BoARD OFFICERS

JoAnne Midwikis Chair AMERICAN INSTITlITE FOR LEARNING Midwtkis Rorie Granger PC CRpoundil7i7 RAPID LEARNING eNTER

M J Andy Anderson Sr 1st Vice Chair Model Comprehensive Human Investment Programs Anderson~Wonnley Real Estate

Ruth-Ellen Gura 2nd Vice Chair Travis County Assistant District Attornry

Hon Elena Diaz Secretary Travis County justice of tbe Peace

Rudy R Colmenero Treasurer Mueller amp Vacek AttorneyS at Law

Joe Jerkins Chair Emeritus KVVE-N Retired

Richard H Halpin FounderCEO American Instilutejor Learning

DJRECIORS

Phil Cates Capital Consultants Inc

Dana Chiodo Roan amp Autrey

Susan P Dawson Sterling Information Group Inc

Roben K Garriott Origin Systems

Rev Marvin Griffin Ebenezer BaptiSt Church

Eugene Lowenthal Management Consultant

Lavon Marshall Huston-TIllotson College

Earl Maxwell Maxwell Locke amp Ritter

Rudy Montoya Teras Attorney Generas Office

Karol Rice Politechs Inc

Abel Ruiz Community Representative

Ed B Wallace AlA Architect amp Pianner

Chip Wolfe Sterling lnfomtation Group Inc

John Zapp Cbuys Com ida Deluxe

FELlOWS OF THE INsTITUTE

Gerald S Briney IBM Corporation Retired

Lucius D Bunton Attorney

Barbara Jordan LLD LBJSchoo ofPublic Affairs

Dean Manuel J ]ustiz PhD urCollege ofEducation

Ray Marshall PhD IBJ School ofPublic Affairs

Ray Reece West Austin Neus

Rev Joseph Tetlow S] PhD Institute ajesuit Sources

Dean Mark G Yudof JD lJT School ofL[J1lI

E~tpoundRIl1JS CoUNCIL

Cassandra Edlund Invesfments

)oLynn Free Rauscher Pierce Rffsnes Inc

Ramon G Galindo Ace Custom Tailors Retired

Larry E Jenkins Lockheed Corporation Retired

George Pryor PhD Texas Adult PtJbalion Camm

422 Congress Avenue Austin Texas 78701-3620 Executive Offices

Programs

January 231996

Mr Jack Christie DC Chairman State Board of Education Texas Education Agency 1701 N Congress Austin TX 78701

Dear Mr Christie

(512) 472-3395 472-1189 fax (512) 472-8220 480-9410 fax

APPLICATIOK

The American Institute for Learning is proposing to develop and operate an innovative dropout recovery Charter School for youth ages 16-21 Utilizing our fIfteen years of experience reaching and successfully teaching dropout youth and building upon our existing local state and national model educationalemployment programs AIL will operate a year round open-enrollrnent charter school leading to a CertifIcate of Mastery Recommended by the National Center on Education and the Economys Americas Choice High Skills or LClW Wages and already legislatively mandated in Oregon and under construction in a few other sites CertifIcates of Mastery are developed in conjunction with business and guarantee that students have attained the specific skills and traits essential to success in the marketplace

Through grants from foundations and a discretionary grant from the Governor of Texas George W Bush to create innovative educational options AIL has been developing and piloting Certificates of Mastery in specifIc skill areas for the last year In order to ensure our effectiveness with at-risk youths AIL is proposing to create a charter school where students go beyond a GED to attain work skills personal skills and a CertifIcate of Mastery through hands-on project based education that engages as well as teaches the learner Eventually we will expand to provide project based diplomas

AIL is uniquely qualifIed to develop and operate a Charter School As early as 1985 AIL was a leader in Texas in computer-assisted learning using technology successfully in alternative learning environments including installing the fIrst Austin Independent School District inshyschool computer laboratory at Johnston High School AIL was also the lead site in a ten site national initiative funded by the WK Kellogg Ford and Charles Stewart Mott Foundations A recognized leader in educational improvements AIL recently received awards from the Peter F Drucker Foundation and from the University of Texas at Arlington

0001

APPLlCA TION Mr Jack Christie DC Page 2

1s an established community-based school AIL is well prepared to immediately transform into an active and result-producing Charter School Our proposed student population has been welcomed and well served by AIL for years Programmatic statistical and accountability systems are in place and have been fine-tuned through numerous technical assistance monitorings and audits We know what resources will be required to succeed and have a consistent track record of accurate budgeting Should AIL be chartered we are prepared to hit the ground running - our facility staff and pilot programs are in place-and have a Charter School literally across the avenue from TEA fully functioning in a very short time

Through our partnership with TEA as a Charter School AIL will be positioned to provide a mechanism for public schools across the State to benefit from the educational innovations being implemented at AIL Over the last decade AIL has provided many public schools with technical assistance many of whom were referred to us from major Texas foundations such as Meadows and Sid W Richardson

We are very excited about the benefits Charter Schools will provide for the people of Texas Working together we will be able to create an exciting educational opportunity for the most at-risk youths in our community to complete their education and to develop the skills they need to enter the workforce and become contributing members of our communities

Please let me know if you need any additional information

~lyen Richard H Halpin FounderICEO

RHHdmm

APPLICATION

ApPLICATION

FOR APPROVAL OF AN

OPEN-ENROlLMENT CHARTER

January 18 1996

by

American Institute for Learning

------ _ ----~----~----

0003

----

APPUCATION

Application for Approval of an Open-Enrollment Charter

Instructions Submit completed applicalion with the proposed charter and assurances signed by the ChiIf Operating Officer of the School and the signed parentguardian peMon to the Texas EduCatUJlI Agency Document Control Center 1701 North Congress Ave Austin Texas 78701 For assistance contact lhe Office of Accountabiliry at (512) 463-9716

Chief Operating Officer of Proposed Charter Penny S_ Weibly PhD Title Chief Program Officer

Name of Sponsorinv Entity Arne ric a n Ins t j t t e for Tea r n n g - shySponsor Address 422 Congress Avenue City Aus tin

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Name of Proposed Charter American Tosti CPte for T earning Charter School

Charter Address 422 Congress Avenue City Aus t in

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Glade Expected Initial Projected Total Levels 9 - 12 Enrollment __10_0_____ Enrollment _2_5_0_______

The charter will serve an area that is geographically (Check all that apply) ~ urban vsuburban __ rura

If the proposed charter will serve any special populations indicate the approximate percentage of the student population to be served in as many of the following categories as are applicable

pre-kindergarten 3Z- special education ~ migrants

75 economically disadvantaged limited English proficient 8 0 recovered dropouts

2~ at risk of dropping Out 2lL pregnant or parent srudents

2lZ- other bjsrory of ipHoJgQmQO Uibl isiit=1al jd6tiee

The applicant is an eligible entity under the following category (check one) __ an instirution of higher education as defined under TEC Section 61003 __ a private or independent instirution of higher education as defined under TEC Section 61003 -e an organization that is exempt from taxation under 26 USC Section 501(c)(3) or __ a governmental entity

The facility to be used for an open-enrollment charter school is a facility of

a commercial entity a non-profit entity __ a school district O(J -~ ~

Identify the entity that owns the facility _L_a_v_a_c_a_R_e_a_l_t-y________~=_-i_ o -( sect-S

If the entity that owns the facility does not opemte it who does Arne ric a n lnstiute f6 f~ar-ning )

Sigt OG04

APPLlCA TION Mr Jack Christie DC Page 2

1s an established community-based school AIL is well prepared to immediately transform into an active and result-producing Charter School Our proposed student population has been welcomed and well served by AIL for years Programmatic statistical and accountability systems are in place and have been fine-tuned through numerous technical assistance monitorings and audits We know what resources will be required to succeed and have a consistent track record of accurate budgeting Should AIL be chartered we are prepared to hit the ground running - our facility staff and pilot programs are in place-and have a Charter School literally across the avenue from TEA fully functioning in a very short time

Through our partnership with TEA as a Charter School AIL will be positioned to provide a mechanism for public schools across the State to benefit from the educational innovations being implemented at AIL Over the last decade AIL has provided many public schools with technical assistance many of whom were referred to us from major Texas foundations such as Meadows and Sid W Richardson

We are very excited about the benefits Charter Schools will provide for the people of Texas Working together we will be able to create an exciting educational opportunity for the most at-risk youths in our community to complete their education and to develop the skills they need to enter the workforce and become contributing members of our communities

Please let me know if you need any additional information

~lyen Richard H Halpin FounderICEO

RHHdmm

APPLICATION

ApPLICATION

FOR APPROVAL OF AN

OPEN-ENROlLMENT CHARTER

January 18 1996

by

American Institute for Learning

------ _ ----~----~----

0003

----

APPUCATION

Application for Approval of an Open-Enrollment Charter

Instructions Submit completed applicalion with the proposed charter and assurances signed by the ChiIf Operating Officer of the School and the signed parentguardian peMon to the Texas EduCatUJlI Agency Document Control Center 1701 North Congress Ave Austin Texas 78701 For assistance contact lhe Office of Accountabiliry at (512) 463-9716

Chief Operating Officer of Proposed Charter Penny S_ Weibly PhD Title Chief Program Officer

Name of Sponsorinv Entity Arne ric a n Ins t j t t e for Tea r n n g - shySponsor Address 422 Congress Avenue City Aus tin

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Name of Proposed Charter American Tosti CPte for T earning Charter School

Charter Address 422 Congress Avenue City Aus t in

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Glade Expected Initial Projected Total Levels 9 - 12 Enrollment __10_0_____ Enrollment _2_5_0_______

The charter will serve an area that is geographically (Check all that apply) ~ urban vsuburban __ rura

If the proposed charter will serve any special populations indicate the approximate percentage of the student population to be served in as many of the following categories as are applicable

pre-kindergarten 3Z- special education ~ migrants

75 economically disadvantaged limited English proficient 8 0 recovered dropouts

2~ at risk of dropping Out 2lL pregnant or parent srudents

2lZ- other bjsrory of ipHoJgQmQO Uibl isiit=1al jd6tiee

The applicant is an eligible entity under the following category (check one) __ an instirution of higher education as defined under TEC Section 61003 __ a private or independent instirution of higher education as defined under TEC Section 61003 -e an organization that is exempt from taxation under 26 USC Section 501(c)(3) or __ a governmental entity

The facility to be used for an open-enrollment charter school is a facility of

a commercial entity a non-profit entity __ a school district O(J -~ ~

Identify the entity that owns the facility _L_a_v_a_c_a_R_e_a_l_t-y________~=_-i_ o -( sect-S

If the entity that owns the facility does not opemte it who does Arne ric a n lnstiute f6 f~ar-ning )

Sigt OG04

APPLICATION

ApPLICATION

FOR APPROVAL OF AN

OPEN-ENROlLMENT CHARTER

January 18 1996

by

American Institute for Learning

------ _ ----~----~----

0003

----

APPUCATION

Application for Approval of an Open-Enrollment Charter

Instructions Submit completed applicalion with the proposed charter and assurances signed by the ChiIf Operating Officer of the School and the signed parentguardian peMon to the Texas EduCatUJlI Agency Document Control Center 1701 North Congress Ave Austin Texas 78701 For assistance contact lhe Office of Accountabiliry at (512) 463-9716

Chief Operating Officer of Proposed Charter Penny S_ Weibly PhD Title Chief Program Officer

Name of Sponsorinv Entity Arne ric a n Ins t j t t e for Tea r n n g - shySponsor Address 422 Congress Avenue City Aus tin

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Name of Proposed Charter American Tosti CPte for T earning Charter School

Charter Address 422 Congress Avenue City Aus t in

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Glade Expected Initial Projected Total Levels 9 - 12 Enrollment __10_0_____ Enrollment _2_5_0_______

The charter will serve an area that is geographically (Check all that apply) ~ urban vsuburban __ rura

If the proposed charter will serve any special populations indicate the approximate percentage of the student population to be served in as many of the following categories as are applicable

pre-kindergarten 3Z- special education ~ migrants

75 economically disadvantaged limited English proficient 8 0 recovered dropouts

2~ at risk of dropping Out 2lL pregnant or parent srudents

2lZ- other bjsrory of ipHoJgQmQO Uibl isiit=1al jd6tiee

The applicant is an eligible entity under the following category (check one) __ an instirution of higher education as defined under TEC Section 61003 __ a private or independent instirution of higher education as defined under TEC Section 61003 -e an organization that is exempt from taxation under 26 USC Section 501(c)(3) or __ a governmental entity

The facility to be used for an open-enrollment charter school is a facility of

a commercial entity a non-profit entity __ a school district O(J -~ ~

Identify the entity that owns the facility _L_a_v_a_c_a_R_e_a_l_t-y________~=_-i_ o -( sect-S

If the entity that owns the facility does not opemte it who does Arne ric a n lnstiute f6 f~ar-ning )

Sigt OG04

----

APPUCATION

Application for Approval of an Open-Enrollment Charter

Instructions Submit completed applicalion with the proposed charter and assurances signed by the ChiIf Operating Officer of the School and the signed parentguardian peMon to the Texas EduCatUJlI Agency Document Control Center 1701 North Congress Ave Austin Texas 78701 For assistance contact lhe Office of Accountabiliry at (512) 463-9716

Chief Operating Officer of Proposed Charter Penny S_ Weibly PhD Title Chief Program Officer

Name of Sponsorinv Entity Arne ric a n Ins t j t t e for Tea r n n g - shySponsor Address 422 Congress Avenue City Aus tin

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Name of Proposed Charter American Tosti CPte for T earning Charter School

Charter Address 422 Congress Avenue City Aus t in

Zip 7870 I Phone Number 512-472-8220 FAX 512-472-9410

Glade Expected Initial Projected Total Levels 9 - 12 Enrollment __10_0_____ Enrollment _2_5_0_______

The charter will serve an area that is geographically (Check all that apply) ~ urban vsuburban __ rura

If the proposed charter will serve any special populations indicate the approximate percentage of the student population to be served in as many of the following categories as are applicable

pre-kindergarten 3Z- special education ~ migrants

75 economically disadvantaged limited English proficient 8 0 recovered dropouts

2~ at risk of dropping Out 2lL pregnant or parent srudents

2lZ- other bjsrory of ipHoJgQmQO Uibl isiit=1al jd6tiee

The applicant is an eligible entity under the following category (check one) __ an instirution of higher education as defined under TEC Section 61003 __ a private or independent instirution of higher education as defined under TEC Section 61003 -e an organization that is exempt from taxation under 26 USC Section 501(c)(3) or __ a governmental entity

The facility to be used for an open-enrollment charter school is a facility of

a commercial entity a non-profit entity __ a school district O(J -~ ~

Identify the entity that owns the facility _L_a_v_a_c_a_R_e_a_l_t-y________~=_-i_ o -( sect-S

If the entity that owns the facility does not opemte it who does Arne ric a n lnstiute f6 f~ar-ning )

Sigt OG04

0middot0PE N - E NROllMENT CHARTER ApPLICATION

The applicant for the proposed open-enrollment charter if approved by the State Board of Education agrees to operate the educational program described below in accordance with the provisions described within this document and the attached assurances

O Describe the educational program to be offered including the required curriculum under the Texas Education Code (TEC) 28002 and student attendance requirements

American Institute for Learning (AlL) proposes to build upon its fifteen years of expertise in serving at-risk populations and pioneering successful and nationally-recognized educational models to estabshylish a year round open-enrollment charter school AILs Charter School will open in the fall of 1996 and will serve the hardest-to-reach and the most at-risk youth in our community-those students who are not successful in traditional school environments Utilizing proven educational methodologies combined with state-of-the-art technology it will provide dropout youth ages 16-21 with exemplary alternative education leading to successful school-to-work transition

This charter school arises from AlLs belief that all students can excel and that they can become productive and active citizens who are competitive in our local and global marketplaces Recognizing that attainment of a OED alone does not ensure students continued academic and employment success the foundation for AILs Charter School is the Certificate of Mastery Legislatively mandated in the state of Oregon and already under development at AIL through substantial support and endorsement from Texas Governor George Bush the Certificate of Mastery is developed in conjunction with the business community and will propel students confidently and competitively into employment or further training

Based on SCANS (Secretarys Commission on Achieving Necessary Skills) strategies AILs Certificate of Mastery program has been designed to meet the employment and training needs of our target population Emphasis is placed on an educational methodology that

bull addresses multiple learning styles

bull places learning in real world contexts and

bull focuses on the skills employers demand such as teamwork decision making and problem solving

AILs unique ability to successfully develop and operate a Charter School targeting at-risk youth is demonstrated by two recent awards The award for Nonprofit Innovation from the Peter F Drucker Foundation and the Human Service Leadership Award from the University of Texas at Arlington and the National Commission on Community Service In its first year of operation AILs Charter School proposes to enroll 100 youths who have officially withdrawn from public school or who have been identified as at-risk of dropping out A majority of the students will be African-American and Hispanic will have earned few or no high school credits and will be reading below grade level as measured by the Test of Adult Basic Education Many of the youth will possess other barriers to academic success such as teenage pregnancy or parenting or being involved with the criminal justice system (See Attachment E for the demographics and benchmark attainments of students enrolled in our dropout recovery progranl in 1994-1995)

O( - c bullj

APPLICATION

AlLs open-enrollment charter school students will graduate with a Certificate of Mastery which integrates instruction across three main areas academic foundation skills project-based skills developshyment and career preparation (See the following Certificate of Mastery Organizational Malrix)

1 Academic Foundation Skills Students gain competencies in reading language arts math social studies and science leading to a OED through participation in our individualized self-paced computer-assisted labs They also participate in small group seminars which focus on special topics in history mathematics government science literature writing and the arts In addition to passing the OED tests charter students will pass the state required exit TAAS test

AlL has more than fifteen years experience in providing academic foundations skills to at-risk youth Repeatedly named a local national or state model for its work in developing and opershyating academic programs AlL has provided school districts across the State with technical assistance in developing alternative academic programs for at-risk youth Many of these public schools were encouraged to visit AlL by prominent Texas foundations including the Sid W Richardson and Meadows

2 Project-based Skills Development Students engage in project-based learning activities designed to teach them to apply skills in real world contexts resulting in completion of a community service project or the development of a product Individuals may choose from the following skill areas most of which were piloted at AlL through a three year grant from the WK Kellogg Foundation

bull Environmental science through Environmental Corps

bull Construction skills through Casa Verde Builders

bull Theater performance and production through Cultural Warriors

bull Multimedia production through MultiMedia Studio

bull Clerical and office work through Computer Office Skills Training

AlL has selected project-based education as a primary methodology through which the Certificate of Mastery is achieved Participation in the above content areas is designed to make individuals employment-ready andor to prepare them for additional academic or vocational training thus reinforcing what they study in the labs or in their career preparation classes The goal is not necessarily to produce actors through the Cultural Warrior program nor to produce park rangers through Environmental Corps nor construction workers through Casa Verde Builders Rather these programs allow participants to explore career paths apply academic skills in real world contexts and develop a wide spectrum of competencies and skills essential to success in the workshyplace Upon completing projects students are equipped with employment-ready skills and behavshyiors requisite in any market demanded by any employer In other words the skills they acquire are transferable across multiple work contexts skills such as teamwork problem solving punctushyality and appropriate communication It is AlLs intention after a few years of operation as a Charter School to produce an integrated project-based education diploma

000

APPLICATION

3 Career Preparation Certificate of Mastery students explore career paths develop an employment plan participate in job shadowing and internships at local industries and gain work experience in part and full time jobs Acquisition of job readiness and work maturity skills is emphasized Examples of these skill include

bull Exhibiting appropriate workplace behaviors

bull Working well with diversity

bull Reading and using the job classified section bull Writing a resume

bull Interpreting a paycheck

bull Demonstrating teamwork integrity and honesty

Designated by the Texas Department of Commercefrexas AampM as a Smart Jobs Model Development Program in 1993 and in 1991 named by the Texas Department of Commerce as the sole Texas nominee to US Department of Labor for the prestigious LIFT (Labor Investing for Tomorrow) National Award AIL has continued to develop relationships with the business community in order to enhance our curriculum ensure that we teach to the requirements of business andexpand employment and career preparation opportunities for our participants

=========CERTIF I CATE OF MASTERY ========~

Organizational Matrix

SKILL AREA114iMbullbull Academic Skills (Basic)

Basic Skills Development bull Reading Comprehension bull Language arts

bull Math

IMNtl Expanded Skills (Intermediate) Development

bull Reading Comprehension bull Language Arts

bull Math bull Social Studies

bull Science Instruction includes special

academic topic seminars

SKILL AREA

Project-Based Content Area

Introduction to Basic Content bull EmiddotCorps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

Expanded Mastery of Content

bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

SKILL AREA

Career Prep Skills + Work Maturity

Behaviors

Career Preparation I bull Employer Expectation bull Work Maturity bull Beginning Career

Exploration

Career Preparation II bull Continued Career

Exploration Research bull Job Seeking Skills bull Job Shadowing bull Beginning Work Experience

(Advanced) Advanced Content

bull Literature bull Writing bull Math bull Social Studies bull Science

Instruction includes special

academic topiC seminars

Attainment ofGED

Mastery of Content with Specialization

Peer TrainerlIntemship bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors bull COST

Career Preparation ill bull Completion of Career

Path Plan bull Internsbips bull Job Placements

Exit TAAS

0007

APPLICATION

~~~~~~~ CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~

Academic Foundation Skills The curricula of the Comprehensive Competencies Program (CCP) and the lostens INVEST system are combined in AILs computer-assisted learning labs to provide students instruction in the five main academic content areas reading language arts math social studies and science These instructional systems are competency-based with highly specified competency lists including lesson plans with benchmarks and mastery tests Lab instruction is individualized and self-paced allowing AIL to serve individuals with a wide range of skill levels AIL was one of the first sites to utilize this curriculum which was then replicated in more than 100 sites in Texas alone AIL provided replicating sites with technical assistance in CCP for five years (See Attachment F for a description of CCP and lostens INVEST)

Project-Based Learning Curricula in the project-based learning areas is developed in conjunction with industry advisory councils to ensure that training meets industry standards for employment in their fields All of the projectshybased content areas emphasize SCANS (Secretarys Commission on Achieving Necessary Skills) including

bull application of basic skills in real world coutexts with an emphasis on community service projects

bull mastery of specific vocational and work maturity skills bull acquisition of thinking skills and personal qualities bull ability to use resources effectively and bull ability to work with a variety of technologies and tools

Participants in project-based activities are eligible for job shadowing internships and job placements within the various fields

A brief description of each current project-based area follows (See Attachment G)

Environmental Corps Environmental Corps members learn environmental science by completing real work such as park service projects restoring natural habitats serving as naturalist interpreters and guides for elementary school children and testing the water quality of area creeks and rivers The work done by 1994 participants in Environmental Corps received recognition from the Lower Colorado River Authority for detecting and reporting a drastic change in water quality which alerted the Authority early to a contamination problem

Instruction is integrated across multiple subject areas using environmental science as a hands-on context for learning For example water quality monitoring not only teaches students wet-chemistry it also teaches them scientific measurement scientific journal and report writing and reading comprehension through scientific manuals

Casa Verde Builders A past recipient of both AmeriCorpsmiddot and HUD YouthBuild funding Casa Verde members learn construction skills by building energy efficient homes for low income families Their work has earned them recognition and visits from people across the country involved in or interested in developing similar programs The energy-efficiency and innovative environmental aspects of the homes they build earned them a national model designation from the Urban Consortium Energy Task Force in 1993

They also participate in community service activities with a strong emphasis on weatherizing homes again for low income families In addition to learning specific home construction skills members practice math applications learn to read blue prints and construction manuals and serve on leadership advisory councils 0008

APPUCATION

~~~~~~~CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~ (coNnNUED)

Cu1tural Warriors Youth Theater Troupe Cultural Warriors learn acting script writing theater production and management skills by participating in a youth theater troupe that writes and performs original plays throughout Texas Scripts focus on issues important to teenagers and cover such topics as gang violence teenage pregnancy and dangers to the natural environment Language ans instruction is integrated through the Warriors with business manageshyment classes social science and communication

Mu1tiMedia Studio Utilizing the staff talent and facilities of AILs Best of Show COMDEX award-winning multimedia production studio students learn to use technology to create curriculum products Using such software programs as PHOTOSHOP SOUND EDIT 16 DIRECTOR (an authoring program) and PREMIERE (a video editing program) available due to support from major software developers such as MacroMedia and Adobe multimedia members have created an interactive program on bats and another on the weather for presentation at the Austin Childrens Museum Technological education in this area supports a variety of academic subject areas depending on the topic selected by the student

Computer Office Skills Training In our newest course offering students learn basic computer and clerical skills needed for success in almost any career field Individuals learn these skills by completing real world work assignments such as preparshying a resume or a business report Basic reading writing and communication skills are emphasized in this world of work context

Career Preparation In AILs Career Resource Center students attend classes that focus on career exploration activities and the development of work appropriate behaviors as well as on the development of specific skills such as how to fill out a job application how to read a want ad how to write a resume and how to interview effectively Through this course students develop a career preparation plan designed to guide them to future employshyment and training

