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West Traverse AcademyBusiness PlanTraverse City, Michigan 616-920-9048Joseph P. Helgert, Ph.D. and Daniel S. Paulson, M.S., Co-Foundershelgertj@wt-dspaulson@Table of ContentsAbstract………………………………………………………………………………………….4Executive Summary…………………………………………………………………5Summary of Situational Analysis……………………………………………….5Key Recommendations………………………………………………………….7Opportunity Summary…………………………………………………………..8Invitation…………………………………………………………………………….10Situational Analysis…………………………………………………………………10European Model…………………………………………………………………10Programs of Study………………………………………………………………11Site Background…………………………………………………………………13Transportation…………………………………………………………………...14Demographics……………………………………………………………………17Tourism………………………………………………………………………….19Education………………………………………………………………………..19Environmental Education……………………………………………………….20Strategic Objectives…………………………………………………………………23Innovative Community and Student Support…………………………………...23Strategic Goals………………………………………………………………….23Keys to Success…………………………………………………………………23SWOTT Analysis……………………………………………………………………24Strengths…………………………………………………………………………25Weaknesses………………………………………………………………………25Opportunities…………………………………………………………………….26Threats……………………………………………………………………………26Trends……………………………………………………………………………26Company Background……………………………………………………………….27Company Ownership…………………………………………………………….27Start-up Plan……………………………………………………………………..27Key Products and Services…………………………………………………………..28Description – Qualities and Dimensions of Effective Environmental Education. 28Specific Programs / Components………………………………………………...28Promotional Materials……………………………………………………………30Technology………………………………………………………………………30Future Programming/Products……………………………………………………….31E-Curriculum Delivery…………………………………………………………..31Future Development……………………………………………………………..31Market Analysis……………………………………………………………………...31Market Needs…………………………………………………………………….31Market Potential………………………………………………………………….36Market Volume…………………………………………………………………..36Competitive Analysis…………………………………………………………….39Industry Market Size and Projections……………………………………………43Marketing Summary………………………………………………………………..44Market Segmentation…………………………………………………………..44Target Market…………………………………………………………………..44Industry Analysis……………………………………………………………….45Competitive Factors…………………………………………………………….46Key Competitors………………………………………………………………..46Strategy Implementation Summary…………………………………………………47Strategy Pyramids……………………………………………………………….47Competitive Edge……………………………………………………………….48Marketing Strategy……………………………………………………………...50Management Summary……………………………………………………………...50Organizational Structure…………………………………………………………50Communication Plan…………………………………………………………….50Management Team………………………………………………………………50Human Resources………………………………………………………………..51Financial Plan………………………………………………………………………..53Key Assumptions Used in Forecasting………………………………………….53Key Financial Indicators…………………………………………………………54Operating Budget………………………………………………………………..56West Traverse Business Incubator (WTBI)………………………………………….65Overview…………………………………………………………………………65Mentoring Team…………………………………………………………………66Invitees………………………………………………………………………….66WTBI Start-up Budget…………………………………………………………67Source and Application of Funds……………………………………………….68Risk Analysis……………………………………………………………………69Balanced Scorecard for Educational Business Unit…………………………….69Conclusion………………………………………………………………………….71Now it is your turn……………………………………………………………..71References………………………………………………………………………………………72Appendices……………………………………………………………………………………..73Strategic Goals and Objectives…………………………………………………………73Human Resource Plan…………………………………………………………………..77Milestones………………………………………………………………………………84Credentials………………………………………………………………………………85WTBI Cash Flow Projection ………………………………………………………….87AbstractYouth of today look at the improving economy and ask, “Where do I fit?” They look at the many students who attended traditional colleges and universities and graduated with enormous student loans to pay on for the rest of their lives, and say, “I don’t want that!” They see the stalemate in government and how the inability to pass progressive legislation is adding to the crushing weight of environmental concerns, and say, “We are doomed.” They feel burdened with the responsibility of caring for the environment that previous generations have defaulted upon. They hear the news media point out that they will be the first generation who will not have the standard of living that their parents had, and exclaim, “Why us?” Can we give them hope for a better future, a future where the environmental wrongs of the previous generations can be addressed and reversed? We believe so.Modest thinking outside the box can have various ripple effects that can change the direction of society. At times, it is much better, in the long run, not to follow the traditional paths to higher education and return to an education focused on doing things that have a direct impact on the environment, focus on the staggering alarms of global warming, and provide a pathway for a fulfilling career.Experience and research has shown that three critical components: a small-class size academy staffed by passionate teachers with direct connections to local business environment can profoundly affect college-age students in very positive ways. West Traverse Academy, as a learning organization, will use a practical apprenticeship-based approach toward education that has proven to be effective in Europe and is being used around the world to connect promising students to engaging careers that ultimately contribute to the remediation of our environment. West Traverse Academy’s programs meet the emotional and intellectual needs of our youth, which allows the person, the student, to grow and learn while understanding the value of their education. This business plan details a high-level framework and action plan that takes initiative using proven processes that include the formulation of advanced student teams to work for local companies creates an additional revenue stream while providing apprenticeship opportunities for the students and community. The students can develop their own business as well with solid training in entrepreneurship. West Traverse Academy is ingenious, innovative, and timely for our youth, providing an environment and leadership team that facilitate transformational educational and living experiences that truly empower the future leadership of our communities. Our team has a unique combination of skill sets and knowledge that gives us the ability to develop processes and programs that fit the unique situations of each young person that enters our environment. We have a strong vision and can get results with your help and support.With Best Regards and Hopes for the Future,Joseph P. Helgert, BA, MA, MBA, PhDDaniel Paulson, BS, MSExecutive SummarySummary of Situational AnalysisWe are a retired business professor and successful green developer looking to have continued impact on students, the environment and the social economy. We are interested in starting a non-profit academy to support demonstration projects, internship opportunities, and training that support the environment. Based on our experience, the American higher education tradition is not suited to this preparation and we are implementing a curriculum similar to the European apprentice/intern model.DesirabilityWanting to have an environmental academy in lower northwest Michigan is not enough to substantiate the actual planning for one. What is for certain is that there is global, international and national support for environmental education to help prepare students for jobs stemming from environmental problems. To date, Michigan does not have a good track record when it comes to environmental issues. There is widespread public opinion that since Michigan depends so much on tourism for its economy, that lakeshore esthetics are more important than clean power generation through the operation of offshore wind turbines. This occurs in spite of the fact that Michigan’s lakeshore provides wind generation opportunities that far surpass other Midwestern states. Further, Michigan has become a dumping ground for Canadian trash, and waste providers are benefiting by exchanging short-term profits against long-term environmental problems. To counteract misguided public opinion and profit-driven exigencies, an environmental academy in the state of Michigan is highly desirable. FeasibilityThe discussion of whether an environmental academy can be implemented and be successful in the state of Michigan is another question that needs to be addressed. Certainly a careful review of the demographic factors, location, marketing to make such a facility a destination for students who are environmentally concerned, plus an exhaustive review of strengths, weaknesses, opportunities and threats, is needed.LocationSome marketing consultants suggest that the best place to locate a new business is right next to your biggest competitors, using their location analysis and advertising to drive people to their location. By locating the academy near a competing community college and utilizing the Michigan tourism brand image created by significant state promotional marketing and monies, West Traverse Academy would have a great advantage to launch, promote its initiatives, and establish its presence. The ideal location would have some existing structures for initial classrooms and administrative activity with suitable acreage (100-200) for development and expansion.DestinationThe state of Michigan spends millions of dollars on attracting people to visit the state and spend money though tourism. Combined with agriculture, tourism comprises the top two economic engines for Michigan. An academy can utilize and benefit from Michigan’s marketing campaign by associating itself with the overall appeal of the state and to offer students local potential and not be overshadowed by the state, national and international appeal of a unique environmental education.Student Availability/Uptake/DrawTo estimate market?potential, a similar educational institution is picked: Northwestern Michigan College in Grand Traverse County.? This school breaks down percentages of students into four categories: In-District, In-State, Out-of-State, and International. If these percentages are applied to the West Traverse Academy target of 300 students, an?estimate of the?target number of?students in each category can be made.? The totals of the four categories can be used as an estimate of market size/volume.Percentage Source of Student Body in Competitive InstitutionNMC(4,847 students)In-District55%In-State41%Out-of-State3%International1%100%Source: NMC and WSCC View BooksLooking through Northwestern Michigan College’s curriculum, there is actually very little direct competition with very few programs in environmental studies and renewable energy.Default Tax SupportWith the dwindling of state support for higher education falling from a high of 75% to presently under 25%, a case may be made for the alternative funding scheme for West Traverse Academy. Parents are overwhelmed with trying to pay for higher education in Michigan and students are, on the average, burdened with over $35,000 in student debt for attendance at a four-year academy. There may be some blowback on the idea that the competitive community colleges in the area are funded by property taxes and many people may not see the advantage in utilizing such community services that are not paid by taxes. Private businesses see no such conflict in either providing support to higher education directly or for paying for environmental services provided by student teams.PeopleOne important factor that is not reflected in the aggregate demographic data is the impact of individuals in helping to establish and build the brand of the West Traverse Academy in Grand Traverse County. Because of the environmental activities and involvement of individuals, businesses, and community groups in the county, Grand Traverse maintains an already high-level of environmental activism. Dan Paulson, a developer of green communities in Grand Traverse County, would need no such socialization. As a past dean for a renewable energy institute, Mr. Paulson provides a ready-made champion and community conduit for the establishment of our proposed West Traverse Academy.Key RecommendationsTo facilitate the development of this environment, combine a post high-school residential vocational and training academy with a West Traverse Business Incubator (WTBI). Experience and research have shown that these two areas can indeed work as one, which is what we intend to demonstrate through the creation of such an environment. We call this environment West Traverse Academy. Long-term sustainability is attainable through the use of the WTBI as an environmental resource with engaging teams of students working on community environmental problems. The approximate start-up cost of the project approaches $3 million. Investor dollars’ return begins in year five, with a 15% SROI achieved by year 15.After reviewing the demographic reports and marshaling the data through some analysis, the best location for the West Traverse Academy is in Grand Traverse County. The present infrastructure, community involvement, individual contributors and the ability to draw students to the academy by having the Traverse City area being a state, national and international destination are the reasons for this recommendation.Alison Keener, MS, the joint author of the geographic assessment report, concurs that Grand Traverse County is the most appropriate location for an academy of this caliber. ?Grand Traverse County has a population size that can support a rich pool of applicants. ?The area also has a rich pool of working environmental groups that West Traverse Academy could potentially partner with on future projects. The proliferation of such activist groups indicates a great social awareness and a collective academy of thought that will translate into greater community support for the academy’s initiatives. ?Further, the highly acclaimed agricultural production of cherries and wine create potential avenues of collaboration with farmers interested in the organic farming program.A healthy life includes several areas of mastery, which most adults still have difficulty achieving in their daily living and working experience. Youth today have an even more demanding scenario as the world around them continues to rapidly change. These basic areas of focus include work, intellect, life planning, fulfillment, recreation, motivations, personal goals, health, and relationships. West Traverse Academy, structured as a 501(c)3 educational non-profit corporation, has determined that the synergy of a residential environmental academy combined with the clean tech business team will result in a successful collaborative endeavor. Additionally, the process and programs will be developed through best practices of pedagogy and management philosophy.Opportunity SummaryWest Traverse Academy’s unique program offers students structure to find success in new experiences and provide valuable work opportunities, reflecting in increased personal value and self-esteem. Nurturing the individual is an important part of West Traverse Academy’s plan, and its disciplined structure provides some latitude while offering students the guidance to learn how to make positive choices in their lives.Vision: West Traverse Academy will provide a proactive and progressive vocational and training educational environment, identifying and addressing the changing socio-economic needs of high academy graduates, while empowering transformational change toward environmental sensitivity and community participation. Vocational and training education is concerned with the growth of every person’s life and career fulfillment. We are unique as a proactive leader in the research, design, and implementation of vocational and training environmental education using state-of-the-art technology. Our collaborative alliances and partnerships with industry leaders bridge 21st Century learners with 21st Century technology and our emerging global culture.Mission: The mission of West Traverse Academy is to provide an alternative state-of-the-art vocational and training educational and living environment for high academy graduates using a proven apprenticeship-based program and transformative processes, supportive of the community socio-economic structure, resulting in productive young adults who contribute to society and the betterment of the environment through environmental stewardship. We believe that our first responsibility is to prepare the students to meet the challenges of the rapidly changing world around them. A vocational and training strategy in a holocratic-based community atmosphere facilitates students to perceive and understand the various contexts that shape and give meaning to life. Introducing students to an extended and sophisticated view of the planet, life on Earth, the emerging world community, and the students’ interdependence - demonstrates best practices of systems-thinking. A collaborative and holocratic approach toward problem solving develops critical interpersonal skills. Emerging technologies and their integration into our curriculum provide students with real-time, real-world experiences that prepare them to enter post-higher education – the next step in life.Imagine a fully integrated approach to inspire and challenge students with knowledge and awareness of the environmental problems we face today and quickly focus on creative solutions that empower balanced choices. Empowered adults can now empower our youth, and with commerce, education,?and the administration of resources, our youth then have the opportunity to turn stumbling blocks into stepping-stones.Seed Money Needs LegalBusiness StructureRegistrationsLicenses/Permits$5,000$250$250Website Design$15,000Promotional MarketingSocial Media/RadioPrint/BrochuresSignage/Announcements$12,500Office EquipmentLaptop ComputerAccounting Software$1,000$250Office SuppliesBusiness cards$250ConsultantsFundraising$10,000TrainingResearch trip to Blue Planet Life (Switzerland)$3,500TravelIn-State Mileage$1,000Miscellaneous$1,000Total$50,000Forecasted Operational and Financial ResultsBeginning of year five - 150 students - environmental academy is financially operationalSixth month of year five - Forecasted Business Nursery (WTBN) business unit breaks evenForecasted budget for the residential academy @ 40 beds to be $2.5 millionInvitationImagine a fully integrated approach to inspiring and challenging today’s youth to be aware of environmental problems and quickly focus on creative solutions. We are unveiling the embryo of a plan - unifying youth and adults - that could solve the environmental difficulties we face while building individual and community respect and collaboration.We need solutions to bridge concepts and creators, and chaotic experiences with order and structure. Chaos is only the beginning of the process of establishing natural order, and conflict, used wisely, can evolve into harmony. Can we acknowledge that we have been going in the wrong direction? Better yet, can we accept that we have done the best we can with the limited information and resources available, yet now have better information and greater resources to affect positive change? West Traverse Academy will offer solutions that can change the patterns of our current environmental problems by offering youth-powered, creative and innovative solutions for the future. We invite you to join us and to please consider collaborating in this important endeavor – one that will empower our youth, now and for generations to come.Situational AnalysisAcross the boundaries of Michigan, America, and the world - our environment is suffering and continues to suffer while the complexity of the issues rise exponentially as the global village expands. Educational systems and family environments no longer seem to nurture or inspire the creative spark in our young people. A progressive environment that provides the emotional and intellectual support along with the freedom to respond to our current environmental concerns is desperately needed.European ModelThe apprenticeship model was developed over 10 years ago in Europe and has become the dominant method for training young people to enter the workforce, particularly in the green jobs market. The selected academy sites focus on supporting local small business with a team-approach. A network will be created between the academics, business and local suppliers, while students partner with local contractors to perform services and provide products. Student productivity will be linked with the academy revenue from implementing projects and providing services.The full program includes the following six apprenticeships: Environmental Planner3 yearsCertificate of CompetenceRecyclist3 yearsCertificate of CompetenceWater Technologist3 yearsCertificate of CompetenceOrganic Farmer3 yearsCertificate of CompetenceElectrician- Renewable Energy3 yearsCertificate of CompetenceGreen Builder3 yearsCertificate of Competence Programs of StudyCommon Career Technical CoreThe Common Career Technical Core (CCTC) is a state-led initiative where business, industry and educational representatives have jointly developed the knowledge and skills required to thrive in a global economy. Coordinated by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the CCTC defines what students should know and be capable of doing after completing instruction in all six of the following apprenticeship areas:Program of StudyApplicable Common Core ModuleEnvironmental PlanningEnvironmental Service SystemsNatural Resources SystemsRecyclingEnvironmental Service SystemsNatural Resources SystemsWater TechnologyEnvironmental Service