2013ThePerformingArtsConservatoryIndianapolis, IndianaSubmitted to Claire Fiddian-Green, Executive DirectorIndiana Charter School BoardApril 9, 20121
Table of ContentsProposal Overview .3Narrative .5Executive Summary .5Section I: Evidence of Capacity 9Section II: School Design .15Section III: Implementation Plan 38AttachmentsAttachment 1: Founding Group ResumesAttachment 2: Principal Candidate ResumeAttachment 3: School Administrator ResumeAttachment 4: Governance DocumentsAttachment 5: Statement of AssurancesAttachment 6: Board Members InformationAttachment 7: Conflict of InterestAttachment 8: Scope and SequenceAttachment 9: Academic Exit StandardsAttachment 10: School Calendar and ScheduleAttachment 11: Enrollment PolicyAttachment 12: Student Discipline PolicyAttachment 13: Community PartnersAttachment 14: Organization ChartsAttachment 15: Start Up PlanAttachment 16: InsuranceAttachment 17: Budget and Staffing WorkbookAttachment 18: Budget Narrative2
PROPOSAL OVERVIEW AND ENROLLMENT PROJECTIONSPlease provide information for the applicant group’s designated representative. This individual will serve as thecontact for all communications, interviews, and notices from the ICSB regarding the submitted application.IMPORTANT NOTE: The full application, including this form, will be posted on the ICSB website. Applicants areadvised that local community members, including members of the media, may contact the designated representativefor questions about the proposed school(s).Name of proposed charter school:The Performing Arts ConservatoryProposed charter school location:* Please indicate the city/town and, if known, potentialaddress or neighborhood of location. Virtual operators shouldindicate the relevant geographies the operator intends toserve.Indianapolis, INSchool district(s) of proposed location:Indianapolis Public SchoolsNames, roles, and current employmentfor all persons on applicant team:Christian Musical Skill Center dba The Perfoming ArtsConservatoryRobert Townsend, Board Chairman,Employment: Indiana Wesleyan UniversityKevonna Hunter, Board SecretaryEmployment: Marion County Prosecutors OfficeBridget Townsend, Executive Director,Employment: Right ManagementDesignated applicant representative:Robert T. TownsendAddress:5868 E. 71st Street - Suite E #159Legal name of group applying for charter:Indianapolis, IN 46220Office and cell phone numbers:317.650.4318Email address:firstname.lastname@example.orgPlanned opening year for the school:2013Model or focus of proposed school:(e.g., arts, college prep, dual-language, etc.)Performing Arts3
PROPOSAL NARRATIVEEXECUTIVE SUMMARYThe Executive Summary should provide a concise overview of the school’s mission andproposed model or design; the applicant’s capacity to carry out the implementationplan successfully; the targeted community; and the applicant’s community engagementto date. In five (5) pages or less, provide an Executive Summary that includes thefollowing elements:Vision:The purpose of The Performing Arts Conservatory is to provide an environment that willnot only cater to a student’s academic requirements but also understands the gifts ortalents that a child has been given in music, dance, or theatre; helping them to perfectthose gifts with the purpose of sharing them with the world. The Performing ArtsConservatory will educate its students using the holistic approach of teaching.Mission:We will accomplish our purpose to educate youth through a curriculum committed toexcellence in performing arts and academics, training them to be future leadersthroughout the world. The Performing Arts Conservatory will involve parents, industrysubject matter experts in academics and performing arts, support staff, and othervolunteers to ensure that students have the appropriate support systems in place to besuccessful.Our target community is Marion County, specifically Indianapolis Public Schools district.Our target student population includes families with secondary students (grades 6 – 12)who are interested in an inquiry based curriculum with a focus on the performing arts.We are committed to reaching students that would not have access to this type of schoolor learning process.Educational Need and Target Population.Across the United States there are many performing arts schools. In Indiana, there areonly fifteen schools that offer some form of a performing arts program to students.However, there is only one (hybrid) performing arts magnet in Indianapolis. Our marketresearch shows that students that display strong creative talents can benefit significantlyfrom an educational program that supports them in developing their talent whileensuring that they receive a quality education. At a time when schools are beginning tocut performing arts programs, TPAC emerges as a school that seeks to change livesthrough a focus on the performing arts. It is necessary to cultivate a student’s interestand talents in the performing arts to further enhance academic capabilities and lifeprinciples. Specifically, performing arts education plays a part in the development ofstudents as a whole. The Dana Foundation funded a consortium to study the influence ofthe arts on human development. The findings from many authors were summarized todemonstrate the key influence and advantages the performing arts has on studentsexposed and developed in these disciplines.1. An interest in a performing art leads to a high state of motivation that producesthe sustained attention necessary to improve performance and the training ofattention that leads to improvement in other domains of cognition.5
