Collections Supervisor, Responsible for collections on
outstanding debts. Maintained orders and disbursements ' throughout the
organization.
1981 - 1983
Education Center, 39 CSS/DPE, Incirlik, Turkey
Duties: Served as the college registrar for Troy State University, Graduate
Program, recruited, counseled, and mentored. students enrolled in the graduate
program. Served in, the position of Education and Vocational Counsjlor for the
Air Force. Briefed all incoming personnel on the college courses available.
Counseled military personnel, civilians, and dependents on educational
opportunities. Served as a Test Proctor and Administrator.
PART TIME EXPERIENCE
1989 - Pres.
Park College, Kelly Air Force Base, San Antonio, Texas
Duties: Adjunct Instructor ,in the areas of Management and Human Resource
Development. Designed and delivered staff development to a staff of professional
educators.
C85
APPLICATION
CHERVX A. WASHINGTON
620 Meadow Gate
Converse, Texas 78109
(210)658-8887
CAREER OBJECTIML* To secure a position as a facilitator of learning with
advancement opponunmes to an Administrative Position.
EDUCATION
1993 to 1995
Southwest Texas State University, San Marcos, Texas
Certificarion in Educational Administration, May 1995.
Our Lady of the Lake University, San Antonio, Texas
Master of Arts (Special Education), May 1992
Troy State L'niversity, Troy, Alabama
Master of Science, (Management), October 1982
John Jay College of Criminal Justice, New York, New York
Bachelor of Science, (Criminal Justice/Sociology), June 1978.
EXPERIENCE
1994-Present
San Antonio Independent School District, San Antonio, Texas
Academic Coordinator, BIP Teacher, Night School Teacher.
Duties: Facilitator of learning in various disciplines of study with special
emphasis in the area of Behavior Management and Curriculum
Development.
1992 - 1994
Fort Sam Houston Independent School District, San Antonio, Texas
Duties: Developed an Academic Support Program for special needs
students included in the General Education Program.
Taught high school Resource Math and TAAS remediation classes.
Developed and presented staff development to a team of
professional educators.
1990-1992
CSS
North East Independent School District, San Antonio, Texas
Duties: Developed a Multicultural Awareness Program on Campus.
Taught upper level math courses in an alternative education
program and in the general education program. Chairperson of the
campus Staff Development Committee.
1988-1990
Harlandale Independent School District, San Antonio, Texas
Duties: Chairperson of the Special Education Dept, directed and guided a
team of special educators on a high school campus. Chaired all
ARD meetings and developed student Individual Education Plans.
Co-taught in a general education English class for Sophomores,
Juniors, and Seniors. Taught TAAS remediation classes.
1987-1988
Mansfield Business School, San Antonio, Texas
Duties: Taught business course work to prep school students enrolled
in a vocational program for extended learning. Served as the
Placement Director for the Business Program, placed students
on the job after completion of all program requirements.
1984 - 1987
Department of Education State of Hawaii, Honolulu, HI
Duties: Taught in an extended learning program for adults. Taught
English as a Second Language, Business English, and High School
English classes. Also taught credit make-up classes in a night
school program.
1981 -1983
\
Education Center, 39 CSS/DPE, Incirlik, Turkey
/
Duties: Served as the college registrar for Troy State University, Graduate
Program. Recruited, counseled, and mentored students enrolled
in the graduate program. Served in the position of Education and
Vocational Counselor for the Air Force. Briefed all incoming
personnel on the college courses available. Counseled military
personnel, civilians, and dependents on educational opportunities.
Served as a Test Proctor and Administrator.
PART TIME EXPERIENCE
1989 - Present
087
APPLICATION
Park College, Kelly Air Force Base, San Antonio, Texas
Duties; Adjunct Instructor in the areas of Management and Human
Resource
Development.
Designed and delivered staff development to a
staff
of professional
educators.
ACTIVITIES AND HONORS
Appointee - Governor's Continuing Advisory Committee for Special
Education, .'term of office - 1993 -1997).
