MikaelPowell - about me...

MIKAEL POWELL

Curriculum vitae (Combined- Educational Entrepreneurship/ Architecture / Print & Broadcast)













Certifications:CDT (Certified Document Technologist) CSI, Certified Interior Designer, Registered Architect, LEED Green Associate

Educational background:
Kansas State University, Manhattan, Kansas:
-Bachelor of Interior Architecture–College of Architecture and Design
-Bachelor of Science (emphasis in Environmental Psychology)
-Harvard University, Cambridge, Massachusetts:-Master of Design Studies with distinction(Project Management with emphasis in school design)
Offered Admission into the Master of Education Program In the Harvard Graduate School of Education, School Leadership Program, School Developer Strand – I declined admission at this time.
-PhD candidate
Positions held in academic institutions (title of position/rank):Full-time Professor of Design

Elected by student body to be Alumni Officer in Student forum- Harvard University
Editor of the UN-official MDesS Yearbook- Harvard Universtiy
Research assistant to the Graduate School of Design Architecture department
- Harvard University
MDesS representative - Harvard University
Student President – College of Architecture & Design -KSU
Student IA Department representative to the Architecture and Design Council - KSU
Student Co-Editor – Architectural Newsmagazine “Omphalos” -KSU
Student Grand Prize winner – National Furniture Manufacturer’s Design Competition
Adjunct Professor - University of Texas in Arlington, School of Architecture
Visiting Lecturer: Kansas State University, Tarrant County College

Courses Taught:
“Defining Architecture in the Real World” - lecture – Kansas State University, College of Architecture and Design, Manhattan, Kansas -Dr. Martin Luther King, Jr. Series.
“Survey of Architecture Principles in Interior Design- lecture” – University of Texas in Arlington, School of Architecture.
“Professional Practices for Interior Designers” 3- Credit hour course– University of Texas in Arlington, School of Architecture.“Interior Materials II (Architectural Construction Materials)” 3- Credit hour course–
University of Texas in Arlington, School of Architecture
Invitation to teach “Interior Materials I (Architectural Construction Materials)” 3- Credit hour course. University of Texas in Arlington, School of Architecture
Visiting Lecturer - "An Introduction to Decoding Building Codes" lecture – Tarrant County College District, Architectural Technology Program
Art Institute of Pittsburgh - Professional Practice

Scholastic Papers:
A Position on the Phenomenon of Off-shoring and Outsourcing of Architectural Services in regards to International Policy Agencies by Mikael Powell.
Connectivity between the Harvard School of Public Health & Cyprus International Institute for the Environment and Public Health by Mikael Powell.
ECPZ INC: A HOLISTIC APPROACH TO A HEALTHY LIFESTYLE By Powell, Gibas, Jhalani, King, Rauch
Xintiandi: An Adaptive Mixed Reuse Retail Development: Shanghai, Chinaby Jack Nyman & Mikael Powell
THE SCHOOL PURPOSE BIN (The purposes of Schooling) by Mikael Powell.
Shape Memory Wire Experimentation by D. Tsigaridi, M. Powell,
An Analysis of “Tools of Agreement” Management methodology in the Construction of the Cruzcampo Pavilion – Paper and Slide presentation by Mikael Powell.

Publication
Tsigaridi, D. & Powell, M. (2007) SMA Variables- Directing Kinesis, pages 551 – 556, UbiComp 2007 Workshop Proceedings – Innsbruck, Austria ISBN 978-3-00-022599-4 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.128.8922&rep=rep1&type=pdf


Creative Projects:
ARCHITECTURAL SUMMARY
I specialize in “the whole package” – from Programming to Architectural Construction documents to Furniture procurement and installation. I am very interested in all aspects of Design and I strive for excellence in orchestrating the many factors that make a facility “work”.

