1. education
2. school

Imhotep Institute Charter High School Preliminary Transition Document
Prepared by Sankofa Freedom Transition Team in Collaboration with the
Imhotep Board of Trustees
a). Operator’s Vision Statement: Include the vision, principles and structure to be used to
transform programming in the school. (In other words, a statement that captures the operator’s
perspective on what it will take to operate Imhotep successfully).
Imhotep defines itself as an African Centered Science, Mathematics and Technology
learning center. It defines its mission as one that provides standards driven, high
quality educational programming for urban learners grounded in the Afrikan
principles of Maat and the Seven Principles of the Nguzo Saba. The school’s stated
aim is to nurture lifelong learners who are valuable members of the world
community.
As operators of Imhotep Institute Charter High School (IICHS), Sankofa Freedom
Academy Charter School’s goal is to insure the mission and vision as articulated in
the original charter is fulfilled and that students emerge from their experience at
Imhotep fully prepared to be conscious committed contributors to their
communities locally and globally.
At the heart of this work is the task of engaging students in academically rigorous,
culturally responsive, purposeful scholarship in a community of caring grounded in
an epistemology that validates truth through real world experience, scientific
inquiry, mathematical reasoning, empirical investigation, and critical interrogation.
Accomplishing this will take a myriad of excellences as exemplified in the life of
Imhotep the multi-genius. This multiplicity of excellences will be pursued by the
Sankofa Freedom Management Team (SFMT), a diverse group of experts under the
leadership of Sankofa CEO, Dr. Ayesha Imani and in consultation with the Imhotep
Institute Charter High School Board of Trustees. The Sankofa Freedom
Management Team (SFMT) will seek excellence in academic programming,
leadership, stewardship, organization, culture, community partnerships and
activism.
1. Academic Programming: In order to insure that students are provided a
“standards driven, high quality program”, attention must be paid to curriculum,
instruction, and assessment. In that Imhotep purports to be a Math, Science, and
Technology school that utilizes African Centered methodologies and ideologies to
educate and socialize young people, it is critical that the Sankofa Freedom
Management team insure the following:
a. A curriculum be adopted that is aligned with Pennsylvania Common Core
standards and Next Generation Science standards. This curriculum should
reflect the STEM orientation of the school across all content areas. In
addition, curriculum also must be infused with African history, values,
literature, orature, and expressed through the African aesthetic.
b. Planning and scheduling guides be utilized so that people not only know
what to teach but when to teach it.
c. Four year Courses of Study be developed that reflect the STEM emphasis of
the school and provides opportunity for interdisciplinary applied study in
areas such as: engineering, medical studies, architectural, computer
programming and computer applications.
d. Essential Questions that drive instruction must be identified so as to allow
for inquiry based, problem posing, thematic, and multidisciplinary
approaches to teaching and learning.
e. Assessment and benchmarking systems be established and implemented
with fidelity. These systems will be aligned to curriculum. Moreover,
multiple assessment tools and methods will be utilized. These tools shall
include but will not be limited to the Winter and Spring Keystone
examinations.
f. Interventions will be developed based on an analysis of multiple assessment
data sources with the Keystone data at the center of consideration.
g. Preparations are given for academic based projects, simulations, symposia,
and local, state, and national competitions in order to build student capacity
in research, presentation, debate, and exhibition.
2. Leadership: To empower IICHS to realize its vision, both governance and
administration must reflect, model, and encapsulate the principles and foci upon
which the school is founded. Moreover, IICHS must be prepared to be communally
accountable and embrace servant leadership as its institutional leadership model.
To this end SFMT will seek to:
a. Recruit, vet, and reconstitute the present Board of Governors to
include At-Large members who have expertise in critical areas
needed by the institution (i.e. finance, law, non-profit
administration, education, African history and culture) as well as
members from various stakeholders group that make up the larger
community.
b. Recruit, vet, and recommend administrative leadership who are
experienced in using data to improve academic outcomes, are
content savvy in STEM related areas, are culturally competent and
responsive with regard to the history and culture of children of
African Descent, and are prepared to respect communal processes
for decision making while understanding the school as a part of a
larger community to which it must be accountable.
c. Infuse the servant leadership model throughout every level of the
organization. Model the principle that power in the organization
is accrued and exercised based on ones willingness to be
supportive, accountable, and responsible to those with whom one
shares both cause and community. To this end, both governors
and senior administration must be annually engaged in self, peer,
and communal evaluation processes. Feedback must be provided
from various constituency groups in order to insure that
leadership is accountable and is building even greater capacity to
do even more excellent work.
