PALCS Founders

Robert Cypcar (F)

TESTIMONY
Before the Pennsylvania Department of Education
Given December 16, 2002

EXPERTISE
Quantitative programmer. Data analysis including Econometrics, Monte Carlo simulation, Time series and longitudinal analysis, risk analysis, factor analysis, multivariate techniques and stochastic processes. Client interaction, teaching and consulting.

WORK EXPERIENCE
1986 to Present. Senior Systems Consultant with BAE Systems, an aerospace, engineering and software services firm. Provide consulting services to clients concerning software development and quantitative analysis. 

1983 to 1986.  Senior Associate with CACI Inc., a market research, software services and management consulting firm. Participated in financial system design, testing and implementation. Participated in financial system and supply chain training.

1979 to 1980.  Adjunct Professor, Pennsylvania State University. Taught quantitative methods in operations research and operations management

1974 to 1983.  Systems/Operations Research Analyst and project manager at Navy Ships Parts Control Center, a federal supply chain agency

EDUCATION
University of Chicago, Graduate School of Business,
MBA, Northern Illinois University, BA.

I, too, wish to thank the Board for allowing us this opportunity to present our vision for the Pennsylvania Leadership Charter School – a new cyber charter school.

As Jim Hanak has told you, I will give a brief update on the training technology that we think will be available soon and that we intend to use.

As you may have noticed in my resume, I am a Senior Systems Consultant with BAE Systems, an aerospace, engineering and software services firm. I provide consulting services to clients concerning software development and quantitative analysis. It is my job to look ahead to know what is developing in the computer software and hardware.

We want Pennsylvania public education children to succeed, not just survive.  Our goal is to use technology that promotes learning and success.  However, we don't want to use technology just it is available and unique. Rather we want to use the best available teaching methods for our students in order to create learner friendly environments and improve outcomes. 

For example, current cutting edge practices at the university level and in corporate training programs use video-conferencing. We intend to use this new technology to supplement conventional chat-room techniques whenever possible because it facilitates teacher/student interaction.

We intend to use CD and DVD technology for reference materials as well as for archiving lessons and teaching sessions so that students can look back at class sessions.

I would also like to point out some technological changes that may have a positive impact on public education in Pennsylvania in the future:

Coming soon are affordable satellite and other wireless broadband Internet connections. 

Broadband has not managed to reach very many people in this country... you might think that the city with the highest percentage of families with broadband would be somewhere in the US, but it's not.  We need to catch up and we will. 

One technology advnacement that may be available in the future would deliver high speed Internet access through your standard electric service connections.

Another technology on the horizon is automated adaptive computer based teaching systems - which uses the learner's responses to tailor a lesson and testing levels. Why should we waste a student's time if he or she already knows the material?

As these new technologies become cost effective, the Internet and web technology will have resurgence and another growth spurt. When the new growth spurt happens - it won't come with advance warning. When that happens we don't want Pennsylvania Public Education to be left behind.

I believe that Pennsylvania Leadership Charter School has the potential to be a dynamic school that will help our students grow into new, demanding leadership roles with the aid of the computer technology of tomorrow and today.

Thank-you for receiving our application and for allowing us to present our ideas to you.  I will be glad to answer any questions that you have.

TESTIMONY
Before the Pennsylvania Department of Education

School Director for PA Leadership Charter School
December 16, 2002

EDUCATION
* Hunter College NY, NY School of Physical Therapy; graduated 8/78; Bachelor of Science/Certificate of Physical Therapy.
* Additional certificates obtained in field-related clinical courses i.e. balance disorders, pediatric PT, geriatric PT

WORK EXPERIENCE
Contract PT services to Harrisburg and surrounding nursing facilities from 1990- present. Manor Care, Beverly, Jewish Nursing Home, Nova Care, Genesis Eldercare, Health South/Mech Experience in rehab, arthritis and pediatrics prior to geriatric focus.