Founder Sponsor - Multicultural Awareness Club, (1992 -1993).
Director of Family Christian Training Program, (1990 -1992).
Member of Bowden Chapter of Business and Professional Women.
Member of Delta Sigma Theta Sorority
Member of Statewide Accountability Task Force, (1995).
REFERENCES
Dr. Jackie Alexander
Dean of Education and Psychological Studies
San Antonio, Texas
(210)434-6711
Sharon Callinan
Principal, Martin Luther King Middle School
San Antonio, Texas
VangieAguilera
Principal, Alamo Achievement Center
San Antonio, Texas
(210)227-5600
Cl
"«dy Furnish
C
*
College
orce
(210)923-7447
088 ;
APPLICATION
Appendix F
DISCLOSURE OF LITIGATION
AND CRIMINAL HISTORIES
14
089
never
sponsoring
Texas Education Agency
Budget Review Of
Applications for Approval of Open-Enrollment Charter Schools
Name of Proposed Charter School ; S Kj
* ^
CHARTE
°NTINGEN
C
°
B u d e t Review
1. Budget is presented in the correct format. D (\_ 0)r^
V/YES
_
\
NO (Budget Not Evaluated)
2. The budget development process does not ittolmfc:
( pQ. Offi- ' H j
s f^-^^TJ
Q ..
^^Stakeholder involvement (i.e. board, principals, program directors and others)
& Board adoption ((OJCt
^Periodic reviews (budget status report should show percentage of expenses to budgeted
appropriations)
Procedures for amendments during the fiscal year
/
':
+'
"\
3. State revenues have been correctly estimated.
YES
Estimated Intial Enrollment
50
X 90% attendance =
H O
X $4000 average state funding per ADA
Amount budgeted for state revenues
(estimated ADA)
I n Q ^ O O Q (estimated state aid)
i H* P j (_}U CJ
Difference
4. The budget includes an expense amount in function 41, object code 6200
NO
5. The net assets balance at end of year is, at minimum, 10% of estimated expenses.
_
YES
Comments
Date
/ frfc (°t
OSi
,J
. A
Texas rEducation
Agency
Budget Review Of
Applications for Approval of Open-Enrollment Charter Schools
T
CHARTER
Name of Proposed Charter School : SKj
Budget Review
/VT
1. Budget is presented in the correct format
*/ YES
_
NO (Budget Not Evaluated)
2. The budget development process does not kwhtdr:
(j3ft ^-
' 1J

ci/^Stakeholder involvement (i.e. board, principals, program directors and others)
or Board adoption (\ QJQ
0^ Periodic reviews (budget status report should show percentage of expenses to budgeted
appropriations)
Procedures for amendments during the fiscal year
3. State revenues have been correctly estimated.
YES
, /NO
50 '
Estimated Intial Enrollment
X 90% attendance =
4 &
X $4000 average state funding per ADA
Amount budgeted for state revenues
(estimated ADA)
I B O ; O O Q (estimated state aid)
\ \ D i (}(-) LJ
Difference
4. The budget includes an expense amount in function 41, object code 6200
is
NO
5. The net assets balance at end of year is, at minimum, 10% of estimated expenses.
YES
Comments
£3
Date__
*/ ^
f
OS2
J 1,11_ - tj
OT'-O
1
tJS : e 0
fl9
Hfi
KM jj i
£ 312 400 970
121002
TEA CHARTER SCHOOLS
CONTRACT
CONTRACT FOR CHARIER
"lfl" t etwee r the Texas
*
"Boerd)
and
charterholder-)
tor
an
«.
ce
open-enrolment chafer to cerate
a Texas public school.
This contract is executed the
State
Beard
of
f day of
Education
General
Defining As U3ed 'n this contract:
"Charter" means ttia open-er-rollirent charter, as provided by
Subchepter D. Chapter 12, Texas Education Coda (TEC), granted by
this contract.
"Charter school" means the open-enrollment charter school.