SystemsNatural Resources SystemsOrganic FarmingAgriculture, Food and Natural Resources ClusterAgribusiness SystemsAnimal SystemsEnvironmental Service SystemsFood Products and Processing Systems Natural Resources SystemsPlant SystemsRenewable EnergyEnvironmental Service SystemsNatural Resources SystemsGreen BuildingArchitecture and Construction Career ClusterConstructionDesign/Pre-constructionMaintenance/OperationsNatural Resources SystemsThe CCTC also includes the following overarching set of practices that address the knowledge, skills and dispositions vitally important to the emerging environmental careers:Act as a responsible and contributing citizen and employeeApply appropriate academic and technical skillsAttend to personal health and financial well-beingCommunicate clearly, effectively and with reasonConsider the environmental, social and economic impacts of decisionsDemonstrate creativity and innovationEmploy valid and reliable research strategiesUtilize critical thinking to make sense of problems and persevere in solving themModel integrity, ethical leadership and effective managementPlan education and career path aligned with personal goalsUse technology to enhance productivityWork productively in teams while using cultural/global competenceEnvironmental TrackBeyond the incorporation of the common core requirements, each environmental track has the following specialized curricula:Program of StudyApplicable Environmental CurriculaEnvironmental PlanningGreen Environment1Sustainable Construction Supervisor1RecyclingGreen Environment1Renewable Resource Management4WaterGreen Environment1Water Resource Management4FarmingGreen Environment1Organic Farm Management4Renewable EnergyGreen Environment1Wind Turbine Maintenance Technician1Solar Photovoltaic Systems Installer1Alternative Energy1Green BuildingGreen Environment1Introductory Craft Skills1Building Skills2Green Construction2Sustainable Construction Supervisor1Weatherization1National Center for Construction Education and Research (NCCER) and Pearson PublishingNCCER is a not-for-profit 501(c)3 education foundation created in 1996 as the National Center for Construction Education and Research. It was developed with the support of more than 125 construction CEOs and various association and academic leaders who united to revolutionize training for the construction industry. Sharing the common goal of developing a safe and productive workforce, these companies created a standardized training and credentialing program for the industry. This progressive program has evolved into curricula for more than 70 craft areas and a complete series of more than 70 assessments offered in over 4,000 NCCER-accredited training and assessment locations across the United States. NCCER is affiliated with the University of Florida's M.E. Rinker, Sr. School of Construction Management.Paxton/PattersonIn 1990, Paxton/Patterson became one of the first companies to provide modular technology education programs, while today offer a comprehensive line of?career and technical education learning systems, tools, and equipment.United States Green Building Council (USGBC)USGBC is a diverse group of builders and environmentalists, corporations and nonprofits, teachers and students, lawmakers and citizens that share the same vision of a sustainable-built (sustainably-built?) environment for all within the next generation. Today they are 76 chapters, 12,870 member organizations and 197,000 LEED professionals strong.Custom-written curricular materialsSite BackgroundGrand Traverse County is ranked fifth in the State of Michigan for education, with 92.4% of the population having a high academy diploma. The county is ranked ninth in the state in terms of college education, with 28.7% of the population having a bachelor’s degree or more. Water SuppliesDomestic water supplies for the Traverse City municipal systems are pumped from the east arm of Grand Traverse Bay. Withdrawals from Lake Michigan are sanctioned under the Great Lakes Compact, a federal law that prevents diversions of water outside the basin except under specific and controlled circumstances. In rural townships, the primary sources of domestic supply are drinking water wells that withdraw from productive underground aquifers in glacial deposits of outwash and lacustrine sand. New land developments in Grand Traverse County are required to submit water and sewer permits to the respective township before a land use permit if withdrawals are to be made from the public water supply (i.e. city water) (Permit report). Traverse City, for example, requires a Water Tap Permit to be issued prior to issuance of a building permit (Traverse City Development). When townships are not served by municipal sewer systems, well permits are issued for residential and commercial zones. To protect surface water supplies from accelerated erosion and sedimentation, the Grand Traverse Board of Commissioners requires large-scale construction projects (that of which disturbs one or more acres of land) to obtain storm water runoff control permits. Approval of storm water permits is contingent on a review of management practices in place for the detention of runoff (Storm water Report).EnergyGrand Traverse County has the following three electric utilities of unique ownerships in operation: Traverse City Light and Power (a municipal utility), Cherryland Electric Cooperative (a cooperative utility), and Consumers Energy (an investor-owned utility).TCLP provides electricity to Traverse City and surrounding townships (Figure x). Nearly 90% of electricity generated at the municipal utility comes from coal and natural gas sources, 9.4% from wind, and 0.7% from landfill gas procurements. The percentage of renewable energy utilized is anticipated to increase to 14% by 2015 (put the figure for upcoming…by 2017). Current and future energy projects for the utility will meet the conditions of Public Act 295, which requires that all public utilities in Michigan generate at least 10% of their energy from renewable resources by 2015. TCLP offers rebates to qualified customers that purchase certain home appliances of ENERGY STAR efficiencies. Commercial properties can receive up to $15,000 each year for efficient equipment installations (i.e. installing energy efficient light bulbs).Cherryland Electric Cooperative has started the Solar Up North (SUN) Alliance. With SUN, members can purchase just one or two panels (or more, if they want), which are all located at the community solar array. Members do not need an array of panels, inverters or charge controllers at home. For a one-time fee, members use sun energy and get credits on their bill. Cherryland members purchase solar shares for a one-time investment. The initial SUN shares cost $470. Members can bring the price down by accessing rebates through an Energy SAVER program. Once members purchase their share, they receive bill credits for the output of your panel every month for 25 years.In 2014, Consumers Energy supplied about 8 percent of its electric sales from renewable resources. Wind energy, hydroelectric and waste wood make up the bulk of the renewable energy portfolio, while solar and biogas also are included in the mix. Established in 2005, the Green Generation program (also called the Renewable Resources program or “RRP”) facilitates the purchase of renewable energy by voluntary contributions from customers who enroll in the program. In 2014, 78 percent of the renewable energy supply in this voluntary program came from wind generation and 22 percent was from biogas sources.A Net Metering program allows interconnected customers to self-generate renewable energy and “store” that energy for their own energy use at a later time. Consumers Energy launched a feed-in-tariff program (Experimental Advanced Renewable Program or “EARP”) that provides long-term premium fixed priced contracts with customers interested in generating electricity with photo voltaic (solar) technology or closed cycle anaerobic digestion technology. The Solar Garden Program allows customers to subscribe to the solar energy program and receive bill credits for the energy produced. Customers have the option to self-generate electricity with generators located on their own property, either in isolation of the company’s distribution system or, with a generator interconnection and operation agreement (“GIOA”), in parallel with the company’s distribution system.? TransportationRoadsAll public roads in Grand Traverse County, excluding those in incorporated cities and villages, are maintained under the jurisdictional authority of the Grand Traverse County Road Commission (GTCRC). Funding for the GTCRC’s budget is primarily sourced from the Michigan Transportation Fund, which is supported, by vehicle registration fees and the Michigan state gas tax. As of 2012, this jurisdiction included 251 miles of primary county roads and 768 miles of local county roads. Six state trunk line highways and two interstate highways traverse Grand Traverse County. Michigan highways that provide modes for intercity travel within Michigan are maintained by the Michigan Department of Transportation. Michigan Route 37 (a state trunk line highway) runs north to south from the southwestern corner of Lower Michigan to the northernmost terminus at the tip of the Old Mission Peninsula (; accessed 7/1/2014). The length of the route in its entirety is 221.46 miles. In 2007, the 17 miles of M-37 on the Old Mission Peninsula were designated as a Scenic Heritage Route because of the iconic attributes of the rural landscape.U.S. Highway 31 joins M-37 at a junction south of Traverse City. U.S. 31 is a major artery carrying tourist traffic along the western side of the Lower Peninsula and through Traverse City before terminating in Mackinac City. The Michigan Department of Transportation began area roadwork on U.S. 31 in the vicinity of Traverse City in 2015. U.S. 131 is the other interstate highway and part of the National Highway System that passes through Grand Traverse County. This road network is a state highway in both Michigan and Indiana and is therefore maintained by the Department of Transportation for both respective states.By far one of the most scenic and beloved state highways in Michigan is M-22, a 116-mile stretch of road that begins in Manistee County and winds along miles of Lake Michigan shoreline until terminating in Traverse City. This is a very popular drive for tourists especially during autumn when the trees change colors. M-22 is a designated Michigan Heritage Route. M-72 is a state trunk line highway that runs from east to west across Michigan’s Lower Peninsula from Lake Huron to Lake Michigan. Much of this drive through Northern Michigan is woodland that transitions to agricultural land near Traverse City. It is also near this area that the highway intersects M-22 and M-37.16510076200Figure 2: Map of highways in Grand Traverse County. (Source: highway map).Figure 2: Map of highways in Grand Traverse County. (Source: highway map).TrainsThe Great Lakes Central Railroad (GLCR) is the largest regional railroad in the state of Michigan, with 640 km of track stretching through Central and Northern Michigan. Primary commodities hauled by the GLCR include grain, sand, and plastic along routes from Ann Arbor to Cadillac, Traverse City, Thompsonville, and Petoskey. A future passenger train between Ann Arbor and Traverse City is currently being developed by GLCR (owned by Federated Capital Holdings, LLC), however details on the expected date of completion have not yet been announced to the public. In the 2011 State Rail Plan Final Report, a rail connection to Traverse City was identified as a top priority, with track upgrades anticipated to cost $350 million. Amtrak, a publicly funded passenger train service owned by the National Railroad Passenger Corporation, also operates within the state of Michigan however the northernmost station is located 200 miles southeast of Grand Traverse County in Lapeer. Although the county is not serviced by the Amtrak passenger railway, an Amtrak-operated thruway motor coach route provides transportation to two Grand Traverse County locations: Traverse City and the Village of Kinsley. BusesThe thruway bus service operates from St. Ignace, Traverse City, and Grand Rapids to Kalamazoo (MDOT Transportation plan). A Greyhound Line service connects southern to northern Michigan. Bay Area Transportation Authority (BATA) provides a number of bus services throughout Grand Traverse County. BATA’s Village Link service connects rural riders to Traverse City, while the BATA added a bus route from Traverse City to Williamsburg in May of 2013. AirportGrand Traverse County is served by Cherry Capital Airport, which is located in Traverse City. The Department of Transportation has reported the economic contributions of Cherry Capital Airport to the region are approximately $200 million annually. The terminal complex is small in comparison but offers electronic check-in computers, a food and beverage concession area, and advanced baggage screening by TSA employees. Airlines that service this airport include American Airlines, Delta, United Airlines, and British Airways. DemographicsPopulationAs of the 2010 U.S. Census, Grand Traverse County had a population of 86,986 people, ranking it as the 22nd most populous county in Michigan. From 1970 to 2011, the population increased by 124% (Figure 3). Between the years of 2000 and 2010, Grand Traverse was the third fastest growing county in Michigan with an average annual natural change in population of 29.7%. Furthermore, it is likely that the county will see a population increase of over sixty percent in the next twenty-five years from both natural change and international/domestic migration. This trend in increasing population will likely increase job opportunities and thus improving the overall quality of life.6858002590800Figure 3: From 1970 to 2011, the population in Grand Traverse County increased by 124% (Source: Socioeconomic Report).Figure 3: From 1970 to 2011, the population in Grand Traverse County increased by 124% (Source: Socioeconomic Report).Of the 86,986 people residing in Grand Traverse County, 49.4% were male and 50.6% were female. 25.40% of the county population was under the age of 18; 7.90% was between the ages of 18 to 24; 29.70% from 25 to 44; 24.00% from 45 to 64; and 13.10% were 65 years of age or older. The median age was 38 years. Of the 35,328 total households in Grand Traverse County, 48.4% had individuals under the age of 18 living with them. The average household size was 2.39 and the average family size was 2.91. The racial composition of the county was 94.7% White, 2.2 % Hispanic or Latino/a, 1.2% Black or African American, 1.2% Native American, 0.49% Asian, and 0.7% Pacific Islander. 96.4% spoke English and 1.6% spoke Spanish as their first language (General population census online). Income5334001568450Figure 4: Per Capita Income as a Percent of Michigan Per Capita Income. (MDOT-Statewide & Urban Model Travel Analysis Section & U-M Institute for Research on Labor, Employment, and the Economy)Figure 4: Per Capita Income as a Percent of Michigan Per Capita Income. (MDOT-Statewide & Urban Model Travel Analysis Section & U-M Institute for Research on Labor, Employment, and the Economy)The per capita personal income in 2012 was $39,462, according to the Bureau of Economic Analysis (Income report). In 2012, 11% of the total population was in poverty and 14.9% of children ages 0-17 lived in poverty (Poverty report). The median income for a household in 2010 was $43,169, and the median income for a family was $51,211. Males had a median income of $34,796 versus $24,139 for females. The per capita income for the county was $22,111. About 3.80% of families and 5.90% of the population were below the poverty level, including 5.30% of those under age 18, and 5.90% of those ages 65 or over. Over the next 30 years, the county is forecasted to experience employment growth more than 150% higher than the state average. -384809237490TourismWith some of the most beautiful scenery in the Midwest, Grand Traverse County is northern Michigan’s most popular resort destination and an area of many vacation homes (Master Plan). Unsurprisingly, tourism is the largest sector of the economy in the County. With a market area accounting for close to 10 percent of the State’s travel volume, Grand Traverse County ranks second among Michigan counties in the number of trips hosted and the highest in annual tourism dollars spent per capita at $7,967 (Michigan Tourism Strategic Plan). Furthermore, the Grand Traverse County visitor industry is forecasted to grow from currently 2 million visitors to 2.8 million by 2025. This number includes hotel guests, business meeting and convention travelers, as well as seasonal property owners. The Grand Traverse County visitor industry includes 3,900 hotel rooms and an estimated 3,600 seasonal condominiums. The total economic impact from the visitor industry in Grand Traverse County is estimated at nearly $1 billion annually. There are a total of 220 parks and recreation facilities in Grand Traverse County, 146 of which are maintained and operated by the county (Parks and Recreation Plan), Additionally, the State of Michigan owns and operates two State parks within Grand Traverse County: Traverse City State Park and Interlochen State Park. The abundance of recreation opportunities on state and county owned land attracts tens of thousands of tourists to Grand Traverse County annually.EducationThere are two public school districts in Grand Traverse County: the Traverse City Area Public Schools (TCAPS) and the Kingsley Area Schools, both of which serve primary and secondary educational needs. Additionally, each district has a dual enrollment program that enables high school students to enroll in classes offered by Northwestern Michigan College and earn college credit while still in high school.Traverse City Area Public SchoolsTraverse City Area Public Schools (TCAPS) includes 23 Schools spread over 285 square miles in three different counties. The district has a current enrollment of nearly 11,000 students the Traverse Bay Intermediate Academy District (TBAISD) serves as a central support system for 16 public, 5 charter, and 14 non-public schools, and over 24,000 students throughout Antrim, Benzie, Grand Traverse, Kalkaska, and Leelanau Counties. Kingsley Area SchoolsKingsley Area Schools consists of three schools: Kingsley Elementary, Middle, and High Academy- located in the southern extent of Grand Traverse County. The district has a current enrollment of over 1,300 students. Environmental EducationGrand Traverse County and the surrounding region are rife with environmentally oriented individuals that take an interest in environmental education. Several formal institutions exist within Grand Traverse County that promote environmental education and community sustainability that would potentially present opportunities for partnerships with a Blue Planet Academy. The following section reviews some of these organizations. The Greenspire AcademyThe Greenspire Academy is a project-based, environment-focused public charter Academy authorized by TCAPS for 6th, 7th, and 8th grade students. Math, science, social studies, language arts, technology, and humanities are integrated in environmentally focused projects. Enrollment for the Fall of 2013 was 72 students and the Academy anticipates an increase to 150 students over a five-year period. The pedagogy model of Greenspire is inspired by the Montessori Method of teaching - that emphasizes active learning and intrinsic motivation. Greenspire is located at the Grand Traverse Commons in Traverse City.The Michigan Land Use Institute The Michigan Land Use Institute is a non-profit advocacy organization that protects the environment, strengthens the economy, and builds community.The Watershed CenterThe Watershed Center is the author of the Grand Traverse Bay Watershed Protection Plan which was developed in collaboration with 28 other regional organizations and agencies, and approved by the U.S. Environmental Protection Agency and the Michigan Department of Natural Resources and Environment (DNRE) in 2005. The Watershed Center has long promoted the importance of trees and other deep-rooted vegetation along shorelines and stream banks for the purpose of erosion and sediment control as well as for taking up nutrients, which also harm water quality. Recent research in Michigan and around the country shows the importance of tree cover throughout a given watershed. The Watershed Center is currently conducting a Watershed Forestry Analysis funded in part by a grant from the DNRE, which will use current tree cover data and specialized software that will show the ecosystem benefits provided by the forest cover in the 1,000 square-mile Grand Traverse Bay watershed.Grand Traverse Conservation DistrictThe Grand Traverse Conservation District (GTCD) is a community-serving organization based out of the Boardman River Nature Center in Traverse City. The GTCD provides environmental education and sustainability four “pillars” of operation: stewardship, education, parklands, and agriculture. They have been working for over 70 years to keep local farms sustainable, the Boardman River healthy, parklands accessible, and children outdoors. The GTCD maintains the Grand Traverse Natural Education Reserve (NER), which was set-aside as a “natural environmental classroom for area youth”. There are native plant gardens, a demonstration wetland, and access to nearly seven miles of renovated hiking trails in the 505-acre reserve.? The grounds and trails of the NER are intended to provide opportunities for outdoor education and act as an as a “natural environmental classroom for area youth”. Research regarding the natural and