ITAT Charter Application 115C It Acad Triangle

User Manual: 115C

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For A Future-Ready Generation
FEBRUARY 19, 2010
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Primary Contact Person: Kenan Gundogdu
Mailing Address: 1333 Edenhurst Ave.
City/State/ Zip: Cary/NC/27513
Phone Number: 919-521 0800
Fax: 919-439 5308
Name of Proposed Charter School: IT Academy of Triangle
Location Proposed Charter School (LEA): Wake County
Proposed Grade Levels: (i.e., K-3, K-4, etc.)
2011-12: K-6 2012-13: K-7 2012-14: K-8 2014-15: K-9 2015-16: K-10
Projected Enrollment:
Targeted Population: ITAT targets general education students with no emphasis on any special
Yes: If so, Public or Private:
If a private school, give the name of the school being converted:
If a public school, give the name and six-digit identifier of the school being converted: -
Summary of Educational Mission: ITAcademy of Triangle's mission is to provide K-12 students in
Wake County research-based math, and technology education.IT Academy of Triangle aims to
prepare its students for challenging scientific, technical colleges and careersby employing rigorous
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and proven programs that are recognized by the U.S. Department of Education, the Office of
Technological Education, the National Science Foundation (NSF), and National Council of
Teachers of Mathematics (NCTM).
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Name of Private Nonprofit: IT Academy of Triangle Company
Mailing Address: 1333 Edenhurst Ave
City/State/Zip: Cary, NC, 27513
Street Address: 1333 Edenhurst Ave
Phone: (919) 521 0800
Fax: (919) 678 0450
Name of registered agent and address: Kenan Gundogdu. 1333 Edenhurst Ave, Cary, NC,
FEDERAL TAX ID:27-1939213
IV.B. TAX-EXEMPT STATUS (501(c)(3)) (G.S. 115C-238.29(b)(3)
The private nonprofit listed as the responsible organization for the proposed charter school has 501
(c)(3) status:
Yes (copy of letter from federal government attached)
ITAT Company does not have current Federal Tax Exempt Status under 501(c)(3). Upon final
approval of the Charter Application, tax-exempt status will be applied for.
Currently, ITAT does not have a contract with an EMO. In the future, if deemed necessary by the
Board, ITAT may contract with an EMO.
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238.29B(b)(3); GS 115C-238.29E(d))
1. Organizational Chart
ITAT will be governed by the Board of Directors. The Board of Directors sets up all general policies
ensuring alignment with the school mission. The Board will be responsible for hiring and
supervising the Principal. The Principal will report to the school Board. The daily activities will be
managed by the Principal. The ITAT faculty, staff, students will be coordinated by the Principal.
Volunteers (parents and organizations) will be involved in the governance of ITAT and Principal will
coordinate them as well. The governance chart of ITAT is given below in Figure 1.
Figure 1. ITAT organizational chart
2. Resumes of the Board of Directors
Founding Board of Directors
Our founding Board of Directors consists of eight distinguished members of the community with
diverse backgrounds. These members are successful teachers, professors, businessmen, IT
specialists, and CEO of an IT company. One of our teacher members Julia Williams, who is retired
from the NC public school system, has played significant role in establishing the very early IT
curriculum in NC high schools. Another member is the CEO of FIT-NC, a global IT company. As
will be seen from the resumes, ITAT has a very strong team that not only understands the
challenges of establishing such a school but also capable of overcoming these challenges. The
most significant glue that binds such a diverse team is the desire of making a positive contribution
to the education of our future.
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Julia K. Williams
1905 Lewis Circle, Raleigh, NC 27608
Cell: 919- 604 7906
B.S. Business Education: East Carolina University
M.A. Business Education: East Carolina University
Retired (2002) after 38 years of teaching business education
Pi Omega Pi – National Honorary Business Fraternity at ECU – office of secretary
Member of National Education Association, American Vocational Association, National Business
Education Association, Past President of the Business Education Division of the N. C. Vocational
Association, Past President of N. C. Business Education Association
Explorenet IT Initiatives Outstanding Teacher (2002)
Enloe High School, Raleigh, NC (Certified Novell Administrator; mentor teacher) 20 years
Peace College, Raleigh, NC (head of business program, led Business Advisory Council)—13 years
Broughton High School, Raleigh, NC (teaching typing and shorthand almost 2 years)
Massey Hill High School, Fayetteville, NC
Roseboro-Salemburg High School, Roseboro, NC
(Began my career teaching typing and shorthand and ended my career teaching computer
applications and network administration)
Member of Pullen Memorial Baptist Church – chair Siler Garden Committee; leader of a women’s
Member of Anne Hathaway Book Club – serve as treasurer and publish yearbook
Enjoy classical music and regularly attend N. C. Symphony concerts
Enjoy traveling and learning about other cultures; lived in England 6 months; lived in Hong Kong 1
year; short visits to Ghana (West Africa), Honduras, Holland, Greece, Italy, Russia, Germany,
France, Thailand
Member of Raleigh Garden Club – co-chaired Plant Sale for 2 years
Worked with Montagnards (from Vietnam) in getting settled in Raleigh
Playing piano
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Kenan Gundogdu
(contact person)
1933 Edenhurst Ave Cary, NC 27513
Cell: 919- 521 0800
PhD Physics: The University of Iowa, 1999-2004
BS Physics: Bosphorous University, 1995-1999
Assistant Professor 2008-present
Department of Physics
North Carolina State University
Postdoctoral Associate 2006-2008
Chemistry Department
Massachusetts Institute of Technology
Postdoctoral Associate 2004-2006
Chemistry Department
The University of Iowa
Tubitak fellowship 1995
Professor Gundogdu has published 22 research papers, and filed 3 patents. He organized and was
involved in many outreach activities including scientific conference organizations, science fairs. He
coached high school students for international and national science Olympiads, prepared high
school students to college. He was involved in organizations that provide carrier guidance to
students. He is also board member in TMSA charter school in Greensboro, NC.
Dr. Gundogdu has currently four graduate students in his research group and involved in training of
five students in his previous positions
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3963 Old Hillsborough Rd Mebane, NC 27302
Cell: 919-563 4398
Nyack College, Nyack NY
Bachelor of Science in Elementary School Education Minor in Psychology
NC Highly Qualified Reading K-12
NC State Certification Elementary Education K-6
New York State Provisional Certification Elementary Education K-6
Reading Remediation Teacher K-2 2005-present
Alamance Burlington Schools: E.M. Yoder
First Grade Teacher 2002-2005
Alamance Burlington Schools: E.M. Yoder
First Grade Teacher 2000-2002
Moore County School: Cameron Elementary
Teacher Assistant Title 1 1997-2000
Middle Country School District
Substitute Teacher 1996-1997
Patchogue-Medford, Mt. Sinai, Miller Place, Center Moriches, and Shoreham Wading
River School Districts
Teacher 1990-1996
Leonard E. Burket Christian School, Center Moriches, NY
Developed and implemented “ Pen Pal Program”
Instituted and “Anti-Drug Program” and scheduled class discussions
Initiated school Science Fair to promote student interest
Encouraged participation in statewide Bus Safety Contest resulting in 3rd place finalist
Coordinated the production of Yearbook
Served as Resident Assistant, 1987-1990
Nyack College Academic Honors, 1990
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Michael Heuberger
7961 Mountain Falls Ct apt. 303 Raleigh, NC 27617
Cell: 734- 634 2865
BS: National Vocational School, Amberg, Germany, 1987-1991
CEO&President of Freudenberg IT company at RTP
Head of business unit general industry and automotive: ADICOM InformatikGmBH , (2005-08).
Product manager manufacturing execution systems: Infor Business Solutions AG (2004)
CEO: Infor Net Solutions GmbH for MES solution and Product Manager for ERP solutions (2003-
Head of Competence Center MES/Product Manager ERP: Infor Business Solutions AG (2001-02).
Head of Business Unit MES/Product Manager ERP: Infor Business Solutions AG (2000-01).
Product Manager/ Head of MES Software Development: Infor Business Solutions AG (1999-00).
Head of IT Department and Business Administration: IMA Automation GmbH (96-99).
Product Manager Electronically Machine Constructions: IMA Auttmation GmbH (87-95).
Cham County Hospitals, Cham Germany 1995-96.
Mr. Heuberger has a significant background in Information Technologies. He has employed,
supervised many people in IT business. He also has a significant interest in improving education
system. His company FIT sponsor several educational activities in the RTP.
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Clifford E. Griffin
6028 Saybrooke Drive Raleigh, NC 27604
Cell: 919- 515 5048
Post Doctoral Fellowship: The Hoover Institution, Stanford CA, 1991-1992
PhD International Relations: The University of Rochester, 1984-1989
BA International Political Economy: Vassar College, Poughkeepsie, NY, 1981-1983
Vassar College Scholarship, 1981-1983
Delegate to Students International Relations Conference on Third World Development, Mt.
Holyoke College, MA 1982
Vassar College General, Department and Thesis Honors 1983
Vassar College International Relations Fellowship for graduate study 1984 -1985
1984-88: University of Rochester Provost Fellowship
Delegate to conference on “Reinforcing Democracy in the Americas,” the Carter Center of
Emory University, Atlanta, GA 1986:
University of Rochester Edward Peck Curtis Award for excellence in undergraduate
teaching by a graduate student 1989
Associate Professor 1998-Present
Department of Political Science and Public Administration
North Carolina State University
Director, Master of International Studies
Department of Political Science and Public Administration
Assistant Professor 1990–97
Department of Political Science and Public Administration
North Carolina State University
Professor Griffin has published more than 100 papers, book chapters and conference papers,
newspaper articles. He organized and involved in many outreach activities international relations,
education, human rights topics.
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Zeynep Tulu
818 Turmeric Lane, Durham NC 27713
Cell: 413- 230 0079
M.E.M Engineering Management, Duke University 2009
M.S. Electrical and Computer Engineering, U. of Massachusetts Amherst 2005
B.S. Electronics and Telecommunications Engineering, Istanbul Tech. Univ. 2002
Duke University, Business & Strategy Research Associate 2009-2010
Supply Chain Management Project: Device for Students with Spectrum Disorders
Operations Management & Strategy Project
Globalization & Entrepreneurship Research Project by Duke University, Harvard University
Duke University Start-up Company Product for Breast Cancer Patients Marketing Project
UNC Healthcare, Business Administrative Intern, Six-Sigma green belt 2009
Operations/Process Improvement Project: UNCH Transplant Process of Care
Finance & Strategy Project: Cost Analysis for UNCH Transplant Department
UNCH Transplant Center Marketing Project
Education/Training Project: Help Referring Doctors Access their Patients’ Records
U. of Mass., Amherst; Research Associate-Project Manager2002-2006
Tutored students as a volunteer in Math, helped students prepare for SAT; Smith Middle
School, Chapel Hill, NC. 01/2007-05/2007
Worked as Teaching Assistant in three computer graduate courses. UMass, MA.
Worked as Teaching Assistant, helped organize technology fairs and provided engineering
career guidance to K-12 students; The Science, Technology, Engineering and Mathematics
(STEM) Education Institute, UMass, Amherst. 03/2004-03/2006
Tutored Russian high school refugees as a volunteer in Math-Science courses, provided
college counseling; Springfield Culture Center, MA 02/2004-06/2006
MS Excel, MS Word, MS PowerPoint, MS Project, Mineset, Linux, Windows, Matlab, C, IDL,
VHDL, Python, SQL.
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717 Wakehurst Dr, Cary NC 27519
Cell: 919-345-5976
Marmara University, Turkey 1992-1996
M.S. in Engineering Management
Bogazici University, Turkey 1988-1992
B.S. in Electrical & Electronics Engineering
Freudenberg-IT, NC 2008-Present
Certified Senior Consultant
Project Manager
Team lead for customer support team
Mentor for new employees
IBM Global Business Services, NC 2005-2008
Senior Consultant on Software Applications and Databases
Novasoft Information Technologies, NC 1999-2005
Consultant on Software Applications and Databases
Unilever Turkey, Turkey 1997-1999
Systems Administrator
Project Engineer
Marmara University, Turkey 1994-1997
Research Assistant
Systems and Network Manager
Business Applications Developer
Networking Technologies, Turkey 1992-1994
Project Engineer
Software Developer
Community Leader for organizing cultural activities and festivals
Manager for numerous community activities
Organized weekend schools, classes and other educational functions for K-12
Students. Married with two children, ages 12 and 10.
Enjoy traveling, learning about new cultures. Married with two children.
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109 Bending Branch Court Morrisville, NC 27560
Cell: 919-824 6797
Fax: 919-678 0450
B.S. The University of Pittsburgh
Business Management 04/92, Cum Laude
Started business life as a pizza delivery driver and created a unique, successful restaurant concept/chain,
Greek Fiesta.
Founder, and CEO of local restaurant chain, Greek Fiesta (2001 – present).
Owner and Manager of Buffet Express (1999-2001).
Operating Partner/ Manager of Romeo’s Pizza (1992-1998).
Manager, Pizza Outlet (1991-1992).
Delivery Driver, Corleone’s Pizza (1988-1991).
Exhibited proven leadership skills with a track record of training, developing and fostering four young
entrepreneurs to become restaurant owners.
Military Lycee Athletics Championship, Javelin Throw Champion (1980)
Military Lycee Athletics Championship, Javelin Throw Champion (1981)
Military Lycee Athletics Championship, Javelin Throw Champion (1983)
Turkish National Athletics Championship, Javelin Throw 4th place (1983)
Owner of the most improved retail store at Prime Outlets, Morrisville (2002)
Owner of the most improved retail store at Prime Outlets, Morrisville (2003)
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3. Proposed Bylaws, Conflict of Interest Policy and Stated Commitment to NC Open
Meetings Law (G.S. 143.318.9)
Section 1: Name
The name of the nonprofit corporation is IT ACADEMY of TRIANGLE COMPANY (sometimes
referred herein as “The Corporation”).
Section 2: Principal Office and Registered Agent
The Corporation’s principal office is located in Wake County at1333 Edenhurst Ave., Cary NC
27513 and the registered agent at such address is Kenan Gundogdu.
Section 1: Purpose
The Corporation’s purpose is to establish a public charter school in the Wake County. The name of
the school is IT ACADEMY of TRIANGLE (ITAT).
Section 1: Membership
The corporation has no members. The rights, which would otherwise vest in, the members vest in
the Board of Directors of ITAT. Actions, which would otherwise require approval by a majority of all
members or approval by the members, require only approval by the Board of Directors (hereinafter
the “Board”).
Section 1: Board
The Board is a public entity and shall conduct or direct the affairs, activities and business of the
Section 2: Mission
The mission of the Board is to make policy decisions to provide oversight for the operations of the
Section 3: Number, Election and Resignation of Board of Directors
The Board shall consist of no less than five (5) and no more than nine (9) individuals.
The Board may elect any person who has expressed written interest in serving on the Board of
Directors and who, it believes, will serve the interests of the Corporation faithfully and effectively.
The Board shall elect Directors at the Annual Meeting for that year, and may elect additional or
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successor Directors at a Regular Meeting designated for that purpose, or at a Special Meeting
called for that purpose. Self-nominations and nominations made by a Board member are accepted.
The Board shall elect the Director by the vote of a majority of the Directors then in office.