Attendance Requirements Registration for AILs open-enrollment chaner school will occur quanerly and the school will be open year -round Although students may progress through the program at their own pace it is anticipated that average duration of the program for each individual will be 9 months Students are expected to maintain an 80 attendance rate

Counseling and Support Services The multiple barriers to academic and employment success experienced by dropout youth extend beyond low reading and math levels and lack of employment history Reasons for leaving public school are olien related to personal and family conditions such as involvement with gangs or the criminal justice system facing the responsibilities of being a pregnant or parenting teen or coming from families with long histories of living on welfare Therefore AILs Chaner School will provide students with strong counseling and support services At enrollment each student will meet with a counselor for their initial interview to determine support service needs An experienced counselor will follow each student throughout their enrollment participating in coaching teams with teachers and employment trainers AIL also provides onshysite childcare parenting education life skills training and health education

0009

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

AlLs open-enrollment charter school students will graduate with a Certificate of Mastery which integrates instruction across three main areas academic foundation skills project-based skills developshyment and career preparation (See the following Certificate of Mastery Organizational Malrix)

1 Academic Foundation Skills Students gain competencies in reading language arts math social studies and science leading to a OED through participation in our individualized self-paced computer-assisted labs They also participate in small group seminars which focus on special topics in history mathematics government science literature writing and the arts In addition to passing the OED tests charter students will pass the state required exit TAAS test

AlL has more than fifteen years experience in providing academic foundations skills to at-risk youth Repeatedly named a local national or state model for its work in developing and opershyating academic programs AlL has provided school districts across the State with technical assistance in developing alternative academic programs for at-risk youth Many of these public schools were encouraged to visit AlL by prominent Texas foundations including the Sid W Richardson and Meadows

2 Project-based Skills Development Students engage in project-based learning activities designed to teach them to apply skills in real world contexts resulting in completion of a community service project or the development of a product Individuals may choose from the following skill areas most of which were piloted at AlL through a three year grant from the WK Kellogg Foundation

bull Environmental science through Environmental Corps

bull Construction skills through Casa Verde Builders

bull Theater performance and production through Cultural Warriors

bull Multimedia production through MultiMedia Studio

bull Clerical and office work through Computer Office Skills Training

AlL has selected project-based education as a primary methodology through which the Certificate of Mastery is achieved Participation in the above content areas is designed to make individuals employment-ready andor to prepare them for additional academic or vocational training thus reinforcing what they study in the labs or in their career preparation classes The goal is not necessarily to produce actors through the Cultural Warrior program nor to produce park rangers through Environmental Corps nor construction workers through Casa Verde Builders Rather these programs allow participants to explore career paths apply academic skills in real world contexts and develop a wide spectrum of competencies and skills essential to success in the workshyplace Upon completing projects students are equipped with employment-ready skills and behavshyiors requisite in any market demanded by any employer In other words the skills they acquire are transferable across multiple work contexts skills such as teamwork problem solving punctushyality and appropriate communication It is AlLs intention after a few years of operation as a Charter School to produce an integrated project-based education diploma

000

APPLICATION

3 Career Preparation Certificate of Mastery students explore career paths develop an employment plan participate in job shadowing and internships at local industries and gain work experience in part and full time jobs Acquisition of job readiness and work maturity skills is emphasized Examples of these skill include

bull Exhibiting appropriate workplace behaviors

bull Working well with diversity

bull Reading and using the job classified section bull Writing a resume

bull Interpreting a paycheck

bull Demonstrating teamwork integrity and honesty

Designated by the Texas Department of Commercefrexas AampM as a Smart Jobs Model Development Program in 1993 and in 1991 named by the Texas Department of Commerce as the sole Texas nominee to US Department of Labor for the prestigious LIFT (Labor Investing for Tomorrow) National Award AIL has continued to develop relationships with the business community in order to enhance our curriculum ensure that we teach to the requirements of business andexpand employment and career preparation opportunities for our participants

=========CERTIF I CATE OF MASTERY ========~

Organizational Matrix

SKILL AREA114iMbullbull Academic Skills (Basic)

Basic Skills Development bull Reading Comprehension bull Language arts

bull Math

IMNtl Expanded Skills (Intermediate) Development

bull Reading Comprehension bull Language Arts

bull Math bull Social Studies

bull Science Instruction includes special

academic topic seminars

SKILL AREA

Project-Based Content Area

Introduction to Basic Content bull EmiddotCorps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

Expanded Mastery of Content

bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

SKILL AREA

Career Prep Skills + Work Maturity

Behaviors

Career Preparation I bull Employer Expectation bull Work Maturity bull Beginning Career

Exploration

Career Preparation II bull Continued Career

Exploration Research bull Job Seeking Skills bull Job Shadowing bull Beginning Work Experience

(Advanced) Advanced Content

bull Literature bull Writing bull Math bull Social Studies bull Science

Instruction includes special

academic topiC seminars

Attainment ofGED

Mastery of Content with Specialization

Peer TrainerlIntemship bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors bull COST

Career Preparation ill bull Completion of Career

Path Plan bull Internsbips bull Job Placements

Exit TAAS

0007

APPLICATION

~~~~~~~ CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~

Academic Foundation Skills The curricula of the Comprehensive Competencies Program (CCP) and the lostens INVEST system are combined in AILs computer-assisted learning labs to provide students instruction in the five main academic content areas reading language arts math social studies and science These instructional systems are competency-based with highly specified competency lists including lesson plans with benchmarks and mastery tests Lab instruction is individualized and self-paced allowing AIL to serve individuals with a wide range of skill levels AIL was one of the first sites to utilize this curriculum which was then replicated in more than 100 sites in Texas alone AIL provided replicating sites with technical assistance in CCP for five years (See Attachment F for a description of CCP and lostens INVEST)

Project-Based Learning Curricula in the project-based learning areas is developed in conjunction with industry advisory councils to ensure that training meets industry standards for employment in their fields All of the projectshybased content areas emphasize SCANS (Secretarys Commission on Achieving Necessary Skills) including

bull application of basic skills in real world coutexts with an emphasis on community service projects

bull mastery of specific vocational and work maturity skills bull acquisition of thinking skills and personal qualities bull ability to use resources effectively and bull ability to work with a variety of technologies and tools

Participants in project-based activities are eligible for job shadowing internships and job placements within the various fields

A brief description of each current project-based area follows (See Attachment G)

Environmental Corps Environmental Corps members learn environmental science by completing real work such as park service projects restoring natural habitats serving as naturalist interpreters and guides for elementary school children and testing the water quality of area creeks and rivers The work done by 1994 participants in Environmental Corps received recognition from the Lower Colorado River Authority for detecting and reporting a drastic change in water quality which alerted the Authority early to a contamination problem

Instruction is integrated across multiple subject areas using environmental science as a hands-on context for learning For example water quality monitoring not only teaches students wet-chemistry it also teaches them scientific measurement scientific journal and report writing and reading comprehension through scientific manuals

Casa Verde Builders A past recipient of both AmeriCorpsmiddot and HUD YouthBuild funding Casa Verde members learn construction skills by building energy efficient homes for low income families Their work has earned them recognition and visits from people across the country involved in or interested in developing similar programs The energy-efficiency and innovative environmental aspects of the homes they build earned them a national model designation from the Urban Consortium Energy Task Force in 1993

They also participate in community service activities with a strong emphasis on weatherizing homes again for low income families In addition to learning specific home construction skills members practice math applications learn to read blue prints and construction manuals and serve on leadership advisory councils 0008

APPUCATION

~~~~~~~CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~ (coNnNUED)

Cu1tural Warriors Youth Theater Troupe Cultural Warriors learn acting script writing theater production and management skills by participating in a youth theater troupe that writes and performs original plays throughout Texas Scripts focus on issues important to teenagers and cover such topics as gang violence teenage pregnancy and dangers to the natural environment Language ans instruction is integrated through the Warriors with business manageshyment classes social science and communication

Mu1tiMedia Studio Utilizing the staff talent and facilities of AILs Best of Show COMDEX award-winning multimedia production studio students learn to use technology to create curriculum products Using such software programs as PHOTOSHOP SOUND EDIT 16 DIRECTOR (an authoring program) and PREMIERE (a video editing program) available due to support from major software developers such as MacroMedia and Adobe multimedia members have created an interactive program on bats and another on the weather for presentation at the Austin Childrens Museum Technological education in this area supports a variety of academic subject areas depending on the topic selected by the student

Computer Office Skills Training In our newest course offering students learn basic computer and clerical skills needed for success in almost any career field Individuals learn these skills by completing real world work assignments such as preparshying a resume or a business report Basic reading writing and communication skills are emphasized in this world of work context

Career Preparation In AILs Career Resource Center students attend classes that focus on career exploration activities and the development of work appropriate behaviors as well as on the development of specific skills such as how to fill out a job application how to read a want ad how to write a resume and how to interview effectively Through this course students develop a career preparation plan designed to guide them to future employshyment and training

Attendance Requirements Registration for AILs open-enrollment chaner school will occur quanerly and the school will be open year -round Although students may progress through the program at their own pace it is anticipated that average duration of the program for each individual will be 9 months Students are expected to maintain an 80 attendance rate

Counseling and Support Services The multiple barriers to academic and employment success experienced by dropout youth extend beyond low reading and math levels and lack of employment history Reasons for leaving public school are olien related to personal and family conditions such as involvement with gangs or the criminal justice system facing the responsibilities of being a pregnant or parenting teen or coming from families with long histories of living on welfare Therefore AILs Chaner School will provide students with strong counseling and support services At enrollment each student will meet with a counselor for their initial interview to determine support service needs An experienced counselor will follow each student throughout their enrollment participating in coaching teams with teachers and employment trainers AIL also provides onshysite childcare parenting education life skills training and health education

0009

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

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35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

3 Career Preparation Certificate of Mastery students explore career paths develop an employment plan participate in job shadowing and internships at local industries and gain work experience in part and full time jobs Acquisition of job readiness and work maturity skills is emphasized Examples of these skill include

bull Exhibiting appropriate workplace behaviors

bull Working well with diversity

bull Reading and using the job classified section bull Writing a resume

bull Interpreting a paycheck

bull Demonstrating teamwork integrity and honesty

Designated by the Texas Department of Commercefrexas AampM as a Smart Jobs Model Development Program in 1993 and in 1991 named by the Texas Department of Commerce as the sole Texas nominee to US Department of Labor for the prestigious LIFT (Labor Investing for Tomorrow) National Award AIL has continued to develop relationships with the business community in order to enhance our curriculum ensure that we teach to the requirements of business andexpand employment and career preparation opportunities for our participants

=========CERTIF I CATE OF MASTERY ========~

Organizational Matrix

SKILL AREA114iMbullbull Academic Skills (Basic)

Basic Skills Development bull Reading Comprehension bull Language arts

bull Math

IMNtl Expanded Skills (Intermediate) Development

bull Reading Comprehension bull Language Arts

bull Math bull Social Studies

bull Science Instruction includes special

academic topic seminars

SKILL AREA

Project-Based Content Area

Introduction to Basic Content bull EmiddotCorps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

Expanded Mastery of Content

bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors

bull COST

SKILL AREA

Career Prep Skills + Work Maturity

Behaviors

Career Preparation I bull Employer Expectation bull Work Maturity bull Beginning Career

Exploration

Career Preparation II bull Continued Career

Exploration Research bull Job Seeking Skills bull Job Shadowing bull Beginning Work Experience

(Advanced) Advanced Content

bull Literature bull Writing bull Math bull Social Studies bull Science

Instruction includes special

academic topiC seminars

Attainment ofGED

Mastery of Content with Specialization

Peer TrainerlIntemship bull E-Corps bull Multi-Media bull Casa Verde bull Cultural Warriors bull COST

Career Preparation ill bull Completion of Career

Path Plan bull Internsbips bull Job Placements

Exit TAAS

0007

APPLICATION

~~~~~~~ CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~

Academic Foundation Skills The curricula of the Comprehensive Competencies Program (CCP) and the lostens INVEST system are combined in AILs computer-assisted learning labs to provide students instruction in the five main academic content areas reading language arts math social studies and science These instructional systems are competency-based with highly specified competency lists including lesson plans with benchmarks and mastery tests Lab instruction is individualized and self-paced allowing AIL to serve individuals with a wide range of skill levels AIL was one of the first sites to utilize this curriculum which was then replicated in more than 100 sites in Texas alone AIL provided replicating sites with technical assistance in CCP for five years (See Attachment F for a description of CCP and lostens INVEST)

Project-Based Learning Curricula in the project-based learning areas is developed in conjunction with industry advisory councils to ensure that training meets industry standards for employment in their fields All of the projectshybased content areas emphasize SCANS (Secretarys Commission on Achieving Necessary Skills) including

bull application of basic skills in real world coutexts with an emphasis on community service projects

bull mastery of specific vocational and work maturity skills bull acquisition of thinking skills and personal qualities bull ability to use resources effectively and bull ability to work with a variety of technologies and tools

Participants in project-based activities are eligible for job shadowing internships and job placements within the various fields

A brief description of each current project-based area follows (See Attachment G)

Environmental Corps Environmental Corps members learn environmental science by completing real work such as park service projects restoring natural habitats serving as naturalist interpreters and guides for elementary school children and testing the water quality of area creeks and rivers The work done by 1994 participants in Environmental Corps received recognition from the Lower Colorado River Authority for detecting and reporting a drastic change in water quality which alerted the Authority early to a contamination problem

Instruction is integrated across multiple subject areas using environmental science as a hands-on context for learning For example water quality monitoring not only teaches students wet-chemistry it also teaches them scientific measurement scientific journal and report writing and reading comprehension through scientific manuals

Casa Verde Builders A past recipient of both AmeriCorpsmiddot and HUD YouthBuild funding Casa Verde members learn construction skills by building energy efficient homes for low income families Their work has earned them recognition and visits from people across the country involved in or interested in developing similar programs The energy-efficiency and innovative environmental aspects of the homes they build earned them a national model designation from the Urban Consortium Energy Task Force in 1993

They also participate in community service activities with a strong emphasis on weatherizing homes again for low income families In addition to learning specific home construction skills members practice math applications learn to read blue prints and construction manuals and serve on leadership advisory councils 0008

APPUCATION

~~~~~~~CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~ (coNnNUED)

Cu1tural Warriors Youth Theater Troupe Cultural Warriors learn acting script writing theater production and management skills by participating in a youth theater troupe that writes and performs original plays throughout Texas Scripts focus on issues important to teenagers and cover such topics as gang violence teenage pregnancy and dangers to the natural environment Language ans instruction is integrated through the Warriors with business manageshyment classes social science and communication

Mu1tiMedia Studio Utilizing the staff talent and facilities of AILs Best of Show COMDEX award-winning multimedia production studio students learn to use technology to create curriculum products Using such software programs as PHOTOSHOP SOUND EDIT 16 DIRECTOR (an authoring program) and PREMIERE (a video editing program) available due to support from major software developers such as MacroMedia and Adobe multimedia members have created an interactive program on bats and another on the weather for presentation at the Austin Childrens Museum Technological education in this area supports a variety of academic subject areas depending on the topic selected by the student

Computer Office Skills Training In our newest course offering students learn basic computer and clerical skills needed for success in almost any career field Individuals learn these skills by completing real world work assignments such as preparshying a resume or a business report Basic reading writing and communication skills are emphasized in this world of work context

Career Preparation In AILs Career Resource Center students attend classes that focus on career exploration activities and the development of work appropriate behaviors as well as on the development of specific skills such as how to fill out a job application how to read a want ad how to write a resume and how to interview effectively Through this course students develop a career preparation plan designed to guide them to future employshyment and training

Attendance Requirements Registration for AILs open-enrollment chaner school will occur quanerly and the school will be open year -round Although students may progress through the program at their own pace it is anticipated that average duration of the program for each individual will be 9 months Students are expected to maintain an 80 attendance rate

Counseling and Support Services The multiple barriers to academic and employment success experienced by dropout youth extend beyond low reading and math levels and lack of employment history Reasons for leaving public school are olien related to personal and family conditions such as involvement with gangs or the criminal justice system facing the responsibilities of being a pregnant or parenting teen or coming from families with long histories of living on welfare Therefore AILs Chaner School will provide students with strong counseling and support services At enrollment each student will meet with a counselor for their initial interview to determine support service needs An experienced counselor will follow each student throughout their enrollment participating in coaching teams with teachers and employment trainers AIL also provides onshysite childcare parenting education life skills training and health education

0009

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

~~~~~~~ CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~

Academic Foundation Skills The curricula of the Comprehensive Competencies Program (CCP) and the lostens INVEST system are combined in AILs computer-assisted learning labs to provide students instruction in the five main academic content areas reading language arts math social studies and science These instructional systems are competency-based with highly specified competency lists including lesson plans with benchmarks and mastery tests Lab instruction is individualized and self-paced allowing AIL to serve individuals with a wide range of skill levels AIL was one of the first sites to utilize this curriculum which was then replicated in more than 100 sites in Texas alone AIL provided replicating sites with technical assistance in CCP for five years (See Attachment F for a description of CCP and lostens INVEST)

Project-Based Learning Curricula in the project-based learning areas is developed in conjunction with industry advisory councils to ensure that training meets industry standards for employment in their fields All of the projectshybased content areas emphasize SCANS (Secretarys Commission on Achieving Necessary Skills) including

bull application of basic skills in real world coutexts with an emphasis on community service projects

bull mastery of specific vocational and work maturity skills bull acquisition of thinking skills and personal qualities bull ability to use resources effectively and bull ability to work with a variety of technologies and tools

Participants in project-based activities are eligible for job shadowing internships and job placements within the various fields

A brief description of each current project-based area follows (See Attachment G)

Environmental Corps Environmental Corps members learn environmental science by completing real work such as park service projects restoring natural habitats serving as naturalist interpreters and guides for elementary school children and testing the water quality of area creeks and rivers The work done by 1994 participants in Environmental Corps received recognition from the Lower Colorado River Authority for detecting and reporting a drastic change in water quality which alerted the Authority early to a contamination problem

Instruction is integrated across multiple subject areas using environmental science as a hands-on context for learning For example water quality monitoring not only teaches students wet-chemistry it also teaches them scientific measurement scientific journal and report writing and reading comprehension through scientific manuals

Casa Verde Builders A past recipient of both AmeriCorpsmiddot and HUD YouthBuild funding Casa Verde members learn construction skills by building energy efficient homes for low income families Their work has earned them recognition and visits from people across the country involved in or interested in developing similar programs The energy-efficiency and innovative environmental aspects of the homes they build earned them a national model designation from the Urban Consortium Energy Task Force in 1993

They also participate in community service activities with a strong emphasis on weatherizing homes again for low income families In addition to learning specific home construction skills members practice math applications learn to read blue prints and construction manuals and serve on leadership advisory councils 0008

APPUCATION

~~~~~~~CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~ (coNnNUED)

Cu1tural Warriors Youth Theater Troupe Cultural Warriors learn acting script writing theater production and management skills by participating in a youth theater troupe that writes and performs original plays throughout Texas Scripts focus on issues important to teenagers and cover such topics as gang violence teenage pregnancy and dangers to the natural environment Language ans instruction is integrated through the Warriors with business manageshyment classes social science and communication

Mu1tiMedia Studio Utilizing the staff talent and facilities of AILs Best of Show COMDEX award-winning multimedia production studio students learn to use technology to create curriculum products Using such software programs as PHOTOSHOP SOUND EDIT 16 DIRECTOR (an authoring program) and PREMIERE (a video editing program) available due to support from major software developers such as MacroMedia and Adobe multimedia members have created an interactive program on bats and another on the weather for presentation at the Austin Childrens Museum Technological education in this area supports a variety of academic subject areas depending on the topic selected by the student

Computer Office Skills Training In our newest course offering students learn basic computer and clerical skills needed for success in almost any career field Individuals learn these skills by completing real world work assignments such as preparshying a resume or a business report Basic reading writing and communication skills are emphasized in this world of work context

Career Preparation In AILs Career Resource Center students attend classes that focus on career exploration activities and the development of work appropriate behaviors as well as on the development of specific skills such as how to fill out a job application how to read a want ad how to write a resume and how to interview effectively Through this course students develop a career preparation plan designed to guide them to future employshyment and training

Attendance Requirements Registration for AILs open-enrollment chaner school will occur quanerly and the school will be open year -round Although students may progress through the program at their own pace it is anticipated that average duration of the program for each individual will be 9 months Students are expected to maintain an 80 attendance rate

Counseling and Support Services The multiple barriers to academic and employment success experienced by dropout youth extend beyond low reading and math levels and lack of employment history Reasons for leaving public school are olien related to personal and family conditions such as involvement with gangs or the criminal justice system facing the responsibilities of being a pregnant or parenting teen or coming from families with long histories of living on welfare Therefore AILs Chaner School will provide students with strong counseling and support services At enrollment each student will meet with a counselor for their initial interview to determine support service needs An experienced counselor will follow each student throughout their enrollment participating in coaching teams with teachers and employment trainers AIL also provides onshysite childcare parenting education life skills training and health education

0009

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

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15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

