Table of Contents 1 Private School Education in America Summary of Proposal Statistics Orthodox Parochial Schools in America Seattle Area Parishes and Children Initial School Facilities in Seattle and US 2 3-6 7-21 22 23 Seattle Area School Proposal Goals Proposed Name and Logo Mission Statement Schools to Use as Models Overview of School Curriculum Classical Languages Research Spiritual Life at Orthodox Prep Why Choose Orthodox Prep? Proposed Locations Facilities/Supplies Needed to Begin Campus Facility Goals Structure of School Governance Board of Trustees Teacher Interview Questions Family/Student Interview Questions Parent, Grandparent, Godparent Involvement 24 25-26 27 28 29-32 33-38 39-42 43 44-47 48 49 50 51-52 53-54 55 56 57 Financial Report Private School Funding Sample Salary Schedule Local Area Tuitions Tuition Projections Estimated Expenses Cost Analysis Target Enrollment Possible Sources of Funding Sample Grant 58 59 60 61 62 63 64 65-66 67 Additional Materials Order of Operations for Opening the School Requested Participation of Priests Parishioner Survey Resume for Susanna Cerasuolo Steering Committee Needs List of People Consulted Process for Opening an Independent School in WA Information Available Upon Request List of Prayer Requests Scriptural Promises to Claim Closing Thoughts 68 69 70-71 72 73-74 75-76 77-78 79 80 81 82-85 Summary of Proposal: We propose founding an Orthodox preparatory school, for grades preK-12, to serve the 20+ Orthodox parishes in the Seattle area. We propose keeping class sizes at 10 students optimum, never to exceed 15 students. We propose using a Classical curriculum, which is rigorous and college preparatory. We propose opening the school in rented rooms in the central Seattle area, preferably Capital Hill, and then raising the necessary capital to purchase our own campus, consisting of separate buildings for Lower, Middle and Upper Schools. We propose hiring Orthodox teachers who are highly qualified professional educators. We propose to hire only faculty and staff who will model godly character to our young people, that God would be glorified in every aspect of the school and that our students would be taught to glorify God in all things. We propose making the school available to all children, Orthodox and otherwise. We propose making the liturgical calendar central to the life of the school community, with a school chapel, school liturgy services, and a full-time priest on staff. We propose to teach students Greek and Latin for 12 years. We propose to make character and religious education central to the curriculum. We propose to make community service and outreach central to the life of the school community. We propose to thoroughly prepare young Orthodox men and women to pursue higher education, if that is God’s path for them, and to encourage them to go on to serve God’s church as intelligent, educated, articulate defenders of the faith. We propose to raise a substantial endowment to provide scholarships so that all interested students are able to attend our school. We propose to keep the school small (50 students maximum per grade level) so that a sense of community will be cultivated and evident in each school: Lower, Middle and Upper. When interest exceeds available enrollment spaces, we will open a second campus. The school must be kept small. We propose to raise the funds necessary to have state-of-the art facilities for our students, notably in areas such as art, theater, science, athletics, and technology. We propose to open a full service day care (infants through preschool), as well as provide before and after school care to nurture children in the faith at all ages and to meet the needs of our parishioners. We propose to found this school with the intent of it serving to unify all Orthodox people and parishes in the greater Seattle area. 2 US Department of Education National Center for Educational Statistics (Released 2003) http://nces.ed.gov Results of most recent USDE study: # of public schools in US # of private schools in US 93,273 29,273 Historically, private education has always been regarded as superior, due to intimate class sizes, excellent faculty, and increased teacher-student interaction. It has also historically been a privilege of the elite in any society, bestowing certain keys to success in life. Of these 29, 273 private schools in the US: Religious Nonsectarian 22,595 6,678 77% 23% People of faith have long since realized the incredible potential for nurturing children’s spiritual development in an academic setting. Religious educational institutions expect faculty to develop the whole child, reinforcing ethics, morals, values and spiritual beliefs and practices taught in the home. Such opportunities are priceless in terms of character education. Of these 22, 595 private religious schools in the US: Protestant Catholic Jewish Islamic Greek Orthodox 13,440 8,207 730 188 30 68.8% 28% 2.5% .6% .1% It is not surprising that the Protestants lead in the area of founding religious schools, as a focus of Luther’s Reformation was theosis (becoming Christ-like) through scholarship, particularly study of the Scriptures. As the true church of Christ on earth we must take advantage of these myriad and innumerable opportunities to not only nourish our own children in the Faith, but to reach out to non-Orthodox children and families as well. Susanna Cerasuolo, M.Ed., M.A. Church of the Assumption Seattle, Washington August 2005 [email protected] 3 Of the 29,273 private schools in the US… nonsectarian 6,678 religious numbers of schools 22,595 0 10,000 20,000 30,000 4 People of faith have long since realized the value of educational environment the for nurturing spiritual development. 5 Of the 22,595 private schools in the US… 188 Islamic 730 Jewish 30 Greek Orthodox Protestant 8,207 Catholic Catholic Jewish Islamic 13,440 Protestant Orthodox 6 Number of Orthodox schools founded per year in US 12 10 8 6 Orthodox Schools in America 4 2 0 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 7 # Orthodox Schools in US Location grades open enroll Diocese West 1 St. Timothy Orthodox Academy Fairfield, CA K-12 1994 forming 2 St. Lawrence Academy K-12 1990 55 JER 3 St. Nicholas School Felton, CA (San Fran) Los Angeles, CA (Nthrdg) GOA preK-8 1977 300 GOA 4 Holy Trinity Orthodox School San Fran, CA K-8 1972? GOA 5 St. John of San Francisco Orth. Acad. San Francisco, CA K-12 1994 36 6065 6 St. John of Damascus Academy Goleta, CA K-5 2000 30 ANT 7 Agia Sophia Academy Portland, OR preK-5 2004 45 GOA 8 St. Sophia School Salt Lake City, UT preK-6 1996 100 GOA 9 St. John Orthodox Christian School Eagle River, Alaska K-6 1977 54 ANT 10 Orthodox Preparatory Academy Seattle, WA nursery-12 2007 90 GOA 11 St. John of Kronstadt Yakima, WA K-2 2002 7 ANT 12 St. Innocent Academy--boarding Kodiak, Alaska at risk 1998 18 BEC Russian 13 St. Michael Academy Santa Rosa, CA 1-12 1994 15 BEC 14 Holy Trinity Academy Phoenix, AZ nursery-1 2002 13 GOA 15 St. Herman of Alaska Boston, MA (Allston) K-8 1991 30 BEC 16 Theophany Orthodox Christian School Boston, MA (Dedham) preK-? 1997 17 Hellenic American School of Holy Trinity Lowell, MA preK-6 1908 138 GOA 18 St. Demetrios Greek-American School Astoria, NY preK-12 1956 600 GOA Northeast PAN 19 Greek-American Institute Bronx, NY preK-8 1912 150 GOA 20 Argyrios Fantis Parochial School Brooklyn, NY preK-8 1963 80 GOA 21 Kaloidis Paroch. School of Holy Cross Orth. Ch. Brooklyn, NY nursery-8 1981 167 GOA 22 Soterios Ellenas Parochial School Brooklyn, NY nursery-8 1964 120 GOA 23 Three Hierarchs Parochial School Brooklyn, NY nursery-8 1975 135 GOA 24 Corona, NY preK-9 1967 142 GOA 25 School of the Transfiguration William Spyropolous Greek-American Day School Flushing, NY nursery-8 1977 477 GOA 26 Jamaica Day School of St. Demetrios Jamaica, NY preK-8 1967 135 GOA 27 NY, NY nursery-8 1949 105 GOA 28 The Cathedral School Greek Orthodox Parochial School of St. Spyridon NY, NY preK-8 1962 117 GOA 29 Three Hierarchs Eastern Orthodox School Pittsburgh, PA preK-4 30 Saint Sophia Orthodox Christian Academy Johnstown, PA preK-5 58 GOA 2001 13 CRC OCA Midwest 31 St. Nicholas Orthodox School, OCS-NEO Akron, OH K-6 2000 50 32 Holy Trinity Orthodox Christian Academy, OCS Warren, OH K-6 2003 20 OCA 33 Plato Academy Chicago, IL preK-8 1952 60 GOA/Ind. 34 Socrates Greek-American School Chicago, IL preK-8 1907 126 GOA 35 St. Haralambos School Niles, IL nursery-K 1990 30 GOA 36 Koraes Elementary School Palos Hills, IL K-8 1910 216 GOA 37 St. Sava Orthodox School Milwaukee, WI pre K-5 1996 100 SOC 38 Solon Greek-American School Chicago, IL nursery-K 1965 52 GOA South 39 Cathedral Day Care Birmingham, AL nursery-K 1994 92 GOA 40 St. Nicholas Greek Orthodox Parochial School Tarpon Springs, FL K-5 2003 35 GOA 41 St. John Greek Orthodox Day School Tampa, FL nursery-8 1967 180 GOA 42 St. Nicholas Orthodox Academy Atlanta, GA K-12 2000 29 OCA 43 Annunication Day School Atlanta, GA N-K 2000 40 GOA 44 Holy Trinity Academy Dallas, TX preK-3 1999 48 GOA 45 Annunciation Orthodox School Houston, TX pre K-8 1970 641 GOA 8 holy works, the education of children is the most holy. Of all -St. Theophan 9 Annunciation Day School Preschool & Kindergarten (Ages 2-5) Director: Michelle Wright 2005-2006 Registration Form 2005 - 2006 Enrollment Form The Annunciation Day School provides early childhood education while preserving our Orthodox ideals and faith. Certified by the state of Georgia, the Day School curriculum combines High/scope and Montessori principles. 10 Welcome to Holy Trinity Academy Archdiocese: www.goarch.org Holy Trinity Greek Orthodox Church: www.holytrinity.info 11 STUDENT ACTIVITIES Students of St. Demetrios Parochial Day School, Astoria, New York marching on Fifth Avenue on April 10, 2005, in celebration of Greek Independence Day. Students of St. Demetrios Parochial Day School, Astoria, New York celebrating Greek Independence Day and the Annunciation - March 25, 2005 12 A theatrical presentation of “Antigone” by the students of “W. Spyropoulos” Greek-American School of St. Nicholas, Flushing, New York (June 2004) The 2004 Graduating Class of St. Demetrios High School, Astoria, New York at the Commencement Exercises, June 2004 13 Students of St. Demetrios Parochial Day School, Astoria, New York parading on Fifth Avenue © 2005 Greek Orthodox Archdiocese of America http://www.goarch.org/ 14 PAROCHIAL SCHOOLS ARIZONA | CALIFORNIA | FLORIDA | GEORGIA | ILLINOIS | MASSACHUSETTS | NEW YORK | PENNSYLVANIA | TEXAS | UTAH A group of preschoolers of The Cathedral School of Holy Trinity Cathedral in Manhattan chatting with His Eminence Archbishop Demetrios during his visit to the School in September 2004. PRE-SCHOOL & DAY CARE CENTERS ARIZONA Holy Trinity Academy 1973 E. Maryland Ave. Phoenix, AZ 85016 Tel. (602) 248-3881 Fax (602) 230-9099 Website: http://holytrinityphx.org/index.shtm Director: Heather Diamanti-Fowble Preschool & Kindergarten 2004-05 enrollment: 35 15 Established 2002 GEORGIA Annunciation Day School Greek Orthodox Cathedral of the Annunciation 2500 Clairmont Road, N.E. Atlanta, GA 30329 Tel. (404) 982-0711 Principal: Fr. George Alexson Director: Mrs. Michelle Wright Preschool & Kindergarten 2004-05 enrollment: 40 Established 2000 ILLINOIS St. Haralambos School 7373 Caldwell Avenue Niles, IL 60714-4503 Tel: (847) 647-8880 Fax:(847) 647-0991 Principal: Mrs. Eileen Hawryz Preschool & Kindergarten 2004-05 enrollment: 30 Established 1990 “Solon” Greek American School of St. Demetrios Church 2727 West Winona Chicago, IL 60625 Tel. (773) 561-5992 Fax (773) 561-6366 Principal: Nikitas Papageorgiou Email: [email protected] Preschool & Kindergarten 2004-05 enrollment: 52 Established 1965 His Eminence Archbishop Demetrios congratulates the parochial day school students who participated in the Spelling Bee Contest of DAILY NEWS. 16 PAROCHIAL DAY SCHOOLS CALIFORNIA Holy Trinity Orthodox School 999 Brotherhood Way San Francisco, CA 94132 Tel/Fax: (415) 584-8451 Email: [email protected] Principal: Fr. Michael Pappas Kindergarten to eighth grade 2004-05 enrollment: 36 Established 1972? St. Nicholas School 9501 Balboa Boulevard Northridge, CA 91325 Tel.: (818) 886-6751 Fax: (818) 886-3933 Principal: Mrs. Mari Naltsas Pre-K to eighth grade 2004-05 enrollment: 300 Established 1977 FLORIDA St. John Greek Orthodox Day School 2418 Swann Avenue Tampa, FL 33609 Tel.: (813) 876-4569 Fax: (813) 877-4923 Website: www.stjohngreekorthodox.com Email: [email protected] Principal: Mr. James L. Larkin, Jr. Nursery to eighth grade 2004-05 enrollment: 180 Established 1967 St. Nicholas Greek Orthodox Parochial School 18 Hibiscus St. Tarpon Springs, FL 34689 Tel: (727) 942-0580 Fax: (727) 943-0857 Website: www.epithanycity.org Email: [email protected] Principal: Regina Planes Kindergarten to fourth grade 2004-05 enrollment: 24 Established 2003 17 ILLINOIS Koraes Elementary School 11025-45 So. Roberts Road Palos Hills, IL 60465 Tel.: (708) 974-3402 Fax: (708) 974-0179 Principal: Ms. Mary C. Zaharis Kindergarten to eighth grade 2004-05 enrollment: 216 Established 1910 Socrates Greek-American School 5701 North Redwood Drive Chicago, IL 60631 Tel.: (773) 695-0500 Fax: (773) 695-0600 Website: www.socratesschool.org Principal: Mrs. Stavroula Sellountos Pre-school to eighth grade 2004-05 enrollment: 126 Established 1907 MASSACHUSETTS Hellenic American School 62 Lewis Street. Lowell, MA 01854 Tel.: (978) 453-8092 Fax: (978) 970-0935 Principal: Dr. James A. Demos Pre-K to sixth grade 2004-05 enrollment: 138 Established 1908 NEW YORK The Cathedral School 319 East 74 Street New York, NY 10021 Tel.: (212) 249-2840 Fax: (212) 249-2847 Principal: Mr. Mark Barr Nursery to eighth grade 2004-05 enrollment: 105 Established 1949 "C. Goulandris-T. Tsolainos" Greek Orthodox Parochial School of St. Spyridon Church 120 Wadsworth Avenue New York, NY 10033 Tel.: (212) 795-6870 Fax: (212) 795-6871 Email: [email protected] Principal: Dr. Andreas Zachariou Pre-K to eighth grade 2004-05 enrollment: 117 Established 1962 18 Greek-American Institute 3573 Bruckner Boulevard Bronx, NY 10461 Tel.: (718) 823-2393 Fax: (718) 823-0790 Website: www.gaizp.org Principal: Ms. Anne Prokop Nursery to eighth grade 2004-05 enrollment: 150 Established 1912 Argyrios Fantis Parochial School 195 State Street Brooklyn, NY 