2. Genetic studies have begun to yield candidate genes that may help explainindividual differences in interest in the arts.3. Specific links exist between high levels of music training and the ability tomanipulate information in both working and long-term memory; these linksextend beyond the domain of music training.4. In children, there appear to be specific links between the practice of music andskills in geometrical representation, though not in other forms of numericalrepresentation.5. Correlations exist between music training and both reading acquisition andsequence learning. One of the central predictors of early literacy, phonologicalawareness, is correlated with both music training and the development of aspecific brain pathway.6. Training in acting appears to lead to memory improvement through the learningof general skills for manipulating semantic information.7. Adult self-reported interest in aesthetics is related to a temperamental factor ofopenness, which in turn is influenced by dopamine-related genes.8. Learning to dance by effective observation is closely related to learning byphysical practice, both in the level of achievement and also the neural substratesthat support the organization of complex actions. Effective observational learningmay transfer to other cognitive skills. (2008, v-vi.)In conclusion, the study of the arts is important for advancing the physical and mentaldevelopment of students – specifically, the arts greatly enhances a student’s academicprowess by constantly cultivating their performing arts discipline. Therefore, TPAC willnot only seek to foster outstanding, professional artists and musicians, but alsoindividuals who will positively impact their neighborhoods, communities, and the world.Community Engagement. Explain the relationships, if any, that you have alreadyestablished to engage students, parents, and the community for the proposed school. Ifyou have assessed demand and/or solicited support for the school, briefly describethese activities and the status of your efforts.The board governing TPAC has begun the process of community engagement throughthe following organizations: ICC, YATS, and Iidaba Dance Company Production. TheIidaba Dance Company’s production will be this summer (2012) to marketing the nameof the school which is fore coming. It will be co-produced by TPAC. These relationshipshave agreed to either assist in the production of TPAC’s initiatives or be a feeding sourceof students giving students and their parent’s options in their education. TPAC willbegin the initiatives to petition overall interest also. These efforts will help establishcommunity engagementEducation Plan/School Design. Provide an overview of the school’s educationprogram, including key non-negotiable elements of the school design. Briefly explainthe evidence base that demonstrates the school model will be successful in improvingacademic achievement for the targeted student population.The instructional philosophy is to provide an experience based on the InternationalBaccalaureate Middle Years Programme (IBMYP) grades 6-10. The program consists ofeight subject groups integrated through five areas of interaction that provide aframework for learning within and across the subjects. Students are required to studytheir mother tongue, a second language, humanities, sciences, mathematics, arts,6
physical education and technology. In the final year of the program, students also engagein a personal project, which allows them to demonstrate the understandings and skillsthey have developed throughout the program.The higher grades participate in the International Baccalaureate Diploma Programme.During the two-year IB Diploma Programme, students study six-subjects from the sixsubject groups (language and literature, language acquisition, individuals and societies,experimental sciences, mathematics and computer science and the arts). Normally, threeof the six subjects are studied at an advanced level. In addition, the program has threecore requirements. The first is an extended essay of 4,000 or more words focused on aspecific subject of their choice. The essay should have high level research and writingcharacteristics on the level of that required at a university. Second is the interdisciplinaryTheory of Knowledge (TOK) course. It is ―designed to develop a coherent approach tolearning that transcends and unifies the academic areas and encourages appreciation ofother cultural perspectives. The theory of knowledge course is