Directors shall serve for a term of two years, or until their successors are elected. A Director may
be removed by a majority vote of the Board at any Board meeting. In order to be re-elected, a
Director can be nominated by a Board member similar to any other nominee.
A Director may resign by giving written notice to the President or Secretary of the Corporation.
Resignation notice should have an effective date.
Section 4: Meeting Procedures
All meetings of the Board shall be held in compliance with the North Carolina Open Meetings Law,
Article 33C. While the Board may elect not to proceed in full compliance with the Robert’s Rules of
Order, it will serve as a guideline for the conduct of all meetings. The minutes shall be recorded
and kept by the Corporate.
a) no quorum of the Board of Directors shall meet in private for the purpose of deciding on or
deliberating toward a decision on any matter and
b) no executive session shall be held until:
i. the Board of Directors shall have first convened in an open session
compliance with North Carolina Open Meeting Law, North Carolina article 33C
of Chapter 143 of the General Statutes,
ii. a majority of the Directors at such meeting shall have voted to go into
executive session,
iii. the vote of each trustee shall have been recorded on a roll call vote and
entered into the minutes, and
iv. the President (or other person presiding over the meeting) shall have cited the
purpose of the executive session and shall have stated whether or not the
Board of Directors shall reconvene after the executive session.
Section 5: Regular Meetings
The Board shall determine annual meeting schedule during the annual meeting in the month of
September. Unless otherwise specified in the schedule or changed in a manner allowed by law, the
Board’s regular meetings shall be held regularly on the dates that will be publicized by the Board.
The schedule shall call for the meetings to be held at the School’s administration building.
Section 6: Special Meetings
In accordance with the state law, Board President, the Principal or any three or more members of
the Board may request a special meeting. Due notice of such meetings shall be given to the public
and shall include at a minimum the posting of a written notice for at least 24 hours at the place of
regular meetings and by the giving of written or oral notice at least 24 hours in advance at the front
door and Parent Information Center. Board members will be given at least 24 hours’ notice of the
meeting and the topics to be addressed. Notice to Board members may be by telephone, e-mail,
fax or some other means to achieve notification. In emergency situations board can decide to meet
on a time that is shorter than 24 hours notice. The reason of such meetings should be declared in a
regular meeting as well as the meeting minutes.
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Section 7: Quorum
A majority of the board of Directors shall constitute a quorum for the transaction of business at any
meeting of the Board. If a quorum is not present at the time and place of any meeting, the Directors
present shall adjourn the meeting until a quorum shall be present.
Section 8: Board Decision and Voting
Board makes decisions by voting. Board cannot make a decision when there is no quorum. The
majority of the votes determines the Board decision.
Section 9: Compensation
Directors shall not be compensated for Board services other than expenses authorized by the
board such as travel and related expenses School related conferences.
Section 10: Conflict of Interest
Full disclosure, by notice in writing, shall be made by the interested parties to the full Board of
Directors in all conflicts of interest. Upon full disclosure, the Board may approve the transaction
only by the majority vote of Board members having no conflict of interest. However, no such
transaction may be approved if it would constitute self-dealing, prohibited under Section 4941 of
the Internal Revenue Code of 1986, or the corresponding provisions of any later federal tax laws,
or if it would result in the imposition of any excise tax under any other provision of Chapter 49A of
the Internal Revenue Code of 1986, or the corresponding provisions of any later federal tax laws.
Section 11: Certain Director Liability
A member of the Board shall be subject to the liabilities imposed by law upon Board members of
nonprofit corporations. In addition, all Board members who vote for or assent to any distribution of
assets of the Corporation contrary to any restrictions imposed by the Nonprofit Corporation Act of
North Carolina, the corporate articles of incorporation, charter, or by-laws, shall be jointly and
severally liable to the Corporation for the amount of such distribution. Furthermore, such liabilities
shall not exceed the debts, obligations and liabilities existing at the time of the vote or assent
where the Board member relied on, and acted in good faith in the belief that, financial statements
of the Corporation were correct and were based on generally accepted principles of sound
accounting practice used by the president or the treasurer, or certified by an independent public
accountant or firm of such accountants to fairly reflect the financial condition of the Corporation.
Section 1: Designation of Officers
The Officers of the Corporation consist of a President, Vice President, a Secretary and a
Treasurer. The Corporation also may have such other officers, as the Board deems advisable. Any
two offices except for the office of President may be held by one person. No officer shall sign or
execute any document in more than one capacity.
Section 2: Election, Term of Office, Qualifications, Removal, and Resignation
The Board among its own members shall elect officers during the annual meeting in September
each year. A President, a Vice President, a Secretary, and a Treasurer shall be elected to serve for
a one-year period. The President shall preside over the election of the vice president, secretary,
and treasurer unless decided otherwise by majority of the Board members.
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The Board with or without any reason provided can remove officers from their office. Officers may
also resign with a written notice given to the Corporation.
Board may elect a new officer for the vacant offices.
Section 3: Principal
Day to day operations of the school is performed and managed by a Principal who is appointed by
the Board with a employment contract.The duties of the Principal and the employment period shall
be specified in the contract. Principal shall be authorized to recruit high quality faculty members
and hire them. The contract shall Principal duties in detail.
Sections 4: President
Subject to Board control, the President has general supervision, direction and control of the affairs
of the School, and such other powers and duties as the Board may prescribe. If present, the
President shall preside at Board meetings.
Section 5: Vice President
If the President is absent or disabled, the Vice President shall perform all the President's duties
and, when so acting, shall have all the President's powers and be subject to the same restrictions.
The Vice President shall have other such powers and perform such other duties as the Board may
Section 6: Secretary
The Secretary shall record and maintain records of all proceedings of the Board of Directors in a
book or series of books kept for that purpose and shall give such notices of meeting of Directors.
The Secretary shall keep these records at the Corporations director office, or such other place as
the Board may direct, noting the time and place of the meeting, whether it was regular or special
(and if special, how authorized), the notice given, the names of those present, and the
proceedings. The Secretary shall distribute to the members of the Board of Directors copies of any
minutes of prior meetings for approval. In the absence of the Secretary from any meeting of
Directors, a temporary Secretary designated by the person presiding at the meeting shall perform
the duties of the Secretary.
Section 7: Treasurer
The Treasurer is responsible to manage the funds, receipts, disbursements and securities of the
Corporation. The treasurer shall perform such other duties and have such other authority as may
be assigned or granted by the Board. The treasurer may be required to give a bond for the faithful
performance of the duties of the office in such form and amount as the Board may determine.
Section 1: Contracts
Except as otherwise provided in these by-laws, the Board may authorize any officer or agent or the
Principal to enter into any contract or to execute or deliver any instrument on behalf of the
Corporation, and such authority may be general or confined to specific transactions.
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Section 2: Loans
The Board must authorize in advance the borrowing of any funds by the Corporation and the
issuance of any promissory notes or other evidence of indebtedness in the name of the
Corporation. Any officer or agent of the Corporation authorized by the Board to do so may obtain
loans or advances on behalf of the Corporation provided said authority has been granted by means
of a majority vote of the Board of Directors affirming the indebtedness or obligation, and in order to
obtain such loans and advances, may make, execute, and deliver promissory notes, bonds, or
other evidences of indebtedness of the Corporation.
Section 3: Deposits, Checks, and Drafts
All funds of the Corporation shall be deposited to the credit of the Corporation in such banks or
trust companies or with such bankers or other depositories as the Board may select, or as may be
selected by any officer or agent of the Corporation authorized by the Board to do so.
Section 4: Checks, Drafts
All notes, drafts, acceptances, checks and endorsements or other evidences of indebtedness shall
be signed by:
- any two Board members, or
- any Board member and the Principal, or
- the Principal and the Assistant Principal for recurring expenses and expenses not
exceeding $5,000, or
- in such other manner as the Board may determine.
Endorsements for deposit to the credit of the Corporation in any of its duly authorized depositories
will be made by the Principal or treasurer or by any officer or agent who may be authorized by the
Board to do so.
Section 1: Corporate Seal
The corporate seal shall be in such form as shall be approved by the Board.
Section 2: Fiscal Year
The fiscal year of the Corporation will start on July 1 of each year and end on June 30 of the next
Section 3: Amendments
Any article in these bylaws is changeable and amendable. Any change on the bylaws shall require
2/3 of the board members.
Section 4: Officer and Director Indemnification
The Corporation shall indemnify any present or former members of the Board, Officers, Principal or
other employee or agent against liabilities and reasonable litigation expenses, including attorneys'
fees, incurred in connection with any action, suit or proceeding in which that person is made or
threatened to be made a party by reason of being or having been such Board member, Officer,
Principal or other employee except in relation to matters as to which the person shall be adjudged
in such action, suit or proceeding
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to have acted in bad faith,
to have been liable or guilty by reason of willful misconduct in the performance of duty,
to have taken actions known or believed by the person to be clearly in conflict with the best
interests of the Corporation,
to have received an improper personal benefit, or
in connection with a proceeding by or in the right of the Corporation, where the person was
adjudged liable to the Corporation.
The indemnification authorized by this section shall be in addition to that permitted by the North
Carolina General Statutes or otherwise as authorized in these by-laws. The Corporation may
purchase and maintain insurance on behalf of any person who is or was a member of the Board,
Officer, Principal or other employee or agent of the Corporation or is or was serving at the request
of the Corporation as a Director, Officer, employee, or agent of another corporation, partnership,
joint venture, trust, or other enterprise, against any liability asserted against and incurred by the
person in such capacity, or arising out of the person's (Board member's, Officer's, employee's or
agent's) status as such, whether or not the Corporation would have the power to indemnify that
person against such liability.
Expenses incurred by a Director, Officer, Principal or other employee or agent in defending a civil
suit or criminal action or other proceeding may be paid by the Corporation in advance of the final
disposition of such action, suit or proceeding as authorized by the Board upon receipt of an
undertaking by or on behalf of the Board member, Officer, Principal or other employee or agent to
repay such amount unless it shall ultimately be determined that the person is entitled to be
indemnified by the Corporation as authorized by Section 55A- 17.2 or 55A- 17.3 of North Carolina
General Statutes or as authorized in these by-laws.
Section 5: Prohibited Activities
The Corporation shall comply with all prohibitions against substantial lobbying and involvement in
political campaigns for public candidates, contained in Section 50l(c)(3) of the Internal Revenue
Code of 1986, or the corresponding provisions of any later federal tax laws. No part of the net
earnings of the Corporation shall inure to the benefit of or be distributable to, its Board members or
Notwithstanding any other provisions of these articles, the Corporation shall not carry on any other
activities not permitted to be carried on
by corporations exempt from federal income tax under Section 501(c)(3) of the Internal
Revenue Code of 1986, or the corresponding provisions of any later federal tax laws, or
by a corporation, contributions to which are deductible under Section 17Q(c)(2) of the
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Member Kenan Gundogdu, PhD Member Clifford Griffin, PhD
Member Zeynep Tulu, MS, MEMP Member Michael Heuberger
Member Julia Williams,MA Member Diane M Gunesgor
Member EkremHatip, MEMP MemberAtillaAkbay
Date of Adoption: ___February 13, 2010____
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4. Articles of Incorporation
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IT Academy of Triangle (ITAT) aims to make a unique contribution to the education in North
Carolina. The foundation of this Charter School is timely because in this Hi-Tech era, new
generation is startingto interact with technology and computers at very young ages. Therefore, the
educational needs of this so-called “digital citizens” cannot be satisfied with the traditional methods
that have been used over the years. American education is being bolstered by the increasing use
of educational technology, greater accountability, and growing new partnerships between tech-
savvy students and teachers according to a report released by the U.S. Department of Education.1
"There is a new fervor in American education and a new creativity that's being driven in part by this
generation of tech-savvy students," said former U.S. Secretary of Education Rod Paige. "We are
already seeing some remarkable results, and I believe this trend bodes well for the future of our
country. As the report noted, America's students are our ultimate constituents, and we need to
listen to them."1.Hearing out this message and understanding the needs of the “digital citizens”,
ITAT will not only teach the technology but also integrate technology actively into instruction to
improve student learning.
ITAT Board of Directors recognizes the fact that Wake County, the largest public school district in
North Carolina, hosts a significant portion of the charter schools in the state. However, we note that
public demand to the charter schools is still very high in Wake County. For instance, Franklin
Academy in Wake County had 1,842 applicants for 123 openings in the year 2009. We believe that
our school model fits perfectly to the needs and strengths of Wake County, as several
distinguished higher education institutes and many High-Tech companies in RTP area. A
significant number of these companies are actually well known brand names in IT field; IBM, Cisco,
SAS, and FIT are just to name a few. Almost all companies in RTP have sizable IT departments
supporting their vital business activities. This drives a constant need for highly calibrated IT
professionals. ITAT graduates will not only be able to continue with their education at top-notch
universities in the area, but also directly contribute to the workforceof these companies after their
The mission of the proposed charter school is as follows:
IT Academy of Triangle will inspire and challenge K-12 students in a creative and supportive
learning environment withan academic program focusing on mathematics and information
technologies to educate its students as global digital citizens.
This mission will be accomplished by implementing an innovative curriculum that incorporates
technology into instruction while covering the North Carolina Standard Course of Study and
utilizing hands-on, inquiry-based teaching methods that create an active learning environment and
student-centered the education system. A significant focus of our education plan is to build a strong
1 U.S. Department Of Education Releases National Education Technology Plan,
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relationship among students, teachers, parents, andlocal community, as this harmony is vital to
create an environment that leads socially active and productive citizens who are able to identify
and communicate today’s issues, and provide leadership as needed.
State the relationship between the six legislated purposes, as specifically addressed in the
NC charter school statute G.S. 115C-238.29A, and the proposed school’s operations.
ITAT’seducational plan with its research-based mathematics and information technology programs
addresses all six of the following purposes for charter schools in North Carolina.
1. Improve student learning
ITAT will employ student centered learning and technology-integrated education to improve the
student learning and to address the needs of “whole person” (Fig. 2).
Figure 2. ITAT’s Technology-Integrated Education and Student Centered Learning contribute to Student Learning.
Technology-Integrated Education (TIE): At ITAT, we aim to improve the student learning by
embedding technology into the instruction and curriculum. Today’s students are digital learners –
they literally take in the world via the filter of computing devices: the cellular phones, handheld
gaming devices, PDAs, PCs and laptops. By using technology in the right way with the guidance
of ITAT faculty, we will maintain student interest, and will excite our students to become avid
learners outside the formal school day as well.
Student Centered Learning: At ITAT, we aim toshift the focus of activity from the teacher to the
learnersby implementing student-centered teaching methods. These methods include active
learning, cooperative learning and inductive teaching and learning.
Active learning: By using this method, ITAT willensure student participation in education by posing
questions to the class and giving time to work in groups or individually to come up with an answer.
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It is proven that active learning makes class environment dynamic and enjoyable.Professor Rich
Felder of NCSU and Education Specialist Rebecca Brent describe this method, as “Active learning
is anything course-related that all students in a class session are called upon to do other than
simply watching, listening and taking notes”.2
Cooperative Learning: ITAT will implement this method to encourage teamwork among students
via problems and projects assuring both positive interdependence and individual accountability.