PERSONAL
* Married for 24 years; Husband is a neurologist practicing in Harrisburg/Camp Hill
* 2 children in college, 1 in grade 11

COMMUNITY AFFILIATIONS
* Dauphin County Medical Society Auxiliary, Pennsylvania
* Medical Auxiliary, Point Ridge Farm Civic Association, Religious Sisterhood,
* Parent Advisor for Senior Citizen Computer Literacy Program
* www.pneuro.com/surf, Susquehanna Sewing Guild

I want to thank the members of the Cyber Charter Review Committee for allowing us this opportunity to present to you our idea for a new Cyber Charter School – the Pennsylvania Leadership Charter School. I believe that this new school has a great opportunity for success because of the dedication and experience of my fellow Board members. My son is currently enrolled in a cyber charter school that is a good experience for him. I believe that PA Leadership has the potential to build on these positive experiences and offer our students even more exciting learning opportunities.

PA Leadership has many assets.
One distinct asset of PALCS is flexibility.  A question I have asked is, "Should every child be made to fit into a specific educational mold as dictated by his own school, or can he be allowed to learn just as much as his mind will bear at his own pace and in his own way?”

Our Cyber School allows us to explore endless possibilities for our students.  Suddenly a school bell does, not dictate the time a student spends on a subject in the course of a day.  Maybe he needs more, maybe less time than is allotted for the average student of a large class.

For a child with attention deficit disorder, stretching his legs, taking a break, moving on to another activity transmutes into a productive process, not a disruptive one. The fast learner now has the opportunity to progress at his or her own personal pace, and to explore a subject in greater depth, eliminating boredom. If a course of study is completed before the end of the school year, another subject can be added for enrichment. In a conventional school this is rarely possible.

My son's participation in a cyber school enables him to take community college courses in addition to his high school curriculum. Now he's able to obtain dual credit towards his high school and college degree. By the time he completes high school, Dave will be close to achieving his Associates Degree. Colleges throughout PA are eagerly creating alliances with schools like PALCS. They are strong advocates of distance learning opportunities. Their goal is to provide flexible, educational opportunity – breaking the barriers between high school and college.

PALCS also offers physically and emotionally disabled students a new option for learning. Cyber schools can offer multiple curricula from which families can choose. With the guidance of a teacher-classroom-based program, parents and students individualize programs for optimal achievement. Different learning styles and problem areas are addressed with parent and child getting continuous feedback, well before the conventional mid-year conference of traditional schools. The teacher is always an e-mail away for help on a daily basis.

Cyber schools like PALCS can also serve families whose home is in Pennsylvania, but must travel throughout the year. Student-aged entertainers and athletes may occupy this category.  We would like to explore opportunities for those that are serving time in juvenile detention or experiencing premature parenthood. For these students, a high school diploma rather than a GED might be obtained.  Suddenly school is brought to the doorstep of all children, no matter what their situation.

Finally, families who are disenchanted with the resources of their local school district and are unable to afford private education have a choice.

Geography or rich vs. poor districts, no longer will determine possibilities for our children.

For these reasons, I am glad to serve as a Board Director for the Pennsylvania Leadership Charter School.  I hope that you see the opportunities that I see. Should you need any more information please feel free to contact me personally. 

PALCS OFFERS FLEXIBILITY !!

Thank-you again for this opportunity to present our vision to you.

TESTIMONY
Before the Pennsylvania Department of Education
Given December 16, 2002

Founded and directed non-profit organizations since 1971.  Directed Dr. of Ministry Degree Program for Pastors – Leadership Training Center, Phila. CEO of a PA Cyber Charter School 2002. Currently Chief Executive Officer of PA Leadership Charter School

Speechwriter and presenter on dozens of topics to various churches and civic and political groups.  Developed weekly TV talk show “Viewpoint, LSP,” produced in several Philadelphia area studios and on location; charged with hosting this dynamic counter-discussion group.

Served on the High Flight Foundation’s advisory board - Founder and Chairman Col. James Irwin, Moon Astronaut.

Contributing columnist to the Philadelphia Inquirer and the National Educator.  Published nationally over 300 times in 51 newspapers and periodicals. Placed first in the Montgomery Newspapers Freedom Edition Essay Contest for essay on “U.S. Constitution Founded on Timeless Principles” – July 1987.