historical qualities of the NER should be encouraged. The Advisory Committee shall review and make recommendations to the County for prior approval of all research projects. This research will be beneficial to the ongoing management and improvement of the reserve. The 505 acres of meadow, forest, river, and wetland ecosystems has become a destination for the Grand Traverse community to nurture their connection to nature and to learn about ways to foster exploration, appreciation and conservation of the natural world. Grand Traverse County owns 356 acres, the Charter Township of Garfield owns 95 acres, and Traverse City owns 54 acres.The Grand Traverse Stewardship InitiativeAfter establishment in 2009, the Grand Traverse Stewardship Initiative (GTSI) is now in its fifth year of providing hands-on learning and community-focused experiences for students, teachers, and local community partners in the Grand Traverse region as part of a statewide effort to develop knowledgeable and active stewards of the Great Lakes. Students in the GTSI work side-by-side with community partners who serve in important decision-making roles. This mentoring experience is intended to help students see themselves as the next generation of decision-makers, and better understand that the health and welfare of the community is dependent upon the care and preservation of natural resources. The GTSI education program is managed by the GTCD and is an important part of their mission to “inspire exploration, appreciation, and conservation of our natural world”.Great Lakes Information NetworkThe purpose of this site is to facilitate teaching about the Great Lakes and its fisheries. The clearinghouse identifies teaching materials that currently exist on these topics (as of September 2005) and seeks to help individuals select from among these materials by offering professional reviews based on content and environmental education guidelines. Free lesson plans from each of the reviewed materials can also be accessed, all of which have been aligned with Michigan science education benchmarks. Lastly, the clearinghouse offers a forum for exchanging resources and ideas on Great Lakes and fisheries education.Grand Traverse Regional Land ConservancyAlso among the group of non-profit environmental educators working in Grand Traverse County is the Grand Traverse Regional Land Conservancy (GTRLC). Efforts of the GTRLC are focused on monitoring conservation easements, expanding local parks, and leveraging grant monies to preserve nature. For example, the GTRLC was recently awarded a grant to develop a plan for a water trail connecting East Grand Traverse Bay along the Old Mission Peninsula to the Chain of Lakes in Elk Rapids. Also known as the “blue ways,”, the trails are the aquatic equivalent of a hiking trail for small, non-motorized boat navigation. According to the GTRLC, water trails benefit the community by encouraging healthy lifestyles, promoting stewardship, and increasing support for local waterway protection. Inland Seas Education AssociationThe Traverse City community is highly vested in maritime interests of the Great Lakes. This is well exhibited by the annual ‘Schooner Fest’ that celebrates the history of maritime activities in Northern Michigan through a series of lectures, education presentations, and theatrical performances. The Inland Seas Education Association (ISEA) is a 501(c)3 non-profit organization located in Suttons Bay, Leelanau County and is dedicated to enhancing public awareness and stewardship of the Great Lakes through hands-on education for children and adults. Michigan Sea GrantThe Michigan Sea Grant is a cooperative college program of Michigan State University and the University of Michigan that supports research, outreach, and education of the Great Lakes since 1969 (Michigan Sea Grant Strategic Plan). A wide range of constituents are involved in programs that vary from hands-on K-12 cruises and camps to free, online curriculum. High-quality classroom materials for educators can be attained at a discount through the Sea Grant for students of the college age, several fellowships are offered by Sea Grant to learn more about Great Lakes ecology and policy. Mark Breederland is the current extension educator for northwest counties involved in the program. Leelanau Conservancy The Leelanau Conservancy is a 501 (c) 3 organization founded in 1988. The organization has preserved over 11,500 acres and created 25 Natural Areas for public enjoyment with more than 15 miles of hiking trails. Their latest project is the 707-acre Palmer Woods Forest Reserve near Glen Arbor, which opened in February, 2016. Eventually, Palmer Woods will have miles and miles of hiking and ski trails. The conservancy has also worked with over 200 landowners to protect family farms and cherished private lands with legal agreements called conservation easements. These agreements restrict development and protect the land’s most important natural features. Their priorities include protecting Leelanau’s natural lands and water quality, preserving Leelanau’s family farms, and caring for the lands already protected. Northwestern Michigan CollegeThe Great Lakes Maritime Academy is designed to prepare deck and engineering officers for highly skilled positions aboard ship in addition to teaching the essential business skills needed to be successful in the world of commercial shipping. Located at the Great Lakes Campus on Grand Traverse Bay, the Great Lakes Water Studies Institute (GLWSI) at Northwestern Michigan College advances the skills, knowledge and understanding of the world’s dynamic water resources. It has:The first associate's degree in Freshwater Studies in the U.S.??An associate's degree with a Marine Technology major??A new bachelor's degree with a Marine Technology major??Home Builders Association of the Grand Traverse Area, Inc.The Home Builders Association of the Grand Traverse Area, Inc., chartered in 1970, is a professional trade association encompassing the Michigan counties of Antrim, Benzie, Grand Traverse, Kalkaska and Leelanau, whose members are licensed, where applicable, for the purpose of constructing quality housing, providing associated services, and utilizing progressive technologies. The Home Builders Association of the Grand Traverse Area (HBAGTA), Inc. is an affiliate of the Michigan Association of Home Builders and National Association of Home Builders.Strategic ObjectivesInnovative Community and Student SupportWest Traverse Academy involves themes that reoccur throughout successful educational programs: intense community involvement; peer mentorship; a return to nature; flexible structure and individualized instruction. Strategic Goals To provide a measurably effective and appropriate environmental career preparation through life skills education to an ecologically sensitized group of students.To define and achieve long-term organizational sustainability.Key components and strategy objectives see Appendices: Strategic Goals and Objectives.Keys to SuccessFunctionThe function of vocational and training education within the community exemplifies the systems approach in business, education, and community. The cohesive and comprehensive approach integrates the current and future needs of our developing local and global communities. It is the total immersion of the student in their environment, utilizing best practices of educational processes, and connecting real-world exploration that prepares students with critical thinking, problem-solving, and entrepreneurial skills to meet life’s callings. Ultimately we all seek some joy of living and enjoyment of life. Given these factors and the capacity to meet them in an educational environment, we feel that not only will the students have the opportunity to experience success academically; the community, of which the Academy is a part, will experience success in real-world models as they develop their future vision, engage their peers, and extend their influence into society. The results are empowered youth who make positive choices and provide leadership for their peers. Vocational and training education means that the organization itself has to be aware and functional. On a pragmatic level, this means that we consider the ‘total system’ of a human being in process of development. Systems thinking is a core competency of that kind of organization. The ‘systems’ approach here is to identify and nurture the natural skill sets of the individual in order for them to find their natural order and place within the collective, evidencing and exampling a vocational and training lifestyle that affects positive change.Traditional structure found in both business and education is hedging the idea of initiative and innovation through understanding the need for collaborative alliances. Leading innovative peer-community student programs and services:Problem-solving and reasoning skills: Students who think that there are only two ways to solve problems—fight or give-up—are more likely to become either perpetrators or victims of violence. Students’ ability to reason well can give them a wider variety of options than just fighting or running. Students who are more proficient at generating and evaluating options in academic and social settings are less likely to choose violent ways of solving conflicts and promote the same behavior tendencies in others.Social capacities: These skills, attitudes, and dispositions include development of empathy, effective communication, and humor. Understanding another person’s point of view and having concern for other persons can help students generate a wider variety of options—some of which may be mutually acceptable. Students must be able both to listen with understanding and to be understood. The ability to laugh and create moments where others, too, feel more light-hearted can often become one of the most successful options to reducing violent responses. Humor can also enable someone not to immediately take things too personally. A productive sense of purpose, independence, and power: Students who are more likely to turn to violence have no hope in the future. Conversely, students who believe they can control their lives and want to direct their lives in positive and productive ways are more likely to seek non-violent means to resolve conflict. Initial assessments of students/clients in:Aptitude and abilityLearning stylesSpecial needsSystems-thinking awarenessHolocracy aptitudeSWOTT AnalysisStrengthsWeaknessesEnvironmental ActivismLarger Student PopulationAbility to Draw Outside StudentsCommunity SupportHigher Per Capita IncomeCompeting Internal InitiativesLittle empathy for developing countriesCounter veiling state legislationOpportunitiesThreatsCommunity ConnectionAttractive Natural ResourcesDistrict Community CollegesState University Outreach ProgramsStrengthsAdvantages of West Traverse Academy’s PropositionVisionary systems-thinking/holocracy approachStudent preparedness for life/workHigher functional employeesCapable citizenry for changeHigher participation in community capabilitiesMeet academic and emotional needs of youthAttract leading-edge educators and staffDevelop effective programs to marketFunding and grant sources accessibleCompetitive AdvantagesProvide academic/behavioral services in one locationInnovative programs with flexible parametersUnique selling point – innovative aspectsIntegrates two compatible entities - environmental academy (WTA) and clean tech business team (WTBN)Experience, Knowledge & DataCombined 40 years in educationPh.D.-level business degreesMasters-level behavior degreePrior experience educating/working with diverse student bodyCultural, attitudinal, behavioralRecognizes systems-approach to life/livingSubscribes to holocratic management styleUtilizes peer-community and mediation protocolsProcesses, systems, ITUtilizes process analysis and implementationIntegrated systems-thinking throughout West Traverse AcademyIncorporates 21st Century technology applicationsWeaknesses“New” concept subject to old paradigm thinkingStart-up with no history, hence no track recordNo partnerships to dateNo accreditations or licensing at presentNo start-up capital or fundingCore team only partially assembledOpportunitiesUnique selling proposition Integrated approach using academy/resource centerAcademic/behavioral consistencyAssisted learning w/technologyRising concern for the future of the next generationInformation and research capacity for future developmentsCreate business and community partnershipsCommunity integrated programs and business w/WTBNTechnology development and implementationThreatsResistance/lack of referrals from local educational programsLack of support from district/community schoolsCompetition from public universities and local community collegesContinued budget cuts at Federal and State levelsLack of parental and community supportTrendsAcademies will be smaller and more neighborhood orientedThere will be fewer students per classTechnology will dominate instructional deliveryThe typical spaces thought to constitute an academy may changeStudents and teachers will be organized differentlyStudents will spend more time in academyInstructional materials will evolveGrade configurations will changeCompany BackgroundCompany Ownership West Traverse Academy is in the process of filing non-profit 501 ? (3) registered educational and philanthropic corporation in the State of Michigan. The Co-Directors of Grand Traverse Life reside in the Town of Traverse City and Grand Rapids. West Traverse Academy will include the staff and teachers as owners and stakeholders within the first few years of operation. Collective ownership is yet another facet of the Academy model.Start-up Plan DeliverablesProject Mgr.Ed. Mgr.Bus. . Mgr.Asst.StatusCore Group/ExpertsRCC/SCCI??????Comprehensive PlanC/SRCCCI?????Letters of SupportRCCC/SII??????Operations PlanC/SCRCCI??????Operating AgreementsC/SCRCID??????Formal OrganizationRCCCII??????Enrolled StudentsIRCCCNS??????Academy StaffC/SRCCCI??????Instructional ProgramC/SRCCCI??????Support ServicesSIRIID??????Building/SiteSCCRID??????Student Performance DataSRIICNSStakeholder legend: I-Informed S-Signs-off C-contributor R-responsibleOne Responsible and one Sign-off per deliverableLegend: NS-Not Started C-Completed I-In progress D-Deferred O-OverdueKey Products and ServicesDescription - Qualities and Dimensions of Effective Environmental EducationEffective environmental education responds to the real lives, needs and interests of high Academy graduates as they relate to environmental problems and solutions Students feel like they matter and can have a direct impact on the environment Vocational and training education is innovative and dynamicRelationship building is foundational to effective environmental education Outstanding students are welcomed and accepted Web of relationships: students with students, students with adults, business community with students, students in their families Effective environmental education has a variety of ways for students to be involved Boundaries between programs are permeable Vocational and training education is multifaceted There are variety of levels of participation among students and their families In effective environmental education, students are active in making positive changes happen (students are not passive receivers of learning). Students have ownership of their education efforts Students share leadership in programs and visioning Students relate and share their success with their peers Leading programs help students grow in their own empowerment and self-esteem Specific Programs / Components Vocational and Training Education FormationFacilitated by open-minded, authentic, passion-filled adults Engages students’ energies toward inclusion rather than exclusionIncludes community building, peer and socialIncludes peer sharing, empowerment and leadershipIncludes animal care and gardening/landscaping Teaches about personal identity and relation to the environmentSeizes teachable moments as the most precious commodityIs experiential, active and innovative in the rapid-change environmentsDoesn’t feel like Academy – doesn’t lecture or have too much focus on textbooks. Community ServiceThe experience of service helps students grow in compassion and understanding. An effective method of engaging youth in community service is educational reflection – connecting acts of service to learning, peer-community social teachings and everyday life. These experiences: Change their perspective Broaden their awareness Create empathy Help students feel valuable Make life real – hands on and heart-centered Form community LeadershipStudents have a different way of expressing understanding within daily living – it is more sensual. Youth’s expression of connecting academy-to-living in daily life needs incorporation into the celebration of success. Music and wholesome activities are important for youth to engage in their experience. The involvement of youth in community service brings tremendous value to the community – providing energy, skill and powerful presence. For the young people it builds confidence, self-esteem, and helps them develop life goals. Extended TripsTrips, camps, conferences and regional events are important because they: Help students feel pride and enthusiasm in their transformation Build community among students Build community between students and adults Create opportunities for leadership Amaze students by connecting them with large numbers of other students at all levels in the community Educational AssessmentsLinking assessment to instruction - embedding it in the process of learning - is critical to full implementation of new science standards. To allow students to construct learning in the learning laboratories through authentic experiences, assessment must be: Open-ended, allowing for discussion and revision of new understanding Tolerant of divergent thinking and promote the notion of no “one right answer” Presented in alternative modes, not just written responses to limiting questions Designed to foster analysis, comparison, generalization, prediction, and modification Capable of promoting collaboration and team effort in demonstration of competence Ongoing and cumulative - showing growth over time (NCREL, 2015)Design of the Assessment Process Student, faculty, and administrative goals and objectives to improve student academic achievement Statements about how much responsibility the faculty have for the design and implementation of the assessment plan Role of faculty development and training in assessment How to utilize faculty expertise in the assessment process Program reviews for academic programs How the Academy can use students, faculty, and administrators in its multiple measures Role of administrators in the areas of budgeting, resource allocation, and time management for the assessment plan Promotional Materials Marketing is through presentations, social media and web-based activity with few exceptions. Promotional materials are not complete at this time. Points addressed in marketing campaign include:Active student, parent, community and teacher participation in debate and decision-making are essential to strengthening the Academy’s’ programs? The public education system currently makes available, and is committed to continuing to offer, a variety of program options to meet the diverse needs of all student.? A democratically governed system of education with a mandate to provide quality environmental education for outstanding potential studentsTrue choice in education must enhance educational equity, making pedagogically sound choices equally available to all?High impact PowerPoint presentations featuring current statistics on environmental issues, post high Academy enrollment rates, program successes, and West Traverse Academy features and benefits will be used to garner initial investments and support from the community. These presentations will also be used to address State and County officials to gain their buy-in of program compatibility and potential success.Technology21st Century learners need 21st Century technology at their fingertips, including:State-of-the-art computers and LANUpdateable e-curriculum supplemented learningMulti-media studio – computer-based Ergonomic classrooms w/special needs inclusionCore subject state-of-the-art lab materialsState-of-the-art machinery for vocational programsSupply Chain ManagementThe supply chain management philosophy applied to the Academy environment would call for the integration of customer and company, student and Academy, parent/partner and community. Practical applications of research bring the cross-functional teams together to share information, materials, and resources that empower the Academy’s compliance with its mission. The vision of the founders includes the incorporation of supply chain management applied to creating collaborative alliances, which also includes the research and development of resources. The Advisory Council and Board of Directors are utilized for contacts and resources to help establish relationships that can benefit from research provided by the Academy through its students and staff.Future ProductsE-Curriculum Delivery The delivery of curriculum through electronic means is a growing trend in America. Developing a data center with the capacity to compile and deliver e-curriculum to the resident student community and local organizations and companies. Future DevelopmentContracted curriculum packages (bundled or stand-alone) will offer educational programs at greatly reduced costs, increasing access to low-income areas. This increases opportunity for teacher-developed curricula and making it available to large numbers and remunerate the creators in the process. These programs, developed as partnerships with Schools, provide additional capacity for adult education programs for acquiring a GED or college credits toward degree programs. Community-based educational programs empower community leaders and members to effectively develop and manage community affairs. Access to social services electronic programs increases quality of life for low-income community members.Market AnalysisMarket NeedsTo gain an in-depth understanding of market need, we must first define the relevant industry sectors from the North American Industrial Standard Classification system. The codes are 2, 3, 4, and 6 digits and cover all industries, organizations and entities in the United States. The advantage in using these codes is that data about market potential and volume is accessed using these classifications. For our purposes a selection of 28 4-digit codes covers the Academy services:1111 Oilseed and Grain Farming This industry group comprises establishments primarily engaged in (1) growing oilseed and/or grain crops and/or (2) producing oilseed and grain seeds. These crops have an annual life cycle and are typically grown in open fields. 