11201 Tel.: (718) 624-0501 Fax: (718) 624-6868 Principal: Ms. Nicole Heroux Pre-K to eighth grade 2004-05 enrollment: 80 Established 1963 Soterios Ellenas Parochial School 224 18 Street Brooklyn, NY 11215 Tel.: (718) 499-5900 Fax: (718) 832-3712 Website: www.soteriosellenas.org Principal: Mrs. Maria Manolis Nursery to eighth grade 2004-05 enrollment: 120 Established 1964 Three Hierarchs Parochial School 1724 Avenue P Brooklyn, NY 11229 Tel.: (718) 375-1885 Fax: (718) 375-0006 Email: [email protected] Principal: Mr. James Yeannakopoulos Nursery to eighth grade 2004-05 enrollment: 135 Established D. and G. Kaloidis Parochial School of Holy Cross Church 8502 Ridge Boulevard Brooklyn, NY 11209 Tel.: (718) 836-8096 Fax: (718) 836-4772 Principal: Dr. Thomas DeMarco Nursery to eighth grade 2004-05 enrollment: 167 Established 1981 19 St. Demetrios Greek-American School 30-03 30th Drive Astoria, NY 11102 Tel.: (718) 728-1100 - Elementary Tel.: (718) 726-6734 - Middle School Tel.: (718) 728-1754 - High School Fax: (718) 726-3482 Website: http://www.saintdemetrioscathedralastoria.org Principal: Mr. Anastasios Koularmanis Pre-K to twelfth grade 2004-05 enrollment: 600 Established 1956 Jamaica Day School of St. Demetrios 84-35 152nd Street Jamaica, NY 11432 Tel.: (718) 526-2622 Fax: (718) 526-1680 Email: [email protected] Principal: Dr. John G. Siolas Pre-K to eighth grade 2004-05 enrollment: 135 Established 1967 School of the Transfiguration 98-07 38 Avenue Corona, NY 11368 Tel.: (718) 478-8181 Fax: (718) 478-8199 Website: www.transfigurationofchrist.org Principal: Mrs. Helen Lydakis Pre-K to ninth grade 2004-05 enrollment: 142 Established 1967 William Spyropoulos Greek-American Day School of St. Nicholas 43-15 196 Street Flushing, NY 11358 Tel.: (718) 357-5583 Fax: (718) 428-3051 Principal: Mrs. Athena Kromidas Nursery to eighth grade 2004-05 enrollment: 477 Established 1977 PENNSYLVANIA Three Hierarchs Eastern Orthodox School 123 Gilkenson Road Pittsburgh, PA 15228 Tel: (412) 851-7279 Fax: (412) 851-7279 Principal: Dr. Christal Chaney Nursery to fifth grade 2004-05 enrollment: 58 Established 20 TEXAS Holy Trinity Academy 13555 Hillcrest Road Dallas, TX 75240 Tel.: (972) 490-7060 Fax: (972) 991-3424 Website: www.holytrinityacademy.com Email: [email protected] Principal: Ms. Gloria Bayouth Pre-K to third grade 2004-05 enrollment: 48 Established 1999 Annunciation Orthodox School 3600 Yoakum Boulevard Houston, TX 77006 Tel.: (713) 470-5600 Fax: (713) 470-5605 Principal: Mr. Mark Kelly Founded: 1970 Nursery to eighth grade 2004-05 enrollment: 641 Established 1970 UTAH St. Sophia School 5341 S. Highland Drive Salt Lake City, UT 84117 Tel.: (801) 424-1297 Fax: (801) 277-1026 Website: www.saintsophiaschool.us Email: [email protected] Principal: Ms. Mary Ann Rees Pre-K to sixth grade 2004-05 enrollment: 106 Established 1996 © 2005 Greek Orthodox Archdiocese of America www.goarch.org 21 Estimated Students per Orthodox Parish Greek St. Demetrios—Seattle 206-325-4347 Fr. Photios Dumont Fr. John Angelis 250 children Holy Apostles—Seattle 425-415-1514 Fr. Tom Tsagalakis 40-50 children Antiochian St. Paul’s—Lynnwood 425-771-1916 Fr. James Bernstein Fr. Thomas Davis 60-70 children St. Innocent—Everson 360-966-3055 Fr. Mel Ginumaka Assumption—Seattle 206-323-8557 Fr. Dean Kouldukis 125 children St. Andrew—Arlington 360-435-9769 Fr. David Hovik 55 children St. Nicholas—Tacoma 253-272-0466 Fr. John Kuehnle 45 children Romanian Three Hierarchs—Seattle 206-624-5341 Fr. Ioan Catana OCA Holy Resurrection—Tacoma 253-537-4883 Fr. John Pierce 20 children Russian St. Nicholas—Seattle 206-322-9387 Fr. Alexei St. Spiridon Cathedral—Seattle 206-624-5341 Fr. Vadim Pogrebniak Dn. George 40 children St. Katherine –Kirkland 425-637-0181, 425-889-4558 Fr. John Strickland 17 children St. Elizabeth—Bremerton 360-598-5500 Fr. Christopher Serbian St. Sava—Issaquah 425-391-2240 Fr. Ilija Balach 60 children Ukranian Holy Trinity—Seattle 253-850-1549 Fr. Ivan 10 children St. Nectarios—Seattle 206-522-4471 Fr. Neketas 25 children Patriarchate of Jerusalem Holy Protection—Seattle 206-523-9891 Fr. Seraphim 25 children Coptic St. Mary’s—Seattle 425-774-3499 Fr. Takla Azmy St. George’s—Bellevue 425-643-1875, 425-269-8373 Fr. Angelis Ethiopian 206-720-0827—Seattle (Fr.) Aba Teklehamanot 200+ children Armenian 425-641-8204 Rough estimate of children=982 22 Example of Initial School Facilities in Seattle and US School Lakeside School Seattle, WA The Bush School Seattle, WA Seattle Prep Seattle, WA University Prep Seattle, WA Greek Orthodox Parochial School of St. Spyridon NY, NY St. John Greek Orthodox Day School Tampa, FL St. Nicholas Orthodox School Northridge, CA Year founded 1919 First facility A house # of years there 10 years 1924 Mrs. Bush’s home Rooms in the church Rooms in a local Jewish Temple Rooms off of the church hall 6 years 1967 Community Center in church 4-5 years 1977 Sunday school Rooms in church 1 year 1891 1976 1962 5 years 2 years, phased in portables 4 years Private schools historically have humble facilities in the beginning because they receive no state funding. Once people begin to believe in the vision and support the school, a Capital Campaign makes a facility possible. 23 Goals for this project - To establish one of the best college preparatory day schools in Seattle, encouraging students to pursue higher education. - To build and increase the Orthodox faith in America by nurturing students’ spiritual development daily. - To make a superior prep school education available to those who might not otherwise be able to afford it. 24 We tentatively propose to name the school Orthodox Preparatory Academy otherwise known as “Orthodox Prep” 25 Orthodox Prep An Orthodox Christian preparatory academy in Seattle, WA 26 Mission for Orthodox Preparatory Academy Seattle, Washington Serving over 20 Orthodox parishes in the Greater Seattle area -Increase knowledge of the Orthodox Faith by welcoming students of all backgrounds. -Nurture the spiritual development of students by: following the liturgical calendar as a school, making a service component integral to the curriculum, requiring daily religion classes at all grade levels, beginning and ending the school day with prayer, teaching and modeling Orthodox tradition and faith, encouraging and modeling fasting, confession and communion. -Deliver a rigorous and engaging Classical curriculum which builds skills and confidence, and fosters creativity and success -Provide an affordable college preparatory day school in the Seattle area, with high academic expectations and thorough, individualized college guidance counseling, in order to equip students to gain admission into the best universities for their individual goals -Achieve high standardized test scores at all grade levels -Maintain small class sizes (10 - 15) to establish a nurturing, familial environment which supports students as they challenge and stretch themselves -Select a dedicated faculty of accomplished scholars who love children and have a passion for teaching and learning, who are Orthodox Christians, active in their parishes and recommended by their priests, who love children and God, and who possess or are willing to pursue advanced degrees (MA or PhD). -Offer Modern Greek language courses and dance programs at all levels. 27 Schools to use as models for Orthodox Preparatory Academy These schools are the very best in their fields Private Schools Phillips Andover Academy Milton Academy Groton School Buckingham, Brown and Nichols Noble and Greenough Roxbury Latin Harvard-Westlake Boston (Andover), MA Boston (Milton), MA Boston (Groton), MA Boston (Cambridge), MA Boston (Dedham), MA Boston (Cambridge), MA Beverly Hills, CA Protestant Schools Stonybrook Christian School Lexington Christian Academy Long Island, NY Boston, MA Greek Schools St. Demetrios Greek-American School Wm. Spyropolous Greek-American Day School St. John Greek Orthodox Day School St. Nicholas Orthodox School Annunciation Orthodox School Astoria, NY Flushing, NY Tampa, FL Northridge (LA), CA Houston, TX Seattle Private Schools Lakeside School Overlake School The Bush School Seattle, WA Redmond, WA Seattle, WA Public Schools Thomas Jefferson HS Bellevue High School Boston Latin Arlington?, VA Bellevue, WA Boston, MA 28 Orthodox Preparatory Academy ~an Orthodox Christian Prep School Mission statement: Orthodox Preparatory Academy is an independent college preparatory day school that exists to educate young men and women in the arts and sciences in the context of a complete commitment to the Orthodox Christian faith.1 We are affiliated with the Greek Orthodox Archdiocese of America. Our school follows the Classicial Trivium educational model, integrated with faith and salvation-based learning. We recognize theosis (becoming Christ-like) as a primary goal of education, and therefore endeavor to: 1. Guide the spiritual and social development of the students through their participation in the Orthodox Christian community and liturgical cycle 2. Reinforce Orthodox Christian character 3. Provide an academically rigorous college preparatory education2 This tripartite focus on spiritual, character and academic development follows outlines established by the Church Fathers, who recognized the goal of education as being “to allow a follower of Christ to come closer to God, to spread and defend the Faith, and to act as a good steward of His creation.”3 Thus we strive to produce academically accomplished individuals who will seek to use their talents for Christ and His Church. 1 Adapted from Lexington Christian Academy’s mission statement, Lexington, MA, July, 2005. Adapted from OCS-NEO website, Orthodox Christian Schools of NE Ohio, July 2005. 3 Adapted from OCS-NEO website, Orthodox Christian Schools of NE Ohio, July 2005. 2 Enrollment is open to male and female students of all backgrounds, in grades pre-K through 12. Orthodox Prep does not discriminate on the basis of race, color, gender or ethnic origin. We provide a rigorous, college preparatory education to both Orthodox and non-Orthodox students in the greater Seattle area. Though not required to be Orthodox Christians, the parents (or guardians) of students at Orthodox Prep should have a clear understanding of the philosophy and purpose of the ministry. This understanding includes a willingness to have their child exposed to the clear teaching of the Orthodox Christian Faith in various and frequent ways within the school’s program.4 The faculty is comprised of Orthodox Christian men and women holding or pursuing advanced degrees in their respective subject areas. As we are a private school, state teaching credentials are not required, but in Lower and Middle Schools they are strongly preferred. All faculty must be committed Orthodox Christians who are active in their local parishes and are recommended by their priest or spiritual father. Faculty members must demonstrate a passion for children, learning and faith. School Facts: School colors: School mascot: Crimson and Gold Lion (on a rock) Reasons: Christ is the Lion of Judah Lion is powerful, regal, victorious “Blessed is he who builds his house on the rock” Feast day of school: January 30th Feast of the Three Hierarchs, patron saints of education School motto: Pay attention to the young, and make them just as good as possible. ~Socrates School scripture: “The fear of the Lord is the beginning of all wisdom; fools despise knowledge and instruction.” Proverbs 1:7 These parameters are preliminary and subject to change. 30 4 Adapted from OCS-NEO website, Orthodox Christian Schools of NE Ohio, July 2005. Orthodox Prep School Goals: 1. Competitive salaries to attract qualified professionals for the faculty and staff 2. Maintain 40-50 students per grade level to preserve community/family feeling; with class sizes never larger than 15, and preferably kept at 10 and under. 3. A full time guidance counselor, College Board Certified 4. Faculty required to pursue Master’s degree or PhD 5. Chapel on school site 6. Full time priest/youth minister for the school 7. Acquire WA state accreditation 8. A very quality website and publications (advertising and promo materials) 9. Support staff for special needs students 10. Establish an Endowment, Annual Fund, and Capital Fund 11. Offer scholarships to underprivileged students 12. A “Buddy (mentor) Program” of older students to younger students 13. State of the art computer lab 14. Spacious art facility with kiln 15. Modern library with research resources and a skilled librarian 16. A theater with stage, curtains, lighting 17. Sports teams, athletic fields and locker rooms 18. Playground 19. Greek language, culture, dance availabilities 20. Ability to host exchange students, especially from Orthodox countries 21. School newspaper, yearbook 22. State-of-the-art science facility with labs and a greenhouse 23. Seek membership with: National Association of Independent Schools (NAIS), Association of Christian Schools International (ACSI), College Board, CEEB, National Assoc. of College Admissions Counselors (NACAC), National Assoc. of Secondary School Principals (NASSP), ASCD, and WCHSCR, PNACAC (Pacific Northwest Association of College Admissions Counselors). 24. Apply for accreditation with: the Northwest Association of Schools and Colleges (NASC), the Pacific Northwest Association of Independent Schools (PNAIS), the Northwest Association of Accredited Schools (NAAS). 