in part intended toencourage students to reflect on the huge cultural shifts worldwide around the digitalrevolution and the information economy. The extent and impact of the changes varygreatly in different parts of the world, but everywhere their implications for knowledgeare profound. Theory of knowledge encourages critical thinking about knowledge itselfand aims to help young people make sense of that they encounter‖ (2011)1. The thirdcomponent is the creativity, action, service (CAS). Creativity is arts and otherexperiences that encourage creative thinking. Action is physical exertion contributing toa healthy lifestyle, complementing the other areas of the program. Service involvesunpaid voluntary experiences that have a learning benefit for the student. CASencourages individual and group participation in local, national and global settings.TPAC will be governed by an eight to thirteen member Board of Directors that providesvision and regulates procedures for the school. The Board of Directors presently consistsof business, finance, legal, educational, technology, human resources and communitypersons. The executive director reports to the board and is responsible for the dailyoperational requirements and procedures of the school. The executive director alsooversees the remaining staff (administrative, custodial, food service, etc.) and assistswith the evaluation of the principal and faculty. The principal is the chief instructionalleader. Their main duty is to ensure that teaching staff are following the curriculum inmaking sure that all students are learning. The principal is responsible for modeling bestpractices for the teachers. We have already secured the leadership team of an ExecutiveDirector and Principal. Both have graduate degrees and years of experience. Theprincipal has a secondary math teaching license and an Indiana administrative license.In addition, the school staff will include language arts/English, science, social studies,math, special education, physical education, instrumental and vocal music, drama, danceand foreign language teachers. We will also employ part-time private teachers andmentors.Vision for Growth. Outline your vision and five-year growth plan for the school. Ifyou are planning to add grades or expand enrollment in the second or subsequentyears of school operation, explain your plan and the rationale for it.The school will be called The Performing Arts Conservatory. It will be located inIndianapolis, IN within the Indianapolis Public School District. The school’s vision1(2011). Retrieved http://www.ibo.org/diploma/curriculum/core/7
statement is: The purpose of The Performing Arts Conservatory is to provide anenvironment that will not only cater to a student’s academic requirements but alsounderstands the gifts or talents that a child has been given in music, dance, or theatre;helping them to perfect those gifts with the purpose of sharing them with the world. ThePerforming Arts Conservatory will educate its students using the holistic approach ofteaching.The student body will begin with 210 sixth, seventh and eighth graders the first. Eachsuccessive year, a grade will be added until the addition of grade 12 (see table below).Proposed Grade Levels & Total Student EnrollmentGrade LevelsStudent EnrollmentFirst Year – 20136-8210Second Year – 20146-9285Third Year – 2015610360Fourth Year – 20166-11435Fifth Year – 20176-12510Maximum6-12510TPAC seeks to reach those students interested in the performing arts (dance, drama ormusic). Specifically, the school would provide an opportunity for advanced training andeducation in academics and performing arts to those students in the low to middle classincome brackets. Families of these students may not necessarily have the means toprovide activities such as private instruction, academic support and mentoring resourcesfor their children.Performing arts students are typically bright students academically. However, they maynot have had opportunities to cultivate their academic prowess in the traditional settingsof most schools. The students that attend TPAC will have this opportunity. Each studentwill receive academic and performing arts assessments prior to matriculation toascertain their abilities. Based on this data, students will receive instruction to help themachieve. Because of the proposed location of the school (Central/East Indianapolis), it isassumed that the student body will be diverse. It is also assumed that many of thestudents will be minority, primarily African-American and Latin American. Theadministration will use this fact as we hire and train the staff making sure that the schoolmeets the needs of the students served.Governance and Leadership.The Christian Musical Skill Center (CMSC) is incorporated as a not-for-profitorganization with the State of Indiana and with federal (501(c) 3) designation (SeeAttachment). The control and management of the business and affairs of CMSC arevested in the Board of Directors. The Board and its individual members are charged withupholding and overseeing fulfillment of the mission and purpose of TPAC. Boardmembers commit to being involved strictly in policy matters regarding the school and forthe betterment of student learning. They shall agree that their role is not in the mattersof day-to-day school management. All Board members shall agree to forward suchconcerns to the Executive Director for resolution. The Board members, as the criticalvolunteer leadership of the organization, commit to:8