PROFESSIONAL ARCHITECTURAL EXPERIENCE
Architect in State service
Architecture firm - past Associate and Stockholder·
Was responsible for each step of the project from design concept through Construction Documents to Move-in·
Works closely with the client to ensure that goals and expectations are met·
Possesses considerable knowledge of architectural methods of construction·
Is proficient in Microstation SE , AutoCad , VectorWorks·
Developes architectural detailing, casework design, architectural specifications and Interior Designs finishes for new construction and renovation projects·
Provides construction administration, shop drawing review, punch lists and signage packages for several facilities.
Mikael Powell has served in major roles for the following architectural projects:

The Reiss Building Renovation and Addition Schematic Pricing package proposal- Project Manager, Jadwin Hall renovation – Project Architect; Dallas Independent school district – renovation of G. Grady Spruce High School, Seagoville High School, Carter High School, Lincoln Magnet High School, Lincoln Curriculum & Instruction Center- My Role: Existing Building Evaluator and New Construction documents, Arlington Independent School District retail store – My Role: Prepared construction documents, University of Texas, Southwestern Medical Center, Research Building (over 350,000 sq. ft. of new construction)- My Role: Prepared construction documents and laboratory and casework construction administration, University of Texas, Southwestern Medical Center Remodel of Laboratories and Offices for Biochemistry Department (29,000 sq. ft. Remodel) –Associated Builders and Contractors 2003 National Excellence in Construction winner- 1ST Place Regional Award and 2nd Place National Award- My Role: Performed the duties of the project architect and construction administrator, University of North Texas Student Union, Denton, Texas (27,000 sq. ft. Remodel)-My Role: Performed the duties of the project architect and construction administrator, Texas Women’s University Student Center, Denton, Texas (25,000 sq. ft. Remodel)- My Role: performed the duties of the project architect and construction administrator, Beau Rivage Hotel and Casino, Biloxi, Mississippi (1,000,000 sq. ft. finish-out)- My Role: Produced interior detailing and millwork construction documents.Previous positions: Project Manager, Project Architect, Job Captain, Senior Interior Designer, Job Captain, Interior Architecture staff

PRINT / BROADCAST SUMMARY
Mikael has been on-camera as an angry bank customer, Art Connoisseur, Auto parts customer, Bar back, Bridegroom, Businessman, Boxer, Bad airline reservationist, Boy Scout leader, Carpet purchaser, City Councilman, Deadbeat Dad, Draftsman, disparaging husband, E.R. Surgeon, Illiterate sportsman, Milkman, Muffler installer, NERD, Paint customer, PIMP, Purse snatcher, railroad worker, REALTOR, stock car mechanic, State Legislator, Supermarket shopper, Scotch drinker, THIEF, Tailpipe salesman, Talk show host, Veterinarian, Wife beater and YOUNG FATHER.

FILM
“Love Hurts” (OC) Dir.: Bud Yorkin, “Born on the Fourth of July” (OC) Dir.: Oliver Stone, “Scenes from the Apocalypse”(VOC) Dir. Roger Nall, “Sunday Come to Monday” (VOC) Dir.: B.A.Alford.

INPROVISATION
Sponzaneous Combustion! Revue - Cast member and founding member of the Sponzanies troupe providing satire to support civic change in the city government.Some Show revue - Member of TROOP MOVEMENT (an ensemble of writers, film directors and actors)

TELEVISION
“Gerbert” [Children’s programming starring live and puppet characters] – CBN (VOC-Mr. Balman, the Milkman)- in national syndication, HomeSweetHome Productions, “The last words of Mr. Irving” (VOC) Irving Comm. Cable Network., Crimestoppers – (VOC) Channel 4, KDFW, “LOLA” (VOC) Cable Channel 25, “Stage Dallas” – (HOST) Cable Acc.of Dallas, “ArtStuff” – (CO-HOST) Cable Acc.of Dallas, “When Dreams come True”(OC) ABC Movie of the Week’ “Dallas” – (OC) Lorimar Teleproductions, “KERA Public TV Auction”(VOC) KERA Channel 13.PERSONAL PRODUCTIONS (Producer/Director)“Cry of the Poor” Cable Access of Dallas (30 Minute Documentary), “Cry of the Poor- Visual Images” Cable Access of Dallas, (30 Minute Fine Arts Program- Winner of ACE award for best documentary) “Disassociative Disorder Foundation Benefit Program” (Music, Art and Poetry Show), “KYRO” Cable Access of Dallas, (Weekly Community new-magazine).