Inductive Learning: With the implementation of this method, ITAT will give space to the students to
explore and investigate challenging problems in contrast to the highly structured content learning
view of traditional deductive teaching methods. We will improve not only learning of the students
but also encourage them to raise questions, perceive patterns and provide creative solution
strategies to ill structured problems. Rather than teaching a concept in classroom, a familiar
problem will be posed in the lecture and the solution will be investigated actively and
collaboratively. The ITAT teacher’s role will be to create this kind of learning atmosphere and
opportunities to students in school settings.
The inductive methods to be used in ITAT are inquiry-based learning and project-based learning.
ITAT’s project-based and inquiry-based curriculum will contribute to student learning by engaging
students in addressing real-world problems, issues important to humanity, and questions that
matter to all citizens of the global society.
2. Increase learning opportunities with high expectations for all students, with special
emphasis on expanded learning experiences for students who are identified as at risk of
academic failure or academically gifted.
ITAT will provide an innovative curriculum that is highly integrated with instructional technologies
such as smart boards, computers, and multimedia resources. It is known that technology not only
improves the quality of student learning but also motivates students to learn more both in depth
and breadth. According to John Wilson, executive director of National Education Association,
"Educators are finding that the use of technology increases student engagement and empowers
individualized instruction".
Being a public charter school, ITAT will make these educational technologies available to all
student subgroups including at-risk and academically gifted students. Besides one of the
foundations of our educational theory, Global leadership, demands high expectations from all of
our students at a global level. We are aiming to raise our students to become leaders in the
international arena.
In order to conveyour high expectations to students, we will pay individual attention to each and
every one of our studentsthroughacademic coaching and tutoring, afterschool, weekend programs
and extracurricular activities. In the small school environment of ITAT, effective collaboration of
teachers, parents and volunteers will facilitate the organization of such activities. Examples of
volunteer support letters are provided inAppendix B.
2 ASQ Higher Ed. Br., 2(4), August 2009
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3. Encourage the use of different and innovative teaching methods
A lecture at ITAT will be unique and innovative in many ways. As detailed in the Education Plan
section, ITAT teachers will use student-centered approaches in their lectures. Students will learn
while trying to pose or answer questions. They will not only be experts of the curriculum but also
will learn how to work in teams. In addition to these, integration of technology will move this
education experience beyond what is available in conventional schools. Some technological tools
will help students to learn visually, others will help students to learn independently by extending
learning out of the classroom.
4. Create new professional opportunities for teachers, including the opportunities to be
responsible for the learning program at the school site
One of the major strengths of ITAT curriculum is that it could be adjusted to the instructional
technological advances and methods that are available at the time of teaching. ITAT teachers will
continuously work on adopting new technologies to the education plans in order to accomplish this
adjustment. The nature of the tasks can vary, starting from implementing new smart board
applications to the lectures, to modifying the curriculum for an IT course, or to organizing an
afterschool program. ITAT teachers will be supported by the school resourcesincluding workshops
for carrier development and promotions to lead the aforementioned initiatives.
5. Provide parents and students with expanded choices in the types of educational
opportunities that are available within the public school system
The curriculum of ITAT includes IT courses that are not available within the public school system.
For instance high school students can choose courses from various tracks such as IT Business, IT
Developer and IT Professional. Upon graduation, students will have IT certifications that will help
them to pursuetheir academic degrees and professional careers.
ITAT’s location is a globally prominent high-technology research and development center that
serves as an economic driver for the region. Wake County and especially RTP has been, and
continues to be, a model for innovation, education, and economic development that has been
applied around the world3. Our central location will provide students access to numerous
community opportunities; ITAT’s curricular and extra-curricular activities include research-based
projects that require student collaboration. Such a collaborative learning environment will create
innovative, social, responsible and healthy students.
6. Hold the schools established under this Part accountable for meeting measurable student
achievement results, and provide the schools with a method to change from rule based to
performance based accountability systems
ITAT will follow the North Carolina Department of Public Instruction’s ABC Accountability Model.
Required federal programs will also be implemented. All state mandated testing would be given.
Rubrics and other alternative assessment measures, as described in section“VI.B.1 Improve
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Student Learning”, will be utilized in performance-based accountability systems. These
assessments will provide a detailed view and analysis of students’academic growth.
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Describe briefly the focus of the proposed charter school. This description will be used in
public releases of information to interested parties, such as: the media, the State Board of
Education, parents, school systems, and in various documents produced by the Office of
Charter Schools. It must be concise and relate directly to the mission of the school.
IT Academy of Triangle (ITAT) isa college- and career- prep charter school with an academic
program focusing on mathematics and information technologies. ITAT is planning to enroll grades
K through 6 in Fall 2011in the grater RTP area, and gradually become a K-12 digital learning
Informational technologies are integrated to every aspect of our life. From social studies to natural
sciences people in every discipline and from every economic and social status, one way or another
use technology for their work, entertainment or learning new concepts. The earlier that people are
introduced to technology the more advantageous they are for adapting new skills and advancing in
their carriers. The mission of ITAT reflects this very need ofeducation with and about information
technologiesin order to provide our youth a unique opportunity to pursue professional careers as
well as college education in the fields of information technologies, engineering and mathematics.
We believe that education in this era should be tailored according to the recent technological
developments, and eventhe very conventional curricula should be taught with aid of novel
instructional technologies so that our youth is prepared for the future labor markets of digital world.
ITAT will achieve this goalby incorporating technology into instructionand utilizing hands-on,
inquiry-based teaching methods in order toprovide an active learning environment and student-
centered education system. A significant focus of our education plan will be the strong relationship
among students, teachers, parents, and local community, as this harmony is vital to preparesocially
active and productive citizens in a digital global world.
We believe that our school model fits perfectly to the needs and strengths of Wake County, as
several distinguished higher education institutions and many High-Tech companies are located in
RTP area: IBM, Cisco, SAS, and FIT are just to name a few. These companies drive a constant
need for highly calibrated IT professionals. Through the academic program of ITAT, ouryouth will
not only be able to continue with their education at top-notch universities in the area, but also
directly contribute to the workforceof these companies after their graduation.
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2011-12: K-6
2012-13: K-7
2013-14: K-8
2014-15: K-9
2015-16: K-10
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Provide a description of the overall instructional program, including the following:
VI.A.1. Educational theory and foundation of the model
Educational foundations of ITAT can be summarized under five main principles. We believe that
these principles are the essentials of education in the 21st century: Global Leadership, Technology-
Integrated Education, Advanced Studies Program, Comprehensive Guidanceand Data-Driven
Instruction. The educational philosophy of ITAT is explained below in detail.
Figure 3. ITAT’s educational foundations.4
4 ITAT’s educational foundations are modified from technology-integrated education model of Washington Education
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Global Leadership: One of the goals stated in the guiding mission of the North Carolina State
Board of Education is5:
NC Public schools will produce globally competitive students.
Every students excels in rigorous and relevant core curriculum that reflects what students
need to know and demonstrate in a global 21st Century environment, including a mastery
of languages, an appreciation of the arts, and competencies in the use of technology.
Every student will be enrolled in a course of study designed to prepare them to stay ahead
of international competition.
Every student uses technology to access and demonstrate new knowledge and skills that
will needed as a life-long learner to be competitive in a constantly changing international
Through Global Leadership, ITAT aims to educate our students to become tomorrow’s leaders in
international relations and technology. We will introduce students to ethical and critical thinking,
using current national and international events and issues; and develop students’ leadership skills,
including public speaking, debate. We will allow students to make information-gathering site visits,
collaborate with local leaders and institutions, and to work with the local community on service
Technology Integrated Education: According to Partnership for 21st Century Skills, a unique
public-private organization, one of the six key elements of the 21st Century Learning is “Use 21st
Century Tools to Develop Learning Skills.” In the Learning for the 21st Century report, it is noted
that “Skilled 21st century citizens should be proficient in ICT (information and communication
technologies) literacy, i.e. appropriately use digital technology and communication tools to access,
manage, integrate and evaluate information, construct new knowledge and communicate with other
to participate effectively in society.” 6
ITAT will use innovative technologies in the classroom; in the same way one would use a book or a
manipulative. The use of technology tools by ITAT students and teachers within the classroom
environment will support existing curricular goals and objectives in a variety of learning activities.
By integrating technology in the classroom, ITAT will allow the teachers to model various
technologies that engage and motivate all students.
Comprehensive Guidance: ITAT will provide after school programs and free tutoring on
Saturdays. Voluntary efforts of teachers, parents and the community will help enable after school
and Saturday programs. This practice of after-school guidance is well-researched and justified, as
reported by Achievement Gap Task Force: “Students needing additional help in making the
transition to more challenging curricula must be aided through intensive before-and after school
programs”. 7
5 FUTURE-READY STUDENTS for the 21st Century,
6 Learning for the 21st Century,
7 Achievement Matters Most: The Final Report of the Visionary Panel for Better Schools
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Advanced Studies Program: ITAT will provide courses targeting various IT certifications. As
discussed by many education and IT experts, “Core computer literacy will be essential in the global
job market, so maybe it's time to start looking at programming as a baseline skill and not as a
differentiator.”8.ITAT will expose students to advanced topics in earlier grades. With the help of a
structured and rigorous curriculum, students will aim higher, and in time they will become eager
ITAT has high academic expectations for all its students. Our expectations do not only depend on
students’ efforts; but also supporting students in each stage of their learning process. In addition to
class work, ITAT will have various after class and extra-curricular activities for students. Those
activities will give students the opportunity to socialize while they are struggling with their rigorous
class schedules.“Schools that foster high self-esteem and that promote social and scholastic
success reduce the likelihood of emotional and behavioral disturbance”.9 Strong relationship with
parents and local community is another important base of high academic expectations for
In our student-centered model, we believe that each student has individual circumstances, skills,
needs, and capabilities that are different than one another. However, there is at least one way for
each individual to learn. To give our students the opportunity to find their way to learn, the
emerging technologies will be integrated our class activities. By utilizing multisensory educational
tools, the instruction will continue simultaneously on many different channels.
Data-Driven Instruction: To inform its students and parents about learning progress, ITAT will
provide an online Student Information System using, an online grade book system that reports real-
time updates on students’ academics, attendance, and discipline status. No-Child Left Behind Act
supports data-driven instruction: “Data should be used to derive decisions, target resources and
instruction”.16 The Student Information System of ITAT will not only inform students and parents,
but also give the teachers an opportunity to continuously monitor each student’sacademic
progress. In this way they can make adjustment in teaching methods and instructional tools they
use in classroom.
Assessment is one of the most important processes of any educational system. It is the way to see
what and how much the student learns, and if she/he can apply the information in different settings.
Since most of the class activities will be empirical, the assessment system of ITAT will also be
based on formative evaluation of students’ work. Teachers will provide students ongoing
feedbackusing authentic assessment tools such as rubrics, e-portfolios, performance tasks, and
reflective papers. According to Scott, three important concepts; connecting, reflecting, and
feedback should accompany authentic assessment. “Contemporary learning theory holds that
learners gain understanding as they draw on and extend previously learned knowledge, construct
new knowledge, and develop their own cognitive maps (connecting diagrams) interconnecting
facts, concepts, and principles.”10
9 Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours. Cambridge, MA:
Harvard University
10 Scott, (2000) Authentic assessment tools. In R. L. Custer (Ed.), J. W. Schell, B. McAlister, J. Scott, & M. Hoepfl.
Using authentic assessment in vocational education. Information Series No. 381 (pp. 40-55). Eric Document
Reproduction Service No. Ed 440 293.
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Moreover, ITAT’s empirical based assessment tools will give students the opportunity to monitor
their own-learning step-by-step. This method is aligned with ITAT’s student-centered teaching
philosophy. In this system teachers require students to analyze and synthesize information by
demonstrating their understanding of material according to well-defined criteria: “Students need to
learn how to assess their own work and to think about their thinking. A key aspect of many forms of
authentic assessment is the opportunities that are provided for students to reflect on their thinking,
practices, and learning.”11
VI.A.2. Teaching approach and curriculum design and instructional methods, courses of
study, etc.
VI.A.2.1. Teaching Approach and Instructional Methods
The teaching approaches to be used in ITAT are Technology-Integrated Education and Student-
Centered Learning. Both approaches will greatly contribute to each other and to the student
learning in ITAT and create a flexible and innovative school climate where students will become
ready for the 21st century Global world. These methods address the No-Child Left Behind Act and
improved student learning (Fig. 4).
gure 4. ITAT teaching methods Technology-Integrated Education and Student-Centered Learning address No-Child
Left Behind Act (NCLB) and improved student learning.
Integrating Technology Into Education: As discussed above in the section of Educational
Theory and Foundation of the Model, ITAT will utilize emerging technologies as a teaching tool in
the classroom. Through Technology Integrated Education, ITAT students will use digital technology
and communication tools to access, manage, integrate and evaluate information, construct new
knowledge and communicate with others to participateeffectively in society. ITAT teachers will
11 Authentic assessment tools. In R. L. Custer (Ed.), J. W. Schell, B. McAlister, J. Scott, & M. Hoepfl. Using authentic
assessment in vocational education. Information Series No. 381 (pp. 40-55). Eric Document Reproduction Service No.
Ed 440 293
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bewell prepared for using the current technologies in educational activities. The school will be
equipped with technological tools such as Math and IT labs with relevant and necessary software
tools, smart boards and online networking tools, etc., to help students learn fundamental skills and
knowledge with technology. In addition, each class, according to the grade and subject area will be
equipped with necessary tools. Each class will have overhead projectors, and other tools as
required by the classroom activities. In the Curriculum section, sample lesson plans with required
technological tools are given. The small class size and low student to teach ratio at ITAT will help
implementing this by giving the students an opportunity to access the technological tools.
Student-centered Learning:At ITAT, in the classrooms, the focus of activity will shift from teacher
to learners. ITAT will achieve this by implementing Active Learning, Cooperative Learning, and
Inductive teaching and learning and its methods such as inquiry- and project-based learning.
Active learning: ITAT students will solve problems, answer questions, formulate questions of their
own, discuss, explain, debate, and brainstorm during entire class. Our technology integrated
education model will create the 21st century classroom equipped with technological tools providing
an active learning environment.
Through Multimedia Learning, students will be involved in many interactive and authentic activities
in their classes. Various technologies and tools such as digital cameras, free interactive online
websites, online networks, videos, simulations and spreadsheets will be used for those activities.
Studies on multimedia learning show that students exhibit positive attitudes towards the interactive
projects: Multimedia learning improves their motivation, understanding, and teamwork skills.12 By
including multimedia into learning environment we aim not only to improve students’ technological
skills, but also to encourage their critical-thinking, creative, presentation and communication skills.
Mayer and Moreno (2007)13report that students, who acquire any information as verbal, image-
base, text-base, and visual by multimedia, learn more14; as the information received in multiple
channels is processed through multiple cognitive processes each of which support students’
Collaborative Learning: Students in 21st century perceive a huge amount of information every day.
