MA5:5. ^ ^ ■ s^' C.3^ / HHQ:? \^ . / v^^^^
THE NEIGHBORHOOD HOUSE
utC 9 1994
232 Centre Street
Dorchester, MA 02 124
d c r c h e s t e
Agencies and Programs
Bartholomew Family Day Care
At Home in Codman Squar
Dorchester Center ibr Adult Education
Harbor Point Community Youth Center
Kit Clark Senior Services
Log School Settlement House
The Little House
Board of Directors
Peter Read, President
Charles C. Cabot, Jr.
William H. Darling
David Hani fin
Michad J. Owens
Kristen J. McCormack,
February 14, 1994
Ms. Piedad F. Robertson
Secretary of Education
Room 1401 McCormack Building
One Ashburton Place
Boston, MA 02108-1696
Dear Ms. Robertson:
On behalf of Federated Dorchester Neighborhood Houses, Inc. (FDNH)
I am pleased to submit this application for The Neighborhood House
Charter School, a K - 8 school located in Dorchester. We are seeking
Charter School status in order to open a school in the Fall of 1995. Our
conmiitment to lifelong education provided in a nurturing, community
atmosphere has been demonstrated through our 100 year settlement house
tradition where the individual is viewed in the context of family and the
family in the context of its surroundings and neighborhood.
The proposed Neighborhood House Charter School is a natural outgrowth
of our experience providing educational programming to school age youth
coupled with a 20 year history of providing alternative education to
Boston's at risk middle school students. We believe that the
underpinnings of change in any system rely on the creation of a learning
conmiunity, where everyone has something to learn and something to
teach. It is in this spirit that we are compelled to begin a new school
where change is possible and learning inevitable.
We do not propose to merely expand our existing programs. Rather, we
are taking the lessons learned over the past two decades in our schools and
settlement houses, and creating something entirely new and powerful. We
believe that Charter School stams will grant us the opportunity of being
able to do what we have always dreamed of doing ~ to combine the best
lessons, best advice, best theory, best experience and best common sense
in the interests of children and their families.
ry Uassact>us«^s Bay
We ask that as you review our application, you consider how we might collaborate with other
Charter School applicants. Specifically, we are interested in working with a 9 - 12 grade
Charter School. This would allow the two ventures to create a feeder system and provide
opportunities for other types of collaboration. We also are interested in meeting one or more
individuals who, if not granted a charter of their own, may be interested m becoming the
principal of our school. We would appreciate your attention to these possibilities as you review
the applicant proposals.
Thank you for your thoughtful consideration of our application.
Kristen J. McCormack
d r c h e s t e r
TABLE OF CONTENTS
Mission Statement 1
School Objectives 2
Statement of Need 4
School Demographics 7
Recruiting and Marketing Plan 8
Admissions Policy 9
Profile of Fomiding Coalition 10
Evidence of Support 14
Educational Program 14
Student Perfonnance 19
School Evaluation 21
Human Resources 24
School Governance 25
Building Options 27
Code of Conduct 29
Special Needs Students 29
Liability and Insurance 31
Governance Documents 31
Five Year Budget 33
CHARTER SCHOOL APPLICATION:
Federated Dorchester Neighborhood Houses serves the community as a catalyst for action and
change, helping to build a community of caring individuals. Through a new kind of settlement
houses tradition, we are helping to build a dynamic conmiunity ~ where the strength of diversity
is valued and where families and individuals have possibilities for personal growth and an
improved quality of life in and around Dorchester.
The aim of the settlement or neighborhood house is to bring about a new kind of community life.
It is the home of friendly neighbors, and a center of information, organization and service. The
house should be the center where the neighborhood can find its own self-expression in thought
-Mary Kingsbury Simkhovitch,
Greenwich House, 1926
What is the connection between a Charter School and a settlement house? The proposed
Neighborhood House Charter School is a natural outgrowth of over 100 years of the settlement
house tradition. Settlement house programs view the individual in the context of family and the
family in the context of its surroundings and neighborhood. We believe that the underpinnings
of change rely on the creation of a learning community, where everyone has something to learn
and something to teach. It is in this spirit, coupled with our 20 year history of providing
alternative education to Boston's middle school students, that we are compelled to begin a new
school where change is possible and learning inevitable.
The mission of The Neighborhood House Charter School is to develop in each child the love of
learning, an ability to nurture family members, friends and self, the ability to engage in critical
thinking and to demonstrate complete mastery of the academic building blocks necessary for a
The joining together of classroom education, intensive social services and parent involvement
has long been advocated by leading educators and child psychologists including Dr. James
Comer, Lisbeth B. Schorr and Marian Wright Edelman. The Neighborhood House Charter
School takes this model one step further by ceasing to distinguish between classroom education,
social services and parent involvement. We will create an environment where children and their
families learn how to identify, understand, and celebrate each child's strengths, learning style,
and special abilities.
In a recent report, "Increasing Educational Achievement", the National Commission on Children
recommended that, "elementary schools emphasize shared decisionmaking, child development,
cultural sensitivity and social support to educate children with serious and multiple needs. As
part of this process, schools should consider bringing support services such as health care,
recreation, after school activities, employment counseling and family counseling into the
schools." In fact, a settlement house is home to all of the referenced support services. The
Neighborhood House Charter School will bring this continuum of care under one roof in the
neighborhood of Dorchester.
The establishment of The Neighborhood House Charter School in Dorchester will help us realize
a broader vision for the future. We at Federated look ahead with hope to the 21st century as
a time for iu"ban centers to flourish, where people develop an expanded sense of community, one
which values our differences as strengths and ensures that everyone will have the same
opportunity for quality education, jobs and economic independence. A complete Mission
Statement and Vision Statement for FDNH appears in Appendix A.
1) To promote the love of lifelong learning in each student
2) To develop positive self-concept and self-esteem in all family members
3) To ensure that students demonstrate mastery of skills in the following areas of study:
• Language Arts • Mathematics
• Science • Cultural Studies
• Greography • History
• Fine Arts & Music • Physical Education
To ensure that students demonstrate competency in the following skill areas:
• Family & Community Life Skills (peacemaking, nurturing, violence prevention)
• Self-Development Skills (ethics, self-assessment, community service, choosing a high
• Critical Thinking
• Life Skills (nutrition and cooking, hygiene, safety, transportation)
• Pre- Vocational Skills (career exploration, apprenticeship, job applications)
4) To create a safe, orderly, respectful and nurturing school environment, establishing
routines that discourage disorder and disruptions
5) To establish a common vision among principals, teachers, students and parents for the
school; establishing agreement on the goals, methods and content of schooling
6) To employ teachers with high expectations that all their students can and will learn
7) To create a recognition among the teachers, staff, parents and students of the importance
of an integrated, coherent curriculum, of promoting a sense of school tradition and pride,
and of protecting school time for learning
8) To conduct regular and frequent reviews of student progress, making adjustments of
instructional practices in light of information about student progress
YEAR I AND YEAR H OBJECTIVES
a) To develop an integrated curriculum encompassing each of the defined skill standards
b) To define standards and competencies for each academic and non-academic skill area
c) To develop Individualized Learning Plans for each student
d) To enter into family learning contracts with 100% of families enrolled at the school
e) To enroll 120 students in the school by the erui of Year II
f) To maintain a 90% retention rate of enrolled students
g) To achieve a student! staff attendance rate of 95%
h) To achieve an 85% parent participation rate
i) To establish an effective School Council which meets monthly
j) To establish a Family Cooperative in Year I
k) To implement the process of Continual Quality Improvement
I) To maintain an average teacher to student ratio of 1: 10
The Neighborhood House Charter School will be a community of caring individuals, dedicated
to creating a learning community. The learning community is one that is continually expanding
its capacity to create its future. Essential to the creation of a learning conununity are the
We leam from and build on our experiences
We nurture leadership capability
We create a shared vision of the future
We create a structure for each individual to be a resource
We recognize that everyone has something to leam and something to teach
We create many opportunities for involvement
We use all available resources wisely
We engage in ongoing dialogue among all involved with the school
We continually find ways to improve what we do
One of the practical applications of the learning conmiunity at The Neighborhood House Charter
School will be realized through the establishment of a Family Cooperative at the school. Each
family enrolled at the school is required to participate in some way in the Family Cooperative -
- a practical exchange of services and information. The purpose of the Family Cooperative is
to create a social infrastructure among families, breaking down the barriers to social isolation
and assisting our parents in feeling less isolated and more connected to each other and to the
broader community. Core services available through the Family Cooperative include emergency
food, a clothing exchange, GED (General Education Diploma) and ESL (English as a Second
Language) classes, drop-in child care and the Nurturing Program. (The Nurturing Program is
described in detail under the Educational Program section of the application.) Additional
services may be identified and added by the School Council (see School Governance) over time.
The Family Cooperative services are based on site and, in some instances, at a nearby settlement
house. The highly successful family co-op model, including the Nurturing Program, is currently
in use at three of FDNH's settlement houses ~ the Log School, the Dorchester House and
We will create an environment at The Neighborhood House Charter School where each
individual who enters the Neighborhood House Charter School will gain a clear understanding
that s/he is coimected to other neighbors and parents in Dorchester and beyond. Finally, those
who enter the school will feel a connection to their own neighborhoods and a sense of their
contributions to the world around them.
Statement of Need
There is no lack of evidence when it comes to pointing out that poor, minority children living
in the inner city don't have much of a chance at succeeding in the educational and business arena
these days. Volumes of literature, hundreds of studies and thousands of articles point blame at
the public school system, government, teachers, parents and even the children. Nationally, the
indicators of school failure include:
• Drop out rates exceeding 50% in some urban neighborhoods
• The "slippage" of educational attainment during summer months
• The excessive number of high school graduates who are illiterate
• Declining test scores
• Increase of violence in the schools
"In today's world, a youngster who leaves school unable to read, write, and do simple arithmetic
faces a bleak future. When a substantial proportion of boys and girls leave school uneducated,
the rest of us face a bleak future." (Schorr, 1990)
Increasing evidence supports the notion that it is the early elementary grade experience that later
contributes to underachievement, truancy and dropping out. "For an astonishingly high
proportion of youngsters in serious trouble as adolescents.... most had had many years of
unrewarding and unhappy school experiences before they ever got to high school. TTieir school
difficulties had begun in the elementary grades. School failure and poor reading performance
as early as third grade, truancy, poor achievement, and misbehavior in elementary school, and
the failure to master school skills throughout schooling are among the most reliable predictors
of early childbearing, delinquency, and dropping out of school." (Schorr, 1990)
This evidence is consistent with our experience running two alternative middle schools over the
past 20 years, the Lx)g School and Little House Alternative Schools. The typical profile of one
of our students in the alternative school is that of a 13 year old who has not attended school for
three months or more. The individual has been involved with the criminal justice system
charged with possession of drugs, or assault and battery. Many were victims or perpetrators of
violence in their previous school. Nearly every student lives in a single parent family or with
a guardian or foster parent. Some are homeless, living with friends or moving from house to
house. The parent is usually ill or involved with some level of substance abuse including
alcohol. TTiere is no history in the household of recognizing or rewarding academic
"Children come from families that can not provide them with elementary things like how to say,
"Good Morning, (and) Thank You".... On the other hand you have staff that often doesn't
understand that that is the problem. The children are in foreign territory." (Comer, 1990.)
The majority of our alternative school students live in Dorchester, Roxbury or South Boston.
The majority live in North Dorchester. The family poverty rate in Dorchester is one of Boston's
highest at 34%; this number jumps to over 43% for youth below age 18. Last year, teen
homicides were up 16% over the 1992 rate, and frequent incidences of gang violence have
created a sense of hopelessness and fear among our young people and their families. On
Bowdoin Street, for example, many children and teens have witnessed shootings, drug sales, and
arrests within their neighborhood this year. In Uphams Comer, another Dorchester
neighborhood, residents cited "Public Safety" and "Youth" as their top priorities in a recent
survey of community needs.
Waiting lists at both the Log School and the Little House Alternative School are long and the
calls from principals, probation officers, DSS workers, and youthworkers are frequent. Last
spring and this fall the Little House received (7) nine year old referrals from the Boston Juvenile
Court. All were CHINS children. We also received a referral from DSS for a 12 year old girl.