25. Community service as part of the curriculum 31 Student Life at Orthodox Preparatory Academy, at a Glance School policies All students K-12 will wear uniforms. Students/parents will provide own transportation to school; carpooling can be arranged. Students will bring their own lunches initially. The school is divided into Lower (K-4), Middle (6-8) and Upper (9-12) Schools. Spiritual growth Students and faculty will begin and end each school day with Prayers of the Hours. Students and faculty will attend chapel, where there may be liturgy, once a week. Students will be required to perform community service. Students and faculty will perform certain community service acts together. Community life Each grade will have a retreat at the beginning of the new school year. Seniors will take a chaperoned senior trip prior to graduation. The Buddy System pairs Lower School students with Middle School students, and Middle School students with Upper School students, for mentoring. The school will host an annual evening Arts Fest where the visual and performing arts are showcased. Curriculum Students will receive a Classical education following the Trivium model. The Classical model, esteemed since Greek, Roman, and medieval times, is known as the Trivium, meaning, triple-way. The Trivium recognizes three stages of mental and physiological development in children with corresponding stages of learning. The Grammar stage, Lower School grades 1-4, focuses on learning the facts of language, math, history, and science but does not place an emphasis on critical thinking. The Logic stage, Middle School grades 5-8, employs critical thinking to make truthful connections, deductions, and inferences using the facts learned in the Grammar stage. Finally, the Rhetoric stage, Upper School grades 9-12, concentrates on developing and mastering truthful expression, meaningful discourse, and skillful persuasion. The curriculum is rigorous, and thus college preparatory. Every effort will be made, due to the excellence of the faculty and the small class sizes, to insure that every student can succeed. Creativity will be encouraged and fostered at all levels. The main goal of the curriculum is to build skills, knowledge, confidence and creativity, in a forum designed to create student success. Excellent college guidance counseling will be provided to each student and family, beginning in grade 8. An experienced counselor will engage in a thorough, individualized college planning process with each student. 32 The Trivium Classical Model Curriculum -teaching students how to learn The Grammar Stage Lower School students in grades pre-K through 4 acquire the foundations of education, including: reading, writing, math skills, science interests, Latin, Modern Greek, artistic expression, choral training, physical education, geography, religion, and beginning study of history. In this stage the students are gathering material to be used in the Logic stage. Grammar stage focus skills: observation and memory Additional skills emphasized: recitation, accumulation of facts, vocabulary, morphology, understanding of language structure, recognition, grasp meaning, translate knowledge, order information, interpret facts, predict consequences. The Dialectic Stage, (Logic) Middle School students in grades 5 through 8 continue their studies of the Grammar stage subjects, and learn to make connections between facts and data. Middle Schoolers pursue a challenging curriculum which provides them with a foundation for the academic rigors of high school and beyond, while encouraging and fostering creativity. Foreign language (French or Spanish) begins in grade 6 and is required for all students. Principles of research are introduced at this stage. Logic stage focus skills: logic, disputation and discursive reason Additional skills emphasized: use of language, skilled argument, formal logic, debate, syntax, analysis of history of language, problem solving, recognition of patterns, apply concepts, recognize meaning, identify components. The Rhetoric Stage Upper School students in grades 9-12 learn and apply the discipline of rhetorical use of language. Students learn to artfully craft and use language to persuasively achieve their purposes. They follow a rigorous educational program which prepares them to gain acceptance into premier institutions of higher education and to be successful once they are there. St. Anthony’s teaches students to read, analyze, think creatively and debate-within each discipline--from an Orthodox Christian perspective; we prepare our students to think independently, examining all issues encountered, from the perspective of the Orthodox faith. The school day is a 7 period day. Rhetoric stage focus skills: speech, debate, writing, research, analysis Additional skills emphasized: formal logic, syntax, vocabulary, synthesis, create new ideas, generalize from facts, relate areas, predict conclusions, compare ideas, assess values. 33 Upper school classrooms follow the Harkness table method of learning, where each classroom is equipped with a large oval conference table. The school year is divided into trimesters, and class levels are structured for maximum flexibility of student progress. Beginning in Middle School, a student may begin a certain level of an Upper School course when the instructors feel the student is ready. The student may also take additional courses in a subject area as electives. Thus a student can acquire maximum training in particular subject areas, based upon skill and interest. All students of the same grade level will not be required to take the same level of course; flexibility and individuality of instruction are the goals. As soon as a student is ready to begin a subject, he or she may, with permission; the student will then progress at his or her own rate. Upper School subjects include: English—grades 9-12 required World Lit (H), Classics (H), American Lit (H)*, British Lit (H)* History—grades 9-12 required Ancient (H), World (H)*, US (H)*, Contemporary Issues (H)* Science—grades 9-12 required Biology (H)*, Anatomy (H)*, Chemistry (H)*, Physics (H)* Mathematics—grades 9-12 required Algebra II(H), Geometry (H), Trigonometry (H), Calculus (H)* Religion—grades 9-12 required Church History, Church Fathers, Theology, Ethics & Apologetics Foreign Language—grades 9-12 required Latin (H)*, Modern Greek (H), French (H)*, Spanish (H)* PE (trimester)/Health (trimester)/Art (trimester)—grade 9 required Drama (trimester)/Art (trimester)/Keyboarding (trimester)—grade 10 required Speech (trimester)/Drama or Art (trimester)/research practicum (trimester) — grade 11 required Drama or Art (trimester) Research (trimester)/Senior Independent Project (trimester)—grade 12 required (H)=honors level available Arts can be visual or performing *=AP course available 34 All students in grades 9-12 will design an independent study each semester, advised by a faculty member. This “class” will meet Monday and Friday during X blocks. Electives and independent study topics could include: Art, Drama, Chorale, Band, Typing, Computers, Journalism, Yearbook, Forensics, Creative Writing, Archaeology, Applied Mathematics, Architecture, Art History, Psychology, Photography, Dance, Cinema Studies, Culinary Essentials, Economics, Shakespeare, Greek Literature, Church Music, Greek Dance, Greek Culture, Iconography, Pottery, Advanced Speech, etc. Independent study proposals must be drafted by students and presented to potential faculty project advisors for approval during the first two weeks of the school year. The project must have clear goals and parameters outlined, including deadlines and checkpoints, as well as a clearly defined final product specified. Presentations will be heard and defended during the third week before finals each trimester. The open X period will then be used to study for finals during the remaining two weeks of the trimester. Faculty advisors will oversee the decisions of independent study projects, to monitor scope and depth of learning. Students are not allowed free/open periods in place of electives. Educational goals: 1. Small class sizes (maximum 15 students per class, 10 and below is preferable) 2. Quality faculty: scholars in their fields, advanced degrees required 3. Maximum one-on-one instruction 4. Teachers available for tutorial periods before/after school 5. Individualized instruction, setting and meeting goals for each individual student 35 Co-curricular activities, to include: 1. WASL testing 2. PSAT testing (grades 10, 11) 3. SAT prep (grades 10, 11) 4. National Math exam (grades 9-12) 5. National Latin exam (grades 9-12) 6. AP exams (yearly in May) 7. History simulations 8. Winterim week (students take applied course of choice for one week) Examples: photography, cooking, genetics, travel study, etc 9. Community service (20 hours per year) 10. Spelling Bee 11. Geography Bee 12. Field Trips 13. School newspaper, yearbook, website 14. Drama performances 15. Choral performances 16. Band performances (concert, marching, jazz) 17. Arts Fest (visual and performing arts evening at the school) 18. Art auction 19. Beginning of year retreats for each grade 20. Senior trip 21. School-wide Service Day Extra curriculars, to include: Sports: crew, field hockey, lacrosse, soccer, baseball, basketball, cheer, drill, softball, volleyball, swimming, tennis, gymnastics. Clubs: debate, foreign language, chess, science, math, writing, book of the month, Academic Decathlon (Quiz Bowl), Key Club, school newspaper, yearbook, website, drama, DECA (business), Student Government, (add’l student organized clubs)… Honors and Awards, to include: National Honor Society, Golden Key, Subject Area Awards, scholarships, Harvard Book Award, Princeton Award, Valedictorian/Salutatorian, Honor Roll, Headmaster’s Scholars, Student of the Month, Service Award, Club Awards, Sports Awards. Students will purchase all of their own texts, and may sell them back to the school bookstore at the end of each term. Orthodox Prep: A Classical Education for the Modern Scholar 36 English Reading Lists for curriculum, independent reading, and summer reading Texts will be selected from these lists 8 A Midsummer Night’s Dream Mythology Shakespeare Hamilton 9 Romeo and Juliet Great Expectations The Odyssey To Kill a Mockingbird Animal Farm Night Lord of the Flies Siddhartha Oedipus Rex Shakespeare Dickens Homer Lee Orwell Weisel Golding Hesse Sophocles 10 The Tempest Antigone Medea Canterbury Tales, selected Things Fall Apart Cry, the Beloved Country Inferno Bless Me, Ultima Les Miserables The Oresteia Iliad Sophie’s World Count of Monte Cristo Three Musketeers A Doll’s House Shakespeare Sophocles Euripides Chaucer Achebe Paton Dante Anaya Hugo Aeshcylus Homer Gaarder Dumas Dumas Ibsen 11 Macbeth, King Lear Catcher in the Rye The Great Gatsby Killer Angels Yellow Wallpaper The Awakening Huckleberry Finn The Scarlet Letter The Crucible The Jungle Death of a Salesman Short Stories Shakespeare Salinger Fitgerald Shaara Gilman Chopin Twain Hawthorne Miller Sinclair Miller Poe 37 12 Beowulf Hamlet , Othello Dr. Faustus Gulliver’s Travels Frankenstein Wuthering Heights Jane Eyre Mrs. Dalloway Pride and Prejudice Heart of Darkness Dubliners The Importance of Being Earnest 1984 Brave New World A Tale of Two Cities David Copperfield The Republic One Day in the Life of Ivan Denisovitch The Prince No Exit The Metamorphosis Anna Karenina 100 Years of Solitude The Cherry Orchard Crime and Punishment War and Peace Death of Ivan Ilych Poetry Shakespeare Marlowe Swift Shelley C. Bronte E. Bronte Woolf Austen Conrad Joyce Wilde Orwell Huxley Dickens Dickens Plato Solzhenitsyn Machiavelli Sartre Kafka Tolstoy Marquez Chekhov Dostoevski Tolstoy Tolstoy Akmahtova Latin Aeneid, Georgics poems Odes Selections Metamorphoses Virgil Catullus Horace Livy Ovid Religion The Orthodox Church Introducing the Orthodox Church Ware Coniaris French No Exit The Stranger La Premier Gorgee du Biere Sartre Camus Delerme 38 Why Study Latin and Greek? “The ability to control language is central to all the many varieties of education. But what do Greek and Latin have to do with our ability to control English? …The majority of English words are, in fact, descended from Latin or Greek words. The more difficult the concept, the more likely it is that a word of Latin or Greek origin is used to describe it.” Michael Shaw, Professor of Classics, University of Kansas “The basic reason for the many Latin and Greek words in modern English is that in their own time, the classical versions of these languages were, like English today, international languages with a dominant effect on the educational systems and culture of the rest of their world.” Tim Morris, Professor of English, University of Texas at Arlington Advantages to Students Studying Greek College or University • • • • • • • Sharpens analytical language skills and improves knowledge of English. Introduces Greek words that have been borrowed by English, e.g. architect, athlete, Catholic, Christ, dyslexia, fancy, holistic, pedagogy, psychiatry, and sophomore. Many English technical vocabularies since the time of the Renaissance are based on Greek. Greek language and culture teaches lessons in cross-cultural communications. Knowledge of the varying periods of Greek helps students understand the continuity of culture, and how it changes but stays the same. Teaches values, style, and terminology of Latin poets (who were strongly influence by their Greek predecessors). Access to the finest multi-media computer program in the world: Perseus (has 25,000 images, an atlas, complete works of 31 authors, and the intermediate version of the Liddell-Scott Greek-English lexicon). Required for students who plan to enter seminary, or pursue graduate studies in Western theater, history, literature, political science, or philosophy. Learn to read texts that deal with eternal issues like power, gender, knowledge, mortality, and divinity. High School • • • • • 39 Sharpens analytical language skills and improves knowledge of English Improves the students' SAT scores. The Verbal average of students who take Greek and/or Latin is consistently higher than for other students. Smoothes admission to America's and Canada's leading colleges and universities, which especially favor high-school graduates who know Greek Greek language and culture teaches lessons in cross-cultural communications. Modern Greek allows students to meet and complete field studies in a vibrant, on-going culture. Introduces students to Greek words that have been borrowed by English, e.g. astronaut, dinosaur, hippopotamus, lycanthropy, Pan-American, Phi Beta Kappa, and rhinoceros. • • Introduces students to Greek mythology, one of the best-known and most popular systems of myth in the world. Because many English technical vocabularies since the time of the Renaissance are based on Greek, the language is valuable for those students who plan to enter the professions, e.g. scientific (particularly anatomy, anthropology, astronomy, biology, botany, chemistry, entomology, mathematics, psychology, and zoology--all of which have Greek names), legal, and medical professions. Teaches the