EDUCATION
* BS – Biology
* Masters – Communications and Theology
* Doctorate – Management and Communications

PERSONAL
* Wife: Polly – teacher, TV producer
* Two daughters, one teaching, one photography / film

On behalf of the Directors of the Board of Pennsylvania Leadership Charter School I would like to leave you with one challenge.

We believe that each generation must raise up leaders to solve the unique problems of that age.

In America we have survived a Revolutionary War, a Civil War, two World Wars and a host of diseases, plagues, economic depressions, natural disasters and the expansion of our country from one ocean to another.

We did this primarily because of the dedication of our country’s leaders to the training and education of our youth.

Now we face new problems:
* 800 million people go to bed each night hungry.
* 40 million people worldwide are infected with the fatal, incurable disease of AIDS.
* The greatest international military threat is the seemingly unstoppable plague of terrorism.
* We don’t know how to define, much less manage human cloning.

These new problems require new leadership and new ways of thinking.

That is what Pennsylvania Leadership Charter School is all about. We are dedicated to new ways of thinking and new ways of learning.  We want our students to be totally engaged every minute they are attending school.  We want our students to believe that “thinking outside the box” is the norm not the exception. We want our students to study the great leaders of history and to learn from them what character qualities made them successful.

* From: Socrates to Adam Smith
* From: Marco Polo to Neil Armstrong
* From: Archimedes to Thomas Edison
* From: From Copernicus to Jonas Salk
* From: Moses to Tom Clancy
* From: da Vinci to Norman Rockwell
* From: Bach to John Williams
* From: Charlemagne to Churchill
* From: Alexander the Great to Eisenhower

We want our students to tap in to their talents and potential to discover the traits that they have been given to enable them to aspire to their individual dreams.

I served on the advisory board for Col. James Irwin, 8th man to walk on the moon.  Before he died, my wife, Polly and I set up opportunities for him to visit elementary, middle and high schools throughout Pennsylvania. As Jim was growing up in Pittsburgh, he would tell his mother, “someday I will walk on the moon.” Little did she comprehend that young man’s wishful statement. Wherever Jim spoke, he told the students, “Reach for your dreams.” We on the Board of Pennsylvania Leadership Charter School want to enable our students to not only reach for their dreams but to fulfill them.

How will we do this?

As the other directors have told you, we will:

* Provide individual program of instruction for each child
* Insure a home facilitator for each student that has regular interaction with the school’s teachers and counselors
* Provide a fully interactive, self-contained website with teachers on line each day communicating with their students.
* Partner with the most effective curriculum companies that meet or exceed Pennsylvania School Code Standards
* Seek to upgrade to the latest affordable technology as it becomes available
* Host camps for students in their special area of interest – with a special emphasis on multiple languages study and
* Provide continuous on-line grading that student and parent alike may view

We know full well that most of our students will not become the CEO’s of General Electric or discover the genetic cure for Alzheimer’s Disease. Yet, they all will be leaders in their own sphere of influence. Should you allow us the charter to begin this noble experiment, we will do all that we can to see that each of our students receives the individual attention and support he or she needs in order to develop to the greatest of their potential.

Thank you, for your interest in our vision and for your kind consideration of our request for a charter.

TESTIMONY
Before the Pennsylvania Department of Education
Given December 16, 2002

POLITICAL EXPERIENCE
* Charter Member National Council of Women Advisors to the US Congress
* Pennsylvania Delegate to Women Leaders Summit, Wash., DC.
* Member of Pennsylvania Delegation to Republican National Convention 2000.
* Goodling for Congress Cumberland County Reelection Chairman. 1998
* Gekas for Congress Finance Chairman. 2002
* Pennsylvania Council of Republican Women. State Chairman-Literacy Committee.
* Elected to Pennsylvania Republican State Committee. 2000-2004
* Served actively on numerous local, state and national campaign committees
* Vice Chairman, Cumberland County Republican Committee.