Her caseworker chose the Little House because she thought that the girl could bring her 3 month
old infant to the day care center there. These examples and many others underscore the need
to establish an option outside of the Boston Public School system for elementary and middle
school children. Five years ago our students ranged in age from 14 -16; today they range in age
from 1 1 to 15. Court probation officers concur that the average age of the children in their keep
is decreasing every year. Kids, who by the age of 10 or 11 are drug and court involved have
already experienced years of failure. The intense alienation and sense of failure in children so
young diminishes greatly their chance of success later in life. "Consequences of alienation
become most apparent when... children reach the age of about eight. Around this age they are
expected to progress academically at a rate that begins to exceed their level of development. "
Charter Schools: Addressing the Need
Schools today do not reflect the avalanche of research that demonstrates the degree to which
children differ in their learning styles. The rigidity of the traditional mode of teaching and
schooling precludes us from addressing the true educational and emotional needs of the child.
The ways in which The Neighborhood House Charter School can effectively address the needs
of children living in poverty or experiencing alienation from their current school setting are
Large class size
Grouping by ability
Parental estrangement from the school
Lack of support services
180 school days
Lack of staff development
Decisions made centrally
Low teacher expectations
Low pupil performance
Inconsistent standards unevenly applied
Lack of school improvement mechanism
Limited personalized instruction
Assumes one learning style
School is isolated
Educational needs identified
Student as passive learner
Small class size
Grouping by interest
Support services on site
227 school days
Staff development high priority
Decisions made at school level
High teacher expectations
High pupil performance
Consistent standards applied evenly
Continual Quality Improvement
Greater personalized instruction
Integrated Curriculum/ Activities
Learning in and out of classroom
Recognizes many learning styles
School is part of community
Smdent as active participant
The Neighborhood House Charter School will be located in or around North Dorchester,
probably in the Fields Comer, Codman Square, or Uphams Comer neighborhoods. The Log
School and Little House settlement houses, each satellite sites of the Neighborhood House
Charter School, are located in North Dorchester. The two satellite sites have been secured and
currently house alternative education programs for middle school students. Several building
locations have been identified for the main school building. These sites are described under
Section 15, Building Options.
While the general concept of our school could be transferred to any urban community. The
Neighborhood House Charter School needs to be located in Dorchester, preferably in North
Dorchester. One of the basic tenets of the school is the belief that the school and the
neighborhood community are one. Education takes place in the context of community. The
Neighborhood House grew out of the FDNH settlement houses, all of which are located in
Dorchester. Our expertise, experience and commitment lies in the Dorchester community. The
settlement houses, will serve as learning laboratories for the majority of young people who enroll
in the school, making close proximity and sameness of neighborhood essential to the operation
of the school.
Sadly, the characteristics of many of our students are not unique. The majority will be poor,
and live in neighborhoods plagued with the fear of violence and the presence of gangs and dmgs.
The majority will live in families where the needs of the adults often outweigh the needs of the
child. Dmg and alcohol abuse is present in some form among half of the families of the
students we intend to serve. Many of the students served by The Neighborhood House Charter
School will have been failed by the public school system, failed by their parents and failed by
programs designed to help. Some of our smdents as young as nine years old will not have
attended school for more than half of the scheduled days during preceding academic year.
Though the school will strive to serve the needs of an underserved population, our policy is not
to exclude students because of this goal. Please refer to our Admissions Policy.
The Neighborhood House Charter School will enroll 135 smdents beginning September 1995 and
maintain 135 students through August 31, 1999. An amendment for an expanded number of
students may be forthcoming during that time period.
The Neighborhood House Charter School will enroll children at the K-8 levels of education.
The school will have the ability to serve older children up to the age of 16 who have not
completed the eighth grade.
Planned Enrollment Fall 1995
First Grade 15
Second Grade 15
Third Grade 15
Fourth Grade 15
Fifth Grade 10
Sixth Grade 10
Seventh Grade 10
Eighth Grade 10
Sixth-Eighth Grade 20 (ages 14 - 16)
Total = 135
Recruiting and Marketing Plan
Currently, our two alternative schools (40 seats) are filled and keep a sizable waiting list.
Students are currently referred by probation officers, the Department of Social Services,
neighborhood youth workers and Boston Public School East Zone principals.
The Neighborhood House Charter School will announce its open enrollment period (December -
January 1995) in the Boston media including newspapers, radios, direct mail and small posters.
Annoimcements will be sent to the Dorchester Commimity News, Bay State Banner, Dorchester
Argus Citizen, Dorchester Reporter, South Boston Citizen, Roxbury Community News, La
Semana and the local Vietnamese and Cape Verdean newspapers. Announcements will also be
mailed to a citywide list of over 200 community based organizations. This list, which is updated
regularly, is currently used by FDNH in recruiting new employees.
Potential students and their families include a broad spectrum of students including those
whose needs are not being met in their current school environment, those who believe a
charter school alternative would provide an even better opportunity than their current
situation and those who may be struggling with academic, emotional or behavorial problems
in their current school and family setting. Students must demonstrate interest in applying to
the Neighborhood House Charter School and must demonstrate some interest in the core
curriculum and special programmatic offerings of the school. A concerted effort will be
made to recruit these individuals.
In addition to the general marketing plan described above, we will elicit applications from
youth workers, DSS case workers, the Department of Youth Services, Boston Juvenile court,
Boston Police Area C Community Youth Services Officer, family advocates at FDNH settlement
houses, social workers at child welfare agencies and Boston Public School teachers and
principals. A personalized letter will be mailed to the above individuals and a follow up call
will be made by school personnel.
It is our hope that the Boston area Charter Schools will meet and work together on a regular
basis. In this context, the Charter Schools could collaborate on a general information piece to
be distributed citywide, while each school could conduct its own specific outreach to its targeted
The Admissions Policy is designed to identify and reach out to children and families in the
greatest need of an alternative to the schools available to them. A brief summary of the
admissions process is outlined below. There are four action steps that the family must take prior
to the beginning of the school year. (Informational meeting, application, orientation, and contract
December/Jan: Informational Meeting (strongly encouraged but not required)
February: Application Completed
February: Lottery held; Notification of Status; Wait list established (February)
March - May: Intake, Assessment and Orientation
April - June: Intake, Assessment and Orientation of Wait List families
August: Family member/guardian signs contract
October or March: Family enrolls in Nurturing Program
Informational meetings will be held in English, Spanish, Cape Verdean and Vietnamese.
Multi-lingual, multi-cultural school personnel will be available to assist families with filling out
the application for those speaking a language other than English or lacking basic literacy skills.
In Year One, applications, available in multiple languages, will be mailed to inquiring families
or may be picked up at the Log School, Little House or the FDNH Central Office. (During
Year II, applications may be picked up at the main school site.)
Applicants should meet one or more of the following criteria in order to be eligible to apply to
The Neighborhood House Charter School:
Reading or math achievement can be at, above, or below grade level
History of frequent absenteeism
Victim of violence at school or on the bus
Involvement of family or student with DSS or DYS
Victim or witoess of violence in the home
Developmental issues/problems not addressed in current school setting
Interest and commitment of the student in building a strong foundation of basic skills
• Interest in science and technology as a means to strengthen the student's academic
• Interest in the Creative Arts as a framework to assist his/her development
In addition, families must acknowledge their willingness to participate in family initiatives (such
as the Nurturing Program) which have been established by the Neighborhood House Charter
School to promote the unity of family, community and school. Please refer to Appendix B for
more infonnation on the Nurturing Program.
A family member or guardian must also acknowledge his/her willingness to sign a contract with
his/her child's teacher that includes standards for attendance and homework.
Because one of the basic objectives of the school is to create a learning community in the
broadest sense, we will encourage Dorchester and Boston residents to apply to the school. The
students will be selected through a lottery that is consistent with Massachusetts General Laws,
Chapter 71, section 89.
Profile of Founding Coalition
The original founding coalition represents a dynamic and eclectic group of teachers, youth
workers, social workers, family ecologists, educators, artists and managers. Many of the
individuals envisioning the school have worked together with families and youth in Dorchester
over the past two decades.
The initial group was convened by Kristen McCormack, Executive Director of Federated
Dorchester Neighborhood Houses. Ms. McCormack earned her undergraduate degree from
the University of Massachusetts College of Public and Community Service in Community
Planning and Himian Services Management. She also holds a Masters Degree in Business
Administration from Boston University. Prior to earning her degree in Community Planning,
Ms. McCormack majored in Urban Elementary Education at the U-Mass/ Amherst School of
Education. She completed her one year teacher training at the Cambridge Alternative Public
School teaching fourth and fifth grade students. Ms. McCormack is also a middle school and
high school graduate of one of the first public "free schools" in Massachusetts, the Bent Twig
School. This K-12 experiment (later transformed by the local School Committee into the
"Independent Learning Center") was sponsored by the School of Education at the University of
Massachusetts Amherst and Princeton University. Ms. McCormack is a member of the Board
of Directors of the Boston Private Industry Council and the Metropolitan Boston Housing
Partnership. She lives in Dorchester with her husband and three children.
Biographies of the members of the founding coalition and those who will lend their
administrative or program services to the school appear in Appendix C. Key members of the
coalition who will form the core group working together over the next year include:
Joseph Carpineto, Director, Log School Settlement House
Anne Nee, Director, The Little House
Sharon Shay, Ph.D., Dorchester CARES Project Director
Lyle Kirtman, Educational Consultant
Deborah Aspen, Ph.D., Director, Surround Care Collaborative
Ron Homer, Education Coordinator, Log School
Marianne Kimball, Education Coordinator, The Little House
Glynn Lloyd, Teacher, Log School
Mary Gerdes, Teacher, Little House
Wilbur Brown, Youth Worker, Log School
Noemia Mendes, Family Coop Manager, Log School
Maria Fontanez, Family Advocate, Dorchester House
While these biographies include a number of individuals who will be involved with the school
on a full or part time basis, we have not yet recruited all of the teachers or the Principal. As
requested in the cover letter, we are hopeful that through the Charter School selection process,
one or more candidates might be identified and referred to us for consideration.
The founding coalition is most closely affiliated with Federated Dorchester Neighborhood
Houses and Dorchester CARES, a five year federally funded demonstration project aimed at
curbing the incidence of child abuse and neglect in the Bowdoin Street neighborhood of
Dorchester. FDNH, including the Log School and Little House, are affiliated with an extensive
array of nearly 100 collaborating schools, educational programs and non-profit organizations.
Appendix D includes a full listing of entities that currently collaborate with Federated Dorchester
Neighborhood Houses. It is expected that we will call on many of these organizations while
further developing the school.
If Charter stams is granted, the founding coalition will immediately begin to recruit the
Administrator/Principal and remaining teachers in order that they be fully involved in the further
development of the school. There are no plans to expand the founding members or organizers
beyond those described in the Appendix. However, we expect to gain the insight and support
of local youth workers, neighborhood merchants, civic organizations, youth services police
officers, and other neighborhood leaders as we move forward with the planning process. This
will occur through focus groups and the attendance of school organizers at planned business,
civic and neighborhood meetings.
A timetable of events leading to the opening of the Charter School in the fall of 1995 is included
in Appendix E.
The Neighborhood House Charter School will formally open its doors in the fall of 1995. We
will operate our two middle schools in 1994 using it as a transition year. This means that the
teachers currently affiliated with the alternative school sites will be involved with the planning
of The Neighborhood House Charter School. We will also pilot some of the curriculum ideas,
gain input from the students and parents on curriculum and activities and enable the students to
assist with planning (i.e. the Code of Conduct, facility planning).
CHARTER SCHOOL APPLICATION
Evidence of Support
To date. Federated Dorchester Neighborhood Houses has gained deep and broadbased support
in the community for founding The Neighborhood House Charter School. Over thirty letters of
support appear in Appendix F ranging from local elected officials to the local merchants
association to current students and parents. The Judge Baker Children's Center; Dr. Barry
Zuckerman; Georgette Watson of the Governor's Alliance Against Drugs; Suffolk County
District Attorney Ralph Martin; Linda Carlisle, Commissioner of the Department of Social
Services; Judge Poitrast; City Year and the College of Public and Community Service at U-Mass
as well as many other individuals and organizations have written letters of support for our
current and proposed educational work in Dorchester. Many have pledged to provide services
(counseling) as well as technical assistance (evaluation).
The Fields Comer/Bowdoin Street Healthy Boston Coalition has pledged its support. The
purpose of the coalition is to bring together neighborhood institutions, organizations, residents
and merchants to tackle common problems. It is expected that the Principal would attend
meetings of the coalition on a regular basis and that coalition members will become involved
with the school.
Support for our existing alternative schools, the Little House and Log School, was clearly
demonstrated when the schools were threatened with closure due to lack of funds three years
ago. The students, parents, teachers and the community rallied to save the schools (See press
clips in the Appendix L) The students garnered the support of local elected officials, child
advocates, and others and successfully petitioned the Commonwealth and the City of Boston to
keep the schools open. Today, funding is still sought year to year and is subject to the vagaries
of state and city funding priorities.