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45

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55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPUCATION

~~~~~~~CERTIFICATE OF MASTERY CURRICULUM ~~~~~~~ (coNnNUED)

Cu1tural Warriors Youth Theater Troupe Cultural Warriors learn acting script writing theater production and management skills by participating in a youth theater troupe that writes and performs original plays throughout Texas Scripts focus on issues important to teenagers and cover such topics as gang violence teenage pregnancy and dangers to the natural environment Language ans instruction is integrated through the Warriors with business manageshyment classes social science and communication

Mu1tiMedia Studio Utilizing the staff talent and facilities of AILs Best of Show COMDEX award-winning multimedia production studio students learn to use technology to create curriculum products Using such software programs as PHOTOSHOP SOUND EDIT 16 DIRECTOR (an authoring program) and PREMIERE (a video editing program) available due to support from major software developers such as MacroMedia and Adobe multimedia members have created an interactive program on bats and another on the weather for presentation at the Austin Childrens Museum Technological education in this area supports a variety of academic subject areas depending on the topic selected by the student

Computer Office Skills Training In our newest course offering students learn basic computer and clerical skills needed for success in almost any career field Individuals learn these skills by completing real world work assignments such as preparshying a resume or a business report Basic reading writing and communication skills are emphasized in this world of work context

Career Preparation In AILs Career Resource Center students attend classes that focus on career exploration activities and the development of work appropriate behaviors as well as on the development of specific skills such as how to fill out a job application how to read a want ad how to write a resume and how to interview effectively Through this course students develop a career preparation plan designed to guide them to future employshyment and training

Attendance Requirements Registration for AILs open-enrollment chaner school will occur quanerly and the school will be open year -round Although students may progress through the program at their own pace it is anticipated that average duration of the program for each individual will be 9 months Students are expected to maintain an 80 attendance rate

Counseling and Support Services The multiple barriers to academic and employment success experienced by dropout youth extend beyond low reading and math levels and lack of employment history Reasons for leaving public school are olien related to personal and family conditions such as involvement with gangs or the criminal justice system facing the responsibilities of being a pregnant or parenting teen or coming from families with long histories of living on welfare Therefore AILs Chaner School will provide students with strong counseling and support services At enrollment each student will meet with a counselor for their initial interview to determine support service needs An experienced counselor will follow each student throughout their enrollment participating in coaching teams with teachers and employment trainers AIL also provides onshysite childcare parenting education life skills training and health education

0009

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATIONfJ Specify the period for which the charter if approved will be valid

The charter will be valid for five years

Specify any renewal period for which the charter if approved will be validmiddot

After the five year period the charter will be resubmitted for approval

n Identify the specific levels of student performance on assessment instruments adopted g under TEC Chapter 39 Subchapter B that constitute acceptable performance for the

open-enrollment charter

Students in the open-enrollment charter will take the exit TAAS test We will achieve a passing rate that meets or exceeds standards for the selected student population

II Describe any additional accountability provisions in addition to those required under Texas Education Code Subchapters B C D and G Chapter 39 by which the performance of the open-enrollment charter will be assessed

Charter students will be assessed for the following

bull grade level gains in reading and math as assessed by the Test of Adult Basic Education

bull attainment of a OED

bull completion of Career Preparation courses

bull Certificate of Mastery level completion

bull Certificate of Mastery attainment

bull Number completing internships andor entering career-related jobs

Provide the deadline or intervals by which the performance of the open-enrollment charter will be determined for accountability purposes

AILs Charter School will provide PEIMS information to TEA in a timely manner A School Year-End Report will be submitted each September 15

n Specify any basis in addition to a basis specified by the State Board ofEducation on which g the charter may be placed on probation or revoked or on which renewal ofthe charter may

be denied

AILs Charter School shall comply with the rules for revocation as determined by the State Board of Education No additional rules shall apply

B Describe the governing structure of the open-enrollment charter

AILss Charter School shall be governed by a subcommittee ofAILs Board of Directors The Charter School Director a faculty representative and a parent representative will also serve on the Charter Schools governing body

OD10

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

a APPLICATION

Specify the qualifications to be met by professional employees of the program

AlLs Charter School staff will be comprised of experienced certified teachers as well as non-certified educators experienced in working with at-risk populations or who have taught in a private school college or university or in a business or corporate environment Project-based facilitators will have a minimum of 2 years of experience in the specific training field

r Describe the process by which the person providing the open-enrollment charter will adopt an annual budget AlL has an established procedure in place for annual budgeting

1 The Chief Financial Officer (CFO) analyzes a comparison of actual vs budgeted expenditures for the previous year

2 The CFO surveys all staff to ensure correct budgeting in line with the time and effort to the program

3 The CFO reviews contractual and overhead expenses eg equipment rental and maintenance rent utilities insurance to ensure correct budget allocation to the program

4 Staff with student and parent input provide information on needed supplies equipment and other expenditures for an effective program

5 A draft budget is prepared for review by the Finance Committee and Charter School Governance Board The Finance Committee is chaired by the AlL Board Treasurer a Certified Public Accountant

6 Comments from the Finance Committee and the Charter School Governance Board are incorporated into a second draft Further comments are solicited

7 The final proposed budget is submitted by the Finance Committee and the Charter School Governance Board to the AIL Board of Directors for approval

II Submit a proposed budget as an attachment to this application (See Attachment A)

iii Describe the manner in which an annual audit of the financial and programmatic operashyIIiI tions of the open-enrollment charter will be conducted Describe the manner in which the

charter will participate in the Public Education Information Management System (PEIMS) as required by state statute or by the state Board of Education rule

AlL has an established procedure in place for annual financial and operational audits Our financial audit procedures have been approved as full compliance for many funders including the Texas Employment Commission the Texas Commission on Alcohol and Drug Abuse the Texas Education AgencyCarl Perkins Career amp Vocational Educational Funds the City of Austin Travis County HUD the Texas Department of Housing and Community Affairs and others

1 AlL releases a Request for Proposal to independent audit firms Qualifications include CPA certification experience in governmental and fund accounting experience in nonprofit auditing and on-going staff development to ensure familiarity with changing regulations

2 A CPA firm is selected to conduct the audit and perform tests of internal control A manageshyment lcttcr is requested in addition to the audit report

0011 a

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION 3 The independent audit report is presented to the Finance Committee and the Charter School

Governance Board and the AIL Board of Directors

4 All funders and interested parties are promptly sent copies

5 The audit remains a publicly available document available on request

In addition to the financial and programmatic aUdits the school wili provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

An independent accounting firm will audit the [mandai and programmatic operations of the charter schooL

The school will provide TEA with timely reports of all information required by the PEIMS according to the state mandated schedules

III Describe the facilities to be used If the facility is not operated by a school district attach a copy of the agreement or pending agreement signed by the entity owning and operating the facility and the chief operating officer of the proposed charter

The facility to be used is located at 422 Congress Avenue Austin Texas The building is approxishymately 12368 square feet It is a two story building with a full basement For the past three years it has been occupied by AILs Creative Rapid Learning Center and Environmental Corps and is arranged to accommodate the Charter School activities (See Attachment B)

Located in central downtown Austin the school is within walking distance of several museums art galleries parks the state capitol and Town Lake Classes will include frequent field trips to enrich the curriculum and to encourage the students to participate in the culturally rich downtown area activities

Additional classes will take place in the AIL owned building at 204 East 4th Street which is only two blocks away from our other location at 422 Congress The building at 204 East 4th Street is approxishymately 18000 square feet This facility includes a fully equipped MultiMedia Studio that can accomshymodate up to 8 students and a Computer Office Skills Training classroom The Cultural Warriors theater space and the administrative offices of Casa Verde Builders are also located here

1m Describe the geographical area served by the program

Although AIL draws students from throughout Austin and Travis County approximately 70 of AIL participants come from seven central city zip codes These zip codes correspond strongly to the census tracts with the highest concentrations of minority populations and persons living in poverty within the Austin MSA Characteristics of youths served by AIL in 1995 include

bull more than 80 were African-American or Hispanic

bull approximately 97 of participants had total household incomes below 150 of the Federal Poverty Guidelines and

bull nearly half received one or more forms of need-based public assistance

0112

APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

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APPLICATION

More than 90 of youths served by AlL during 1995 lived within the boundaries of two school districts Austin ISD and Del Valle ISD Both districts have higher than average dropout rates and lower than average rates of students passing all parts of the TAAS Selected 1994-95 perfonnance data from these two school districts as well as the statewide averages are listed below

DROPOUT RATE ATTENDANCE RATE PASSING ALL TAAS

Austin ISD 46 936 544

Del Valle ISD 31 926 509

Statewide Average 26 951 607

m Provide a list of all districts within the geographical area that may be affected by the open-enrollment charter with the date the Statement of Impact form was sent to each

affected district

AILs Charter School will serve dropout youth from Austin and Travis County The Austin Indepenshydent School District and the Del Valle School District are the districts from which we will draw students The Statement of Impact form was sent to these districts on January 19 1996

m Specify any type of enrollment criteria to be used Indicate whether the open-enrollment IIii charter provides for the exclusion of a student who has a documented history of criminal

offense juvenile court adjudication or discipline problems under TEC Chapter 37 Subchapter A

AILs Charter School admits students of any race color national and ethic origin religion and gender AIL does not exclude from enrollment individuals who have been a part of the criminal justice system or who have documented discipline problems Priority for enrollment is given to individuals ages 16-21 who have officially withdrawn from public school or who have been identified as at-risk of dropping out

m Describe provisions for transportation if any for students served by the open-enrollment charter school

Students will be provided with bus passes for Austins public transportation system Capitol Metro Capitol Metro also supplies transportation for the Austin Independent School District AILs Charter School is located at the major transfer point for all buses so almost every student from the entire Austin area can ride the bus directly to school without transfer

The design of the educational program has been developed from our more than fifteen years of experishyence in teaching at-risk teenagers It arises from our belief that all students can excel and that they can become productive and active citizens who are competitive in the local and global marketplace

In fact research shows only a 4 increase in lifelong earnings for those who indicates that an indishyvidual gains only 4 more in lifelong earnings over a dropout as a result of earning a OED unless the OED is enriched with preparation for the labor market

I City of Austin Department of Planning and Development June 1993

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

0middot J I- -

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

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i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

Summary ofAttachments

Attachment A Proposed Budget

Attachment B Letter of Agreement for Facilities Usage

Attachment C Parents Petition for Charter School

Attachment D Letters of Linkage

Attachment E Program Performance Report Dropout Recovery Program

Attachment F Description of Comprehensive Competencies Program and Jostens INVEST

Attachment G Project-based Education

Attachment H Overview of AIL and Information About Programs

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

LlCAliC

016

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

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APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

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APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

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I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

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APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

5

10

15

20

25

30

35

40

45

50

APPUCATION

A B I C D E 1 American Institute for Learning Charter School 2 ProcoSed Budget SUMMARY 3 4 DETAIL FOR YEAR ONE ON FOLLOWING PAGE

6 7 School Year x School Year 8 96-97 x 97-98 9 PrOiected Enrollment 100 x 150

x 1 1 x 12 Revenues x 13 Charter School Funds $357000 x $535500 14 Grants $50602 x $85530

Total Revenues $407602 x $621030 16 x 17 Exoenditures x 18 Personnel x 19 Academic Skills Instructional Stalt $81155 x $113617

Proiect-based Skills Staff $94380 x $132132 21 Career Preparation Staff $30250 x $42350 22 Counselina amp Suooort Services Staff $32364 x $45310 23 Operations amp Instructional Administration Staff $93844 x $131382 24 Sub-Total Personnel $331993 x $464790

I x 26 Ooeratina Extenses x 27 Occupancy $44032 x $61645 28 Telephone $2650 x $3710 29 Postaae $200 x $280

Eouipment Rental $3800 x $5320 31 Insurance $3400 x $4760 32 Educational Supplies amp Materials $12000 x $16800 33 Office Supplies $1000 x $1400 34 Travel $702 X $983

Staff Development $1000 x $1400 36 Van Exoense $250 x $350 37 Substitute Teachers $1800 X $2520 38 Audit $900 x $1260 39 Total ODerating Expenses $71734 x $100428

x 41 Individual Support Services x 42 Bus Passes I $3375 X $5063 43 Emeroencv Assistance $500 x $750 44 Total Individual Support Services $3875 X $5813

x 46 Capital Outlay x 47 Year Two--Comouter Van Reolacements x $50000 48 Total Caoital Outlay $0 x $50000 49 x

TOTAL I $407602 x $621030

0011 12496

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

------- -

--

APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

5

10

15

20

25

30

35

40

45

50

55

60

APPUCATION

A 1 B C 0 E F G H I 1 Detail Charter School Proposed Budge 2 Year One 3 4 Revenues

Charter School Funds (100 sludenls $4200Year x 85 avg attendance) $357000 6 Grants 1 $50602 7 Total Revenues $407602 8 9 Expenditures

Name Position Salary-annual Months on to

FIE Budqet Charter $ 10 Chartar comments 11 Academic Skills Instructional Staff student staff ratio of 18 1 12 Comeaux Bill Teacher 100 $26000 12 50 $13000 13 Fasanella Edward Teacher 100 $30000 12 50 $ I 5000 14 Gooding Connie Teacher 100 $28800 12 40 $11520

Mattei Anisa Teacher Aide 100 $16800 12 50 $8400 16 Miller Ann Teacher Aide 075 $13100 12 50 $6550 17 yla Joel Teacher 100 $21000 12 40 $8400 18 Coursen Steven Tech Svcs Spec 100 $28000 12 15 $4200 19 sub-totaJ wages $67070

Ipayroll taxes amp frin~e benefits $14085 21 Total Personnel Cost -Academic Skills Instructional Staff $81155 22 1 1 1 23 Proeet-based SkJlls Staff 1 1 student staff ratio of 8 1 24 calculation of NUMBER of Projeclmiddotbased Facilitators

Project-based Facilitators are available for 6 hours per day of direct contact 26 An average of 48 Charter School students in Year One willieam for 3 hours_Esr da with a Facilitator 27 48 studentsS 1 ratio X 3 hrs per day6 hrs in learning day - 3 Facilitators 28 1 1 1 1 29 Calculation ot COST of Project-based Facilitators I

3 Project-based Facilitators average annual salary of $26000 I $78000 31 sub-total wages 1 $78000 32 payroll taxes amp fringe benefils 1 $16380 33 Total Personnel Cost -Project-based Skills Staff $94380 34

Career Pr_eparaUon Staff 36 Bome Anna 1 EmpTrainino Spec 100 $25000 12 100 $25000 37 sub-total waQes 1 $25000 38 payroll taxes amp fringe benefits $5250 39 Total Personnel Cost -career Preparation Staff $30250

1

41 Counseling amp Support Services Staff 42 Aldridge Cassandra Counselor 100 $25016 12 75 $18762 43 Britton Robin Child care 075 $14742 12 25 $3686 44 Romain Arniel Health SvcslUfa Sk 087 $17198 12 25 $4300

sub-total waQ9S $26747 46 1 payroll taxes amp fringe benefits $5617 47 Total Personnel Cost -CounselinQ amp SUDDort Services Staff $32364 48 1 1 1 49 OperaUons amp Instructional Administration Staff

Weibly Penny Charter COO 100 $48000 12 25 $12000 51 Benz Rebecca Instructional Coord 100 $35000 12 50 $17500 52 Cox Sandra Program Asst 100 $18000 12 25 $4500 53 Huerta Julian MIS Coordinator 100 $30000 12 25 $7500 54 Holmes Viveca Data Entry Asst 050 $6300 12 25 $1575

Nickles Maria Attendance Clerk 100 $13125 12 25 $3281 56 Bustos Unda Intake 100 $24255 12 20 $4851 57 Roberts Kay Manager of Acctg 100 $28500 121 10 $2850 58 Borel Dennis CFO 100 $48000 12 20 $9600 59 Halpin Richard CEO 100 $69500 12 20 $13900 - shy

sub-total wages $77557 61 payroll taxes amp fringe benefits $16287 62 Total Personnel Cost qperations amp Instructional Administration Staff $93844

American Institute tor Learning12496

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

------- -

--

APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION A B C 0 E F G H I

60 64 65 Operating EXPenses 66 Occupancy $44032 67 Telephone $2650 68 Post~ge $200 69 Equipment Rental $3800 70 Insurance $3400 71 Educational Supplies amp Materials $12000 72 Office Supplies $1000 73 Travel $702 74 StaN Development $1000 75 Van Expanse $250 76 Substitute Teachers $1800 77 Audit $900 78 To~ OperatinQ Expenses $71734

79 I 80 Individual Support Services 81 Bus Passes I $3375 82 Emergency Assistance $500 83 Total Individual Sup~ ort Services $3875 84 85 capital Outlav $0 86 87 88 89 total $407602

American Institute for Learning12496 0019

------- -

--

APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

------- -

--

APPLICATION

~

OulO

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

Lavaca Realty Company APPLICATION504 lavaCA Smlt1 Suire BOO ~ Amottn T~ 7870]

(S121 370-9600 ~ FAX [511) 370-8250

Ianuary 22 1996

Dr Penny S Weibly ChicfProgram Officer American Institute for Learning 422 Cnngress Avenue Austin Texas 71(701

Deal Dr Weibly

Lavaca Realty Company a subsidiary of Southern Union Company is the owner of the faoility located at 422 Collgl~SS Avenue The facility has been leased to AIL sinoe 1992 for its educational and training pIOgramS Currently the rent is $5000 per month with AlL responsible for utilities propert)- IMes security and janitnrid expenses Lavaca Realty is responsible for building maintenance

Lavaca Realty agree to continued usc of 422 Congrcs fur AILs programs for an indefinite period

LavlIca Realty and AlL enjoy an excellem relationship We look forward 10 cuntinuingthis relationship

Sincerely

~JjJf6zl~ Su K Morrow Facilities Manager

cc Susan M Westbrnnlc Elccutive Vice President

fr~ a4Penn Weibly PhD Chief Program Officer

rli dwi ki s AIL ~oard of Directors

t+ TOTnL PnGE82

021

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

-- -

- ------- -

APPLICATION

ATTACHMENT C Parents Petition for Charter School

022

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

II Phone Number

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AlL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number Signature

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AILs application to the Texas Education Agency to become an open-enrollment charter school

Print Name

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

PETITION Application of the American Institute for Learning to Become an Open-Enrollment Charter School

We the undersigned family members ofAmerican Institute for Learning (AIL) graduates and participants support AlLs application to the Texas Education Agency to become an open-enrollment charter school

Print Name Address Phone Number

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

I L

APPUCATION Charter School Proposal Review T Texas Education Agency 17()1 North Congress Austin Texas 78701

Dear Charter School Proposal Reviewer

Our region urban suburbsn and rural districts are acutely aware of the challenges in re-integratlng students who have stopped out of school Therefore were concerned bout implementing strategies foc successfully engoging youth in effective second-chance programs Towan that cad move aoccleratcd the proliferation ofalternate learning settings across the region - with good rmUts But we still have miles to go

Were currently establishing a reganal network of practitioners Involved in alternate leaming initiatlveil so 1hat theY can lesm from each other AmeriCIJIl Institute for ~ is one ofthe charter mcmbcn of that groUp We hope this coalition will help our Consortiwn members move fosle with greater effect In addition Austin Community College our primaJy postsecondlUj par1na =tly established the Robbins Campus for Austin ISO which is an IIlternitive high school However the need in our region for effective alternlllive leamlng settings continues to expand faslel than we can put them into place

As a Charter School the American Institute for Learning site can serve our region as a centrally located greenhouse in which bold ideas for student =Iamlllion can flavm- Although student clientele is limited to Austin IIiId Del Valle ISOs the Institute will serve as an incubator for innovation in the C~ital region They have a strong histoIy of effectiveness We applaud their accomplishments and look forward to our participation in their next adventure

Our letter ofsupport endorses not only their wellthought-out Charter School proposal but also signifies a commitment on our Consortiwns pan to help disseminate the successful strltrtegies they perfect to a wider audience Through our partnership with this Charter School site well be able to disseminate successful techniques to a rutwOrIc of40 sccondllly school districts in 14 counties as well as 30 postseeondlUj institutions we Private lndusuy Councils and the Region xm Education Service Center

Both our Con9onium and the Instirute have strong allies in our employerllabor par1nelS For example our Consortiums tlnt-linc mailing list ofover ISOO employerllabor Sl3keholders includes both large-to-smaU biglgt-tcch Austin employers and an array of Mom and Pop ventures which form IIIl economic backbone II()IOSS the region

Taxes would nat be the only SDVings the stille could realia by fmding the Institutes Charter School initiative Salvaging dropouts from the economic peril in which their early exit places them eould easily suit in a baIfmiddotmilIion-dollar value-added Thats the difference in earnings over a ZSyear careet between being a highschool dropout IIIld eaming a two-year college technical degree The Institutes Certificate ofMastery plan will help these stUdents enlelthe labor mll1ket at a higher wages that they can afford to work AWl work toward a college degree if thats their choice We believe we have a worthy partner in this vision in the American Institute for Learnings leadership and staff

Wed appreciate it ifyau would give them every conidet3tion in your review of their proposal

Sincerely

~-I(~Cas Key Executive Director

Capital Area Tech-PrepfSchool-to-Work Consortium 5930 Middle Fiskville Road Austin Texas 78752

E-mail (512) 223-7825483-7642

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

City of Austin

FOUNDED IV CONGRESS REPUBUC OF TEXhS 1830 P O BOX 1088

Gus GARCIA AUSTIN TEXAS 78767

MAYQRPROTEM A1C 512 499-2264

January 22 1996

Mr Jack Christie DC Chainnan State Board of Education Texas Education Agency 1701 North Congress Avenue Austin Texas 78701

Dear Mr Christie

Im please to offer this letter of support for the open-enrollment Charter School application submitted by the American Institute for Learning (AIL)

My understanding is that the principal goal of the Charter School movement is to develop successful community driven educational models AIL has a solid track record of doing just that and has excelled in designing and implementing dropout recovery programs

AIL has been providing at-risk youth with exemplary alternative education and employment training for the past fifteen years Their innovation and dedication in serving teenagers who possess multiple barriers to self sufficiency is laudable

It is my hope that you review their application favorable

Sinc7t~y cO i1~ -shy

Gus 1 Garcia Mayor Pro Tern

GLGps 0031

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

- -

I

APPLICATION

- --- ~~- - - --- --shy

--~--

i- IIOiJJ~

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

American Institute for Learning 1994-95 Drop-out Recovery Program Participants

Total Drop-outs Enrolled 184

Demographics

Ethnicity Hispanic 109 59 African-American 42 23 White 33 18

Gender Male 107 58 Female 77 42

Last Grade Attended 7th 2 1 8th 13 7 ~ 98 ~

10th ~ U 11th 19 10 12th 5 3

Age at Entry 15 3 2 16 60 33 17 56 30 18 24 13 19 19 10 20 18 10 21 4 2 Economically Disadvantaged 178 97 Recipient of Public Assistance 90 49 Outcomes

Participants who completed GED or remained enrolled at end of contract 116 63 Drop-outs who returned to school 4 2 Total drop-outs retained 120 65

IHousebold income below 150 of Federal Poverty Guideline

2Receives AFDC Food Stamps Medicaid WIe andlor SSI

0033

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

- ---- -

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

Summary of CCP Below follows a summary of the CCP Organizational Matrix showing programs two broad compeshytency domains

TIER 1 bull Basic Competencies Tier 1 covers academic objectives and materials roughly equivalent to reading and mathematics instruction offered in the first through fourth grade The functional objectives and materials in the basic competencies tier are appropriate for persons with limited academic skills emphasizing audioshyvisual approach and the most elementary and critically needed life and employability skills

TIER 2 - Intennediate Competencies Tier covers remedial academic instruction roughly equivalent to curriculum offering in grades five through eight Functional objectives are covered in more detail than in TIer 1 and aim for a higher degree of proficiency Written and computer-assisted instructional materials usable by individuals with fifth grade skills are supplemented by audio-visual rather than the other way around as in the basic competencies tier

TIER 3 bull Advanced Competencies (High School Competencies) Tier 3 covers the high school equivalent objectives and materials which are needed to prepare for the tests of Oeneral Education Development (OED) the Armed Services Vocational Aptitude Battery or College Boards A comprehensive array of employability and life skills material usable by those beginning with eighth grade skills cover detailed objectives Each of the three tiers is subdivided into four levels The twelve contained in the three triers on the Academic Competencies Component roughly correspond to grade levels in the sense that successful com pieters for each level will usually average this grade achievement or norm-reference tests Hence com pieters of Tier 1 will have reached the take-off point where according to most studies of the learning process learning gain rates accelerate The Tier 2 cut-off is a commonly used refershyent level for beginning OED programs and for entry-level employment The first two levels of Tier 3 provide OED-level skills while the second two levels can prepare an individual for college or for entry into advanced vocational training The CCP Reference Manuals Volumes 1-5 which can be copied upon request provide a more detailed description of the program All CCP instruction is open-entryopen exit self-paced and learner centered

Measurement and Documentation Records including attendance pre-and post-test competency achievements and grade level gains are automatically kept by computer A copy of this information is also stored in each participants paper file PrelPostMeasures The test of Adult Basic Education (TABE) is used as a pre-test to judge learners grade levels The TABE is re-administered to determine grade gains after a participant has acquired 100 hours of study time Pre-OED tests are given and scores on actual OED exams are kept to document achievements All CCP test scores in all subject areas are recorded and kept on file

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION The Structure amp Format of INVEST Jostens

INVEST begins at the foundation level of basic skills and continues through more advanced basic skills education The INVEST program design stimulates an interest in learning teaches basic skills and demonstrates the practical application of those skills INVEST includes more than 5000 on-line lessons comprising over 1500 hours of computer-based curriculum The program also includes supporting workbooks for many of the learning activities

INVEST incorporates relevant adult and at risk content with research-based instructional techniques It uses an interconnected and interactive design format encompassing a variety of subjects and skills presented in a diverse way at many different levels of difficulty Through this network the learner can follow a broad curriculum of difficulty or focus on a specific skill need

The curriculum is divided into three levels or tiers of learning achievement

Tier 1 Basic Skill Levell to 3

Tier 2 Basic Skill Level 4 to 8

Tier 3 Basic Skill Level 9 to 11

A learner can enter the program at any level based on the INVEST diagnosticprescriptive composhynent

INVEST includes several objectives common to all program tiers These objectives include Learnshying How To Learn Problem Solving Critical Thinking and Practical Public Writing Learners are encouraged to acquire these skills regardless of the educational level they possess upon program entry They are also given the opportunity to apply these skills to life and workplace situations

Each tier incorporates courses covering readingvocabulary building and writing skills and mathshyematicalcomputational skills The complexity and variety of material within each component changes as learners move through the levels challenging the learner to acquire more knowledge and a wider range of skills The structure and numerous courses of INVEST can adapt to meet the specific needs and abilities of each learner Courses can be used separately for very specific indishyvidual learning objectives or coupled together in a variety of ways to meet different educational program objectives

INVEST computer lessons use a variety of features including interactive graphics sound differential feedback branching reviewhint screens vocabulary windows and on-screen calculators Learners use the computer as a tool to work through practical problems The writing component allows the learner to draft edit revise and publish in a wide variety of writing formats and to develop skills for completing forms These features provide many advanced yet easy-to-use tools to meet learning goals

INVEST provides an integrated structure and format for the difficult task of basic skills instruction Three tiers of curriculum allow each learner to begin instruction at a level appropriate to their skills and life experiences Effective diagnostic testing allows accurate placement within the curriculum to allow for immediate success The extensive curriculum of more than 6000 computer based and workbook lessons allows a variety of learning experiences for any particular skill at any level

Q36

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

Tier 1

Pre-Reading amp Reading

Vocabularymiddot Comprehensionmiddot Spellingmiddot Language Skills middot

Writing

middot middot middot

Words Sentences amp Paragraphs Practical Writing Language Experience

middot Keyboarding

Mathematics

Number Concepts middot Whole Number middot Operations Measurementmiddot Applicationsmiddot

Survival Skills

middot DirectionlInformation Signs

middot Communication Resources Business Signs middot Traffic Signs middot Travel Signs middot

Tier 2

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot

bull Comprehension

middot Reference Skills Spellingmiddot

Writing

Language Skills middot middot Grammar Usage

amp Mechanics Process Writing middot Letter Writing middot

middot Forms Word Processing middot Mathematics

Number Concepts middot Fractions Decimals middot amp Percents Geometrymiddot amp Measurement

middot Review Fractions Decimals etc Pre-Algebramiddot Graphs amp Chartsmiddot Problem Solving middot

Life Skills

middot Career Skills

middot Consumer Skills Daily Living Skills middot Reading Maps middot Employability Skills middot

Tier 3

Reading

Vocabularymiddot Comprehensionmiddot Critical Reading middot Science amp Social Studies middot Literature amp Poetrymiddot Spellingmiddot

Writing

Language Skills middot Process Writing middot Businessmiddot Communications

bull Essay Writing Word Processing middot

Mathematics

Review of Wholemiddot Numbers

bull Review of Fractions

middot Review of Decimals Algebra amp Geometrymiddot Measurement amp Statisticsmiddot Problem solving middot

Learning Skills

Test Taking Strategies middot Interpreting Graphic middot Resources

0837

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

----- --- -

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

APPLICATION

0[38

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

Project-Based Education

Project-based learning is an integrated approach to education a tool for interweaving content areas such as riding writing mathematics and art into a holistic curriculum Not surprisingly project-based learning complements and enriches competency-based learning by teaching concepts and practices in applied settings Students are invited to learn through application (learning fractions by building houses for example in our Casa Verde program)

Following is information about AILs project-based learning activities and curriculum This includes

bull Sample curriculum matrix and competencies for the Environmental Corps Water Studies program

bull Profiles and comments from former students who participated in Cultural Warriors and the Environmental Corps

bull Innovations-AILs newsletter highlighting project-based education

) 3 0Vv

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

E-Corps Sample Curriculum Matrix WATER QUALITY TESTING LEVEL 1

ACADEMICTHINKING READINGL1STENING SKILLS

MATH

WRITING

REASONING

SEEING THINGS IN TH EMI NDS EYE

CONTENTSPECIFJ( SKILLS

WATERSHED IDENTIFICATION

NON~POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

Reads and correctly follows direelions in water quality manual Demonstrates understanding of technical terms by performing appropriate tasks Masters technical terms such as c1libmte titmtion substmle etc)

Demonstrates basic understanding of scientific measurement demonstrates ability te chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment partIcularly water

Charts and graphs information

Identifies and defines a walershed

Defines non~point source polution and explains impact of human activity on water 1l1ality

CorrecUy moniters 8 parameters of water quality

Demonslrnles knowledge of and res peel for equipment and chemicals necessary for testing water

WORK RESPONSIBILITY 90 puncillality 80 attendance

MATURITY SKILLS SOCIABILITY Displays res peel for facilitalor and peers uses appropriate language

WORKS WITH DIVERSITY Works well wilh individuals from diverse backgrounds

TEAMWORK GROUP Contributes to group effort Evaluates areas of achievement o (gt EVALUATION Targets aIeas requiring improvement ~ ~ JgtLEADERSHIP Communicates well takes inilinlive when appropriateo g

ZCAREER PREPARATION INTRODUCTION Explores one or more environmentally-related career paths SKILLS TO CAREER

PREPARATION

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

WATER QUALITY TESTING LEVEL 1

ACADEMICI THINKING SKILLS READINGLiSTENING

MATH

WRITING

REASONING

SEEING THINGS IN THE MINDS EYE

Reads and correctly follows directions in water quality manual Demonstrates understanding of technical terms by performing appropriate lasks

Demonstrates basic understanding of scientific measurement demonstrates ability to chart and graph data

Successfully completes field notes

Demonstrates understanding of relationship between human activity and the environment particularly water

Charts and grapbs information

CONTENT SPECIFIC SKILLS WATERSHED

IDENTIFICATION

NON-POINT SOURCE POLLUTION IDENTIshyFICATION

WATER QUALITY TESTING

EQUIPMENT I CHEMICAL USE

WATER TREATMENT

Ability to use watershed model to demonstrate watershed operation and sources of nonmiddot point

Begins to problem solve on strategies for preventing non-point source pollution

Increases mastery of topic by teaching others basic skills in water quality monitoring Demonstrates correct steps to test water for fecal coliform Successfully participates in biological moniroring (macroinvertebrates)

Demonstrates appropriate use of water quality testing kit rind requisite chemicals

Explains how water is treated chemically amp physically in order to make it potable Explains difference between clean water treatment and waste water treatment

WORK MATURITY SKILLS RESPONSIBILITY 90 punctuality 80 attendance

SOCIABILITY Displays respect for facilitator and peers cgt uses appropriate language c

WORKS WITH DIVERSITYJgt Works well with individuals from diverse backgrounds ~ TEAMWORK IGROUP Contributes to group effor Evaluates areas of achievement EVALUATION ~ Targets areas requiring improvement

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

WATER QUALITY TESTING LEVEL 3

ACADEMICI THINkiNG SPEAKI NG Organizes and effedively presents information to othersSkiLLS Demonstrates understanding of lechnical terms by performingappropriate tasks

READING Successfully synthesizes information from research materials WRITING Completes (writes) a community action plan SEEING THINGS IN Charts and graphs information THE MINDS EYE