It is not possible to apprehendall that information even if it is on a specific topic under the scope of
one course. At ITAT, we believe that teaching students how to critique the sources of information
and analyze the data is vital. We also believe in the circumstances of 21st century, collaborative
and collective learning, discussions, sharing, and learning from one another also is as important for
students as learning from their teachers. Therefore, ITAT teachers will support collaboration,
provide a scaffolding place to share and exchange ideas so that students can have a community to
solve their problems collaboratively and to facilitate and foster communication and discourse. In
order to ensure this goal, we will include interactive and collaborative technological tools and
platforms in class activities and projects. Some of the tools and activities that could be utilized in
our classes are: email, self-reflections, e-portfolios, social networks, Web page design and
12 Neo, M., & Neo, T.-K. (2009). Engaging students in multimedia-mediated Constructivist learning – Students’
perceptions. Educational Technology & Society, 12 (2), 254–266
13 Mayer, R. E. & Moreno, R. A Cognitive Theory of Multimedia Learning: Implications for Design Principles. University
of California, Santa Barbara. Retrieved from:
14 Mayer and Moreno (2007)
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Inductive Learning: ITAT will use a) project-based and b) inquiry-based inductive learning methods
by engaging students in projects and case studies addressing real-world problems, issues
important to humanity, and questions that matter to all the citizens of global society.
a) Project-based Learning: Through project-based learning, ITATstudents will explore real-world
problems and challenges. With this type of active and engaged learning, ITAT students will be
inspired to obtain a deeper knowledge of the subjects they’re studying. ITAT’s curriculum activities
as well extra-curricular activities will provide students various opportunities to get involved in real-
life projects. For example, the technology fairs to be held annually will encourage students to work
on real-life problems, and support collaboration with the local community, organizations and
institutions in the greater RTP area.
b)Inquiry-based learning: Albert Einstein is credited with saying "It is a miracle that curiosity
survives formal education."ITAT will implement inquiry-based learning with an academic program
focusing on questioning, critical thinking, and problem solving (Fig.5). Questions, whether self-
initiated or posed by others, are at the heart of learning by inquiry. We believe that, ITAT students
and teachers will greatly benefit from this approach, as it will:
Motivate and encourage our students for innovative thinking.
Awake our students’ confidence and interest.
Be well-suited to collaborative learning environments and team projects.
Work with any age group. While elder students will be able to pursue much more
sophisticated questioning and research projects, our younger students will build a spirit of
inquiry into activities.
Validate the experience and knowledge that all our students bring to the learning process,
especially students from minority and disadvantaged communities.
Figure 5. ITAT’s inquiry-based learning approach
No-Child Left Behind Act: The No-Child Left Behind Act emphasizes student achievement and it
requires assessment in core subjects. It guides educators to focus on fundamental knowledge and
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skills. ITAT will meet the requirements of the No-Child Left Behind Act by focusing on 21st century’s
fundamental knowledge and skills, and also integrating technology into education.
ITAT ’smission and vision emphasizing technology integrated education, is aligned with and also
supported by the No-Child Left Behind Act, as it is noted that:15
(1) Ensure ongoing integration of technology into school curricula and instructional strategies in all
schools in the state, so that technology will be fully integrated into the curricula and instruction of
the schools by December 31, 2006;
(2) Develop long-term strategies for improving student academic achievement, including
technology literacy, through effective use of technology in classrooms throughout the state,
including through improving the capacity of teachers to integrate technology effectively into
curricula and instruction.
VI.A.2.2. Curriculum Design
a. General Introduction
ITAT’s curriculum promotes active learning by the use of various technological tools in every
subject area. Based on our educational theory and teaching approaches detailed above, the
practices for specific content areas will be explained in following lesson plans. We strive to ensure
shaping all of our students with basic computer/technology skills, and make the curriculum
applicable for innovative technologies.
The curriculum of ITAT will cover the North Carolina Standard Course of Study,while it supports
students with the technological skills they will need now and in the future. ITAT’s curriculum
particularly addresses the competency goals and computer/technology skills by focus areas
defined by North Carolina Standard Course of Study.
b. NC IT standards
“Today, children immersed in a media environment of all kinds of stuff that was unheard of 150
years ago, and yet if you look at school today versus 100 years ago, they are more similar than
dissimilar.” says Peter Senge, senior lecturer at the Massachusetts Institute of Technology16.
Acknowledging the situation given by the quote, Computer Skills Standard Course of Study was
approved by the State Board of Education in 1992, and revised in 2004. “Revision represents a
refinement of the competencies to reflect current technologies and to incorporate future
technological developments”.17
15 No Child Left Behind, Title II, Part D
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ITAT’s curriculum identifies the essential knowledge and skills that all students need to become
lifelong learners in this technology intensive environment; and it is aligned with the current, revised
NC K-12 Computer/Technology Skills Standard Course of Study.18
The learning objectives of ITAT curriculum is also aligned with the NC K-12 Computer/Technology
Skills Standard Course of Study’s competency goals as listed below:
Competency Goal 1: The learner will understand important issues of a technology-based society
and will exhibit ethical behavior in the use of computer and other technologies.
Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and
other technologies.
Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret,
synthesize, apply, and communicate information.
c. National Educational Technology Standards (NETS)
Considering the economical and academic characteristics of Wake County, ITAT students will be
exposed to an IT program based on the National Educational Technology Standards (NETS)19.
Primarily, students will gain essential computer skills such as keyboarding and using Microsoft
Office tools. During this stage, IT tools will be utilized not only to bring the students to their
expected current grade level, but also establish the foundation for more advanced IT topics.
Furthermore, these essential IT skills will be integrated into the lesson layouts. As a result,
students will have the opportunity to use them both in and out of the school setting. The sample
lesson plansare provided under the section NC Standard Curriculum & Activities.
The NETS along with the NC IT Standards will constitute the core of the academic program at
ITAT. NETS for Students standards are described as follows:
1)Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes,
b. create original works as a means of personal or group expression,
c. use models and simulations to explore complex systems and issues, and
d. identify trends and forecast possibilities.
2) Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media,
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b. communicate information and ideas effectively to multiple audiences using a variety of media
and formats,
c. develop cultural understanding and global awareness by engaging with learners of other
cultures, and
d. contribute to project teams to produce original works or solve problems.
3) Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information. Students:
a. plan strategies to guide inquiry,
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media,
c. evaluate and select information sources and digital tools based on the appropriateness to
specific tasks, and
d. process data and report results.
4) Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills
to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation,
b. plan and manage activities to develop a solution or complete a project,
c. collect and analyze data to identify solutions and/or make informed decisions, and
d. use multiple processes and diverse perspectives to explore alternative solutions.
5) Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology,
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
c. demonstrate personal responsibility for lifelong learning, and
d. exhibit leadership for digital citizenship.
6) Technology Operations and Concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations. Students:
a. understand and use technology systems,
b. select and use applications effectively and productively,
c. troubleshoot systems and applications, and
d. transfer current knowledge to learning of new technologies.
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d. NC Standard Curriculum & Activities
Samplelesson plans given below are concrete examples for the educational theory and
instructional models of ITAT that iselaborated in the Educational Plan section. Addressed North
Carolina Standard Course of Studies (NCSCoS) and National Educational Technology Standards
for Students (NET-S standards) will be provided following the lesson plans section.
Technology Integrated Lesson Plan 1
Course Algebra II, AP Calculus
Grade Level 9-12
Content Topic Graphs and Functions
Learning Objective
Make generalization about the effects of parameters on defined functions:
linear, quadratic, trigonometric.
Tools Microsoft Excel, Microsoft Word, GSP,
Classroom Settings Mathematics Computer Lab (1 computer per student) and 1 overhead
Brief Description of
Lesson 1. Open a whole class discussion and ask students’ what they expect
when they make manipulations on different functions.
2. Use spreadsheet to graph a linear function ( ax+by+c=0) and
systematically change the parameters (a,b,c). Observe how the
parameters affect the graph of the function.
3. Use GSP to graph both quadratic ( a(x-b)^2+c) )and trigonometric
function (a(sin(bx-c)+d ) and systematically change the parameters
(a,b,c,d). Observe how the parameters affect the graph of the
4. Make generalization about the parameter changes within different
types of functions.
Assessment Tool Students will write mathematics word problems that can reflect these
different kinds of functions. Students will come up with the solutions and
graphical representations of these problems by using graphic software (i.e
function flyer).
Function Flyer applet is available for free at:
20 Templates adapted from and the lesson plan samples from
Roblyer, M.D., Doering, A.H. (2007). Educational Technology into Teaching, pg 313-400
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Technology Integrated Lesson Plan 2
Course Science /Biology
Grade Level 6-8 for Science 9-12 for Biology
Content Topic Scientific Inquiry
Learning Objective
By using time-lapse photography, students discover each phase of
germination and necessary conditions for germination as well as learn
about digital imaging.
Tools Microsoft PowerPoint, Microsoft Excel, Digital Camera
Classroom Settings Science Lab and 1 overhead projector
Brief Description of
Lesson 1. Open a whole class discussion what are the possible necessary
conditions for germination of seeds.
2. Make frequency graph by using Microsoft excel and divide the class
based on given responses.
3. Each group establishes their own experimental settings and take
the photo of each germination processes.
4. Each group need to organize their data on the excel sheet whether
their conditions leads germination as the time passes. Also, make
height versus time graph of their germinated seed.
5. At the end of each scientific inquiry process, each group prepare a
PowerPoint presentation and share their findings with the class.
6. At last, whole class decide which conditions are necessary for seed
germination with the assistant of teacher.
Assessment Tool Each student’s live presentation will be assessed by authentic assessment
tool ‘Rubric’. Also students will write a small self reflection about “What they
were expected to do in this assignment; What they performed well; If they
had to perform this task again, what they would do differently.”
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Technology Integrated Lesson Plan 3
Course Social Studies
Grade Level 10-11
Content Topic Economics
Learning Objective
By using Internet students will search and analyze North Carolina’s
economical growth data as top companies, top industrial fields, market
structure of these companies, labor statistics etc., form a database for their
findings and make conjectures based on these data and share their findings
with classroom.
Tools Microsoft PowerPoint, Microsoft Access Internet, Fathom
Classroom Settings Social Studies Lab, Computer per person.
Brief Description of
Lesson 1. Teacher divides classroom into groups and each group select a
county to examine.
2. Students use internet to search relevant information of economical
growth in each county and characteristics, develop a database for
their findings.
3. After completing their research, students insert their findings into
database that they formed by using Microsoft Access.
4. Then each group selects some of basic constructs as role of
economic choices in different counties within marketing economy
and its effects on labor force, determination of business structures
of big firms and companies about their researches to present and
discuss with class.Fathom will be provided to students to make
statistical analyzes.
5. At last make some predictions based on the collected data, which
kind of business structure is worthwhile to provide more economical
growth in NC. Students explain their evaluation and measurement
system for their proposed future economical growth model.
Assessment Tool Students will write a management plan based on their findings. This
plan will be submitted to the economics online share and the
teacher will evaluate each plan by using Rubric which will be
available on line for both students and teacher.
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Technology Integrated Lesson Plan 4
Course Geometry
Grade Level 10-11
Content Topic Exterior Angles of Polygon
Learning Objective
Discover the formula for the sum of the measures of the exterior angles of
any convex polygon.
Technological Tools GSP, Microsoft Excel, e-portfolio
Classroom Settings Mathematics Lab, Computer per student.
Brief Description of
Lesson Each student in the group should draw the same kind of polygon using
7. The student draws a large polygon.
8. Measure all the interior angles of the polygon except one. Use the
Polygon Sum Conjecture to calculate the measure of the
remaining interior angle.
9. Use the Linear Pair Conjecture to calculate the measure of each
exterior angle.
10. Calculate the sum of the measures of the exterior angles. Share
the results with other group members.
11. Repeat the steps 1-4 with different kinds of polygons and share
results with other groups. Make a spreadsheet to make conjecture
of the number of sides and the sum of the exterior for each kind of
polygon. Make a conjecture to find a formula for the sum of the
measures of a polygon’s exterior angles.
Assessment Tool Students will keep the records on the e-portfolio and solve the assigned
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Technology Integrated Lesson Plan 521
Course Physical Education
Grade Level 6-8
Content Topic Physical Fitness & Social Skills
Learning Objective
Students have chance to use physical education technologies to collect
data on their personal fitness and share data with their peers.
Tools Heart Rate Monitor, Videos, Internet, e-portfolio
Classroom Settings GYM
Brief Description of
Lesson Students can keep personal fitness goals and achievements as part of their
electronic portfolios; analyze and graph data from their use of heart
monitors; view videos that demonstrate model performances, various
sports, and other motor activities to learn more about how the body works;
and use the Internet to research sports and physical activities in other
countries and historical periods.
Assessment Tool Students will prepare e-portfolios.
21 Adapted from Mohnsen,B. (2000). Vaughn, Nekomi, and Luis: What they were doing in middle school education.
Learning and Leading with Technology, 27(5), 22-27
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This lesson plancan also be used for interdisciplinary lessons (Middle Grades 6-8, data analysis,
extracurricular activity).
Technology Integrated Lesson Plan 2
Course Science /Biology
Grade Level 6-8 for Science 9-12 for Biology
Content Topic Scientific Inquiry
Learning Objective
By using time-lapse photography, students discover each phase of
germination and necessary conditions for germination as well as learn
about digital imaging.
Tools Microsoft PowerPoint, Microsoft Excel, Digital Camera
Classroom Settings Science Lab and 1 overhead projector
Brief Description of
Lesson 1. Open a whole class discussion what are the possible necessary
conditions for germination of seeds.
2. Make frequency graph by using Microsoft excel and divide the class
based on given responses.
3. Each group establishes their own experimental settings and take
the photo of each germination processes.
4. Each group need to organize their data on the excel sheet whether
their conditions leads germination as the time passes. Also, make
height versus time graph of their germinated seed.
5. At the end of each scientific inquiry process, each group prepare a
PowerPoint presentation and share their findings with the class.
6. At last, whole class decide which conditions are necessary for seed
germination with the assistant of teacher.
Assessment Tool Each student’s live presentation will be assessed by authentic assessment
tool ‘Rubric’. Also students will write a small self reflection about “What they
were expected to do in this assignment; What they performed well; If they
had to perform this task again, what they would do differently.”
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Technology Integrated Lesson Plan 622
Course Language Arts
Grade Level 3-4 Grades
Content Topic Poetry
Learning Objective
Discover the history and characteristics of haiku. View samples of haiku. Create
an original haiku using general haiku characteristic guidelines. Use Kid Pix to type
and illustrate their haiku.
Technological Tools Computer, Kid Pix and Kid Pix slide show software, smart board, Internet
Create Your Own Haiku Poetry23
Japanese Haiku24
Kid Pix Slideshow25
Classroom Settings Regular classroom
Brief Description of
Lesson 1. Read aloud 10 haikus from the book Cool Melons -- Turn to Frogs! The
Life and Poems of Issa, by Matthew Gollub. Ask students to look for
similarities and differences among the poems. Have them compare their
observations of haiku to traditional poetry.
2. Discuss history and characteristics of haiku.
3. Show students examples of haiku and use a smart board to demonstrate
writing haiku, using the Create Your Own Haiku Web resource
4. Have students type and illustrate their haiku on the computer, using Kid
5. After the students create their haiku illustrations in Kid Pix, the teacher
can combine the slides into one class haiku presentation, using a Kid Pix
slide show.
6. Show presentation to students. Run the presentation for parents at an
open house or other school event.