"All children learn best when parents and teachers share similar visions, when there is a sense
of constancy between home and school," says sociologist Sara Lawrence Lightfoot. " A
generation ago, schools didn't have to work as deliberately and self-consciously at developing
that relationship as they do today."
The Neighborhood House Charter School is committed to implementing a curriculum thai
integrates subject matter, skill areas and activities appropriate to each child's stage of
development and learning style with the support and participation of the family. While this may
sound challenging (and it is!), our experience at the settlement houses shows that when school
services and activities are relevant to the whole family and serve to reduce stress, parental
participation will be high.
Emphasis on applying skills, deep understanding and cohesive knowledge will be combined with
the traditional building blocks of reading, writing and math. Learning activities will be
challenging and engaging. Varied grouping arrangements that extend beyond conventional age-
based groups will promote smdent interaction and cooperative efforts.
"The benefits of preschool education for disadvantaged children often fade by the time children
enter 3rd grade. One reason is that many elementary schools break sharply with the princ^les
of good preschool education.... The preschool emphasis on play, exploration, and imagination
is replaced in elementary school by an emphasis on rote learning and basic skills instruction.
The latter approach.... can permanently push disadvantaged children into the educational slow
lane. A growing body of research shows that elementary school practices which reflect and
reinforce the principles of high-quality preschool education have lasting benefits for children at
- National Commission on Children
Increasing Educational Achievement, 1992
Standards and Competencies
While flexibility will be maintained about where, when and how the child learns, the "what" will
be clearly established in the form of standards and competencies. Standards and competencies
will be set and measured in the following skill areas:
Basic Skills: (math, language arts, science, geography, cultural studies, current events, art,
music, physical education)
Family & Community Life Skills: (peacemaking, nurturing, violence prevention)
Self-Development Skills: (ethics, self assessment, conmiunity service, choosing a high school)
Life Skills: (nutrition and cooking, hygiene, safety, transportation)
Pre- Vocational Skills (age 12 and up) (career exploration, apprenticeship, job applications)
Standards set in the Basic Skills areas will meet or exceed the standards set by the State Board
While the full curriculum has not yet been developed, it is expected that the teachers and staff
will work together to complete an integrated educational experience spanning grades K - 8. The
curriculum will integrate academic skill areas with non-academic skill areas within a particular
grade. Each year the curriculum builds on the learning experiences from the previous year-
Self development skills are emphasized throughout the curriculum. Students learn at an early
age how to assess their own strengths and weaknesses, how to set goals and measure their own
progress against these goals. Self-assessment is a constant and ongoing process for the students.
This process is supported by the journal writing requirement beginning in the first grade.
Each student at The Neighborhood House Charter School is expected to complete one full year
of education outside the school at the Log School Settlement House or the Little House (satellite
school sites). This practicum will usually occur during the 7th or 8th grade. The purpose of
the practicum is to achieve certain competencies in a broader, more diverse setting. Students
spend a substantial portion of their day outside of the classroom, working in the day care center,
participating in a student run food business, helping out with the food pantry, planning evaits,
participating in conmiunity coalition efforts, meeting with local elected officials and working
with the media. Lauren B. Resnick has pointed out that there are major differences between
learning in and our of school, differences that prevent many otherwise bright youngsters from
succeeding in school. (Lauren B. Resnick, Learning in School and Out, Educational Researcher,
December 1987 pp 13-20). Mastery of certain standards within academic and non-academic
areas must be achieved by the student prior to selecting a practicum site.
Town meeting is an integral part of every morning in each Charter School classroom. The adult
version of "Circle Time," the purpose of the Town Meeting is to foster community, cooperative
learning and integrate the affective elements of each child's learning process. The regular
meeting time is a place to set a common vision for the classroom, agree upon rules of behavior
and solve problems.
The Nurturing Program
The Nurturing Program is a core requirement for families and children at the school. The
Nurturing Program is a series of classes for families to take together. Sometimes these classes
are brought to one family in their home. Most often, they are held at a central meeting place,
in this case, the school. Parents and children attend the Nurturing Program together and learn
the same skills. The overarching goals of the Nurturing Program are to:
To develop positive self-concept and self-esteem in all family members
To build empathetic awareness of the needs of others
To teach alternatives to hitting and yelling
To increase awareness of self needs, strengths and weaknesses
To increase family communication and expressiveness
To substitute nurmring parenting behaviors for abusive parenting practices
To build family support and cohesion
To learn to have fun as a family
"Key to academic achievement is to promote psychologic development in students, which
encourages bonding to the school. Doing so requires fostering positive interaction between
parents and school staff, a task for which most staff people are not trained." (Comer, 1988.)
For this reason, every staff member at the school will be required to participate in a 16 week
session of the Nurturing Program. Approximately 30% of the staff and parents will also become
trained facilitators after completing the initial Nurturing Program sessions.
During the 7th and 8th grade students explore options for high school. Our goal is to ensure
that graduates seek out the most appropriate high school for their learning style and interests.
The education provided at The Neighborhood House Charter School will prepare students for
a wide variety of high school experiences. Students will be equally well prepared to enter an
academic, vocational, apprenticeship or school to work program.
If there's a single bet we've missed over the years, it's making kids sit quietly at their desks
instead of letting them work with each other.
-Joel Thomley, Superintendent,
Hay ward Schools, California
Some students need more time to complete a task than another, and most leam better through
one method than another. Some leam best by reading chapters in a book, others by watching
and listening to a videotape, and still others by direct experience. Some children comprehend
new material most readily when they analyze it in a teacher led seminar, others when they teach
it to younger students or when they grapple with it alone.
- Albert Shanker
We believe that all students will leam, but not all in the same way. The Neighborhood House
Charter School will employ teaching strategies that meet the needs of the children. However,
this doesn't mean that we will "wait and see" who shows up on the fu-st day of class. Knowing
our student population so well provides us with some clues about what will work and what
won't. The Neighborhood House Charter School will employ teaching methods which engage
students in activities in the classroom and in the community. Lauren B. Resnick has pointed out
that there are major differences between leaming in and out of school, differences that prevent
many otherwise bright youngsters from succeeding in school. (Lauren B. Resnick, Learning in
School and Out, Educational Researcher, December 1987, pp 13-20.) It is essential that our
students have the opportunity to leam by doing and leam by teaching. These opportunities will
be afforded through several methods including:
* Cooperative Learning
* Confluent Education
* Team Teaching
As described in great detail in Thomas Lickona's book, Educating for Character J 992. the
benefits of cooperative learning are these:
1. Cooperative learning teaches the value of cooperation
2. Cooperative learning builds commimity in the classroom
3. Cooperative learning teaches basic life skills
4. Cooperative learning improves academic achievement, self-esteem, and attitude toward
5. Cooperative learning offers an alternative to tracking.
6. Cooperative learning has the potential to temper the negative aspects of competition-
Specific classroom applications of cooperative learning include but are not limited to Cluster
Group Seating, Team Testing, Whole Class Projects and Learning Partners.
Confluent education refers to the integration of the affective (emotional) and cognitive
(intellectual) elements in individual and group learning—sometimes called humanistic or
psychological education. Though hardly a new style of teaching, it's potential is extraordinary
given our current circumstances in the inner city. Increasingly, students are exposed to violence
on the street, on the bus, in the home and in the classroom. One out of three children under the
age of 16 have witnessed a shooting or stabbing in their lifetime in the City of Boston. Violaice
is a primitive response in a person—often the last response when all else has failed. "When a
breakdown in communication is complete, those involved are so frustrated that violence may
well break out, especially when the issues are felt to have deep personal relevance." (George
Isaac Brown, Human Teaching for Human Learning: an introduction to Confluent Education.
Confluent teaching recognizes that students are both thinking and feeling individuals. Whenever
a student learns intellectually there is an accompanying emotional dimension. Where current
schooling fails is in its inability to acknowledge the emotional dimension. Without thai
acknowledgement it becomes nearly impossible to engage the student in cognitive learning. The
relevance of combining emotional and intellectual learning becomes increasingly apparent as
students arrive at school emotionally charged by episodes of domestic violence, gang violaice
and the loss of loved ones. All too familiar is the teacher's lament, "I can't teach these kids.
They have so many other problems that get in the way. "
Complementary Teaching Styles
When hiring teachers, the Principal and the School Council will seek teachers whose teaching
styles complement one another while being consistent with the overall philosophy of the school.
For instance, a teacher who has experience teaching cooperative learning may be paired with
someone with more apprenticeship or community learning experience.
Our teaching strategies will actively engage students in critical thinking rather than expecting
rote learning through passive roles.
Teachers will work in teams. The teaching teams will determine how children will be grouped,
use of resources in and out of the classroom, how the school day will be organized, how much
time to devote to each subject, who will serve on the School Council, etc.
The Neighborhood House Charter School will operate year roimd or a total of 227 school days.
Vacation schedules will be determined by the School Coimcil (whether or not to take vacations
during the same time as the Public Schools). The summer program will differ in activity level,
though the curriculum is still teaching to the standards and competencies of the school.
Student assessment must not only reflect mastery of basic skills, but also of social, behavioral
and higher order skills. This presents a challenge to educators used to choosing between
standardized testing and competency based evaluation of student performance.
We believe a combination of testing and demonstration of competency in each skill area will
objectively measure the student's performance against his/her goals. A permanent record of the
child's work and progress will be maintained through a Portfolio which travels with the child
from grade to grade and school to school.
Individualized Learning Plan
The Teacher and Family Advocate will develop an Individualized Learning Plan (IIP) for each
smdent and his or her family enrolled at The Neighborhood House Charter School. The ILP
documents the academic and non-academic goals for the student for the school year. A
baseline ILP including a detailed description of core competencies will be developed for common
academic and developmental stages of children K - 8. However, during the intake and
assessment process, specific individual goals will be developed and agreed upon by the Teacher,
Family Advocate and Parent/Guardian. If a family counselor or individual counselor is involved
with the child at the time of enrollment, s/he will be involved in this process as well.
Involvement of the student and at what age is still under discussion. Students age 10 and up will
most likely be involved in developing their ILP as well.
It is at this point in time (September) that the parent will also commit to a Family Learning Plan.
Standards of support for the child agreed to by the parent might include:
• Making sure their child attends school on time every day.
• Ensuring that the child has a quiet place to study away from the television (or the
television is turned off).
• Ensures that the child reads or completes homework at least on hour each evening.
• Visits their child's teachers or classes at least once each semester.
• Enrolling in the Nurturing Program with the other members of the family for either 4 or
• Participating in the Family Coop (Family Cooperative includes emergency food and
clothing, drop in child care, GED or ESL classes and the Nurturing Program. Parents or
guardians exchange their volunteer time for services.)
Support services will be present at all times to assist parents with meeting the requirements of
their learning contract, (i.e., transportation, drop in child care, food and in some cases stipends
for Lead Volunteers.)
Frequency of Review
Progress on the goals set forward in the ILP will be reviewed quarterly by the teacher, parent^
family advocate and, in some cases, the child. If a family or individual counselor is involved
with the child at the time, s/he will participate in the meeting as well.
The Individualized Learning Plan will reflect goals and objectives in each of the following skill
Basic Skills (math, language arts, science, geography, cultural studies, current events)
Life Skills (nutrition and cooking, hygiene, safety, transportation)
Pre- Vocational Skills (age 12 and up) (career exploration, apprenticeship, job applications)
Family & Conmiunity Life Skills (peacemaking, nurturing, violence prevention)
Self-Development Skills (ethics, self assessment, community service, choosing a high school)
Lack of Progress
Several options are available to students who are not meeting their goals:
• Altering the teaching team to which the student is assigned;
• Re-evaluating whether or not the school has the capacity to meet the needs of the student;
• Individual tutoring;
• Reviewing the original goals that were set to ensure they remain appropriate (have
circumstances changed that would affect the achievement of specific goals);
• Reviewing history and current performance to detect an undiagnosed learning disability;
• Reviewing the teaching style and altering accordingly.
It will be determined during the quarterly review whether or not the student is or is not
achieving his/her goals and the follow-up action steps to be taken.
The Neighborhood House Charter School will be guided by the process of Continual Quality
Improvement (CQI). This philosophy considers "every defect to be a treasure" where we
continually identify our weaknesses and learn from our mistakes. This process allows the
management and staff of the school to ask:
Is the organization doing the right things?