Cha*terho)der agrees to operate es provided in tiis contract The
charter school Is a Texas public school.
the Texas Education Agency.
2,
The Charter. This contract grants to Chanerholder an
charter under Subchsptor D, Chapter 12, TEC. The Urnis of the charter
Include: (a) this contract; (bj applicable law (c) Request for Appltas'ion
#701-98-016; (d) ar.y condition, amendment, modification, revision or
other change to tf.e charter adopted or ratified by the Board; (o) all
statements, assurances, commitments find representations made by
Charterholder In ITS application for charter, attachments ar related
documents, to the extent cons'stent with (a) thraugh (d>; and (f)
assurance by Charterholder, evidenced fay execution of this contract, that
no false Information was submitted to the Agency Or the BcarC by
Charterholdar, Its agents or employee*. In support a bs application for
charter..
3.
4.
Authority $[^4
^ Charter. The charter authorizi-s CharternoldeMo
operate a charter school subject to the terms of tr* charter. Action
inconsistent with the terms of the.charter shall constitute a maUsrm
violation of the charter.
Aflaftfttlon of Charter. The charter may not bs assigned, encumbered,
pledced or In anyway alienated for the benefr of creditors or otherwise
Charternolder may rot delegate, assign, subcon'-ract or otherwise
alienate any of its rights or rwpons.ftilitirt* under the charter. Any attemp.
to do so shall be null and void anc of no force 0' effect; provided,
however that Charterholder may contract «t fair mark* t value for services
necessary to cam/ out policies adopted by Charterholcer or the governing
body 0' the charter school.
Term of Charter. The charter shall be in effect from May
.. 2CQ*, unless renewed or
through May j3
1999
JS3
u i_ — e e — •
.rtDfc.n r
07.12
i±w
TEA CHASTER SCHOOLS
CONTRACT
Renewal qf Cârtqr. On timely application by Charte-iidder ir a
prescribed by rha Board, the charter may be renewed for an additional
period determined by tne Board. Th« charter may brj renewed oni> cy
written amendment approved by vota of the Board and properly
by its cha'r.
by Ajfg«ir.enL. Th« terms of th-a charter may be revieeC witn the
comem cf C barter1 loldar by wr'tter. amendment apprcvec by vote of the
Qcard The commissioner of" education ("the commissioner") rray revise
the cnaae- or a provisions! basis during an interim betw««n Board
meetings; (?cw#vir, such action sha'I expire unless ratified by th* Board
at Its neri -wjlar meeting. Nothing ;.n Ihis paragraph limits th& authority
of th* Board cr the commission*: tc aat in accoXanca %vi:h
provisions of this contract.
Students
8.
9.
Oogn Enro:in-ertt. Admission and enroll."nent $t studer.ts shall be open to
any person who resides within the geographic boundaries stated in the
charter end who Is eligible for admission b3$«d on lawful criteria ider.tjtlad
in the cha.t*r. Total enrollment shall rot exceed t>OQ stucents. The
char.er sdiool'4 admlaiion pc!:cy shall prohibit discrimination on thft basis
of sex. nat'onai crigin. ethnicity, religion, disability, endemic or athletic
atiiiiy. or the district the student would otherwise attend. Studorto v^ho
rasld* ouxsids the geographic tounc'srlas stated in tre charter shat 1 not
b* admitted *.o th« Tartar school unti' all eligible applicants whn resldn
within the bourdarias nave been •rrolled.
*t
Public Education Grant students. Charter holder shall aCopt an express
policy providing for the admission of. and shall admit under such policy,
s'urients ellgiola for a pabilc educarlcn grant. Indue r\g those suja«rts
who reaide outside the geographic area identified in tha charter
application, under Subchapier G, Chapter 29, TEC.
10.
NorvdlgcrininaticT The educational prograrr of in* Charter schoc! shall
be jTOTOcstadarv and sh*!l not discriminate agfilwt any student or
emplo>oe en tie basis of race, creed, e*x, natior.a! orgin,
disability cr needier special education services.