CONTENT SPECIFIC PEER SkiLLS TRAINING

EQUIPMENT USE

COMMUNITY ACTION

Trains peers or elementary students (in conjundion with the Green Classroom) in watershed knowledge or the process of water quality monitoring

Trains others in the appropriate use of water quality testing kit and I or watershed model

Researches local state and federal legislation affecting water issues (Le Clean Water Act SOS legislation etc) Contacts and interviews individualsorganizations involved in water quality issues

WORk MATURITY SkiLLS

CAREER PREPARATION

o SkiLLS

o A I

RESPONSIBILITY

SOCIAB I LlTY

WORKS WITH DIVERSITY

TEAMWORK IGROUP EVALUATION

LEADERSHIP

SELF-CONFIDENCE

INTRODUCTION TO CAREER PREPARATION

90 punctuality 80 attendance

Displays respecLfor facilitator and peers uses appropriate language

Works well with individuals from diverse backgrounds

Contributes to group effort Evaluates areas of achievement Targets areas requiring improvement

Communicates well takes initiative when appropriate

Demonstrates ability to perform effectively in front of a group gtshyg

RExplores one or more environmentally-related career paths

ggtshyincluding __________

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

LEADERSHIP Communicates well takes initiative when appropriate

SELF-CONFIDENCE Demonstrates ability to perform effectively in front of a group_

CAREER PREPARATION SKILLS CONTINUATION Explores one or more environmentally-related career paths

OF CAREER including those involved in waler lrealment PREPARATION

~ o sectc~

shyc Z

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

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

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull APPUCATION

Cultural Warrior 1992-95 II II

1 spent the first two years in Cultural

Warriors learning about team work This

year I have focused on exploring my own

individual talents and skills The result of

this exploration is that I have stepped into

the role of teacher As an Assistant

Facilitator I have been responsible for

teaching 26 new Warriors young people

who need strong role models just like I did

three years ago One of the first questions

I ask them is What do you want At

first they dont even seem to understand

the question No one has ever given them

permission to seriously consider their own

wants and needs I just keep asking the

question and with time lots of patience

and active listening miracles start to

happen

Due to my Cultural Warriors experience I have seen that there are many different career

directions In film and theater Three years ago I had no choice Today I have many

choices Today I have the option of saying no to unhealthy directions and yes to those

directions that support me personally and professionally This year we really took

ownership of Cultural Warriors We made a quantum leap into entrepreneurism Beyond

my teaching responsibilities I also participated in a wide variety of tasks from

bookings to recruiting new participants to developing and marketing promotional

materials

Each of the Warriors Facilitators --~

~ and -- has taught me

something valuable These are people

with real charisma From each Ive

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPLICATION

learned a different lesson and every lesson

has helped me grow

Thanks to _ our Facilitator Im currently

networking with some top people in the film

industry That makes me feel ecstatic

Everything Ihave ever dreamed of has started

to happen -- from modeling possibilities to

theatrical opportunities Through Cultural

Warriors I have received the support of so

many caring loving people Now Im ready to

fly to spread my wings Im going to be

everywhere I need to be

Cultural Warrior 1992-95 II

We traveled a good deal more this year than ever before As a result the troupe reallly matured

and took on new responsibilities Everybody had to do their share We had to really depend on

each other pull together use our time wisely -- in the car in the hotel room wherever we were

Each show got better and better One of the shows we did this year (in Harlingen) was for 2500

elementary school kids I did my skit The Slave about alcoholism It was very well received [

saw people laughing and crying in the audience Ill always remember that performance

Before I got into Cultural Warriors I was on

the street most of the time I was just passing

time No real focus no direction just being out

there Now I want to pursue acting Theater

has a real pull for me The risk of performing

live in the moment of making mistakes

I work well under pressure Theater offers me

that challenge

0 middot 5 u -

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

APPLICATION

I want to go to school beginning with Austin

Community College and finishing up at Southwest

T~X~lS in San ~farcu_ fm tc IDJjor n business

and minor in an art~-related field This year

at Southwest Texas in the psychology

department They want to study what are

understand why it works so Nell [m a Level 4

Warrior and so I help out with ceuching the

younger troupe members Through teaching I get

to help others and that makes me eel great

the language r ~~) 3JC n~ iny cf n-shy cultural tradisions So I ttITleci c tne

Native ~American traditions Jrct myths to tin thac need One of the character8 Ive developed _~n

Cultural Wl~Or3 ( is1 3tor=rteller ihrf)ugh 1 share many N~tb~

the story or how the first tlower bloomed

in Cultural Vaniors you cant be ~i1y -14

tty jdvice to young people is dont wer say

you cani You ean do anything you put your

bull bull bull bull bull bull bull bull bull bull bull bull bull t bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull ~ bull bull t ~ bull t bull I ~ bull f

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull

bullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbullbull

II

APPUCATlON

ENVIRONMENTAL CORPS

1 want to be with people who submerge in the task who go into the fields to harvest and work in a row and pass the bags along who stand in line and haul in their places who are not parlor generals and field deserters but move in a common rhythm

Marge Piercy To Be of Use

~ Environmental Corps 1993middot95 I 1 joined the Environmental Corps at about the

same time 1 started my GED program Prior to

that time 1 was into gangs 1 got into fights

mainly fistfights I had to be looking over my

shoulder every day Day and night Had to make

sure nobody came up behind me

1 dropped out of school in the 11th grade

Someone told me about the CRLC that 1 could

get my GED there [ was really surpris~d to lind

teachers that help you really push and encourage

you They dont lecture you they sit and work

with you the Environmental Corps

facilitator was real cool taught us about

water quality how to test for water quality and

how to be more aware of the environment This

year we went to Big Bend National Park There

was no 1V no running water no electricity We

were out there for a week

OJ 4-7

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull

APPLICATION

I learned how precious water is I learned how to

survive

Theres no comparison between public school and the learning center There wasnt a day

that I was bored in the Environmental Corps In a four or live month period I probably

missed only two days of class Whereas in public school I probably went to class only one or

two days out of the week I think that says a lot

As part of the E-Corps program we did a public service announcement about drugs and

gangs One of the sound effects needed was that of a jail cell door closing So we went to the

City Jail and when we walked in I saw a bunch of my friends -- behind bars These were

people I used to hang out with It was a real eye-opener My advice to young people theres

only one thing a gang will do for you it will kill you sooner or later Stay away from gangs

As long as youve got the will power and the heart you can do it

I want to do volunteer work in

the near future counseling former gang

members I know how these young kids

feel I understand what theyre going

through I want to help them stay alive

E-Corps helped me lind out who I really

am Through E-Corps Ive developed

new skills Now I know how to handle

money how to be selt~rejiant and to be

responsible for my actions Im more

community-minded and am able to talk

to people more openly and freely Im

surprised Ive come as far as I have I

had to work for it but I got there

- --

APPLICATION

--~- ------~-

OU49

APPUCATION

American Institute for Leaming QEAJlvRAPloillRNING CENIFR

Model comprehensive human investment programs 0122 Congress Avenue Austin TX 78701-3620 Programs (512) 0172-8220 0180-90110 fax Offices (512) 0172-3395 0172-1189 fax

Austin-based American Institute for Learning (AIL) is a non-profit comprehensive human-services and employshyment-training organization providing direct educational services to public-school dropouts and adults lacking basic skills Our mission - To empower individuals to become productive self-sufficient citizens through a holistic approoch incorporating innovative learning personal development and economic opportunities

Begun as a jail arts project in 1976 by FounderCEO Richard Halpin AIL was the first program in Austin to recognize the needs of those individuals neglected by our education system AIL began its ground breaking programs in 1978 when it established the Creative Rapid Learning Center (CRLC) Austins first program to serve high-school dropouts and the first to offer undereducated adults alternatives to welfare or crime This nationally recognized one-stop comprehensive service model brings under one roof all the services to enable our most at-risk individuals to become participants rather than recipients moving quickly from the welfare rolls to the job rolls from subsidy to self-sufficiency

bull (~GET POPUlATOllts bull I

oo~ ~~~ fdl~0-6d1middot ~ iter~middot 1WGEJ)middot Co IA

~tGS otarl fJltIcrfJCtiOl I lto1Ief ~ eft fJltic btfJ~al tlt bull hith sG el1f1IOIl liSliesamp bull k

f11tJlt~ ll7 el1talmiddot q

tnediq

~

~ ----------------~~

bull

~IUJoJ lfSlINV bull 0050 AIL a private nonilront corporatlonls an Equal Opportunity EmployerProgram funded In part by City ot Austin AustinTravis County Private Industry CouncU US Dept of Hou~ng amp Urban Development and AmerlCorps National Service Network Auxiliary aids and services are available to Indvlduals wtth dlsablHties For access by the heanng Impaired cali TEXAS RELAY at HOO-735-2989

bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull bull

APPLICATION

I learned how precious water is I learned how to

survive

Theres no comparison between public school and the learning center There wasnt a day

that I was bored in the Environmental Corps In a four or live month period I probably

missed only two days of class Whereas in public school I probably went to class only one or

two days out of the week I think that says a lot

As part of the E-Corps program we did a public service announcement about drugs and

gangs One of the sound effects needed was that of a jail cell door closing So we went to the

City Jail and when we walked in I saw a bunch of my friends -- behind bars These were

people I used to hang out with It was a real eye-opener My advice to young people theres

only one thing a gang will do for you it will kill you sooner or later Stay away from gangs

As long as youve got the will power and the heart you can do it

I want to do volunteer work in

the near future counseling former gang

members I know how these young kids

feel I understand what theyre going

through I want to help them stay alive

E-Corps helped me lind out who I really

am Through E-Corps Ive developed

new skills Now I know how to handle

money how to be selt~rejiant and to be

responsible for my actions Im more

community-minded and am able to talk

to people more openly and freely Im

surprised Ive come as far as I have I

had to work for it but I got there

- --

APPLICATION

--~- ------~-

OU49

APPUCATION

American Institute for Leaming QEAJlvRAPloillRNING CENIFR

Model comprehensive human investment programs 0122 Congress Avenue Austin TX 78701-3620 Programs (512) 0172-8220 0180-90110 fax Offices (512) 0172-3395 0172-1189 fax

Austin-based American Institute for Learning (AIL) is a non-profit comprehensive human-services and employshyment-training organization providing direct educational services to public-school dropouts and adults lacking basic skills Our mission - To empower individuals to become productive self-sufficient citizens through a holistic approoch incorporating innovative learning personal development and economic opportunities

Begun as a jail arts project in 1976 by FounderCEO Richard Halpin AIL was the first program in Austin to recognize the needs of those individuals neglected by our education system AIL began its ground breaking programs in 1978 when it established the Creative Rapid Learning Center (CRLC) Austins first program to serve high-school dropouts and the first to offer undereducated adults alternatives to welfare or crime This nationally recognized one-stop comprehensive service model brings under one roof all the services to enable our most at-risk individuals to become participants rather than recipients moving quickly from the welfare rolls to the job rolls from subsidy to self-sufficiency

bull (~GET POPUlATOllts bull I

oo~ ~~~ fdl~0-6d1middot ~ iter~middot 1WGEJ)middot Co IA

~tGS otarl fJltIcrfJCtiOl I lto1Ief ~ eft fJltic btfJ~al tlt bull hith sG el1f1IOIl liSliesamp bull k

f11tJlt~ ll7 el1talmiddot q

tnediq

~

~ ----------------~~

bull

~IUJoJ lfSlINV bull 0050 AIL a private nonilront corporatlonls an Equal Opportunity EmployerProgram funded In part by City ot Austin AustinTravis County Private Industry CouncU US Dept of Hou~ng amp Urban Development and AmerlCorps National Service Network Auxiliary aids and services are available to Indvlduals wtth dlsablHties For access by the heanng Impaired cali TEXAS RELAY at HOO-735-2989

- --

APPLICATION

--~- ------~-

OU49

APPUCATION

American Institute for Leaming QEAJlvRAPloillRNING CENIFR

Model comprehensive human investment programs 0122 Congress Avenue Austin TX 78701-3620 Programs (512) 0172-8220 0180-90110 fax Offices (512) 0172-3395 0172-1189 fax

Austin-based American Institute for Learning (AIL) is a non-profit comprehensive human-services and employshyment-training organization providing direct educational services to public-school dropouts and adults lacking basic skills Our mission - To empower individuals to become productive self-sufficient citizens through a holistic approoch incorporating innovative learning personal development and economic opportunities

Begun as a jail arts project in 1976 by FounderCEO Richard Halpin AIL was the first program in Austin to recognize the needs of those individuals neglected by our education system AIL began its ground breaking programs in 1978 when it established the Creative Rapid Learning Center (CRLC) Austins first program to serve high-school dropouts and the first to offer undereducated adults alternatives to welfare or crime This nationally recognized one-stop comprehensive service model brings under one roof all the services to enable our most at-risk individuals to become participants rather than recipients moving quickly from the welfare rolls to the job rolls from subsidy to self-sufficiency

bull (~GET POPUlATOllts bull I

oo~ ~~~ fdl~0-6d1middot ~ iter~middot 1WGEJ)middot Co IA

~tGS otarl fJltIcrfJCtiOl I lto1Ief ~ eft fJltic btfJ~al tlt bull hith sG el1f1IOIl liSliesamp bull k

f11tJlt~ ll7 el1talmiddot q

tnediq

~

~ ----------------~~

bull

~IUJoJ lfSlINV bull 0050 AIL a private nonilront corporatlonls an Equal Opportunity EmployerProgram funded In part by City ot Austin AustinTravis County Private Industry CouncU US Dept of Hou~ng amp Urban Development and AmerlCorps National Service Network Auxiliary aids and services are available to Indvlduals wtth dlsablHties For access by the heanng Impaired cali TEXAS RELAY at HOO-735-2989

APPUCATION

American Institute for Leaming QEAJlvRAPloillRNING CENIFR

Model comprehensive human investment programs 0122 Congress Avenue Austin TX 78701-3620 Programs (512) 0172-8220 0180-90110 fax Offices (512) 0172-3395 0172-1189 fax

Austin-based American Institute for Learning (AIL) is a non-profit comprehensive human-services and employshyment-training organization providing direct educational services to public-school dropouts and adults lacking basic skills Our mission - To empower individuals to become productive self-sufficient citizens through a holistic approoch incorporating innovative learning personal development and economic opportunities

Begun as a jail arts project in 1976 by FounderCEO Richard Halpin AIL was the first program in Austin to recognize the needs of those individuals neglected by our education system AIL began its ground breaking programs in 1978 when it established the Creative Rapid Learning Center (CRLC) Austins first program to serve high-school dropouts and the first to offer undereducated adults alternatives to welfare or crime This nationally recognized one-stop comprehensive service model brings under one roof all the services to enable our most at-risk individuals to become participants rather than recipients moving quickly from the welfare rolls to the job rolls from subsidy to self-sufficiency

bull (~GET POPUlATOllts bull I

oo~ ~~~ fdl~0-6d1middot ~ iter~middot 1WGEJ)middot Co IA

~tGS otarl fJltIcrfJCtiOl I lto1Ief ~ eft fJltic btfJ~al tlt bull hith sG el1f1IOIl liSliesamp bull k

f11tJlt~ ll7 el1talmiddot q

tnediq

~

~ ----------------~~

bull

~IUJoJ lfSlINV bull 0050 AIL a private nonilront corporatlonls an Equal Opportunity EmployerProgram funded In part by City ot Austin AustinTravis County Private Industry CouncU US Dept of Hou~ng amp Urban Development and AmerlCorps National Service Network Auxiliary aids and services are available to Indvlduals wtth dlsablHties For access by the heanng Impaired cali TEXAS RELAY at HOO-735-2989

In Austin today I out of3 Austin high school students become dropouts 4 out of 10 Hispanic and African American students

92 of Texas prison inmates are dropouts at an annual cost of $35000 each

63 of persons utilizing Aid to Families with Dependent Children are dropouts

40 ofTravis Countyadults cannot read orwrite at an adequate level with over 20 functionally illiterate

60 of AFDC mothers in Travis County need basic skills training to be able to even search for employment

I out of 3 arrests for major crime in Austin were youth arrests a rate higher than any other major metropolitan area in Texas

Estimates are that gang-related violent crime in Austin has doubled in the last year

6 of these juvenile offenders were responsible for over 30 of all juvenile crime in Travis County

90 of juvenile offenders have been abused - physically emotionally sexually

57 of auto thefts in Austin are committed by youths resulting in $22 million in auto theft insurance claims

Disguised behind Austins overall unemployment rate of 6 teenage unemployment is 18 and the rate is worst for African American young males as high as 40-50

Minorities and persons from povertl backgrounds face much higher levels of unemployment and underemployment - 8 for Hispanics and 14 for African Americans

1 - bull ~ j shy

APPLICATIONTax Users vs Tax Generators People in need face the multiple obstacles of illiteracy or inadequate education lack of job skills or job readiness strained family conditions substandard housing health care and nutrition surrounded by the threat and temptation of crime gangs substance abuse and the low self-esteem and sense of powerlessness which consumes the spirit

When people need assistance rarely can a single program agency or benefactor fill the totality of their needs All too often as a result they are told to go from one agency to the next to go through a new but redundant intake process to stand in another line to take the bus from one end of town to the other to make the rounds of the various agencies to take time away from their children their spouse their job their school - just so they can take the initiative they have been assured is all they need to move from subsidy to self-sufficiency This fragmented delivery system has proven ineffective for recipients providers and taxpayers alike shyineffectiveness which squanders scarce and precious resources

The loss of human potential becomes a direct social cost when someone is lost to the criminal justice system requiring $35000 per year to warehouse them plus the toll their crimes take on the community and its resources Or when someone is unable to hold gainful employment to support the family and must rely on AFDC Or when lack of adequate information and support systems results in rising healthsocial costs due to teenage pregnancy substance abuse sexually transmitted disease etc

Loss of human potential must be reckoned not only in terms of cost but of foregone revenue Reducing the number of dropouts and illiterates by channeling them into productive citizens not only displaces rnillions of dollars in escalating welfare and prison costs but increases aggregate income purchasing and tax revenues According to a Legislature study every dollar invested in developing their talents and unfulfilled potential yields a return of up to $9 thus strengthening our economy and quality of life Dependent taxshyusers become productive tax-generators

1200

800

tn 400

Annual Economic Impact of 9ffitit Graduation Rate Travis County

shyshy- - New Tax Revenues 11669shy

1555

3802 6991

~ ~ - oot--~==-------

middot152

-400

-shy = New Slendlng Required

middot800 --------------r-- 1990 1994 1998 2002 2006 2010

If the rate of high school drop-outs in Travis County remains the same $62669998 in new tax revenues will have to be generated annually to cover the cost impact of drop-outs by the year 2006 If the graduation rate were increased from 607 to 900 by the year 2006 the increased taxable income would generate $116589996 in new tax revenues annually

1800

1500

1200

~ 900 i

600

300

Annual Economic Impact of Higher Achievement Travis Counl)

1786

- New Tax Revenues

000 ---------------------- 1990 1994 1998 2002 2006 2010

If the percentage of high school graduates in Travis County who secure no further education were to change from 329 to 164 and if 418 of the graduates were to go on to secure a college degree the resulting higher achievement of these student populations would generate $1786000 I annually in additional tax revenues by the year 2006

These grapns depict the economic impad 01 the recidrvism rate of funaionally IUiterate pnsoner-s h~-school dropouts as well as an increase 1n the rate of higher achievement among students Based on data 1990 prepared for federal state and county goorernments these projections were developed by and presented here with the pennission of Bob Gholson ISM Marketing T earn

- r 1 oj bull1 J

In the last year AIL served 794 participants including Dropout Youth amp Adults In School At-Risk Youth Adults who cannot read Adult GED Program CRLC participant are APPLlCATION

83 made multiple gi-ade gains 16 achieved their GED (some going on to college) 31 secured unsubsidized employment (most completed training necessal) to find and hold jobs)

AIL programs contain a core of self-paced audio- and computer-assisted competency-based academics surrounded by a host of comprehensive human services Working together they are designed to address fully the multiple challenges faced by our participants What has made AILs programs so successful and so innovative is that they focus on the person or family as a whole

AIL has successfully leveraged local resources with a matrix of foundations agencies corporations and funders to create substantial investment in Austins citizens In addition to corporate sponsorship and investment both in our programs and our forthcoming capital campaign we seek volunteers to tutor and mentor participants Our individualized self-paced competency-based curriculum is available afternoons and nights with on-site child care for Austin companies to support GED preparation for their employees Contact our Development Team or our Volunteer Coordinator for more information on how you can participate in these innovative solutions to our communitys most challenging problems and opportunities

Completion ofthe centrally located downtown site will bring under ane roof the wide variety of empowerment programs and services with which at-risk individuals and families can achieve their academic employment and persanal gaals while facilitating increased collaboratian with state and federal agencies and local community-based organizations The first phase has seen the successful acquisitian in 1990 ofone-halfcity block in downtown Austin and the completion ofengineering and architectural specifications at a tatal cost of$123 million The second phase is the renovation ofthis facility located at 4th and Brazos Streets into a three and one-halfstory 44000 sq ft highly energy-efficient one stop education employment ond comprehensive human services center capable ofserving more than 1400 families per year The cost ofrenovation and equipment and furnishings is budgeted at $4 million to be raised through AILs Capital Campaign

AIL Board Fellows amp Emeritus Council APPLICATION

Board Officers joAnne Midwikis Chair Midwikis Rorie Granger Pe M J Andy Anderson Srbullbull Ist Vice Chr Anderson-Wormley kaEst Ruth-Ellen Gura 2nd Vice Chr Travis County Asst District Atty Hon Elena Diaz Secretary Travis CountyJustice ofthe Peace Rudy R Colmenero Treasurer Mueller amp Vacek Attorneys at Law Joe Jerkins Chair Emeritus KVUE-TV Retired Richard H Halpin FounderCEO AIL

Fellows ofthe Institute Gerald S Briney IBM Corporation ktired Lucius D Bunton Attorney Barbara Jordan LLD bull LBJ School ofPublic Affairs Dean Manuel J Justiz PhDbull LIT College ofEducation Ray Marshall PhDbull LBJ School ofPublic Affairs Ray Reece West Austin News Rev Joseph Tetlow SJ bullbull PhDbull Institute ofJesuit Sources Dean MarkG YudorjD bull LIT School ofLaw

Emeritus Council Cassandra Edlund Investments JoLynn Free Rauscher PerCe bull kfsnes Inc Ramon G Galindo Ace Custom Tailors Retired Larry E Jenkins Lockheed Corporation ktired George Pryor PhD bullbull Texas Adult Probation Commission

Board of Directors Phil Cates Copita Consultants Inc Dana Chiodo Roan amp Autrey Gerald Daugherty Pleasant Valley SportsPIex Susan P Dawson Sterling InfOrmation Group Inc Robert K Garriot Origin Systems Rev Marvin Griffin Ebenezer Baptist Church Eugene Lowenthal Management Consultant Lavon Marshall Huston-Tillotson College Eorf Maxwell Maxwell Locke amp Ritter Rudy Montoya Texas Attorney Generars Office Jim OIiller Letisative Budget Director ktired Karol Rice Porrtech Inc Abel Ruiz Convnunity Representative Ed B Wallace AlA Architect amp Pionner Chip Wolfe Sterling InfOrmation Group Inc John Zapp Chuys Comida Deluxe

txtelr)iLl Programs IBM - Austin

Lynch

L5S

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

APPLICATIONTax Users vs Tax Generators People in need face the multiple obstacles of illiteracy or inadequate education lack of job skills or job readiness strained family conditions substandard housing health care and nutrition surrounded by the threat and temptation of crime gangs substance abuse and the low self-esteem and sense of powerlessness which consumes the spirit

When people need assistance rarely can a single program agency or benefactor fill the totality of their needs All too often as a result they are told to go from one agency to the next to go through a new but redundant intake process to stand in another line to take the bus from one end of town to the other to make the rounds of the various agencies to take time away from their children their spouse their job their school - just so they can take the initiative they have been assured is all they need to move from subsidy to self-sufficiency This fragmented delivery system has proven ineffective for recipients providers and taxpayers alike shyineffectiveness which squanders scarce and precious resources

The loss of human potential becomes a direct social cost when someone is lost to the criminal justice system requiring $35000 per year to warehouse them plus the toll their crimes take on the community and its resources Or when someone is unable to hold gainful employment to support the family and must rely on AFDC Or when lack of adequate information and support systems results in rising healthsocial costs due to teenage pregnancy substance abuse sexually transmitted disease etc

Loss of human potential must be reckoned not only in terms of cost but of foregone revenue Reducing the number of dropouts and illiterates by channeling them into productive citizens not only displaces rnillions of dollars in escalating welfare and prison costs but increases aggregate income purchasing and tax revenues According to a Legislature study every dollar invested in developing their talents and unfulfilled potential yields a return of up to $9 thus strengthening our economy and quality of life Dependent taxshyusers become productive tax-generators

1200

800

tn 400

Annual Economic Impact of 9ffitit Graduation Rate Travis County

shyshy- - New Tax Revenues 11669shy

1555

3802 6991

~ ~ - oot--~==-------

middot152

-400

-shy = New Slendlng Required

middot800 --------------r-- 1990 1994 1998 2002 2006 2010

If the rate of high school drop-outs in Travis County remains the same $62669998 in new tax revenues will have to be generated annually to cover the cost impact of drop-outs by the year 2006 If the graduation rate were increased from 607 to 900 by the year 2006 the increased taxable income would generate $116589996 in new tax revenues annually

1800

1500

1200

~ 900 i

600

300

Annual Economic Impact of Higher Achievement Travis Counl)

1786

- New Tax Revenues

000 ---------------------- 1990 1994 1998 2002 2006 2010

If the percentage of high school graduates in Travis County who secure no further education were to change from 329 to 164 and if 418 of the graduates were to go on to secure a college degree the resulting higher achievement of these student populations would generate $1786000 I annually in additional tax revenues by the year 2006

These grapns depict the economic impad 01 the recidrvism rate of funaionally IUiterate pnsoner-s h~-school dropouts as well as an increase 1n the rate of higher achievement among students Based on data 1990 prepared for federal state and county goorernments these projections were developed by and presented here with the pennission of Bob Gholson ISM Marketing T earn

- r 1 oj bull1 J

In the last year AIL served 794 participants including Dropout Youth amp Adults In School At-Risk Youth Adults who cannot read Adult GED Program CRLC participant are APPLlCATION

83 made multiple gi-ade gains 16 achieved their GED (some going on to college) 31 secured unsubsidized employment (most completed training necessal) to find and hold jobs)

AIL programs contain a core of self-paced audio- and computer-assisted competency-based academics surrounded by a host of comprehensive human services Working together they are designed to address fully the multiple challenges faced by our participants What has made AILs programs so successful and so innovative is that they focus on the person or family as a whole

AIL has successfully leveraged local resources with a matrix of foundations agencies corporations and funders to create substantial investment in Austins citizens In addition to corporate sponsorship and investment both in our programs and our forthcoming capital campaign we seek volunteers to tutor and mentor participants Our individualized self-paced competency-based curriculum is available afternoons and nights with on-site child care for Austin companies to support GED preparation for their employees Contact our Development Team or our Volunteer Coordinator for more information on how you can participate in these innovative solutions to our communitys most challenging problems and opportunities

Completion ofthe centrally located downtown site will bring under ane roof the wide variety of empowerment programs and services with which at-risk individuals and families can achieve their academic employment and persanal gaals while facilitating increased collaboratian with state and federal agencies and local community-based organizations The first phase has seen the successful acquisitian in 1990 ofone-halfcity block in downtown Austin and the completion ofengineering and architectural specifications at a tatal cost of$123 million The second phase is the renovation ofthis facility located at 4th and Brazos Streets into a three and one-halfstory 44000 sq ft highly energy-efficient one stop education employment ond comprehensive human services center capable ofserving more than 1400 families per year The cost ofrenovation and equipment and furnishings is budgeted at $4 million to be raised through AILs Capital Campaign

AIL Board Fellows amp Emeritus Council APPLICATION

Board Officers joAnne Midwikis Chair Midwikis Rorie Granger Pe M J Andy Anderson Srbullbull Ist Vice Chr Anderson-Wormley kaEst Ruth-Ellen Gura 2nd Vice Chr Travis County Asst District Atty Hon Elena Diaz Secretary Travis CountyJustice ofthe Peace Rudy R Colmenero Treasurer Mueller amp Vacek Attorneys at Law Joe Jerkins Chair Emeritus KVUE-TV Retired Richard H Halpin FounderCEO AIL

Fellows ofthe Institute Gerald S Briney IBM Corporation ktired Lucius D Bunton Attorney Barbara Jordan LLD bull LBJ School ofPublic Affairs Dean Manuel J Justiz PhDbull LIT College ofEducation Ray Marshall PhDbull LBJ School ofPublic Affairs Ray Reece West Austin News Rev Joseph Tetlow SJ bullbull PhDbull Institute ofJesuit Sources Dean MarkG YudorjD bull LIT School ofLaw

Emeritus Council Cassandra Edlund Investments JoLynn Free Rauscher PerCe bull kfsnes Inc Ramon G Galindo Ace Custom Tailors Retired Larry E Jenkins Lockheed Corporation ktired George Pryor PhD bullbull Texas Adult Probation Commission

Board of Directors Phil Cates Copita Consultants Inc Dana Chiodo Roan amp Autrey Gerald Daugherty Pleasant Valley SportsPIex Susan P Dawson Sterling InfOrmation Group Inc Robert K Garriot Origin Systems Rev Marvin Griffin Ebenezer Baptist Church Eugene Lowenthal Management Consultant Lavon Marshall Huston-Tillotson College Eorf Maxwell Maxwell Locke amp Ritter Rudy Montoya Texas Attorney Generars Office Jim OIiller Letisative Budget Director ktired Karol Rice Porrtech Inc Abel Ruiz Convnunity Representative Ed B Wallace AlA Architect amp Pionner Chip Wolfe Sterling InfOrmation Group Inc John Zapp Chuys Comida Deluxe

txtelr)iLl Programs IBM - Austin

Lynch

L5S

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

In the last year AIL served 794 participants including Dropout Youth amp Adults In School At-Risk Youth Adults who cannot read Adult GED Program CRLC participant are APPLlCATION

83 made multiple gi-ade gains 16 achieved their GED (some going on to college) 31 secured unsubsidized employment (most completed training necessal) to find and hold jobs)

AIL programs contain a core of self-paced audio- and computer-assisted competency-based academics surrounded by a host of comprehensive human services Working together they are designed to address fully the multiple challenges faced by our participants What has made AILs programs so successful and so innovative is that they focus on the person or family as a whole

AIL has successfully leveraged local resources with a matrix of foundations agencies corporations and funders to create substantial investment in Austins citizens In addition to corporate sponsorship and investment both in our programs and our forthcoming capital campaign we seek volunteers to tutor and mentor participants Our individualized self-paced competency-based curriculum is available afternoons and nights with on-site child care for Austin companies to support GED preparation for their employees Contact our Development Team or our Volunteer Coordinator for more information on how you can participate in these innovative solutions to our communitys most challenging problems and opportunities

Completion ofthe centrally located downtown site will bring under ane roof the wide variety of empowerment programs and services with which at-risk individuals and families can achieve their academic employment and persanal gaals while facilitating increased collaboratian with state and federal agencies and local community-based organizations The first phase has seen the successful acquisitian in 1990 ofone-halfcity block in downtown Austin and the completion ofengineering and architectural specifications at a tatal cost of$123 million The second phase is the renovation ofthis facility located at 4th and Brazos Streets into a three and one-halfstory 44000 sq ft highly energy-efficient one stop education employment ond comprehensive human services center capable ofserving more than 1400 families per year The cost ofrenovation and equipment and furnishings is budgeted at $4 million to be raised through AILs Capital Campaign

AIL Board Fellows amp Emeritus Council APPLICATION

Board Officers joAnne Midwikis Chair Midwikis Rorie Granger Pe M J Andy Anderson Srbullbull Ist Vice Chr Anderson-Wormley kaEst Ruth-Ellen Gura 2nd Vice Chr Travis County Asst District Atty Hon Elena Diaz Secretary Travis CountyJustice ofthe Peace Rudy R Colmenero Treasurer Mueller amp Vacek Attorneys at Law Joe Jerkins Chair Emeritus KVUE-TV Retired Richard H Halpin FounderCEO AIL

Fellows ofthe Institute Gerald S Briney IBM Corporation ktired Lucius D Bunton Attorney Barbara Jordan LLD bull LBJ School ofPublic Affairs Dean Manuel J Justiz PhDbull LIT College ofEducation Ray Marshall PhDbull LBJ School ofPublic Affairs Ray Reece West Austin News Rev Joseph Tetlow SJ bullbull PhDbull Institute ofJesuit Sources Dean MarkG YudorjD bull LIT School ofLaw

Emeritus Council Cassandra Edlund Investments JoLynn Free Rauscher PerCe bull kfsnes Inc Ramon G Galindo Ace Custom Tailors Retired Larry E Jenkins Lockheed Corporation ktired George Pryor PhD bullbull Texas Adult Probation Commission

Board of Directors Phil Cates Copita Consultants Inc Dana Chiodo Roan amp Autrey Gerald Daugherty Pleasant Valley SportsPIex Susan P Dawson Sterling InfOrmation Group Inc Robert K Garriot Origin Systems Rev Marvin Griffin Ebenezer Baptist Church Eugene Lowenthal Management Consultant Lavon Marshall Huston-Tillotson College Eorf Maxwell Maxwell Locke amp Ritter Rudy Montoya Texas Attorney Generars Office Jim OIiller Letisative Budget Director ktired Karol Rice Porrtech Inc Abel Ruiz Convnunity Representative Ed B Wallace AlA Architect amp Pionner Chip Wolfe Sterling InfOrmation Group Inc John Zapp Chuys Comida Deluxe

txtelr)iLl Programs IBM - Austin

Lynch

L5S

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

AIL Board Fellows amp Emeritus Council APPLICATION

Board Officers joAnne Midwikis Chair Midwikis Rorie Granger Pe M J Andy Anderson Srbullbull Ist Vice Chr Anderson-Wormley kaEst Ruth-Ellen Gura 2nd Vice Chr Travis County Asst District Atty Hon Elena Diaz Secretary Travis CountyJustice ofthe Peace Rudy R Colmenero Treasurer Mueller amp Vacek Attorneys at Law Joe Jerkins Chair Emeritus KVUE-TV Retired Richard H Halpin FounderCEO AIL

Fellows ofthe Institute Gerald S Briney IBM Corporation ktired Lucius D Bunton Attorney Barbara Jordan LLD bull LBJ School ofPublic Affairs Dean Manuel J Justiz PhDbull LIT College ofEducation Ray Marshall PhDbull LBJ School ofPublic Affairs Ray Reece West Austin News Rev Joseph Tetlow SJ bullbull PhDbull Institute ofJesuit Sources Dean MarkG YudorjD bull LIT School ofLaw

Emeritus Council Cassandra Edlund Investments JoLynn Free Rauscher PerCe bull kfsnes Inc Ramon G Galindo Ace Custom Tailors Retired Larry E Jenkins Lockheed Corporation ktired George Pryor PhD bullbull Texas Adult Probation Commission

Board of Directors Phil Cates Copita Consultants Inc Dana Chiodo Roan amp Autrey Gerald Daugherty Pleasant Valley SportsPIex Susan P Dawson Sterling InfOrmation Group Inc Robert K Garriot Origin Systems Rev Marvin Griffin Ebenezer Baptist Church Eugene Lowenthal Management Consultant Lavon Marshall Huston-Tillotson College Eorf Maxwell Maxwell Locke amp Ritter Rudy Montoya Texas Attorney Generars Office Jim OIiller Letisative Budget Director ktired Karol Rice Porrtech Inc Abel Ruiz Convnunity Representative Ed B Wallace AlA Architect amp Pionner Chip Wolfe Sterling InfOrmation Group Inc John Zapp Chuys Comida Deluxe

txtelr)iLl Programs IBM - Austin

Lynch

L5S

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

txtelr)iLl Programs IBM - Austin

Lynch

L5S

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

What they say about AIL ~ 1 It p J f O t lt~