Is the organization doing these things well?
Is the organization continuously improving its performance of important functions, including its
The framework for continually improving performance at The Neighborhood House Charter
School appears in Appendix G.
The overall performance of the school will be judged using four tools:
Method Party Evaluating
Self-Assessment Management Team; Teacher Focus Groups
Objective Checklist Management Team
Parent Focus Groups Third Party Evaluator
Overall Evaluation Third Party Evaluator
Peer Evaluation Non-Competing Charter School
Each method is weighted evenly toward an overall grade or score of performance.
The self-assessment tool will be developed within the context of CQI reflecting the goals,
objectives and standards set by the staff and approved by the Board of Directors during 1994.
The self-assessment tool will consist of broader open ended question to which one written
response from the School Council is required. The Council will be provided with internally
generated baseline and comparative data to review prior to completing the Self-Assessnaeni
Narrative. Typical questions may include:
What are the strengths of the school? What are the weaknesses?
What worked this year? What didn't work this year?
What changes will be made next year to achieve goals that were not adequately met this
Are physical facilities adequate? How could they be changed next year?
What was learned from other Charter School experiences that we might adopt at our
school? What could we offer other Charter Schools?
Are we holding true to our mission? Did we hold true to our stated priorities?
Did we always know what they were?
When taking steps to make improvements the following questions will be asked:
What is the aim of the improvement?
How will we know a change is an improvement?
What changes can we make that will lead to improvement?
Teacher Focus Groups
Teacher focus groups will be facilitated by a third party interviewer selected by the teachers; the
facilitator will tape the focus groups and transcribe and sunmiarize the assessment. The teachers
will then review the sunmiary before it is submitted to the School Council.
Focus group questions will be determined during 1994.
The outcome checklist will measure quantifiable accomplishments against prestated goals or
standards. Examples include:
Analysis of school dropouts (who and why)
Average % of individual ILP goals successfully completed (i.e., students achieved 92% of all
goals/standards stated in their ILP's)
% of students achieving standards by subject area (i.e., 87% achieved their math standards; S3 9^
achieved their Life Skills standards)
Test Scores (when applicable)
% of Family Contracts signed
# of families/individuals enrolled in Nurturing Program
# of families/individuals completed Nurturing Program
# of families enrolled in the Family Co-op
# of parent/guardian volunteers
# of parent visits to classrooms
Parent attendance at School Council meetings
Parent attendance at FDNH Board of Directors meetings
Physical facility standard checklist complete (this is a separate checklist which measures facility
cleanliness, safety, usefulness, friendliness, adequacy of equipment, etc.)
Number of graduates
Number of graduates gaining admission to high school of their choice
% of eligible smdents obtaining summer jobs
% of eligible students obtaining summer apprenticeships
% of eligible students obtaining year round part time employment
% of eligible students obtaining internships
# of students completing community service projects
Attendance rate of students
Attendance rate of teachers
Attendance rate of staff
Average "whole school" attendance rate
Number of school events held
Community attendance rate at events
Parental attendance rate at events
Turnover rate of teachers
Turnover rate of staff
Number of complaints filed
Number of injury and incident reports
This list is not inclusive, but is meant to give the reader an idea of what objective measurements
can include. The fmal self-assessment checklist, developed by the teachers and staff and
approved by the Board of Directors, will reflect the goals, objectives and standards of the
Parent Focus Groups
Parent Focus Groups will be conducted by a third party facilitator selected by the parents. The
purpose of conducting parent focus groups is to determine whether or not the school is meeting
the needs of the parents; whether or not the parents voices are being heard; how to improve
parental involvement. It is important that the parent focus group be facilitated by a third party
and that comments are not attributed to specific parents.
The Overall Evaluation refers to a third party, independent evaluator determining whether or not
the school has met its stated goals and objectives, including the achievement of smdent
performance. A third party evaluator has not yet been chosen but possible candidates include:
the College of Public and Community Service at the University of Massachusetts, the Judge
Baker Children's Center, the Child Welfare League of America, an evaluator selected by the
Executive Office of Education, or another third party evaluator. It is expected that the
evaluation component will be funded separately or contributed on a pro bono basis.
The Peer Evaluation component, where Charter Schools are paired with each other, has not yet
been developed. The purpose of the Peer Evaluation is to lend and accept expertise at a
"comparable level. " In other words, there is no other group that will better understand what is
going on at the school than a group that is trying to do something similar in another location or
with another population. The assessment tool will be developed during 1994.
The Principal will be hired by the Trustees of the Neighborhood House Charter School.
The Interview Committee for final candidates will include members of the FDNH and Charter
School Board of Directors, the FDNH Executive Director, teachers, smdents, parents and an
FDNH House Director (satellite site.) The Committee will be chaired by the President of the
Board of Directors of FDNH or his designee.
The Principal, with participation from the School Site Council, will hire staff.
Teachers, counselors, family advocates and other staff will be recruited through advertising in
Boston papers, regional and national educational publications, community mailings and direct
recruitment from colleges and universities.
As a general rule, full time teachers will be required to hold Massachusetts Teacher certification
in elementary education. A minimum number of teachers certified in Special Education will
be recruited. This number will be determined during 1994. Kindergarten teachers must meet
Office for Children standards. In some cases, secondary education certification may be
substituted for elementary certification (in recognition of the fact that some smdents may be 16
years of age). Out of state certification will be accepted depending on the experience of the
applicant. Extraordinary abilities or experience in a particular subject matter combined with
elementary school teaching experience may be substimted for certification in the case of part
time specialists. Counselors will be required to hold an MSW, LICSW or LISW depending on
the job description. Again, exceptions may be made in the case of demonstrated experience and
exceptional accomplishments. There is no formal education requirement for the position of
Family Advocate. Family Advocates should be exceptionally familiar with the community,
speak another language in addition to English, and have a driver's license. Formal job
descriptions stating minimum requirements will be developed during 1994.
The staff size will vary widely based on how many staff are present in the school on loan from
other organizations, how many are part time, whether or not staff who interact with students at
the settlement houses are included in the count, etc. The exact number will be determined
during 1994. However, the student/teacher ratio in the classroom at any given time will range
from 1:5 to 1:15 depending on the activity, class, and student population.
Teachers will be evaluated annually in January. This date provides for an early review of all
the teachers within the first year. In following years it is a date that allows significant
improvement to be made and monitored prior to the commencement of the summer program.
Multiple methods will be employed when evaluating teachers. These are outlined below:
Written Evaluation Principal/Teacher
Peer Evaluation Fellow Teacher
Parent Evaluation Parent to Principal (confidential)
The Principal/Teacher evaluation is weighted at 50%; Peer Evaluation at 25% and Parent
Evaluation at 25%.
Employees of The Neighborhood House Charter School will abide by the personnel policies of
the corporation. These policies will be the same as the personnel policies of Federated
Dorchester Neighborhood Houses. However, it is understood that there may be idiosyncracies
of school employment that should be carefully defined and clearly delineated in the personnel
policy. To this end, the FDNH personnel policy will be revised during 1994 in anticipation of
additional school employees in 1995. The current Personnel policy is included in Appendix H.
Teachers and other staff will be evaluated annually by the principal. The evaluation process will
include a staff development plan for the faculty member. The individualized plan will state the
professional and personal goals of the staff person. Specific goals should be developed and
pursued in the context of the school goals ~ teacher development should contribute to the
achievement of school goals. Steps will be taken to accomplish the goals including: mentoring,
education outside the school setting, sabbatical or simply taking on a special project at the school
to learn about a new subject or skill area (fundraising, child mental health, etc.) Adequate time,
to be determined by the School Council, will be dedicated to professional development of
teachers and staff.
The Neighborhood House Charter School will be incorporated as a 501 (C) 3 corporation with
by-laws which are consistent with MGL Chapter 71, section 89. Federated Dorchester
Neighborhood Houses, Inc. will be the sole corporation member of the Neighborhood Charter
School. Federated Dorchester Neighborhood Houses, Inc. (FDNH) was founded in 1965,
merging three settlement houses (Dorchester House, Denison House and The Little House) firom
the mm of the cenmry. Since 1965 FDNH has founded additional sites, including the Log
School Settlement House in 1974. Today FDNH serves 38,000 individuals annually through its
settlement houses and programs. FDNH is one corporation with the settlement houses operating
under its umbrella. Administrative and fiscal operations are centralized, while program planning
and program operations are decentralized. Our Houses are directed by House Advisory
Councils. Each Advisory Council nominates one member to join an equal number of at-large
members on the FDNH Board of Directors. This model would be replicated for The
Neighborhood House Charter School, with the School Council taking the place of the House
Using this model, programming decisions, goals and objectives, hiring and all day to day
operational decisions are made at the local level, in this case the school site. FDNH is a strong
proponent of school based management and will maintain a structure which support the most
educationally important decisions being made at the school site. The Neighborhood House
Charter School will be managed on a day to day basis by the Principal with the School Council
serving in a strong advisory role. The roles and responsibilities of each partoer are outlined
below. We expect these may change during the course of our plaiming year.
Role of the NHCS Board of Directors or its Designee
Approve budget in consultation with the teachers
Approve Strategic Goals (3 year)
Approve Annual Goals & Objectives/School Improvement Plan
Approve curriculum in consultation with the teachers
Supervise preparation of budget
Contribute skills and expertise of the Development Office in fundraising
Provide administrative services (human resources, payroll, finance)
Approve hiring recommendations from Principal
Approve Principal hire
Role of the Principal
Provide vision and leadership at the school site
Organize and manage the School Council
Supervise and evaluate teachers and staff at the school site
Oversee all programming, curriculum development, and special projects
Recruit and hire staff (with support from FDNH)
Participate as a member of the Senior Management Team at FDNH
Role of the School Council
The School Council will be made up of the Principal, teachers, parents, paraprofessionals and
Advises the principal on the recruitment and hiring of staff
Develops the Strategic Plan & Goals and Objectives for the school
Monitors progress of the school in meeting goals and objectives
Organizes school wide events
Develops and approves new programming ideas
Conducts grassroots fundraising efforts
Advises in the selection of a Principal
Advises in the evaluation of the Principal
Reviews annual budget prior to submission to FDNH
In order for the School Council to fulfill its role, members must participate in School Council
training and development programs. These sessions will include group skills training and
technical training in the areas of education, child development and community organizing.
Federated Dorchester Neighborhood Houses is currently negotiating to locate at the University
of Massachusetts Harbor Campus for the 1995 academic year. We are also negotiating a
permanent site at 1210 Dorchester Avenue (the Baker Chocolate Administration building.) The
latter building is currently owned by the Department of Environmental Management.
FDNH is seeking to secure construction funding from a variety of sources including MIFA,
commercial banks and the City of Boston.
CHARTER SCHOOL APPLICATION:
Code of Conduct
A. Discuss any rules or guidelines governing student behavior which will be incorporated
into a student handbook.
It is the intent of The Neighborhood House Charter School to comply with all state mandated
guidelines governing student behavior. The Neighborhood House Charter School smdent
handbook will incorporate some existing language from the Boston Public Schools student
handbook as well as incorporate selected elements from other western suburban schools. The
final draft will go before the NHCS school council for final approval and adoption.
B. Describe your school's policies regarding student expulsion and suspension.
It is the intent of The Neighborhood House Charter School to adopt a school policy of
suspension and expulsion that is consistent with other local public schools and state
Special Needs Students
Describe how your school will accommodate special needs students.
The Neighborhood House Charter School will accommodate the needs of all our students
which include those with special needs. We will apply those requirements specified by the
students' Individualized Educational Plans into our educational programming. We believe
that our low teacher/student ratio will allow us the flexibility to meet the needs of our
students. Based on our experience of r unning two alternative school programs that presenfly
exist at Federated Dorchester Neighborhood Houses (FDNH), we believe we have the
expertise to meet those needs effectively. Additionally, one of the requirements of our
school will be to hire staff which is both formally trained and certified in the area of special
A. Devise a start-up budget covering the planning stage before school opening.
FDNH has hired a full-time Project Director and has allocated $7,900 of its unrestricted
resources to bring closure to the site selection process and begin the planning for the opening
of The Neighborhood House Charter School. To date the site selection process has yielded
three finalist sites which are being analyzed and a final selection made shortly. As part of
this selection process a facilities start-up budget will be prepared which will outline the
resources necessary to acquire the site and make it ready for the school program.