Ensure effective long-term business and organizational planning and resourcemanagement. Monitor educational programs and services, ensuring alignment with overall goalsand steady progression toward the school accountability plan. Promote the school and its image among themselves and within the community,acting in the best interests of TPAC at all times. Determine and finalize school policies and procedures. Contribute to the financial support of TPAC. Take initiative in networking with potential funders. Provide candid feedback and evaluation of the organization. Select, support, and evaluate the school Executive Director and Principal.The Board of Directors will continuously evaluate the activities and performance of theschool administrator and staff within the bounds of the established policy, goals, andobjectives described above. The policies to be developed include those for humanresources, admissions, dress code, and student discipline.SECTION I: EVIDENCE OF CAPACITYFounding Group Membership. Identify the key members of the Founding Groupfor the proposed school. Identify only individuals who will play a substantial ongoingrole in school development, governance and/or management, and will shareresponsibility for the school. These may include proposed governing board members,school leadership/management, and any essential partners who will play an importantongoing role in the school’s development or operations.The following individuals will play and substantial ongoing role in the school’sdevelopment:Robert T. Townsend, PhD, Founder, our executive director, principal, the school’saccounting consultant, our legal team and curriculum committee. There are keypartnerships that will play a sufficient role in the ongoing operations of the school, theyinclude:Purdue University Department of Educational StudiesIUPUI Music and Arts Technology DepartmentTeaching Basics, LLCIndianapolis Children’s ChoirYoung Actors TheatreIibada Dance CompanyGregory Hancock Dance TheatreBoys II MenNew PerspectivesCenter Point CounselingThese partnerships will aid in strengthening the development of the student’s academicachievement, character and performing arts experience.Explain the Founding Group’s collective qualifications for establishing a high-qualityschool in Indiana and assuming stewardship of public funds, including your capacities inareas such as:9
Our board’s level of expertise consists of extensive knowledge in education, specificallysecondary education, and curriculum development and implementation. Our membershave solid experience in charter schools and government, community engagement,personnel management, finance and accounting, school operations including facilities,and legal matters.Specifically, the expertise spectrum includes: Robert T. Townsend, PhD – Founder and Chair, P-12/College Educator,Professional Musician, Composer, LecturerAttorney, College ProfessorAccounting and Finance Professional for Fortune 500 companyCity Government Leader and Charter Schools AdvocateCollege Professor – Specialty Performing Arts and TechnologyHuman Resources ProfessionalInstrumental Music Educator / Professional MusicianIT Director for a Fortune 500 CompanySemi-retired Professional Actor – Stage/TVHealthcare Education ProfessionalBusiness Executive Management/Operations ProfessionalsmentSee Attachment 1 - full resumes (including contact information) for the individualsnamed. Identify members of the Founding Group who are proposed as board members,school leaders, or other key staff members of the school.2. Identify any organizations, agencies, or consultants that are partners in planning andestablishing the school, along with a brief description of their current and planned roleand any resources they have contributed or plan to contribute to the school’sdevelopment.The organization continues to work communicate with leaders in organizationsregarding TPAC coming into existence for the fall 2012 season. These organizations arelisted below in the table and include educational, performing arts, and other communityorganizations. The leaders will continue to seek relationships with organizations andbusinesses that align with the mission of TPAC.10