VIDEO
“Say No to Drugs” (VOC) Union Pacific Company, “Communications” (VOC) Northern Telecomm, “Airport Training”(VOC) American Airlines, “Enhancing Cust/Teller Relations” (VOC) Holland Productions, “New Product Marketing” (VOC) Kraft Foods, Positive Attitudes” (VOC) Family Life Ministries, “Leadership” (OC) Boy Scouts of America, “Commitment to Excellence”(OC) LTV Corporation, “Citgo Celebration”(OC) 7-11 Southland Corporation, “Championship Cup”(OC) Denny’s Restaurants, “Automotive Parts”(OC) Skilldex, “Telecommunications Training”(OC) NorStar, “Schenley Scotch”Schenley, “ACT Media Project” ASTN, “Choices” Independent Video (VOC) Bob Banner Workshop, “It takes a Whole Village” (VOC) Texas Department of Protective and Regulatory Services.

COMMERCIALS AND PRINT
Tandy Corporation, 7-11 Southland Corporation, Dickies Clothing Catalog, Boy Scouts of America Clothing Catalog, Channel 8 WFAA, Channel 4 KDFW, Jim Myles Transmissions, Remco Rent to Own, French Flooring, Motorola, GTE, What-A-Burger, ZALES, JCPenneys, American Lung Association, Blue Cross/Blue Shield, EDS, Grayson, Hollingsworth, Inc., Equipto, Banctec, NEC.

VOICE
“Birmingham Courthouse” Post Occupancy Evaluation, “Newspaper of the Air” (Announcer) North Texas Radio for the Blind, “Top of the Hour” (Announcer) KSAC Country FM’ “9/11: A Tribute to Heroes” (Narrator) Americas Ice Gardens, “Summertime Ice Extravaganza” (MC and Narrator) Americas Ice Gardens.

THEATER
“Prometheus Bound” (Workshop Ensemble) Dir. Richard Schechner, Visual Arts Gallery, “Tango” (Arthur) Dir. Ann Lindsey, UTD Rehearsal Hall, “A Taste of Honey” (Jimmy) Dir. Terry Masters, New Arts Theater, “Li’l Tommy Parker….” (Archie) Dir. Ms. Washington, Theater Three, “God” & “Death” Greenville Avenue Pocket Sandwich Theater.

Awards, recognition:
Past Leader –architectural registration internship program, Associated Builders and Contractors 2003 National Excellence in Construction winner.
Employee of the Month – Sundance West Cinemas Project leadership Award, Team Award – Project excellence for the David L. Moss Justice Center,
Certificate of Training – “Managing People,” “Time Management” and “D-base 3”.

Professional Memberships and Service:
Former (2001 – 2005) Board of Director’s member and Board Secretary of a non-profit organization that operates K-8 schools in Texas and Arkansas. Presently serves on Advisory Committee for that organization.
Member in good standing – American Federation of Television and Radio Artists and The Screen Actors Guild (Actor’s Equity eligible)
Member - American Institute of Architects
Member - International Interior Design Association