B. Devise a 5-year budget covering projected income and planned expenditures.
The attached 5-year budget is based on the per pupil equivalency cost provided by the
Department of Education for our district. This budget will need to be revised when the
actual per pupil equivalency cost is calculated for our district by the Executive Office of
C Include all sources of anticipated income, including per pupil tuition and private or
The attached budget includes student entitlements due for eligible children under the Federal
school meals program. No amounts have been estimated for other Federal entitlements such
as Chapter One and State transportation reimbursements. When final negotiations on these
issues are completed a revised budget will be created. Other anticipated income includes
grants from private and public sources and fees to cover the costs of family and extra
A. How will you handle the process of compiling and disseminating the annual report, as set
forth in M.G.L. c.71, s.89?
1 . The Neighborhood House Charter School shall issue an Annual Report.
2. FDNH has extensive experience in disseminating annual reports and other public
information including information related to the progress of the school toward academic
goals and financial statements.
B. Discuss your plan for regular review of school finance and accounts.
The Neighborhood House Charter School fmancial services will be provided by FDNH. As
a major service provider in Dorchester, FDNH has a skilled finance team headed by the
Chief Financial Officer who is a CPA. All invoices will be reviewed and approved by the
Chief Financial Officer to ensure compliance with all corporate internal controls. Monthly
financial statements are reviewed by the Project Director, the Chief Financial Officer and the
Executive Director. The Board structure of FDNH includes an active Finance Committee
that reviews Financial Statements on a monthly basis and makes reports the Board of
C. Describe your system for maintaining school records and disseminating information
required under public school law.
All children will have on file in the Charter School office a record of all educational, health
care and social service information and any other information required under public school
A. Discuss plans for transporting students within the local district to and from school. What
arrangements, if any, will be made with district transportation?
It is our understanding that the issue of transportation still requires discussion with the
Executive Office of Education and we are therefore unable to provide a definitive plan in this
area. Because our school will not operate on the typical Boston Public School daily
schedule, it is our intent to ask the state to provide us with reimbursement for our own
transportation services. The Neighborhood House Charter School has already entered into
discussion with the private transportation services of FDNH (Kit Clark Senior Services) and
we will also entertain the possibility of contracting with outside services and/or use of Boston
Public Schools transportation.
B. How will students who live outside the local district be transported?
The majority of our student body will be drawn from the local community. Students who
live outside the Dorchester community will be provided with all necessary transportation to
the extent that they reside within the Boston Public Schools district. If they reside outside
this perimeter, however, they will be asked to provide their own transportation.
Liability and Insurance
A. Describe your school's insurance coverage plans.
Until a site for The Neighborhood House Charter School has been acquired, plans for
insurance coverage will not be final. Presently FDNH purchases its risk management
program through Kaler, Carney, Liffler and Company, Inc. , a fuU service insurance broker.
The insurance coverage currently in place includes 1) Commercial Multi-Peril coverage in
the following areas: real and personal property; bodily injury and property damage; personal
injury and advertising injury; premises medical pay; professional liability; and employee
benefits, 2) Boiler and Machinery coverage, 3) Directors and Officers Liability coverage, 4)
Crime Coverage, and 5) an additional Umbrella which increases general coverage.
Before a school may open, founders will be required to submit copies of the by-laws,
contracts and all incorporation papers.
The organization's counsel and leadership, have met with Ms. Ginny Greiman and we have
pursued extensive discussion with regard to incorporation. FDNH Legal Counsel is prepared
to submit all documents of and pertaining to by-laws, contracts and incorporation after final
approval by FDNH board is obtained.
CHARTER SCHOOL APPLICATION:
Federated Dorchester Neighborhood Houses, Inc.
The Neighborhood House Charter School
Five Year Budget Projection
Basic Academic Budget
The basic academic program will encompass all regular
classroom instruction. This narrative and the attached line item
budget is based on, and reflects the basic academic programs at
a per pupil expenditure of $6,100.00 dollars
Per Pupil Tuition
This projection assumes a starting per pupil reimbursement rate
of $6,100 which was increased on an annual basis by a 2%
inflation factor. The projection also assumes smdent enrollment
for years one to five to be 135 respectively.
The projections include food reimbursements from the
Federal school meals program. No amounts have been
estimated for other Federal entitlement such as Chapter
One and State transportation reimbursements.
Fees will be charged to parents for family and extra curricular
Includes food costs for breakfast, lunch and afternoon snack.
The commercial and professional liability insurance expense was
calculated using the current rate of 35 cents per child per day.
Five Year Budget Projection
Assumes an average salary of $29,000 in year one with an
approximate teacher student ratio of 1 to 15. Years two to five
assumes a 3% salary increase in each year.
Salary for industrial and fine arts coordinator.
Calculated at $8 per square foot assuming a total of 18,000
Assumes use of a cleaning/maintenance contractor.
Includes up-front cost of purchase age appropriate furniture.
Federated Dorchester Neighborhood Houses, Inc.
The Neighborhood House Charter School
Five Year Budget Projection
Per Pupa Tuition
Total Public Revenue
Direct Student Costs
Computers and Materials
Total Direct Student Costs
Salaries - Headmaster
Salaries - Teachers
Salaries— Educational Si^port
Salaries — Secretaries
Salaries -Substitute Teachers
Accounting & Payroll
Printing & Copying
Postage & shipping
BEGINNING FUND BALANCE
ENDING FUND BALANCE
;;^' J£'^J-^^'^'^P#>j^'^?-f-v^ -> '■'^" -^ - ... . >;^T ; ::■V'-■■
ONE ASHBURTONPIJVG^OSTOK^ASSACHUSETTS 02108
ARTICLE I ^ , , : ,
:^-|;;?Thc name of the corporation is:
^he Neighborhood jHousesGhartervschooi, Inc .
'•■ARllClJ:ri.,v>.;";:-;:;^ " "
The purpose of the corporationis to engage in the following activities:
See Continiiatiori ssiieet Ilr-l
■;^- '.-»?" "" :> . V<:j>-
- ■ - -- -i-, * ;- ",-.~- ,^.,v » '
- j',- ; V-i.-^--. ? ■.- -> '■ C-?--, ;-.
;/;■ V;:-;: T;
'■:.->.i5>K5rt.- ,-• liv -
•.;-:-^v-- ■■ --v
■r;<V. -.,:-". ■
' " ' - '!.-*■<-, ,■■■--"-
" :- ":i^C>j>"- ,,- ^^.;yj^^^'^
■' .-■ ---> ;^; :7^--->"-'ftf-;^AV-/i^vr~;r.',,
' \. - -_'■ "'■^" '^^ '-- • ■■■.■ " - - ','■
' '\_' ~'fl " ' -"' /; .' '
, - .\-^- ."i -'*"',
"- • .. ..1 . ':, ■
Note: If the space provided under any article or item on this form is insufficient, additions shall be set forth on separate S'/i x II sheets of pafK
leaving a left hand margin of at least I inch. Additions to more than one article may be continued on a single sheet so long as each article requirin
each such addition is clearly indicated.
If the corporation has one or more elasaes of meml
the quilification and fights,^including voting ri^ts; pfthe ntaibencitieh
tariiMrti6nofOTrhHaMfi,^thcinaniicrofdection of appoiBtments, the duration of membership and
be wt forth m the by<4ain of the corpmatiott orjnay be act forth below:
it--,- V '- •■-"'•
^^'^J^rtli'ii^v'VJ^*': '■-. '
■'■■li!':;'-*Vv-'^-^---s^v£?'>i' ;;'-"-'-S^ - . .; :"'-. ■
* Other lawful provisions, if any. for the conduct and regulation of the bittiness and affairs of the corporation, for its voluntary dissolution, or for limiting.
defining, or regulating the powers of the corporation, or of its directors or jnembers, or of any class of m em b er s, are as follows: fii^^^^is^^-^^/j w^: ^
* If there aie no provisions, state "None".
By-laws of the corporation have beejfdtily adopted and the initi^dufecton;prendeat, treawrera^ ^k or other presiding, financial or recording ofiicen. whose ^.
jiames are setout below, have been duly ekcted.>o^?^>,:?/:^^^^^^ ■\^i^^!^ ._/:-:>■
The efi^edlve date of organizafibnjofSic«)riio
(not more than 30 days after date drfiling).7:?cf|l^^^t^^;^^^|?3?^^^5|?:^^ . ;■ V'-HsiS vr:>-- -, ^ -TfS-- -/'■:- vv-■-^--•^ ' . • -'^^ ^--r^^ V--^^S^'
-«- ■-;=r; . .-
latedf,fmng).7:?cf£S^^^iS.^^;^|^|if=*^^5%^>i^^??f*^i.7^ >^^ : ■ --.s^^ =4>--^'^j^^v'--'.'^-.:..--;:V^
The information contained in ARTICLE YliuNOTaPERMAljEr^ be changed ONLY by fiUng the appropriate if^
form provided therefor. ' '^^ '^^!v?isVxi^%-'^^Sr#^"r'?^^ -"^''"'^^-" ■■■-:.-- ^ • -v.- — .
a. The street address of the ooq)ontion IN MASSACHUSEnSisfXpM
b. The name, residence and post office address of <Mch ofthelmtial directors and following offioen of the corporation areas follows: - ■:*^^^^-i<irJ^.f^
.- . ■«'
" .■■-■■^- ■
- - -/'.;;.'•• *
^ -^ ,-.- - "
""." --?-<-■ : ■
ii" •'-'•'■, - --V.
■ ■ i"^-W-. '''."■'■- "'-^''- : ""Vi:^''' -."
NAME * :-'■ ' ?^^?S; : ^RESIDENCE ;i^S. >;:.;^ .sr^:;^^POST OFFICE ADDRESS
■ -.^^.^/--^^'^ -•'»^.?t-~f:\.,j^--'^ ;f^r;-f«jr-:-'^ --. ■ c^^-' ■::;.■^• S7^'i'v»;:o^;^••^■vTi' '■■■—*;■' --■^- . '-, ■•-
c. The fiscal year of the corporation shall end on the last day of the month of: Septieinber
d. The name and BUSINESS address of the RESIDENT AGENT of the corporation, if any, is:
I / We the below-signed INCORPORATORS do hereby certify under the pains and penalties of peijury that 1/ We have not been convicted of any crimes relating
to alcohol or gaming within the past ten years. I / We do hereby further certify that to the best of my/ our knowledge the above-named principal officen have not
been similarly convicted. If so convicted, explain.
IN WITNESS WHEREOF and under the pains and penalties of perjury, 1/ WE, whose signature(s) appear below as incorporator(s) and whose names and
business or residential address(es) ARE CLEARLY TYPED OR PRINTED beneath each signature do hereby assodate with the intention of forming this
corporation under the provisions of General Laws Chapter 180 and do hereby sign these Articles of Organization as incorporator<s) this day
of November, '994 .
NOTE: If an alrcady-ezisting coqtoratioii it acting as jn co tpo rato r, type in the exact wamt of the corpontion, the Mate or
inoofporated, the name of the pcfwm sigoiDg oa bclidr of Mid corpofitkM aMl tiK tMk he/she holdi or other aotlM^
,- "W. ■
» ' ^%.■
%^^v„^ THE COMMONWEAUTH OFiMASSACHUSETTS,5. >
- .^^.> ^•v.:v-•
•"'■-K- ':■:- ■''\'l:'^:.^:-:<'^^ .1 hcrcby ccitify that, upoD 811 examuiation of the within-written articles of '-■ [iT:''->;:^'^'-:^^^^0^^si^)t
■'.•j¥i^&^/ relative to the organization of corporations have been compliea with, and I hereby ;- ^, -t-^.f%M^*^^^4^}^,
^t::^^^^^:i0r^^s:p^ast said iarticles; and the filing fee in the amount of $35.00 having been paid, said ? rci^^^^S^iC -t l^^^^^i^
'' ^'-^'i- ^-^i^i^articles arc deemed to have been filed with me this .\ ^ ';' ":V .■ •^4s^,;ji;;i^,K^>. .; '^i^^;-^-- '■'■''yC^'y''^y^-^'^^'-:i^^^:£^
-^*tr"^-;^<rrC--? -day of
:\, .<. ; ,3?. ;>,; ■ Eflfectjve date
MICHAEL J. CONNOLLY
Secretary of State
-^1 j^:'^f.-l a i-.';3"^
. c . -'-Wi/
A PHOTOCOPY OF THESE ARTICLES OF ORGANIZATION SHALL BE
Article II: Purpose
1. To establish, maintain and operate an educational
organization for the purpose of establishing a charter school:
(i) to stimulate the development of innovative programs within
public education; (ii) to provide opportunities for innovative
learning and assessments; (iii) to provide parents and students
with greater options in choosing schools within and outside their
school districts; (iv) to provide teachers with a vehicle for
establishing schools with alternative, innovative methods of
educational instruction and school structure and management; (v)
to encourage performance -based educational programs; and/or (vi)
to hold teachers and school administrators accountable for
students' educational outcomes, all as provided in Section 8 9 of
Chapter 91 of the General Laws of The Commonwealth of
Massachusetts ("Section 89"); and to conduct any other programs,
policies or activities by which the corporation can pursue the
aforementioned purposes not inconsistent with the lawful
purposes, objectives or powers of a corporation organized under
Chapter 180 of the Massachusetts General Laws, with Section 89 or
with the charter to be issued to the corporation thereunder (the
"Charter") and which may be permitted a corporation exempt from
federal income tax under Section 501(c) (3) of the Internal
Revenue Code of 1986, as amended (or corresponding provisions of
any future United States Internal Revenue Law) (the "Internal
Revenue Code " ) .