Name ofRepresentativeOrganization fromOrganizationAddress, phone numberand email addressPurdueUniversityDepartment ofEducationalStudiesDr. Marcia Gentry,Director, GiftedEducationResource InstituteProfessor, Gifted,Creative, andTalented StudiesBeering Hall, Room 5116100 North University StreetWest Lafayette, IN 479072098, 765.496.3721TeachingBasics, LLCDr. RoxieSporleder,Professor,Founder/Developerof Word WorkshopReading ProgramDr. Lars Rascoe,ExecutiveDirector/Founder1465 Eagle Lane, Marion, IN46952, 765.662.7612Boys II MenNewPerspectivesMs. MoniqueSpells, ExecutiveProgram DirectorCenter PointCounselingMr. NathanMcGuire,CounselorIUPUI Musicand ArtsTechnologyDepartmentDr. Fred J. Rees,Professor of Music;ChairIndianapolisChildren’sChoirMr. Don Steffy,Executive DirectorNature of thepartnershipwith theschoolProvide facultydevelopment indifferentiation,clustergrouping, andtalentdevelopmentaligned with IBcurriculumProvide facultydevelopment inreading usingthe WordWorkshop4850 Guion Rd.,Indianapolis, IN 46254,317.387.0703,www.boysiimen.orgCollaboration toprovide socialdevelopmentand emotionalintelligencetraining formale students.1821 Wellesley Commons,Collaboration toIndianapolis, IN 46219,provide social317.698.9488developmentand emotionalintelligencetraining forfemale students.7700 North Meridian StreetCollaboration toIndianapolis, Indiana 46260 provide group317.252.5518and familyfax: email@example.com services.ICTC Building, Room 391,Collaboration to535 W. Michigan St.,provideIndianapolis, IN 46202, 317. instruction and274.4610technologyconsultation formusic and artstechnology. Useof facilitiesduring summercamp.4600 Sunset Blvd.,Collaboration toIndianapolis, IN 46208,provide choir317.940.9640,instruction,11Does aletter ofsupportexist?YesYesYesYesYesYesYes
www.icchoir.orgIibada DanceCompanyGregoryHancockDance TheatreYoung ActorsTheatreCharter SchoolDevelopmentCorporationAsher (MHG)Foundation,Inc.internships andmutualactivities.Ms. Sabra Logan,948 N. Holmes Avenue,Collaboration toExecutive DirectorIndianapolis, IN 46222,provide dance317.250.7647,instruction andwww.iibadadance.orginternshipopportunities.Mr. Gregory329 Gradle Drive, Carmel, IN Collaboration toHancock, Artistic46032, einstructiontheatre.orgduring Januaryterm andinternshipopportunities.Mr. Justin Wade,At the Athenaeum, 401 E.Collaboration toExecutive ArtisticMichigan Street,provide dramaDirectorIndianapolis, IN 46204,instruction ties.Mr. Al Dubin7272 Park Circle Drive, Suite Assist with265, Hanover, MD 21076,facility needs.443.561.1280, www.csdc.orgPatrick Okorodudu, 10314 Sedgehill Drive,FinancialEsq., CEOIndianapolis, IN, 46239,Support.317.731.28953. Explain the circumstances and motivations that brought the Founding Group togetherto propose this school.The founding group came together because of our love for education and our concernabout the lack of performing arts instruction in schools throughout our community. Inaddition, the founder was concerned about low reading levels in our school system andbelieves we can make a difference. We are confident that a school focused on theperforming arts, with a strong reading development program embodied within the IBcurriculum will prepare these students for college and their future careers.School Leader and Leadership Team1. Identify the Principal/Head of School candidate and explain why this individual iswell-qualified to lead the school in achieving its mission. Summarize the proposedleader’s academic and organizational leadership record. Provide specific evidence thatdemonstrates the leader’s capacity to design, launch, and manage a high-performingcharter school. If the proposed leader has never run a school, describe any leadershiptraining programs that he/she has completed or is currently participating in. AlsoSee Attachment 2, the qualifications and resume for leadership team.The leaders were chosen for their strong academic and organizational leadership skills.The expectations set by the board are high to produce a high- performing school. Thequalifications the Executive Director brings to is her background in school operations.12YesYesYesYesYes
She has the business savvy and the business acumen to run a school. Specifically, schoolwas extremely successful school and grew over 200% within 2 years. Under herleadership the programs at the school expanded and they widen their communityinvolvement. She coached directors to create a culture that was academic and nurturing.The Principal has a strong academic background and solid knowledge in the IB diplomacurriculum. She brings an intense background in math, which is her core teachingconcentration. During her tenure, she also took on leadership positions among facultyand obtained both her Master of Education degree with a concentration in curriculumand instruction and principal license. Specifically, she has been intern administrator inher building which included co-chairing PL 221 school improvement plan committee,spearheaded committee to improve cultural competency, observed teachers to ensureeffective classroom management and instruction, created the master schedule, andfacilitated a professional learning community of math teachers to name a few.2. Who will work on a full-time or nearly full-time basis immediately after approval tolead development of the school? How will this person be compensated?The individuals who will work on a full-time basis immediately after approval will be theExecutive