1112 Vegetable and Melon Farming This industry group comprises establishments primarily engaged in growing root and tuber crops (except sugar beets and peanuts) or edible plants and/or producing root and tuber or edible plant seeds. The crops included in this group have an annual growth cycle and are grown in open fields. Climate and cultural practices limit producing areas but often permit the growing of a combination of crops in a year. 1113, Fruit and Tree Nut Farming. This industry comprises establishments primarily engaged in one or more of the following: 1) growing non-citrus fruits (e.g., apples, grapes, berries, peaches); 2) growing tree nuts (e.g., pecans, almonds, pistachios); or 3) growing a combination of fruit(s) and tree nut(s) with no one fruit (or family of fruit) or family of tree nuts accounting for one-half of the establishment's agriculture production (value of crops for market). 1114 Greenhouse, Nursery, and Floriculture Production This industry group comprises establishments primarily engaged in growing crops of any kind under cover and/or growing nursery stock and flowers. "Under cover" is generally defined as greenhouses, cold frames, cloth houses, and lath houses. The crops grown are removed at various stages of maturity and have annual and perennial life cycles. The nursery stock includes short rotation woody crops that have growth cycles of 10 years or less. 11141 Food Crops Grown Under Covert 1119 Other Crop Farming This industry group comprises establishments primarily engaged in (1) growing crops (except oilseed and/or grain; vegetable and/or melon; fruit and tree nut; and greenhouse, nursery, and/or floriculture products). These establishments grow crops, such as tobacco, cotton, sugarcane, hay, sugar beets, peanuts, agave, herbs and spices, and hay and grass seeds; or (2) growing a combination of crops (except a combination of oilseed(s) and grain(s) and a combination of fruit(s) and tree nut(s)).1121 Beef Cattle This industry group comprises establishments primarily engaged in raising cattle, milking dairy cattle, or feeding cattle for fattening 1122 Hog and Pig Farming This industry comprises establishments primarily engaged in raising hogs and pigs. These establishments may include farming activities, such as breeding, farrowing, and the raising of weanling pigs, feeder pigs, or market size hogs. 1123 Poultry and Egg Production This industry group comprises establishments primarily engaged in breeding, hatching, and raising poultry for meat or egg production. 1124 Sheep and Goat Farming This industry group comprises establishments primarily engaged in raising sheep, lambs, and goats, or feeding lambs for fattening. 1129 Other Animal ProductionThis industry group comprises establishments primarily engaged in raising animals and insects (except cattle, hogs and pigs, poultry, sheep and goats, aquaculture) for sale or product production. These establishments are primarily engaged in raising one of the following: bees, horses and other equines, rabbits and other fur-bearing animals, and so forth, and producing products, such as honey and other bee products. Establishments primarily engaged in raising a combination of animals with no one animal or family of animals accounting for one-half of the establishment's agricultural production (i.e., value of animals for market) are included in this industry group. 1151 Support Activities for Crop Production This industry comprises establishments primarily engaged in providing support activities for growing crops. 1152 Support Activities for Animal ProductionThis industry comprises establishments primarily engaged in performing support activities related to raising livestock (e.g., cattle, goats, hogs, horses, poultry, and sheep). These establishments may perform one or more of the following: 1) breeding services for animals, including companion animals (e.g., cats, dogs, pet birds); 2) pedigree record services; 3) horse boarding; 4) dairy herd improvement activities; 5) livestock spraying; and 6) sheep dipping and shearing.2211 Electric Power Generation, Transmission and Distribution This industry group comprises establishments primarily engaged in generating, transmitting, and/or distributing electric power. Establishments in this industry group may perform one or more of the following activities: 1) operate generation facilities that produce electric energy; 2) operate transmission systems that convey the electricity from the generation facility to the distribution system; and 3) operate distribution systems that convey electric power received from the generation facility or the transmission system to the final consumer. 2213 Water, Sewage and Other Systems This industry comprises establishments primarily engaged in operating water treatment plants and/or operating water supply systems. The water supply system may include pumping stations, aqueducts, and/or distribution mains. The water may be used for drinking, irrigation, or other uses. 2361 Residential Building Construction This industry comprises establishments primarily responsible for the construction or remodeling and renovation of single-family and multifamily residential buildings. Included in this industry are residential housing general contractors (i.e., new construction, remodeling, or renovating existing residential structures), for-sale builders and remodelers of residential structures, residential project construction management firms, and residential design-build firms. 2362 Nonresidential Building Construction This industry group comprises establishments primarily responsible for the construction (including new work, additions, alterations, maintenance, and repairs) of nonresidential buildings. This industry group includes nonresidential general contractors, nonresidential for-sale builders, nonresidential design-build firms, and nonresidential project construction management firms. 2382 Building Equipment Contractors This industry group comprises establishments primarily engaged in installing or servicing equipment that forms part of a building mechanical system (e.g., electricity, water, heating, and cooling). The work performed may include new work, additions, alterations, maintenance, and repairs. Contractors installing specialized building equipment, such as elevators, escalators, service station equipment, and central vacuum cleaning systems are also included. 5413 Architectural, Engineering, and Related Services This industry comprises establishments primarily engaged in planning and designing residential, institutional, leisure, commercial, and industrial buildings and structures by applying knowledge of design, construction procedures, zoning regulations, building codes, and building materials. 5414 Specialized Design Services This industry group comprises establishments providing specialized design services (except architectural, engineering, and computer systems design).5417 Scientific Research and Development Services This industry group comprises establishments engaged in conducting original investigation undertaken on a systematic basis to gain new knowledge (research) and/or the application of research findings or other scientific knowledge for the creation of new or significantly improved products or processes (experimental development). The industries within this industry group are defined on the basis of the domain of research; that is, on the scientific expertise of the establishment.5613 Employment Services This industry comprises establishments primarily engaged in one of the following: 1) listing employment vacancies and referring or placing applicants for employment; or 2) providing executive search, recruitment, and placement services. 5621 Waste Collection This industry comprises establishments primarily engaged in 1) collecting and/or hauling hazardous waste, nonhazardous waste, and/or recyclable materials within a local area; and/or 2) operating hazardous or nonhazardous waste transfer stations. Hazardous waste collection establishments may be responsible for the identification, treatment, packaging, and labeling of waste for the purposes of transport. 5622 Waste Treatment and Disposal This industry comprises establishments primarily engaged in 1) operating waste treatment or disposal facilities (except sewer systems or sewage treatment facilities); or 2) the combined activity of collecting and/or hauling of waste materials within a local area and operating waste treatment or disposal facilities. Waste combustors or incinerators (including those that may produce byproducts, such as electricity), solid waste landfills, and compost dumps are included in this industry. 5629 Remediation and Other Waste Management Services This industry group comprises establishments primarily engaged in remediation and other waste management services (except waste collection, waste treatment and disposal, and waste management consulting services). 6112 Junior Colleges This industry comprises establishments primarily engaged in furnishing academic, or academic and technical, courses and granting associate degrees, certificates, or diplomas below the baccalaureate level. The requirement for admission to an associate or equivalent degree program is at least a high school diploma or equivalent general academic training. Instruction may be provided in diverse settings, such as the establishment's or client's training facilities, educational institutions, the workplace, or the home, and through diverse means, such as correspondence, television, the Internet, or other electronic and distance-learning methods. The training provided by these establishments may include the use of simulators and simulation methods. 6113 Colleges, Universities, and Professional Schools This industry comprises establishments primarily engaged in furnishing academic courses and granting degrees at baccalaureate or graduate levels. The requirement for admission is at least a high school diploma or equivalent general academic training. Instruction may be provided in diverse settings, such as the establishment's or client's training facilities, educational institutions, the workplace, or the home, and through diverse means, such as correspondence, television, the Internet, or other electronic and distance-learning methods. The training provided by these establishments may include the use of simulators and simulation methods. 6115 Technical and Trade Schools This industry comprises establishments primarily engaged in offering vocational and technical training in a variety of technical subjects and trades. The training often leads to job-specific certification. Instruction may be provided in diverse settings, such as the establishment's or client's training facilities, educational institutions, the workplace, or the home, and through diverse means, such as correspondence, television, the Internet, or other electronic and distance-learning methods. The training provided by these establishments may include the use of simulators and simulation methods. 9241 Administration of Environmental Quality Programs This industry comprises government establishments primarily engaged in one or more of the following: 1) the administration, regulation, and enforcement of air and water resource programs; 2) the administration and regulation of solid waste management programs; 3) the administration and regulation of water and air pollution control and prevention programs; 4) the administration and regulation of flood control programs; 5) the administration and regulation of drainage development and water resource consumption programs; 6) the administration and regulation of toxic waste removal and cleanup programs; and 7) coordination of these activities at intergovernmental levels. Market PotentialFrom the selected 28 industrial markets, data was gathered to determine the market potential for 13 industrial markets. The 15 discarded industrial markets are insignificant to the overall market potential containing less than 5 establishments within the targeted industrial segment.Designated Market Segment4-Digit NAICS CodeMarket Potential (USD)11111 Oilseed Farming2,087,75721113 Fruit and Tree Nut Farming1,139,69731114 Greenhouse, Nursery and Floriculture Production824,14841119 Other Crop Farming994,52952213 Water, Sewage and Other Systems2,360,09462361 Residential Building Construction2,291,28272362 Non-Residential Building Construction2,919,21682382 Building Equipment Contractors1,824,77495413 Architectural, Engineering and Related Services707,602105414 Specialized Design Services262,105115417 Scientific Research and Development Services335,784125613 Employment Services187,136136113 Colleges, Universities, and Professional Schools1,913,706146115 Technical and Trade Schools2,095,624Total Market Potential$19,943,454 Market VolumeMarket ShareMarket Volume (USD)6%1,196,607Target Market Penetration4%800,0003%$598,304Estimated market impactAn estimated 4% market penetration results in targeted income of $800,000 USD used to fund the academy operations.Estimated market responseMarket response will consist of increased revenues, efficiencies and reduced environmental impact within the targeted industrial segments. Expected opposition against our business caseAt first, there will be some resistance to a not-for-profit presence in the market place, but since there will be increased revenues, efficiencies and reduced environmental impact within the targeted industrial segments, there should be a positive response to the academy’s ongoing market impact. This combined with a lack of competition for continued market share and the desirability of offsetting the continually rising costs of higher education, should ameliorate any initial opposition to our business case.Customer behavior and preferences regarding Clean Tech, organic farming, new economic and education conceptsGrand Traverse County shows significant positive behaviors and preferences regarding Clean Tech, organic farming, and new economic and education concepts. Many residents from other locations within Michigan and elsewhere in the U.S. who have located here demonstrate much heightened concern for the environment, the organic lifestyle and the acceptance of new economic and education concepts.Entrepreneurial market and environmentAs elsewhere in Michigan, there is considerable emphasis placed upon entrepreneurial initiatives especially as they relate to clean water, clean air and the technologies for remediation in these areas.Description of the local market (main products, services and revenues)General business and consumer environment regional trends area income economic background between March, 2012 and March 2013, total state employment grew by 0.5%, while unemployment decreased by 1.2 points to 8.0%. During the same period, state employment in educational services, the parent sector of technical and trade schools in the Bureau of Labor Statistics taxonomy, stayed level. The sector represents n/a% of total state employment, including the public sector. On a national scale, the technical and trade school’s industry holds a $10,841,487,180 market. The specific market area is contiguous with the zip codes of: 49610,49637,49643,49649,49666,49673,49684,49685,49686,49690,49696 that comprise Grand Traverse County. As of 2013, the area supported a business base of 6,967 locally operated firms and 800 business branch operations. Local business operations are distributed among economic sectors as shown in the following table:The market area includes 34,390 personal income reporting units with total gross income of $2,002,867,420 (average income: $58,240), 1.8% above the US average of $57,227. (Each personal income reporting unit represents a single IRS tax return and is used to approximate a consumer decision-making unit.) The percentage of earning units within each income reporting bracket is noted in the table:The average income of the 3,100 personal income units reporting $100,000-$200,000 gross income is $134,558; Average income of the 1,210 units reporting more than $200,000 gross income is $493,190.petitive AnalysisResearch has determined that there are few, if any, that apply the complete concept of West Traverse Academy. Several residential programs include elements of vocational and training education, peer-mediation/community, and/or community technology centers. West Traverse Academy is a Vision of Value for empowering disenfranchised youth caught in the throes of insolence and maturation. A full comparison on West Traverse Academy’s competition would take substantially more research and recommended as part of further development.One note to make is that, being a progressive community, those that we identify as competitors in this region could easily be procured as collaborators with mutual benefit.Northwestern Michigan College, known as NMC to local residents, is a community college in Traverse City. NMC provides instruction in the liberal arts and in other occupational fields to over 5,100 students annually. The College has a Great Lakes Maritime Academy, the only maritime academy on the Great Lakes that prepares students to become merchant marine officers through a Bachelor of Science Degree in Maritime Technology). Advanced degrees (bachelor’s and master’s) received from the college are granted through partnerships with NCM partners. Otherwise, students attend classes to fulfill the requirements of an Associate’s degree. The College pioneered post-secondary education in northern Michigan, which enables high Academy students (typically seniors) to enroll in college classes and earn college credit while still in a high Academy program. This dual enrollment program is offered by both the TCAPS and Kinsley Area Academy districts (Finance report). CompetitorsThe competitive analysis identifies industry strengths and weaknesses in this market area relative to the national performance of firms within the industry classification:Primary Competitive Market Concentrations The Technical and Trade Schools industry captures $16 in sales per personal income earning unit within the market area, representing local demand below US national levels of $79. Local industry sales are about 0.0% of gross personal income, below the US national level of 0.1%. The industry location quotient of 0.11 indicates market area employment concentrations below the industry employment concentration nationally (where the US concentration equals 1.00).The market area Technical and Trade Schools industry transacts $69 in sales per private sector business establishment, representing local demand below US national levels ($676). Locally generated industry sales represent 0.27% of the total volume of sales generated in the market area by businesses of all types, a 0.27 multiple of the national average share.Over the 24-month period year-end 2011-2013, 31.6% of US business establishments in the industry, and 32.7% in its small business segment, ceased independent operation.On the new business vitality side of the equation, 1 independent industry startups and new branch operations were identified in the market area, creating a new operation rate of 40.00% in the most recent analysis year (2012-2013), greater than the national rate of 10.80%. Unusually low new operation rates can indicate market saturation or lack of perceived opportunity, while high rates suggest both opportunity and the recognition of it. Due to the limited number of new operations at any given time, this indicator is often less useful in small local market areas.Number of Competitors in Market SegmentsMarket SegmentNumber of Competitors1111 Oilseed Farming731113 Fruit and Tree Nut Farming81114 Greenhouse, Nursery and Floriculture Production51119 Other Crop Farming282213 Water, Sewage and Other Systems72361 Residential Building Construction1942362 Non-residential Building Construction732382 Building Equipment Contractors1385413 Architectural, Engineering and Related Services1425414 Specialized Design Services475417 Scientific Research and Development Services235613 Employment Services176113 Colleges, Universities, and Professional Schools116115 Technical and Trade Schools30Industry Market Size and ProjectionsThe Technical and Trade Schools industry includes 3 business operations; 3 independent firms and 1 branch establishments. Among the independent firms, 3 fall within small business parameters defined as single site firms with fewer than 25 employees.Industry firms based in the market area represent locally generated industry sales of $536,640, which excludes operations of branches owned by local firms but situated outside the market area; and conversely, includes branch operations inside the market area, even if owned by firms based elsewhere. The locally generated industry market