22 Adapted from Denise Stumpf, Muhlenberg Elementary Center, Laureldale, Pa., Penn State University
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Assessment Tool Performance assessment will be applied as:
Print the Kid Pix presentation, and make a class book of haiku for everyone to
enjoy. The class book could be sent home with a different child each day to share
with his or her family.
Technology Integrated Lesson Plan 7
Course Math
Grade Level K-2 Grades
Content Topic Pattern Puzzle
Learning Objective
Students will learn how to use the "counting constant" function of the
calculator, and using this function will explore patterns and relationships
with numbers, including the concept of multiples and negative numbers.
Students will demonstrate their mastery of the function with the calculator
with the creation of "pattern puzzles" that they will share with other students.
Tools Texas Instruments TI-108 calculator, overhead projector, transparent
Classroom Settings Regular Classroom setting
Brief Description of
Lesson 1. Introduce the idea of the "counting constant" and using transparent
calculator demonstrates how to make the calculator count.
2. Explore different patterns and make them record each sequence
into the paper.
3. The same works for subtraction. According to the grade level
students will discover what the calculator does after 0. Teacher can
generate curiosity for the concept of negative number.
4. Model a pattern puzzle and fill in the missing numbers.
5. Have students work with partners or teams in the creation of the
pattern puzzles, and trade them with other teams for solving.
6. Students explain their strategies for solving the pattern puzzles,
either using the calculator and the counting constant function, or
pencil and paper, or mentally.
For evaluation, all students will explain in their own words the strategies they have discovered for
solving each other's puzzle.
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GRADES 10-12)
Algebra I and II Algebra Content
Competency Goal 4: The learner
will use relations and functions to
solve problems.
AP CalculusNumbers and
Competency Goal 1:The learner will
demonstrate an understanding of the
behavior of functions.
Creativity and
Technology Operations
and Concepts
Critical thinking,
Problem Solving and
Decision Making
GRADES 9-12,
Science for Grade 6,7
Competency Goal 1:The learner will
design and conduct investigations to
demonstrate an understanding of
scientific inquiry.
Competency Goal 2:The learner will
demonstrate an understanding of
technological design.
Competency Goal 1:The learner will
develop abilities necessary to do and
understand scientific inquiry.
Communication and
Critical thinking,
problem solving and
Decision Making
Research and
Information Fluency
Technology Operations
and Concepts
Digital Citizenship
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GRADES 10-11)
Competency Goal 1:The learner will
demonstrate the role of economic
choices within a market economy.
Competency Goal 3:The learner will
analyze the organization and role of
business firms and assess the
various types of market structures in
the United States economy
Competency Goal 5:The learner will
examine the various ways economic
performance is measured.
Communication and
Research and
Information Fluency
Technology Operations
and Concepts
Critical thinking,
Problem Solving and
Decision Making
Digital Citizenship
GRADES 10-11)
Competency Goal 2: The learner
will use geometric and algebraic
properties of figures to solve
problems and write proofs.
Creativity and
Communication and
Research and
Information Fluency
Critical thinking,
Problem Solving and
Decision Making
Physical Fitness & Social Skills
Competency Goal 6: The learner
will demonstrate competency in a
variety of movement forms and
proficiency in a few to gain
competence towards lifetime
physical activities (NASPE Standard
Competency Goal 7: Demonstrates
understanding of movement
concepts, principles, strategies, and
tactics as they apply to the learning
and performance of physical
activities (NASPE Standard 2).
Competency Goal 9: The learner
will show evidence of an acceptable
level of health-related fitness and be
familiar with factors that benefit
performance (NASPE Standard 4).
Communication and
Research and
Information Fluency
Technology Operations
and Concepts
Critical thinking,
Problem Solving and
Decision Making
Digital Citizenships
Competency Goal 1:The learner will
apply enabling strategies and skills to
read and write.
Competency Goal 2:The learner will
Creativity and
Communication and
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apply strategies and skills to
comprehend text that is read, heard,
and viewed.
Competency Goal 3:The learner will
make connections through the use of
oral language, written language, and
media and technology.
Competency Goal 4:The learner will
apply strategies and skills to create
oral, written, and visual texts.
Competency Goal 5:The learner will
apply grammar and language
conventions to communicate
Social Studies Grade 3
Competency Goal 7: The learner
will analyze the role of real and
fictional heroes in shaping the culture
of communities.
Research and
Information Fluency
Critical thinking,
Problem Solving and
Decision Making
Digital Citizenship
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Goal 1
Number and Operations - The
learner will recognize, model, and
write whole numbers through 30.
Goal 5
Algebra - The learner will model
simple patterns and sort objects.
First Grade
Goal 1
Number and Operations - The
learner will read, write, and model
whole numbers through 99 and
compute with whole numbers.
Goal 5
Algebra - The learner will
demonstrate an understanding of
classification and patterning.
Second Grade
Goal 1
Number and Operations - The
learner will read, write, model, and
compute with whole numbers
through 999.
Goal 5
Algebra - The learner will recognize
and represent patterns and simple
mathematical relationships.
Creativity and
Communication and
Research and
Information Fluency
Critical thinking,
Problem Solving and
Decision Making
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e. Extra/Co-curricular activities
Extracurricular activities are an essential component of ITAT’s educational plan. Robert Needlman,
M.D., distinguished pediatrician, author of six books, and co-founder of Reach Out and Read, a
national organization, says “ Extracurricular activities, such as sports, drama, music, scouting,
dance, and various clubs, are an important part of the educational experience of many students.
Most studies find that children who participate in these activities are more successful academically
than those who don’t.”26
ITAT students will be able to attend to the clubs/activities of their interest. These activities will take
place during the after school hours. Students will be encouraged to collaborate with
professionalsworking in the Triangle area. Support letters from highly qualified professionals that
would help ITAT students could be found in Appendix B. Upon learning the mission and vision of
ITAT, these professional showed great interest, in volunteering and providing guidance to the ITAT
Aligned with the mission and vision of ITAT, students will also find opportunities to form and attend
technology clubs and organize activities.Some of technology related extra-curricular activities will
be run through clubs, technology fairs, and tech weeks.
Technology Clubs: ITAT students will be encouraged and supported to be active in technology
clubs such as Business&Technology Club, Science&Technology Club, Biomedical Technology
Club, The Women in Technology Club, and Web Development Club. The Triangle area is a great
source for such clubs. ITAT technology clubs will be similar to many associations in the area
formed by professionals, entrepreneurs, and technology leaders. Club activities may be in the form
of organizing events, inviting speakers from the area, informing and educating students about the
technological innovations and economical trends, etc.
Technology Fairs: ITAT will organize and host annual technology fairs. These will be designed
according to the grade levels and subject areas. Students will use technological tools to
seeksolutions to real-world problems in science, math, engineering, healthcare and economy.
During the research phaseof the projects, students will be encouraged to work inteams,
communicate and partner with professionals at thelocal technology companies. Professionals in
the Triangle area will be invited to the fairs as judges and jurors, and students will present their
research findings to these jurors in a professional manner.
One of the goals of the guiding mission of the North Carolina State Board of Education is
thatError! Bookmark not defined.:
“ Leadership will guide innovation in NC public schools.
School professionals will collaborate with national and international partners to discover
innovative transformational strategies that will facilitate change, remove barriers for 21st
Century learning, and understand global connections.
26 Extracurricular Activities,,1510,5922,00.html
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The public school professionals will collaborate with community colleges and public and
private universities and colleges to provide enhanced educational opportunities for
ITAT students from all grades will be encouraged to participate in Technology Fairs. For K-6
students, ascience/technology project may take a number of forms. It may be an experiment,
collection, poster, display, or an invention. Middle School and High School students may
organize/attend annual computer fairs to highlight application skills and computer knowledge.
e. ITAT’s IT Focus and IT Certifications
In elementary school, ITAT students will focus on IT subjects through Technology Integrated
Education (TIE) and implementation of NETS-S & NC IT Standards. In middle school, in addition to
TIE and NETS-S & NC IT Standards, starting from 8th grade, students will be able to take the
International Computer Driving Licensetest to demonstrate their computer skills. This test will also
provide a platform from which students can smoothly transition into the IT tracks, specifically
Microsoft, Cisco and CompTIA certification process in high school. Microsoft, Cisco and CompTIA
certifications are industry standards for not only computer support technicians and computer
engineersbut all IT professionals across various industries. By receivingtraining for these
certifications in high school, ITAT students will both have an opportunity to pursue IT careersand
alsoreceive college credits. For example, The American Council on Education (ACE) has
recommended Microsoft Office Specialist certifications for one semester hour of college credit in
lower-division computer applications or information technology27. Figure 6 depicts the ITAT’s IT
Figure 6. ITAT’s IT Focus
27 Microsoft Learning,
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International Computer Driving License (ICDL): ICDL is the international standard in end-user
computer skills and a high-quality certification in the theoretical and practical use of computers and
computer applications.28
By integrating technology into education and implementing NETS-S and NC IT starting from the
elementary school, ITAT students will have advance computer skills, compared to their peers in
otherschools. By 8th grade, ITAT students will be ready to take the ICDL to demonstrate their
computer skills in 7 areas, required to achieve the ICDL certification. These seven areas are: Basic
Concepts of IT, Using the Computer and Managing Files, Word Processing, Spreadsheets,
Databases, Presentations, Internet and Email.
ITAT will give students the opportunity to take the ICDL test, because we aim to:
improve our students’ job prospects,
equip them to advance further in their existing careers,
provide a platform from which to move on to more specialized IT tracks provided by ITAT,
as explained below.
ITAT IT Tracks: After achieving the ICDL certification, according to their interests, students will be
guided to three IT tracks provided by ITAT. These tracks are: IT Business, IT Developer and IT
Professional. In these tracks, ITAT students will have the opportunity to prepare for the IT
certification tests and if they pass, they will be certified IT professionals. ITAT will provide students
training for Microsoft, Cisco and CompTIA certifications according to their interest. These
certificationsare industry standards for computer support technicians, computer science and IT
professionals.By earning a certification, an ITAT student will gain advanced, market-relevant skills
that employers recognize and respect. ITAT computer teachers and IT staff will hold information
sessions about these tracks to create awareness and interest. Students will be able to enroll in one
or more tracks. Through the preparation and training process, students will be given assignments,
and their progress will be tracked by teachers on a quarterly basis. When both the student and the
teacher are confidentabout the readiness of the student, the student will register to take the
certification exam and be certified in his/her area of interest.
Figure 7. ITAT High School IT Tracks
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1) The IT Business Track will consist of three credentials:
CompTIA A+ Essentials29
Microsoft Certified Application Specialist (MCAS)30
Microsoft Office Specialist (MOS)
By earning the Microsoft Business Certification (MCAS and MOS) and CompTIA A+ Essentials
credentials, ITAT students will prove their expertise in using the latest Microsoft Office programs
and the Windows Operating System. These certifications will help our students differentiate
themselves in today's competitive job market, and broaden their employment opportunities by
displaying advanced skills.
2) The IT Developer Track at ITAT will consist of three certifications:
SAS Certified Base Programmer31
Microsoft Certified Application Developer (MCAD)32
Microsoft Certified Solution Developer (MCSD)33
Statistical Analysis Systems(SAS) certifications are among the most recognized credentials in the
business world. SAS Certified Base Programmer certification is ideal for ITAT students who want to
gain advanced skills in statistical analysis.Students who are interested developing, testing,
deploying, and maintaining department-level applications, components, Web or desktop clients, or
database and network services that are based on Microsoft tools and technologies will be
encouraged to pursue this path and earn MCAD certification. After MCAD, students who are
interested in advancing their skills in this area and interested in jobs like software engineer,
software development engineer, software architect, and consultant will be guided to take the
MCSD certification.
3) ITAT IT Professional Track will consist of the following certifications:
Cisco Certified Entry Networking Technician (CCENT)34
Microsoft Certified IT Professional (MCITP)35
Microsoft Certified System Administrator (MCSA)36
By earning the CiscoCertified Entry Networking Technician certification, ITAT students will
demonstrate the skills required for entry-level support positions, including setting up and
configuringcomputer networks. By earning a MCITP credential, ITAT students will be able to
demonstrate their range of expertise, real-world skills, and mastery of Microsoft technologies. ITAT
students who are interested in jobs such as systems administrator, network administrator,
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information systems administrator, network operations analyst, network technician, and technical
support specialist will greatly benefit from the MCSA credential.
VI.A.3. Compliance with Federal and State regulations for serving exceptional children.
ITAT’s aim is to provide services that meet the unique cognitive, social, and emotional needs of
exceptional students, preparing them to succeed in a global society. ITAT will strive to best serve
students with disabilities including physical disabilities, as well as gifted students.
ITAT will comply with all Federal and State regulations for serving exceptional children. ITAT will
have the appropriate accommodations and staff for working with students with disabilities in
accordance to the Public School Law of North Carolina and the Federal Laws Governing Special
Education Compliance.
ITAT students, regardless of their strengths or weaknesses in any area, will become part of the
school community. They will be included in the feeling of belonging among other students,
teachers, and support staff. The Federal Individuals with Disabilities Education Act (IDEA) and its
1997 amendments make it clear that schools have a duty to educate children with disabilities in
general education classrooms. ITAT will offer a full inclusion model as much as a student’s needs
and Individualized Education Program(IEP) allow. Exceptional/special education teacher will play
an important role on the implementation of the inclusive model. In collaboration with the classroom
teachers, Special Education teacher will make necessary modifications and supplement curriculum
for identified students.
The exceptional children’s program at ITAT may include: Differentiated Assignments, Extended
Time On Assignments, Small Group Instruction, Individual Pull-Out Instruction, In-Classroom
Collaboration With The Special Education Teacher and Enrichment Activities.
VI.A.4. Entrance and exit requirements as well as graduation requirements (if the school is
to be high school).
Entrance Requirements:
Any student that meets the criteria for admission to a North Carolina Public School is qualified for
admission to ITAT. Students will be required to provide necessary documents that will be listed in
the application package as they enter the school. Students and parents will need to sign and return
the contract page of the Student-Parent Handbook to verify their commitment to follow rules and
procedures, and uphold the standards set by ITAT.
Graduation Requirements:
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To exit ITAT, students will be required to complete all core courses with a passing grade as well as
participating in the North Carolina ABC Accountability Model and any required federal programs.
ITAT will follow the graduation requirements as set by the NC State Board of Education.37
Every North Carolina high school student must meet:
Course and Credit Requirements
Testing Requirements
Local Requirements
Course and Credit Requirements
For Ninth Graders Entering in 2009-10 and Later
English 4 Credits
4 Credits
(Algebra I, Geometry, Algebra II) OR (Integrated Math I, II, III)
4th Math Course to be aligned with the student’s post high school plans
A student, in rare instances, may be able to take an alternative math course
sequence as outlined under State Board of Education policy. Please see your
school counselor for more details.
Science 3 Credits
A Physical Science course, Biology, Earth/ Environmental Science
Social Studies 3 Credits
Civics and Economics, US History, World History
Language Not required for graduation. Required to meet MAR (minimum application
requirements) for UNC.
Computer Skills No specific course required; students must demonstrate proficiency through
state testing.