basics of Greek rhetorical methodology (i.e., how to use a language effectively and persuasively) and improves students' ability at English speech-making and writing. Professor Steve Hayes, Ohio University Latin Continues to Give Students an Edge The following chart, as published in the Winter 1996 Pennsylvania Classical Association Newsletter, illustrates how tests conducted by the Educational Testing Service (ETS) have shown, once again, that Latin students continue to outperform all other foreign language students on the verbal portion of the Scholastic Achievement Test (SAT). SAT VERBAL AVERAGES 1990 1991 1992 1993 1994 1995 National Average 515 515 515 518 517 517 Latin 571 574 576 576 579 579 French 543 544 544 548 549 553 German 541 548 540 541 540 545 Spanish 497 497 497 499 502 501 The Classical Academy Charter School, Colorado Springs, Colorado, 2003 "There is no better way for the student to train himself in the choice of the very word that will fit his thought than by translation from Latin and Greek. Thus he develops habits of analysis, habits of discriminating choice of words, habits of accurate apprehension of the meaning which another has sought to convey by written words, which lead to power of expression and to power of clear thinking. Such habits are worth more to the lawyer than all the information which a modern school may hope to impart." Roscoe Pound, Dean of the Law School, Harvard University, circa 1900 “63 high schools in the nation offer Greek.” Andrea Craig, La Jolla HS, CA, 2004 40 Mirabile dictu, amor Latin est nunc et semper 'Dead' language enjoying resurgence in nation's schools By GREG TOPPO THE ASSOCIATED PRESS FREDERICKSBURG, Va. -- A funny thing happened on the way to higher standards: Schools remembered Latin. As educators work to improve student performance in basic subjects such as reading, math, history and science, a few are finding that Latin -- long thought stuffy and irrelevant -- can help. Classes in Latin, which once attracted only college-bound students, are drawing youngsters from all backgrounds. Sales of Latin textbooks and materials are up, and even elementary schools are starting programs. The number of students taking Advanced Placement exams in Latin is nearly double what it was a decade ago. "I think Latin always traditionally comes to the fore when people think about raising standards because it's a bedrock subject," said Marion Polsky, a Latin teacher in Scarsdale, N.Y., and author of a popular series of basic Latin textbooks. Science uses Latin for everything from medical terminology to genus and species classification. Although Latin is no longer spoken, it once spread with the Roman empire across Europe, Asia and northern Africa and is the root of modern Romance languages including Spanish, Italian and French. Teachers love the cross-pollination of Latin terms with English, as well as science and history, said Frank Morris, an associate professor of classics at the College of Charleston. "One of the things that makes Latin appealing to teachers is that it does multiple things for them," he said. "It has a very broad application." Kyle Seton, a senior at Chancellor High School in Fredericksburg, Va., agreed. "We learn a lot of English terminology in here. We go more in-depth than English (class) would." The love affair with Latin is especially hot in Virginia, Texas and Massachusetts, three states pushing heavily for higher standards. At Chancellor, Mark Keith teaches five Latin classes daily. Since Virginia began implementing its stringent Standards of Learning tests in the mid-1990s, he said he has begun teaching not only college-bound students, but also teens who don't plan to attend college. Younger students get a mouthful of Latin when they read the popular Harry Potter books. "Expelliarmus," a recurring spell that disarms an opponent, is Latin for "disarm." That fact isn't lost on Marie Davis, a Latin teacher at Daniels Run Elementary School in suburban Fairfax, Va. She refers to the books periodically. 41 Striding into a third-grade classroom wearing a stola, or long dress, Davis handed out folders. "Ubi est Connor?" (Where is Connor?) A tiny hand went up. "Hic sum." (Here I am.) Getting students to focus on speaking the language helps keep them interested, educators say. Even with the new focus, enrollments are nowhere near the level of 100 or even 50 years ago, when studying Latin was often required. In 1895, about 44 percent of American students took Latin, driven in no small part by the fact that it was the language of the Catholic Church. By 1962, after the Vatican began letting churches use their native languages, less than 7 percent of students were studying Latin. The American Council on the Teaching of Foreign Languages reports that in 1990, there were 163,923 public high school students -- or 1.5 percent -- studying Latin. Ten years later, 177,477 public high school students -- or 1.3 percent -- took the language. The College Board, which administers Advanced Placement exams, said the number of high school students taking Latin tests for college credit has risen 95 percent since 1993. Sales of Latin materials, including Polsky's books, have risen steadily since the mid-1990s, said Cathy Wilson of Pearson Prentice Hall. 42 Spiritual Life Ideas for Orthodox Prep Begin the school day with the Prayer of the Hours Weekly chapel service, separate for Lower, Middle and Upper School Beginning of year grade level (class) retreats Faculty advisor groups Observance of saints’ feast days Observance of students’ name days Daily religion instruction grades K-4 Required daily religion classes grades 5-12 Confession—determined by parents Fasting—determined by parents School-wide community service Day Community service hours requirement 43 Why Choose Orthodox Preparatory Academy? -The only Orthodox school in Seattle -The only school in Seattle requiring 12 years of Latin and Greek -An affordable private school -Very small class sizes -A rigorous prep school where all students are prepared for college -Students receive moral and ethical character education 44 “Why would I send my child to a school that’s just forming?” This is a valid question that any parent would ask, and from a veteran educator’s perspective, there are several reasonable answers. Academics Please know from the start one of the three central missions at Orthodox Prep: we aspire to become one of the top prep schools in Seattle, and we are willing to do whatever work is required to meet this goal. Student success in the classroom is based very little upon the amount of money a school has, actually. It matters not that the Classroom has a SmartBoard or LCD projector, or 1:1 student-computer ratio. The number one factor for student learning, is teacher interaction. How much time will my child get to spend in direct interaction with the teacher? That is the question every parent should be asking, at every level. “If my child has a question, will he be called on? If my child is confused, will the teacher notice? If my child could be challenged, will the teacher increase her assignment?” The answer to all of these questions, ask any teacher, depends upon the size of the class. That is why class size is, and will always remain, a main priority at Orthodox Preparatory Academy. We as teachers know the value of a smaller learning environment. We feel deeply the difference in the quality of the job we are able to do when the class size is 10, 15, 25, or 35. These jobs are markedly different, and we know it. We know it because it is our passion to deliver the best education possible, and we can see when that is happening, and we feel it sorely when it is not. That best education is available in small classes, and small classes are available at private schools. This privilege has always been expensive, for two reasons: private schools receive no state funding and private schools hire more teachers per student to keep the class sizes small. Parents who are interested in securing the best education possible for their children realize that this means paying for increased teacher interaction. So facilities are not the primary factor necessary to create more learning; the most important component is teacher interaction. The original Greek academies, taught by the likes of Socrates, Plato and Aristotle, were held outdoors, in no facility at all. The ancient Greeks recognized that dialogue and interaction in small groups create learning. So why would you send your child to a school that is starting in church Sunday school rooms? Because you realize that the class sizes will be kept small so that your child can advance dramatically academically. We will hire the best teachers, use the best curriculum, and strive to keep class sizes at 10 students or below. Our classes will never be above 15 students; we will hire more teachers at that point. And each grade will be capped at 50 students, to keep the school community small, personal and nurturing. 45 At Orthodox Preparatory Academy, the academic standards will be the highest possible, but rest assured that the level of academic support will be higher. And remember, too, that children’s needs are quite simple; the amazing school building that is to come will not be as important to them as how central they are to their own small classroom experience. There will be no way to “slip through the cracks.” At Orthodox Prep we will insure that there is never any crack to slip through. Faith A second mission at Orthodox Prep is to nurture our students’ spiritual growth in the Orthodox tradition. In addition, we at Orthodox Prep will be able to offer you as parents what no other school in the Seattle area can—your child will be educated in an Orthodox context. The faculty and staff will lead the students in living the liturgical calendar as a school. This will not be a seminary, it will be a school, but we will model and encourage our Orthodox Tradition at all times. All students, in all years, will take a religion course which will teach them the history and traditions of the Orthodox Church. We will encourage questioning, discussion and even debate. The students will have increased access to clergy and will attend school services for the major feast days of the Church. Once a week, the entire school body will attend liturgy together. Every school day will open and close with prayer. Service work will be integral to the curriculum, in the form of community service hours every student will be expected to perform, and the curriculum will include service projects that we will complete together as a school. We will plan optional trips to visit local monasteries and teach the children about the centuries old monastic traditions. All students will wear school uniforms, in order to create a professional atmosphere that is focused on academics, not images. Because our faculty and staff will be Orthodox Christians, your child’s faith will be strengthened every day in every conversation, particularly those in the classroom. We will not teach our students to hide from the issues in the world, but to examine the world in the context of what the Orthodox Church teaches. We will read classic scholarly texts and discuss them from an Orthodox viewpoint. As opposed to sheltering students from any idea which could be deemed controversial, we want to graduate scholars who have wrestled with complex and contradictory issues in light of their faith. We must teach them to think and analyze and make good decisions. To do this we will enrich both their minds and their spirits. Every day we will strive to enhance their Orthodox faith. No other school in Seattle can offer you that. 46 Classical Languages Because it is our mission to be the very best prep school possible, all students in grades K-12 will study Latin and Greek. Research demonstrates that a solid grounding in these Classical languages dramatically improves students’ academic performance in multiple subjects, as well as on the very important college entrance exam, the SAT. Since 60-70% of English is derived from Latin, and another 12-15% is derived from Greek, students who study these languages from a very early age surpass their peers in several key areas: -they have much larger and more sophisticated vocabularies -they read more easily because they can decode difficult words they encounter -they have increased reading comprehension -they excel at mathematics -they comprehend the grammar of English better -they can acquire a foreign language more easily -they are better writers -they gain a deeper, sustained knowledge of ancient history through context -they score higher on standardized tests Our students will study Classical Latin and Modern Greek. Classical Latin is no longer spoken but it is widely read and studied. In addition it is the language from which French, Spanish and Italian all descend, so a solid base in Latin makes the acquisition of any of these Romance languages quite accessible. Modern Greek is still widely spoken and is the contemporary extension of Classical Greek, from which much sophisticated English vocabulary is descended. The SAT is taken in the 11th grade year, and it tests both verbal and mathematical skills. Because the study of Classical Languages dramatically improves students’ scores on this test and others like it, the very best prep schools in the country require it, and so will we. There are not many such schools in America. There are none in Seattle. Only we can offer your child a solid foundation of 13 years of study in the Classical Languages. Price Orthodox Prep aspires to make a private, prep school education available to children who might otherwise not be able to afford it. One of our main goals is to keep education affordable so that parents are able to send all of their children to us. There will be reduced rates for second and third children enrolled. We will strive to build a significant endowment which will enable us to provide scholarships for those in need. While we will model ourselves after the best Seattle schools, such as Lakeside and Bush and Overlake, we never want to cost as much as they do. We want to deliver the same caliber of academics as these schools—or better—but we want our Orthodox Classical education to be affordable to more families. This is part of our mission. 