Student Member- Environmental Design Research Association

Professional Development:
Participant in the 2004 Texas Education Agency and the Region 10 Education Service Center public meeting (to gather input on specific topic areas related to Special Education in Texas)· Texas Public School Board training on School Law, School Administration and Operation (12 hours required annually).· Other seminars and training sessions attended: “Leadership through GREEN Design, “Mainstreaming Sustainable Design – An Introduction to LEEDS 2.1”, “Barrier Free plan – Texas Dept. of Licensing and Regulation”, “Deficiencies in the Life Safety Code”, “New Changes in the Americans with Disabilities Act 2002”, THE MASTERY WORKSHOP – Actors Institute, Los Angeles, California., “Fire Rated Coiling Doors”, “Texas Department of Licensing and Regulation Assembly Design”, “Door Hardware”, “Asbestos and Mold”, attended the college of the Fenway’s Teaching and Learning Conference, October 26, 2007, the NEFDC 2007 Fall Conference in Worcester, MA “Engaged Learning: Fostering Student Success”which included , the keynote address by Dr. George Kuh entitled “Engaged Learning: The Foundation for Student Success”, “Nine Activities in 60 Minutes: Engaging Students in the Classroom”, “A Web-Based Innovative Tool to Create Multimedia Course Content” and “Clickers and Podcasts and Blogs, Oh My! Emerging Technologies for Teaching and Learning”.
















Mikael Powell as Mr. Balman, the Milkman
in the syndicated children's show 'Gerbert'.

Mikael Powell, SAG, AFTRA

An Analysis of Tools of Agreement in the Making of the Cruzcampo Pavilion for Expo‘92

Above - the Cruzcampo Pavilion construction for the Universal Exhibition of 1992 in Seville, Spain.

Several weeks ago, I was reviewing the case of Jean Campbell[1], the new superintendent of the Bristol City school district, who had to deal with the resignation of two of her immediate subordinates, leaving her with exactly half the associates planned to manage and reform 147 area schools. It was therefore crucial that she analyze stakeholders in regards to their commitment to proposed reforms and utilize effective tools to stop the attrition of key personnel. Within the context of this study, I was introduced to the tools of agreement[2] as defined in the succeeding text. Awareness and utilization of the appropriate tool can efficiently allow groups to work together in a concerted way to get the job done. This added awareness enhances the two most important things that I have learned about project management –attentiveness to the personal motives of individual stakeholders beyond their company’s aims and an understanding of the processes of construction outside of the United States. Therefore, I will use these tools to analyze the project management of the Cruzcampo Pavilion construction for the Universal Exhibition of 1992 in Seville, Spain. I will review the construction project and tenets of the tools of agreement, analyze the environment and effective tools at the beginning, end and key points during the pavilion construction and then offer concluding remarks.

La Cruz del Compo S. A. (hereafter known as Cruzcampo), the largest beer producer in southern Spain and the 9th largest in the world, proposed to construct a pavilion in Expo ’92 which encompassed a restaurant, bar and miniature beer production plant. They asked Spanish architect Miguel de Oriol to design the facility and he created plans for a large copper-clad structure with twin towers linking cables to support the roof. Arguably, detailing in his set of documents was inconsistently adequate for construction. Subsequently, Dragados y Construcciones S.A. was awarded the bid for construction of the facility, submitting a fee that they later regarded as unrealistically low for an unpredictable economy. Therefore, Dragados employed Pedro Alanis to recover costs and litigate if “the owner and architect didn’t contribute to lower costs”.[3] Likewise, Cruzcampo hired Antonio Carranza as the Project Manager to ensure the construction budget would not be exceeded and to maintain a consensus toward successful completion of the pavilion.

Tools of Agreement rely on the concept that good managers can select the best tool to motivate team members to produce efforts toward the intended outcome (See Exhibit 1). The vertical axis indicates the degree to which an individual shares a common vision of the resultant benefits of involvement. Simply put, it measures the extent to which they know what they want. The horizontal axis defines the level of consensus of actions required to achieve the needed results. Rather, it indicates the perceived how to achieve success. The area of these axes can be divided into quadrants indicating effective tools to manage a team member. Therefore, an individual that does not know what they want or the steps to find success can best perform to the intended outcome through threats and coercion (Power tools). Likewise, someone who is congruous with the shared benefit of the project and does not know the steps for achievement can be lead by the charisma of the visionary (Leadership tools). As well, there are efficient tools for team members who do agree on the actions that will lead to the needed results. It is very important to note the adverse prediction of this method, which is that “in a given situation, most tools will not work [effectively]”[4].