Health and
1 Credit
Health/Physical Education
Electives or
6 Credits required
2 Elective credits of any combination from either:
– Career and Technical Education (CTE) (Computer Programming, Computer
Applications, Web Design)
– Arts Education
– Second Languages (Foreign languages)
4 Elective credits strongly recommended (four course concentration)
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from one of the following:
– Career and Technical Education (CTE) *(Systems Theory, Advanced
Computer Programming, Data Structure)
– Arts Education (e.g. dance, music, theater arts, visual arts) – Any other
subject area (e.g. mathematics**, science, social studies, English)
Total 21 Credits plus any local requirements
* Elective courses at ITATwill focus on technical and career development subjects based on NC
Technology and NC Business and IT curricula, as well as the IT tracks developed for ITAT
students. These electivesoffered by ITAT will be geared toward empowering students to become
highly successful citizens and leaders in NC, USA and the World. ITATfaculty will hold information
sessions to inform and guide students through the process of electing courses appropriate for their
needs, goals and skills.
**We will offer some advanced placement courses in math and statistics towards their college
education including Trigonometry and Analytical Geometry.
Testing Requirements
All students must demonstrate computer proficiency by passing the Computer Skills Test. This test
is predominately given to students for the first time in the eighth grade. Students who do not pass
the test the first time are given multiple opportunities in subsequent years to retake the test.
For students entering high school for the first time as a ninth grader in 2006-07 or later, he or she
must pass five essential end-of-course tests to receive a diploma:
Algebra I (unless exempted by their Individualized Education Program)
Civics and Economics
English I
U.S. History
Local Requirements
Graduation from all Wake County Public School System high schools, except Broughton and
Fuquay-Varina High Schools, requires completion of a minimum of twenty credits earned in grades
nine through twelve38.
VI.A.5. The school calendar (must provide instruction for a minimum of 180 instructional
days); (G.S.115C-238.29F(d)(1))
ITAT will provide instruction for a minimum of 180 days by following Wake Public School System’s
traditional school calendar. However, the school reserves the right to make any necessary change
in the calendar so long as said change(s) is/are in compliance with NCGS 115C-238.29F(d)(1).
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VI.A.6. A Concise description of any evaluation tool or test that the proposed charter school
will use in addition to any state or federally mandated tests.
The evaluation program at ITAT will include the following:
ABC Accountability Model
EOG Testing
State Mandated Testing
Writing Test at Grade 10
Computer Skills Assessment
Student Portfolio Requirements
Benchmark Assessments of Standards
Alternative Assessments
International Computer Driving License (ICDL)
Alternative assessment: ITAT will use alternative assessment to evaluate the student performance
byhavingstudents create a response to a question or task. Sample Alternative Assessment tools
such as e-portfolios are embedded to ITAT curriculum and can be found in the Curriculum section.
Some other alternative assessments to be used atITAT include short-answer questions, essays,
performance assessment, oral presentations, demonstrations, and exhibitions. By using alternative
assessment tools, ITAT aims to:
- encourage student self-reflection
- invoke real-world applications
- provide self-assessment opportunities for students
Benchmark Assessments of the Standards:ITAT will utilize benchmarks for the Student
Accountability Standards, due to the critical factor of providing intervention as early and as focused
as possible. Benchmark assessments will offer regular checkups on student achievement. ITAT
facultywill frequently and systematically collect data across a grade level or content area at several
predetermined times throughout the school year. These frequent, periodic assessments will
measure students’ progress throughout the curriculum and/or on material in state tests. Data
expert Douglas Reeves refers to benchmark and common assessments as “the best practice in
assessment” and “the gold standard in educational accountability”.39
Benchmark Assessments will help ITAT faculty to:40
Identify students who need interventions or further instruction;
Foster consistent expectations, curricular priorities, and pacing within a grade level,
course, helping to ensure that all students have access to the same essential curriculum;
39 Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA:
Association for Supervision and Curriculum Development, pp. 71 and 114.
40 Benchmark or Common Assessment Data ;
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Provide students and parents timely feedback regarding their current level of
understanding so they can monitor their own progress and identify for themselves what
they already know and what they have yet to learn;
Identify students for flexible instructional groups;
Identify areas for grade-level celebration of successes;
Evaluate the effectiveness of instructional initiatives, enrichments, and interventions so
that ineffective practices are not continued throughout the year and effective ones are
ITAT academy will also establish a benchmark assessments system through an internet-based test
system that enables tests to be constructed, delivered, and reported electronically. This online
access of benchmark assessments will allow ITAT academy to ensure a continuous diagnostic and
informative basis about students learning progress that can be accessible through using any
school computers. In this online system multiple-choice tests immediately scored and reported.
This online benchmark assessment system will specifically help ITAT academy to prepare students
to examinations such as SAT. These assessments support and are in alignment with ITAT’s data-
driven instruction teaching method.
International Computer Driving License (ICDL): Teaching NETS will provide our students with a
strong foundation in reference to advanced IT certifications. Starting with 8th grade, students will
have an opportunity to take the International Computer Driving License (ICDL) certification exam.41
Participation in North Carolina Testing Program:ITAT shall comply with the North Carolina Testing
Program, including ABC Accountability Model, EOG Tests, EOC Tests, other state mandated tests,
writing assessment, computer skills assessment, and student portfolio requirements.
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VI.A.7. A description of the student achievement goals for the school’s educational program
and the method of demonstrating that students have attained the skills and knowledge
specified for those goals.
ITAT will participate in the ABC’s Accountability Model and conduct the statewide testing, as done
in all North Carolina public schools. Students will complete coursework and related activities
needed for graduation requirements as specified by the North Carolina Standard Course of Study.
Specific achievement goals for ITAT students shall include:
ITAT will expect its students to demonstrate leadership capacity by planning and
implementing projects in school and their communities.
ITAT will expect its students to demonstrate a proficiency in technology skills that are
important for both lifelong learning and preparation for technologically-savvyworkforce.
ITAT will encourage all students to achieve International Computer Driving License and
expect majority of its students to accomplishthis.
ITAT will encourage all students to earn at least one IT certification offered in the IT Tracks
in high school and will expect most of its students to graduate with this credential.
To attain these goals, ITAT will implement the North Carolina Standard Course of Study, NETS-S
and NC IT Standards.
Specific strategies for attaining these goals include:
ITAT will focus on Global Leadership and Technology Integrated Education (TIE).
ITAT will implement IT education in two ways: IT as a subject (i.e., computer studies, IT
tracks) and IT as a tool to support traditional subjects-TIE (i.e., computer-based learning,
presentation, research).
ITAT will strongly emphasize extracurricular activities that promote collaboration in
technology projects such as technology fairs and clubs.
ITAT faculty and staff will hold information sessions to create awareness and interest in IT
tracks and certifications and guide students through the certification process.
The charter school must accept special needs children under the federal legislation
Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 Et seq.) and the state
legislation (G.S. 115C-106 Et seq.). As appropriate for the admission to the charter school.
Also, our proposed school will abide by the charter school legislation, G.S. 115C-
238.29F(g)(5), as stated below:
A charter school shall not discriminate against any student on the basis of ethnicity,
national origin, gender, or disability. Except as otherwise provided by law or the mission of
the school as set out in the charter, the school shall not limit admission to students on the
basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability,
race, creed, gender, national origin, religion, or ancestry.
Provide an explanation of the procedures the proposed charter will follow to insure
compliance of the above laws.
The mission of ITAT is to assure that students with disabilities develop mentally, physically,
emotionally, and vocationally through the provision of an appropriate individualized education in the
least restrictive environment. ITAT provides special education and related services according to the
federal Individuals with Disabilities Education Act (IDEA) and the regulations of the North Carolina
Public School Law, Article 9. We will offer a full inclusion program to serve the students with
special needs to ensure that all our students become part of the school community regardless of
their strengths or weaknesses. We will ensure that the exceptional students are included in the
feeling of belonging among other students, teachers, and support staff so that the support services
are brought to the child.
ITAT will offer a full inclusion program to the exceptional students with whose educational needs
can be met in a regular classroom setting in the least restrictive environment. ITAT will provide this
fully inclusive model together with a special education teacher who will provide input to enhance
the curriculum for those students. In accordance with the exceptional student ratio in Wake County,
ITAT anticipates 12% of the student bodytobe exceptional children..
We also believe that teachers, who are aware of the challenges of working with exceptional
students and equipped with proper tools, are equally imperative. Thus, ITAT will provide ongoing
training for all of the teachers in this area through the special education teacher in the school or
outside resources such as workshops, seminars and access to professional development
resources like online assistive technology trainings to support continuing professional
development. The special education teacher will be available to co-teach in classrooms and
provide an even smaller student/teacher ratio. This teacher will provide special education
consultative services and will assist teachers in developing students’ strengths and using these
strengths to address areas of weakness. The special education teacher will also assist regular
teachers in making necessary modifications and adjusting the presentation of curriculum as
needed so that all students can be successful. Students’ individualized education plans will be
followed and reviewed annually.
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Psychological evaluations, re-evaluations, and educational testing will beconducted as required by
state mandates.
The exceptional children’s program at ITAT may include the following:
Collaboration With The Special Education Teacher in Classroom
Accommodated and Differentiated Assignments
Extended Time On Assessments
Multiple Sessions
Individual Pull-Out Instruction
Preferential Seating
Small Group Instruction
Peer Tutoring
Enrichment Activities
Use of Technology
ITAT will offer a specialized program designed to meet the needs of academically gifted students
with learning disabilities. Their educational program willencompass a unique set of services
designed to highlight and develop their gifts while addressing their specific areas of need.
Academically gifted students with learning disabilities should have an instructional program
including extracurricular activities focused on students’ strengths with modifications for students’
talents and disabilities in the regular classroom. For these students, we will provide the technology
to form electronic communities and to access global resources, like Internet to research topics
allows gifted student to explore ideas and events more quickly and in greater depth.
Unlike previous decades, today’s teachers have an abundant number of tools at their disposal that
they can use to leverage their teaching process. For example, ITAT plans to use software that can
convert text-to-speech and speech-to-text to assist students with reading and writing disabilities
respectively. Likewise, there are available packages thathelp visualize math concepts using
manipulative for the benefit of students who require extra help and motivation in math. Moreover,
deploying such software at the ITAT will not only support the IT curriculum but also enable the
exceptional students thrive in the regular classroom environment.
VI.C. ADMISSIONS POLICY(G.S.115C-238.29B(b)(4); G.S. 115C-238.29F(d)(1))
Provide a description of the policies and the procedures for admitting students to the
proposed charter school, including specific details of the lottery plan.
There is no entrance exam for students to be enrolled in ITAT. The students from Wake or any
other counties will have the same rights to enroll in ITAT. No application will be denied based on
academic performance, special needs, gender, race, creed, national origin, religion and ancestry. If
the students want to be enrolled in a grade higher than the student’s approved grade, the parents
should provide documents showing reasons to support this request.
Starting in earlyspring semester, enrollment application forms will be collected in the order they are
received. In case the number of applicants is more than the space available, ITAT will plan a
lottery. In cases where there are vacancies ITAT will not employ a lottery.
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Lottery Plan
A public lottery will be performed in a predetermined date in the spring semester.
Each applicant will be given a unique identification number.
Openings in each grade will be filled by randomly drawing numbers from a hopper.
After filling all the openings, an official document for waiting lists for each grade will be
Lottery winners will be informed via mail, or phone call within a week. And they will be
required to register to the school before a deadline that will be set about a month after the
Any openings will be filled by the applicants from the waiting list within the followingthree
weeks after the registration deadline for the lottery winners. Openings after that time will be
filled on a first come first serve basis.
The dates of deadlines for the application and lottery and registration will be determined
and announced in school website every year in the beginning of fall semester.
Exemptions From Lottery
For certain cases students may enroll in ITAT without the lottery. These exemptions include:
ITAT Students already enrolled in the school.
Siblings of the ITAT students.
Children of the ITAT faculty and staff (their number should not exceed the number of
available spot for a given grade)
Children of Board of Directors (in the first year of the school).
238.29F(d)(4 and 5))
Provide drafts of student handbooks and other policies governing student conduct and
discipline. Include the policies and procedures governing suspension and expulsion of
students. Specifically address these policies with respect to exceptional children.
Student Code of Conduct
ITATaims to provide a solid education in a safe and orderly learning environment in which all the
students can learn effectively to reinforce their social and physical potential. For this reason the
administrators and the teachers of ITAT determined the misbehaviors and their corresponding
disciplinary conclusions (code of conduct). We will strictly follow the code of conduct to provide a
safe and orderly educational environment. Therefore the misbehaviors mentioned below shall not
be allowed (i) during the school, (ii) during any school-sponsored activities.
These rules and penalties are not to be considered exclusive or to preclude in any way the
prosecution and conviction of any person for the violation of any federal, State or local law, rule,
regulation or ordinance, or the imposition of a fine or penalty provided for therein. Additionally,
these rules and regulations should not be construed to limit, but rather exist in conjunction with any
other codes of conduct established for the school, such as a disciplinary code and/or a bill of
student rights and responsibilities.
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The teacher has the responsibility and authority for disciplining students, except in those cases
requiring the attention of the principal. Probation, suspension and expulsion actions cannot be
performed without principal’s presence in the decision. And in such cases parent-guardian has to
be notified immediately.
Less Serious Violations
Less serious violations will be handled by the classroom teacher or a faculty member
responsible for student supervision. Such violations consist of disruptive classroom
behavior, discourtesy, defacing property, roughhousing, profanity, etc. The attending
faculty member may bring these situations to the attention of the principal or homeroom
teacher if disciplinary action is warranted, or if these actions are repeated.
More Serious Violations
More serious violations such as unauthorized absence or repeated lesser violations will be
dealt with on a more formal basis. Detention is one of the penalties that may be assigned
at this level.
Major Violations
Major violations are those that are serious enough to require probation, suspension or
expulsion. These violations will be immediately reported to the principal. They include: the
use or possession of illegal or controlled substances, the use or possession of a weapon
or any object being used as a weapon, academic dishonesty, theft or destruction of
property and fighting which results in physical harm or injury. Any of these violations may
result in probation, suspension, or expulsion.
Note: A detailed list of infractions and the range of resulting consequences is detailed
herein. Additions, corrections, and deletions of these rules can ensue. Students and
parents will be notified of changes or additions. These policies and others adopted by the
ITAT Board will be distributed to parents and students in a Parent/Student Handbook.
Student Expulsion and Exclusion Policy
A pupil generally shall not be suspended from school or recommended for expulsion unless the
principal of ITAT determines that the pupil has:
Caused or attempted to cause or threatened to cause physical injury to another person;
Possessed, sold or otherwise furnished any fire arm, knife, explosive, or other dangerous
object, unless in the case of possession of any such object, the pupil had obtained written
permission to possess the item from a certified school employee, which is concurred by
the principle or the designee of the principal;
Unlawfully possessed, used, sold or otherwise furnished, or been under the influence of
any controlled substance or alcoholic beverage or an intoxicant of any kind;
Unlawfully offered, arranged or negotiated to sell any controlled substance or an intoxicant
of any kind, and then either sold, delivered or otherwise furnished to any person another
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liquid, substance, or material and represented the liquid, substance, or materials as a
controlled substance, alcoholic beverage or intoxicant;
Committed robbery or extortion;
Caused or attempted to cause damage to school property or private property;
Stolen or attempted to steal school property or private property;
Possessed or used tobacco, or any products containing tobacco or nicotine cigarettes,
smokeless tobacco, or chew packets or betel. This section does not prohibit use or
possession by a pupil of his or her own prescription products;
Committed an obscene act or engaged in habitual profanity or vulgarity;
Unlawfully offered, arranged or negotiated to sell any drug paraphernalia;
Disrupted school activities or otherwise willfully defied the valid authority of supervisors,
teachers, administrators, school officials or other personnel engaged in the performance of
their duties.