47 Proposals for Initial School Location 1. Rent rooms from a local school 2. Rent rooms from a local church 3. Investigate renting a local day care or school facility that has closed 4. Investigate renting a house or apartment rooms near a park. 5. Hold the school in the home of an Orthodox parishioner, if such a sizeable facility exists and such a parishioner is willing to be devoted to the mission of the school. Many, if not all private schools, start in a humbler facility than the one they build toward. We must not view such humble beginnings as beneath us, for Scripture teaches us that the Lord honors humble beginnings, and our Lord Himself was born in a lowly stable. The facility may not be ideal, but nor will it be permanent. 48 Facilities Needed Immediate needs: Classrooms Equipment needed Supplies needed White boards, markers Dictionaries Library access Textbooks Internet access (wireless) Tables/chairs/desks Teachers’ desks File cabinets American flags Pencil sharpeners markers, pens, pencils tape and dispensers staples and staplers 3 hole punches trash cans/liners paper butcher paper file folders scissors highlighters Lunch area/cafeteria Tables/chairs Napkins/paper towels Trash cans/liners Refrigerators Microwaves Administrative offices Desks/chairs Phone system/phones Bell or PA system Xerox machines-2 Mailboxes Reception area Desk Chairs Small table Phone system/phone Auditorium Chairs, stage, lights Library Librarian’s desk Study tables, chairs Globe Map of world Computers Printers Internet access (wireless) Restrooms Drinking fountains Playground 49 Water cooler, cups Decorations printer paper pencils, pens book cards reference materials Eventual goals: Faculty Lounge table and chairs/tea and coffee Classrooms for each teacher Gymnasium bleachers/basketball court Sporting equipment uniforms Locker rooms lockers/showers/sinks/toilets/benches Athletic fields bleachers/concession stand Theater stage/curtains/lights/seating Art rooms kiln/storage bins/big tables/stools Science labs sinks/cabinets with locks/emergency shower/tables/gas Computer lab computers/printers/scanners/LCD projector/SmartBoard Admissions offices nice reception area Library equipped for research/seating and tables/computers Playground appealing to students grades preK-8 Full service cafeteria serving hot lunch/breakfast/after school snack More restrooms for students, faculty and guests Chapel with full-time youth priest Greenhouse for science classes Courtyard for lunches and socializing 50 Structure of School Governance The school must be governed by teachers, professional educators, never by a board of professionals from other disciplines. The Board of Trustees must be responsible only for the fiduciary guidance of the school, and for leading the search for a new school head; Board members or parents must never be allowed to exercise sway in educational policy or program changes. The Board and parents may give suggestions or voice hopes as to the school’s programs, but they are never to be in a position to authorize program changes or implementation. The school must be run by educators, for students. When educational decisions are based upon monetary concerns, such as the fear of losing a donor, they cease to have education as their primary focus, and education, not money, must always be the primary focus of the best schools. All of the faculty will have one vote, and all policy and program changes must be decided upon by mutual consent, never made unilaterally by the Head of School or the Board of Trustees. *Head of School *Faculty (Assoc. Head of School—acting Head, as needed) Upper School Principal Middle School Principal Lower School Principal 51 *Board of Trustees Chief Financial Officer Associate Financial Officer Director of Personnel Dean of Admission Dean of Students Academic Dean *Students *Director of Development Director of Alumni Relations Director of Communications * denotes immediate need, other positions added as needed each year Requirements for the Head of School position 1. At least 10 years of classroom teaching experience. 2. A PhD (preferably in Education) or an MA degree with a willingness to pursue a PhD within 3 years. 3. A commitment to teach at least one class at all times, to ensure that the Head of School is first and foremost a teacher, and that the Head is actively engaged in educating the school community. 52 10 Paradigm Shifts for New Millenium Boards March 15, 2005 Christina Drouin National Association of Independent Schools 1. Old structures caused boards to focus more on what activities the organization should be engaged in; new structures cause boards to focus on the consumer results to be achieved. 2. Old structures were about power; new structures are about performance. 3. Old structures were about decision-making through political influence; new structures support knowledge-based decision-making. 4. Succession in old structures was about whom do we know? Succession in new structures is about what skills do we need? 5. Old structures were about command; new structures are about collaboration. 6. Old structures were about solos; new structures are about teams. 7. Old structures were about maintenance; new structures try to deliver sustainability through strategic thinking, planning, and implementation of knowledge-based decision-making. 8. Old structures focused more on how money is being spent; new structures focus more on outcomes that result from time and effort. Clearly stated outcomes increase board effectiveness. 9. Old structures focused on requirements, activities, and hierarchical accountabilities; new structures focus on purpose, core values, and outcomes. 10. Old structures focused on programs; new structures focus on building high performance organizations. Source: www.nais.org • Author: Christina Drouin is Executive Director for The Center for Strategic Planning in Boca Raton, Florida (www.planonline.org). • Originally published at the NAIS Annual Conference, February 2002. Reprinted with permission. 53 Positions needed for Board of Trustees Facilities expert Finance expert Marketing expert Strategy expert Law expert Development expert Investment expert The Head of School will attend all Board meetings and serve as the liaison to the school. Board positions are elected by the parents, faculty and administration of the school. All parents of enrolled students, faculty members and administration members will receive one vote each. In the event of a tie, there will be a re-vote between the two parties. Individuals must be nominated for a specific Board position. Terms are for 2 years beginning August 1. Individuals can run for re-election 3 times before they must take at least one term off before running again. Members can be voted off of the Board, by the Board, if they fail to meet their duties or if they exhibit grossly unethical, unOrthodox or indecent conduct. The Board is not responsible for making changes to the school programs or curriculum. The Board is a group of Trustees endowed with the serious responsibility of maintaining and securing the fiscal health of the school. Teachers and administrators (professional educators) will run the school programs and design the school curriculum. The Board is not to be involved in the hiring and firing of faculty and staff at the school. The Board is responsible for locating a potential new Head of School in the event of an opening, but the faculty will interview and select the new Head. Each faculty member will have one vote. The Board will not be involved in the voting to select the new Head. The Board will have a specific set of goals for each school year, and will evaluate at year’s end how well those goals were met. 54 Teacher Interview Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. Describe your teaching experience. What words describe your teaching style? Have you read any good books lately? Why do you like teaching? What drew you to teaching? Describe a difficult teaching experience you’ve had and how you handled it. What do you think are the characteristics of a good teacher? What do you think are the characteristics of a good school? What would you do in the event that you had a conflict with a fellow faculty member? 10. What role do you see administration playing at the school? 11. What do you like about children? 12. Discuss your willingness to pursue an advanced degree. 13. What do you think are some of the greatest difficulties teachers face? 14. What role do you see parents playing in their child’s education? 15. Where do you see yourself in 5 years? 16. 10 years? 17. Describe one of your greatest successes in the classroom. 18. Describe yourself as a learner. 19. What is a course you have always dreamed of teaching? 20. What do students say about you? 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 55 Why are you interested in teaching at Orthodox Prep? Discuss the role your faith plays in your life. How often do you attend liturgy? How do you feel about volunteer work? Are you comfortable being in the role of spiritual role model to students and peers? What has God been teaching you or showing you recently? How would your faith influence your relationships at work? Are you willing to affirm in all ways the teachings of the Orthodox Church? Do you agree with the authority of the 7 ecumenical councils? Do you espouse all of the doctrines outlined by the Nicene Creed? Family and Student Interview Questions Parents: 1. What qualities are you seeking in an education? 2. Why are you looking at private schools? 3. At what other private schools are you looking? 4. Do you know any students/families at Orthodox Prep? 5. What words to you describe Orthodox Prep? 6. What will your family bring/offer to our community? 7. How would you describe your student as a learner? 8. Does your student have any special needs? 9. How does your student currently handle academic challenges? 10. Describe your student’s best friend. Student: 11. Why are you interested in coming here to school? 12. Do you know any other students here? 13. What will you as a student bring to our community? 14. What do you hope to gain from this education? 15. What opportunities for school community involvement might interest you? 16. How would you describe yourself as a learner? 17. What’s your favorite class? Why? 18. What’s your least favorite class? Why? 19. Who is your favorite teacher of all time and why? 20. Describe your best friend. Family: 21. Why are you interested in attending/enrolling your child at Orthodox Prep? 22. Discuss the role your faith plays in your life. 23. How often does your family attend liturgy? 24. How do you feel about volunteer work in the school and as a family? 25. Are you comfortable being in the role of spiritual role model to your child’s peers? 26. What has God been teaching you or showing you recently? 27. How does your faith influence your relationships as a family? 28. Are you willing to affirm in all ways the teachings of the Orthodox Church? 29. Do you agree with the authority of the 7 ecumenical councils? 30. Do you espouse all of the doctrines outlined by the Nicene Creed? 56 Parent, grandparent and godparent involvement at Orthodox Preparatory Academy All “parents” are welcome to be actively involved in the Orthodox Prep community. Parents can volunteer their services in a number of ways, including: o Serving as academic tutors o Volunteering in our hot lunch program o Volunteering with our breakfast and/or after school snack program o Volunteering in the offices to assist with administrative duties o Volunteering in our library o Donating books to the library o Chaperoning field trips o Judging art, speech and writing contests o Assisting with our Capital or Annual campaigns o Sponsoring scholarships o Sponsoring awards to honor academic excellence o Sponsoring athletic awards o Volunteering in our Book Store during textbook sale time o Advising an extra-curricular club or activity o Attending liturgy and prayer services at the school o Volunteering as teachers’ aides in the classroom o Attending sporting events and school performances Parishioners are of course welcome to volunteer as well. 57 The Basics of Private School Funding When organizing a private school, it is important to realize that once the building and all programs are operating, the annual operating budget is never fully covered by tuition. Private schools raise an Annual Fund, which bridges the gap between the revenue from tuition and the actual operating costs. In addition, private schools raise an Endowment, which is not spent, but is invested. The interest from the Endowment is used to fund scholarships and additional programs. For all facilities needs, such as buildings, athletic fields, auditoriums and the like, private schools hold Capital Campaigns. These three areas of funding— Annual Fund, Endowment, and Capital Campaign— are central to private school operations. Tuition goes toward faculty and staff salaries and benefits. 58 Bellevue School District Certificated Employees Salary Schedule 2005-2006 A B D E F G H (BA) (BA+15) (BA+30) C (BA+45) (BA+90) (MA) (MA+45) (PhD) 36,311 36,544 36,837 37,130 37,422 37,716 39,336 41,431 43,782 44,264 36,311 36,705 36,984 37,228 37,474 38,656 40,276 42,360 44,709 45,191 36,311 36,947 37,748 38,017 38,422 39,591 41,210 43,287 45,638 46,120 36,675 37,840 38,844 39,081 39,396 40,558 42,178 44,243 46,594 49,047 51,497 39,374 40,695 42,026 42,200 42,374 43,398 45,021 47,059 49,410 51,860 54,311 56,763 57,962 43,362 43,731 43,888 44,158 44,430 44,701 45,189 47,227 49,578 52,028 54,479 56,931 58,130 43,796 44,567 45,188 45,313 45,467 46,575 48,194 50,204 52,556 55,008 57,458 59,909 62,360 65,093 66,433 46,712 47,662 48,177 48,592 49,009 49,831 51,204 53,188 55,538 57,989 60,441 62,890 65,342 68,074 69,468 Years of teaching experience 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 These public school figures are actual and current, and are intended to be used in conjunction with similar data obtained from other local private schools, as models from which to construct The Orthodox Prep salary schedule. We must offer competitive salaries in order to attract the best teachers. Public schools typically pay just a little bit more than private schools. Note: These figures reflect the BSD base salary plus full supplemental contract and Stipend, which all BSD teachers receive. 