~~~ftj(~Wdliam H Cunningham Chancellor University ofTexas

Ihave recently toured the Creative Rapid Learning Center ofthe American Institute for Learning and was impressed by their commitment to excellence Isupport the Centers building request to create the Family Empowerment Center in downtown Austin It exempliffes the kind ofnew models ofbreakthrough programs that must be developed in order for our community to genuinely help people move from subsidy to self-sufficiency

Robert W Hughes Chairman and CEO Prime Cable Inc This project makes a great deal ofsense to me as it will not only expand their ability to help individuals recognize and develop

their fUll potential but will also put Austin on the mop as a model comprehensive service provider

Phil Gramm United States Senator I am impressed with the accomplishments ofthe American Institute for Learning and am supportive ofinnovative strategies

such as this that are effective in enabling students to develop useful skills and advance in their lives

Ray Marshall Professor LBJ School of Public Affairs AIL has a record ofsuccess with comprehensive approaches to helping people who have not been very well served by other

institutions - - dropouts the homeless prisoners and ex-offenders illiterates and welfare recipients

Mary Kay Hagen Regional President Whole Foods Market American Institute for Learning and the Creative Rapid Learning Center have been an incredible resource in the Austin and

Texas Community for the past fourteen years and we know it will continue to move along the cutting edge ofsome ofour most critical need areas in society The educational success of the program is built upon a much larger foundation of personal self-esteem social resource success and your ability to respond quickly to the needs ofthe individuals

John Sharp Comptroller of Public Accounts State of Texas Programs such as yours can serve as models not only for similar efforts across the country but also for state government here

at home

Charlie O-Connell Chairman and CEO BANK ONE (AILs) Casa Verde Builders is a well-conceived and well-admnistered program that is producing a handsome return on our

public investment

Gonzalo Barrientos State Senator District 14 Senate of the State of Texas Considering AILs excellent reputation in the area ofat-risk youth programs I am conffdent that any funds they receive would

quickly result in more quality service to the community

John McCarthy Bishop of Austin Diocese Catholic Church in Central Texas I am sure that you are familiar with Richard Halpin and the American Institute for Learning here in Texas They have been

doing real pioneering work in this ffeld and Iam sure that their operation could be one part of a model for the state

A1lyson Peerman Corporate Contributions Manager Advanced Micro Devices We believe organizations such as yours are important to the Austin community AMD is especially pleased to be able to help

you with this worthwhile project

Elliot Naishtat State Representative District 49 Texas House of Representatives AILs efforts to reach youth who have dropped out ofschool providing them opportunities to earn GEDs and receive job

training have been remarkable in achieving an 85 success rate

Bruce Todd Mayor City of Austin AILs enterprise in working with this hard-to-serve population will result in a successfUl endeavor that will address

a critical problem being faced by the Austin community today 0 middot r 6L )

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

The One-Stop Comprehensive ServijlIn brings together under one roof the programs offered

Education bull Literacy bull Academics leading to GEDdiploma bull College preparatory bull Projectmiddotbased education bull Multicultural arts educatlOft

Training

Health Child Care

and the people served Dropout youths Hard-to-serve adults In-school at-risk youth Non-readers

Homeless Recentovery

B__ EXifteiden At-risk famili

Other mmmunit~ ~ndes~ ttt~middot ~ ~

ICVIfJ9S

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

Vol 4 No4 APPLlCA TION Fall 1995

American Institute for Learning

NNOVATION CREATlVERAPpoundJ LEARNING CWJFR

PROJECT BASED LEARNIl~G STACKS Up he convention educltiomi system is under anack from all sides Students drop out of school hecause they dont see the real world relevance of the subjects they study On the other side many companies dont value a high school diploma as proving that graduates have mastered the work skills they need American Institute for learning believes thlt oCe soiution to [his dilemma is P-oieG Based Learning

Project Based Learning has many aliases including Experiential Education and Context Based EducJtion but is best summed up as learning by doing Mathematical fractions and trigonometry suddenly seem important when YOLI are involved in erecting a hOLLse as the AmeriCorps members in AILs Casa Verde Builders program will attest Thomas Gonzales an Environmental Corps graduate (E-Corps) says that project based learning was more creative and has substance that was non-existent in high s6 ool where he was stuck in the same I)ook 111 year gt

If you were J teenager would you like to stay inside studying with books and computers during your summer hreak Doubtful But thats exactly what most Slumrer educational programs have

INSIDE Tms ISSUE

EmiddotCorps Joins AmeriCorps Cultural Warriors On the Road

Casa Verde Home Sales AlL Wins Drucker

CVB Members with President MulthWedia Studio Doins

New All Leadership lITA Human Services Award

Springtield Trail Project

expected Idds LO cO Iftil lOW For six weeks from June 5th to July 21st this summer 63 Travis County high-risk youths ages 14-18 joined together for American Institute for Learnings 2B Summer Program funded by the Private Industry Council The students were paid $425 an hour and worked 6 hours a day For 95 of the student~middot this was their first slgnifiGIll[ JoD gter~ ~iling ed [0 a Ie~li product or service slid Penny Veibly the Chief Program Officer at the Creative Rapid Learning Center The seven project areas were Teen Talk Radio ~finute Newspaper lIultimediJ CulturJi WmiddotJrriors Richard Moya Park Water Studies Springfield Trail and Traditional Work with downtown public and non-prot1t employers

Summer Education Programs are imporram beClUse stuuents tend to lose knowiedge and competency during the slimmer explained Penny The past AIL Summer EducJtion Progf1ms had a classroom curriculum reading books and working vith computers So ilOW diu the -ctudems enjoy the new program The students were vey engaged They were commined to teamwork and learned how to work together It WJS ju-ct mazingmiddotmiddot -epo11ec Penny

Sure the kids Jre 6oing to enjoy project based learning more thtn hitting the booh But could the test scores of grade gains compare with previous summer programs where the students studied in the lab vi[11 books and compurers

Yet the testing icores for the project based prngr~lln came out strong_ The ]verag grade gJins in reading math and language were all well over one grade level in just ix weeks 800 of ~he rnrriciDlfts

showed signitkam ~n(le ~Jins 1 one or rorc res ~lmiddotprsingly ~1( ~(t )CJ[(i

iE-corps graduateThomas GOlzales I

supen1ises lmterquality testing atilIcKinney i Falls in Southuest Trellis County

wee lIDost dentiCll 0 ~he ~recus _lTI summer program in where the students studied in the classroom ~md 70 made significant grade gains Both were measured llsing the 5Jrne standardized lIulrple (hoic~ ~es[ form[ A trte

measure of the skills project based learning stresses would he producing a product or demonstrating skills and teamwork The program also revived the srudents interests in their education - 98 of the summer participants returned to cnool his Edl

The PrivJte Industry Counci who ~upponed the progrlm with Job Tr~lining Partnersbip Act funds was so impressed wi[h AILs 2B Summer Program that they Ilominlred TWO Dfoiects the Environmental Corps VHer Studies P-ojecr

cDlltinued on page ]

I

irail hOjecc ror a Presidential Award

Overall Project Based Learning is a more holistic learning approah than rote education The studenti get to practice important social skills alld learn to cooperate and work together in order to completethe project Project Based Education also gets the rrudents out and involved in their community The students see that people can do something take action nd collectively make animpact said Paul Bond the Project Facilitator for th E-Corps The projects involve collabcltfation with editors producers write rs Kids get to investigate career fields Job shadowing with profe~ sionals in the industry continues Pau

Another advantage of Poject Based Learning is producing a aluable product that can help pay for the program and liberate education some~vhat from its traditional dependence rn public funding Casa Verde Builders contruct houses which are then sold reenuping funds to purchase new materials E-Corps has even 9rganized its own company with marketable products ancl corporate affiliations Its a real wmpany staffed by learners explains Paul AIL is changing from stressing academics and graduation to moving learners into flacements in jobs

and careers

SUMMER PROGRAM SUMwuES

Teen Talk Radio Mlnut Participams learned about radio Imedia technology while producing an acmal public service announcement to be airei on local radio stations Writ ng public speaking and communications were fo( uses of this learning experience Th students also wrote a How to Make a Public Service Announcement Manual

Newspaper Participants worked together to write and publish a news JapeI shyThe CRLC Student Newsmagazine They plmned the paper wrote stories rticles and poems shot photos and lt dited the paper

dUJ~IJoWi

Participants worked with the

produce an interactive animated computer presentation on weather They shot video created graphics and animation and recorded and edited audio and video recordings

Cultural Warriors Participants wrote produced and V performed thter pieces for children tee~3 and adults using contemporary issues relevant to their lives

Richard Moya Park

Participants worked with the Travis County Park Department and completed a variety of service projects including park maintenance fence building and researching writing and building educational kiosks for the public along the trails

Water Studies Participants tested Austin area lakes rivers and creeks for point _ and non-point sources of pollution After collecting and analyzing the data they reported the findings to the Lower Colorado River Authority The students also instmcted Vice-President Al Gore on a recent visit to Austin in water quality testing

Springfield Troil Participants worked with City of Austins Parks and Recreation Department and McKinney State Falls Park Rangers and trail engineers to build a new 34 mile trail from William Cannon Road to the back of McKinney Falls State Park along Onion Creek (see sotry page 8)

Traditional Work Participants worked with City of 6_ Austin State of Texas and other downtown public and non-profit employers and learned practical job skills

Contributed by Bob Kirk AIL Grant Writer

lt- bull 2 ~ iIJi t~ c4-0i ~yen ~ A ~~ f- ~ ~ ~ A f ~ Qfi~ gt~k Of ~ r --K 0 ~(1 U- ~ -c~m ~ L s~ 4 -~ ~~~ -- ~