volume figure is projected from sales per employee data and local employment totals. The generated market volume of the industry's small business segment in the market area is $493,709, or 92.0% of the total local market. Nationally, small businesses capture 33.3% of industry market share. For the market-specific focus of this competitive analysis, generated sales is applied as the most useful barometer of industry-wide market area revenue unless otherwise specified.Average annual (locally generated) site sales are $178,880, including branch operations controlled from outside the market area. Nationally, industry site sales are $1,491,264 or 833.7% of local levels. Market area small business sales average $178,880, or 70.2% below the national average for small businesses in the industry.Employment in the Technical and Trade Schools industry is projected to grow by 2.4% per year through 2018. Output is projected to increase by 0.6% per year over the same period. Market area growth will be differentially impacted by local conditions including income levels and business-to-business demand. The utility of short-term projections may be adversely affected by unforeseen economic turbulence and volatility. Marketing SummaryMarket SegmentationTraverse City, Michigan is the initial proposed site development location. Target MarketMarket NeedsVocational and training educationSpecial needs programsLife skillsTechnology-driven Peer-communityTen Educational Trends Shaping Academy Planning and DesignThe Lines of Prescribed Attendance Areas Will BlurSchools Will Be Smaller and More Neighborhood OrientedThere Will Be Fewer Students Per ClassTechnology Will Dominate Instructional DeliveryThe Typical Spaces Thought to Constitute an Academy May ChangeStudents and Teachers Will Be Organized DifferentlyStudents Will Spend More Time in AcademyInstructional Materials Will EvolveGrade Configurations Will ChangeSchools Will Disappear Before the End of the 21st Century (Or Will They?)Environmental Vocational and Training Education... Is concerned with the growth of every person’s career and life potentials. It actively engages students in the teaching/learning process and encourages personal and collective responsibility. Is a quest for understanding and purpose? Its aim is to nurture healthy, whole, curious persons who can learn whatever they need to know in any new context. By introducing or enhancing an environmental view of the planet, life on Earth, and the emerging world community, the Academy enables students to perceive and understand the various contexts, which shape and give meaning to life. Recognizes the innate potential of every student for intelligent, creative, systemic thinking. This includes so-called “students-at-risk”, most of whom have severe difficulties learning within a mechanistic reductionist paradigm, which emphasizes linear, sequential processes. Recognizes that all knowledge is created within a cultural context and that the “facts” are seldom more than shared points of view. It encourages the transfer of learning across separate academic and environmental disciplines. The Academy encourages learners to critically approach the cultural, moral and political contexts of their lives. Values spiritual literacy (in a non-sectarian sense). Spirituality is a state of connectedness to all life, honoring diversity in unity. It is an experience of being, belonging and caring. It is sensitivity and compassion, joy and hope. It is the harmony between the inner life and the outer life. It is the sense of wonder and reverence for the mysteries of the universe and a feeling of the purposefulness of life. It is moving towards the highest aspirations of the human spirit. (Vocational and training Education Network, Tasmania, Australia)Industry AnalysisThe United States Bureau of Labor Statistics (BLS) recently began measuring green jobs with the introduction in 2010 of their Green Jobs Initiative. This is an effort to gather data on “(1) the number of and trend over time in green jobs, (2) the industrial, occupational, and geographic distribution of the jobs, and (3) the wages of the workers in these jobs” (BLS 2012c). “The BLS defines green jobs as either: (1) Jobs in businesses that produce goods or provide services that benefit the environment or conserve natural resources, or (2) Jobs in which workers’ duties involve making their establishment’s production processes more environmentally friendly or use fewer natural resources” (BLS 2012c). Jobs are considered green if they produce goods or services directly related to:Energy from renewable sources.Energy efficiency. Pollution reduction and removal, greenhouse gas reduction, and recycling and reuse. Natural resources conservation, organic agriculture and sustainable forestry. Environmental compliance and regulatory administration, education and training, and public awareness and advocacy. (BLS 2012c). According the first Bureau of Labor Statistics data, in 2010, 3.1 million jobs in the U.S. were associated with the production of green goods and services, accounting for 2.4 percent of total U.S. employment in that year. Of the total, 2.3 million jobs were in the private sector, and 860,300 in the public sector (BLS, Mar 2012, 1). Green products and services are increasingly important to the U.S. and global markets. “Sales of environmentally friendly products in the U.S. exceeded $40 billion last year, according to data from various market tracking services and Advertising Age estimates. This includes $29.2 billion for organic food, more than $10 billion for hybrid, electric and clean-diesel vehicles, more than$2 billion on energy-efficient light bulbs and $640 million on green cleaning products” (Neff, 2012). During 2010-2011, global sales of low carbon and environmental goods and services were measured at roughly $5.2 trillion dollars with 48 percent of the total coming from low-carbon activities, 31 percent from renewable energy and 21 percent from environmental activities. This represents annual growth of 3.7 percent from the previous year (U.K. Department of Business, Innovation and Skills 2012, 13).According to German-based Roland Berger Strategy Consultants, the global market volume for “environmental technologies” will reach a projected $2,740 billion by 2020:1. Energy efficiency technologies (appliances, industrial processes, electrical motors, insulation, etc.): $1,233 billion by 20202. Waste management/recycling: $63 billion by 20203. Water supply/sanitation/water efficiency: $658 billion by 20204. Sustainable transport (more-efficient engines, hybrids, fuel cells, alternative fuels, etc.): $493 billion by 2020.” (UNEP 2008, 54).Competitive FactorsActive student, parent, community and teacher participation in debate and decision-making are essential to strengthening the Academy’s education program.? Key CompetitorsColleges and vocational/training Schools offering similar environmental programs.E-curriculum development and delivery companies currently using the Internet.Environmental Resource Centers providing educational programs. Strategy Implementation SummaryStrategy PyramidsMake our name known.?We are unique as a leader in the research, design, and implementation of environmental education using state-of-the-art technologies. Our collaborative alliances and partnerships with industry leaders bridge 21st Century learners with 21st Century technology and our emerging global culture.Nurture the development of skills and traits empowering each student’s personal growth. Use destination thinking to develop collaborative alliances. Partnerships increase exposure and resources. Transformational leaders are the brokers of dreams, shaping a strategic vision of a realistic and attractive future that bonds employees together and focuses their energy toward a super ordinate organizational goal.Incorporating emerging technologies and their integration into our curriculum provide the students with real-time, real-world experiences that prepare them for entering post-graduation petitive EdgeWest Traverse Academy, built on the foundation of best practices in management philosophy, incorporates customer involvement, supply chain management, and labor relations. Adhering to the goals of the balanced scorecard approach, the Academy will engage cross-functional teams at every level in its operations. The discoveries of these teams and the analysis of their findings will set the prioritization for elements within each office and program. Systems thinking requires that all elements have importance and relevance in the mix. The primary factors however, will be meeting State and Federal Standards for education with fiduciary responsibility being equally important. Dedication to environmental education affects staff and students, nurturing collaborative alliances that demonstrate the kinds of relationships necessary for success in post-graduation life, as well as engaging the student in their education and development of critical thinking skills that reveal the innate patterns and processes in the emergence of systems thinking. West Traverse Academy’s creation of interdependent business and community relationships demonstrate the value of the vision and mission of the Academy. In today’s ever-changing environment, West Traverse Academy will have the administrational and operational foundations to manage that change with skill and precision. Combining, even synergizing, the traditional framework of business, Academy, and community so that it is addressed as a whole system only makes sense in the growing demands of operating in the world in an integrated fashion. The infrastructure of progressive institutions allows and even encourages new discoveries and their incorporation into the institutional mix. The Academy seeks to apply cutting-edge integrative technologies across the Grand Traverse County, State of Michigan the regional Midwest, across the U.S. and to develop and developing countries that strive to meet the emerging demands of the 21st Century.Marketing StrategyPositioning StatementEducational reformation is unavoidable and happening slowly through a variety of methods. Much of this process is happening through underdeveloped or underutilized programs and brick and mortar structures caught in paradigm paralysis. This paradigm paralysis occurs because there are no new models, no working examples, of what is truly necessary to develop strong youth and adult learning programs ultimately building a strong community. It is apparent by our ‘walled communities’ that we have forgotten the essence of what makes us strong as a nation. Sustainable growth comes from community involvement that is facilitated through the inclusion practices of the organization; developing a community capable of raising the new genre of children through a systems approach to learning. Our innovative peer-community and curriculum development and the community responsive to students that graduate will know West Traverse Academy as a leader in educational reform.Pricing StrategyUtilize multiple programs for higher ratios of dollars per student. Collaboration with Blue Planet Life for e-curriculum development and delivery.Bundled curriculum site licensing for distribution and reduced costs for consumers.Partnerships with Environmental Service Providers, Community Colleges, and Universities.Promotion StrategyHome School NetworksWebvertising – E-mail with auto respondersPublic relations events with radio and television coverageSocial MediaMarketing ProgramsWebvertising using targeted e-mail and auto respondersSearch engine marketing – keyword purchase and sponsor linksTraditional sales – expos, conventions, civic groupsNewspaper and radio advertisingEducator conventionsRelated media publicationsPublic relations campaignFour Ps of MarketingProduct- The operational idea of the West Traverse Academy is sound and needed.Place- the State of Michigan as the location of the Academy is desirable and feasible.Price- Low tuition with alternative funding sources would be very much welcomed by parents and students.Promotion- Substantial marketing through social media should be used to reinforce the destination appeal.Sales StrategyOur current educational environment often contributes to ‘moving away from’ rather than moving toward a goal or a vision, even though it is often stated otherwise. The fear of failure often precludes the joy of success. The affect is not the desired outcome. Destination thinking replaces old habits with new ones, moving toward achievable and realistic success. A vocational and training approach includes the development and nurturing of the creative nature within the human being, at the core of our being human. An integrated system naturally addresses inherent conflict and provides tools to ascend from it, using the conflict to engage creative thinking rather than rote action.Utilization of those who have gone before often stimulates positive change to a greater degree. Optimal change agents, in this case, span several areas of concern, expertise, and professional endeavors. Presentations and networking are a core competency of our sales effort; know face-to-face communication is the most productive and builds the greatest rapport. Civic organizations, angel investor groups, local and national corporations, philanthropic foundations, and various ‘Anonymous’ groups hold the capacity to capitalize on concern, vocational and training philosophy, professional contacts, and resources unknown. This strategy facilitates a truly Win/Win for the business units, community and participants, direct or indirect. The foundational fabric of West Traverse Academy empowers the development of leaders, within the organization, the student body, and interacting with the community. The transformation of disenfranchised youth spills over into the entire environment of the Academy. The Co-Directors, examples of charismatic and transformative leaders, instill the need for achievement through progressive opportunities for the youth to do and be more than in their past living habits. This gratifies the need for personal power in the progress toward meeting goals and objectives while increasing cognitive ability, interpersonal skills, self-confidence and changes in ethics. Although the staff and peers display some managerial behaviors in this process, such as interpersonal, informational, and decisional roles, the collective leadership methodology and philosophy of the organization achieve the results.Management SummaryOrganizational Structure West Traverse Academy’s strategic plan denotes three specific areas within the Academy’s management matrix. These areas include Education, Commerce, and Community. The Education Group facilitator shares the vision and has an in-depth understanding of educational systems, including effective Academy administration, exemplary exceptional student services, outstanding curricula and faculty development, rapport-building student promotion and retention, and innovative information technology systems. The Commerce Group facilitator also shares the vision has an equally in-depth understanding of State and Federal laws and regulations, creating collaborative alliances, supply chain integration, sales and marketing, and information technology. The Community Group facilitator shares the vision as well and has a mastery of marketing Academy programs, adult education programs, grant research and writing, after-Academy program development, and information technology. The Co-Directors hold the vision and have an understanding and mastery of strategic planning, educational and organizational development, business administration, and information systems integration. Communication Plan“Communication plans should be divided into two categories: project communications and constituent communications. Project communications include the interaction that is required in order to deliver the engagement with quality. Included in this category is the project plan itself, the memos and status reports that the team distributes to one another, the team meetings, and the minutes that are issued from them. In the realm of constituent communications are the executive briefings, auditorium presentations, newsletters, “lunch and learn” sessions, posters, brochures, focus groups, and feedback mechanisms like e-mail and voicemail suggestion boxes.” (Freedman, 2000)Best practices in pro-active management include up-to-the-minute reporting in order to anticipate and resolve problems before they have a chance to impede progress of the project. Along with the items mentioned above, we will be including e-room, net-meetings, and video-conferencing via the Internet. Technology use will be an asset of the curriculum and functioning of the Academy and a key feature of the process and stakeholder training. The Education, Commerce, and Community group facilitator determines the lines and types of communication necessary to serve their group, while maintaining the integrity of Spectrum’s open communication philosophy. The organizational chart has the appearance of a hierarchical structure yet; the communication lines are more flat-lined and organic in the actual workings of the organization.Management TeamThe management team is forming. Features include academic and experiential expertise that leads successful educational institutions, law firms, civic organizations, social services, and technology companies. Diversity in the core team is critical and demonstrates the vocational and training approach of systems thinking.Co-Founder | Joseph P. Helgert, Ph.D., M.B.A, M.A., B.ADr. Helgert is a life-long learner, dedicated to the study and practice of state-of-the-art educational foundations. His desire to explore alternative educational methodologies for students provides a solid foundation for development and implementation of curriculum designed to meet the needs of diverse and gifted learners. Dr. Helgert’s credentials are in the Appendices: Joseph P. Helgert.Co-Founder | Daniel S. Paulson, M.S.Mr. Paulson, also a life-long learner, brings nearly 30 years of green development and vocational training to the mix. His ‘outside the box’ attitude and transformational leadership style empowers people in his environment of influence. His success with green development creates the foundation for success. He is a master facilitator and charismatic leader. Mr. Paulson’s resume is in the Appendices: Daniel S. PaulsonManagement Team GapsKey personnel have been selected that have unique skill sets for performing high-level administrative and functional duties. These personnel are in professional roles currently and for the purposes of this plan will remain anonymous. This team empowers the core competencies of the organization – serving the unique needs of disenfranchised youth.Education Administration Director Commerce Department DirectorCommunity Department DirectorIT ProfessionalHuman Resources It is reasonable to consider project team attributes to include exceptional interpersonal, analytical, problem solving, and time management skills. No matter the product or service, it is the people who make everything happen. Each team member also has an understanding of functional systems and current best practices in their respective fields. The functional areas of the project are three-fold. The Education area is responsible for the day-to-day operations of the Academy, including administration, curricula development and implementation, and staff training and development. The Commercial area is responsible for the strategic plan to meet Michigan state requirements, developing business partnerships, and product development of saleable results. The Community area is responsible for outreach programs, after Academy programs, and adult education opportunities. These areas all form the core of the project. It is apparent that they overlap to meet the requirements of a functional relationship. We will be introducing the term “Holocracy” as the name for this type of management approach. Its three-fold relationship creates a unique and synergistic service toward meeting the needs of the job. The job is the boss and everyone wins in the end.Advisory BoardMarty Nitzberg is a retired IT professional having successfully managed and consulted in software development for the Texas Legislature, AC Nielsen Media Research and Tampa Bay Water Utility.?? His academic background is in the neurosciences with an emphasis in the electron microscopy of neural tissue.? He has taught the?biological sciences at?Austin Community College and computer and environment science at Schiller International University; he has also been a hospice volunteer for 8 years.? He currently mentors for the?Arizona State 2015 Championship robotics team and volunteers as a science mentor and judge in the Vail School System in Tucson, Arizona.Ted Hullar is a retired UC Chancellor (Davis and Riverside, CA) and Professor Emeritus; PhD in biochemistry; now stimulating innovation and promoting best practices in energy and environmental conservation, regional planning and higher education. Ted currently works with civic groups and philanthropies, as well as business, government and educational entities.Specialties: strategic planning, management, higher education, sustainability and conservation, land use, water use, solar and alternative energy, regional government, and civic partnerships.John Rumery, is the Faculty Scholar for Academic Service Learning at Grand Rapids Community College.? He also manages SoftwareGR, a non-profit trade association that supports the software community in West Michigan and is the Jobs and Innovation Editor at Rapid Growth Media.? He works with several organizations in a variety of capacities (Adjunct Professor, business development, volunteer) within the region including Grand Rapids Community College, Grand Rapids Inventors Network, BitCampGR and the Community Media Center.?Financial PlanKey Assumptions Used in ForecastingKey Variables????Number of students150Number of teachers10Number of administrators1.5Number of support staff1.5Students per teacher15Students per administrator100Students per support staff100Salary: Teacher$37,500 Salary: Administrator$62,500 Salary: Support Staff$31,250 Payment per student$5,750 Fees per student$125 Total principal owed- beg. of fiscal year$68,750 Notes:???? * No interscholastic sports * No transportation to/from AcademyKey Financial IndicatorsWest Traverse Academy Start-up BudgetAvg. Monthly AmountMonthsNumberTotalOperating RevenueExpenses Teachers$3,438210$68,750 Administration$5,20942$41,670 Support Staff$187542$15,000Subtotal?????