11.
mig!^ wlth p--Mbitifea. T h e charter school I s a 'icea!
«a
aflftncy- es d»f nad by federal law. Chart«rholder rnu« comply with tns
fndi^duals w.th Oi«oW EduerJon Act (IDEA) 20 U.S.C »1401. et
seq, and inplementiag rûiations, Sîton 504 of th-i R j h , o n Ac
of 1973 ("Section 504->. 29 U,S.C.§79*. and '«e • n * n 0
Title 11 of the Americans with Uleabiiitios Act, 42 U.f-C §121
and lmp>»n«ntinfi regulations; Chapter 25, TEC, ard implementing rg.es,
and the many court cases applying tnese laws. For example.
GS4
-JUI_ — tJS— y^
07.07.89
GS : e 1
rtf-l
KMi>i
WED 0 9 : 4 5 FAS 3i 2 495 9702
8)004
IEA CHARTED SCHOOLS
CONTRACT
(a)
Child Find.
Cnarterhoid«<- must *dopt ana kriplenen! policies and
practices rtal affirmatively seek out. Identify, locate, anJ equate children
wiih d'.sabt.fciei enrolled in the charter school or correcting the charter
SChCCl regarding enrollment, an<3 must develop and implement a practical
method to Mtumlne wHeh child-en with dlsabllHes ar« ^currantiy
receiving nsedad specla' education and related se vices
?o<- each
eligible chili, Chartertioider must develop and offe< an individualized
education plan appropriate to the rt$sds of that student
(b)
Frge ADDrocriate.-Eubiic Education. Chartenolder must pro^c* a free
appropriate public education to a!! children with disables otherwise
eligible to enroll lr :he charter schoc; If the program, staft or fee; ities of
ih« charter school ar« net capable of aieetlng the ne-sCs of a particular
child. Chaterholder rrustknolement changes necessaiy to accommodate
ihe child a: th« charter school. If rsascnaoie accommodattoni wou.d be
insuUcient to enable the child to benefit fro.n ttvj eha.-tsr aehooi s
program, CharterholiJe- mu&t, at r.s own expense, pUice th* cniSd at an
school.
S_ervlcas to Expend Students Chartarholdar rr.ust continue *c provide a
free appropriate public education to a child with dsib'.mias «v«n after
expelling cr suspending the- child far valid tf»Gpiim:ry masons. This
obligation to aervs the child continues until the end of the school
(d)
Monitoring- The charter school's irnplemerttatior- of 'tie laws governing
education Of children with disabilities will be monitors1 for complldnce^y
the Unit** States Department of Education. Office o* Speaa '^cation
Programs; ihe United States Department of Educator, Office or C.VM
Plants; :ne Texas Education Agency; and others. This mon.tortne set yity
Include* responding to comp'aints, random on-stte Irwpeclions and ouier
investigations by the enforcing agencies, and will re&u.t In ^r6^*
actions Imposed on Charterholder fay these aceflc.es f:r ail diacrepancias
found,
'e)
k
Ou« Procass Hean-.gs. The oharar scnaol'3 'mplemrtntelion of the ia'vs
^»m?rT" SfiSTof chiidren with disabilities w.!l in •d^' «
Wet to court sup^rviôn via litigation against Ch«t>rhoWiar brougnt bi
individuals attested by the a--tton» of ** ch3rtSr schcil. The cost of this
litigation can be substantial,
Notice- Th«e are o-V.y a few 3f tne charter school's legal rar-poftsibiftfics J •
^^
in this arftfl ir.c'uded here for Illustrative purposes orty.
commttmanu anC mprMantatlona mad. ^ .^^J10*'
application <or 3 Charter, «;tachênts, and related docarr^nta.