~-~1 ~~ ~ --- Wr~ r_ifc~iyen~ ~7 ~ 4

M 11 ~

AlL Volunteer was one oJthe 1995jC

Penny Golden Rule Award Winners Cole has been tutoring math at CRIC two or three times a week since May 1994

an AmeriC01ps program

E-CoRPS-AMERICORPS

E-Corps has now joined Casa Verde Builders as an AmeriCorpsreg program Participant) will expand on their groundshybreaking (no pUll intended) efforts with both Austin Parks amp Recreation and Travis County Parks Departments When the AmeriCorpsreg folks talk about Getting things done theyre speaking pure EshyCorps said Paul Bond Program Coordinator

E-Corps is working with Austin-based Clean Seal EnVironmental Products for installation and monitoring of their revolutionary storm drain filter system This technology allows liS to control in excess of 90 of he suspended particulates from he run-off of parking lots for example and to recover more than 85 of sllspj~nded Iwdrocarhorsmiddot -oai[eU aUI ( IiS constitutes a

significam and an )rdable advac~ - gt ~igh[ to control )( npoint-source polJu[ion

5 3

To provide tnulitple services to its diverse Participants AIL enjoys tbe enligbtened support ofdiverse funders and contractors

Adobe Advanced Micro Devices

American Chlldrens Theatre AmeriCorpsreg

Austin Independent School District Austin Parks Foundation

AustinlTravis County Private Industry Council Big BrothersBig Sisters

Campfire City ofAustin Arts Commission

City of Austin Environmental amp Conservation Services Dept City of Austin Neighborhood Housing amp Conservation Dept

City of AustlnHUD Dell Foundation

Office of the Governor of the State ofTexas Paul amp Mary Haas Foundation

Don Henley Home Depot

mM

RGK Foundation Lower Colorado River Authority MacroMedia Microsoft Motorola Radian Reading is Fundmental Sid Richardson Foundation Southern Union Gas Steck-Vaughn Co Stewardship Inc Texas Commission on the Arts Texas Youth Commission John B amp Ethel Templeton Fund MaceB Thurman]r Travis County US Environmental Protection Agency Whole Foods Market Lola Wright Foundation

ON TIlE ROAD AGAIN

Cultural Warriors AlLs youth performance troupe traveled to Stonewall TX to join Hill Country-based Matrix Theatre in a multicultural presentation for area youth The Warriors presented their fourth annual Dia de los Muertos (Day of the Dead) show

Theres no central corrununity here in which the cultural traditions of many kids are celebrated outside the home said Julia Gerald Director of the sponsoring LBJ Heartland Foundation Cultural Warriors bring a message of respect and honor to these eager young minds

Prepared jointly by Director Kenneth F Hoke-Witherspoon (aka Spoon) and Founder Dana Ellinger additional performances were offered at the Warriors new perfonnance space at AILs Warehouse

A return tour of Rio Grande Valley middle and high schools is planned for November and the on-going collaboration with the Matrix Theatre and the LBJ Heartland Foundation will continue into

CIlTuRA bull WAAAIOAS ~

f

t the spring

For booking information for your evem workshop or agency contact PaShun Fields at 472-3395

Cultural Warriors (with Director Spoon rear) spent a working day at the South Grape Creek Schoolhouse in Stonewall TX

JJ6J

AIL has dosed on the sal of the first four houses constructed by it Casa Verde Builders program Locatd at

2007 l 10th St and 915 Walter St these 1400 sqft homes embody significant sustai nable construction features fron the awardshywinning designs of the Green Builder Program from COAs Enrgy Conservation and Services Dept (ECSD) They have establisbed a new standard for the construction of affordabl housing in response to which the Ci y of Austin has upgraded its building guidelines

The new homeowner at

First mortgage financing will fWvide $40000 of the $64000 purchase prke in this instance arranged through the Tegtas Veterans Land Board and the Texas Vetrans Foundation Second mortgages are ca Tied by City of Austins Community Hol ing Development Organization (CHDO) co lering the remaining $24000 of construction costs to be forgiven when the firs mortgage has been successfully paid dflwn Proceeds from the first mortgage pmiddotovide AIL with the capital for land and materials for a new Casa Verde home (lvelve to be built this year)

At a celebration in July fc r this closing Congressman lloyd DOll ett acted as Keynote Speaker while ather Bill Elliott of Our Lady of Guadalup Catholic Church offered the dedication Also in attendance

Foundation representatives of the City of Austins Neighborhood Housing and Conservation Department amp the Energy Conservation Services Department plus representatives of the Texas Commission on National and Community Service (AmeriCotpsreg)

BANC ONE MORTGAGE CORPORATION is providing the first mortgage financing for the purchase of the other three houses BANC ONE has stepped forward as the innovative lender ready to help our citizens said AIL Chief Operating Officer Vicky Valdez Gomez

Cas--shyVerde

Builders The buyers of the house are the

Originally from these US citizens are first-time homeowners though they have resided for some time with their relatives in this

were Deputy Land Comn issioner and Exec Sec for Texas Veterans Land Board David GIoier Members oTexas Veterans

neighborhood where the kids attend

At a dosing ceremony held in September BANK ONE CEO Charlie OConnell offered these remarks At Bank One we realize how important home ownership is not only to families like the but to our community our neighborhoods our schools and our churches We also realize that as a bank we have a special obligation to do everything we can to help families here in East Austin achieve firstshytime home ownership Father Larry Maningly of Cristo Rey Catholic Church offered the house blessing Also in attendance were Justice of the Peace Elena Diaz State Representative Glenn Maxey as well as representatives of various City of Austin departments

The other two houses were blessed in October The 10th St house next door to a boarded-up former crack house dosed by the Austin Police Department was blessed

theWhenstatingAddressKeynote thedeliveredFlowersWilfordJudge

by Father Bill Elliott District

responsibilities of my bench fIrst brought me to this neighborhood to dose the crack house next door I discovered the wonderful energy in the members of Casa Verde Builders 1have since visited repeatedly with these fine young people and have followed each step of their success both in building a house and in building a new

thOUghtsand offering their life Also in attendance

were Dee Howard of US Probation Service and Rev Marvin Griffin of the neighborhood Ebenezer Baptist Church Well-wishers from Casa Verde the City and AIL were joined by neighbor and others

The buyers of the are firstshytime homeowners

both grew up in East Austin was Hving in Chalmers Court a

federally subsidized housing complex with

Regulations didnt allow to reside widl the family so was living with

until his recent death made truly homeless next door

neighbor was shot and killed on the patio I knew I had to find a way to get the kids out of there was doing well in AlLs Casa Verde Builders and I was a VISTA volunteer So we were looking forward to a better future but still in the present we couldnt find affordable housing with both of us only making minimum wage

In April 1995 they united their family by moving into an AIL transitional home ironically a house had worked on as parr of the AmeriCorpsreg Community Service component of Casa Verde Builders In another irony the house bad been the home of CRLC graduate

who has since become the owner of an Austin Habitat for Humanity house right down the street from the house was bUilding with Casa Verde Builders All rhe time we were working 01 th~t

house I kept telling the others on the crew This is my house said We all feel that way when were building them but I meant it differently shyand I were determined to own that house and now were gonna And well be

neighbors

A more private Blessing for the house was held immediately afterward New first-time homeowner gratefully received the keys and a complete homeowners manual prepared for by the Casa Verde crews who built

new home

We all know that it is a national crisis that affordable housing is in critically short supply for much of the citizenry said Fletcher Clark AIL Communications Coordinator Private sector financial institutions must find creative ways (0

invest in those parts of the community and the citizenry traditionally ignored by lenders We believe that sustainable energy-efficient single-family home ownership is the key to low-income neighborhood revitalization built by atshyrisk youth who are part of the solution not part of the problem

AIL RECEIVES HIGffiY

a Member of Casa Verde Builders traveled to Atlanta in March to participate in the Clinton Administrations Southern Economic Conference The day-long Conference brought together leaders and citizens from twelve southern states

Addressing the panel on Innovation in Education and Training said Thank you for this invitation and for the AmeriCorps funding which targets at-risk youth enabling them to build low-income energy efficient environmentally sensitive housing After my 1700 hours of service the $4725 Education award I will earn is really the only chance I have for going on to college Responding to the Presidents inquiry about Casa Verde community service activity described weatherizations ramps and access modifications for the elderly handicapped and disabled

President Clinton remarked that is one of many Americans

participating in [his community service initiative Since the AmeriCorps bill passed over 20000 have volunteered their service - more than the Peace Corps at the height of its actiVity

Casa Verde Builders Program Coordinator Richard Morgan said found out Tuesday morning that the White HOllse had invited to address the panel the only AmeriCorps Member to so invited So got on a plane by Tuesday afternoon arrived Atlanta Tuesday night

spoke before the President and the national media on Wednesday then got back on a plane for Austin that night to be back on the job-site Thursday Thats what our empowered youth do with both confidence and poise

ANOTHER AT WHITE HOUSE

a member of Casa Verde Builders was invited in September to Washington DC as part of the first year anniversary of AmeriCorpsreg She spoke with members of the House of Representatives Senators from Rhode Island and Maryland Austins Congressman Uoyd Doggett college presidents and members of the press

On Tuesday afternoon along with four other AmeriCorps members from around the country and six college presidents were invited to the White House to meet President Clinton The President was very interested in the success of AmeriCorpsreg and in the AmeriCorpsreg motto of getting things done He wanted a report on exactly what was getting done and how efficient it was A recent GAO report states the program is meeting - and beating - earlier budgetary projections and documents substantial achievements by AmeriCorpsreg Members AmeriCorpsreg promised Congress it would raise over $30 million in private sector match support They raised over $90 million in private sector support in their first year

Multiple Needs become Multiple Opportunities _W-shy

----shy --_ ----

ACClAIMED DRUCKER AWARD

AlLs Casa Verde Builders was honored with one of three Special Recognitions in the competition for the prestigious 1995 Peter F Drucker Award for Nonprofit Innova[ion held in Washington DC in October Hundreds of nominated programs from all over the country were considered by the award Selection Committee World renowned management theorist and consultant Peter F Dmckcr defines innovation as change which creates a new dimension of performance thus establishing the core cricerion for selection Casa Verde Builders is a seamlessly synergistic comhination of Educltion Joh TfJining Letdership Trtining and Community Service for its Members while estahtishing a standard for new Affordable Housing to revitalize low-income neighborhoods using cutting-edge Sustainable Construction Technologies for the Community

INgti(VAI10NS Fall 1995 page 5

MULTIMEDIA STUDIO MEETS NEW CHALLENGEsNEEDS APPUCATION

New classes have begu n taught by Keith Kritselis MultiMedia Instructor Students are excited and motivated to learn multimedia techniques involving concept story boarding scriptie g video and graphics production layout animation sound design and the host of other topics that put the multi in mollimedia

This new era in classr(om offerings has been made possible by significant in-kind contributions of both software and hardware MacroMedi and Adobe both major software develolers have supplied complete Educational iile packages of their entire product lines flOur reputation as multimedia developers helped us get their attention in the first place said Kerri Nicholas MultiMedia lUdio Product Marketing Manager 3ut when they became more familiar with our broader project based educational goals and techniques they recog nized an obvious opportunity to participte in redefining the educational process

The Dell Foundation laS donated three workstations They were presented by Ashley Blake Dell Foundation Administrator We are excited to be partnering with AIL since ollr goal is to avail the power of conputers to a broader population This is a middotin-win situation for us botb to achieve our goals said Ms Blake

Conversion A major fOCllS has been to complete the conversion to CD-ROM of AILs two award-winning interactive multimedia titles Addiction and its Processes and LifeMoves The Process ofRecovery Were completing the conversion process of Addiction for the Macintosh platform said Steven Coursen Technical Ccordinator and the Dell workstations will enable lS to proceed with the conversion for the PC platform In addition to entertaining offers from publishers on these two tities the multimedia team is responding to proposals for additional contracted products New Training AIL is launching an office skills training lab COST Computer Office Skills amp Training Microsoft has donated Microsoft Oftlce software for training and new classroom space has been configured We still need ten more PC workstations to bring the class up to speed and we are seeking those investments said Kerri Nicholas Internet After pioneering demonstration partnerships with the Texas Environmental Center and the Texas Telemedicine Association AlL is installing high speed ISDN lines to bring the full power of twoshyway on-line connectivity (Members of Casa Verde Builders are assisting in the

installation adding yet another demand occupation ski to their remesO Look for our home page at httpailorg E-mail to individual staff members may be addressed as -(where ~t~astname of the individual addressee at AIL) Surfs up dude

AIL SHOWCASES

INTERACTIVE CD-ROMs

Two multimedia titles from American Institute for Learning (AIL) Addiction and Its Processes and LifeMoves The Process of Recovery were highlighted in two important conferences in fall

Caringfor Every Youths Mental Health An Issue Inseparable from Youth Crime coshypresented by The Office of Juvenile Justice and Delinquency Prevention (O]DP) and the National Coalition for Mental and Substance Abuse Health Care in the Justice System held in Washington DC

Richard Halpin AIL FounderCEO and Steven Coursen CD-ROM Project Manager conducted a workshop entitled New Technology for Treatment Approaches Drug Abuse and Recovery CD-ROMs premiering Addiction and Its Processes and previewing LifeMoves The Process of Recovery The conference was being staged with the support of SS national organizations and was described as a national work session on mental health in the juvenile justice system to provide updates on the most effective strategies for working with troubled youth

At the conference judicial Response to Alcohol and Other Drugs presented by the National Council of Juvenile and Family Court Judges at the Midby-Byron National Center for Judicial Education in Reno NV Halpin and Coursen conducted the conduding presentation They demonstrated the Addiction and its Processes CD-ROM and previewed the LifeMoves The Process ofRecovery conversion in a special four-hour workshop Conference Organizer Iris A Hart scheduled this presentation for the conclusion of the conference to end it on an exciting p()sitive note demonstrating the potential (If these powerful subsmnce abuse educati lnal programs to make a Iffmiddot - _ I

~ ~ bullbull ~~ JO I--~--

J S 3 -( ()v noS Fall 995 -page I)

To provide tnulitple services to its diverse Participants AIL enjoys tbe enligbtened support ofdiverse funders and contractors

Adobe Advanced Micro Devices

American Chlldrens Theatre AmeriCorpsreg

Austin Independent School District Austin Parks Foundation

AustinlTravis County Private Industry Council Big BrothersBig Sisters

Campfire City ofAustin Arts Commission

City of Austin Environmental amp Conservation Services Dept City of Austin Neighborhood Housing amp Conservation Dept

City of AustlnHUD Dell Foundation

Office of the Governor of the State ofTexas Paul amp Mary Haas Foundation

Don Henley Home Depot

mM

RGK Foundation Lower Colorado River Authority MacroMedia Microsoft Motorola Radian Reading is Fundmental Sid Richardson Foundation Southern Union Gas Steck-Vaughn Co Stewardship Inc Texas Commission on the Arts Texas Youth Commission John B amp Ethel Templeton Fund MaceB Thurman]r Travis County US Environmental Protection Agency Whole Foods Market Lola Wright Foundation

ON TIlE ROAD AGAIN

Cultural Warriors AlLs youth performance troupe traveled to Stonewall TX to join Hill Country-based Matrix Theatre in a multicultural presentation for area youth The Warriors presented their fourth annual Dia de los Muertos (Day of the Dead) show

Theres no central corrununity here in which the cultural traditions of many kids are celebrated outside the home said Julia Gerald Director of the sponsoring LBJ Heartland Foundation Cultural Warriors bring a message of respect and honor to these eager young minds

Prepared jointly by Director Kenneth F Hoke-Witherspoon (aka Spoon) and Founder Dana Ellinger additional performances were offered at the Warriors new perfonnance space at AILs Warehouse

A return tour of Rio Grande Valley middle and high schools is planned for November and the on-going collaboration with the Matrix Theatre and the LBJ Heartland Foundation will continue into

CIlTuRA bull WAAAIOAS ~

f

t the spring

For booking information for your evem workshop or agency contact PaShun Fields at 472-3395

Cultural Warriors (with Director Spoon rear) spent a working day at the South Grape Creek Schoolhouse in Stonewall TX

JJ6J

AIL has dosed on the sal of the first four houses constructed by it Casa Verde Builders program Locatd at

2007 l 10th St and 915 Walter St these 1400 sqft homes embody significant sustai nable construction features fron the awardshywinning designs of the Green Builder Program from COAs Enrgy Conservation and Services Dept (ECSD) They have establisbed a new standard for the construction of affordabl housing in response to which the Ci y of Austin has upgraded its building guidelines

The new homeowner at

First mortgage financing will fWvide $40000 of the $64000 purchase prke in this instance arranged through the Tegtas Veterans Land Board and the Texas Vetrans Foundation Second mortgages are ca Tied by City of Austins Community Hol ing Development Organization (CHDO) co lering the remaining $24000 of construction costs to be forgiven when the firs mortgage has been successfully paid dflwn Proceeds from the first mortgage pmiddotovide AIL with the capital for land and materials for a new Casa Verde home (lvelve to be built this year)

At a celebration in July fc r this closing Congressman lloyd DOll ett acted as Keynote Speaker while ather Bill Elliott of Our Lady of Guadalup Catholic Church offered the dedication Also in attendance

Foundation representatives of the City of Austins Neighborhood Housing and Conservation Department amp the Energy Conservation Services Department plus representatives of the Texas Commission on National and Community Service (AmeriCotpsreg)

BANC ONE MORTGAGE CORPORATION is providing the first mortgage financing for the purchase of the other three houses BANC ONE has stepped forward as the innovative lender ready to help our citizens said AIL Chief Operating Officer Vicky Valdez Gomez

Cas--shyVerde

Builders The buyers of the house are the

Originally from these US citizens are first-time homeowners though they have resided for some time with their relatives in this

were Deputy Land Comn issioner and Exec Sec for Texas Veterans Land Board David GIoier Members oTexas Veterans

neighborhood where the kids attend

At a dosing ceremony held in September BANK ONE CEO Charlie OConnell offered these remarks At Bank One we realize how important home ownership is not only to families like the but to our community our neighborhoods our schools and our churches We also realize that as a bank we have a special obligation to do everything we can to help families here in East Austin achieve firstshytime home ownership Father Larry Maningly of Cristo Rey Catholic Church offered the house blessing Also in attendance were Justice of the Peace Elena Diaz State Representative Glenn Maxey as well as representatives of various City of Austin departments

The other two houses were blessed in October The 10th St house next door to a boarded-up former crack house dosed by the Austin Police Department was blessed

theWhenstatingAddressKeynote thedeliveredFlowersWilfordJudge

by Father Bill Elliott District

responsibilities of my bench fIrst brought me to this neighborhood to dose the crack house next door I discovered the wonderful energy in the members of Casa Verde Builders 1have since visited repeatedly with these fine young people and have followed each step of their success both in building a house and in building a new

thOUghtsand offering their life Also in attendance

were Dee Howard of US Probation Service and Rev Marvin Griffin of the neighborhood Ebenezer Baptist Church Well-wishers from Casa Verde the City and AIL were joined by neighbor and others

The buyers of the are firstshytime homeowners

both grew up in East Austin was Hving in Chalmers Court a

federally subsidized housing complex with

Regulations didnt allow to reside widl the family so was living with

until his recent death made truly homeless next door

neighbor was shot and killed on the patio I knew I had to find a way to get the kids out of there was doing well in AlLs Casa Verde Builders and I was a VISTA volunteer So we were looking forward to a better future but still in the present we couldnt find affordable housing with both of us only making minimum wage

In April 1995 they united their family by moving into an AIL transitional home ironically a house had worked on as parr of the AmeriCorpsreg Community Service component of Casa Verde Builders In another irony the house bad been the home of CRLC graduate

who has since become the owner of an Austin Habitat for Humanity house right down the street from the house was bUilding with Casa Verde Builders All rhe time we were working 01 th~t

house I kept telling the others on the crew This is my house said We all feel that way when were building them but I meant it differently shyand I were determined to own that house and now were gonna And well be

neighbors

A more private Blessing for the house was held immediately afterward New first-time homeowner gratefully received the keys and a complete homeowners manual prepared for by the Casa Verde crews who built

new home

We all know that it is a national crisis that affordable housing is in critically short supply for much of the citizenry said Fletcher Clark AIL Communications Coordinator Private sector financial institutions must find creative ways (0

invest in those parts of the community and the citizenry traditionally ignored by lenders We believe that sustainable energy-efficient single-family home ownership is the key to low-income neighborhood revitalization built by atshyrisk youth who are part of the solution not part of the problem

AIL RECEIVES HIGffiY

a Member of Casa Verde Builders traveled to Atlanta in March to participate in the Clinton Administrations Southern Economic Conference The day-long Conference brought together leaders and citizens from twelve southern states

Addressing the panel on Innovation in Education and Training said Thank you for this invitation and for the AmeriCorps funding which targets at-risk youth enabling them to build low-income energy efficient environmentally sensitive housing After my 1700 hours of service the $4725 Education award I will earn is really the only chance I have for going on to college Responding to the Presidents inquiry about Casa Verde community service activity described weatherizations ramps and access modifications for the elderly handicapped and disabled

President Clinton remarked that is one of many Americans

participating in [his community service initiative Since the AmeriCorps bill passed over 20000 have volunteered their service - more than the Peace Corps at the height of its actiVity

Casa Verde Builders Program Coordinator Richard Morgan said found out Tuesday morning that the White HOllse had invited to address the panel the only AmeriCorps Member to so invited So got on a plane by Tuesday afternoon arrived Atlanta Tuesday night

spoke before the President and the national media on Wednesday then got back on a plane for Austin that night to be back on the job-site Thursday Thats what our empowered youth do with both confidence and poise

ANOTHER AT WHITE HOUSE

a member of Casa Verde Builders was invited in September to Washington DC as part of the first year anniversary of AmeriCorpsreg She spoke with members of the House of Representatives Senators from Rhode Island and Maryland Austins Congressman Uoyd Doggett college presidents and members of the press

On Tuesday afternoon along with four other AmeriCorps members from around the country and six college presidents were invited to the White House to meet President Clinton The President was very interested in the success of AmeriCorpsreg and in the AmeriCorpsreg motto of getting things done He wanted a report on exactly what was getting done and how efficient it was A recent GAO report states the program is meeting - and beating - earlier budgetary projections and documents substantial achievements by AmeriCorpsreg Members AmeriCorpsreg promised Congress it would raise over $30 million in private sector match support They raised over $90 million in private sector support in their first year

Multiple Needs become Multiple Opportunities _W-shy

----shy --_ ----

ACClAIMED DRUCKER AWARD

AlLs Casa Verde Builders was honored with one of three Special Recognitions in the competition for the prestigious 1995 Peter F Drucker Award for Nonprofit Innova[ion held in Washington DC in October Hundreds of nominated programs from all over the country were considered by the award Selection Committee World renowned management theorist and consultant Peter F Dmckcr defines innovation as change which creates a new dimension of performance thus establishing the core cricerion for selection Casa Verde Builders is a seamlessly synergistic comhination of Educltion Joh TfJining Letdership Trtining and Community Service for its Members while estahtishing a standard for new Affordable Housing to revitalize low-income neighborhoods using cutting-edge Sustainable Construction Technologies for the Community

INgti(VAI10NS Fall 1995 page 5

MULTIMEDIA STUDIO MEETS NEW CHALLENGEsNEEDS APPUCATION

New classes have begu n taught by Keith Kritselis MultiMedia Instructor Students are excited and motivated to learn multimedia techniques involving concept story boarding scriptie g video and graphics production layout animation sound design and the host of other topics that put the multi in mollimedia

This new era in classr(om offerings has been made possible by significant in-kind contributions of both software and hardware MacroMedi and Adobe both major software develolers have supplied complete Educational iile packages of their entire product lines flOur reputation as multimedia developers helped us get their attention in the first place said Kerri Nicholas MultiMedia lUdio Product Marketing Manager 3ut when they became more familiar with our broader project based educational goals and techniques they recog nized an obvious opportunity to participte in redefining the educational process

The Dell Foundation laS donated three workstations They were presented by Ashley Blake Dell Foundation Administrator We are excited to be partnering with AIL since ollr goal is to avail the power of conputers to a broader population This is a middotin-win situation for us botb to achieve our goals said Ms Blake

Conversion A major fOCllS has been to complete the conversion to CD-ROM of AILs two award-winning interactive multimedia titles Addiction and its Processes and LifeMoves The Process ofRecovery Were completing the conversion process of Addiction for the Macintosh platform said Steven Coursen Technical Ccordinator and the Dell workstations will enable lS to proceed with the conversion for the PC platform In addition to entertaining offers from publishers on these two tities the multimedia team is responding to proposals for additional contracted products New Training AIL is launching an office skills training lab COST Computer Office Skills amp Training Microsoft has donated Microsoft Oftlce software for training and new classroom space has been configured We still need ten more PC workstations to bring the class up to speed and we are seeking those investments said Kerri Nicholas Internet After pioneering demonstration partnerships with the Texas Environmental Center and the Texas Telemedicine Association AlL is installing high speed ISDN lines to bring the full power of twoshyway on-line connectivity (Members of Casa Verde Builders are assisting in the

installation adding yet another demand occupation ski to their remesO Look for our home page at httpailorg E-mail to individual staff members may be addressed as -(where ~t~astname of the individual addressee at AIL) Surfs up dude

AIL SHOWCASES

INTERACTIVE CD-ROMs

Two multimedia titles from American Institute for Learning (AIL) Addiction and Its Processes and LifeMoves The Process of Recovery were highlighted in two important conferences in fall