3. Stewardship: Excellence in stewardship requires that administration and
governance have access to all financial records and clarity about the financial
position and spending within the organization. In addition, in order for a public
charter to be successful, its leadership must focus its commitment on expenditures
designed to further the academic program of the school while subjugating all other
expenditures to this central instructional mission to be achieved. Thus financial
management must be grounded in the instructional mission of the institution and
should reflect the priorities and values that are articulated in the philosophy. To this
end SFMT will:
a. Review all existing contracts with an eye toward decreasing
external dependencies and increasing school-based capacity in the
areas of professional services.
b. Increase instructional related expenditures especially in the areas
of Science, Math, and Technology.
c. Insure that systems of principles of accounting are adhered to that
are in keeping with best practices in the field
d. Create an accounting policies and procedures manual to
document the internal accounting procedures in order to ensure
that assets are safeguarded, that financial statements are in
conformity with generally accepted accounting principles, and that
finances are managed with responsible stewardship. This manual
will include, but not be limited to:
 Segregation of duties
 Cash receipts procedures
 Cash disbursement procedures
 Cash management directives
 Procurement procedures
 Fixed asset management
 Payroll procedures
 Financial reporting and compliance
e. Institute checks and balances to insure that all personnel with a
role in the management of fiscal operations are expected to
uphold the policies in the accounting manual.
f. Make financial records and reports clear and accessible so that
stakeholders are empowered to participate in financial
planning and oversight.
4. Organization: Excellence in organization requires that systems, processes, and
protocols insure the smooth and efficient running of the school’s instructional
program. These systems must be aligned with the mission, vision, and value system
of the school. They must be clearly articulated, compliant with local, state, and
federal mandates and implemented with fidelity. Furthermore, competent, caring,
culturally responsive staffing must be in place to guarantee operational integrity
within the institution. To insure excellence in organization Sankofa Freedom
Management Team will:
a. Build internal capacity for the efficient operation of the present
data management system with the intent of maximizing its use as a
tool for communication with parents, students, staff and members
of the community.
b. Review present organization to eliminate duplications of
functions, insure sufficient levels of support for instruction and
academic oversight.
c. Insure the institution of assessment systems that provide robust
data that is useful in improving student performance.
d. Insure procedures, policies, and protocols are consistent
throughout the organization and are aligned with mission, vision,
and value system.
5. Culture: Historically schooling developed by people of African descent for
children of African descent has been a part of a larger socialization process designed
to cultivate in the participants a strong healthy identity rooted in the historical
struggle, resistance and victories of African people. This is an education that
empowers and impassions young people to care about their families and
communities and act in the best interest of themselves and their communities.
Culture in this context speaks to the deep ontological structures of shared being,
which have survived across time, space, and tragedy and manifest themselves in
linguistic, oratorical, artistic, and intellectual traditions. Thus, in this educational
paradigm, culture matters, and must be infused throughout curriculum, pedagogy,
climate, and value system. Excellence in culture requires the building of a culturally
democratic environment that utilizes a range of artistic, intellectual, and spiritual
vehicles of expressions that shape activities and define relationships both in school
and beyond. To achieve excellence in culture, SFMT will:
a. Insure the history and culture of African people are infused throughout
all curriculum documents, which guide instruction within the institution.
b. Develop protocols, policies, rituals, routines, and Rites programming to
address the developmental needs of children across age and gender
c. Insist on the continuation of fictive kinship relations within the
institutions.
d. Craft and implement a professional development plan, which will help
cultivate culturally responsive staff members who are able to fully
participate in a “centered” environment.