Knowingly received stolen school property or private property.
Disciplinary consequences for behavior violation of the Student Code of Conduct:
Students and parents will understand that the following disciplinary actions could be implemented
for acts enumerated in this section and related to school activities which occur at any time,
including (but not limited to) any of the following:
While on school grounds;
While going to or coming from school;
During the lunch period whether on or off campus;
During, or while going to or coming from, a school sponsored activity.
Act of Violence
Fighting is not allowed at ITAT. This action is considered one of the most severe
infringements on the rights of others. It is also a direct attack on the educational process.
Acts of violence, whether directed at another student, teacher or adult will carry a severe
penalty. Possible disciplinary actions: On-campus suspension, home suspension or
expulsion. Flagrant or repeat offenses may result in a maximum consequence of
Threatening to cause physical harm detracts from the educational setting and places
students in fear. Thus, depending on the severity of these actions, the following
disciplinary actions may result: On-campus suspension, work details, home suspension or
recommendation to expel.
Weapons and Dangerous Objects
Possession of a defined weapon will not be tolerated. Possession of a weapon will result in
disciplinary action -- home suspension or expulsion.
Possession of fireworks and explosives or the use of these items will also result in home
suspension or expulsion.
Tobacco, Drugs, and Alcohol
ITAT is a tobacco, drug and alcohol-free campus. Any possession or use of these
substances is strictly prohibited. Offenses of the rule may result in on campus suspension,
home suspension or expulsion. This rule, as all school rules apply, for after school events
and school trips.
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Possession of these substances with the intent to distribute or sell will result in expulsion.
The sale of look-alike drugs will result in home suspension for the first offense and
expulsion for any subsequent offense.
Drug paraphernalia, whether possessed for use or with the intent to sell or distribute, will
be seen as an attempt to promote the distribution and use of illegal drugs and will result in
suspension or expulsion.
Stealing, Robbery, or Extortion
These offenses will result in on-campus suspension, work detail, home suspension or
expulsion. The severity of the crime and the number of offenses will dictate the
Damage to Property
Caused or attempted to cause damage to school property will result in the replacement of
the damaged property by the student. The parent or guardian will also be held responsible
for the replacement of the damaged property.
Severe cases of damaging, defacing or mutilating school property such as arson, damage
to windows, playground equipment, computers, etc. may result in the suspension ( on
campus or home) or expulsion.
Profanity, Obscene Acts, Demeaning Racial Statements and Vulgarity
These acts will be construed as an attack on the rights and privileges of other students
who are attempting to receive an education and the rights of teachers to teach. Therefore,
the attempt or act of projecting the above named actions whether on clothes, written,
verbal or through gestures is in violation of school policy. The resulting disciplinary action
will require: changing offensive clothing, work detail, on-campus suspension, home
suspension, expulsion or a combination of any of these actions.
Willful Disobedience
Willful disobedience is the intentional defiance of teachers and/or staff. Such action may
be exhibited while coming to and from school, on the bus, during the normal school day or
on fieldtrips. For the safety of the student and other students and the establishment of a
nurturing learning environment, respect for faculty, staff, and parents is necessary. All
students will come to understand this policy. It may take more time, patience and
understanding to illuminate the younger children; however, student safety and a positive
educational environment must be maintained. Therefore, timeout, work details, and on
campus suspension may be employed. Repeated disobedience may result in a request to
have a student evaluated by other behavior professionals. Every attempt will be made to
correct the in appropriate behavior before actions of home suspension and expulsion are
Students are expected to demonstrate good citizenship and act in a reasonable manner.
Failure to do so will result in a reprimand, detention, Saturday work detail, after school
work detail or suspension. Public displays of affection fall under this category.
Sexual Harassment
Prohibited sexual harassment includes, but is not limited to, unwelcome sexual advances,
request for sexual favors, and other verbal, visual or physical conduct of a sexual nature.
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o Submission to the conduct is explicitly or implicitly made a term or condition of an
individual's employment, academic status or progress;
o Submission to or rejection of the conduct by an individual is used as the basis for
academic or employment decisions affecting the individual;
o The conduct has the purpose or effect of having a negative impact on the
individual's academic or work performance, or of creating an intimidating, hostile
or offensive educational or work environment; and
o Submission to or rejection of the conduct by the individual is used as the basis for
any decision affecting the individual regarding benefits and services, honors,
programs, or activities at or through the school.
Other types of conduct that are prohibited and may constitute sexual harassment include:
Unwelcome leering, sexual flirtations or propositions;
Unwelcome sexual slurs, epithets, verbal abuse, derogatory comments or sexually
degrading descriptions;
Graphic verbal comments about an individual's body, or overly personal conversation;
Sexual jokes, stories, drawings, pictures or gestures;
Spreading sexual rumors;
Teasing or sexual remarks about students enrolled in a predominantly single-sex class;
Touching an individual's body or clothes in a sexual way;
Purposefully limiting a student's access to educational tools;
Cornering or blocking of normal movements;
Displaying sexually suggestive objects in the educational environment; and
Any act of retaliation against an individual who reports a violation of the school's sexual
harassment policy or who participates in the investigation of a sexual harassment
The principal or designee shall take appropriate actions to reinforce the board's sexual harassment
policy. These actions may include:
Removing vulgar or offending graffiti;
Providing staff in-service training and student instruction or counseling; or
Taking appropriate disciplinary action to include reprimand, detention, on-campus
suspension or home suspension.
Notifying law enforcement in necessary cases.
Act of Hate Violence
Causing, threatening, or attempting to cause or participate in an act of hate violence can
be defined as willfully interfering with or threatening another person's personal or property
rights because of race, ethnicity, national origin, religion, disability or sexual orientation.
Speech that threatens violence, when the perpetrator has the apparent ability to carry out
the threat, may be considered an act of hate violence. These offenses may call for
reprimand, suspension, community service and/or expulsion.
Other Harassment
Intentionally engaging in harassment, threats or intimidation against a student or group of students
when the harassment is severe and pervasive and disrupts classes or creates disorder or an
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intimidating or hostile educational environment will not be tolerated. These offenses may call for a
reprimand, suspension, community service and/or expulsion.
Academic Dishonesty
Academic dishonesty is often a difficult concept to define. As a school, ITAT’s philosophy is to
increase a student's ability to work independently and collaboratively, while realizing this only
clouds the issue of academic dishonesty. We realize that valuable social skills and learning come
through group projects, collaboration, and cooperation. Students should do as much of or all of
their own homework, but students should be willing to give assistance to fellow students when the
learning experience can be enhanced. In some situations, testing is required to be independent of
any outside help. Students will be made aware of this and will be expected to act accordingly.
Plagiarism is a serious issue in academe. Students should give credit to the appropriate individuals
for their research and writing. It is often difficult to distinguish what should be duly noted and what
is common knowledge. It is the job of the faculty to bring this issue into a clearer focus for the
students so that students will learn proper citation processes. Through their own research and
writing, the constitution of plagiarism will become better defined for the student. Students will begin
learning the principles and process of research and writing in early elementary school. Over the
course of the year, older students will be using the APA system for documenting paraphrased and
quoted material.
Students with Disabilities
Students with disabilities may be suspended, in accordance with Federal legislation and the State
law, for inappropriate behavior. The Principal may suspend a student with disabilities for short term
suspension; suspension from school may not be for more than a total of fifteen days in a school
year and not more than 10 consecutive days. The Principal may recommend a student with
disabilities for long-term suspension or expulsion (more than 15 days) by following these
The Principal will follow regular procedures for long-term suspension or expulsion as
described above.
Once the Principal has made a recommendation for long-term suspension or expulsion of
a student with disabilities, he or she will convene members of the Student Support Team
who will determine: if the student is eligible for special education services; if the student is
appropriately placed in a special education program; and if there is a causal relationship
between the student’s disabling condition and the conduct for which he or she is to be
The parent will be notified in writing of the time and place of the committee meeting and its
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Provide a list of positions anticipated for the charter school; (e.g., principal or director;
support staff; teachers, part-time and full-time; paraprofessionals/teaching assistants,
clerical, and maintenance.)
The school will report the total number of teachers and number of licensed teachers prior to each
academic year.
ITAT Projected Staff Chart for 2009-2010
Position Full Time/Part Time Number
Principal FT 1
Assistant Principal FT 1
Clerical FT 1
Teachers FT 18
Teacher Assistant FT 2
Guidance FT 0
Custodian FT 1
Technology Specialist FT 1
Exceptional Children Teacher FT 1
Bookkeeper FT 1
Based on the list of positions provided above give qualifications and licenses that each
position must have to perform the job function(s). Describe the plan to meet the licensure
requirements for teachers and paraprofessionals as prescribed by state law and No Child
Left Behind.
Upon approval of the charter, Board of Directors will hire ITAT school principal, and delegate the
recruitment of school teachers and staff to the principal.The Principal will be an integral member of
the learning community. He or she will support shared decision-making, promote collaborative
leadership and require accountability from all stakeholders in the school. In addition to serving as
the educational leader of the school, the Principal will be responsible for planning, budgeting,
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facilities management, staff development, and supervision and evaluation of staff. The Principal will
also be responsible for overall operation and running the school efficiently to accomplish ITAT’s
mission and vision. The Principal will establish and maintain communication with local boards of
education, superintendents, county and state administrators. The Principal will report to the ITAT
Board of Directors.
The principal will locate and recruit the best candidates for teaching and staff positions at ITAT.
Teachers are expected to be role models for the students and they should be committed to the
mission of the school as well. Strong academic background, teaching experience, leadership and
emotional maturity are the main criteria that will be usedin hiring teachers. Although ITAT will train
its teachers on the IT related curriculum, proficiency in information technologies will be a significant
credential for teacher candidates. ITAT will also strongly encourage its teachers to earn
certifications from Microsoft, CompTIA, SAS or Cisco as well.
All teachers of core subjects will be highly qualified as required by the No Child Left Behind Act. At
least 75% of the elementary school teachers and 50% of the middle and high school teachers will
have licenses in a given education year, as required by the NC State Statute. Besides current state
teaching license holders, instructors in following situations may be hired as a teacher:
• Holds current Out-of-State teaching certificate and is seeking NC certificate
• Holds expired NC teaching certificate and is seeking re-certification
• Industry Professional with expertise in a specific field
In addition to aforementioned qualifications, ITAT will check the criminal background and furnish a
criminal record summary before employment of teachers according to GS 115C-238.29K.
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In the following tables, please list for each year and grade level, the numbers of students that the
school reasonably expects to enroll. In addition, please indicate any plans to increase the grade
levels offered by the school.
These numbers are projections, or estimates, and do not bind the State to fund the school
at any particular level.
For the first two years the State will fund the school up to the maximum projected enrollment for
each of those years as set forth and approved in the projected enrollment tables. However, in
subsequent years, the school may increase its enrollment only as permitted by G.S. 115C-
238.29D(d), that is, an increase of 10% per year based on the previous year’s enrollment. Any
increase above 10% must be approved by the State Board of Education in accordance with G.S.
Please see the tables in this section for the projected enrollment to the school between 2011 and
2011-12 through 2015-2016
List LEA #1 – Wake
List LEA #2 – Durham
List LEA #3 –
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Third 3
Sixth 6
Page 74 of
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PROJECTED ENROLLMENT 2011-12 through 2015-16 (continued)
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
LEA Totals
Overall Total Enrollment 272 344 420 490 536
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BUDGET: REVENUE PROJECTIONS 2011-12 through 2015-2016
--State ADM Funds
--Local Per Pupil Funds
--Federal Funds
--Private Funds*
--Other Funds*
*If you are depending on these
sources of funding to balance
your operating budget, please
provide documentation, such
as signed statements from
donors, foundations, etc., on
the availability of these funds.
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
$ 0
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Budget (continued): Revenue Projections 2011-12 through 2015-2016
Year 1: 2011-2012
State – Wake: $4,174.80 X 258 = $ 1,077,098.40
State – Durham: $4,373.28 X 14 = $ 61,225.92
Local - Wake: $ 2,252.53X 258 = $581,152.7
Local- Durham: $ 2,881.72 X 14 = $ 40,344.08
EC : $ 3,545.42X 33 = $ 116,998.86
Total $1,876,820.00
Year 2: 2012-2013
State – Wake: $4,174.80 X 328 = $ 1,369,334.40
State – Durham: $4,373.28 X 16 = $ 69,972.48
Local - Wake: $ 2,252.53X 328 = $ 738,829.84
Local- Durham: $ 2,881.72 X 16 = $ 46,107.52
EC : $ 3,545.42X 41 = $ 145,362.22
Total $ 2,369,606.46
Year 3: 2013-2014
State – Wake: $4,174.80 X 402 = $ 1,678,269.60
State – Durham: $4,373.28 X 18 = $ 78,719.04
Local - Wake: $ 2,252.53X 402 = $ 905,517.06
Local- Durham: $ 2,881.72 X 18 = $ 51,870.96
EC : $ 3,545.42X 50 = $ 177,271.00
Total $ 2,891,647.66
Year 4: 2014-2015
State – Wake: $4,174.80 X 470 = $ 1,962,156.00
State – Durham: $4,373.28 X 20 = $ 87,465.60
Local - Wake: $ 2,252.53X 470 = $ 1,058,689.10
Local- Durham: $ 2,881.72 X 20 = $ 57,634.40
EC : $ 3,545.42X 59 = $ 209,179.78
Total $ 3,375,124.88
Year 5: 2015-2016
State – Wake: $4,174.80 X 514 = $ 2,145,847.20
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State – Durham: $4,373.28 X 22 = $ 96,212.16
Local - Wake: $ 2,252.53X 514 = $ 1,157,800.42
Local- Durham: $ 2,881.72 X 64 = $ 63,397.84
EC : $ 3,545.42X 33 = $ 226,906.88
Total $ 3,690,164.50
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Budget (continued): Expenditure Projections 2011-12 through 2015-2016
GS 115C-238.B(b)(5)
Total # of staff 25-47
--Administrator(s) # 2-3
--Clerical #1-2
--Teachers #19-34
--Librarians #0-1
--Guidance #0-1
--Teacher Assistants #2
--Custodian #1-2
--Food Service
--Bus Driver
IT. Specialist #1-2
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Budget (continued): Expenditure Projections 2011-12 through 2015-2016
See Appendix A for detailed budget calculations.
Cash on Hand $0
Certificates of Deposit $0
Bonds $0
Real Estate $0
Capital Equipment $0
Motor Vehicles $0
Other Assets $0
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Program Audits (G.S. 115C-238.29B(b)(6))
Describe the procedure and method for evaluating the overall effectiveness of the proposed
charter school program as related to the mission of the school.
ITAT will routinely gather information from faculty, students and parents about the strengths and
weaknesses of the school's programs.
ITAT faculty will closely review the EOG and EOC, Benchmark Assessment tests, ICDL
and other IT certification success and achievement rates. The faculty will make changes
and modifications to the education focus and curriculum if necessary.