Caringfor Every Youths Mental Health An Issue Inseparable from Youth Crime coshypresented by The Office of Juvenile Justice and Delinquency Prevention (O]DP) and the National Coalition for Mental and Substance Abuse Health Care in the Justice System held in Washington DC

Richard Halpin AIL FounderCEO and Steven Coursen CD-ROM Project Manager conducted a workshop entitled New Technology for Treatment Approaches Drug Abuse and Recovery CD-ROMs premiering Addiction and Its Processes and previewing LifeMoves The Process of Recovery The conference was being staged with the support of SS national organizations and was described as a national work session on mental health in the juvenile justice system to provide updates on the most effective strategies for working with troubled youth

At the conference judicial Response to Alcohol and Other Drugs presented by the National Council of Juvenile and Family Court Judges at the Midby-Byron National Center for Judicial Education in Reno NV Halpin and Coursen conducted the conduding presentation They demonstrated the Addiction and its Processes CD-ROM and previewed the LifeMoves The Process ofRecovery conversion in a special four-hour workshop Conference Organizer Iris A Hart scheduled this presentation for the conclusion of the conference to end it on an exciting p()sitive note demonstrating the potential (If these powerful subsmnce abuse educati lnal programs to make a Iffmiddot - _ I

~ ~ bullbull ~~ JO I--~--

J S 3 -( ()v noS Fall 995 -page I)

AIL has dosed on the sal of the first four houses constructed by it Casa Verde Builders program Locatd at

2007 l 10th St and 915 Walter St these 1400 sqft homes embody significant sustai nable construction features fron the awardshywinning designs of the Green Builder Program from COAs Enrgy Conservation and Services Dept (ECSD) They have establisbed a new standard for the construction of affordabl housing in response to which the Ci y of Austin has upgraded its building guidelines

The new homeowner at

First mortgage financing will fWvide $40000 of the $64000 purchase prke in this instance arranged through the Tegtas Veterans Land Board and the Texas Vetrans Foundation Second mortgages are ca Tied by City of Austins Community Hol ing Development Organization (CHDO) co lering the remaining $24000 of construction costs to be forgiven when the firs mortgage has been successfully paid dflwn Proceeds from the first mortgage pmiddotovide AIL with the capital for land and materials for a new Casa Verde home (lvelve to be built this year)

At a celebration in July fc r this closing Congressman lloyd DOll ett acted as Keynote Speaker while ather Bill Elliott of Our Lady of Guadalup Catholic Church offered the dedication Also in attendance

Foundation representatives of the City of Austins Neighborhood Housing and Conservation Department amp the Energy Conservation Services Department plus representatives of the Texas Commission on National and Community Service (AmeriCotpsreg)

BANC ONE MORTGAGE CORPORATION is providing the first mortgage financing for the purchase of the other three houses BANC ONE has stepped forward as the innovative lender ready to help our citizens said AIL Chief Operating Officer Vicky Valdez Gomez

Cas--shyVerde

Builders The buyers of the house are the

Originally from these US citizens are first-time homeowners though they have resided for some time with their relatives in this

were Deputy Land Comn issioner and Exec Sec for Texas Veterans Land Board David GIoier Members oTexas Veterans

neighborhood where the kids attend

At a dosing ceremony held in September BANK ONE CEO Charlie OConnell offered these remarks At Bank One we realize how important home ownership is not only to families like the but to our community our neighborhoods our schools and our churches We also realize that as a bank we have a special obligation to do everything we can to help families here in East Austin achieve firstshytime home ownership Father Larry Maningly of Cristo Rey Catholic Church offered the house blessing Also in attendance were Justice of the Peace Elena Diaz State Representative Glenn Maxey as well as representatives of various City of Austin departments

The other two houses were blessed in October The 10th St house next door to a boarded-up former crack house dosed by the Austin Police Department was blessed

theWhenstatingAddressKeynote thedeliveredFlowersWilfordJudge

by Father Bill Elliott District

responsibilities of my bench fIrst brought me to this neighborhood to dose the crack house next door I discovered the wonderful energy in the members of Casa Verde Builders 1have since visited repeatedly with these fine young people and have followed each step of their success both in building a house and in building a new

thOUghtsand offering their life Also in attendance

were Dee Howard of US Probation Service and Rev Marvin Griffin of the neighborhood Ebenezer Baptist Church Well-wishers from Casa Verde the City and AIL were joined by neighbor and others

The buyers of the are firstshytime homeowners

both grew up in East Austin was Hving in Chalmers Court a

federally subsidized housing complex with

Regulations didnt allow to reside widl the family so was living with

until his recent death made truly homeless next door

neighbor was shot and killed on the patio I knew I had to find a way to get the kids out of there was doing well in AlLs Casa Verde Builders and I was a VISTA volunteer So we were looking forward to a better future but still in the present we couldnt find affordable housing with both of us only making minimum wage

In April 1995 they united their family by moving into an AIL transitional home ironically a house had worked on as parr of the AmeriCorpsreg Community Service component of Casa Verde Builders In another irony the house bad been the home of CRLC graduate

who has since become the owner of an Austin Habitat for Humanity house right down the street from the house was bUilding with Casa Verde Builders All rhe time we were working 01 th~t

house I kept telling the others on the crew This is my house said We all feel that way when were building them but I meant it differently shyand I were determined to own that house and now were gonna And well be

neighbors

A more private Blessing for the house was held immediately afterward New first-time homeowner gratefully received the keys and a complete homeowners manual prepared for by the Casa Verde crews who built

new home

We all know that it is a national crisis that affordable housing is in critically short supply for much of the citizenry said Fletcher Clark AIL Communications Coordinator Private sector financial institutions must find creative ways (0

invest in those parts of the community and the citizenry traditionally ignored by lenders We believe that sustainable energy-efficient single-family home ownership is the key to low-income neighborhood revitalization built by atshyrisk youth who are part of the solution not part of the problem

AIL RECEIVES HIGffiY

a Member of Casa Verde Builders traveled to Atlanta in March to participate in the Clinton Administrations Southern Economic Conference The day-long Conference brought together leaders and citizens from twelve southern states

Addressing the panel on Innovation in Education and Training said Thank you for this invitation and for the AmeriCorps funding which targets at-risk youth enabling them to build low-income energy efficient environmentally sensitive housing After my 1700 hours of service the $4725 Education award I will earn is really the only chance I have for going on to college Responding to the Presidents inquiry about Casa Verde community service activity described weatherizations ramps and access modifications for the elderly handicapped and disabled

President Clinton remarked that is one of many Americans

participating in [his community service initiative Since the AmeriCorps bill passed over 20000 have volunteered their service - more than the Peace Corps at the height of its actiVity

Casa Verde Builders Program Coordinator Richard Morgan said found out Tuesday morning that the White HOllse had invited to address the panel the only AmeriCorps Member to so invited So got on a plane by Tuesday afternoon arrived Atlanta Tuesday night

spoke before the President and the national media on Wednesday then got back on a plane for Austin that night to be back on the job-site Thursday Thats what our empowered youth do with both confidence and poise

ANOTHER AT WHITE HOUSE

a member of Casa Verde Builders was invited in September to Washington DC as part of the first year anniversary of AmeriCorpsreg She spoke with members of the House of Representatives Senators from Rhode Island and Maryland Austins Congressman Uoyd Doggett college presidents and members of the press

On Tuesday afternoon along with four other AmeriCorps members from around the country and six college presidents were invited to the White House to meet President Clinton The President was very interested in the success of AmeriCorpsreg and in the AmeriCorpsreg motto of getting things done He wanted a report on exactly what was getting done and how efficient it was A recent GAO report states the program is meeting - and beating - earlier budgetary projections and documents substantial achievements by AmeriCorpsreg Members AmeriCorpsreg promised Congress it would raise over $30 million in private sector match support They raised over $90 million in private sector support in their first year

Multiple Needs become Multiple Opportunities _W-shy

----shy --_ ----

ACClAIMED DRUCKER AWARD

AlLs Casa Verde Builders was honored with one of three Special Recognitions in the competition for the prestigious 1995 Peter F Drucker Award for Nonprofit Innova[ion held in Washington DC in October Hundreds of nominated programs from all over the country were considered by the award Selection Committee World renowned management theorist and consultant Peter F Dmckcr defines innovation as change which creates a new dimension of performance thus establishing the core cricerion for selection Casa Verde Builders is a seamlessly synergistic comhination of Educltion Joh TfJining Letdership Trtining and Community Service for its Members while estahtishing a standard for new Affordable Housing to revitalize low-income neighborhoods using cutting-edge Sustainable Construction Technologies for the Community

INgti(VAI10NS Fall 1995 page 5

MULTIMEDIA STUDIO MEETS NEW CHALLENGEsNEEDS APPUCATION

New classes have begu n taught by Keith Kritselis MultiMedia Instructor Students are excited and motivated to learn multimedia techniques involving concept story boarding scriptie g video and graphics production layout animation sound design and the host of other topics that put the multi in mollimedia

This new era in classr(om offerings has been made possible by significant in-kind contributions of both software and hardware MacroMedi and Adobe both major software develolers have supplied complete Educational iile packages of their entire product lines flOur reputation as multimedia developers helped us get their attention in the first place said Kerri Nicholas MultiMedia lUdio Product Marketing Manager 3ut when they became more familiar with our broader project based educational goals and techniques they recog nized an obvious opportunity to participte in redefining the educational process

The Dell Foundation laS donated three workstations They were presented by Ashley Blake Dell Foundation Administrator We are excited to be partnering with AIL since ollr goal is to avail the power of conputers to a broader population This is a middotin-win situation for us botb to achieve our goals said Ms Blake

Conversion A major fOCllS has been to complete the conversion to CD-ROM of AILs two award-winning interactive multimedia titles Addiction and its Processes and LifeMoves The Process ofRecovery Were completing the conversion process of Addiction for the Macintosh platform said Steven Coursen Technical Ccordinator and the Dell workstations will enable lS to proceed with the conversion for the PC platform In addition to entertaining offers from publishers on these two tities the multimedia team is responding to proposals for additional contracted products New Training AIL is launching an office skills training lab COST Computer Office Skills amp Training Microsoft has donated Microsoft Oftlce software for training and new classroom space has been configured We still need ten more PC workstations to bring the class up to speed and we are seeking those investments said Kerri Nicholas Internet After pioneering demonstration partnerships with the Texas Environmental Center and the Texas Telemedicine Association AlL is installing high speed ISDN lines to bring the full power of twoshyway on-line connectivity (Members of Casa Verde Builders are assisting in the

installation adding yet another demand occupation ski to their remesO Look for our home page at httpailorg E-mail to individual staff members may be addressed as -(where ~t~astname of the individual addressee at AIL) Surfs up dude

AIL SHOWCASES

INTERACTIVE CD-ROMs

Two multimedia titles from American Institute for Learning (AIL) Addiction and Its Processes and LifeMoves The Process of Recovery were highlighted in two important conferences in fall

Caringfor Every Youths Mental Health An Issue Inseparable from Youth Crime coshypresented by The Office of Juvenile Justice and Delinquency Prevention (O]DP) and the National Coalition for Mental and Substance Abuse Health Care in the Justice System held in Washington DC

Richard Halpin AIL FounderCEO and Steven Coursen CD-ROM Project Manager conducted a workshop entitled New Technology for Treatment Approaches Drug Abuse and Recovery CD-ROMs premiering Addiction and Its Processes and previewing LifeMoves The Process of Recovery The conference was being staged with the support of SS national organizations and was described as a national work session on mental health in the juvenile justice system to provide updates on the most effective strategies for working with troubled youth

At the conference judicial Response to Alcohol and Other Drugs presented by the National Council of Juvenile and Family Court Judges at the Midby-Byron National Center for Judicial Education in Reno NV Halpin and Coursen conducted the conduding presentation They demonstrated the Addiction and its Processes CD-ROM and previewed the LifeMoves The Process ofRecovery conversion in a special four-hour workshop Conference Organizer Iris A Hart scheduled this presentation for the conclusion of the conference to end it on an exciting p()sitive note demonstrating the potential (If these powerful subsmnce abuse educati lnal programs to make a Iffmiddot - _ I

~ ~ bullbull ~~ JO I--~--

J S 3 -( ()v noS Fall 995 -page I)

house I kept telling the others on the crew This is my house said We all feel that way when were building them but I meant it differently shyand I were determined to own that house and now were gonna And well be

neighbors

A more private Blessing for the house was held immediately afterward New first-time homeowner gratefully received the keys and a complete homeowners manual prepared for by the Casa Verde crews who built

new home

We all know that it is a national crisis that affordable housing is in critically short supply for much of the citizenry said Fletcher Clark AIL Communications Coordinator Private sector financial institutions must find creative ways (0

invest in those parts of the community and the citizenry traditionally ignored by lenders We believe that sustainable energy-efficient single-family home ownership is the key to low-income neighborhood revitalization built by atshyrisk youth who are part of the solution not part of the problem

AIL RECEIVES HIGffiY

a Member of Casa Verde Builders traveled to Atlanta in March to participate in the Clinton Administrations Southern Economic Conference The day-long Conference brought together leaders and citizens from twelve southern states

Addressing the panel on Innovation in Education and Training said Thank you for this invitation and for the AmeriCorps funding which targets at-risk youth enabling them to build low-income energy efficient environmentally sensitive housing After my 1700 hours of service the $4725 Education award I will earn is really the only chance I have for going on to college Responding to the Presidents inquiry about Casa Verde community service activity described weatherizations ramps and access modifications for the elderly handicapped and disabled

President Clinton remarked that is one of many Americans

participating in [his community service initiative Since the AmeriCorps bill passed over 20000 have volunteered their service - more than the Peace Corps at the height of its actiVity

Casa Verde Builders Program Coordinator Richard Morgan said found out Tuesday morning that the White HOllse had invited to address the panel the only AmeriCorps Member to so invited So got on a plane by Tuesday afternoon arrived Atlanta Tuesday night

spoke before the President and the national media on Wednesday then got back on a plane for Austin that night to be back on the job-site Thursday Thats what our empowered youth do with both confidence and poise

ANOTHER AT WHITE HOUSE

a member of Casa Verde Builders was invited in September to Washington DC as part of the first year anniversary of AmeriCorpsreg She spoke with members of the House of Representatives Senators from Rhode Island and Maryland Austins Congressman Uoyd Doggett college presidents and members of the press

On Tuesday afternoon along with four other AmeriCorps members from around the country and six college presidents were invited to the White House to meet President Clinton The President was very interested in the success of AmeriCorpsreg and in the AmeriCorpsreg motto of getting things done He wanted a report on exactly what was getting done and how efficient it was A recent GAO report states the program is meeting - and beating - earlier budgetary projections and documents substantial achievements by AmeriCorpsreg Members AmeriCorpsreg promised Congress it would raise over $30 million in private sector match support They raised over $90 million in private sector support in their first year

Multiple Needs become Multiple Opportunities _W-shy

----shy --_ ----

ACClAIMED DRUCKER AWARD

AlLs Casa Verde Builders was honored with one of three Special Recognitions in the competition for the prestigious 1995 Peter F Drucker Award for Nonprofit Innova[ion held in Washington DC in October Hundreds of nominated programs from all over the country were considered by the award Selection Committee World renowned management theorist and consultant Peter F Dmckcr defines innovation as change which creates a new dimension of performance thus establishing the core cricerion for selection Casa Verde Builders is a seamlessly synergistic comhination of Educltion Joh TfJining Letdership Trtining and Community Service for its Members while estahtishing a standard for new Affordable Housing to revitalize low-income neighborhoods using cutting-edge Sustainable Construction Technologies for the Community

INgti(VAI10NS Fall 1995 page 5

MULTIMEDIA STUDIO MEETS NEW CHALLENGEsNEEDS APPUCATION

New classes have begu n taught by Keith Kritselis MultiMedia Instructor Students are excited and motivated to learn multimedia techniques involving concept story boarding scriptie g video and graphics production layout animation sound design and the host of other topics that put the multi in mollimedia

This new era in classr(om offerings has been made possible by significant in-kind contributions of both software and hardware MacroMedi and Adobe both major software develolers have supplied complete Educational iile packages of their entire product lines flOur reputation as multimedia developers helped us get their attention in the first place said Kerri Nicholas MultiMedia lUdio Product Marketing Manager 3ut when they became more familiar with our broader project based educational goals and techniques they recog nized an obvious opportunity to participte in redefining the educational process

The Dell Foundation laS donated three workstations They were presented by Ashley Blake Dell Foundation Administrator We are excited to be partnering with AIL since ollr goal is to avail the power of conputers to a broader population This is a middotin-win situation for us botb to achieve our goals said Ms Blake

Conversion A major fOCllS has been to complete the conversion to CD-ROM of AILs two award-winning interactive multimedia titles Addiction and its Processes and LifeMoves The Process ofRecovery Were completing the conversion process of Addiction for the Macintosh platform said Steven Coursen Technical Ccordinator and the Dell workstations will enable lS to proceed with the conversion for the PC platform In addition to entertaining offers from publishers on these two tities the multimedia team is responding to proposals for additional contracted products New Training AIL is launching an office skills training lab COST Computer Office Skills amp Training Microsoft has donated Microsoft Oftlce software for training and new classroom space has been configured We still need ten more PC workstations to bring the class up to speed and we are seeking those investments said Kerri Nicholas Internet After pioneering demonstration partnerships with the Texas Environmental Center and the Texas Telemedicine Association AlL is installing high speed ISDN lines to bring the full power of twoshyway on-line connectivity (Members of Casa Verde Builders are assisting in the

installation adding yet another demand occupation ski to their remesO Look for our home page at httpailorg E-mail to individual staff members may be addressed as -(where ~t~astname of the individual addressee at AIL) Surfs up dude

AIL SHOWCASES

INTERACTIVE CD-ROMs

Two multimedia titles from American Institute for Learning (AIL) Addiction and Its Processes and LifeMoves The Process of Recovery were highlighted in two important conferences in fall

Caringfor Every Youths Mental Health An Issue Inseparable from Youth Crime coshypresented by The Office of Juvenile Justice and Delinquency Prevention (O]DP) and the National Coalition for Mental and Substance Abuse Health Care in the Justice System held in Washington DC

Richard Halpin AIL FounderCEO and Steven Coursen CD-ROM Project Manager conducted a workshop entitled New Technology for Treatment Approaches Drug Abuse and Recovery CD-ROMs premiering Addiction and Its Processes and previewing LifeMoves The Process of Recovery The conference was being staged with the support of SS national organizations and was described as a national work session on mental health in the juvenile justice system to provide updates on the most effective strategies for working with troubled youth

At the conference judicial Response to Alcohol and Other Drugs presented by the National Council of Juvenile and Family Court Judges at the Midby-Byron National Center for Judicial Education in Reno NV Halpin and Coursen conducted the conduding presentation They demonstrated the Addiction and its Processes CD-ROM and previewed the LifeMoves The Process ofRecovery conversion in a special four-hour workshop Conference Organizer Iris A Hart scheduled this presentation for the conclusion of the conference to end it on an exciting p()sitive note demonstrating the potential (If these powerful subsmnce abuse educati lnal programs to make a Iffmiddot - _ I

~ ~ bullbull ~~ JO I--~--

J S 3 -( ()v noS Fall 995 -page I)

MULTIMEDIA STUDIO MEETS NEW CHALLENGEsNEEDS APPUCATION

New classes have begu n taught by Keith Kritselis MultiMedia Instructor Students are excited and motivated to learn multimedia techniques involving concept story boarding scriptie g video and graphics production layout animation sound design and the host of other topics that put the multi in mollimedia

This new era in classr(om offerings has been made possible by significant in-kind contributions of both software and hardware MacroMedi and Adobe both major software develolers have supplied complete Educational iile packages of their entire product lines flOur reputation as multimedia developers helped us get their attention in the first place said Kerri Nicholas MultiMedia lUdio Product Marketing Manager 3ut when they became more familiar with our broader project based educational goals and techniques they recog nized an obvious opportunity to participte in redefining the educational process

The Dell Foundation laS donated three workstations They were presented by Ashley Blake Dell Foundation Administrator We are excited to be partnering with AIL since ollr goal is to avail the power of conputers to a broader population This is a middotin-win situation for us botb to achieve our goals said Ms Blake

Conversion A major fOCllS has been to complete the conversion to CD-ROM of AILs two award-winning interactive multimedia titles Addiction and its Processes and LifeMoves The Process ofRecovery Were completing the conversion process of Addiction for the Macintosh platform said Steven Coursen Technical Ccordinator and the Dell workstations will enable lS to proceed with the conversion for the PC platform In addition to entertaining offers from publishers on these two tities the multimedia team is responding to proposals for additional contracted products New Training AIL is launching an office skills training lab COST Computer Office Skills amp Training Microsoft has donated Microsoft Oftlce software for training and new classroom space has been configured We still need ten more PC workstations to bring the class up to speed and we are seeking those investments said Kerri Nicholas Internet After pioneering demonstration partnerships with the Texas Environmental Center and the Texas Telemedicine Association AlL is installing high speed ISDN lines to bring the full power of twoshyway on-line connectivity (Members of Casa Verde Builders are assisting in the

installation adding yet another demand occupation ski to their remesO Look for our home page at httpailorg E-mail to individual staff members may be addressed as -(where ~t~astname of the individual addressee at AIL) Surfs up dude

AIL SHOWCASES

INTERACTIVE CD-ROMs

Two multimedia titles from American Institute for Learning (AIL) Addiction and Its Processes and LifeMoves The Process of Recovery were highlighted in two important conferences in fall

Caringfor Every Youths Mental Health An Issue Inseparable from Youth Crime coshypresented by The Office of Juvenile Justice and Delinquency Prevention (O]DP) and the National Coalition for Mental and Substance Abuse Health Care in the Justice System held in Washington DC

Richard Halpin AIL FounderCEO and Steven Coursen CD-ROM Project Manager conducted a workshop entitled New Technology for Treatment Approaches Drug Abuse and Recovery CD-ROMs premiering Addiction and Its Processes and previewing LifeMoves The Process of Recovery The conference was being staged with the support of SS national organizations and was described as a national work session on mental health in the juvenile justice system to provide updates on the most effective strategies for working with troubled youth

At the conference judicial Response to Alcohol and Other Drugs presented by the National Council of Juvenile and Family Court Judges at the Midby-Byron National Center for Judicial Education in Reno NV Halpin and Coursen conducted the conduding presentation They demonstrated the Addiction and its Processes CD-ROM and previewed the LifeMoves The Process ofRecovery conversion in a special four-hour workshop Conference Organizer Iris A Hart scheduled this presentation for the conclusion of the conference to end it on an exciting p()sitive note demonstrating the potential (If these powerful subsmnce abuse educati lnal programs to make a Iffmiddot - _ I

~ ~ bullbull ~~ JO I--~--

J S 3 -( ()v noS Fall 995 -page I)

NEW ON BOAIID

to its Board of Director)

Rudy Colmenero Martinez Mendoza amp Company

Susan P Dawson Sterling Information Group

Robert Garrioa Origin Systems Inc

JohnZapp Chuys Comida Deluxe

NEW All lEADERSHIP

Joe Jerkins retired former President and General Manager of KVUE-TV Ch 24 here in Austin steps down as AIL Chairman of the Board after vo 2-year terms of dedicated service His successor is JoAnne Midwikis of the accounting firm Midwikis Rorie Granger Pe Joes stable leadership has guided AlL through its most significant period of growth said Midwikis and that translates into hundreds of new opportunities for Austins at-risk youth and adults

Earl Vlaxwell of the accounting fiITIl Maxwell Locke amp Ritter has completed his tenn as AIL Treasurer He is succeeded by Rudy Colemenero of the accounting firm Martinez Mendoza and Company

AIL has been blessed with the devoted service of concerned citizens such as Joe and Earl commented AlL FounderCEO Richard Halpin and now JoAnne and Rudy cany the mantle of their dedicated service Whatever AIL has been or may become is directly attributable to such truly committed people

AIL MISSION STATEMENT

To empower individuals

to become productive

self-sufficient citizens

through a holistic approach

incorporating

innovative learning

personal development amp

economic opportunities

Fifteen eRIC Participants were welcomed to lVervynns Child SPree to select $100 each in children IS back-ta-school clothes made possible by tbe RGK Foundation I

is joined by AIL staffers and the Participants and their

HALPIN All HONORED BY UTA Richud Haipin has been honored JS -ovinner of the Human Service Leadership 3ward one of six categories of recognitions from the School of Urban and Public Affairs at the Cniversity of Texas at Arlington Selected by the Texas Commission for National md Community Service the award was presented on the evening of November 17 1995 at the Urban Awards Banquet culminating the VT Centennial Urban Conference sponsored by the School of Urban and Public Affairs

j accept this award on behalf of all the dedicated staff committed supporters and courageout) participants who together make AlL the unique community it ismiddot said Halpin

The five other winners were for City Manager Leadership Urban Leadership Planning leldership erban Community le3dership Jnd Lrhan Entrepreneur

r--------------------------I Please accept my enclosed contribution of $___________