e. Develop and implement a fully aligned common core Rites of Passage
curriculum. This curriculum will create pathways for students from 9th
grade through to college in order to shepherd our students through this
complex maze called adolescence during perhaps the most tumultuous
times in their lives.
f. Cultivate the use of purposeful authentic artistic expressions
6. Community: Excellence in community requires the inculcation of shared values
and codes, as well as protocols, policies, and systems, for solving problems,
managing conflict, healing hurts, and inspiring transformation. Our communities
are designed as havens of intergenerational learning and servant leadership. Thus
opportunities should be given to students to build healthy relationships with one
another and with the adults with whom they share time, space, and opportunity.
School scheduling, communications systems, and student support services must be
organized to give students, parents, and staff opportunities to build loving
relationships with one another and to teach and learn from one another. These
principles of community must be expanded to include geographic neighbors as well
as institutional partnerships. Excellence in community and partnerships requires
that the SFMT do the following:
a. Establish a Maatic Development approach to “discipline” that is
restorative instead of punitive. Train staff in the use of these approaches.
b. Establish avenues for conflict resolution between and among students
and staff.
c. Increase external partnerships with local universities, community
organizations, cultural associations, service agencies and faith based
institutions.
7. Activism: In order for the production of knowledge to be a meaningful endeavor,
students must have the opportunity to engage in purposeful activities in the real
adult world that are powerful, emancipatory, and have the potential for local and
global transformation. This activism should address authentic needs within the
wider community, provide opportunities for adult relationships, involve active /
action research, require academic rigor, and apply the critical literacies (i.e. literacy,
numeracy, technology, media, and civic engagement). Excellence in activism will
require that the SFMT team:
a. Sponsor community based intergenerational social justice and service
learning opportunities that bring together various elements within the
community to address mutually held concerns.
b. Establish or strengthen relationships with public officials and engage
students in forums involving the development of and testing of public
policy and it application
c. Require community service, service learning, internships, and OST work
related opportunities for students that are rooted in the STEM
experience.
d. Strongly encourage the completion of international service projects as a
part of an education that prepares students for global leadership.
b). Operator Leadership Information: Including names, resumes and positions of
operator leadership to spearhead the transition period and a proposed plan for choosing school
leadership in the first year after transition.
The Sankofa Freedom Management Team consists of the following people who bring
many years experience in educational and/or non-profit leadership.
Dr. Ayesha Imani, SFMT coordinator and team leader: Dr. Imani is the founder and
Head of School at Sankofa Freedom Academy Charter School. She has over 40 years
of experience in education that is culturally responsive or social justice centered.
She has nearly 20 years administrative experience in African Centered
environments including having been the Director of Teaching and Learning at
Imhotep Institute Charter High School, the CEO of Khepera Charter School, and the
SLC Coordinator for Masterminds African American Studies Program at William
Penn High School. Dr. Imani has a BS.in Mathematics Education, a Masters of Public
Administration, and a PhD in Urban Education.
Dr. Kelli Sparrow Mickens: Dr. Mickens is both a school and community based
educator whose research focus has been on youth leadership in culturally
responsive environments. Her focus on the team is qualitative and quantitative data
collection especially with regard to the Transition Needs assessment. In addition,
she will assist in designing and providing teambuilding and training for the
upcoming transition team retreat and will work in areas related to socialization
programming and Rites. Dr. Mickens has her BA in History and Africana Studies, a
Masters in Social Work, and a PhD in Urban Education
Dr. Kelli Seaton: Dr. Seaton has a wealth of experience in administration and teacher
development. She was the founding principal of Mastery Pickett. Under her
leadership, Mastery Pickett received national recognition as a successful urban
turnaround school. Moreover, Dr. Seaton has served as Vice President for Teacher
Development in the Teach for America organization. Dr. Seaton has an interest in
interrogating the intersections between culturally responsive pedagogy and student
growth and performance. She will partner with Dr. Mickens in the completion of the
needs assessment with a focus on teacher efficacy. She will also assist in the
examination and restructuring of the instructional leadership team. Dr. Seaton has a
BA in English, MS in Counseling and a PhD in Secondary Administration and
Supervision.
