• The model is open to students expelled from public schools, private schools, and other alternative schools.
  
• 95% to 100% of the students are not Christians and are not required to be. They are presented with the basics of the Christian faith as a choice that they can make, but never required to believe as a condition of continued enrollment at the school or graduation from the school.
  
• Although tuition is charged, it must be low enough to allow access for low-income students. Schools are to be primarily donation based, not tuition based.
  

This also means that the schools are primarily privately funded, and recieves no public school monies (vouchers and faith-based funds may become an exception to this). NASS, then, is concerned with supporting individual schools with fundraising and operation as a 501 c (3) non-profit organization.

The ministry focus affects staff recruitment, staff motivation, worldview perspective, the dynamics of the caring environment, the philosophy of student change, the selection of curriculum and outside partnerships, and is seen as the most powerful influence on healing students, helping them transform their lives, and sustaining that transformation into the future.

Mission Statement

Working nationwide to meet the challenges of at-risk youth by developing a network of schools that provide personalized education, a moral code, and tools for self-sufficiency.

History of The National Association of Street Schools

During the summer of 1979, Tom Tillapaugh, founder of the Denver Street School and president of the National Association of Street Schools, visited a discipleship home for street people in downtown Denver.

Tillapaugh, an educator, was struck by the fact that while the people who were living and rehabilitating in the home were working toward more productive lives, they still had a “street mentality” which would eventually draw them back to their old lifestyles. The missing component was a meaningful educational outreach which would not only instill a sense of self-esteem, but also provide the tools for self-sufficiency.

With that vision in mind, Tillapaugh began classes in the dining room of a house in Denver in 1985 with five students. The first graduating class consisted of three. Tillapaugh found that he had to adjust techniques and procedures from the traditional classroom to meet the special needs of his unique student body. Due to his success (now, nearly 200 graduates), he began receiving inquiries from others around the country who wanted to reolicate the street school model.

Tillapaugh incorporated the National Association of Street Schools in 1996 and NASS began functioning on an informal volunteer basis with schools sharing ideas and Tillapaugh offering counsel at the request of community leaders from around the country. In January of 2000, a donor stepped forward to provide NASS with start-up funds that propelled further development of the NASS concept and the hiring of three NASS staff. NASS co-founders, Wendy L. Piersee and Rueban Meyes, were on the first staff.

The goal of NASS is to provide services that help Street Schools develop and survive as they seek to assist at-risk youth in becoming productive, contributing members of society through educational and spiritual intervention. NASS also welcomes existing schools that fit the street school’s interventionist model.

Vision

To serve as an organization that is a clearinghouse of information and support for administrators and schools that want to offer quality, Christian education for at-risk youth.

Motto

1. Are Christ-based and reflect His example of compassion for the poor and needy among us
   
2. Provide access for all:
   1. Schools are evangelical in nature and admit and serve both troubled non-Christian and Christian students and their families.
      
   2. Schools are geographically located in the neighborhoods they serve, do not discriminate based on race and have a racially diverse student population.
      
   3. Serve those low on the socio-economic ladder.
      
   4. Are willing to admit and serve students with academic deficiencies.
      
   5. Are committed to providing a safe environment for every student
      
3. Low student/teacher ratio of 10:1 and a family-type environment that ensures students develop positive relationships with adults.
   
4. Locally supported and driven.
   
5. Committed to holistic student development.
   1. Spiritual development
      
   2. Career counseling to self-sufficiency and support through transition
      
   3. Personal counseling services to change destructive behaviors
      
   4. Daycare services for teen parents
      
   5. After school/extra-curricular activities
      
6. Student Outreach Services (SOS) that help students overcome barriers to success. These might include helping students to solve transportation issues or access medical care and food and clothing banks.

What makes the Street School Model a Unique One?

• A place where “everyone knows your name and they’re always glad you came.” The first defining characteristic of a NASS school is acceptance. It doesn’t matter where a student has been, what they have done or what they can’t do, they are welcomed into the school despite religion, race, sex, academic ability or socio-economic status. Each student is assigned a faculty advocate whose job is to get to know that student and understand their background, their family situation and in what areas of their life they need help. The classroom is only the beginning. In many cases, NASS schools serve as surrogate parents for students who have little support.
  