GS5
TEA CHASTER SCHOOLS
CONTRACT
Criminal
Charterhoider shall take prompi and appropnate
measures if Charterholder or the charter school, or any of their
employees or agents, obtains information that an employee or volunteer
of the charter school or an employee, officer, or beard memoer of a
management company contacting with Die charter scnool has a reported
ctfrlnal n;story that bears directly OT the duties and responsibilities of the
employes, volunteer, or management' company at
the school,
Charterbelder further represents that the Board and tre agency shall be
notified irrnefllately of such information and the rneasu'es taker.
14
Reporting Child Abus9 or NfqfocL
Charterholder shall sdcpt and
disseminate to all charter ached! staff end volunteers a policy governing
child abuso reports requ'red by Chapter 261, Texas Family Code. The
policy shall
roqgire that employees, voiunteeis or agents of
Charterholder or :he charter school report child abuse or neglect directly
to an appreciate entity listed In Chapter 261, Texas Fumily Code.
15.
Notice. te-Dlfitrict. Charterhold«r shall notify the schcoi district In which
the student resides within three business days of any action expelling or
withdrawing a student from the charter school.
IS.
Charterholder sha!1 adopt a ached year with fixed
beginning and ending dates.
Financial
17,
Fiscal Year. Charternolder shall acopt a ffsce! yea- beginning September
1 and ending August 31.
i»
18. •' Financial Accounting.
Unless otherwise notified by the agency,
Cnarterhclder shall comply fully wllh generally accepted accouniing
principles ("GAAP") and the Financial Accountability System Resource
Guide, Bulletin 679 or its successor ("Bulletin 679") published by the
agency In the management and operation of tha charter school.
13.
Fcflprai ReQLJremanjg. Failure to comply with Internal Revenue Service
withholding regulations shall constitute ft material violation of the charter.
20.
Workers' Compensation. Charterholder shall extend workers'
compensation benefits to charter school employees by (*,) becomirg a f
self-insurer; (2) providing insurance under a workers' compensation ,**•
insurance pcifcy; or (3) entering Into an agreement with other entitles
providing for self-Insurance.
21.
Annual Audi*. Charterholder ahali at Its own expen$u havo the financial
and programmatic operations of the charter school audited annually by a
certified public accountant holding a permit from the Texas State Board of
Public Accountancy. Chartarholder shalf file a copy of the annual audit
report, approved by Charterholder. wllh the agency not later tna.i the
GS6
TEA CHAPTER SCHOOLS
CONTRACT
I20tn day after the and of ttie fiscal year for which the audit was made.
The audit must ccrrply witr. Generally Accepted Aud.tMg Standard? and
must induce an audit of the accuracy o< the fiscal information provided by
me charter school through PEIWS. Financial statements in ihe audit mus:
comply with Government Auditing Standards an<1 the Office of
and Budget Circular T33.
AcccLnjjnc. To th* extent requi^d by !ha commissioner,
cnar-erholcJei- ehal! comply with me "Student Attendance Accounting
Handbook" published by tra Agency, provided, hows**' that
CnartarhoUJer shall report attendance Jata to the agency at six
i".tervals or is dirscted t»y the agency.
23.
Foundation Sshooi Proarcm. . Distribution of funds to the charter school
urvder Section 12106. TEC, Is contingent upcn chart e o i a a - s
como:!anc» witr. ê terms of the charter. Charterhoder is •JCU
receive Fwndation School Program funds prior ;o eweubon
contract h> ni« board. With.n 30 days of receivine notlre cf overailacat-on
and request for refund ur.der Section 42.2S«, TEC. ârtofhddar aht-l
transmit co th* agency an amount eq-jal to the w-ua si*d »fand. If
Chartft.-hoide- fails to make the rsqueated rafurd, n« ag^cyr may
recover th* overaltecatton by any ircars permitted &i_l8w( ln..ud.ns bJt
not limited ;o the process set forth in Section 42.255, T^QTui'Jan ana ?***. Charts bolder shall not charge tt
charge a Ve except that it rr.ay cnars« a fee
11.lS6(a). TEC.