Jennifer Powell-Folks - Has nearly 20 years experience in non-profit fiscal
management and administration. She has provided financial management and
executive leadership to multiple communities, cultural and faith based
organizations, as well as governmental and social service agencies. Her focus on the
transition team will be Board assessment, training, and development as well as
fiscal and financial management review. Ms. Powell-Folks has a BS in Economics, a
Masters in Business Administration (MBA) and has Certification in Executive NonProfit Administration.
Stacy Holland – Stacy Holland is a co-founder of one of this country’s most successful
youth development and employment programs, Philadelphia Youth Network. The
work of PYN has been nationally recognized by the Obama Administration for the
transformative impact it has had on hundreds of thousands of youth throughout the
past 15 years. Stacy Holland has served as the Chief of Strategic Partnerships for the
School District of Philadelphia. Presently, she is the Executive Director of the
Lenfest Foundation. Stacy Holland will provide consultation to the transition team
on the overall transition process particularly as it relates to organizational and
financial management assessment and restructuring. Ms. Holland has a BA in
Marketing and an MA in Personnel Administration
Geraldine Newton – Geraldine Newton is a veteran business and personnel manager
within the charter schools movement. She is the founding business manager for 3
Philadelphia charter schools and is well versed in charter school organization,
structure, and management. She currently serves as the business manager and HR
director of Sankofa Freedom Academy Charter School. Geraldine Newton has a BA
in Accounting.
Kimberly Washington, Esq - Kimberly Washington, Esq presently serves as the
Executive Director of a community development corporation and Commercial
Corridor manager. She has served as an attorney in the non-profit domain. She has
a Bachelor degree in Business Administration and Finance and a Juris Doctor
degree. Kimberly will assist us in navigating our consideration of the various
external contracts of the school as well as issues of Board governance and fiduciary
responsibility.
M. Sabriya Dempsey: Ms. Dempsey has served as a curriculum writer, teacher coach,
and professional development content specialists for the School District of
Philadelphia. She is known throughout the city for her work in Secondary Science
education, her leadership in the Robotics Competition, the Carver Science Fair, and
the establishment of the Carver Medical School program. She presently is a Master
Teacher evaluator for the Washington D.C. school district. She is the writer of the k12 science curriculum for Sankofa Freedom Academy and is in its founding coalition.
She will provide leadership in transitioning Imhotep current program to one that
has STEM at its core. Ms. Dempsey has a BS. in Science Education and a M.S. in
Educational Organization from Harvard University with Principal and Supervisor
certificates from the State of Pennsylvania.
(For further detail, please see attached resumes).
The Imhotep Transition Team is already in the process of accessing academic and
organizational needs within the institution. Below, please find the preliminary
outline for assessing and selecting Imhotep school leadership. Please note this plan
does not automatically assume the replacement of current school leadership nor
prevent current leadership from applying for newly created positions.
Objective
Review of core documents
for educational audit of
institution
Review (develop)
organizational chart and
staffing roster for the
present Imhotep staff and
contractors
Develop survey
instruments and interview
protocols for Kujichagulia
study of staff, parents, and
students’ perceptions of
present Imhotep
leadership structure and
staffing.
Conduct academic needs
assessment survey and
focus group of present
Imhotep staff, parents,
and students.
(Participants are to be
interviewed to measure
perceptions of the present
efficacy of leadership and
structure)
Charter Renewal
Agreement
Imhotep/Sankofa Charter
Partnership Agreement
Framework
Full school Walk-though
for needs assessment
Timeline
March 30 – on-going
Point Person
Drs. Imani, Mickens,
Powell-Folk
April 17, 2015
Dr. Imani with Imhotep
Senior Management
April 6, 2015
Dr. Kelli Sparrow Mickens
April 15 and 17
Drs. Mickens and Seaton,
April 30th
Dr. Imani with SFMT
Publish results of
May 11, 2015
April 30
M. Sabriyah Dempsey, Dr.
Kelli Seaton, Dr. Ayesha
Imani
M. Sabriya Dempsey, Dr.
academic needs
assessment
Recommendation for
May, 2015 Board Meeting
changes in senior
management structure for
school year 2015-2016 if
called for by the needs
assessment
All Imhotep staff informed
of planned employment
contracts for 2015-2016
If necessary: advertise in May and June 2015
PA-REAP, NSTA, ASCD (Ed
Leadership), NABE, school
websites, and local papers
to expand candidate pool
for school leadership
position
If necessary: produce job May, June 2015
description and open
formal application process
for senior school
leadership position.