• A holistic approach. Creating self-sufficient citizens takes more than education. Students have to be taught to respect authority, work hard, show up on time, write complete sentences, read instructions, do math problems and respect the laws of the land. They also need help in catching a vision for their future so they have a reason to change their lives.
  
• NASS schools accomplish these things through a variety of means including, but not limited to spiritual intervention, personal counseling, career counseling, hot lunches, athletics, daycare services, literacy interventions, assigning a community mentor, being an advocate in court and accessing medical and dental care.
  
• Faculty And Staff That Give Their Lives. Offering a holistic approach to student development requires more of faculty than just educational credentials; they have to have a heart for the disenfranchised. While faculty represent a variety of Christian denominations (Lutheran, Methodist, Baptist, Catholic, Presbyterian, etc.), all are motivated by Christ’s compassion for the poor and needy and are there to demonstrate His love.
  
• Small Environment. According to the Street School Model, both campuses and class sizes should be small. NASS recommends campuses of no more than 50-60 students and classes with a 10:1 student teacher ratio. The largest NASS member school has 300 students. The small school setting allows for a family-type environment, control of discipline situations, and personalized academics. Additionally, it allows for every student to participate in activities. At Street Schools, everyone makes the team, is a part of the choir, and gets a role in the drama production.
  
• Strong Academic Requirements That Allow For Remediation. Students that are enrolled at Street Schools are typically significantly behind in their academic development. Many, regardless of their age or grade level possess only the most basic ability to read and write and do math. Scheduling allows for students to be placed according to their skill level and to progress to the level of state standards as they gain proficiency. Literacy interventions, individual tutoring, and small class sizes make it possible for students to gain proficiency.
  
• An Allowance For Process. None of us change overnight despite our best efforts and some of us hardly change at all. While Street Schools have high expectations of students, faculty and staff understand that each student is undertaking a growth process that is propelled by the “wearing effect” of the Street School environment. Street Schools use a Love & Logic philosophy that puts the burden of proof on the student and the choices they make. It does not condemn, but instead allows the student to experience the consequences of his or her decisions.
  

Why Use Education as a Ministry Tool?

• A Street School is an educational outreach ministry. Education is the tool or method by which we are able to share the Gospel with students and provide them with the tools for self-sufficiency.
  
• Education allows us to have a wearing affect over a long period of time and to model Christianity on an almost daily basis to our students through personal interaction.
  
• Providing education allows us to be holistic in our approach. We seek to address kids’ needs through providing a strong academic program, extra-curricular activities, daycare, counseling, advocacy, career preparation, and meeting students’ other needs on an individual basis (transportation, crisis pregnancy counseling, healthcare, etc.). Assisting students in breaking down the barriers they face gives them the ability to overcome destructive behaviors.
  
• A Street School is not either a ministry or a school, it is both. Spiritual maturity allows staff to live with that tension.
  

Who Benefits from a Street School?

• Kids who are at-risk
  
• Kids who have a history of academic failure & need academic remediation
  
• Kids who are addicted
  
• Kids who have little or no support from home
  
• Kids who have witnessed a life-time of poor modeling
  
• Kids who have no self-esteem
  
• Kids who have no hope
  
• Kids whose families are stuck in generational poverty
  
• Kids who need a safe place to be
  
• Kids who need Christ and the skills for self-sufficiency.
  
  
  

Academic Philosophy & Expectations:

• Street Schools assume that ALL kids can learn.
  
• In many cases, kids have been allowed to be lazy because of social promotion.
  
• Kids can be taught to learn and to work if they don’t know how.
  
• Street Schools must have high expectations; kids will do what we expect of them.
  
• Faculty should be upset when kids perform below their abilities, plagiarize, etc.
  
• Faculty should not accept partially done assignments, tests, etc. Part of our job is to teach kids to do things right.
  
• Faculty should use class time wisely and completely as our kids have a huge amount of academic ground to make up.
  
• Faculty should be consistent in assigning at least small amounts of homework. Statistics show that this helps students to succeed later in life. It also helps students to take more responsibility for their education and prepares them for technical training or college.
  
• Administrators should be confident that what is taking place in the classroom allows students to go out and compete with or do better than their peers.
  
• Schools should use academic probation as a tool to help kids get caught up.
  