$125,420Services and Activities Custodial Services$93841$3,750 Security$62541$2,500 Telephone$62541$2,500 Web hosting$31341$1,250Subtotal?????$10,000Supplies and Equipment Furniture$25,000 Computers35$25,000 Software$37,500 Textbooks300$18,750Subtotal?????$106,250Marketing and Development Printing$6,250 Advertising$12,500Subtotal?????$18,750Physical Plant Renovations$62,500 Rent$7,5004$37,500 Utilities$2,5004$12,500Subtotal?????$112,500Total Expenses?????$372,920Excess (Deficit)Grants and Loans Government Start-Up Grant$62,500 Private Grants$250,000 Loans$62,500Subtotal?????$375,000Ending Fund Balance$2,080WTA Operating BudgetOperating Budget - Year 1Total?Assumptions/Notes Per Student Revenue$937,500$6,250 per student (150 students) Fees$18,750$125 per student (150 students) Federal Programs$312,500Estimate Grants$250,000Estimate Donations$62,500Estimate Loan$62,500?EstimateTotal Revenue$1,643,750ExpensesSalaries and Benefits Salary - Teachers$262,500$37,500 per teacher (7 teachers) Salary - Administrators$93,750$62,500 per (1.5 administrators) Salary - Support Staff$46,875$31,250 per (1.5 support staff) Benefits - Health$90,625$6,250 per (11.5 staff members) Benefits - FICA$49,98812.4% of total salaries Benefits - Worker’s Comp.$8,0632.0% of total salaries Benefits - Medicare$11,6912.9% of total salaries Staff Development$7,188$625 per staff member (11.5 staff)Subtotal$570,68044% of totalServices and Activities Guidance/Counseling$37,500$375 per student (100 students) Health$18,750$188 per student (100 students) Custodial$25,000Flat fee Transportation$12,500$125 per student (100 students) Media$6,250$62.50 per student (100 students) Food $37,500$375 per student (100 students) Accounting$10,000Flat fee Insurance$12,500$125 per student (100 students) Telephone$7,500$625 per month Postage and Shipping$6,250$50 per student (100 students)Extracurricular Activities$12,500$125 per student (100 students)Subtotal$186,25019% of total Supplies - Instructional$37,500$375 per student (100 students) Supplies - Administrative$3,750$2500 per (1.5 administrators) Supplies - General$12,500$125 per student (100 students) Computers$84,375$1,875 per computer (45 computers) Furniture$12,500$125 per student (100 students) Equipment$6,250$62.50 per student (100 students)Subtotal$156,87512% of totalMarketing and Development Printing$3,125Flat fee Advertising$6,250Flat feeSubtotal$9,375.7% of totalPhysical Utilities Rent$243,750$16.25 per sq. ft. (15,000 sq. ft.) Utilities$37,500Estimate @ $3,125 per month Maintenance and Repair$12,500Flat fee Renovations$18,750Improvements on existingSubtotal$312,50024% of totalLoan Repayments Debt Service$4,4008% int. rate ($55,000 avg. debt) Principal$9,320Subtotal$13,720?1% of totalTotal Expenses$1,249,400EXCESS (DEFICIT)$394,350??Balance from Previous Period$2,080Ending Fund Balance$392,270??Operating Budget - Year 2Total?Assumptions/NotesRevenue Per Pupil Revenue$975,000$6500 per student (150 students) Fees$23,438$156.25 per student (150 students) Federal Programs$325,000Estimate Grants$260,000Estimate Donations$65,000Estimate Stimulus Fund??MI legislature currently has no allocationsTotal Revenue$1,648,438ExpensesSalaries and Benefits Salary - Teachers$390,000$39,000 per teacher (10 teachers) Salary - Administrators$97,500$65,000 per (1.5 administrators) Salary - Support Staff$48,750$32,500 per (1.5 support staff) Benefits - Health$94,250$6,500 per (14.5 staff members) Benefits - FICA$66,49512.4% of total salaries Benefits - Worker’s Comp.$10,7252.0% of total salaries Benefits - Medicare$15,5512.9% of total salaries Staff Development$9,425$650 per staff member (14.5 staff)Subtotal$732,69651.3% of total?Services and Activities Guidance/Counseling$58,500$390 per student (150 students) Health$29,238$196 per student (150 students) Custodial$20,800Flat fee Transportation$19,500$130 per student (150 students) Media$9,750$65 per student (150 students) Food $58,500$390 per student (150 students) Accounting$10,400Flat fee Insurance$19,500$130 per student (150 students) Telephone$7,800$650 per month Postage and Shipping$7,500$50 per student (150 students)Extracurricular Activities$19,500$130 per student (150 students)Subtotal$260,988___% of totalSupplies and Equipment Supplies - Instructional$58,500$390 per student (150 students) Supplies - Administrative$3,900$2,600 per (1.5 administrators) Supplies - General$19,500$130 per student (150 students) Computers$29,250$1,950 per computer (15 computers) Furniture$19,500$130 per student (150 students) Athletic Equipment$19,500$130 per student (150 students) Other Equipment$9,750$65 per student (150 students)Subtotal$159,900___% of totalMarketing and Development Printing$3,250Flat fee Advertising$6,500Flat feeSubtotal$9,750.63% of totalPhysical Utilities Rent$253,500$16.90 per sq. ft. (15,000 sq. ft.) Utilities$39,000Estimate @ $3,250 per month Maintenance and Repair$13,000Flat fee Renovations$19,500Improvements on existingSubtotal$325,000___% of totalLoan Repayments Debt Service$4,4008% int. rate ($55,000 avg. debt) Principal$9,320Subtotal$13,720?1.4% of totalTotal Expenses$1,502,054EXCESS (DEFICIT)$146,384??Balance from Previous Period$392,270Ending Fund Balance$538,654??Operating Budget - Year 3Total?Assumptions/NotesRevenue Per Pupil Revenue$1,352,000$6,760 per student (200 students) Fees$32,500$162.50 per student (200 students) Federal Programs$338,000Estimate Grants $270,400Estimate Donations$67,600?EstimateTotal Revenue$2,060,500ExpensesSalaries and Benefits Salary - Teachers$567,840$40,560 per teacher (14 teachers) Salary - Administrators$101,400$67,600 per (1.5 administrators) Salary - Support Staff$67,600$33,800 per (2 support staff) Benefits - Health$118,300$6,760 per (17.5 staff members) Benefits - FICA$91,36812.4% of total salaries Benefits - Worker’s Comp.$14,7372.0% of total salaries Benefits - Medicare$21,3682.9% of total salaries Staff Development$11,830$676 per staff member (17.5 staff)Subtotal$994,443____% of totalServices and Activities Guidance/Counseling$81,120$406 per student (200 students) Health$40,768$204 per student (200 students) Custodial$21,632Flat fee Transportation$27,040$135.20 per student (200 students) Media$13,520$68 per student (200 students) Food $81,120$406 per student (200 students) Accounting$10,816Flat fee Insurance$27,040$135.20 per student (200 students) Telephone$8,112$676 per month Postage and Shipping$10,000$50 per student (200 students)Extracurricular Activities$27,040$135.20 per student (200 students)Subtotal$348,208____% of totalSupplies and Equipment Supplies - Instructional$81,200$406 per student (200 students) Supplies - Administrative$4,056$2074 per (1.5 administrators) Supplies - General$27,040$132.20 per student (200 students) Computers$30,420$2,028 per computer (15 computers) Furniture$27,040$135.20 per student (200 students) Other Equipment$13,600$68 per student (200 students)Subtotal$183,356____% of totalMarketing and Development Printing$3,380Flat fee Advertising$6,760Flat feeSubtotal$10,140____% of totalPhysical Utilities Rent$270,000$18 per sq. ft. (15,000 sq. ft.) Utilities$40,560Estimate @ $3,380 per month Maintenance and Repair$13,520Flat fee Renovations$20,280Improvements on existingSubtotal$344,360___% of totalLoan Repayments Debt Service$4,4008% int. rate ($55,000 avg. debt) Principal$9,320Subtotal$13,720?1.4% of totalTotal Expenses$1,894,227EXCESS (DEFICIT)$166,273??Balance from Previous Period$538,654Ending Fund Balance$704,927??Operating Budget – Year 4Total?Assumptions/NotesRevenue Per Student Revenue$1,562,500$6,250 per student (250 students) Fees$31,215$125 per student (250 students) Federal Programs$312,500Estimate Grants$250,000Estimate Donations$62,500Estimate Loan$62,500?EstimateTotal Revenue$2,281,215ExpensesSalaries and Benefits Salary - Teachers$262,500$37,500 per teacher (7 teachers) Salary - Administrators$93,750$62,500 per (1.5 administrators) Salary - Support Staff$46,875$31,250 per (1.5 support staff) Benefits - Health$90,625$6,250 per (11.5 staff members) Benefits - FICA$49,98812.4% of total salaries Benefits - Worker’s Comp.$8,0632.0% of total salaries Benefits - Medicare$11,6912.9% of total salaries Staff Development$7,188$625 per staff member (11.5 staff)Subtotal$570,68044% of totalServices and Activities Guidance/Counseling$37,500$375 per student (100 students) Health$18,750$188 per student (100 students) Custodial$25,000Flat fee Transportation$12,500$125 per student (100 students) Media$6,250$62.50 per student (100 students) Food $37,500$375 per student (100 students) Accounting$10,000Flat fee Insurance$12,500$125 per student (100 students) Telephone$7,500$625 per month Postage and Shipping$6,250$50 per student (100 students)Extracurricular Activities$12,500$125 per student (100 students)Subtotal$186,25019% of totalSupplies and Equipment Supplies - Instructional$37,500$375 per student (100 students) Supplies - Administrative$3,750$2500 per (1.5 administrators) Supplies - General$12,500$125 per student (100 students) Computers$84,375$1,875 per computer (45 computers) Furniture$12,500$125 per student (100 students) Equipment$6,250$62.50 per student (100 students)Subtotal$156,87512% of totalMarketing and Development Printing$3,125Flat fee Advertising$6,250Flat feeSubtotal$9,375.7% of totalPhysical Utilities Rent$243,750$16.25 per sq. ft. (15,000 sq. ft.) Utilities$37,500Estimate @ $3,125 per month Maintenance and Repair$12,500Flat fee Renovations$18,750Improvements on existingSubtotal$312,50024% of totalLoan Repayments Debt Service$4,4008% int. rate ($55,000 avg. debt) Principal$9,320Subtotal$13,720?1% of totalTotal Expenses$1,249,400EXCESS (DEFICIT)$1,031,815??Balance from Previous Period$704,927Ending Fund Balance$1,736,742Operating Revenue - Year 5Total?Assumptions/NotesRevenue??? Per Pupil Revenue$1,950,000$6500 per student (300 students) Fees$46,875$156.25 per student (300 students) Federal Programs$325,000Estimate Grants$260,000Estimate Donations$65,000Estimate Stimulus Fund??MI legislature currently has no allocationsTotal Revenue$2,646,875ExpensesSalaries and Benefits Salary - Teachers$390,000$39,000 per teacher (10 teachers) Salary - Administrators$97,500$65,000 per (1.5 administrators) Salary - Support Staff$48,750$32,500 per (1.5 support staff) Benefits - Health$94,250$6,500 per (14.5 staff members) Benefits - FICA$66,49512.4% of total salaries Benefits - Worker’s Comp.$10,7252.0% of total salaries Benefits - Medicare$15,5512.9% of total salaries Staff Development$9,425$650 per staff member (14.5 staff)Subtotal$732,69651.3% of total?Services and Activities Guidance/Counseling$58,500$390 per student (150 students) Health$29,238$196 per student (150 students) Custodial$20,800Flat fee Transportation$19,500$130 per student (150 students) Media$9,750$65 per student (150 students) Food $58,500$390 per student (150 students) Accounting$10,400Flat fee Insurance$19,500$130 per student (150 students) Telephone$7,800$650 per month Postage and Shipping$7,500$50 per student (150 students)Extracurricular Activities$19,500$130 per student (150 students)Subtotal$260,988___% of totalSupplies and Equipment Supplies - Instructional$58,500$390 per student (150 students) Supplies - Administrative$3,900$2,600 per (1.5 administrators) Supplies - General$19,500$130 per student (150 students) Computers$29,250$1,950 per computer (15 computers) Furniture$19,500$130 per student (150 students) Athletic Equipment$19,500$130 per student (150 students) Other Equipment$9,750$65 per student (150 students)Subtotal$159,900___% of totalMarketing and Development Printing$3,250Flat fee Advertising$6,500Flat feeSubtotal$9,750.63% of totalPhysical Utilities Rent$253,500$16.90 per sq. ft. (15,000 sq. ft.) Utilities$39,000Estimate @ $3,250 per month Maintenance and Repair$13,000Flat fee Renovations$19,500Improvements on existingSubtotal$325,000___% of totalLoan Repayments Debt Service$4,4008% int. rate ($55,000 avg. debt) Principal$9,320Subtotal$13,720?1.4% of totalTotal Expenses$1,502,054EXCESS (DEFICIT)$1,144,821??Beginning Fund Balance from Previous Period$1,736,742Ending Fund Balance$2,881,563West Traverse Business Incubator (WTBI)Incubation Program for Green Entrepreneurs OverviewWHAT IS THE WEST TRAVERSE BUSINESS INCUBATOR?The West Traverse Business Incubator supports entrepreneurial people within the West Traverse Academy by providing the tools and structure to take an initial idea for a green product or service, and turn it into a solid business plan. For this, experts in the field of sustainability, business development, and ecodesign will be coaching sessions combining small doses of theory and a great amount of hand-on activities. The Nursery has been designed around the following modules and activities:Module 1: Introduction & strategyModule 2: Designing green solutionsModule 3: Implementing a sustainable business modelModule 4: Managing a startup Module 5: Communicating your solutionWHAT DO CLIENTS GET?This is a great opportunity for those West Traverse entrepreneurial students that have thought of a business idea in the field of sustainability, and that need the necessary support to further work on it. The program is free of charge for selected entrepreneurs.By participating in the nursery, students get:A foundation in entrepreneurshipHands on support on the initial steps of funding a green business idea; The necessary elements to build a green business plan, business plan model, website, crowd-funding; Access to a network of local, state, national and international green entrepreneurs;WHO IS THIS FOR?This program has been specially designed for first time entrepreneurs with an initial green business idea, as well as for professionals working on an established company that would like to explore new green business projects. HOW TO TAKE PART Business proposals are required from WTA students and they will work will local professionals who are looking to start green businesses or add green, environmental or sustainable services or products to their current companies.Mentoring TeamThis program is supported by a team of experts in the field of sustainability, business development, and communication. Joseph P. HelgertDr. Helgert has over 30 years of business and entrepreneurial experiences with the last three concentrating on clean- and high-tech startups. Most recently, he was the Executive Director of the Center for Entrepreneurship and Innovation in the Broad Business College at Michigan State University. Over his academic career, He has helped students conceptualize and prepare business plans and have done the same for local professionals through the Grand Rapids Chamber of Commerce Business Coaching Program. Daniel S. PaulsonMr. Paulson has worked his entire life in sustainable building and development, in building community, and in education. Often these fields have been combined as when he was Dean of the Jordan Energy Institute which at the time had the only four-year program in the U.S. in Renewable Energy Technology.Invitees:Erik NordmanDr. Nordman has provided leadership and technical analysis for renewable energy and environmental development projects, particularly in the economic, policy, social, and spatial dimensions. As a consultant, he has helped leading companies and communities build resilience by limiting their exposure to energy and resource shocks. He led and supported more than $2 million in energy and environmental projects in the US and Africa ranging from renewable energy for Kenyan tea farms to offshore wind power in the Great Lakes. John RumeryBesides work with Software GR, Rapid Growth Media, GRCC and Kuyper College, Mr. Rumery has worked on training seminars for Start Garden and GRCC Workforce Development, and helped organize Startup Weekend GR.WTBI Start Up BudgetDetailTotalsStartup CostsOccupancy Rent120,000 Utilities60,000 Building Maintenance20,000 10,000 Building Insurance50,000Subtotal:250,000Communications Communications-Telephone General5,000 3,000 Communications-Cell Phones2,000Subtotal:7,000Supplies Supplies24,000 Medical Supplies3,500 1,000 Office Supplies2,500Subtotal:30,000Information System Exp Computer purchase (12) @ $2,5002,500 30,000 IT maintenance5,000Subtotal:7,500Travel & Meetings Travel - Mileage2,000 Travel - Meals, Meetings, Travel, Conferences2,000Subtotal:4,000Training Training - In-House500 Training - Individual4,500Subtotal: 5,000 Client Services Curriculum6,000 6,000 Linen services3,000 Recreation/leisure3,000 Personal care supplies2,000 Misc.6,000Subtotal:20,000Food Services Food @ $6 per day43,800 Supplies3,000 6,000 Subtotal:46,800Vehicle Purchase 15,000 Maintenance2,400 Insurance2,500 Gas1,500Subtotal:6,400Insurance Professional Liability10,000 Facilities10,000Subtotal:20,000Other Expenses Copying/Printing 5,000 Postage/Shipping600 Subscriptions/Publications600 Advertising (Employee)4,000 Promotions (Agency/Program)2,500 Memberships600 License & Fees500 Miscellaneous12,000Subtotal:?25,800? Total Direct Expenses: 422,50071,000-630555-585533500Source and Application of Funds (recommend further research)Government Start-Up FundDistrict per Student AppropriationsState and Federal ProgramsFoundationsNovice WTBN Government GrantPrivate DonationsWTBN Cash Flow Projection SpreadsheetSee page 87Risk Analysis (recommend further research)New schools open and close yearly in Michigan. Start-up grants and private donors are in high demand.Enrollment fulfillment is competitive with other charters. Key management and staff personnel are in high demand.Stimulus Fund requires Academy to open in 18 months – 10% interest on paybackCurrent economy is on the upturn.Balanced Scorecard for Educational Business UnitI. Stakeholder Perspective: To achieve our vision, how should West Traverse Academy appear to key external constituencies?How do extramural funding and accrediting agencies (federal, state, private) view this Academy?How do academic peers view the Academy?How do current and prospective students view each program?How do alumni view the Academy?What role does West Traverse Academy play in campus/community relationships?How do key stakeholders (e.g. students, parents, local employers, community organizations) view each program?II. Financial Perspective: Are financial resources managed to ensure achievement of West Traverse Academy’s vision?What steps has West Traverse Academy taken to ensure that it has the fiscal capacity to maintain and renew itself?Are its resources deployed in a manner consistent with WTA’s vision and with campus-wide priorities? (How could reallocation of existing resources better serve its vision?)Is West Traverse Academy getting the most it can from its existing resources?How successful have development efforts been?Is the funding request consistent with the campus’ long-term plan?III. Internal Process Perspective: Has West Traverse Academy designed key internal processes to ensure its vision?How good is WTA’s planning process?What is the level and quality of faculty involvement?Does West Traverse Academy successfully execute its academic plans?How successful has West Traverse Academy been in recognizing and capitalizing on major extramural funding opportunities?How efficient are key administrative processes in each department?Does West Traverse Academy administer its key processes in a quality, timely manner?Does West Traverse Academy continuously improve its processes and services?IV. Innovation and Renewal Perspective: Does West Traverse Academy has in place the mechanisms, which enable it to sustain excellence over time?If West Traverse Academy outstanding, what are the threats to its continued vitality? What steps has West Traverse Academy taken to recognize and manage these threats?If an individual department is very good, in what key areas must it improve to become an outstanding department?If a department is mediocre, do we (1) take steps to encourage improvement, or (2) redirect resources to more promising endeavors?Is West Traverse Academy successful in recruiting and retaining? A faculty complement that is consistent with its vision?A staff complement that efficiently and effectively serves the mission?Is West Traverse Academy providing faculty and staff with the required training and tools?Conclusion West Traverse Academy’s unique program offers youths structure to find success in new experiences and provide valuable work opportunities, reflecting increased personal value and self-esteem. Traditional education has not addressed the growing emotional and intellectual needs of our children- the connectedness of mind, body, and spirit. We have unveiled the embryo of an integrated master plan that could solve our educational and behavioral difficulties... unifying youth with adults and building mutual respect and support. West Traverse Academy offers solutions that will change the patterns of problems today by offering habilitating healthy habits for tomorrow.Now it is your turn…A world view has helped us to see a way out of this dilemma. How do we do that? We believe West Traverse Academy is the answer.It is possible to integrate and environmental academy with clean tech business and peer community concepts. We can adapt what we know about green development and entrepreneurship. West Traverse Academy is built on transformational leadership, creating a vision and leading everyone toward its fruition.How much would you like to offer toward this process? Will you help to develop West Traverse Academy? $200,000 gives us the opportunity to garner the management team to fill the current gaps and begin work on the exploded plan, putting all the pieces together to fulfill the vision. References"American FactFinder". United States Census Bureau. Retrieved 2008-01-31."Annual Estimates of the Resident Population: April 1, 2010 to July 1, 2012". . Retrieved June 26, 2013."Bibliography on Grand Traverse County". Clarke Historical Library, Central Michigan University. Retrieved January 19, 2013."Census 2010 Gazetteer Files". Retrieved July 2, 2013."Find a County". National Association of Counties. Retrieved 2011-06-07."State & County QuickFacts". United States Census Bureau. Retrieved August 27, 2013."U.S. Decennial Census". . Retrieved June 26, 2013. Engel, Robin and Zen Benefiel, Co-Directors, Spectrum Business Plan, 2009. Appreciation is extended to the authors for an organizational template and suggested language.Gannett, Henry (1905). The Origin of Certain Place Names in the United States. Govt. Print. Off. p. 141. Historical MarkersNovotny's Saloon resurrectedWebsite, Grand Traverse CountyWebsite, Grand Traverse County Road CommissionWebsite, Cherryland Electric CooperativeWebsite, Consumers EnergyWebsite, Leelanau ConservancyWebsite, Northwestern Michigan CollegeWebsite, Homebuilders Association of the Grand Traverse AreaAppendicesStrategic Goals and Objectives…………………………………………….74Human Resource Plan………………………………………………………77Milestones…………………………………………………………………..84Credentials…………………………………………………………………..85WTBI Cash Flow Projection……………………………………………….87Strategic Goals and ObjectivesStrategic Goal #1- Internal To provide a measurably effective and appropriate vocational and training life skills education to a highly select group of students. Key Components Objectives 1. Student Achievement Foster student achievement for diverse learners through the development and implementation of a program, which encourages individual strengths, expands each student’s academic skills and content mastery and develops character. Evaluate West Traverse Academy’s curriculum in terms of our Mission and Charter; make any necessary recommendations for change Create flexible curricula (or multiple pathways) for all students to reach their highest academic potential. Understand and address discrepancies in student achievement. Provide the services and support students with learning differences need to succeed. 