(Candidates to be
interviewed by various
constituents in the
community including
students, parents, and
staff representatives. )
If warranted: Hiring for
school leadership position
Identification and Hiring
of top Imhotep school
leader support positions
with recommendation to
the Board. (This could
include STEM
Coordination position)
Development of
Evaluation tool for mid
level management and
operations
Operations and
organizational audit and
Mickens, Dr. Seaton, Dr.
Imani
Dr. Imani
Newton
SFTM (Powell-Folks,
Seaton, Imani)
June 30, 2015
August 1
Imhotep School Leader,
Dr. Imani
October 2015
Imhotep School Leader,
SFTM
November, 2015
SFTM (Dr. Imani, PowellFolks)
review
Recommendation to
Board for midmanagement
restructuring (if
necessary), based on
results of the audit
Development of job
descriptions and
recruitment of new midmanagement positions.
Convening of various
teams of students,
parents, and staff as part
of hiring process)
If necessary: Job Fair
Recommendation for midmanagement leadership
team positions for 20162017 school year as a part
of budget approval
process for school year
2016-2017
January, 2016
February, 2016
SFTM, Imhotep School
Leader
March, 2016
April, 2016
c). Board Composition Plan: Including proposed process for establishing/recruiting board
members and the names /resumes of anticipated board members
The Transition of the Imhotep Board is well underway, with the goal of bringing
new Board members in May and exiting existing Board Members by June 30, 2015.
Imhotep by-laws have been reviewed with recommendations made for an
expansion of the board to include ex-officio members of various stakeholders
including parents, students, and staff representatives. At present, names of
candidates are being collected. Specific recommendations are not yet available for
Charter School Office review. The Board approved the recommended By-Law
changes at the April 9, 2015 Board meeting. These changes included expanding from
Board composition from a maximum of 9 to 13. This was done to insure there is an
overlap between the addition of new Board members and the departure of the
present Board members. The Board approved the additional Board members to
begin in May 2015. Below, please find the timeline for Board Composition
Transition.
Board Composition Plan
Objective
Create Imhotep Board of
Directors Transition
Strategy.
a. Review present
composition of
Imhotep Board of
Directors.
Develop recommendation for
By-Law changes and
strategic timeline
Imhotep Board of Directors
ratification of restructured
By-Laws with recommended
changes in Board
composition,
Timeline
April 2, 2015
Point Person
Jennifer Powell-Folks
April 9, 2015
Broderick Jones, Imhotep
Board President
Recruitment process
begins with agreed upon
outreach plan to include
advertisement through
radio, newspaper ads in
local papers, social media
campaign, and school
wide ads for all
stakeholder groups
Recruitment committee
established for Board
recruitment along with
materials for recruitment
(application and flyer).
Recruitment Period
established
Recruitment team meets
to respond to applications
using the Board
Composition Evaluation
Rubric
New Board members
recommended to the
Current Imhotep Board
for acceptance.
Identify a place for the
Board Retreat
April 9, 2015
Dr. Ayesha Imani,
Geraldine Newton, Maisha
Sullivan-Ongoza, Board
Member
April 11, 2015 – April 30,
2015
Maisha Sullivan-Ongoza,
Dr. Ayesha, Jennifer FolksPowell
May 14, 2015 Imhotep
Board Meeting
Dr. Ayesha Imani, Maisha
Ongoza, Broderick Jones
May 15
Geraldine Newton
New Board Members
Orientation Session One
Resignation of Old Board
members (Board
members can
Election of new Board
Officers
Board Training session
two
Board retreat with elected
members from
representative groups
present
Planning and acquisition
for full retreat site with all
constituent groups
represented: (i.e. Board
Members Parents, Staff
Students)
Full family retreat –
parallel training for board
members
May 28
Jennifer Powell-Folks
June 11,2015 Imhotep
Annual Board Meeting
(Resignation effective
June 30, 2015)
June 11, 2015 Board
Meeting
June 11, 2015 Annual
Board Meeting / Press
Release announcing the
new Board Members.