CIVIC & SERVICE
* International Dyslexia Association - Registered Literacy Advocate. Advisory Committee for Pennsylvania Children and Adults with Learning Disabilities
* Appointed to Pennsylvania System of School Assessment for setting Performance Levels in Reading, Writing and Mathematics
* National Dyslexia Research Institutes
* National Association for Gifted and Talented Children
* Pennsylvania Association for Gifted Education.
* Rotary International
* Nominated to Delegation on Education as Citizen Ambassador for People to People International to Russia.
* West Shore YMCA Board Director
* River School, Pride of the Susquehanna - Education Committee.

PERSONAL
* Married with four children
* Self-employed
* Bilingual – Spanish / English

I wish to thank Dr. Carey and the members of the Review Committee for the opportunity to appear before you in support of the Pennsylvania Leadership Charter School’s application as a public cyber charter school.

Just like everyone else in this room today, I am here because of my deep concern for and commitment to the education of our children in this Commonwealth. We are here in an effort to “leave no child behind.” Not one of us would intentionally leave a child behind.  Yet, children are left behind every hour of every day of every week of the year in schools across this Commonwealth and throughout this nation.

I know of this firsthand because of my personal experiences with my own four children who are both learning disabled and highly gifted.  I also know this to be true because of my volunteer work as an advocate for children who learn differently.

In my many years as a advocate I have heard countless stories from parents – usually mothers, which have a common thread of desperation, frustration and anger resulting from their attempts to secure a free and appropriate education for their child.  Their attempts usually culminated in scholastic failure and emotional hardship for their children.

I have personal knowledge of how easily a child can “fall through the cracks” in a traditional school setting when a child needs a more intense, direct, one-on-one method of instruction in a less traditional classroom setting.

My children were fortunate in that they were properly diagnosed and that I was a relentless advocate for them. But even with my advocacy and constant vigilance and IDEA (Individuals with Disabilities Act) to protect their rights for an appropriate and free education, my children suffered terrible hardships while I attempted to secure an appropriate IEP (Independent Educational Program) for them and then attempted to have that IEP correctly implemented.

My struggle with our public school consumed my days, weeks and 20 years of my life. It was a constant and exhausting battle. For years our school district refused to properly develop and implement appropriate IEPs for my children.  I found myself in the position of having to teach the children myself after school with the help of private tutors. This was not only grueling for the children and me but also extremely expensive.  The seven or eight hours a day the children were required to spend in a traditional classroom did little else than frustrate and anger them.  At the end of each school day I would attempt to recreate and review that day’s lesson for each class so that we could then work on homework.  In other words, I was filling in the gaps for the children which had occurred during the school day and which had gone unnoticed by the teachers.

What did not go unnoticed by the classroom teachers was the obvious inability to sit still in a seat, or the inability to read a paragraph, or the inability to understand new content simply from a lecture. My children were taunted not only by peers but also by teachers.  They were punished and even isolated for work they could not complete or could not seem to copy off of a blackboard no matter how hard they tried. One of my sons was even held back one year so that “he could mature.”  Maturity, it later turned out, had nothing to do with it.  It was his inability to function in a traditional classroom setting that made his school life a living hell.

What I am here to do is to impress upon you that the story of my experiences with my own children and their education is not unique.  I have heard the same story from countless parents over the years. It seems that only the cast of characters differs.

It is my opinion that when a parent chooses to educate a child or children in a non-traditional public school setting they do this with a great deal of thought and consideration and even anguish. It is not a decision parents make on a whim. It is a decision that considers foremost what is best for the child. It takes a great deal of commitment on the part of the parent or guardian to educate a child at home. I cannot help lamenting how much better my time would have been spent as a facilitator at home with a school like The Pennsylvania Leadership Charter School rather than all those years I spent trying to secure a free and appropriate education for my children through the traditional public school setting.

As I think back on the many hardships my children and I endured while they attended school, I can say without hesitation that if The Pennsylvania Leadership Charter School had existed then, they would have been enrolled. The choice between having to medicate my hyperactive six-year-old so that he could sit still in a traditional classroom, or letting him attend class on the internet – where he could stand if he had to – and not sit at the computer and not disrupt anyone else in a classroom, would have been a very easy choice for me to make in his best interest.