2. Student Enrollment Enroll and improve the performance of a wide range of students, including those who have been typically underrepresented in higher education. Continually evaluate the enrollment process Continue our efforts to attract “all kinds of minds” 3. Faculty & Staff Development Attract, retain, develop and support exceptional teachers and staff who are committed to the fulfillment of West Traverse Academy’s Mission Create a schedule that gives high priority to faculty collaboration and planning time Create a faculty/staff workload that is sustainable Establish priorities and create ongoing, coordinated faculty professional development plans* Maintain teacher: student ratios at 20 per classroom or lower per semester Prepare a plan for faculty retention Improve decision-making processes (in order to ensure effective use of faculty time) Develop opportunities for and evaluate performance of faculty and staff Develop faculty leadership opportunities 4. Parent Involvement Involve parents in supporting their students’ success and participating in the life of the Academy. Increase parent involvement Support the development of a parent community Increase parents’ understanding of and commitment to our Mission Provide parent education opportunities that are responsive to the needs of the Grand Traverse areaEncourage parent usage of West Traverse Academy’s resources Encourage parent input 5. Internal Communication Foster communication among students, parents, faculty, administration and Board in order to provide information and promote dialogue, involvement and support. Provide regular multimodal communication with parents on Academy-wide news and events and student performance Provide regular communication with and between students, parents, faculty, administration and Board members Foster open communication and dialogue on issues of importance to the Academy and parents Develop clear dispute resolution policy and procedures Strategic Goal #2- External To define and achieve long term organizational sustainability Key Components Objectives 6. Leadership Development Develop and support strong leadership by the Advisory and Governing Board to ensure West Traverse Academy’s ability to meet its Mission and attain long term viability Define the roles of the Board, Committees, Principal and management Determine the Board of Trustees composition and structure needed to implement the Strategic Plan Attract, develop and evaluate an effective Board of Trustees Develop a Succession Plan for the Board, Principal and Key Administrators Develop a performance evaluation process for the Principal and the Board Develop strategies to support and retain the Principal Create a sustainable administrative structure 7. Funding Develop a long-range financial plan that assures the Academy’s success and sustainability. Align the budget process to support the attainment of the Mission and Strategic Plan Ensure the fiscal soundness of the operating budget by ensuring the most efficient and optimal use of all resources Develop funding strategies and programs which bridge the gap between federal and state financial aid and the cost of delivering West Traverse Academy’s program to a diverse community of learners Develop a Capital Campaign Plan to support the attainment and/or improvement of a long-term Academy site and peer-community villageSolicit private grants and scholarships 8. By-laws ImplementationDevelop a plan to implement West Traverse Academy’s By-laws Review the By-laws and Mission Statement Develop a base of support with the Michigan Department of Education and Environmental Education AssociationDevelop plans to ensure the long term viability of West Traverse Academy Ensure compliance with legal requirements 9. Partnerships Define, develop and sustain partnerships with the Michigan Department of Education, academic institutions including colleges and universities, community leaders and funders to obtain support for West Traverse Academy’s Mission and Strategic Goals. Develop and implement partnerships with each key group. Develop partnerships with individuals and organizations who can support the Academy’s long term viability Develop partnerships with educators and educational organizations that share West Traverse Academy’s Vision Investigate opportunities for sharing resources with community partners 10. Facility Secure a physical plant, which meets West Traverse Academy’s current and future program needs. Provide classrooms and other facilities sufficient to allow West Traverse Academy to meet its Mission Secure a facility that we have sufficient control over that we can raise funds for purchase and/or tenant improvements Investigate alternative physical plant plans including, but not limited to:Lease of a new site Purchase of a new site Continue to make building improvements needed to deliver the Academy’s program and meet Academy building code requirements for vocational training SchoolsEnsure the safety of the students and faculty 11. External Communication Foster communication with funders and community to provide information and promote dialogue, involvement and support. Improve awareness of, and support for, West Traverse Academy in Traverse City, Grand Traverse County and the state of Michigan. Develop and implement a plan for communicating with and motivating all interested constituents. Share best practices with the educational community 2. Human Resource PlanI. Certification and LicensureA. Regular Teaching StaffFull time, regular teaching staff shall be either certified by a clear or preliminary credential or demonstrate command of classroom management and methods as determined by Director/Teacher Mentor. B. Non-Core Teaching StaffNon-core teachers are not required to hold credentials but must demonstrate subject knowledge and the ability to work well with children. C. Other Staff, Substitutes, and ConsultantsAll other staff must demonstrate the abilities necessary to effectively carry out their responsibilities. Applicable certifications may apply to specific areas of instruction and/or programs offered by West Traverse Academy.D. Continuing Education1. All teachers are expected to keep their professional training and knowledge current through ongoing courses and workshops in education. The Director will work with staff to develop professional growth plans consistent with section III.B. This may be accomplished at local colleges and universities or under whatever auspices such advanced training is available.2. Each year all teachers shall complete at least three hours of coursework, seminars, or workshops related to professional development. The Academy will reimburse the teacher up to a maximum of $100 per Academy year if included in the Academy’s annual budget. The Director must approve these hours in advance. Teachers are required to submit documentation of completed coursework in order to fulfill this requirement. Transcripts shall be provided to the Academy to document courses which carry university credit. For courses which do not carry university credit, teachers are required to complete the appropriate form provided the Academy, and have it signed by the instructor.II. Requirements for EmploymentA. Employees are expected to adhere to the requirements for employment described in the West Traverse Academy By-laws and personnel policies.B. Employees are expected to conduct themselves at all times in a manner consistent with the highest standards of personal character and professionalism, with students, parents, prospective students and parents, co-workers, and the community.III. Dismissal, Discipline, and TerminationA. The Director may terminate or suspend the employment of any employee if s/he determines that the employee has failed to fulfill the duties and responsibilities and/or demonstrate the qualities outlined in the job description, or if other good cause exists. All employees will be hired on the basis of annual contracts and their terms expire at the end of their annual contract. In the event the Academy finds it necessary or desirable to terminate an employee’s employment before the end of the Academy year, the Academy will attempt to give the employee written notice at least 10 calendar days before termination, unless the Director determines that the employee poses a threat to the health, safety, or welfare of the Academy or students.B. In the event an employee finds it necessary to resign during the Academy year, the employee shall give written notice to the Director as soon as possible and at least 10 calendar days before the effective date of resignation.C. In the event of termination of employment prior to the end of an employment contract, the employee shall be entitled only to the prorated salary and benefits earned through the last date of employment.D. Any employee may submit a grievance regarding dismissal, discipline, and termination pursuant to the grievance process outlined in Section IX, below.IV. Personnel EvaluationA. Confidential Personnel FileThe Academy shall maintain a confidential personnel file for each employee. The personnel file will contain the evaluation documents discussed in this section, as well as any other employment-related documents or correspondence. All documents placed in the personnel file will have been signed by all concerned parties.B. Professional Development PortfolioAll instructional and professional staff will create and maintain a Personal Development Portfolio containing the goals and outcomes of the Academy and the employee’s personal plan for meeting those goals and outcomes and for continuous improvement. After an initial meeting between the Director and employee at which time mutual goals are reviewed and a professional growth program is developed, the employee will create the Portfolio, and include samples of classroom or Academy work, personal reflections, and any other material deemed appropriate as evidence of continuous improvement.C. Employee ObservationsAll employees will be observed on an ongoing basis by the Director, using both formal and informal observations. Formal observations will include a pre-observation conference as well as a post-observation conference. First-year employees shall have at least two formal observations prior to the three-month review outlined in Section D, below. Prior to the six-month review, described in Section D, at least two additional formal observations will be conducted for first-year employees. Returning staff will have three formal observations prior to the six-month review Described in Section E, below. Results of formal observations, consisting of the employee’s and the Director’s observations and recommendations, will be put in writing and included within the employee’s own Personal Development Portfolio and the Academy’s personnel file. Nothing in this section limits the Director from conducting observations of an informal or unannounced nature.D. Formal Reviews - First Year EmployeesFor all first year employees, there shall be a formal review three months after the start of the Academy year. The purpose of the three-month review shall be to review the employee’s self-assessment, the job description, areas of responsibility, and progress toward goals and outcomes, noting particularly good work, areas for improvement and skill development, and deficient work, and developing a clear plan for improvement. In addition, at the three-month review, the employee will provide feedback to the Director on the Director’s job performance and the Director will share with the employee his/her own self-assessment. Any written feedback or self-assessment materials may be placed into the Director’s personnel file. After six months from the start of the Academy year, a second review will be held to determine progress made toward the improvement plan. At that time, the Director will inform the employee and report to the Personnel Committee whether the Academy intends to continue employment for the subsequent Academy year. Results of these reviews will be put in writing and placed within the employee’s own Personal Development Portfolio and the Academy’s personnel file.E. Formal Reviews - Returning EmployeesFor returning staff, there shall be a formal review six months after the start of the Academy year. The purpose of the review will be to review progress toward the employee’s personal plan and professional growth program described above in Section B. In addition, the employee will provide feedback to the Director on the Director’s job performance, and the Director will share with the employee his/her own self-assessment. Any written feedback and the Director’s self-assessment may be placed into the Director’s personnel file. At that time, the Director will inform the employee and report to the Personnel Committee whether the Academy intends to continue employment for the subsequent Academy year. Results of these reviews will be put in writing and placed within the employee’s own Personal Development Portfolio and the Academy’s personnel file.F. Director EvaluationThe Director shall be evaluated by the Personnel Committee of the Board prior to the end of each year’s contract based on criteria set forth by job responsibilities. Results shall be in writing and included in the employee’s Personal Development Portfolio and personnel file. Evaluation criteria shall include interpersonal rapport, discipline issues, Academy board, parent, and teacher/staff interaction, fiscal reporting, and student success.G. Response to Observation and Review FindingsAll employees shall have the right to make written objections to the observations or review findings within one week of receipt by stating areas of disagreement. These objections will be attached to the observation and/or evaluation and kept in the employee’s personnel file.V. ScheduleA. All employees are required to work according to the schedule and dates stated in their employment agreements. Full-time staff are expected to be present at the Academy from 15 minutes prior to the beginning of the normal Academy day to 15 minutes after the normal Academy day, unless other arrangements are approved by the Director.B. In addition, teachers are required to participate in programs related to their professional duties that may be held outside Academy hours. These days include teacher in-service sessions conducted within the regular work hours, staff meetings, parent-teacher-student conferences, and two informational nights. Teachers may also be required to participate in 30 hours of additional duties per year.C. All other employees are encouraged to attend Academy functions and events.D. All full-time employees shall have a minimum lunch break of 30 minutes per day.E. Employees are required to perform yard duty as directed, before, after and during the Academy day.VI. LeavesA. Sick LeaveSick leave is available to employees to provide for full salary and benefits for absences due to personal illness or injury that prevent the employee from working or for the following reasons:1. Appearance in court as an interested party or under subpoena.2. Death of an immediate family member.3. An emergency caused by an accident or illness that requires the employee to be absent from work.Full-time staff shall accrue sick leave at the rate of 10 days per Academy year. If specified in the employee’s contract, part-time staff, or staff working part of the Academy year shall accrue sick leave on a prorated basis to reflect the proportion of time or working months that the employee’s schedule represents in relation to a full time schedule. Employees may accrue up to 10 unused days of sick leave to be carried over across Academy years if their annual contract is renewed, for a total maximum accrual of 20 days of sick leave. Sick leave is granted for only the reasons listed above and will not be paid out if not utilized, if the employee is terminated, or if the employee’s contract is not renewed. All employees shall inform the Director of an anticipated absence as soon as possible, and such leave (other than for unexpected circumstances) must be preapproved by the Director. The Director may require an employee to verify the claimed reason for any absence.B. Personal LeaveThe Director may grant up to two days of leave per employee per year for urgent personal business or other emergencies. Such leave shall be at full pay and benefits but with cost of substitute deducted. Such leave may not be accrued and will not be paid out for any reason if not used.C. Long Term LeaveLong term leave shall be defined as unpaid leave for pregnancy, post-childbirth maternity or paternity, adoption, employee long-term illness, and any other reasons required by law. The Academy may require certification from a qualified medical professional to document the reason for the leave and/or to verify the employee’s ability to return to work. Such leave shall be given for a maximum of up to 12 consecutive weeks, or longer if required by law. In no event shall such leave extend beyond the end of the employee’s annual contract unless the contract is renewed. Such leave is available to full-time staff only who have been employed for at least one full Academy year. Any health benefits provided to the employee by the Academy will continue to be provided during this leave. Whenever possible, such leave must be pre-approved by the Director and at least 30 days advance notice shall be given by the employee.D. Jury DutyUpon notification by a court to report for jury duty, the employee shall immediately request jury duty during non-Academy months. In the event this request is not granted, time off with no loss of salary limited to two (2) weeks will be provided for jury duty required to be served during the Academy year. Any employee, when advised of his/her notification of jury duty, must immediately inform the Director. Salary will be paid as usual, and the check for juror fees is to be signed over to the Academy.E. Professional Development LeaveFull-time employees are entitled to the equivalent of one paid day during the Academy year for training purposes. Such training must be approved by the Director in advance. See Section I (D) above.VII. Punctuality and AttendanceAny employee who is unable to report for work on any particular day must call the Director at least one hour before the start of the scheduled work day. If an employee fails to report to work without notification to the Director, the Academy may consider that employee has abandoned his/her employment and has voluntarily terminated the employment. In such cases, the Academy must provide notice to the employee of the decision, and the employee may file a grievance pursuant to the process outlined in Section IX below if the employee disputes the decision.Upon returning to work after an absence for any reason, the employee must complete an absence form and turn it in to the Director by the end of the work day on which the employee returns. If an employee is absent for medical reasons for more than 10 working days, the employee must, immediately upon his or her intended day of return to work, provide the Director with a physician’s