2. To do, exercise and perform any act, thing or power
necessary, suitable or desirable for the accomplishment of any of
the foregoing educational purposes, or the attainment of any
objectives or the furtherance of any powers which are (i) lawful
purposes, objectives or powers of a corporation organized under
Chapter 180 of the Massachusetts General Laws; (ii) which may be
permitted a corporation exempt from federal income tax under
Section 501(c) (3) of the Internal Revenue Code; and (iii) which
are not inconsistent with Section 89 or the Charter.
3 . The foregoing clauses are to be construed both as
purposes and powers, and it is hereby expressly provided that the
enumeration herein of specific purposes and powers shall not be
held to limit or restrict, in any manner, the exercise and
enjoyment of all the general purposes and powers of a corporation
organized under Chapter 180 of the Massachusetts General Laws and
which may be permitted a corporation exempt from federal income
tax under Section 501(c) (3) of the Internal Revenue Code and
which are not inconsistent with Section 89 or with the Charter.
Article IV: Other Lawful Provisions
1. The corporation shall have, and may exercise in
furtherance of its corporate purposes, the powers set forth in
Section 89, including without limitation the powers specified in
Chapter 156B and Chapter 180 of the Massachusetts General Laws
that are not inconsistent with Section 89, and the power to pay-
pensions, establish and carry out pension, savings, thrift and
other retirement, incentive and benefit plans, trusts and
provisions for any or all of its trustees, officers and employees
and for any or all of the trustees, directors, officers and
employees of a corporation of which the corporation is a member
and which is exempt from federal income tax under Section
501(c) (3) of the Internal Revenue Code, provided that no such
power shall be exercised in a manner inconsistent with Section
89, the Charter, Chapter 180 or any other chapter of the
Massachusetts General Laws and provided further that no such
power shall be authorized which would not be permitted a
corporation exempt from federal income tax under Section
501(c) (3) of the Internal Revenue Code.
2. Pursuant to Section 9A of Chapter 156B and Section
6 of Chapter 180 of the Massachusetts General Laws, the
corporation may be a partner in any lawful activity it would have
power to conduct by itself, provided that no such power shall be
authorized which would not be permitted a corporation exempt from
federal income tax under Section 501(c) (3) of the Internal
Revenue Code .
3 . Provisions for the determination of membership in
the corporation, the powers of the members, and the conduct and
regulation of the affairs of the corporation shall be set forth
in the By-laws of the corporation, to the extent they are not set
forth in these Articles of Organization.
4 . The Board of Trustees is authorized and empowered
from time to time, in its discretion, to make, amend, or repeal
the By-laws in part or in whole, except with respect to any
provision thereof which by law, these Articles of Organization,
or the By-laws requires action by the members.
5. Without limiting the powers set forth in
paragraph 1 of this Article 4, (i) the corporation shall have the
power to purchase, receive, take by grant, gift, devise, bequest,
or otherwise lease, or otherwise acquire, own, hold, improve,
employ, use and otherwise deal in and with, real or personal
property, or any interest therein, wherever situated, in such
manner as in the judgment of the Board of Trustees will best
promote the purposes of the corporation; (ii) the corporation
shall have the power to sell, convey, exchange transfer.
license, lease or otherwise dispose of, or mortgage, pledge,
encumber or create a security interest in, all or any of its
property, or any interest therein, wherever situated, in such
manner as in the judgment of the Board of Trustees will best
promote the purposes of the corporation; (iii) the corporation
shall have the power to contract for or otherwise engage such
professional services as the Board of Trustees may deem best to
promote the purposes of the corporation; and (iv) the corporation
shall have the power to lend money, invest and reinvest its
funds, and take and hold real and personal property as security
for the payment of funds so loaned or invested in such manner as
in the judgment of the Board of Trustees will best promote the
purposes of the corporation.
6. Meetings of members may be held within or outside
The Commonwealth of Massachusetts at such location within the
United States as the By-laws may provide. The books and records
of the corporation may be kept (except as otherwise required by
law) within or outside The Commonwealth of Massachusetts but
within the United States, at such place or places as may be
designated from time to time by the Board of Trustees or in the
By-laws of the corporation.
7. Except as may be otherwise provided herein, the
corporation reserves the right to amend, alter, change, or repeal
any provision contained in these Articles of Organization in the
manner now or hereafter prescribed by statute.
8. The corporation shall not discriminate on the basis
of race, religion or sex in administering its policies and
9. No part of the net earnings, properties or other
assets of the corporation shall inure to the benefit of, or be
distributable to, any private person or individual, including any
incorporator, -member, employee, officer or trustee of the
corporation, except that the corporation shall be authorized and
empowered to pay reasonable compensation for services rendered
and to make payments and distributions in furtherance of the
purposes set forth in Article II hereof.
10. No substantial part of the activities of the
corporation shall be the carrying on of propaganda, or otherwise
attempting to influence legislation, and the corporation shall
not participate in, or intervene in (including the publishing or
distribution of statements) any political campaign on behalf of
any candidate for public office.
11. Notwithstanding any other provisions of these
Articles of Organization, the corporation shall not carry on any
activities (i) not permitted to be carried on (a) by a
corporation exempt from Federal income tax under Section
501(c) (3) of the Internal Revenue Code, (b) by a corporation,
contributions to which are deductible under Section 170(c) (2) of
the Internal Revenue Code, (c) by a corporation organized under
Chapter 180 of the Massachusetts General Laws; or (ii) that are
inconsistent with the Charter or Section 89.
12. Except as otherwise provided by law, a petition
for voluntary dissolution of the corporation may be filed only
upon a vote of a majority of the Board of Trustees. In the event
of liquidation or dissolution of the corporation, the Board of
Trustees shall recommend to the court of the Commonwealth of
Massachusetts having jurisdiction over the liquidation or
dissolution another charitable organization (or organizations)
having purposes similar to those of the corporation, and the
Board shall, after paying or making provisions for all debts and
obligations of the corporation, dispose of all the assets of the
corporation to such other charitable organization as said court
may approve (if such approval shall then be required by statute) ,
and as qualifies at the time as an exempt organization (or
organizations) under Section 501(c) (3) of the Internal Revenue
F : \CCC\DOCaJ^liiAI>||sMW: 11/03/94
THE NEIGHBORHOOD HOUSE CHARTER SCHOOL, INC
* • • • *
The name of this Corporation shall be The Neighborhood House
Charter School, Inc.
As set forth in the Articles of Organization, the purposes
for which the Corporation is formed are those set forth in
Section 89 of Chapter 71 of the General Laws of The Commonwealth
of Massachusetts. -'-■-«
The Corporation is organized and shall operate exclusively
for charitable, educational and scientific purposes. No part of
the net earnings or assets of the Corporation shall be
distributed to or inure to the benefit of any of its members or
any other individual. No substantial part of the Corporation's
activities shall consist of carrying on propaganda, or otherwise
attempting, to influence legislation, and the Corporation shall
not participate or intervene (including the publishing or
distributing of statements) in any political campaign on behalf
of any candidate for public office. In the event of dissolution
of the Corporation, none of its assets shall be distributed
except to any organization qualifying as a tax exempt charitable,
educational or scientific organization under applicable Federal
revenue statutes .
Section 1. Member . The sole member of this Corporation
(the "Member") shall be Federated Dorchester Neighborhood Houses,
Inc, a Massachusetts corporation organized under Chapter 180 of
the Massachusetts General Laws.
SPONSORS. BENEFACTORS. CONTRIBUTORS.
ADVISERS. FRIENDS OF THE CORPORATION
The Trustees may designate certain persons or groups of
persons as sponsors, benefactors, contributors, advisers or
friends of the Corporation or such other title as they deem
appropriate. Such persons shall serve in an honorary capacity
and, except as the Trustees shall otherwise designate, shall in
such capacity have no right to notice of or to vote at any
meeting, shall not be considered for purposes of establishing a
quorum, and shall have no other rights or responsibilities.
MEMBERS S MEETINGS
Section 1. Annual Meeting . The annual meeting of the
Member shall be held each year for the purpose of electing the
Board of Trustees and transacting such other business as may
properly come before the meeting on the second Tuesday in June
unless such day is a legal holiday, in which event it shall be on
the next succeeding day which is not a legal holiday, at a time
and place within The Commonwealth of Massachusetts as the
President or Board of Trustees may determine. If in any year the
annual meeting is not held, a special meeting may be held in lieu
thereof at a later time, and any elections held or business
transacted at such special meeting shall have the same effect as
if held or transacted at the annual meeting.
Section 2. Special Meetings . A special meeting of the
Member shall be called by the Clerk upon the request of the
President or of the Board of Trustees. A special meeting of the
Member shall be called by the Clerk or, in the case of the death,
absence, incapacity or refusal of the Clerk, any other officer
upon written application of the Member, which application shall
be signed by an officer of the Member and shall state the time,
place and purposes of such meeting.
Section 3 . Notice. Notice of meetings of the Member shall
be given by the Clerk to any officer of the Member by leaving
such notice with such officer or at such officer's residence or
usual place of business or by mailing the same, postage prepaid,
addressed to such officer at such officer's address as it appears
upon the records of the Corporation, not less than seven days
before the meeting. No notice of the time, place or purposes of
any annual or special meeting of the Member shall be required to
be given to any Member who is present at the meeting or who
waives notice thereof before or after the meeting by a writing
which is filed with the records of the meeting.
Section 4 . Quorum . At any meeting of the Member, any
person who is an officer or director or both of the Member shall
constitute a quorum for the transaction of business. In the
absence of a quorum, or when a quorum is present, any meeting may
be adjourned from time to time, without notice other than by
announcement at the meeting, and without further notice. At any
adjourned meeting at which a quorum shall be present, any
business may be transacted which might have been transacted at
the meeting as originally called.
Section 5. Voting. At any meeting of the Member, the
representative or representatives of the Member each of whom
shall be either an officer or director of the Member shall
collectively be entitled to one vote. The Member may vote either
in person or by proxy given in writing to the Clerk or other
officer of the Corporation and dated not more than six months
before the meeting at which proxy is to be used.
Section 6. Consent in Lieu of Meeting . Any action required
or permitted to be taken at any meeting of the Member may be
taken without a meeting if the Member consents to the action in
writing and such consent is filed with the records of the
meetings of the Member. Such consents shall be treated for all
purposes as a vote at a meeting of the Member.
BOARD OF TRUSTEES
Section 1. Number and Election of Trustees; Qualifications .
The Trustees shall be elected by the Member of the Corporation at
the annual meeting of the Member or at a special meeting in lieu
thereof, at which meeting the Member shall determine the number
of Trustees for the ensuing year. At least a majority of the
Trustees shall at the time of their election be residents of
Dorchester. Members of the paid staff of the Corporation may not
be a Trustee of the Corporation. Each Trustee shall serve until
the next succeeding annual meeting of the Member or special
meeting in lieu thereof, and until such Trustee's successor is
duly elected and qualified, or until such Trustee sooner dies,
resigns or is removed.
Section 2 . Vacancies. Vacancies created by the death,
removal or resignation of one or more Trustees, or otherwise, may
be filled by vote of a majority of the Trustees remaining in
office or by vote of the Member.
Section 3 . Powers . The management of the affairs of the
Corporation shall be vested in and exercised by the Board of
Trustees, who shall pursue such policies and principles as shall
be in accordance with law, the provisions of the Articles of
Organization and these By-Laws. The Board of Trustees shall be
considered as having the powers of trustees in accordance with
the provisions of Chapter 180 and applicable provisions of
Chapter 156B of the General Laws of The Commonwealth of
Massachusetts, limited or expanded, as the case may be, by any
applicable provision of Section 89of Chapter 71 of said General
Laws and by the charter issued pursuant thereto. To the extent
permitted by law, the Board of Trustees may, by general
resolution, delegate to the Principal of the charter school or to
officers of the Corporation such powers as they may see fit.