The classroom teachers will monitor the individual performance.
Parents will be given surveys that address the school climate, methodology,
communication between school and home, and family satisfaction.
Students will be given surveys to complete anonymously that address satisfaction of the
school’s education program and the school climate.
ITAT faculty will be given similar surveys.
Thecollected data will be analyzedto evaluate the school’s program. The analysis will include:
Student performance on statetests and IT certifications
Individual student performance in classrooms
Family satisfaction
Student satisfaction
Faculty satisfaction
Special education program evaluation
Financial Audits (G.S. 115C-238.29F(f)(1))
Describe the procedure and method for conducting an independent financial audit for the
proposed charter school. Give the name of the firm that will conduct the audit. Include the
complete mailing address, telephone number and fax number.
ITAT will adhere to the auditing and reporting procedures and requirements that are applied to
public schools operating in North Carolina. ITAT Board of Directors will interview a minimum of
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three auditing firms before selecting the financial auditor. The Board of Directors will select and
contract with a licensed North Carolina CPA to conduct the annual audit of the school’s all financial
records including the balance sheet, cash flow and income statements. The audit will be included
in the school’s annual report. The audit will be conducted in a timely manner as required by the
Local Government Commission, and will demonstrate compliance with the State law for a non-
profit corporation.
Address how the proposed charter school will meet the requirements for the following:
One of the major goals of ITAT is to provide safe and healthy school environment for the students,
parents, employees and volunteers.
ITAT will require criminal background check for individuals who will have access to
students. These include but not limited to volunteers, teachers, board members, and
Visitors including parents will check-in at the register and will be identified with a badge.
ITAT will comply with regulations set under GS 115C-525 and under GS 115C-105.47.
Building will be inspected by the fire department for fire safety.
Principal or a committee charged by the principal will check school building regularly for
ITAT will avoid keeping hazardous materials in the school. Science labs will have safety
regulation handouts.
Use of drugs and alcohol are prohibited. ITAT is a tobacco free school in accordance with
GS 115C-407.
Action plans including immediate responses to the crisis situations including natural
disasters, fires, hurricanes, will be established by the board and included in the student
Immunization of Students
Up-to-date immunization records will be required during for the registration for incoming students
and has to be updated yearly. The records have to be provided to the school with in the first 30
days after the school is started. ITAT will provide parents and guardians with information on
meningococcal and influenza its vaccines, in accordance with GS 115C-238.29F.
Food Inspections
The principal will inspect food-handling areas regularly. All guidelines by the Child Nutrition Division
of the United States Department of Agriculture and directives from the local board of health will be
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Hazardous Chemicals
All hazardous chemicals will be stored in a safe storage. MSDS sheets, waste collection
procedures and handling processes will be provided.
Bloodborne Pathogens
The school will provide training and printed materials to all staff members regarding bloodborne
pathogens in accordance with state statutes.
State the proposed coverage for:
Comprehensive General Liability : $2,000,000
Officers and Directors/Errors and Omissions: $1,000,000
Property Insurance: replacement cost coverage
Motor Vehicle Liability : $1,000,000
Minimum amount: Equivalent to state and local funds received by school.
Maximum amount: Equivalent to amount of funding received from all sources, including
state, local, federal and private funds.
Describe in detail the transportation plan that will ensure that no child is denied access to
the school due to lack of transportation.
ITATBoard of Directors is committed to ensure that transportation is not an obstacle for students to
enroll in the school. In order to achieve this oal, ITAT Board of Directors set the primary criteria for
the school building search to be accessibility via public transportation. In addition ITAT will help
organizing carpool groups among parents from close neighborhoods.The School will provide
transportation for the exceptional students as prescribed by law.
Describe the facility in which the school will be located. Include information on how the site
is appropriate to your mission and instructional program. Note that the SBE may approve a
charter school prior to the school’s obtaining a facility; however, no funds will be allocated
until the school has obtained a facility and has provided a valid Certificate of Occupancy.
Name of the facility (if known):
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Description of the Facility:
Total square feet:
Number of Classrooms:
Number of Restrooms:
Other Rooms:
Music Room:
Art Room:
Ownership: Fee Simple or Lease
If the facility is to be leased, provide the following information:
Term of the Lease:
Type of Lease:
Rent: $ per month
Name of Landlord:
Phone: Fax:
Document inspections for the following:
(a) Fire:
(b) Safety:
(c) Handicapped accessibility:
Describe how the maintenance will be provided for the facility.
Describe the method of finding a facility if one is not readily available at this time.
ITAT Board of Directors has been in search for an appropriate facility to lease in Wake County.
ITAT is planning to lease a twenty to thirty thousand square feet building for the first 2-3 years and
then build/buy its own permanent facilities. ITAT needs eighteen classrooms for the first three
years in addition to one science lab, two computer labs, four offices, one resource room, one
teacher work area and lounge, one conference room, a library, a multipurpose room with enough
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parking and play area. ITAT will make sure that all applicable inspections and certifications will be
in place prior to the opening of the facility.
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VII.I. MARKETING PLAN(G.S. 115C.238.29F(g)(1-7))
Marketing to potential students and parents is vital to the survival of a charter school.
Reaching the full capacity for enrollment will be critical to obtain the necessary financial
resources to keep your school viable and operating efficiently. In addition, it is required by
law that charter schools provide equal access to all students. Read the charter school State
Statute regarding admissions GS 115C.238.29F(g) (1-7) carefully. Describe how you will
develop, a five year minimum, market plan to specific populations (including various
community and ethnic groups, teachers and other employees, and the general public) to
ensure that the school fully complies with the State Statute to mirror the diversity of the
local education agency.
ITAT Board of Directorswill execute a soundmarketing plan that will be composed of amarketing
communicationsand an execution plan. The marketing communications plan will enable us to best
communicate with various community leaders, teachers, staff and the public while the marketing
execution plan will help us implement the budget and disseminationof information in the most
effective way.
As part of ITAT’s marketing plan, we have already started contacting the general public to
informthem about anIT-based charter school in Wake County. We conducted 180 surveys;around
50, a portion of them, are available in Appendix C; these surveys are indicators of the public
interest and the need for such a school in the area. In marketing, community/industry leaders
playimportant roles since they are influential on the community; recognizing this fact, we are also in
communication with the NC community leaders, and their support letters are requested to the
Charter School Office during the application and review process.
According to Wake County Public School System “School Statistics and Maps, 2008-2009” 42
report, 51% of K-12 students are white, 26.1% Black, 11.5% Hispanic/ Latino, 5.8% Asian, 4.8%
Multi-National and 0.3% American Indian (Fig. 8).
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Figure 8. NC Wake County K-12 Student Population Percentages by Race, 2008-2009
The goal of our marketing plan is to create awareness and interest in the school and to ensure a
diverse student body as indicated above by NC Wake county student population statistics. We
also aim to attract highly qualified faculty and staff through our marketing plan. The marketing plan
will include the following strategies:
Public relations: To reach out to various communities in Wake county, ITAT board will contact
community centers, church groups, and neighborhoods. We will also consult with the Black,
Hispanic and Asian organizations to outreach to minority groups. We will distribute flyers and
brochures to community and neighborhood centers. While contacting the Hispanic/Latino
community, the information on the flyers/brochures about the school will also be made available in
Open houses: The school will organize quarterly open-house meetings. These meetings will
specifically target the parents of school age children in the Wake County. In the meetings, we will
inform them about the educational focus and mission of the school.
Internet: Our website,, is one of the important channels where the general
information about the ITAT’s educational philosophy and the contact information is provided.
Application information for students and staff can also be found on the school’s website. In
addition, we will use online social networks such as Facebook and Tweeter to reach out to
students, parents and the school employees.
Mass Media Resources: ITAT board will use local radio, newspapers and child-focused
publications to inform the community and make public announcements about the school. These
ads in the mass media will also help to attract school faculty and staff.
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Location: Location is vital to attract diverse student population. Currently, ITAT is searching for a
facility located in an area of the city that houses, or is nearby, a diverse population covering various
socioeconomic levels.
Mass mailing: ITAT will mail the brochure to the households within a fifteen-mile radius of the
proposed school site.
Education Job Fairs: ITAT will be present at the education job fairs to attract highly qualified
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Pursuant to G.S. 115C-238.29B(d), the charter school applicant must submit a copy of the
application to the LEA in which the school will locate within seven days of the submission
of the application to the Office of Charter Schools. The LEA may then submit information or
comment directly to the Office of Charter Schools.
Please attach to this application a return receipt, or other documentation, verifying the
schools timely submission of a copy of its application to the LEA.
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2 6/30/12 6/30/13 6/30/14 6/30/15 6/30/16
ENROLLMENT 272 344 420 490 536
STATE REVENUE $1,255,323.18 $1,584,669.10 $1,934,259.64 $2,258,801.38 $2,468,966.24
LOCAL REVENUE $621,496.82 $784,937.36 $957,388.02 $1,116,323.50 $1,221,198.26
FEDERAL REVENUE $0.00 $0.00 $0.00 $0.00 $0.00
24 FOOD REVENUE $0.00 $0.00 $0.00 $0.00 $0.00
REVENUE $0.00 $0.00 $0.00 $0.00 $0.00
REVENUES $1,876,820.00 $2,369,606.46 $2,891,647.66 $3,375,124.88 $3,690,164.50
39 Instructional Salaries & Benefits
40 1. Instructional Salaries & Bonuses $754,173.33 $1,035,534.53 $1,246,977.57 $1,466,405.90 $1,551,297.34
52 2. Instructional Benefits $170,066.09 $233,513.04 $281,193.44 $330,674.53 $349,817.55
Total Instructional Salaries & Benefits $924,239.42 $1,269,047.57 $1,528,171.02 $1,797,080.43 $1,901,114.89
60 Administrative Salaries & Benefits
61 3. Administrative Salaries & Bonuses $242,000.00 $281,810.00 $397,085.60 $427,033.47 $439,844.47
73 4. Administrative Benefits $54,571.00 $63,548.16 $89,542.80 $96,296.05 $99,184.93
82 Total Administrative Salaries & Benefits $296,571.00 $345,358.16 $486,628.40 $523,329.52 $539,029.40
BENEFITS $1,220,810.42 $1,614,405.73 $2,014,799.42 $2,320,409.95 $2,440,144.29
85 Instructional Supplies & Equipment
5. Instructional Books $88,000.02 $60,200.02 $71,350.02 $79,212.52 $178,593.77
6. Instructional Computers $31,500.00 $20,000.00 $43,750.00 $26,562.50 $48,718.75
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7. Instructional Equipment $23,500.00 $26,147.06 $31,066.18 $35,233.46 $38,146.51
8. Instructional Supplies $37,880.00 $47,760.00 $58,300.00 $68,150.00 $74,440.00
109 9. Testing Supplies $7,090.00 $8,930.00 $10,900.00 $12,750.00 $13,920.00
113 Total Instructional Supplies & Equipment $187,970.02 $163,037.08 $215,366.20 $221,908.48 $353,819.03
Administrative Supplies & Equipment
116 10. Administrative Computers $4,000.00 $6,000.00 $7,500.00 $8,625.00 $9,487.50
120 11. Administrative Equipment $4,500.00 $7,500.00 $9,375.00 $10,781.25 $11,859.38
123 12. Administrative Supplies $22,400.00 $26,711.76 $32,860.29 $38,159.93 $41,817.10
130 Total Administrative Supplies & Equipment $30,900.00 $40,211.76 $49,735.29 $57,566.18 $63,163.97
EQUIPMENT $218,870.02 $203,248.84 $265,101.49 $279,474.65 $416,983.00
133 Instructional Support
134 13. Contracted Instructional Services $20,500.00 $25,926.47 $31,654.41 $36,930.15 $40,397.06
140 14. Field Trips $5,000.00 $6,323.53 $7,720.59 $9,007.35 $9,852.94
143 15. Instructional Staff Development $4,500.00 $7,500.00 $9,375.00 $10,781.25 $11,859.38
146 16. Instructional Sales Tax $0.00 $0.00 $0.00 $0.00 $0.00
149 Total Instructional Support $30,000.00 $39,750.00 $48,750.00 $56,718.75 $62,109.38
150 Administrative Support
151 17. Insurance $15,000.00 $16,500.00 $18,150.00 $19,965.00 $21,961.50
155 18. Debt Service $0.00 $0.00 $0.00 $0.00 $0.00
159 19. Taxes & Bank Fees $240.00 $240.00 $300.00 $345.00 $379.50
163 20. Attorney, Audit, & Accounting $5,000.00 $13,823.53 $17,720.59 $19,007.35 $19,852.94
168 21. Administrative Services $7,500.00 $9,485.29 $11,580.88 $13,511.03 $14,779.41
174 22. Administrative Staff Development $8,900.00 $4,500.00 $5,625.00 $6,468.75 $7,115.63
179 23. Administrative Sales
Tax $0.00 $1,500.00 $1,875.00 $2,156.25 $2,371.88
182 24. Advertising $15,000.00 $15,000.00 $15,000.00 $15,000.00 $15,000.00
185 Total Administrative Support $51,640.00 $61,048.82 $70,251.47 $76,453.38 $81,460.85
186 Building Support
187 25. Rent $243,986.60 $251,306.20 $258,845.38 $438,766.23 $451,929.22
190 26. Building $7,500.00 $7,500.00 $7,500.00 $7,500.00 $7,500.00
195 27. Custodial Services $27,500.00 $28,325.00 $29,174.75 $40,000.00 $41,550.00
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199 28. Telephone $7,300.00 $7,300.00 $7,665.00 $8,048.25 $8,450.66
203 29. Utilities $35,000.00 $36,750.00 $38,587.50 $40,516.88 $42,542.72
208 Total Building Support $321,286.60 $331,181.20 $341,772.63 $534,831.36 $551,972.60
209 Pupil Support
210 30. Child Nutrition $0.00 $0.00 $0.00 $0.00 $0.00
216 31. Transportation $6,500.00 $7,823.53 $9,595.59 $11,163.60 $12,224.82
224 Total Pupil Support $6,500.00 $7,823.53 $9,595.59 $11,163.60 $12,224.82
225 TOTAL SUPPORT $409,426.60 $439,803.55 $470,369.69 $679,167.09 $707,767.65
EXPENSES $1,849,107.04 $2,257,458.12 $2,750,270.60 $3,279,051.69 $3,564,894.94
228 NET SURPLUS/(DEFICIT) $27,712.96 $112,148.34 $141,377.06 $96,073.19 $125,269.56
229 Beginning Balance $27,712.96 $139,861.30 $281,238.36 $377,311.54
FUND BALANCE $27,712.96 $139,861.30 $281,238.36 $377,311.54 $502,581.11
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The foregoing application is submitted on behalf of IT ACADEMY of TRIANGLE(name of non-profit
corporation or individuals submitting application). The undersigned has read the application and
hereby declares that the information contained in it is true and accounts to the best of his/her
information and belief. The undersigned further represent that the applicant has read the Charter
School Law and agrees to be governed by it and other applicable laws.
Print/Type Name: Kenan Gundogdu
Position: President
Signature: __________________________________Date: 2.18.2010
Sworn to and subscribed before me this
______day of ________________, 20_____.
Notary Public Official Seal
My commission expires _________,

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