June 15 2015
Kimberly Washington,
Esq.
Jennifer Powell-Folks
Jennifer Powell-Folks,
Kimberly Washington,
Esq.
July, 2015
Geraldine Newton, Dr.
Ayesha
August, 2015
Dr. Kelli Mickens, Dr.
Ayesha Imani, Jennifer
Powell-Folks
d.) School Transition Plan Outline – Including timeline and structure for evaluation of
existing programming, staff and practices; and a transition plan for the selected operator to assume
school leadership responsibilities. These responsibilities include scheduling curriculum,
programming and personnel decisions.
The Sankofa Freedom Management Team envisions the transition process in two
major stages:
Phase One: (Present – August, 2015). This phase consists of the first round
examination of critical documents within the organization so as to ascertain the
current state of IICHS in terms of academic, personnel, financial, and organizational
infrastructure. During this phase key documents are examined including existing
curricula, staff rosters, scheduling, contracts, evaluation instruments, by-laws,
procedures, policy manuals, etc. Round one of the needs assessment will include
multiple walk-throughs and classroom visitations, focus groups and surveys
designed to collect data from all staff members, as well as other stakeholders
including parent representatives, board members, alumni, and students. During
Phase One the management contract between Imhotep Institute Charter High School
and Sankofa Freedom Management Team will be negotiated with the goal of
acquiring a renewal of the Imhotep Institute Charter in the May, 2015 meeting of the
SRC. Phase One culminates in:
1. The reconstitution of the Board,
2. The appointment of a school leader should the needs assessment reveal a
need for leadership changes.
3. Ushering in changes in contracted services that are non-competitively
priced or under-performing.
4. The assumption of executive leadership of IICHS by the SFTM
Phrase One hopes to usher in a new era at Imhotep Institute Charter School with a
full school overnight retreat designed to build unity, renew the sense of mission,
rekindle the institutional vision, and introduce a shift in the institutional identity of
the school to reflect a real commitment to the African Centered STEM orientation of
the school. (Please see Phase One organizational chart following Phase One and
Two Timelines)
Phase Two: (September, 2015 to June, 2016) Phase two will take place during
school year 2015-2016. During this year, there will be a second more intensive
review of curriculum, finances, operations, special education services, and/all
personnel evaluations especially for mid-level management, operations and
instructional staff. This will provide sufficient time to use multiple assessment tools
to measure various aspects of the organization. Based on this more intensive
review, a new round of changes within the organization should emerge. During
Phase two instructional models, assessment systems, and STEM based programming
will be developed and implemented in order to improve student performance across
the curriculum and provide teachers with the strategies and support needed to
provide more opportunities for instruction based on the Next Generation Science
Standards that still await adoption by the state of Pennsylvania. In Phase two
Imhotep will move closer to self-reliance as it revisits its dependency on external
systems for financial, legal and instructional services. June, 2016 completes the
transition period and should conclude with the restructuring of all aspects of the
school and the identification, evaluation, and the recruitment of a staff that is poised
to move into 2017 with an exciting vision, renewed mission and an organizational
infrastructure to support that vision.
Below, find a more detailed description of the Phase One and Two transition plan, as
well as time line across financial management, scheduling / programming,
curriculum, and personnel. Board composition and leadership selection have
already been detailed in questions b and c.
Transition Planning
Phase One - (April, 2015 to August, 2015)
Finances
4/15
Curriculum/Instruction
/Assessment
Review present
curriculum documents,
lesson plan templates,
instructional
evaluation tools,
assessment tools and
systems.