Section 4 . Compensation and Expenses . The Board of
Trustees shall have the power and authority, in its discretion,
to contract for and to pay Trustees compensation for unusual or
special services rendered to the Corporation, provided , that any
such compensation shall be reasonable and appropriate to the
value of the services rendered by the Trustees, and further
provided that any such payment shall be disclosed to the Board of
Section 5. Resignation of Trustees . Any Trustee may resign
from the Corporation by delivering a written resignation to the
President, the Clerk, or to a meeting of the Board of Trustees.
Section 6. Removals. At any meeting called for the
purpose, the Member may remove from office any Trustee with or
without cause. The Board of Trustees may, by affirmative vote of
a majority of the Trustees in office, remove any Trustee from
office with cause. Any Trustee may be removed for cause only
after reasonable notice and opportunity to be heard before the
body proposing to remove such Trustee.
Section 7. Meetings of the Board of Trustees .
The Trustees shall hold an annual meeting immediately
following the annual meeting of the Member. No notice of such
meeting need be given and any business may be transacted thereat.
Regular meetings of the Board of Trustees shall be held at
least quarterly without call or notice at such places and of such
time as the Board may from time to time determine.
Special meetings of the Board of Trustees may be held at any
time and at any place when called by the President, or three or
more Trustees, upon reasonable notice, stating the time and place
of said meeting. Such notice shall be given to each Trustee by
the Clerk, or, in the case of the death, absence, incapacity or
refusal of the Clerk, by the President or Trustees calling the
meeting. Special meetings may be held at any time without call
or formal notice, provided all the Trustees are present or waive
notice thereof before or after the meeting by a writing which is
filed with the records of the meeting.
Notice to a Trustee of any meeting shall be deemed to be
sufficient if sent by mail at least three days prior to such
meeting, addressed to such Trustee at such Trustee's usual or
last known business or residence address, or by facsimile or
telegram at least twenty-four hours before the meeting, or if
given in person, either by telephone or by handing such Trustee a
written notice at least twenty-four hours before the meeting.
Section 8. Quorum . One-third of the Trustees in office at
the time a meeting is duly called and held shall constitute a
quorum. When a quorum is present at any such meeting, the vote
of a majority of the Trustees present shall be necessary and
sufficient for election to any office or for a decision on any
matter, except as otherwise required by law, by the Articles of
Organization or by these By-Laws. Whether or not a quorum is
present, any meeting may be adjourned from time to time by a
majority of the votes cast upon the question, without notice
other than by announcement at the meeting, and without further
notice to any absent Trustee. At any adjourned meeting at which
a quorum shall be present, any business may be transacted which
might have been transacted at the meeting as originally called.
Section 9. Consent in Lieu of Trustees' Meeting . Any
action required or permitted to be taken at any meeting of the
Trustees may be taken without a meeting if all Trustees entitled
to vote on the matter consent to the action in writing and the
written consents are filed with the records of the meetings of
the Board of Trustees. Such consents shall be treated for all
purposes as a vote at a meeting of the Board of Trustees.
Section 10. Committees of Trustees . The Board of Trustees
shall appoint from among its members an Executive Committee and
such committee shall have all the powers of the Board of Trustees
with respect to the management of the current and ordinary
business of the Corporation between meetings of the Board of
Trustees. The Executive Committee shall consist of not fewer
than four persons and shall include the President of the
Corporation and such other persons as the Board of Trustees may
appoint. The Executive Committee shall report all actions taken
by it to the Board of Trustees at the next meeting thereof and
shall be subject at all times to the direction and control of
Either the Board of Trustees, by vote of a majority of the
Trustees then in office, or the President, with the approval of
such majority of the Board of Trustees, may at any time appoint
such other committees of the Board of Trustees as are deemed
desirable, and may from time to time designate or alter, within
the limits permitted by this Section, the duties and powers of
such other committees or change their membership, and may at any
time abolish such other committees.
Any committee shall be vested with such powers of the Board
of Trustees as the Board may determine in the vote establishing
such committee or in a subsequent vote of a majority of Trustees
then in office, provided , however, that no such committee shall
have any power prohibited by law, the Articles of Organization or
(a) to change the principal office of the Corporation;
(b) to amend or authorize the amendment of the Articles of
Organization or these By-Laws;
(c) to elect officers required by law or these By-Laws to
be elected by the Member or Trustees, to fill vacancies
in any such office or to supervise the performance of
(d) to change the size of the Board of Trustees or to fill
vacancies in the Board of Trustees;
(e) to remove officers or Trustees from office;
(f) to authorize a sale or other disposition of all or
substantially all the property and business of the
(g) to authorize the liquidation or dissolution of the
and provided further , that the fact that a particular power
appears in the foregoing enumeration of powers denied to
committees of the Board of Trustees shall not be construed to
override by implication any other provision of these By-Laws,
limiting or denying to the Board of Trustees the right to
exercise such power.
Each member of a committee shall hold office until the first
meeting of the Board of Trustees following the next annual
meeting of the Member (or until such other time as the Board of
Trustees may determine, either in the vote establishing the
committee or at the selection of such member) and until such
member's successor is elected and qualified, or until such member
sooner dies, resigns, is removed, or is replaced by change of
membership, or becomes disqualified by ceasing to be a Trustee,
or until the committee is sooner abolished by the Board of
A majority of the members of any committee shall constitute
a quorum for the transaction of business, but any meeting may be
adjourned from time to time by a majority of the votes cast upon
the question, whether or not a quorum is present, and the meeting
may be held as adjourned without further notice. Each committee
may make rules not inconsistent herewith for the holding and
conduct of its meetings, but unless otherwise provided in such
rules its meetings shall be held and conducted in the same
manner, as nearly as may be, as is provided in these By-Laws for
meetings of the Board of Trustees. The Board of Trustees shall
have the power to rescind any vote or resolution of any
committee; provided, however, that no rights of third parties
shall be impaired by such rescission.
Section 11. Principal. The Board of Trustees, by vote of a
majority of the Trustees then in office, may appoint a Principal
of the charter school for such period of time and upon such terms
and conditions as the Board may determine. The Principal shall
have such powers and duties as may be prescribed from time to
time by law, the Board of Trustees or the President.
Section 1. Officers. The officers of the Corporation shall
consist of a President, one or more Vice Presidents, a Treasurer,
a Clerk and such other officers as the Board of Trustees may, in
its discretion, elect or appoint. The Board of Trustees shall
have power at any time to create additional offices and to
appoint persons to hold the offices so created.
The Corporation may also have such agents, if any, as the
Board of Trustees may, in its discretion, appoint. The Clerk
shall be a resident of The Commonwealth of Massachusetts. So far
as is permitted by law, any two or more offices may be held by
the same person.
Subject to law, the Articles of Organization and the other
provisions of these By-Laws, each officer shall have, in addition
to the duties and powers herein set forth, such duties and powers
as the Board of Trustees may from time to time designate.
The President, one or more Vice Presidents and the Treasurer
shall be elected annually by the Board of Trustees from among
their own number. The Treasurer shall give bond to the
Corporation, if required by the Board of Trustees, in such sum as
it may require, for performance of the Treasurer's duties. The
Clerk shall be elected annually by the Board of Trustees and
shall be sworn to the faithful performance of the Clerk's duties.
Such other officers of the Corporation as may be created in
accordance with these By-Laws may be filled by vote of a majority
of the Trustees present at any meeting at which a quorum is
Each officer shall hold office until the first meeting of
the Board of Trustees following the next annual meeting of the
Member or until such officer's successor is elected or appointed
and qualified, or until such officer sooner dies, resigns, is
removed, or becomes disqualified. Each agent shall retain his or
her authority at the pleasure of the Board of Trustees .
Any officer, employee, or agent of the Corporation may be
required, as and if determined by the Board of Trustees, to give
bond for the faithful performance of such person's duties.
Section 2. President and Vice Presidents . The President
shall perform the duties customarily pertaining to the office of
President of a non-profit corporation such as the Corporation.
The President shall preside at all meetings of the Member and of
the Board of Trustees at which the President is present except as
otherwise voted by the Board of Trustees. Any Vice President
shall have such duties and powers as shall be designated from
time to time by the Board of Trustees. In the President's
absence or inability to act, the Vice President or, if there be
more than one, the Vice President designated by the Board of
Trustees shall have the powers and duties of the President.
Section 3 . Clerk; Assistant Clerk . The Clerk shall record
all proceedings of the Member and the Board of Trustees in books
to be kept therefor, and shall have custody of the Corporation's
records, documents and valuable papers. In the absence of the
Clerk from any such meeting, the Assistant Clerk, if any, shall
record the proceedings thereof in the aforesaid books, or a
temporary clerk may be chosen by vote of the meeting.
Unless the Board of Trustees shall otherwise designate, the
Clerk or, in his or her absence, the Assistant Clerk, if any,
shall have custody of the corporate seal and be responsible for
affixing it to such documents as may required to be sealed.
The Clerk shall have such other duties and powers as are
commonly incident to the office of a corporate clerk of a non-
profit corporation such as the Corporation, and such other duties
and powers as may be prescribed from time to time by the Board of
Trustees or by the President .
Any Assistant Clerk shall have such duties and powers as
shall from time to time be designated by the Board of Trustees or
the Clerk and shall be responsible to and shall report to the
Section 4 . Treasurer . The Treasurer shall be in charge of
the Corporation's funds and the disbursements thereof, subject to
the Board of Trustees, and shall have such duties and powers as
are commonly incident to the office of a corporate treasurer of a
non-profit corporation such as the Corporation and such other
duties and powers as may be prescribed from time to time by the
Board of Trustees. The Treasurer shall, subject to such
conditions and restrictions as may be made by the Board of
Trustees, have custody of all monies, debts, obligations,
contracts, documents and other papers of a financial nature
belonging to the Corporation and shall be responsible for
collecting all monies from time to time due and owing to the
Corporation and disbursing the same pursuant to the contracts and
obligations of the Corporation or to the order of the Board of
Trustees. The Treasurer shall prepare an annual statement in
detail of the finances of the Corporation and an estimate of the
receipts and expenditures for the next fiscal year. The
Treasurer shall execute and deliver, on behalf of the
Corporation, all such instruments under its corporate seal as may
be ordered by the Board of Trustees and shall perform such other
duties as the Board of Trustees may from time to time require.
Section 5. Assistant Treasurer . Any Assistant Treasurer
shall have such duties and powers as shall be prescribed from
time to time by the Board of Trustees or by the Treasurer, and
shall be responsible to and shall report to the Treasurer. In
the Treasurer's absence or inability to act, the Assistant
Treasurer or, if there be more than one, the Assistant Treasurer
designated by the Board of Trustees shall have the powers and
duties of the Treasurer.
Section 6. Resignations . Any officer of the Corporation
may resign at any time by giving written notice to the
Corporation by delivery thereof to the President, the Clerk, or
to a meeting of the Board of Trustees.
Section 7. Removals . The Board of Trustees may, by
affirmative vote of a majority of the Trustees in office, remove
from office the President, the Clerk, the Treasurer or any other
officer or agent of the Corporation with or without cause. Tmy
officer may be removed for cause only after reasonable notice and
opportunity to be heard.
Section 8. Vacancies. If the office of any member of any
committee or any other office becomes vacant, the Board of
Trustees may elect or appoint a successor or successors by vote
of a majority of the Trustees then in office. Each successor as
an officer shall hold office for the unexpired term and until
such officer's successor shall be elected or appointed and
qualified, or until such officer sooner dies, resigns, is removed
or becomes disqualified.
Section 9. Compensation . The Board of Trustees shall have
the power and authority, in its discretion, to contract for and
to pay officers compensation for unusual or special services
rendered to the Corporation provided , that any such compensation
shall be reasonable and appropriate to the value of the services
rendered by the officers.
BOARD ADVISORY COMMITTEES
Either the Board of Trustees, by vote of a majority of the
Trustees then in office, or the President, with the approval of
such majority of the Board of Trustees, may at any time appoint
such advisory committees to provide advice or other guidance to
the Board in respect of such matters as are deemed desirable
(each a "Board Advisory Committee") . The Board may from time to
time designate or alter, within the limits permitted by this
Article, the duties of any Board Advisory Committee or change its
membership, and may at any time abolish any Board Advisory
Committee . Any Board Advisory Committee may include members who
are not Trustees .