I in support of the programs and services of I American Institute for Learning and Creative Rapid Learning Center I

Date ______I Name

AdJres _______________ Phone ______

I City ____________ State ZIP _____

II My Company -------------- matches my gift_

I Make checks payable to American Institute for LearningI

I Your contribution is tax-exempt to the full extent provided by law

I

E-C()RPS YOUTH BlAZE NEW TR~)ARnON

The eight students agd 14 amp 15 were guided by E-Cor os Coordinator Paul Bond AIL Director of Programs Penny Weibly and FaltiHtators Brook Hall and Jennifer Thompson Supporting the effort were McKinney Falls Park Superintendent Ned Ochs PARD Planner Butch ~ mith and Austin Parks Foundation Exelutive Director Paula Fracasso The coostnlction spanned six weeks three hours per weekday

Summer students in A Ls Environmental Corps a project-based education program c(ompleted the Springfield Trail a hal ~lnile link between Springfield Plrk (COA PARD) and McKinney Falls Slue Park along Onion Creek Althoufh following an existing path consideltlble work was needed to develop th trail into a travelable condition to repair trailshyrelated erOSion to re-Loute the trail to locations where it will not damage the landscape to re-vegetlte and Irhabiitlte Jbancon~1 troll se-tlcns and to plants

remove eocroa hing noo-native

These at-risk youth ellrolled in AILs Summer Youth Employment Program earned minimum wag for both their trail-work and their cbss-work (the remainder of the 40-hour week) through the JTPA lIB program administered by the A lstinTravis County Private Industly Council The crew included

While working on the Springfield Trail it gave me a chance to help out a trail that wasnt doing its best I also had a chance to work with new tools and new people

A formal Ribbon-Cutting was held on the morning of July 12 The E-Corps crew and members of their families joined supporters and well-wishers as Superintendent Ochs offiCially ciedicareci [he new Trail As me assemblage walked the trail each student stopped to explain some specific aspect of the trail-building describing substantively both the design and execution Some of these kids would barely mumble their name to you six weeks ago said Paul Bond_ Here they are now proudly lecturing us on the hows whys and wherefores of trail-building and teamwork

E-Corps has an historical relationship with this area - [heir work in water quality testing and creek reclamation facilitated the return of Onion Creek and McKinney Palls as a usable recreational water source As part of LCRAs River Watch program E-Corps member traveled to Russia to teach water quality testing E-Corps has also done trail-building at Travis Countys Richard Moya Park and in the Chisos Basin of Big Bend National Park They have conducted

clean-ups at Llt RAs Colorado Bend Park Texas belches and Town Lake

Involving kid in environmental projects allows them to experience math science and verbal skills in a way that has relevance said Penny

activeanWeibly PhD herself palticipant in tile Central Texas Trail Tamers A chlssroom is not an architectural entity it is a learning comext and it doesnt have to have walls and blackboards

McKinney Falls Park Superintendent Ned Ochs and

perform the ribbon cutting ceremony at the trail enranee

Printed on recycled paper

NONPROFIT ORG US POSTAGE

PAID

PERMIT NO 1453

American Institute for Learning CpoundofnvpoundRArYO ~0iwrCpoundN7EK

422 Congress Avenle Austin Texas 78701-3620 Administration (S 12) 472-3395 bull Programs (512) 472-8220

lNNUVATIONS pubJislwd by American Institute for L~lrnjng a nonshyprofit corporation taxmiddoteempt under Internal Revenue Code Section 501(c)(3) is edited by Fkcher dark AIL Communications Coordinator AIL fights reserved Subcriptions ue free of charge AIL is an Equal0pp0I1Unlty EmployerP qmm funded in part oy City of Austin amp AuCirvTntvis County Printe Industry Council Texas Governor1s Office ~middot()lInlt-~ttions husinlw~~t let individuals uxiliarr li(s lf1d e~C~~ Ire (vniaon [0 llKiivlJuals ith disabilities FOf access by tile hluringimpaired call TEXAS REIAYat 1-800-735middot2989

Assurances j bullbull t

Signature of the Chief Operating Officer certifies that the folJowing stoltements are addressed through policies adoptd by the chaner 5chool and if approved the governing body administration and statof the open-enrellment chmer Nill abide by them

1) Tae roposed open-enrollment chaner school prohibits discrimination in its admission ooliCj on the basis of sex national origin ethnicity religion disability ac~demic or athletic ability or the district ~~e child ould otherwise attend in accordance with Stolte Stolrute

2) A1Y ~uc~tor employed by a school districi before the effective date ofa charter for an open-enrollmeut chaner schoel operated at a scheol district facility will not be transferred to or employed by the openshyenrollmem charter school over the educacor objection

3) Tae proposed open-enroilment charter school will retain authority to opertte under the charter contingent on satisfactOry smdent performance on assessment instromentS adopted underTEC Claaw 39 SubChapter B and as provided by the open~nrollment charter agre-o-ment approved by the StareBOaro of Education

4) middotTne proposed open-enrollment cnarer school will not ifuPose taxes use iinancia incentives orrebates to re=it srucents or charge ruition other rhan tuition allowable under TEC Section 12-106

5) If tile proposed open-enrollment charter school provides trallSporution it will provide transportItion to each student amonding rhe school to the same extent a schoel cllsmcc is cequired by law to provide transper-arion ~o disrricc srudencs

6) Tne proposed open-enrollmect charter school will operate in accordance with federal laws and rules govening public schools ap91iClble provisions of the Texas Constiwtion state staaIte pertaining to provisions establishing 3 criminal offense and prohibitions resttictions~ or requirementS as applicable trncer stale smrure or rule adopted relating [0

the ublic Education lniornlacion Management System (PEIMS) to tile extent nec=ary to monitor cOIlclianc~ as determined bv the commissioner crminal history records undor TEC Subchapter e or Chapter 22

bull high scneol 2r3duation under TEe Sedan 23025 spcial Cucicion progrnns rnder TEe Subcbaprer A of Chaprer 29 biIingu21 ~ucuion tlnder TEe Subchapcer B of Clapter 29 prelcinciergaren programs under TEC Suclthapter E of Caapter 29 Ixtracrrcuiar activities under TEe Section 33081 helt and safety under TEe Cnapter 38 and pubuc schoolaccountabiiiry under TEC Subchapcers B e D and G of Chapter 39

7) Tne gOVe7Jng bcoy of the scheol is considered a governmental body for purposes of QaptcS 551 and 552 GoyeI~ Code nd 1iil comply Nim u1ose requir~ments of state statute

8) Tae emoiovees and volunteers of the oDen~nroliment charter schoel are held immune from liability to the sam~ e~tntIS school district employees and volunce-rs under applicable state laws

9) The open-enroilmeat charter school ill ensure rhat any of its employees who qualify for membership in the Teacher Roirment Systom of Texas will be covered under the system to the same extent a quaified nployee of a school district is covered For h employee of the school covered under the system cle charter will be resonsible for making any contribution that otherwise ould be the legal rescorsibilirv of oe school district and will easure rhat cle state makes contributions for which it is legauy respOnsiblc co such ~mployees

10) Tne 0Fenlt~rollrrent ch=r cocol complies middotvjth all hetlth and saiery laws rules and regulations of rhc fedrti scatc- =ounry rgon or ccmmunir u1ac may lppiy co the fucilities and school property

J)66

11) Tae open-enrollment charter school agrees to assist in the completion ofan annual evaluation of the charter wat includes consideration of

bull srudents scores on assessment instruments administered under TEe Chapter 39 SUbchapter Bsrudent attendance

bull srodents grades bull incidents involving student discipline bull socioeconomic data on srudents families bull parents satisfaction wiw their childrens schools bull srudents satisfaction with their schools bull the CostS of instruction administration and transportation incurred by the apen-enroiIment charnr

and bull the effect of the open-enrollment charteran sllIIOunding school districts and an teachers studenrs

and parents in those districts

(12) An assignment of the operation of the charter to another entity is a revision to the charter and IDIISC be submitted to the Stare Board of Education to approval

(13) Charter schools will provide parents ofprospective students with a one-page prospeaus of the charter which includes but is not liDiited to infotmation about staff qualifications and the instructional program

Slgnarure ofCOmef Operaring Officer oftM Schoo Signmurllt oftM Chair oftM Sf4U ampardof usrifying co the provisions ofthe cJrarur Erfucati- Approving tM Open-EnroUmmrand tJt assurances above C1uzner in accordarrce wilh tMpn3Visions of

this ihcumcll

A Yf amp laquohult~uJ hA qd1QQ~ Dare -02 - f6 Dau

--~------------

)67

990 FORM

PAGE 67 - 80 = 14 PAGES

UNDER SECTION 6103 amp 6104 OF US CODE

TITLE 26

14 PAGES HAVE BEEN WITHHELD

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

0082

E-C()RPS YOUTH BlAZE NEW TR~)ARnON

The eight students agd 14 amp 15 were guided by E-Cor os Coordinator Paul Bond AIL Director of Programs Penny Weibly and FaltiHtators Brook Hall and Jennifer Thompson Supporting the effort were McKinney Falls Park Superintendent Ned Ochs PARD Planner Butch ~ mith and Austin Parks Foundation Exelutive Director Paula Fracasso The coostnlction spanned six weeks three hours per weekday

Summer students in A Ls Environmental Corps a project-based education program c(ompleted the Springfield Trail a hal ~lnile link between Springfield Plrk (COA PARD) and McKinney Falls Slue Park along Onion Creek Althoufh following an existing path consideltlble work was needed to develop th trail into a travelable condition to repair trailshyrelated erOSion to re-Loute the trail to locations where it will not damage the landscape to re-vegetlte and Irhabiitlte Jbancon~1 troll se-tlcns and to plants

remove eocroa hing noo-native

These at-risk youth ellrolled in AILs Summer Youth Employment Program earned minimum wag for both their trail-work and their cbss-work (the remainder of the 40-hour week) through the JTPA lIB program administered by the A lstinTravis County Private Industly Council The crew included

While working on the Springfield Trail it gave me a chance to help out a trail that wasnt doing its best I also had a chance to work with new tools and new people

A formal Ribbon-Cutting was held on the morning of July 12 The E-Corps crew and members of their families joined supporters and well-wishers as Superintendent Ochs offiCially ciedicareci [he new Trail As me assemblage walked the trail each student stopped to explain some specific aspect of the trail-building describing substantively both the design and execution Some of these kids would barely mumble their name to you six weeks ago said Paul Bond_ Here they are now proudly lecturing us on the hows whys and wherefores of trail-building and teamwork

E-Corps has an historical relationship with this area - [heir work in water quality testing and creek reclamation facilitated the return of Onion Creek and McKinney Palls as a usable recreational water source As part of LCRAs River Watch program E-Corps member traveled to Russia to teach water quality testing E-Corps has also done trail-building at Travis Countys Richard Moya Park and in the Chisos Basin of Big Bend National Park They have conducted

clean-ups at Llt RAs Colorado Bend Park Texas belches and Town Lake

Involving kid in environmental projects allows them to experience math science and verbal skills in a way that has relevance said Penny

activeanWeibly PhD herself palticipant in tile Central Texas Trail Tamers A chlssroom is not an architectural entity it is a learning comext and it doesnt have to have walls and blackboards

McKinney Falls Park Superintendent Ned Ochs and

perform the ribbon cutting ceremony at the trail enranee

Printed on recycled paper

NONPROFIT ORG US POSTAGE

PAID

PERMIT NO 1453

American Institute for Learning CpoundofnvpoundRArYO ~0iwrCpoundN7EK

422 Congress Avenle Austin Texas 78701-3620 Administration (S 12) 472-3395 bull Programs (512) 472-8220

lNNUVATIONS pubJislwd by American Institute for L~lrnjng a nonshyprofit corporation taxmiddoteempt under Internal Revenue Code Section 501(c)(3) is edited by Fkcher dark AIL Communications Coordinator AIL fights reserved Subcriptions ue free of charge AIL is an Equal0pp0I1Unlty EmployerP qmm funded in part oy City of Austin amp AuCirvTntvis County Printe Industry Council Texas Governor1s Office ~middot()lInlt-~ttions husinlw~~t let individuals uxiliarr li(s lf1d e~C~~ Ire (vniaon [0 llKiivlJuals ith disabilities FOf access by tile hluringimpaired call TEXAS REIAYat 1-800-735middot2989

Assurances j bullbull t

Signature of the Chief Operating Officer certifies that the folJowing stoltements are addressed through policies adoptd by the chaner 5chool and if approved the governing body administration and statof the open-enrellment chmer Nill abide by them

1) Tae roposed open-enrollment chaner school prohibits discrimination in its admission ooliCj on the basis of sex national origin ethnicity religion disability ac~demic or athletic ability or the district ~~e child ould otherwise attend in accordance with Stolte Stolrute

2) A1Y ~uc~tor employed by a school districi before the effective date ofa charter for an open-enrollmeut chaner schoel operated at a scheol district facility will not be transferred to or employed by the openshyenrollmem charter school over the educacor objection

3) Tae proposed open-enroilment charter school will retain authority to opertte under the charter contingent on satisfactOry smdent performance on assessment instromentS adopted underTEC Claaw 39 SubChapter B and as provided by the open~nrollment charter agre-o-ment approved by the StareBOaro of Education

4) middotTne proposed open-enrollment cnarer school will not ifuPose taxes use iinancia incentives orrebates to re=it srucents or charge ruition other rhan tuition allowable under TEC Section 12-106

5) If tile proposed open-enrollment charter school provides trallSporution it will provide transportItion to each student amonding rhe school to the same extent a schoel cllsmcc is cequired by law to provide transper-arion ~o disrricc srudencs

6) Tne proposed open-enrollmect charter school will operate in accordance with federal laws and rules govening public schools ap91iClble provisions of the Texas Constiwtion state staaIte pertaining to provisions establishing 3 criminal offense and prohibitions resttictions~ or requirementS as applicable trncer stale smrure or rule adopted relating [0

the ublic Education lniornlacion Management System (PEIMS) to tile extent nec=ary to monitor cOIlclianc~ as determined bv the commissioner crminal history records undor TEC Subchapter e or Chapter 22

bull high scneol 2r3duation under TEe Sedan 23025 spcial Cucicion progrnns rnder TEe Subcbaprer A of Chaprer 29 biIingu21 ~ucuion tlnder TEe Subchapcer B of Clapter 29 prelcinciergaren programs under TEC Suclthapter E of Caapter 29 Ixtracrrcuiar activities under TEe Section 33081 helt and safety under TEe Cnapter 38 and pubuc schoolaccountabiiiry under TEC Subchapcers B e D and G of Chapter 39

7) Tne gOVe7Jng bcoy of the scheol is considered a governmental body for purposes of QaptcS 551 and 552 GoyeI~ Code nd 1iil comply Nim u1ose requir~ments of state statute

8) Tae emoiovees and volunteers of the oDen~nroliment charter schoel are held immune from liability to the sam~ e~tntIS school district employees and volunce-rs under applicable state laws

9) The open-enroilmeat charter school ill ensure rhat any of its employees who qualify for membership in the Teacher Roirment Systom of Texas will be covered under the system to the same extent a quaified nployee of a school district is covered For h employee of the school covered under the system cle charter will be resonsible for making any contribution that otherwise ould be the legal rescorsibilirv of oe school district and will easure rhat cle state makes contributions for which it is legauy respOnsiblc co such ~mployees

10) Tne 0Fenlt~rollrrent ch=r cocol complies middotvjth all hetlth and saiery laws rules and regulations of rhc fedrti scatc- =ounry rgon or ccmmunir u1ac may lppiy co the fucilities and school property

J)66

11) Tae open-enrollment charter school agrees to assist in the completion ofan annual evaluation of the charter wat includes consideration of

bull srudents scores on assessment instruments administered under TEe Chapter 39 SUbchapter Bsrudent attendance

bull srodents grades bull incidents involving student discipline bull socioeconomic data on srudents families bull parents satisfaction wiw their childrens schools bull srudents satisfaction with their schools bull the CostS of instruction administration and transportation incurred by the apen-enroiIment charnr

and bull the effect of the open-enrollment charteran sllIIOunding school districts and an teachers studenrs

and parents in those districts

(12) An assignment of the operation of the charter to another entity is a revision to the charter and IDIISC be submitted to the Stare Board of Education to approval

(13) Charter schools will provide parents ofprospective students with a one-page prospeaus of the charter which includes but is not liDiited to infotmation about staff qualifications and the instructional program

Slgnarure ofCOmef Operaring Officer oftM Schoo Signmurllt oftM Chair oftM Sf4U ampardof usrifying co the provisions ofthe cJrarur Erfucati- Approving tM Open-EnroUmmrand tJt assurances above C1uzner in accordarrce wilh tMpn3Visions of

this ihcumcll

A Yf amp laquohult~uJ hA qd1QQ~ Dare -02 - f6 Dau

--~------------

)67

990 FORM

PAGE 67 - 80 = 14 PAGES

UNDER SECTION 6103 amp 6104 OF US CODE

TITLE 26

14 PAGES HAVE BEEN WITHHELD

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

0082

Assurances j bullbull t

Signature of the Chief Operating Officer certifies that the folJowing stoltements are addressed through policies adoptd by the chaner 5chool and if approved the governing body administration and statof the open-enrellment chmer Nill abide by them

1) Tae roposed open-enrollment chaner school prohibits discrimination in its admission ooliCj on the basis of sex national origin ethnicity religion disability ac~demic or athletic ability or the district ~~e child ould otherwise attend in accordance with Stolte Stolrute

2) A1Y ~uc~tor employed by a school districi before the effective date ofa charter for an open-enrollmeut chaner schoel operated at a scheol district facility will not be transferred to or employed by the openshyenrollmem charter school over the educacor objection

3) Tae proposed open-enroilment charter school will retain authority to opertte under the charter contingent on satisfactOry smdent performance on assessment instromentS adopted underTEC Claaw 39 SubChapter B and as provided by the open~nrollment charter agre-o-ment approved by the StareBOaro of Education

4) middotTne proposed open-enrollment cnarer school will not ifuPose taxes use iinancia incentives orrebates to re=it srucents or charge ruition other rhan tuition allowable under TEC Section 12-106

5) If tile proposed open-enrollment charter school provides trallSporution it will provide transportItion to each student amonding rhe school to the same extent a schoel cllsmcc is cequired by law to provide transper-arion ~o disrricc srudencs

6) Tne proposed open-enrollmect charter school will operate in accordance with federal laws and rules govening public schools ap91iClble provisions of the Texas Constiwtion state staaIte pertaining to provisions establishing 3 criminal offense and prohibitions resttictions~ or requirementS as applicable trncer stale smrure or rule adopted relating [0

the ublic Education lniornlacion Management System (PEIMS) to tile extent nec=ary to monitor cOIlclianc~ as determined bv the commissioner crminal history records undor TEC Subchapter e or Chapter 22

bull high scneol 2r3duation under TEe Sedan 23025 spcial Cucicion progrnns rnder TEe Subcbaprer A of Chaprer 29 biIingu21 ~ucuion tlnder TEe Subchapcer B of Clapter 29 prelcinciergaren programs under TEC Suclthapter E of Caapter 29 Ixtracrrcuiar activities under TEe Section 33081 helt and safety under TEe Cnapter 38 and pubuc schoolaccountabiiiry under TEC Subchapcers B e D and G of Chapter 39

7) Tne gOVe7Jng bcoy of the scheol is considered a governmental body for purposes of QaptcS 551 and 552 GoyeI~ Code nd 1iil comply Nim u1ose requir~ments of state statute

8) Tae emoiovees and volunteers of the oDen~nroliment charter schoel are held immune from liability to the sam~ e~tntIS school district employees and volunce-rs under applicable state laws

9) The open-enroilmeat charter school ill ensure rhat any of its employees who qualify for membership in the Teacher Roirment Systom of Texas will be covered under the system to the same extent a quaified nployee of a school district is covered For h employee of the school covered under the system cle charter will be resonsible for making any contribution that otherwise ould be the legal rescorsibilirv of oe school district and will easure rhat cle state makes contributions for which it is legauy respOnsiblc co such ~mployees

10) Tne 0Fenlt~rollrrent ch=r cocol complies middotvjth all hetlth and saiery laws rules and regulations of rhc fedrti scatc- =ounry rgon or ccmmunir u1ac may lppiy co the fucilities and school property

J)66

11) Tae open-enrollment charter school agrees to assist in the completion ofan annual evaluation of the charter wat includes consideration of

bull srudents scores on assessment instruments administered under TEe Chapter 39 SUbchapter Bsrudent attendance

bull srodents grades bull incidents involving student discipline bull socioeconomic data on srudents families bull parents satisfaction wiw their childrens schools bull srudents satisfaction with their schools bull the CostS of instruction administration and transportation incurred by the apen-enroiIment charnr

and bull the effect of the open-enrollment charteran sllIIOunding school districts and an teachers studenrs

and parents in those districts

(12) An assignment of the operation of the charter to another entity is a revision to the charter and IDIISC be submitted to the Stare Board of Education to approval

(13) Charter schools will provide parents ofprospective students with a one-page prospeaus of the charter which includes but is not liDiited to infotmation about staff qualifications and the instructional program

Slgnarure ofCOmef Operaring Officer oftM Schoo Signmurllt oftM Chair oftM Sf4U ampardof usrifying co the provisions ofthe cJrarur Erfucati- Approving tM Open-EnroUmmrand tJt assurances above C1uzner in accordarrce wilh tMpn3Visions of

this ihcumcll

A Yf amp laquohult~uJ hA qd1QQ~ Dare -02 - f6 Dau

--~------------

)67

990 FORM

PAGE 67 - 80 = 14 PAGES

UNDER SECTION 6103 amp 6104 OF US CODE

TITLE 26

14 PAGES HAVE BEEN WITHHELD

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

0082

11) Tae open-enrollment charter school agrees to assist in the completion ofan annual evaluation of the charter wat includes consideration of

bull srudents scores on assessment instruments administered under TEe Chapter 39 SUbchapter Bsrudent attendance

bull srodents grades bull incidents involving student discipline bull socioeconomic data on srudents families bull parents satisfaction wiw their childrens schools bull srudents satisfaction with their schools bull the CostS of instruction administration and transportation incurred by the apen-enroiIment charnr

and bull the effect of the open-enrollment charteran sllIIOunding school districts and an teachers studenrs

and parents in those districts

(12) An assignment of the operation of the charter to another entity is a revision to the charter and IDIISC be submitted to the Stare Board of Education to approval

(13) Charter schools will provide parents ofprospective students with a one-page prospeaus of the charter which includes but is not liDiited to infotmation about staff qualifications and the instructional program

Slgnarure ofCOmef Operaring Officer oftM Schoo Signmurllt oftM Chair oftM Sf4U ampardof usrifying co the provisions ofthe cJrarur Erfucati- Approving tM Open-EnroUmmrand tJt assurances above C1uzner in accordarrce wilh tMpn3Visions of

this ihcumcll

A Yf amp laquohult~uJ hA qd1QQ~ Dare -02 - f6 Dau

--~------------

)67

990 FORM

PAGE 67 - 80 = 14 PAGES

UNDER SECTION 6103 amp 6104 OF US CODE

TITLE 26

14 PAGES HAVE BEEN WITHHELD

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

0082

990 FORM

PAGE 67 - 80 = 14 PAGES

UNDER SECTION 6103 amp 6104 OF US CODE

TITLE 26

14 PAGES HAVE BEEN WITHHELD

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

0082

CONTRACTCONTRACT FOR CHARTER

CONTRACT entered into this 2Sth day of March 1996 by and between the Texas State Board of Education (the Board) and American Institute for Learning

(Charterholder) for the purpose of establishing a charter to operate a public school

The term of the charter granted by this contract is from Augus t 1996 through July 200 l

The charter may be renewed for an additional period by mutual agreement of the parties at any time prior to its expiration

The charter granted by this contract is contingent upon full and timely compliance with the following all of which are incorporated by reference

1 The terms of the Request for Proposals dated October 1995 including the assurances required by the Request

2 All applicable requirements of state and federal law and court orders including any amendments thereto and

3 All additional commitments and representations made in Charterholders application and any supporting documents which are consistent with the provisions and requirements of this contract

Charterholder understands that the Board may modify place on probation revoke or deny renewal to a charter if the Board determines that a material violation of the charter has occurred that Charterholder has failed to satisfy generally accepted accounting standards of fiscal management or that the Charterholder has failed to comply with an applicable law or rule The parties agree that failure to satisfy accountability provisions adopted under Subchapters B C D and G of Chapter 39 of the Texas Education Code or their successor provisions or failure to operate an open-enrollment charter school during the period of this contract are material violations of the charter Charterholder understands that its charter may not be assigned encumbered pledged or in any way alienated for the benefit of creditors or otherwise

Charterholder represents that it is qualified to enter into this contract and agrees to immediately notify the Board of any legal change in its status which would disqualify it from holding the charter of any violation of the terms and conditions of this agreement and of any change in the chief operating officer of the Charterholder

Entered into this 2Sth day of March1996

Texas State Board of Education American Institute for Learning 422 Congress Avenue Austin Texas 78701

By Dr Jackjhristie Chairman By PennyS Weibly Chief Proram Officer

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