• Schools should use assessments and take test results seriously. It is impossible to be a credible academic institution if you do not know how kids are performing and how your school in particular is affecting their performance.
  
• Administrators must ensure that grading is objective. Points or grades are not awarded for showing up, writing in a journal, being quiet, etc. but rather for accomplishing academic objectives according to state standards and mastering specific skills such as multiplying, dividing, or diagramming a sentence.
  
• Schools must admit students with academic deficiencies, assess them to know where they are, and have structured programs in place to help them make up lost ground.
  

Discipline Philosophy
We discipline kids to:

• Help them change their behavior.
  
• Demonstrate love to them through educating them about appropriate behaviors.
  
• Help them gain confidence in their ability to change and to provide them with accountability to do so.
  
• Help them overcome destructive patterns and behaviors that will keep them from succeeding.
  
• Provide a safe learning and work environment for students and teachers. Street Schools need to be a safe place for everyone.
  
• Prepare them for the world.
  
• Help draw them to Christ (pull vs. push).
  
• Give them an understanding that they need to submit their lives to Christ and other authorities.
  
• Keep other kids from thinking we allow inappropriate behavior.
  
• Get them the help they need (counseling, drug treatment, etc.).
  
• Provide them with dignity by allowing them to make their own choices and not humiliate them.
  

Spiritual Philosophy

• Street Schools are designed as an outreach ministry.
  
• Administrators and staff must understand that the majority of the students they will serve are not going to enroll as Christians.
  
• Many students have never been to church and do not know the first thing about Judeo-Christian values or beliefs, so we cannot expect them to.
  
• Students often claim to have a variety of religious backgrounds, but most often are not well versed in any faith.
  
• Staff should never use coercion when sharing the Gospel with a student. Being a Christian is not a requirement for those attending a Street School. While our hope is that they choose a relationship with the Creator, it is their choice.
  
• Faculty and staff need to pray regularly for the Holy Spirit’s guidance as they approach kids about spiritual topics.
  
• Faculty and staff need to understand that it is the advocate’s responsibility to know where their kids are spiritually and to model Christianity for them on a one-on-one basis.
  
• Faculty and staff must make their devotional and prayer life a priority so they can stand against the devil’s schemes as they are played out in the lives of students.
  
• Faculty should include discussions related to Christianity as part of their curriculum whenever appropriate and present a Christian world-view in their classroom.
  
• As faculty and staff discuss Christianity with kids, they should stick to the essentials and avoid the non-essentials.
  
• Students should be given numerous formal and informal opportunities to be exposed to God’s love. Practical service to students is essential. Remember the famous quote, “Preach the Gospel and when necessary, use words.”
  
• It is critical for faculty and staff to understand that following the decision of a student to follow Christ, the hard work begins both for the student and the faculty member. Learning to live a Christian life in the environments that many students come from is beyond challenging.
  
• Even if students don’t adopt Christianity, we can provide them with a moral code for living (10 Commandments, Golden Rule, etc.).
  

Philosophy for Providing Extra-curricular Activities & Services
The hours between 3:00 and 6:00 p.m. are when most juvenile crimes occur. Instead of allowing students to fill the time just hanging out or involved in negative behaviors, the Street School can provide them with opportunities to grow and mature through after-school activities complete with adult supervision.

Sports/Fine Arts:

• Police who have been surveyed across the country desire more after-school activities rather than more officers.
  
• Sports and fine arts have been proven statistically by DSS and others to reduce criminal activity and drug use and to improve grades and attendance. Sports can be used as leverage to keep students engaged in the classroom.
  
• The staff at each school should want kids to participate! The staff needs to encourage, recruit, support, etc. Many kids come from large schools where they would never have the opportunity to make a team or their grades have never been good enough.
  
• Street Schools are small enough that every kid can make the team. Even if they don’t play a lot in games, it is much better to have them with an adult at practice for two hours after school than running the streets.
  
• The faculty and staff must realize that they are the family that cheers students on at performances and games.
  
• Even if a student is not eligible to participate because of grades or poor attendance, occupying student’s free time positively and with adult supervision is key to their success. They should continue to practice.
  
• Being in extra-curricular activities has been proven to help kids stay in school. It gives them a place to belong and a reason to be motivated.
  