59 Seattle area private school annual tuitions Figures do not reflect school fees Lower and Middle School St. George Catholic 3,210* subsidized by Catholic 3,740* subsidized by Concordia Bearcreek Brighton Bright Water Orthodox Prep Seattle Jewish Villa Academy Jewish Day School Bush school Seattle Country Day University Prep Lakeside School Overlake Protestant Protestant nonsectarian nonsectarian Orthodox Jewish nonsectarian Jewish nonsectarian nonsectarian nonsectarian nonsectarian nonsectarian 5,640 7,250 9,074-9,412 9,900 10,000-11,000 10,150 10,290-10,750 11,360-12,930 14,150 15,225 17,587 17,670 19,435 O’Dea Holy Names Seattle Prep Bearcreek Orthodox Prep Lakeside School University Prep Bush School Overlake Catholic Catholic Jesuit/Catholic Protestant Orthodox nonsectarian nonsectarian nonsectarian nonsectarian 6,941 8,796 9,450 11,590 13,000 18,400 18,694 19,210 19,435 Catholic church St. Matthew’s Catholic church Upper School N.B. We want our school to be competitive, among the very best in Seattle. To that end we have to hire the very best teachers possible. The most qualified faculty will go where the salary is the most lucrative. We must offer as much as we are possibly able. An estimated 90% of a school’s initial budget will go toward faculty salaries, and we must keep class sizes low, which means hiring more teachers than public schools, while receiving no state funding as public schools do. Our school will be affordable compared to such excellent schools as Lakeside and Overlake, but we cannot run a school without money, and tuition, while it never covers a private school’s yearly operating budget, is initially a private school’s main source of revenue. Our tuition must keep us afloat and competitive, but it must not put our program out of the reach of our own people. 60 Tuition These figures are absolutely rough projections and will very likely change. A main goal at Orthodox Prep is making a superior education possible for those who might not be able to afford one; to that end we will offer a program equal or superior to the caliber of the very best private schools in the city, but we will never charge their tuition rates. This is part of our mission. Our faculty, test scores, and college matriculation record will attest to our success. Scholarships are integral to this mission as well. As soon as we establish a sizeable endowment of 10-25 million dollars, we will be able to offer financial assistance to qualifying families. The interest from our endowment will fund these scholarships, and additional educational programs. Tuition reductions are given for each child after the first child enrolled per family. Orthodox Preparatory Academy Initial Tuition Projections Day Care: Infants Toddlers ages 1-2 Pre-school, Pre-K ages 3-4 diapers, wipes, bottles, formula, bfast, lunch and 2 snacks provided 900 per month, available year round 800 per month, available year round 700 per month, available year round Lower School: Grades K-4 10,000 per academic year, plus fees Middle School: Grades 5-8 11,000 per academic year, plus fees Upper School: Grades 9-12 13,000 per academic year, plus fees Before and After School Care: Before school only, 7-9 am After school only, 3-6 pm Before and after school care available to the public as well 130 per week breakfast provided 230 per week snack provided 350 per week breakfast and snack provided Summer Programs: Day care rates as listed above for infants through 4 year olds. Summer camps available for children ages 5-12 175 per week 7 am to 6 pm; breakfast, lunch, 2 snacks provided; crafts and games. 61 Estimated First Year Budget for Orthodox Preparatory Academy Estimates assume 90 students and 10 teachers (2 for preschool). Figures are rough. Salaries* 10 teachers, 3 admin Taxes 5,000 per employee Health Insurance 3,000 per employee Payroll/bank fees 100 per month for 10 employees Liability insurance Curriculum/library Office supplies, postage, phone Advertising Rent 1000 per month @ 12 months 500,000 65,000 39,000 1,200 4,300 10,500 4,000 1,000 12,000 ____________ 637,000 _____________________________________________________________________ Revenue: Assuming 90 students @ 10,000 tuition each Avg. assumes second child reductions, and day care increases. 900,000 10 students per grade: Nursery: ages 0-2, Preschool: age 3, PreK: age 4, Grades K-5 Full day care provided/available for ages 0-4. Before and after school care available, 7 am-6 pm. Day care revenue (above budget) goes toward the Capital Campaign: 263,000 _____________________________________________________________________ *Salaries: The salaries must be as high as possible to attract the most qualified professionals. Grade Staff K-5 6 teachers PreK 1 teacher Preschool 1 teacher Nursery *2 teachers Secretary Head of School Development/Business Estimated salaries, will vary with experience 37,000; 39,000; 43,000; 47,000; 49,000; 55,000 20,000 20,000 20,000; 20,000 35,000 65,000 50,000 62 salaries benefits operating consumables 106,400 147,800 147,800 147,800 189,200 189,200 189,200 230,600 272,000 313,400 354,800 396,200 437,600 479,000 16,000 24,000 24,000 24,000 32,000 32,000 32,000 40,000 48,000 56,000 64,000 72,000 80,000 88,000 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 9,000 14,000 14,500 16,500 16,500 17,000 19,000 24,000 29,000 34,000 39,000 44,000 49,000 54,000 100,000 200,000 210,000 250,000 250,000 260,000 300,000 400,000 500,000 600,000 700,000 800,000 900,000 1,000,000 -49,900 -4,300 5,200 43,200 -6,200 3,300 41,300 86,900 132,500 178,100 223,700 269,300 314,900 360,500 10 20 30 31 32 35 35 36 37 40 50 60 70 80 90 100 156,400 197,800 239,200 239,200 239,200 239,200 280,600 280,600 280,600 280,600 322,000 363,400 404,800 446,200 487,600 529,000 24,000 32,000 40,000 40,000 40,000 40,000 48,000 48,000 48,000 48,000 56,000 64,000 72,000 80,000 88,000 96,000 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 9,000 14,000 19,000 19,500 20,000 21,500 21,500 22,000 22,500 24,000 29,000 34,000 39,000 44,000 49,000 54,000 100,000 200,000 300,000 310,000 320,000 350,000 350,000 360,000 370,000 400,000 500,000 600,000 700,000 800,000 900,000 1,000,000 -107,900 -62,300 -16,700 -7,200 2,300 30,800 -18,600 -9,100 400 28,900 74,500 120,100 165,700 211,300 256,900 302,500 10 20 30 40 41 42 45 45 46 47 50 60 70 80 90 100 191,400 232,800 274,200 315,600 315,600 315,600 315,600 357,000 357,000 357,000 357,000 398,400 439,800 481,200 522,600 564,000 32,000 40,000 48,000 56,000 56,000 56,000 56,000 64,000 64,000 64,000 64,000 72,000 80,000 88,000 96,000 104,000 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 18,500 9,000 14,000 19,000 24,000 24,500 25,000 26,500 26,500 27,000 27,500 29,000 34,000 39,000 44,000 49,000 54,000 100,000 200,000 300,000 400,000 410,000 420,000 450,000 450,000 460,000 470,000 500,000 600,000 700,000 800,000 900,000 1,000,000 -150,900 -105,300 -59,700 -14,100 -4,600 4,900 33,400 -16,000 -6,500 3,000 31,500 77,100 122,700 168,300 213,900 259,500 staff 1 1 1 1 1 1 1 1 1 1 1 1 1 1 faculty 1 2 2 2 3 3 3 4 5 6 7 8 9 10 students 10 20 21 25 25 26 30 40 50 60 70 80 90 100 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 3 3 3 3 4 4 4 4 5 6 7 8 9 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 1 2 3 4 4 4 4 5 5 5 5 6 7 8 9 10 63 tuition balance average teacher salary 41,400 1 staff Head of School 65,000 2 staff Head of School 65,000, Development Director 50,000 3 staff Head of School 65,000; Development Director 50,000; Admin Asst. 35,000 Benefits 8,000 per employee Operating costs=rent, payroll, insurance, advertising=18,500 Consummable costs=curriculum (500 per student), office (4,000) Target Numbers for Year One Enrollment 21 students 1 staff 2 teachers 26 students 1 staff 3 teachers 32 students 2 staff 3 teachers 37 students 2 staff 4 teachers 42 students 3 staff 4 teachers 47 students 3 staff 5 teachers With these enrollment numbers, we bring the budget into the black. 64 Possible sources of funding for Orthodox Preparatory Academy “It is well with the man who deals generously and lends, who conducts his affairs with justice. For the righteous will never be moved; he will be remembered for ever…He has distributed freely, he has given to the poor; his righteousness endures for ever…” Psalm 112:5-10 *Public Benefit Foundation Alexander S. Onassis Κοινωφελές Ίδρυµα Αλέξανδρος Ωνάσης www.onassis.gr *Bill and Melinda Gates Foundation *Virginia H. Farah Foundation www.farahfoundation.org 316-682-1939 *IOCC (Int’l Orthodox Christian Charities) 110 West Road, Suite 360, Baltimore, MD 21204 410-243-9820 [email protected] www.iocc.org *OCMC (Orthodox Christian Mission Center) PO Box 4319, St. Augustine, FL 32085 904-829-5132 212-570-3567 [email protected] www.ocmc.org Trinity Children and Family Services 1460 Cooley Drive, PO Box 1231 Colton, CA 92324 1-800-543-7730 www.trinitycfs.org Greek Orthodox Archdiocese of America www.goarch.org Ecumenical Patriarchate of Constantinople www.patriarchate.org Orthodox Ministry ACCESS www.goarch.org/access Archdiocese Greek Education and Culture www.education.goarch.org 212-570-3552 League of Greek Orthodox Stewards www.logos.goarch.org Religious Education www.religioused.goarch.org 617-850-1218 65 Stewardship www.stewardship.goarch.org 212-570-3536 Youth and Young Adult Ministry www.youth.goarch.org 212-570-3560 Diocese of San Francisco www.sf.goarch.org Metropolitan Erasimus Archdiocese Presbyters Council www.apc.goarch.org Leadership 100 www.leadership100.org 212-570-3570 National Sisterhood of Presvyteres www.nsp.goarch.org 312-243-3738 Philoptochos www.philoptochos.org 212-744-4390 The Ecumenical Patriarchate www.patriarchate.org ARCHONS www.patriarchate.org/ARCHONS 212-570-3550 Orthodox Actionline www.goarch.org/access/actionline Hellenic Cultural Center www.goarch.org/goa/hellenic 718-626-5111 Resources for Clergy www.internet.goarch.org/resources_for_clergy Youth and Young Adult Ministry www.youth.goarch.org General Youth Resources www.goarch.org/access/youth Presbyters Council 312-243-3738 Religious Educators 617-850-1218 Standing Conference of Canonical Bishops (SCOBA) 212-570-3526 66 Washington Project Name AmeriCorps National Direct Education Award Program Owner Corporation for National & Community Service Sector Federal Contact Name James Willie Phone (202) 606-6845 Application Due Date 02/14/2006 ONVIA Estimated Funding $1,000,000.00 Business Builder Funding Opp Num CNCS-GRANTS-081505-001 CLICK HERE To Research Related Documents click to view This Opportunity Guide Ref Num 3519604 - 08/18/2005 For information regarding grant writing and consulting services, please contact our Agency Grant Services group at (888) 467-9520 Agency: Corporation for National & Community Service Funding Opportunity Number: CNCS-GRANTS-081505-001 Due Date Explanation: On-Line Grant Application Submission Grants will be submitted via the eGrants electronic system. The deadline for eGrants submissions is 5:00 p.m. Eastern Daylight Time on the deadline. If you are unable to submit your application using eGrants, a paper application along with a diskette or CD ROM with an exact duplicate of your application must be received at the Corporation for National and Community Service, AmeriCorps [Name of the Program to Which You Are Submitting], 1201 New York Avenue, NW, 10th Floor, Washington, DC 20525 by 5:00 p.m. Eastern Daylight Time (EDT) on the deadline. Summary: Purpose of Grants AmeriCorps States and National Direct Education Award Program: These grants are awarded to organizations operating in a single state that are nominated to participate in a nationwide competition by Governor-appointed State Commissions (State) and to organizations operating in more than one state and to single state institutions of higher education (National Direct). Grantees receive a small administrative grant ? approximately $400 for each Member Service Year (MSY) ? and use their own or other resources to cover AmeriCorps members? living allowance and other program costs. Through its AmeriCorps State and National programs, the Corporation has engaged citizens of all ages and backgrounds in helping to meet pressing local needs for more than a decade. AmeriCorps provides human and other resources to community organizations, including faith-based organizations, to build their capacity to meet local needs in education, the environment, senior independent living, public safety, homeland security, and other critical areas. AmeriCorps also works closely with America?s volunteerconnector organizations to increase the number and impact of our nation?s volunteers, and with schools and nonprofit groups to foster the ethic of good citizenship. Please see the Corporation?s statutes and regulations for more information at www.americorps.gov/. 2006 Focus Areas: For the FY 2006 competition, the Corporation will also give special consideration to four additional strategic focus areas that meet critical needs of our nation. The Corporation?s draft strategic plan considers extending these focus areas with five year priorities. These focus areas are defined broadly to build upon the existing work of State Commissions, territories, national non-profits, institutions of higher education, Indian Tribes, and local communities. They are: 1. Ensure a brighter future for all of America?s youth: Children and youth who grow up in severely distressed communities are more likely to be at risk of school failure, unemployment, criminal behavior, and persistent poverty. Among other interventions, AmeriCorps programs often bring positive change to the lives of these children and youth in one or both of two ways: engaging them in service and connecting them with caring adults such as mentors or tutors. AmeriCorps looks to build on this success in its 2006 program year. 2. Harness experience to meet 21st century challenges: Baby Boomers are a highly educated, highly motivated group that could drive solutions to some of our most intractable social problems. Capturing their talents and experience, and engaging them in helping to solve critical social issues through service must become a high-priority goal for the nation in the coming years. Several AmeriCorps programs have achieved strong success in this area in the past, and in 2006, AmeriCorps is interested in finding some additional models to support. 