Beginning in late 1989 and proceeding for a year, the architect maintained a pre-bid relationship with the owner to design the facility. Mr. Oriol’s vision was in alignment with the chairman at Cruzcampo (and vice versa); indeed the high tech style was embraced because it identified the beer company as modern and innovative. However, from the architect’s perspective, the means to finalize the vision was somewhat incongruous. The building program had already changed several times. Moreover, the British beverage company Guinness was poised to take over the company. Nevertheless, these situations are usual within the course of a design project. So, not surprisingly, tools of Culture –notions that these situations occur and traditional relationships are in placed that regularly handle such concerns are apropos for ensuring success of the pavilion project (See Exhibit 2.).

When Dragados y Construcciones S.A submitted a bid for construction in late 1990, they accepted a discordance of visions. There was the pavilion design created by the architect, the Cruzcompo image value-engineered by the owner and alternately, the innovative construction documents lacking key details and rampant with errors and omissions. The internal departments of Dragados discovered the deficiencies before bid and looked to billing opportunities to create their profit margin. If the ending product was not shared, then certainly steps to acheive a shared outcome were unsure (See Exhibit 2a.) Antonio Carranza, the Project Manager used the Power tool of financial compensation effectively to progress the project.

Through May and September of 1991 Pedro Alanis continued his actions (sometimes harshly) on behalf of Dragados to seek direct reimbursement for work not included in the construction documents. Mr. Carranza, selecting the Power tool of compensation to leverage movement from the GC, therefore negotiated with the architect to remove copper plating from the building exterior to reimburse Dragados. By September 1991, it was obvious that the project would not reach a phase of shared efforts toward joint vision. Again, Mr. Alanis demanded immediate delay expenses, overhead and rework costs. Mr. Carranza returned to the architect to reduce the quality of building finishes and he initiated a plan to subcontract some of the HVAC work himself enabling him to direct his salary to the GC. While it appears that Power tools are most effective to progress the project from the GC impasse (See Exhibit 3a) the PM’s handling of the architect may be characterized as shifting to the Management tool of measurement. This method can be described as “agreeing to work together toward a specific goal in the belief that if they achieve the particular measure then the project will be successful”[5] (See Exhibit 3). Indeed, near the end of the project when the emblematic tower and cable system was rendered impotent by the placement of columns in the interior, the architect relented the design allowing that after the exposition the columns would be removed (They are still in place).

Finally, at the end of 1991, near the culmination of the project, Mr. Alanis requested additional money to settle the accumulation of error and rework claims. But this time, with process for completion set and the pavilion almost realized, the General contractor did not threaten to cease work on the jobsite pending payment (It is important to note that the owner had not fulfilled this payment request more than 2 years later). Perhaps the realization of project end allowed the PM to utilize the Culture tool of ritual, that is, one grounded in consensus with the imminent procedure and outcome of the project (See Exhibit 4).

Of course, good project management does not require that one has to deal with the team as it is. Various strategies exist to instill a sense of vision to the group or outline a strong procedure to move group member to areas where tools of agreement can be consistent among different players. Perhaps a lot of stress could have been avoided by actively indoctrinating the general contractor to be in consensus. Fair compensation is due to that company, but the manner, time, attitude and negotiated amount might have supported the team project had they been more “on-board”. In addition, it is important to note that companies are made up of individuals with agendas. Even Cruzcampo was acquired by Guinness during the process of building the pavilion and their new owner held priorities that affected this project. Cruzcompo (presently owned by Heineken) has a mission statement that embraces culture with their slogan “100 years of living your life with all your heart”[6] while Guinness (presently owned by Diageo) touts leadership with “Leadership teams, who involve key functional representatives in developing best practice and supporting strategic agenda, oversee our global functions”[7](See Exhibit 5.).