Director and nearly full-time will be the school Principal and administrativeassistant. These individuals will start the interviewing process, student enrollment, andsecuring equipment and furniture housed in the school.3. Describe the responsibilities and qualifications of the school’sadministrative/management team (beyond the school leader).See Attachment 3 - the qualifications and resumes for these individuals.School Executive Director and Principal SelectionThe following requirements for the school Executive Director have received Boardapproval. Vision: a conceptual and strategic thinker capable of developing andimplementing short and long term plans that lead an organization into the future Strong commitment to quality education A personal commitment to helping students develop and sustain an improvedquality of life The belief that all students can learn and if given the opportunity, will achieve Strong motivational and relational skills and the ability to work with individualsof diverse backgrounds A belief in collaborative decision-making A high level of energy and initiativeThe applicant for this position should possess a Master’s degree, preferably with thefollowing: Experience managing a nonprofit organization or school Fundraising or grants management experience Strong organizational, communication, analytical, and writing skillsThe following requirements for the Principal have received Board approval.13
Vision: a conceptual and strategic thinker capable of developing andimplementing curricular and educational goals that lead an organization into thefutureStrong commitment to quality educationStrong commitment to the performing artsA personal commitment to helping students develop and sustain an improvedquality of lifeThe ability to lead educators in the area of curriculum and instructionThe belief that all students can learn and if given the opportunity, will achieveStrong motivational and relational skills and the ability to work with individualsof diverse backgroundsA belief in collaborative decision-makingA high level of energy and initiativeThe applicant for this position should possess a Master’s degree and administrativelicense, preferably with the following: Experience managing school and provide teacher developmentFundraising or grants management knowledge or experienceStrong organizational, communication, analytical, and writing skillsThe Board will evaluate the Executive Director and Principal annually and willconduct interviews with staff, parents and community partners to enhance theevaluation process. The committee will also take into consideration the results of allschool surveys and may conduct surveys specifically for this task.GOVERANCELegal Status and Governing DocumentsSee Attachment 4 - For the entity proposing to hold the charter, provide the followinggovernance documents:the applicant has applied for federal tax-exempt status from the IRS);Applicants should note the following requirement for Indiana charter holders asstipulated in IC § 20-24-3-3: “The organizer's constitution, charter, articles, or bylawsmust contain a clause providing that upon dissolution: (1) all remaining assets, exceptfunds specified in subdivision (2), shall be used for nonprofit educational purposes; and(2) remaining funds received from the [Indiana Department of Education] shall bereturned to the department not more than thirty (30) days after dissolution.”See Attachment 5 - a completed and signed Statement of Assurances.1. Governance Structure and Composition. Describe the governance structure ofthe proposed school. Describe the current and desired size and composition of thegoverning board.14
See Attachment 6 - a completed and signed Board Member Information Sheet for eachproposed Board member for the governing entity/charter holder.The Christian Musical Skill Center (CMSC) dba The Performing Arts Conservatory isincorporated as a not-for-profit organization with the State of Indiana and with federal(501(c) 3) designation (See Attachment). The control and management of the businessand affairs of CMSC are vested in the Board of Directors. The Board and its individualmembers are charged with upholding and overseeing fulfillment of the mission andpurpose of TPAC. Board members commit to being involved strictly in policy mattersregarding the school and for the betterment of student learning. T
Attachment 2: Principal Candidate Resume Attachment 3: School Administrator Resume Attachment 4: Governance Documents Attachment 5: Statement of Assurances Attachment 6: Board Members Information Attachment 7: Conflict of Interest Attachment 8: Scope and Sequence Attachment 9: Academic E
Indiana State University 2 5.0% University of Southern Indiana 0 0.0% Indiana University-Bloomington 6 15.0% Indiana University-East 0 0.0% Indiana University-Kokomo 1 2.5% Indiana University-Northwest 0 0.0% Indiana University-Purdue University-Indianapolis 4 10.0% Indiana University-South Bend 0 0.0% Indiana University-Southeast 1 2.5%
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