Scheduling
/programming
Review of Parent
and Student
Handbook
including
discipline policies
and due process
policies
Review salary
matrix and
Interview teaching staff
personnel benefits regarding curricular
supports and
accessibility
Identify
turnaround
funding sources
Imhotep Roster
chair moves
forward with
scheduling based
on 2014-2015
roster priorities
Review past years
audits (2012,
2013, 2014)
Review financial
statements
4/30
5/1
Review contracted Examine and visit
services above
existing STEM models
$10,000
within the city.
Interview Philadelphia
Negotiate
based stem leaders.
Management
Contract
Review budget
Examine other STEM
submission for
based national
2015-2016
curriculum models
Present
Management
Contract for Board
Approval
5/15
Review internal
controls and
accounting
policies manual
Make
recommendation
to Board
First review of
2015-2016 roster
Publish second
round of needs
assessment
results.
Personnel
Review of
Employee Manual
Review staffing
roster,
organization
chart, job
descriptions
Interview for staff,
parent, and
student focus
group with
emphasis on
perceptions of
school leadership
and structure
Walk through of
building to focus
on both
instruction and
operations staff as
part of needs
assessment
Publish needs
assessment
results.
Teaching Staff
contracts for
2016-2017 made
available based on
2014-2015
evaluations
Establish and recruit
for curriculum
committee work for the
Recommendations
for school
leadership
6/1
6/15
regarding budget
submission for
school year 20152016
summer. Focus on
African infusion and
STEM transition of
curriculum
Submit grant for
turnaround
funding for
transitional
programming
Select members of
curriculum committee.
First draft of
professional
development plan for
2015-2017 based on
results of needs
assessment
Recommendations Curriculum committee
for first round of
review of existing
cuts,
curricula including
modifications or
Sankofa’s present
continuation of
curriculum
professional
contracted
services based on
results of needs
assessment
structure
Recruitment and
hiring for
anticipated staff
vacancies based
on attrition
Select location for
full staff August
summer institute.
Establishment of
recruitment and
hiring committee
for school
leadership
position
Recommendations
for STEM based
rostering
additions
Seek Board
approval for
modifications to
2015-2016 budget
6/30
7/1
Curriculum committee
representative to
attend ASCD
conference in
Nashville, TN
Training of curriculum
committee for summer
work.
Interventions
developed based on the
results from the spring
keystone exam.
Announcement of
senior leadership
position
Excellence in
Teaching
Conference ASCD
in Nashville
Roster
adjustments made
based on data
from the keystone
examinations
7/15
Establish new
financial reporting
protocols for
Board and
community to
provide greater
transparency
Curriculum begins its
work to produce a
planning and
scheduling guidelines
for each subject, with
the infusion of African
history and culture and
inquiry based
/problem posing
approaches based on
STEM orientation
7/30
Development of
curriculum rollout plan
and materials for
August, PD retreat.
Review of
benchmarking and
assessment systems
8/11- Benefits Training Exposure to materials
8/13 Financial Planning and curriculum guides
for New Staff
8/17
Full roll-out of
curriculum to the full
staff at full family
summer institute PD
Roll out of assessment
system with
benchmarks to assure
alignment with
curriculum
Internal audit of
special education
and ELL files and
folders in order to
insure
appropriate
rostering based
on IEP needs
Recruitment and
Selection of STEM
Coordinator.
Hiring committee
to reflect
stakeholders in
collaboration with
school leadership
and management
team.
Updates to
protocols and
procedures for
various
handbooks
Completion of the
fulfillment of all
vacancies for
school year 20162017 with
100%certified
personnel
New Teacher
Orientation
Rosters Training
with New Staff
Training in any
Full Family
new protocols and Orientation procedures
Summer Institute
Training with
Parallel Board,
student, and
Parent
Organization
Training
Review of lesson
planning protocol and
introduction of
assessment planning
protocols
Phase Two will begin the leadership of the IICHS New Board of Trustees and the
tenure of the new School Leadership position if one is called for based on the needs
assessment. July 1 also represents the official beginning of the tenure of the SFMT
under the direction of Dr. Ayesha Imani, as the executive coordinator and manager
of the Imhotep leadership team. Please see Phase two timeline below.