As is the case with all good managers, Jean Campbell, the new superintendent of the Bristol City schools saw the challenge ahead of her. Does she proceed ahead; utilizing effective tools for agreement based on the existing staff, or re-shape the environment to make the entire team receptive to a particular tool of agreement? Regardless, she knows that a good project manager must act. --Mikael Powell
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[1] Bristol City Schools (BCS), R. Elmore, A. Grossman, M. Akinola (Public Education Leadership Project at Harvard University #PELP-04-001), May 27, 2004.
[2] The Tools of Agreement, C. Christensen & H. Stevenson (Harvard Business School Press #9-399-080), Rev. May 13, 2001.
[3] Harvard Design School (Center for Design Informatics,CDI#9301-01-011), 1993, page 21.
[4] The Tools of Agreement, C. Christensen & H. Stevenson (Harvard Business School Press #9-399-080), Rev. May 13, 2001, page 3.
[5] The Tools of Agreement, C. Christensen & H. Stevenson (Harvard Business School Press #9-399-080), Rev. May 13, 2001, page 5.
[6] Heineken N.V. Annual Report, 2004
[7] Diageo Careers, Working at Diageo, Professional Growth, http://www.diageo-careers.cm/WorkingAtDiageo-ProfessionalGrowth.asp
.

[I-1] A Parent’s Purpose for Schooling

A Parent’s Purpose for Schooling –Accommodating Individual Differences Through Choice in Specialized Education
by Mikael Powell

As a parent, I have several functions for the elementary education system. Formalized schooling is a way to constructively occupy my child’s time while I am at work. It is the tradition that links my youth experiences to that of my child. Most importantly, this vehicle purports to ensure that my child has the opportunity to know just as much as another student does. To that end, I have a fundamental expectation of the school system - I require that a school system meet my child where he is and advance him and that I am influential in that process. While educators may focus on the broad scope, my responsibility lies with my individual student. Therefore, I believe that all parents should have the choice to implement an ILP (Individual Learning Plan). Hence, I will outline the evolution of my beliefs and proceed into my purpose for schooling. I will delineate precepts for my ideal school, outline similar successful programs and acknowledge critics to my vision.

I. Evolution of Beliefs
My notion of the fundamental purpose of schooling has evolved substantially from its inception. I entered parenthood with clear expectations, which were shaped by my personal scholastic recollections, my son’s experiences in the school system and my subsequent involvement in school administration.

Firstly, my childhood experience in school was wonderful. I was typically a ‘B’ student and I thoroughly loved the rudiment of schooling. I was involved in several clubs in elementary school, served as a student representative in high school was elected student president of my college. I expected that being a parent allowed for vicarious reenactment of my scholastic years, so I whole-heartedly jumped into my parental role serving as the homeroom ‘mom’ for every grade from 4K onward. Early on, my child’s experiences were much like mine and I felt that, unlike others schools, ours was “doing a good or excellent job”.[1]

Unfortunately, with each successive year it was apparent that the standard learning environment was not adequate for my child to excel. I realized that traditionally, education is broadcast but learning is phenomenally experienced in a very personal way (actually at the neuron level). I looked for an environment that provided the accommodations needed in an inclusion model. I discovered a new public K – 8th grade charter school, enrolled in the program and subsequently served on the Executive committee of the Board of Directors for the organization that operates their schools in Texas and Arkansas.

For 3 years I worked with the educational professionals to develop and implement a Texas required IEP for my family. In the fourth year, I sought the same accommodations, although no longer qualifying in the state plan. Moreover, for the full four school years I served on the board of directors for a school in which over 67% of the students were under an IEP plan. Thus, I have experienced the use of individual learning plans, both on a personal and administrative level. When all teachers in the school are in a comprehensive skills training program, then I see learning plans as a strong vehicle for parental involvement and a means to accommodate individual differences.

II. My purpose for schooling
My purpose for schooling should be the same for all children. It is to take a child where he is and advance him. As a parent, I should have the option to be an active participant in my son’s education experience and a determinant in each step to realize his goals. I believe that the methods for reaching this ideal is the framework of state required educational plans for the disabled (and co-existing individual learning plan facsimiles) and choice in the selection of charter schools and special magnet programs that offer a mission in alignment with my beliefs.