Ladies and gentlemen of this review committee, I have come here today via a long and hard road. I have “paid my dues” as they say in political circles and I believe I have something valid to share with you today. I was asked to serve as a Director for the Pennsylvania Leadership Charter School because of my work in education, as a community leader, as a parent, businesswoman and elected political leader.  I have gladly agreed to serve as a Director of the Pennsylvania Leadership Charter School because I believe it is imperative that every child be given every opportunity to learn.

I am certain that the Board of Directors of the Pennsylvania Leadership Charter School will do everything in their power to distinguish this school as a highly professional, innovative and pioneering school. We are working hard to become a role model in setting standards, measuring progress and being accountable to our students and their parents.

Thank you, for your kind attention to our presentation.

Respectfully Submitted, Louisa Gaughen

TESTIMONY
Before the Pennsylvania Department of Education
Given December 16, 2002

PROFESSIONAL EXPERIENCE

UNISYS Corporation for the past 29 years.

Current position - Hardware Engineer, providing high level engineering hardware and software support for ES7000 Intel based mainframe family.

 Patents related to work:
* Data Compression / Decompression apparatus
* Built-in load board design for performing high-resolution quiescent current measurements
* Circuit for measuring quiescent current

Founded a start-up Regional ISP called Saferefuge.com. Saferefuge.com provides the following services:
* Dial-up ISP services and Website hosting to personal and business accounts.
* Small business and home networking and PC repair services.

 PERSONAL
* Married for 17-1/2 years.
* 6 children ages 16-1/2, 15, 14, 12, 9, and 8.
* Children’s basketball teams - assistant coach.

As one of the board members of Pennsylvania Leadership Charter School (PALCS), I want to thank you for this time you have given to us to share, for a few minutes, our vision for PALCS.

In my resume, I have 29 years with UNISYS Corporation doing various hardware and software design and support jobs, but my most challenging and rewarding job that my wife and I have, in raising and training our 6 children.

We have spent 5 of the past 7 years training our children using home school material. We have enjoyed the challenges and rewards of home schooling our children.

Last year we enrolled our 6 children in a PA charter school, which started last year. Despite numerous setbacks the charter school went through last year, our family found the cyber school experience a great success. My children enjoyed the following things from the cyber school experience:
* Broader school courses for the students
* Interaction between the student, teacher, and base facilitator
* Use of computers and Internet access (in addition to regular school books and reading material) in Cyber School training experiences and
* The ability to monitor children’s course material and grade

We want PA Leadership to build on our current cyber school experiences by implementing some of the following ideas:
* PA Leadership will offer a fully contained, fully interactive on line classroom / teacher experience for students throughout Pennsylvania
* PA Leadership will provide challenging complete courses. Many of our courses will be more rigorous than a normal school course and all of our courses will provide extra curricular opportunities. These extra opportunities may provide Advanced Placement credit.
* Live teachers will host live classrooms, breakout chatrooms, individual instruction and daily e-mail interaction in all course work.
* All course work will be instantly graded. Grades will be electronically recorded in a continuous gradebook that will be accessible to student and parent at all times.
* We will be seeking teachers with life experience in the subject taught.  75% of teachers will have a PA Teacher’s Certification, as required by law.
* Many courses will have guest lecturers who are experts in their field.
* PA Leadership teachers will help design their own courses drawing upon the best resources available.
* PA Leadership teachers will partner with the finest on-line curriculum resource companies in the nation

We will seek to build on the uniqueness of the school through:
* Expanded training and preparation in using the Internet, computers, and emerging technologies for the base facilitator, student, and teachers.
* Individual adapting of courses and training for each student at his or her ability level with an individual program of instruction for each student
* An expanded school culture through camps or conferences and regional network groups.  In our case, based on a desire to grow leaders and
* Increased interaction between teachers, students, and Home Facilitator.

I believe PA Leadership has the vision and desire to grow excellent students and leaders for Pennsylvania and the world.