25.
of Char.tr. Chara™Mar shall not apply,
iie make use of funds, assets cr ra sources ;
for any purpose otnor than operation of the charter
charter.
extard credit, or
the charter school 'or any purpose odwr
scnool descnb^d In tne charier.
of
01 h^6 charw
27.
Cnsr:«rhoN3afShaH net transfer any
except m return fcr goods or aamcca
charter scr.ool at fair market value.
26.
:;
°aa bsnefit
L«
,he
_ M u M i.- c. 1-1 •
»T32
^ 1
TEA CHAMHI SCHOOLS
activities of Charterr-clclQ'' nor directly related :o the management and
operation cf the charter school shall t« kept in separate and distinct
accounting, auditing, budgeting, reporting, ar.d record keeping systems
from those reflecting aeiivitfea uncV the; cha'taf. An/ corrmingi'ng of
charter and non-charter business in tnase sstems $Ka;' be a material
violation of the
Qovernancg and Operations
|
29.
Non-Profit Siatua. Chartertiolder shall taka and reft ah frorr all acts
necessary to b« and remain in good standing as an organization exornp:
frcm taxation under Sactlon J01'c)(3), Internal Revenue Cods. If
Charterhokier la Incorporared. it sha'l in addit'on comply with all
app/ioabte (aws governing its corporate status. Fai/ure -:o comply with this
paragraph is a material violation of the câr.ar, and the Board mey act on
'.he violation even if tne Irlernal Re^«nua Sofvlee, Secratar/ ot State, ?;r
oiher body with jurisdiction has failed to act
30.
Records Retention and Management, Charterholder ahan impfomant a
records managamft-.t system that coriforms to the system r«qy:red of
schcc! dlalricta undsr the Local Goârnment Records Act. Section
201.001 et seq . local Government Cods, and rules adopted t^reunder;
provided, however, that records subject to audit sha:! be .-etained and
available for audit far a period of not ;«33 than five ;5) years from the
latter of the date cf terminationor renewal of the
P£iM$ Reporting.
Cha'i«;hglder a Kali report tirrely and accurate
informatior to the Public Education Information Management System
), e$ required by he eommiaeioner.
'
Conflict of. interflst. Charterholde^ shall comply with any applicable
prohibition, restriction or requirement relating to cor.f icts of interest. If an
offlcsr or board member of Chertemclder or of the cfiarter school has a
aubstartial interest, within tho rneanlng of Chapter 1 71 . Loca.
Oovern-nant Code, in a transaction, such interest shell be disclosed in
public session at a duly called meeting of the governs body pôr to an/
action on *he tranaaotion
33.
Diaelosura of Camaaion Cortributiors. Cnarterholdar shall fidcpt poSicses
that will ensure 'ômplisrce with the diacloaurs racuirements of State
Board of E:rfu.=at:on Operating Rule 4,3 sr its successor.
^.
Irvdemniflcation. Cnartarho:der shall hotd the Board and agency harmless
from and shall Indemnify tha Board ard agency Sfga.ftit any and ai.
cleima, demands, and causes of action of whatever K.nc or nature
assertad by arty thW f arty and occurring or In sny wa/ incident to, anaing
;
fiflrn&ctlon w
w iihh wrongf
wrongfu1 acta &f Chartirholder. its agen.S,
out of, or ;nn fiflrn&ctlon
employees, andsubcontractors.
O S 8
fc? -* : S S-
M i't
i»-K-iwj.nri(_-c. — i-t «-•>-• ^ <^- •'•
*-*.*•
TEA CHARTER SCHOOLS
CONTRACT
Failure to Coerate CnartarnoiCer shah cpgrate the charter school for the
fuft school term as described in the chaiwr application in esch year Of the
Charter contrast. Charterhcfcier rr.ay not auspeno operation tor longer
than 21 days without a revision to its cnarter, adopted by th* Board,
stating that )ho charter ecr-cci is doTnant and setting forth the date on
wHch operations sr.aii resums and eny applicable conditions.
Suspension of opsrat'ons m violation of this paragraph shall
abandonment of this contract and of the charter.
qhartqr Scnool F3cl(jv.