Firstly, I use the acronym ‘ILP’ (Individual Learning Plan) to describe both a state required IEP for students with disabilities and a similar quasi-contractual document fashioned to provide unique accommodations and goals. An IEP is a vehicle to prescribe instruction based on academic, social or behavioral needs. It must indicate the child's present levels of educational performance, list goals and instructional objectives, include a statement of the specific special education services needed and the extent of general inclusion. This plan must also formalize the dates for beginning and ending services and program assessment.[2] A meeting must be convened that includes the student (if appropriate), a parent, at least one of the student's special education teachers or regular education teachers and a local educational agency representative. State law also requires transitional services at age 16, but for this essay, I will focus on my purpose for the elementary education system. “When professionals understand the necessity for the IEP and the opportunity it provides for collaboration, dynamic planning, and successful implementation, the lawful intent of specially designed instruction will be fulfilled”[3].

Therefore, a well-developed and implemented learning plan must map verifiable goals and objectives to a student’s present level of performance based on diagnostic assessment. Moreover, the plan must cover all areas of instruction including Physical Education and peripheral courses outside of the student’s homeroom with a realistic look at these ‘external’ instructors and their skills and resources.

In addition, I look to choice in the charter school movement to prescribe a purpose of education acceptable to the parent that utilizes the learning plan format. It is beyond the scope of this paper to devise a framework of equitable parental choice for different models of education, however, whether by public or private schooling, a parent must consider the appropriate model for his values. While market-based choice education may ensure that an ILP option is available, parents must be wary that capitalism does not provide a situation that I liken to a quote from an architect about the public marketing of a prestigious traditional architecture firm. She said if an organization “believes only in survival through competition it must always be at war. And if the winner is preoccupied with winning he may find himself on a mountain he never would have climbed”.[4]

In developing the individual learning plan, the educational environment chosen should follow the framework and basic assessment rudiments of the IEP, while also allowing for the child’s learning style and character. The goal is to fashion a manner of instruction enabling the child to perform to his full potential -not tethered to the limits of assessed IQ but rather, achievement to capability based on a three-way agreement from the diagnostician, the teachers and the parents. Therefore, ILP should allow parents to set the masterly level for the lesson plan based on their personal knowledge of their child and exceeding the minimum state required achievement for the course.

III. What would a school or other educational setting that embodied my vision look like?
My purpose of education is seen in the proliferation of charter schools that have a high percentage of students with an IEP and offer total inclusion in classrooms. Other choice-based schools that offer an ILP and a flexible curriculum envision parts of my purpose for education. Of course, the school must have an internal achievement evaluation process to remain accountable to the students, parents and school mission, as well as to accomplish the requirements of state assessments.

IV. Similar programs and schools that are working
a. Chartered in 1994, The Visions School in Minneapolis, MN received a renewal in 1998. It educates students in grades K – 8 and has a population of about 50% special needs students with IEP’s. This charter school provides a comprehensive education to strengthen reading, math, science, and technology skills. They offer both an on-site clinic service for student assistance as well as an innovative core intervention program called Boost Up, which uses specific exercises to stimulate neurological responses while reading. This program purports to effectively treat ADD, ADHD, and a number of other learning disabilities with the EEG as a tool of intervention. Using their internal standards, they report that students average a 6 -8 month improvement in their reading after completing 80 hours in the Boost Up program. In addition, they removed 5% of their special education students from services. In their state assessment in reading, students gain an average of 1.5 years per school year.