3. Build the supply line for ?America?s Armies of Compassion:? In 2004, more than 64 million Americans served their communities as unstipended volunteers with organizations. AmeriCorps programs provide more support than any other program to volunteer generating nonprofits. In addition, all Corporation programs provide unique support to volunteer connector organizations in communities. In 2006, AmeriCorps plans to build on this success through generating even higher levels of volunteering through its grantees and through supporting programs that build or strengthen volunteering infrastructure in communities. 4. Students in the community ? building engaged citizens: Educational institutions (elementary, secondary, and higher education) are charged with the responsibility of educating students to become responsible citizens and leaders who use their education and life experiences to support the common good. Volunteering and service-learning are important factors in this educational experience and need to be incorporated on a more widespread basis. AmeriCorps is looking to expand its impact in generating service learning in the K-12 environment and to generate more students in higher education institutions serving needs in their community. CFDA Number: 94.007 Go to http://www.cfda.gov/public/faprs.htm for CFDA program descriptions Eligibility: State governments. County governments. City or township governments. Special district governments. Independent school districts. Public and State controlled institutions of higher education. Native American tribal governments (Federally recognized). Public housing authorities/Indian housing authorities. Native American tribal organizations (other than Federally recognized tribal governments). Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education. Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education. Private institutions of higher education. Additional Eligibility Information: Organizations operating in more than one state, and single state institutions of higher education are eligible to apply. History of Funding: Estimated Funding: 1000000 Cost Sharing: Yes Agency Contacts: See the Online Doc URL for full announcement Agency Mailing Address: Corporation for National & Community Service, Office of Grants Management, Washington, DC >Willie, James, Grant Review and Policy Specialist, Phone 202-606-6845, Fax 202-565-2786, Email [email protected] 67 Order of operations for opening our school 1. Get blessing from local clergy 2. Get blessing from Bishop/Metropolitan 3. Gauge family interest via parishioner survey 4. Locate temporary facility 5. Begin paperwork for Corporation status, as well as Non-profit status 6. Attend Day Care Orientation session Sept. 27th with Celeste 7. Complete Day Care/Preschool/Before-After School Care licensing packet 8. Licensor will schedule/get Health Dept. inspection for Day Care/PS 9. Licensor will schedule/get Fire Dept. inspection for Day Care/PS 10. Apply for DC/PS license 11. Once license is received, apply for OSPI private school approval with Kristin Smith Send copy of DC/PS license in lieu of inspection 12. Open school 13. Begin accreditation process with PNAIS, NAIS?, ACSI, in that order 68 Requested Participation of Priests o Prayer o Voice your honest concerns, questions and insights, in steering committee meetings o Attend committee meetings as you want/are able o Please refer all interested parishioners/speakers/presenters to Susanna, who will inform the committee and vote on inviting the interested party to present o All decisions, great and small, must be made in committee meetings, by all voting members of the committee—this will build solidarity and expedite the process o Voice your support for the program at every opportunity; address concerns at steering committee meetings o Expect and ignore opposition, but bring concerns to the committee meetings Father Dean has graciously volunteered to be the spiritual advisor for the project. Susanna has volunteered to serve as project manager. Please refer all interested individuals (potential committee members) to Susanna, who will organize a committee and begin holding meetings as soon as possible. Parishioners who would like to voice concerns are welcome to contact Susanna who will inform the committee and Father Dean of the concern. Please do not encourage parishioners to call their priests with concerns about the school; the priests are too busy to hear every such concern that will arise. The committee can hear these concerns and address them at meetings. This will be most efficient and unified. The committee will not move forward on any issue without Fr. Dean’s blessing. Please refrain from speaking on behalf of the project, as we desire to make all decisions by consensus in committee meetings—even decisions as small as coordinating volunteers and information. Interested or concerned parties are welcome to phone Susanna at 206.999.3214, or email her at [email protected]; Susanna will then inform the committee of all concerns. We welcome all interests and concerns. We want to be especially aware of our unified image in this undertaking. We want to safe-guard against people talking to different priests and committee members until they get the answer they want. For this reason, we will organize a committee as soon as possible and begin to do all planning within the context of a dedicated group of parishioners serving on the school steering committee. Father Dean will need to be present at virtually all of these meetings, as much as possible. Other Seattle area clergy, whose parishes will be served by the school, are of course welcome to attend. Committee meetings will not be open to the public, in the interest of furthering the task at hand. Interested priests and parishioners can volunteer to serve on the committee if they wish to regularly attend the meetings; all regular attendees will assume their portion of the workload. At regular intervals, to be determined, the steering committee will welcome concerned and interested parishioners at community-wide presentation evenings, where parishioners from all local parishes will be invited to attend a presentation on the progress of the school, and will be invited to voice their questions and concerns. 69 Parishioner survey for proposed Orthodox Preparatory Academy in Seattle Please answer yes or no to each of the following questions, and discuss why or why not. We sincerely appreciate your thoughtful and honest responses. This survey is for information only and is not binding in any way. Grandparents and godparents are encouraged to complete the survey and be involved. More information is available at http://www.assumptionseattle.org/OPA.html Would you be interested in having your children learn in classes of only 10-15 students? Would you be interested in having your children attend a challenging, supportive school modeled after three of the most elite private schools in the country? Would you be interested in having your children’s teachers be not only highly qualified educators, but also active Orthodox parishioners? Would you be interested in having your children learn about the Orthodox faith and Tradition on a daily basis, beyond Sunday school? Would you be interested in having your children study the Greek language, learning from the earliest ages to speak, read and write it? Would you be interested in placing your children in a school which designs the school year around the liturgical calendar, celebrating the major feasts of the church year as a school community, with a full-time priest on staff and a chapel on site? Would you be interested in placing your children in a college preparatory academy, where students are not only encouraged to attend college and rigorously prepared to do so, but are also guided individually and thoroughly in their college selection and admission process? Would you be willing and able to make the financial commitment and necessary sacrifices involved in sending your children to a private school? Would you be interested in having your children attend a school where building a sense of community is a continual focus, and children are taught and expected to take care of and be kind to one another? 70 Would you be interested in having your children attend a school where all teachers teach and model good character, educating the whole child, teaching ethics and the processes of making good, Christian decisions? Would you be interested in having your children attend a school where community service is an integral part of the curriculum, where faculty and students join together to serve those in need? Would you be interested in having your children attend a school where creativity and the arts are valued as part of a challenging Classical education that involves studying both Latin and Greek, as well as French? (Approximately 70% of English is derived from Latin and 15% from Greek. Teaching students these two languages enables them to read virtually anything they encounter, and it dramatically boosts their SAT scores, which are necessary for college admittance.) If you would like you may provide your contact information and we will keep you informed about the school. Name:_______________________________________________________________________________ Names and ages of children:______________________________________________________________ Are these your children, grandchildren or godchildren?_________________________________________ Your address:_________________________________________________________________________ Email addresses:_______________________________________________________________________ Would you be willing to work or volunteer at the school?_______________________________________ Would you be interested in serving on the steering committee for the school?_______________________ Parish and Priest:_______________________________________________________________________ If you know of others who would be interested, please list their contact info:_______________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 71 Susanna Cerasuolo 621 W. Galer St. #104 Seattle, WA 98119 206.282.4706 [email protected] Awards: Teacher of the Year Lexington Christian Academy, 2002 Education: MA in Classics, Harvard University, June 2002 Graduated with Honors Travel/study abroad 2nd Diploma in French Language, Universite de Lyon, 2003 Studied abroad Certificate of Spanish Proficiency, University of San Diego, 1998 Studied abroad MA in Education, The Ohio State University, 1995 Graduated with Honors BA in English Literature, The Ohio State University, 1994 Studied abroad College Planning Experience: Founded private consulting company, College Solutions, 2004 Private consulting and faculty advisor positions: 1998-2004 Graduated with Honors/Distinction 22 clients currently Teaching Experience: Bellevue High School, WA, 2004-present The Wellington School, OH, 2003-2004 Private English Tutoring, France, 2002-2003 Lexington Christian Academy, MA, 1998-2002 Granite Hills HS, CA, 1996-1998 Yucca Valley HS, CA, 1995-1996 public, 90% attend college private, 100% attend college NA private, 100% attend college public, 30% attend college public, 3% attend college Subjects : English: AP 12, 11H, 11, 10H, 10, 9, Grammar, Rhetoric, Classics; Journalism; Creative Writing; Ancient Greek Civilization; French; Beginning Spanish; Beginning Latin; History of Religions; Etiquette; SAT prep, SAT II prep. School Development Experience: Wrote curriculum for district/school, volunteer: Bellevue, Wellington, LCA Established successful educational programs: Bellevue, Wellington, LCA, GHHS Strengthened existing programs: Bellevue, Wellington, LCA, GHHS, YVHS Served on admissions committee: Lexington Christian Academy Sponsored volunteer activities: Wellington, LCA, GHHS Assisted in faculty development: Wellington, LCA Organized student excursions nationally/abroad: Bellevue, Wellington, LCA, GHHS, YVHS References available upon request 72 Team of professionals needed to act as the establishing board for Orthodox Preparatory Academy This group may consist of some of the initial interested parents and educators, but must be expanded and fine-tuned as quickly as possible to include the people with the necessary training and talent to get the job done. This is a working board ― a group of people who will spend at least a year immersed in the project. This board may be difficult to assemble, since it is volunteer, but it is absolutely necessary. We will need to include, either as board members or deeply-involved advisors: an experienced, organized project manager, to chair or coordinate the whole school project. (The ministry will be a “full-time” commitment for this person, without a doubt.) • an experienced educator or school administrator, to coordinate the selection/development of curriculum with other experienced educators and subject specialists, guide the selection of paid instructors, and spearhead efforts to charter/accredit the school. • an influential businessman with great people skills, to credibly encourage support of the school at any and all Orthodox community events, and introduce fundraising committee members to potential donors. • • an events organizer, to coordinate fundraising events, including sponsorship dinners, pancake breakfasts, and parish-wide sales (e.g., candy, spring flowers, hams at Pascha, evergreen and citrus sales at Christmas, etc...). • an accountant or professional bookkeeper, to set up accounts and manage the finances for the project in an organized way. This includes helping to establish a realistic budget and PO system; overseeing the recording of donations, grants, and tuition payments; completing payroll for teachers; paying facilities rent and utilities, insurance premiums, and professional dues/fees; and paying vendors for office supplies, marketing, and curriculum and classroom materials. a lawyer, to draft and/or review contracts and letters of agreement with instructors, host facilities, etc., and to guide the processes of incorporation and securing non-profit status. • an insurance specialist, to organize liability coverage for the school, D&O coverage