Charxerhcicer shal1 naê anc
(
throughout the te™ of the charter a lease agreement titla or otn«r .egal
instrument gran;inS to Cnarterhclder the.' right to oesuoy and use ons or
more r«cl'.ltiea suitable for use afe the charter school fadlWas ^"W*^
the chartei. During any period of dormancy granted by thp ifM™, wis
raquiramam may be waived by the Board. Facilities sccjpled and used
64 charter schcol faalitiM shall comply with all applied* IBW*. inctud..no.
Out not limited to, the Texas Architectural Barriers Act, A,J
Varnon'a Texas Civil Statotas.
33.
Enforcement
37.
38."
33.
AflBpg£ ir.v^tiQations. Th9 commiasionar HW'™™^^
ilrect the agency to conduct in/estimations of tft«
a»t*rmln* compliance wth mo terms ot the charter or
Taxes Education Code or other la*, cnartarhddar.
agents shall fully cooperato with such investigation*. J-a«
comply whh raasgnebte requests for acc«8B te sites
docuT,enu &• thi'.fis is a nateriai vlciation oMhe cherf*r.
cnmm-^nn^ Author. The• cortiniia.tenftr in his jol^diacrationây
authorized by Section 39.131, T£C , ^
O^ptar 42. TEC relating to the charter «^°f .
"adverse action^' 03 used m this contract.
hrterholder
and agsnts snail fully «operate with
comply with any action authorized by Section
TEC is a material violation of tha
Bo6rd In its sole discretion rr.y -a***. P)««
Ii8:ftd in paragraphs a, 3, »nd 20: (b) WUTB to
accounting standards of fiscal management; cr
an applteab^ \aw or rut« ,
This
40
En-tifa Aeree-refli. This contract. Including ;
by reference, contains
C S 9
'-'-> uu:*;; .<„. „,,
_„ ,
a,n,
TEA CHARTER SCHOOLS
C
ONTRACT
panics. Oji p.-ior rep'esentaiiona. uncerstaidlngs and dlscusaioos are
nergsd Into, supe'soded by and canceled by t.nis cormct.
Sgvarabiljty If any provision of this contract is <jat«rrvined by a court or
other tribunal to te unenforceable or invslic for any r«§ jon. too remainder
of the contract snal! remain In full fores aid oêct. so is to ^tve eâct to
the intent of the parties tc the extent valid and *nforcea3le,
Conditions or' Contract. Execution of this contact by the Beard is
conditioned on full and timely compliance by Charterhsider with; (a) tn*
terrna. requ'-ed assurances and cendKiors of Request for Application
#701-97-0^8; {bl applicable (,i«w; and (c) at! (iommHrnents and
reprasentatlons madft in Cher+erhcldcr'a application. ^:nd ary supporting
documents (to the extent such commitments and n»pr«santatlona are
cortsiatent with tha terms of t.hts contract),
43.
No Walter of gr^fcn- No assent, express w Implied, to any tireach of
any of the covenants of egraemcnts horsfn shall waive any succeeding' or
utner breach,
4*.
Venua. Ary suh arising urder this contract shall Do brought ir Travis
County, Texas.
45
Governiflc Lavy. In any suit arising un.Jer this contract, Texas law shall
apply.
__. m..
By executing this contract. CherwtoLder ^presents that It is
an "eligible entV within the meaning of Section 12.101 (a), TEC.
Charterholde^ shall immediately notify the Board of an / legal change in its
status vtfNch would disqualify it from holding,the charter, of any violation
of the tatrns and conditions oMh'a contract, or of any change in the chief
op&rating officer of the charter school or Cnartarhol der. Charteihcloftr
further represents thai tho person signing this contract has bean properly
delegated authority to dg so
Ente^fld into thia
*/
day of
/ Jfc£*i « . 19S9
~7
Texas State Board of Education
7^
Cnarterholdsr
By Chase Untermeyer, Chairman
Chu
Char-«rSchool
100