b. FOCUS Center of Learning Inc. is a nonprofit organization that operates K – 8 charter schools in Texas and Arkansas. Chartered in 1998, the first Dallas school began operation in the fall of 1999. In the 2005 – 2006 school year, the Dallas school of 388 students is 96% African American, with over 70% of students on reduced lunches and more than 60% with an IEP. Focus Learning Academy has a mission to provide a multi-sensory curriculum that respects learning differences among students. Their major programs are a teacher training initiative that reinforces reading specialist skills, community outreach to acquaint the greater public to diagnostic testing and consulting services and a student structured language program.
Using their internal standards, they report that many students increase more than a year’s achievement in many courses and students that enter the school at risk for dropping out continue and excel in their studies. As the state of Texas experiments with how to assess a school in which the majority of students are in an alternate assessment, the school’s overall performance has ranged from ‘not assessed’ to ‘non-performing’ to ‘commended’. In 2002, at the low point, the rate of students in all grades meeting all TAKS test standards (panel recommendation) was 12.1%. Subsequently, it was cited as one of the top 7 most improved charter schools in Texas. While the school was in a probational status, students and families were supportive of the successes and enrollment has increased five-fold in 6 years.

c. The Wonderland Charter School in State College, PA is a Kindergarten program that believes in meeting the needs of each child in a comprehensive way. The Pennsylvania minimum requirement for a half-day kindergarten is 450 hours annually. The Wonderland Charter School has a curriculum of over 1000 hours per year! Each child undergoes diagnostics to identify strengths and weaknesses and to develop an Individualized Education Plan geared to their specific needs. Using their internal standards, they report that some kindergarteners are reading at the 2nd to 4th grade level and some are receiving specialized services thorough outside agencies. They employ two certified teachers in each classroom and use a highly structured curriculum to teach reading, math and language skills.

V. What one might say in the contrary

“I do not like these IEPs
I do not like them, Jeeze Louise!
We test, we check,
We plan, we meet,
But nothing ever seems complete….” [5]

Some teachers may identify with the sentiment of this poem. As with any program in education, there must be a shared agreement of the need, value and effectiveness of the plan . Moreover, the many players in this effort must have the skills, time and resources to perform successfully. This teacher’s perspective may be symptomatic of administration and professionalism issues.

Dissenters say anecdotally, that parents are not capable to make these important decisions about manner of instruction. They opine that teachers and diagnosticians can develop the best assessment and better advocate on my child’s behalf. I respond that parents intuitively know their children best and if a large, diverse group of parent’s resolutions are collectively aggregated, then their incites are more apropos than a trained diagnostician, “no matter how smart or well-informed [the assessor] is”.[6]

Contrarians remark that presently only a small percentage of students have an IEP and there may not be the capacity to bring this option to scale. However, I reply that many more students in the United States have some form of individual learning plan. Moreover, at the charter schools mentioned, at least half of the children have IEP’s and they are educated with students that operate on either a traditional learning plan or within a curriculum flexible enough to allow inclusion. Indeed, it may be beneficial for all students to experience the variety of personalities and abilities. Moreover, I contend that this option be available to parents. Those who argue that non-disabled students traditionally learn quite well with one lesson plan distributed to the entire class, can opt out of a specialized plan through intention or choice.

In conclusion, all parents deserve the option to implement an education plan orchestrated solely for their child's academic success. The purpose of schooling as accommodating each student to reach their highest achievement is both universal and individualized.

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[1] Jean Johnson and Ann Duffett, Where we are Now, (2003 The Pubic Agenda) page 10.
[2] Individuals with Disabilities Education Act, Public Law 101-476 34 Code of Federal Regulations Section 300.346 September 29, 1992
[3] ERIC Digest #E600, Creating Useful Individualized Education Programs (1997 ERIC Clearinghouse on Disabilities and Gifted Education).
[4] Sarah Harkness, The Architect’s Collaborative, Inc. (HBS 575-016, 1986) page 3.
[5] Author Unknown – Teacher’s parody of state required educational plans in the manner of Dr. Seuss, http://www.ldonline.org/article.php?max=20&id=417&loc=20
[6] James Surowiecki, The Wisdom of Crowds (2004 Doubleday) page 7.
(COPYRIGHT © 2006 MIKAEL POWELL. All Rights Reserved)