INDEMNIFICATION OF TRUSTEES,
OFFICERS. EMPLOYEES, OR OTHERS
1. The Corporation shall indemnify any person who was or is
a party or is threatened to be made a party to any threatened,
pending or completed action, suit or proceeding, whether civil,
criminal, administrative or investigative (other than an action
by or in the right of the Corporation) and whether or not made or
commenced prior to the adoption of this Article and whether or
not based on any fact or omission antedating such adoption, by.
reason of the fact that such person is or was a trustee, officer,
employee or agent of the Corporation, or is or was serving at the
request of the Corporation as a director, officer, trustee,
employee, or agent of another corporation, partnership, joint
venture, trust or other enterprise in which this Corporation
directly or indirectly owns shares or of which it is a creditor,
and each person who shall, at the Corporation's request, have
served in any capacity with respect to any employee benefit plan,
whether or not then in office or then serving with respect to
such employee benefit plan, against expenses (including
attorneys' fees) , judgments, fines and amounts paid in settlement
actually and reasonably incurred by such person in connection
with such action, suit or proceeding if such person acted in good
faith and in a manner such person reasonably believed to be in
the best interests of the Corporation, and, with respect to any
criminal action or proceeding, had no reasonable cause to believe
his or her conduct was unlawful, or to the extent that such
matter relates to service with respect to an employee benefit
plan, in the best interest of the participants or beneficiaries
of such employee benefit plan. The termination of any action,
suit or proceeding by judgment, order, settlement, conviction or
upon a plea of nolo contendere or its equivalent, shall not, of
itself, create a presumption that the person did not act in good
faith and in a manner which such person reasonably believed to be
in the best interest of the Corporation, and, with respect to any
criminal action or proceeding, had reasonable cause to believe
that his or her conduct was unlawful, or to the extent that such
matter relates to service with respect to an employee benefit
plan, in the best interest of the participants or beneficiaries
of such employee benefit plan.
2 . The Corporation shall indemnify any person who was or is
a party or is threatened to be made a party to any threatened,
pending or completed action or suit by or in the right of the
Corporation to procure a judgment in its favor, whether or not
made or commenced prior to the adoption of this Article and
whether or not based on any action or omission antedating such
adoption, by reason of the fact that such person is or was a
trustee, officer, employee or agent of the Corporation, or is or
was serving at the request of the Corporation as a director,
officer, trustee, employee or agent of another corporation,
partnership, joint venture, trust or other enterprise in which
this Corporation directly or indirectly owns shares or of which
it is a creditor, and each person who shall, at the Corporation's
request, have served in any capacity with respect to any employee
benefit plan, whether or not then in office or then serving with
respect to such employee benefit plan, against expenses
(including attorney's fees) actually and reasonably incurred by
such person in connection with the defense or settlement of such
action or suit if such person acted in good faith and in a manner
such person reasonably believed to be in the best interests of
the Corporation or to the extent that such matter relates to
service with respect to an employee benefit plan, in the best
interest of the participants or beneficiaries of such employee
3. To the extent that a trustee, officer, employee or agent
of the Corporation, has been successful on the merits or
otherwise in defense of any action, suit or proceeding referred
to in paragraphs (1) and (2) , or in defense of any claim, issue
or matter therein, such person shall be indemnified against
expenses (including attorneys' fees) actually and reasonably
incurred by such person in connection therewith.
4. Any indemnification under paragraphs (1) and (2) (unless
ordered by a court) shall be made by the Corporation only as
authorized in the specific case upon a determination that
indemnification of the director, officer, trustee, employee or
agent, is proper in the circumstances because such person has met
the applicable standard of conduct set forth in paragraphs (1)
and (2) . Such determination shall be made (1) by the Board of
Trustees by a majority vote of a quorum consisting of Trustees
who were not parties to such action, suit or proceeding, or (2)
if such quorum is not obtainable, or, even if obtainable, if a
quorum of disinterested Trustees so directs, by independent legal
counsel in a written opinion, or (3) by vote of the Member of the
5 . Expenses incurred in defending a civil or criminal
action, suit or proceeding may be paid by the Corporation in
advance of the final disposition of such action, suit or
proceeding as authorized by the Board of Trustees in a specific
case upon receipt of an undertaking by or on behalf of the
director, officer, trustee, employee or agent, to repay such
amount unless it shall ultimately be determined that such person
is entitled to be indemnified by the Corporation as authorized in
6. The indemnification provided by this Article shall not
be deemed exclusive of any other rights to which those seeking
indemnification may be entitled under any statute, agreement,
vote of members or disinterested Trustees or otherwise, both as
to action in his or her official capacity and as to action in
another capacity while holding such office, and shall continue as
to a person who has ceased to be a director, officer, trustee,
employee or agent, and shall inure to the benefit of the heirs,
executors and administrators of such a person.
7. The Coirporation may purchase and maintain insurance on
behalf of any person who is or was a trustee, officer, employee
or agent of the Corporation, or is or was serving at the request
of the Corporation as director, officer, trustee, employee or
agent of another corporation, partnership, joint venture, trust
or other enterprise in which this Corporation directly or
indirectly owns shares or of which it is a creditor, and each
person who shall, at the Corporation's request, have served in
any capacity with respect to any employee benefit plan, whether
or not then in office or then serving with respect to such
employee benefit plan, against any liability asserted against
such person and incurred by such person in any such capacity, or
arising out of such person's status as such, whether or not the
Corporation would have the power to indemnify such person against
such liability under the provisions of this Article.
8. For the purposes of this Article, references to "the
Corporation" include all constituent corporations absorbed in a
consolidation or merger as well as the resulting or surviving
corporation so that any person who is or was a director, officer,
trustee, employee or agent of such a constituent corporation or
is or was serving at the request of such constituent corporation
as a director, officer, trustee, employee or agent of another
corporation, partnership, joint venture, trust or other
enterprise in which this Corporation directly or indirectly owns
shares or of or which it is a creditor, shall stand in the same
position under the provisions of this Article with respect to the
resulting or surviving corporation as such person would if such
person had served the resulting or surviving corporation in the
CONTRACTS AND DEALINGS WITH CERTAIN OTHER CORPORATIONS OR FIRMS
The Trustees and officers of this Corporation may be
connected with other companies with whom from time to time this
Corporation may have business dealings. No contracts or other
transactions between this Corporation and any other corporation
or firm, and no acts of this Corporation, shall be affected by
the fact that the Trustees or officers of this Corporation are
pecuniarily or otherwise interested in or are directors, trustees
or officers of such other corporation or firm. Any Trustee
individually, or any firm of which such Trustee may be a member,
may be a party to or may be pecuniarily or otherwise interested
in any contract or transaction of this Corporation, provided that
the fact that such Trustee or such firm or corporation is so
interested shall be disclosed or shall have been known to the
Board of Trustees prior to the meeting at which, or prior to the
Trustees executing their written consents by which, action to
authorize, ratify or approve such contract or transaction shall
be taken. Any Trustee of this Corporation may vote upon or give
such Trustee's written consent to any contract or other
transaction between the Corporation and any affiliated
corporation without regard to the fact that such Trustee is also
a director, trustee or officer of such affiliated corporation.
Any contract, transaction, or act on behalf of the Corporation in
a matter in which the Trustees or officers are personally-
interested as members, directors, trustees or otherwise shall not
be violative of any proscriptions against the Corporation's use
or application of its funds for private benefit of the Member.
In no event, however, shall any persons or other entity dealing
with the Trustees or officers be obligated to inquire into the
authority of the Trustees and officers to enter into and
consummate any contract, transaction, or other action.
EXECUTION OF PAPERS
Except as the Board of Trustees may generally or in
particular cases authorize or direct the execution thereof in
some other manner, all deeds, leases, transfers, contracts,
proposals, bonds, notes, checks, drafts, and other obligations
made, accepted or endorsed by the Corporation shall be signed or
endorsed on behalf of the Corporation by the President, or
Treasurer, or their designees.
SOURCE AND INVESTMENT OF FUNDS
Funds for the operation of the Corporation and for the
furtherance of its objectives and purposes may be derived from
grants and allocations from governmental or private agencies or
bodies, donations from public and private organizations,
associations and individuals, bonds or notes issued for the
benefit of the Corporation and such other sources as may be
approved by the Board of Trustees. Except as otherwise provided
by law or lawfully directed by any grantor or donor, the
Corporation may retain or dispose of all or any part of any real
or personal property acquired by it and invest and reinvest any
funds held by it according to the judgment of the Board of
Trustees, without being restricted to the class of investments
which fiduciaries are or hereafter may be permitted by law to
PROHIBITION REGARDING THE USE OF FUNDS AND
DISTRIBUTION OF ASSETS ON DISSOLUTION
No part of the net earnings or receipts of the Corporation
shall inure to the benefit of any Member, Trustee or officer of
the Corporation or any private individual, provided, however,
that this prohibition shall not prevent the payment to any person
of such reasonable compensation for services actually rendered to
or for the Corporation in conformity with these By-Laws. No
Member, Trustee, or officer of the Corporation, or any private
individual, shall be entitled to share in the distribution of any
of the corporate assets on dissolution of the Corporation. The
Member of the Corporation shall be deemed to have expressly-
consented and agreed that upon such dissolution or winding up of
the affairs of the Corporation, whether voluntary or involuntary,
the assets of the Corporation then remaining in the hands of the
Board of Trustees shall be distributed, transferred, conveyed,
delivered and paid over to such charitable, scientific or
educational organization or organizations as the court of the
Commonwealth having jurisdiction thereof may approve (if such
approval shall then be required by statute) , and as shall at the
time qualify as an exempt organization or organizations under
Section 501(c) (3) of the Internal Revenue Code, as the Board of
Trustees shall determine, and upon such terms and in such amounts
and proportions as the Board of Trustees may impose and
determine, to be used by such organizations for such similar or
kindred purposes as are set forth in the Articles of
Organization, these By-Laws and any and all amendments thereto.
The seal of the Corporation shall, subject to alteration by
the Board of Trustees, consist of a flat-faced circular die with
the word "Massachusetts," together with the name of the Corpora-
tion and the year of incorporation, cut or engraved thereon. An
impression of the seal impressed upon the original copy of these
By-Laws shall be deemed conclusively to be the seal adopted by
the Board of Trustees.
The fiscal year of the Corporation shall be from the first
day of October through the last day of September, or such other
fiscal year as the Board of Trustees of the Corporation may from
time to time select.
The By-laws may be added to, amended or repealed, in whole
or in part, by the Member of the Corporation, by a majority vote
at any meeting at which a quorum is present, if notice of the
proposed addition, amendment or repeal has been given to the
Member in the notice of such meeting.
Board of Trustees
Neighborhood House Charter School
Mr. Charles Cabot
Sullivan & Worcester
1 Post Office Square
Ms. Cecelia DeLeon
100 Florida Street
Dorchester, MA 02124
Ms. Catherine Marston
22 Sumner Street
Dordiester, MA 02125
Ms. Virginia Addai
37 Edson Street
Dorchester, MA 02124
Mr. Brian DeLorey
Boston Redevelopment Authority
Boston City Hall
Boston, MA 02201
(617) 722-4300 x4265
Mr. Kevin McDermott
18 Elm Street
Dorchester , MA 02122
Mr. Shirley Carrington
137 Wood Avenue
Hyde Park, MA 02136
Ms. Ann Dormer
5 Newhall Street
Dorchester, MA 02122
Ms. Dolores Miller
259 Savin Hill Avenue
Dorchester, MA 02125
Mr. William Coughlin
Greater Boston Chamber of Commerct
One Beacon Street
Boston, MA 02108
Mr. David Haiufan
11 Roanoke Avenue
Jamaica Plain , MA 02
Mr. Michael Owens
One Financial Center
Boston, MA 02111
(617) 727-0060 x329
Mr. William Darling
294 Washington Street, Suite 310
Boston, MA 02108
Mr. Patrick Lee
40 Broad Street
Boston, MA 02109
Mr. Peter Read
249 Marlborough Street
Boston, MA 02116
Board of Trustees
Neighborhood House Qiarter School
Mr. Jesus Rosa
60 Gibson Street
Dorchester, MA 02122
Ms. Tyra Sidberry
31 Boumeside Street
Dorchester, MA 02124
Ms. Helen Waldron
St. Mary's Epsicopal Church
14 Gushing Avenue
Dorchester, MA 02125
Mr. William Gurry
Sullivan & Worcester
One Post Office Square
Boston, MA 02109
Ms. Kathleen Miskiewicz
One Post Office Square
Boston, MA 02109