for the board, and life/health coverage for all paid staff. This is an operational necessity for a school and can be a major budget expense; insurance must be handled carefully, by a professional. • a facilities expert, to deal with the EPA, county health department, local building inspectors, and state department of education regarding the physical requirements for the school facilities. (OCS-NEO was guided through this maze by a parishioner who dealt with the facilities inspections every day in his • 73 profession, and could easily read and digest the various codes. He even coordinated required follow-up work, like upgrading the emergency lighting system in the classroom areas and fencing in the outside air-conditioning unit.) a spiritual advisor, to keep the entire group focused on the ministry in a God-like way, and keep the emphasis ultimately on nurturing children toward Salvation. • a computer-savvy secretary, to route and file the mountains of paperwork required for every single step of the establishment, especially chartering. • a publicist or other person skilled in both writing and graphics/layout, to spread the word about the school, in support of recruitment and fundraising efforts. • a lead fundraiser/grant-writer, to make face-to-face requests for financial support of large private donors, and pen applications and explanatory text to request foundation monies. (These “ask” skills may be learned from specialized mentoring organizations like Stewardship Advocates, or local non-profit organizations’ workshops in fundraising.) • All of the people on the establishing board must be willing to commit their time and talents, and the commitment is considerable. The goal is to find one person per position to avoid an overwhelming workload and “volunteer burnout.” These people will also lead the way as financial contributors: the start-up funds and the initial operating funds, quite frankly, will come from the selfless giving of the board. They also “provide a benchmark” for other donors, e.g., if the board did not believe in the success of the project, they would not be significant donors themselves. Please prayerfully consider volunteering for our board of much needed professionals. We all work / have families, so the commitment will be as much as we together decide that we can do. Please pray that God would guide you in making the decision to volunteer or not. “Offer right sacrifices, and put your trust in the Lord.” Psalm 4:5 If you are not able to volunteer to serve on the board, please covenant to pray with us daily for our children and for this much needed ministry of the school. You could pray to Christ, the Theotokos, St. Anthony—who founded monasteries, and the Three Hierarchs—the patron saints of education. “The prayers of the righteous are of great effect.” James 5:16 ∆οξα το Θεω! Glory to God! 74 List of people consulted for this project Clergy: Father Dean Kouldukis and Pres. Valerie Father Photios and Pres. Catherine Father Tom Tsagalakis Father John Chryssavgis Father Seraphim and Pres. Sarah Father James Father Neketas Monks at Ethiopian Orthodox Church Nuns at St. John’s Monastery Laity: John and Stella Athans Emmanuel Athans James Bratsanos Marianne Bratsanos Angela (Soukas) Greene Cliff and Theo Argue Dorothea Mootafes Christo and Glyka Pamboukas Kosta Pamboukas Niko and Rachel Pamboukas Niko and Sonia Pamboukas Cameron and Sofie (Pamboukas) Mitchell Chuck and Niki (Pamboukas) Thompson Niko and Jenn Kokkonis Kosta Kokkonis Denise Kokkonis Gus Mehas Kristina Long Tomas ?, parishioner at St. D’s Ethel Barbas Leslie Sophia Scott Basil Papahronis Ted Dimitriou James Brooks Penny Peppes Ingrid Papahronis Ron and Theresa Delarose Dr. Ted Kaltsounis will be consulted in October 75 Individuals contacted at schools in other states: Mrs. Cleo Alagmou, St. Nicholas School in CA, was most helpful. Fr. Alexander Helen Kamenos, principal Fr. Michael Fr. Serge Kotar, Mrs. Hayes Mrs. Anne Van Fossen Deacon Kevin Haan, Fr. Jerry Vicki Folias Elizabeth Fitzgerald, Matt John Allen Jones Fr. ? Really nice--knows Kons Mrs. Kon, Fr. Tishel Anastasios Koularmanis Harry Leonardatos Nicole Heroux Dr. Thomas DeMarco Maria Manolis James Yeannakopolous Helen Lydakis Athena Kromidas Maria Theodorakakis Helene-Ann Panagakos Andreas Zachoriou Fr. Colcher, Jane Beese David Trace Principal ?, nice Stavroula Sellountou Eileen Hawryz Asemena Stathopolous School secretary Katherine Sisse James Larkin Leza Chryssovergis Mark Kelly St. Lawrence Academy St. Nicholas School Holy Trinity Orthodox School St. John of San Francisco Orth. Acad. St. John of Damascus Academy Agia Sophia Academy St. Sophia School St. John of Kronstadt St. Innocent Academy St. Michael Academy St. Herman of Alaska St. Demetrios Greek-American School Greek-American Institute Argyrios Fantis Parochial School Kaloidis Paroch. School of Holy Cross Orth. Ch. Soterios Ellenas Parochial School Three Hierarchs Parochial School School of the Transfiguration William Spyropolous Greek-American Day School Jamaica Day School of St. Demetrios The Cathedral School Greek Orthodox Parochial School of St. Spyridon St. Nicholas Orthodox School, OCS-NEO Holy Trinity Orthodox Christian Academy, OCS Plato Academy Socrates Greek-American School St. Haralambos School Koraes Elementary School St. Sava Orthodox School Cathedral Day Care St. John Greek Orthodox Day School Holy Trinity Academy Annunciation Orthodox School We have also made contacts with the appropriate WA state Superintendent officials, as well as WA state Independent school officials, and WA state Day Care officials. We have also contacted well-educated associates who are educators or parents or both. 76 NEW SCHOOL PROCESS GRID I. EXPLORATlON PHASE EXPLORATION ACTIVlTY Sequential Steps - Convene an Exploration Group - Clarify purpose - Compile preliminary information - Secure knowledgeable assistance - Convene key meetings Conclusion of Phase I - Make GO or NO-GO decision - Conduct decision meeting follow-up There is sufficient community and parental interest to proceed. - Select Steering Committee to conduct survey and planning phases. - Establish five sub-committees within the Steering Committee A. ORGANIZATION PLANNING STEERlNG COMMlTTEE IS ESTABLISHED II. SURVEY PHASE B. ENROLLMENT PLANNING Sequential Steps Sequential Steps - Study potential organization structures. C. FINANCIAL PLANNING Sequential Steps - Develop an enrollment philosophy and policy. - Prepare and file Articles of Incorporation. Sequential ste - Establish banking relationship. - Identify all available sites f - Draft budget for each Committee for the Survey and Planning Phases. - Establish minimum criteria selection. - Draft By-Laws. - Assess potential number of students available. - Convene meeting of congregation reps.* - Investigate transportation availability. - Secure commitment of funds for the Survey and Planning Phases. - Approve resolution to start a school. - Plan and execute comprehensive recruitment program. - Secure and analyze all congregational Financial data. - Develop mailing list and send letters. Brochures and invitation to prospective students. - Determine a funding strategy. - Approve resolution to engage an Administrator. D. SITE PLANN - Convene meetings of prospective parents and students. - Survey all parents seeking an initial expression of interest in enrolling. Conclusion of Phase II Investigation indicates that it is feasible to open a school and decision is made to start the Planning Phase. III. PLANNING PHASE Conclusion of Phase III - Project first year enrollment based on available data. - Prepare job description for Administrator. - Modify and refine first year enrollment projection. - Develop list of candidates for school Administrator position. - Develop a Transportation policy. - Engage an Administrator.* - Develop a 5-year enrollment projection. - Convene congregational representatives to ratify Constitution and By-Laws.' - Intensify the recruiting effort. - Elect Board of Directors.' (Initial Steering Committee terminates at this point) - Draft a preliminary first year school - Evaluate all potential facili - Expenditure projection, including capital needs. - Develop a capital expendi each potential facility. - Develop a comprehensive plan for cash flow and funding to cover initial capital needs, exploration costs and first year operation costs. - Recommend alternative si - Draft a Preliminary operating budget. - Project a tuition rate. Results of Planning Phase indicate a readiness to open a school. 77 - Establish the congregational support system and first year assessments. BOARD OF DlRECTORS IS ESTABLISHED IV. IMPLEMENTATION PHASE - Engage office staff and bookkeeper. - Approve initial policies Enrollment policy, salary schedule, priority procedures, tuition schedule, tuition payment plan, etc. - Set up the accounting system. - Sign contract for the first y - Finalize the capital expend - Develop initial Student Handbook. - Secure financing for all facilities, equipment and start up costs. - Enroll students - Finalize the first year budget. - Secure Registration Fee. - Approve tuition rate and salary schedule. - Registration of students-course selection. - Update the cash-flow plan. - Implement a comprehensive recruitment plan. - Develop plan for immediat remodeling of facility. - Publish monthly newsletters. - Arrange to contract insurance coverage. - Conduct survey for potent sites. - Complete immediate remo facility. - Finalize first year enrollment projection. Conclusion of Phase IV - Orientation session for students and parents. Contracts are made, staff is hired and school is opened. SCHOOL IS OPENED V. OPERATING PHASE - Develop a strategy for carrying out the comprehensive tasks assigned to the Board of Directors. - Develop a Board Policy Manual. - Develop plans for accreditation. *Although these activities are listed under A.ORGANIZATION PLANNING, they would be accomplished by the entire Steering Committee. - Formalize the Student Handbook - Develop a comprehensive strategy for achieving the five-year enrollment projection. - Update the 5-year enrollment projection annually. - Develop and annually update a 5 year financial projection, including plans for future expansion. - Establish a tuition collection system. - Review, revise and control budget. - Establish a comprehensive fund development program. Published by the Washington State Federation of Independent Schools, 2005 78 - Develop and maintain a 5needs plan and budget. The following information is available upon request: Complete list of possible sources for funding Step-by-step guide on founding an Orthodox parochial school, published by OCS-NEO, Orthodox Christian Schools of NE Ohio Detailed information on each Orthodox school in the US Articles and info on the Trivium classical education model Links to websites of Orthodox schools Teaching references for Susanna Cerasuolo WA state school certification procedures WA state school building code regulations Email [email protected] to request any of these pieces of information 79 List of Prayer Requests for Orthodox Preparatory Academy in Seattle Pray that God would bless every aspect of the school, and that it would be fulfilled only if it is His will. Pray that God would send students. Pray that God would build up and call a faculty of esteemed scholars who are committed Orthodox Christians. Pray that God would send us a place to have the school. Pray that those in opposition to the school would become supportive. Pray that a founding committee could be quickly established and that their work would be blessed at all stages. Pray that the Orthodox communities in Seattle could unite around this school. Pray that non-Orthodox families would attend the school and learn about Orthodoxy. Pray that our educational program will become one of the very, very best in Seattle. “With God all things are possible.” Luke 18:27 80 How do we plan to build this school? “Unless the Lord build a house, those who build it labor in vain.” Psalm 127:1 “Offer right sacrifices, and put your trust in the Lord.” Psalm 4:5 “Let the little children come unto me, do not hinder them, for to such belongs the Kingdom of God...and He took them in His arms and blessed them.” Mark 10:14-15 “Train up a child in the way that he should go, and when he is old he will not depart from it.” Proverbs 22:6 “Choose you this day whom you will serve; as for me and my house, we will serve the Lord.” Joshua 24:15 “The prayer of a righteous man availeth much.” James 5:16 “All things are possible to him who believes.” Mark 9:23 “Things impossible with men are possible with God.” Luke 18:27 “Ask and it shall be given unto you.” Matthew 7:7 “The eyes of the Lord are toward the righteous, and his ears toward their cry…the Lord hears, and delivers them out of all their troubles.” Psalm 34: 15-17 “For every beast of the forest is mine, the cattle on a thousand hills. I know all the birds of the air, and all that moves in the field is Mine…Offer to God a sacrifice of thanksgiving, and pay your vows to the Most High; and call upon Me in the day of trouble; I will deliver you and you shall glorify Me.” Psalm 50: 1015 “Who is like the Lord our God, who is seated on high, who looks far down upon the heavens and the earth? He raises the poor from the dust, and lifts the needy from the ash heap, to make them sit with princes, with the princes of his people. He gives the barren woman a home, making her the joyous mother of children. Praise the Lord!” Psalm 113:5-9 Blessed is the man who walks not in the counsel of the wicked, Nor stands in the way of sinners, Nor sits in the seat of scoffers; But his delight is in the Lord, And on His law, he meditates day and night. He is like a tree planted by streams of water, That yields its fruit in season, And its leaf does not wither. In all that he does, he prospers. ~Psalm 1:1-3 “The earth is the Lord’s and the fullness thereof…” Psalm 24:1 “I believe that I shall see the goodness of the Lord in the land of the living!” Psalm 27:13 81 Pay attention to the young and make them just as as good possible. -Socrates 82 ∆οξα το Θεω! 83 Children are our most valuable natural resource. -Herbert Hoover 84 The Three Hierarchs Patron Saints of Education 85
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