statement certifying that the employee may return.VIII. SalariesThe Director shall propose salary rates in accordance with the terms of the Academy and will present them for approval to the Personnel Committee.IX. Employee Grievance ProcedureA. In the event of a dispute involving employment or the implementation of the personnel policies, and after a good faith effort with the supervisor to thoroughly resolve the dispute, all employees may submit their complaint following the procedures outlined below. The good faith effort will include problem identification, possible solutions, selection of resolution, timeline for implementation, and follow-up. A written summary of the good faith effort will be included in the personnel file. Failure to follow the procedures and timelines below constitutes a waiver of the employee’s right to grieve.1. The employee may submit his/her grievance in writing to the Chair of the Personnel Committee within five days of a failed good faith effort to resolve the dispute.2. Within ten working days of receipt of the written complaint, the Personnel Committee shall schedule a hearing at a mutually convenient time and place for discussion of the complaint with all parties involved, but in no event later than 20 days after receipt of the written complaint and after notification to the employee. Personnel Committee members who are interested parties shall excuse themselves from grievance proceedings if such members have a conflict of interest in the subject of the proceedings.3. A decision as established by a majority vote of the members of the Personnel Committee hearing the grievance shall be rendered within five working days of the completion of the hearing. Any such proceedings shall be conducted in closed session, unless requested otherwise by the employee. In the event that additional information, investigation, or hearings are necessary after the initial hearing, the hearing may be continued and the final decision shall be made within five working days of the last committee hearing, or as soon thereafter as is practicable. Any additional proceedings shall be completed as soon as practical.4. The decision of the Personnel Committee shall be final unless appealed by the employee to the Board of Directors, which may review and modify the decision of the Personnel Committee if it finds that the Committee failed to properly follow the grievance process described above. A request for an appeal may be submitted to the Chairperson or President of the Board within five days of the decision of the Personnel Committee. After receiving an appeal request, the Chairperson or President shall schedule a meeting to consider such an appeal at soon as practical. Board members who are interested parties, as defined in the Bylaws, shall excuse themselves from reviews of Personnel Committee decisions to the extent permitted under law. Any such proceedings shall be conducted in closed session, unless requested otherwise by the employee.X. Health and Welfare BenefitsHealth BenefitsWest Traverse Academy will attempt to provide health, dental, and vision insurance coverage for current staff that is reasonably comparable with coverage provided by the community to its employees, provided such coverage is commercially or otherwise available at reasonable cost. The Academy will pay the cost of such coverage for full time employees. Part time employees may also request such coverage and the cost of such coverage will be prorated between the Academy and the Employee. The Academy contribution shall represent the proportion the hours worked by the employee bears to a full-time equivalent position. No staff member will receive paid health benefits beyond their term of employment.Welfare BenefitsWest Traverse Academy will make the required employer contribution toward Social Security. XI. NondiscriminationThe Academy does not discriminate in any personnel matters or in the provision of programs and services on any basis prohibited by law. Any employee who has been the subject of discrimination or harassment may bring questions, concerns, and/or complaints to either the Director or the Chair of the Personnel Committee.-163830308610WTA By-Laws/ Articles of IncorporationState ApplicationDrafting By-Laws/Articles of IncorporationSample other By-Laws/ArticlesGet letters of supportApply research Develop rough draftEdit and finalizeCorporation ApprovalPre-OperationsDetailed Plan of OperationsEstablish Formal OrganizationDevelop Formal Operating AgreementsDevelop PartnershipsEnlist Grant WritersReceive Start Up FundingRecruit/Admit StudentsRecruit/Hire StaffSecure Facility and Support Formalize Instructional ProgramOperationsFormally Open DoorsIdentify / Address ConstraintsTransition Governance Establish Formal RelationshipsRefine Curriculum & InstructionCollect/Interpret Data00WTA By-Laws/ Articles of IncorporationState ApplicationDrafting By-Laws/Articles of IncorporationSample other By-Laws/ArticlesGet letters of supportApply research Develop rough draftEdit and finalizeCorporation ApprovalPre-OperationsDetailed Plan of OperationsEstablish Formal OrganizationDevelop Formal Operating AgreementsDevelop PartnershipsEnlist Grant WritersReceive Start Up FundingRecruit/Admit StudentsRecruit/Hire StaffSecure Facility and Support Formalize Instructional ProgramOperationsFormally Open DoorsIdentify / Address ConstraintsTransition Governance Establish Formal RelationshipsRefine Curriculum & InstructionCollect/Interpret DataMilestonesCredentialsJoseph P. HelgertDr. Helgert has over 30 years of business and entrepreneurial experiences with the last three concentrating on clean- and high-tech startups. The position of co-director is the culmination of decades of training and experience. Over his academic career, He has helped students conceptualize and prepare business plans and have done the same for local professionals through the Grand Rapids Chamber of Commerce Business Coaching Program. In the last three years, he has undertaken his third startup company. Green Diesel, Inc. is an alternative fuel startup that is preparing to produce, in addition to market, biodiesel fuel in the next step of its development. Previously he started an advertising agency, a cell phone recycling company and an international marketing consultancy. Throughout these experiences, he has gained first-hand knowledge of entrepreneurial support throughout the state of Michigan.Recent work has taken me through top-level entrepreneurial experiences through the Michigan Small Business Technical Centers, (MSBTC), Michigan Green Technology Entrepreneurial Academy (MIGTEA), the Accelerate Michigan Business Plan Competition and the University of Michigan Clean Energy Challenge. He has updated his technical business development skills by completing the Certificate in Financial Planning within the Seidman College of Business at Grand Valley State University. Relevant topics covered included capital formation, finance, and risk assessment.Past successful grant applications include IBM ($15,000) and the United States Department of Agriculture ($100,000).Current entrepreneurial experience involves complicated intellectual property issues and technology commercialization. Daniel S. PaulsonMr. Paulson has worked his entire life in sustainable building and development, in building community, and in education. Often these fields have been combined as when he was Dean of the Jordan Energy Institute which at the time had the only four-year program in the U.S. in Renewable Energy Technology.His role is to contribute to the field of wise energy use and cultural change. One of the most important aspects of sustainable development is the nurturance of community. Too many well-intentioned and idealistic developments have sunk below the horizon because community has not been fostered: community among people, community with the land, community with the larger culture. What’s need is a continuity of engagement with all aspects of our physical and cultural ecology. His goal as a developer of West Traverse Farms is to provide a setting that honors connection with nature and nurtures community among neighbors. Mr. Paulson is currently the owner of Cedar Valley Ridge and has held that post for over 11 years. Before that, he was an independent builder for 43 years and previously was a subcontractor for Crawford and Company for seven years. He was Dean of the Jordan College Energy Institute from 1991 to 1994. He is a graduate of Pacifica Graduate Institute with a Master’s degree in Psychology.Specialties: Consulting in the field of community building and sustainable development.Skills: green building, residential homes, real estate, construction and contract negotiation.WTBI Cash Flow ProjectionYEAR 1 Startup Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 Month 12 Total Cash In: e-curriculum sales 5,0007,50010,00012,50015,00020,00025,00095,000 User fees 601001001001601601602002002002402401,920 Fundraising 2002002002002002001,200 Grants 500,000500,000 Value of In-Kind Contributions 500,000600600600600600600600600600600600600507,200 Interest on Savings Account 9,0001,6131,5231,4231,3301,2251,1221,00788875662948935021,355 Total Cash In 1,009,000 2,473 2,223 2,323 2,030 2,185 6,882 9,467 11,688 14,256 16,429 21,529 26,190 1,126,675 Start-Up Expenses: Utility deposits 300 300 Office Equipment 5,000 5,000 Computer Hardware 150,000 150,000 Computer Software 200,000 200,000 Renovations 10,000 10,000 Electricity 300 300 Rent (Security Deposit)2,000 2,000 Security 50 50 Advertising 1,000 1,000 Printing 2,500 2,500 Supplies 2,000 2,000 Educational Materials 2,500 2,500 On-Going Expenses: Salaries 34,500 34,500 34,500 34,500 34,500 34,500 34,500 34,500 34,500 34,500 34,500 34,500 414,000 Health Insurance 8,625 8,625 8,625 8,625 8,625 8,625 8,625 8,625 8,625 8,625 8,625 8,625 103,500 FICA Social Security 2,139 2,139 2,139 2,139 2,139 2,139 2,139 2,139 2,139 2,139 2,139 2,139 25,668 FICA Medicare 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Workers Comp 156 156 156 156 156 156 156 156 156 156 156 156 1,872 Unemployment Insurance 190 190 190 190 190 190 190 190 190 190 190 190 2,280 Professional Fees 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Telephone 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Water 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Electricity 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Rent 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 12,000 Security 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Equipment maintenance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 On-line services 50 50 50 50 50 50 50 50 50 50 50 50 600 Advertising 500 500 500 500 500 500 500 3,500 Printing 100 100 100 100 100 100 100 100 800 Postage 20 20 20 20 20 20 20 20 20 20 20 20 240 Newsletter 50 50 50 20 50 20 50 20 50 20 380 Equipment Replacement 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Supplies 100 60 60 60 95 95 95 110 110 110 135 135 1,165 Educational Materials ??50 50 50 80 80 80 100 100 100 120 120 930 Total Cash Out (Expenses): 375,650 49,530 49,490 49,040 49,490 49,105 48,975 49,605 49,510 49,140 49,510 49,685 49,055 967,785 Cash Flow (Revenue): 1,009,000 2,473 2,223 2,323 2,030 2,185 6,882 9,467 11,688 14,256 16,429 21,529 26,190 1,126,675 Ending Fund Balance:633,350 (47,057)(47,267)(46,717)(47,460)(46,920)(42,093)(40,138)(37,822)(34,884)(33,081)(28,156)(22,865)158,890 YEAR 2? Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 Month 12 Total Beginning Cash 158,890 Cash In: e-curriculum sales 30,000 35,000 40,000 45,000 50,000 55,000 60,000 65,000 70,000 75,000 80,000 85,000 690,000 User fees 280 280 280 300 300 300 320 320 320 340 340 340 3,720 Fundraising 200 200 200 200 200 200 1,200 Grants 300,000 300,000 Value of In-Kind Contributions 300,000 600 600 600 600 600 600 600 600 600 600 600 306,600 Interest on Savings Account ?9,000 1,523 1,423 1,330 1,225 1,122 1,007 888 756 629 489 350 19,742 Total Cash In: 158,890 639,480 37,403 42,503 47,230 52,325 57,022 62,127 66,808 71,876 76,569 81,629 86,290 1,480,152 Upgrade Expenses: Office Equipment 5,000 5,000 Computer Hardware 50,000 50,000 Computer Software 15,000 15,000 Renovations 5,000 5,000 On-Going Expenses: Salaries 50,000 50,000 50,000 50,000 50,000 50,000 50,000 50,000 50,000 50,000 50,000 50,000 600,000 Health Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 FICA Social Security 3,100 185 185 185 185 185 185 185 185 185 185 185 5,135 FICA Medicare 725 725 725 725 725 725 725 725 725 725 725 725 8,700 Workers Comp 225 225 225 225 225 225 225 225 225 225 225 225 2,700 Unemployment Insurance 275 275 275 275 275 275 275 275 275 275 275 275 3,300 Professional Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Telephone 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Water 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Electricity 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Rent 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 12,000 Security 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Equipment maintenance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 On-line services 50 50 50 50 50 50 50 50 50 50 50 50 600 Advertising 500 500 500 500 500 500 500 3,500 Printing 100 100 100 100 100 100 100 100 800 Postage 20 20 20 20 20 20 20 20 20 20 20 20 240 Newsletter 50 50 50 20 50 20 50 20 50 20 380 Equipment Replacement 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Supplies 100 60 60 60 95 95 95 110 110 110 135 135 1,165 Educational Materials ??50 50 50 80 80 80 100 100 100 120 120 930 Total Cash Out (Expenses): 75,000 57,845 54,890 54,440 54,890 54,505 54,375 55,005 54,910 54,540 54,910 55,085 54,455 734,850 Cash Flow (Revenue): 158,890 639,480 37,403 42,503 47,230 52,325 57,022 62,127 66,808 71,876 76,569 81,629 86,290 1,480,152 Ending Fund Balance:83,890 581,635 (17,487)(11,937)(7,660)(2,180)2,647 7,122 11,898 17,336 21,659 26,544 31,835 745,302 YEAR 3?Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 Month 12 Total Beginning Cash 745,302 Cash In: e-curriculum sales 90,000 95,000 100,000 105,000 110,000 115,000 120,000 125,000 130,000 135,000 140,000 145,000 1,410,000 User fees 360 360 360 380 380 380 400 400 400 420 420 420 4,680 Fundraising 200 200 200 200 200 200 1,200 Grants 250,000 250,000 Value of In-Kind Contributions 250,000 600 600 600 600 600 600 600 600 600 600 600 256,600 Interest on Savings Account ?1,613 1,523 1,423 1,330 1,225 1,122 1,007 888 756 629 489 350 12,355 Total Cash In: 745,302 592,173 97,483 102,583 107,310 112,405 117,102 122,207 126,888 131,956 136,649 141,709 146,370 2,680,137 Upgrade Expenses: Utility deposits Office Equipment 5,000 5,000 Computer Hardware 10,000 10,000 Computer Software 15,000 15,000 Renovations 5,000 5,000 On-Going Expenses: Salaries 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000 720,000 Health Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 FICA Social Security 3,720 3,720 3,720 3,720 3,720 3,720 3,720 3,720 3,720 3,720 3,720 3,720 44,640 FICA Medicare 870 870 870 870 870 870 870 870 870 870 870 870 10,440 Workers Comp 270 270 270 270 270 270 270 270 270 270 270 270 3,240 Unemployment Insurance 330 330 330 330 330 330 330 330 330 330 330 330 3,960 Professional Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Telephone 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Water 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Electricity 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Rent 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 12,000 Security 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Equipment maintenance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 On-line services 50 50 50 50 50 50 50 50 50 50 50 50 600 Advertising 500 500 500 500 500 500 500 3,500 Printing 100 100 100 100 100 100 100 100 800 Postage 20 20 20 20 20 20 20 20 20 20 20 20 240 Newsletter 50 50 50 20 50 20 50 20 50 20 380 Equipment Replacement 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Supplies 100 60 60 60 95 95 95 110 110 110 135 135 1,165 Educational Materials ??50 50 50 80 80 80 100 100 100 120 120 821,365 Total Cash Out (Expenses): 35,000 68,710 68,670 68,220 68,670 68,285 68,155 68,785 68,690 68,320 68,690 68,865 68,235 857,295 Cash Flow (Revenue): 745,302 592,173 97,483 102,583 107,310 112,405 117,102 122,207 126,888 131,956 136,649 141,709 146,370 2,680,137 Ending Fund Balance:710,302 523,463 28,813 34,363 38,640 44,120 48,947 53,422 58,198 63,636 67,959 72,844 78,135 1,822,842 YEAR 4? Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 Month 12 Total Beginning Cash 1,822,842 Cash In: e-curriculum sales 150,000 155,000 160,000 165,000 170,000 175,000 180,000 185,000 190,000 195,000 200,000 205,000 2,130,000 User fees 60 100 100 100 160 160 160 200 200 200 240 240 1,920 Fundraising 200 200 200 200 200 200 1,200 Grants 0 Value of In-Kind Contributions 600 600 600 600 600 600 600 600 600 600 600 600 7,200 Interest on Savings Account ?1,613 1,523 1,423 1,330 1,225 1,122 1,007 888 756 629 489 350 12,355 Total Cash In:1,822,842 152,473 157,223 162,323 167,030 172,185 176,882 181,967 186,688 191,756 196,429 201,529 206,190 3,975,517 Upgrade Expenses: Utility deposits Office Equipment 5,000 5,000 Computer Hardware 10,000 10,000 Computer Software 15,000 15,000 Renovations 5,000 5,000 On-Going Expenses: Salaries 70,000 70,000 70,000 70,000 70,000 70,000 70,000 70,000 70,000 70,000 70,000 70,000 840,000 Health Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 FICA Social Security 4,340 4,340 4,340 4,340 4,340 4,340 4,340 4,340 4,340 4,340 4,340 4,340 52,080 FICA Medicare 1,015 1,015 1,015 1,015 1,015 1,015 1,015 1,015 1,015 1,015 1,015 1,015 12,180 Workers Comp 315 315 315 315 315 315 315 315 315 315 315 315 3,780 Unemployment Insurance 385 385 385 385 385 385 385 385 385 385 385 385 4,620 Professional Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Telephone 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Water 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Electricity 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Rent 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 12,000 Security 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Equipment maintenance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 On-line services 50 50 50 50 50 50 50 50 50 50 50 50 600 Advertising 500 500 500 500 500 500 500 3,500 Printing 100 100 100 100 100 100 100 100 800 Postage 20 20 20 20 20 20 20 20 20 20 20 20 240 Newsletter 50 50 20 50 20 50 20 50 20 330 Equipment Replacement 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Supplies 60 60 60 60 95 95 95 110 110 110 135 135 1,125 Educational Materials ?50 50 50 50 80 80 80 100 100 100 120 120 980 Total Cash Out (Expenses): 35,000 79,535 79,535 79,085 79,535 79,150 79,020 79,650 79,555 79,185 79,555 79,730 79,100 987,635 Cash Flow (Revenue): 1,822,842 152,473 157,223 162,323 167,030 172,185 176,882 181,967 186,688 191,756 196,429 201,529 206,190 3,975,517 Ending Fund Balance:1,787,842 72,938 77,688 83,238 87,495 93,035 97,862 102,317 107,133 112,571 116,874 121,799 127,090 2,987,882 YEAR 5? Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Month 10 Month 11 Month 12 Total Beginning Cash 2,987,882 Cash In: e-curriculum sales 210,000 215,000 220,000 225,000 230,000 235,000 240,000 245,000 250,000 255,000 260,000 265,000 2,850,000 User fees 440 440 440 460 460 460 480 480 480 500 500 500 5,640 Fundraising 200 200 200 200 200 200 1,200 Grants 0 Value of In-Kind Contributions 600 600 600 600 600 600 600 600 600 600 600 600 7,200 Interest on Savings Account ?1,613 1,523 1,423 1,330 1,225 1,122 1,007 888 756 629 489 350 12,355 Total Cash In:2,987,882 212,853 217,563 222,663 227,390 232,485 237,182 242,287 246,968 252,036 256,729 261,789 266,450 5,864,277 Upgrade Expenses: Utility deposits Office Equipment 5,000 5,000 Computer Hardware 10,000 10,000 Computer Software 15,000 15,000 Renovations 5,000 5,000 On-Going Expenses: Salaries 80,000 80,000 80,000 80,000 80,000 80,000 80,000 80,000 80,000 80,000 80,000 80,000 960,000 Health Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 FICA Social Security 4,960 4,960 4,960 4,960 4,960 4,960 4,960 4,960 4,960 4,960 4,960 4,960 59,520 FICA Medicare 1,160 1,160 1,160 1,160 1,160 1,160 1,160 1,160 1,160 1,160 1,160 1,160 13,920 Workers Comp 360 360 360 360 360 360 360 360 360 360 360 360 4,320 Unemployment Insurance 440 440 440 440 440 440 440 440 440 440 440 440 5,280 Professional Fees 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Insurance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Telephone 200 200 200 200 200 200 200 200 200 200 200 200 2,400 Water 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Electricity 500 500 500 500 500 500 500 500 500 500 500 500 6,000 Rent 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 12,000 Security 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Equipment maintenance 200 200 200 200 200 200 200 200 200 200 200 200 2,400 On-line services 50 50 50 50 50 50 50 50 50 50 50 50 600 Advertising 500 500 500 500 500 500 500 3,500 Printing 100 100 100 100 100 100 100 100 800 Postage 20 20 20 20 20 20 20 20 20 20 20 20 240 Newsletter 50 50 50 20 50 20 50 20 50 20 380 Equipment Replacement 100 100 100 100 100 100 100 100 100 100 100 100 1,200 Supplies 100 60 60 60 95 95 95 110 110 110 135 135 1,165 Educational Materials ??50 50 50 80 80 80 100 100 100 120 120 930 Total Cash Out (Expenses): 35,000 90,440 90,400 89,950 90,400 90,015 89,885 90,515 90,420 90,050 90,420 90,595 89,965 1,118,055 Cash Flow (Revenue): 2,987,882 212,853 217,563 222,663 227,390 232,485 237,182 242,287 246,968 252,036 256,729 261,789 266,450 5,864,277 Ending Fund Balance:2,952,882 122,413 127,163 132,713 136,990 142,470 147,297 151,772 156,548 161,986 166,309 171,194 176,485 4,746,222 ................
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