Transition Planning
Phase Two September, 2015 to June, 2016
Finances
9/15
Curriculum
Preparation for new
independent audit
with new auditor.
Review of second
round of contracted
service
10/15
SFTM financial
management team to
collaborate with
Imhotep business
manager to access
new financial
management
reporting system
11/15
12/15
1/16
Completion of audit
2015.
Reconvene
curriculum
committee for
feedback on first
month with eye
toward
adjustments
Scheduling
/programming
Implementation on
new roster with
summer updates
including Special
Ed, Ell, keystone
results, and special
STEM electives and
dual enrollment
programming
Admission Audit
Special Ed. Internal
Audit
Transition from
lesson planning
to assessment
planning
Discipline Audit
and Restorative
Justice survey
Winter Keystone
exams (to be
taken in all
subject areas)
Publishing of
results of multiple
audits for mid-year
transition summit
Mid-year Parent
and community
transition summit
Personnel
First round of
mini observation
for instructional
and noninstructional
staff
Initiation of
monthly
leadership
meetings
First round
formal teaching
and operations
observations.
Mid-year
evaluations for
all full time staff
positions
Recommendation
for restructuring
of midmanagement
structure (if
necessary)
2/16
Second round
recommendations
for retention,
elimination, or
modification of
remaining
contracted services
Mid-year
assessment of
curriculum
instrument.
Including
feedback from
parents, students,
and staff
3/16
4/16
Mid-year retreat
to assess
progress on goals
set in summer
institute
Convening of
hiring committee
in the event that
midmanagement
reorganization is
accepted by the
Board and midmanagement
changes are
needed for 20162017
First round of
rostering changes
Job Fair, 2016for 2016-2017.
2017
New roster should
reflect transition to
STEM based
programming more
fully
Submission of first
budget draft for
2016-2017. This
budget should reflect
reorganization and
STEM curricular
focus, and any
operation /
instructional
changes
5/16
6/16
Recommendations
for changes in
policies related to
discipline,
attendance,
admissions to be
presented to the
Board of Trustees
Updates to financial
policy manuals and
policies based on
Board approval of
Final Board
recommendations
for changes in
curriculum and
instructional
model for 20162017
Spring Keystones,
Selection of 20162017 curriculum
and assessment
committee
Training for
summer
curriculum and
assessment work.
Submit letter of
intent for renewal
for 2016-2017 if
appropriate
Contract offers
given to teaching
and operational
staff for 20162017
Policies manuals all Transition
updated to reflect
restructuring is
results for various
completed
audits conducted
recommendations
based on needs
assessment and
audits
ASCD Teaching
for Excellence
conference
during school year
2015-2016
Below please find a proposed organizational chart for the Phase One
Transition Plan
PHASE ONE INTERIM ORGANIZATION CHART
IMHOTEP CHARTER HIGH SCHOOL
Imhotep Charter High School
Board of Trustees
Sankofa
Management Team
Fiscal Oversight
Human Resources
PIMS
Chief Administrative
Officer/Principal
Vice Principal of Academic Excellence
STEM
Coordinator
School
Climate
Coordinator
Teachers
Special
Education
Coordinator
Vice Principal of
Operations Excellence
Transition
Coordinator
Technology
Coordinator
Facilities
Coordinator
e). Resolution Recommendations:
1. Recommendation that renewal be for a period of 5 years from the date of this
(May, 14, 2015) renewal decision.
2. Recommendation that the original mission and vision of the charter be
affirmed and that Imhotep Institute Charter High School continue as an
African Centered School with a curricular focus on Science, Math, and
Technology.
3. Recommendation that students be allowed to participate in courses offered
across institutions without being deemed in violations of any admission
policies. (Dual enrollment across institutions).
This is offered as a preliminary plan that provides an outline of various aspects of a
transition plan for the partnership between Imhotep Institute Charter High School
and Sankofa Freedom Academy Charter School. It is not intended to have the scope
or the detail of the forthcoming management agreement nor address all aspects of
transition. It is rather offered in response to the March 20th memorandum of the
Charter School Office.