• After-school activities can help students recapture some of their childhood since many of them have grown up too quickly.
  

Personal Counseling

• 96% of the students who have received counseling services at Denver Street School said that they benefited greatly when surveyed.
  
• It is likely that every student could benefit from counseling. Use advocacy and discipline situations to refer students as often as possible.
  
• If you don’t have a counselor on staff, contract with another local ministry or ask for assistance from the pastor or counselor at a church connected with the school or recruit interns from a local seminary.
  
• Personal counseling is a middle and upper-class phenomenon, so don’t expect low-income students to be excited about it or understand how it can help them right away.
  

Childcare

• Statistically, more than 65% of teen parents don’t return to school. Therefore, if we serve drop-outs, we must serve teen parents.
  
• Faculty and staff must understand that many Street School students were raised in single parent homes so they see no problem with raising their child by themselves.
  
• We need to provide a program that helps the parent be a better parent. Taking parenting seriously and realizing how challenging and expensive it is may be the best deterrent to a teen deciding to have another child out of wedlock.
  
• Having the children of the teen parents on-site allows the Street School staff to focus on their development, health, and academic preparedness.
  
• Kicking a pregnant student out doesn’t change her behavior, but having a changed heart, confidence, and hope for the future does.
  

Meeting Other Needs

• Students may need help overcoming other hurdles such as medical problems, addictions, transportation problems, incest in their home, etc. Getting to know each student is critical to helping them overcome the individual barriers they face to finishing their education.
• While faculty need to have healthy boundaries with students (not becoming their personal taxi service when they can buy a bus pass, etc.), they do need to adopt a “whatever it takes attitude” as often the student finishing school depends on the help they receive at the school.
  

A Unique Model for Serving Students

The NASS School Instructional Design Model
This is a student-centered design that allows for schools to continually serve their students better and improve their school. For a graphic of the model, please see Appendix C.

Finding Out Where Each Student Is During The Enrollment Process
The process begins with a series of diagnostic tools, including an initial interview, various academic and personal assessments of strength and growth areas that form a baseline of assessment in each of the four instructional areas: academic development, student support and social skill development, career pathway/economic literacy development, and spiritual development. In addition to creating a baseline for measurement, this data can be used to create the Student Learning Plan and can be a factor in determining overall school design.

Assigning an Advocate
Each student is assigned an advocate who is a teacher or staff member at the school. The Advocate is the person who knows the most about a particular student. In addition to facilitating and leading the collaboration for the Student Learning Plan, this person records relevant data on the student management software. The Advocate gets to know the student personally in a deeply committed way that often lasts years beyond graduation. Examples of some of the actions of Advocates:

• Talk to the student each day at school.
  
• Contact each student every two weeks (minimum) outside of school - at lunch, evening, weekend, etc.
  
• Share at staff meetings to update the faculty on student issues and problems.
  
• Work on building each student’s self-esteem.
  
• Join in disciplinary meetings with students and administration as necessary.
  
• Help students celebrate their birthdays.
  
• Pray for their students regularly.
  
• Meet with students in chapel when small groups are required.
  
• Encourage and help their student toward a positive future by facilitating college, career, training, summer jobs, etc.
  ....We have an Advocate with the Father, Jesus Christ the righteous one. I John 2:1
  

Student and Local School Adaptation of Design
Starting with the needs of each individual student allows each school to adapt instructional strategies to meet the particular needs of the students at particular points in time. This yields the benefit of always having the instructional strategies, both in the Student Learning Plan and in the local school design, meet the current needs of the students in attendance and allows for strategies to vary within the overall design elements of the model in differing locations nationally.

Student Learning Plans: A Critical Part of a Student Management System
The results of the student intake are recorded in the student management software system (SS Tracker), and the advocate records this and other relevant information as a part of the ongoing monitoring of each student. Concurrently, the Student Learning Plan is developed with the staff and the parents/guardians of the student and is used as the main vehicle for observing, recording, facilitating, and reporting the progress of the student in a holistic manner.

A Family-Like School Climate
The overall effect of having each student paired with an advocate, and the advocates working together with each other, is to purposefully create a family-like school climate. The school staff work together to make the school an inviting, accepting environment. Plans are to implement, as part of the model, the developmental model of Invitational Education, which intentionally examines every aspect of school operation to make it purposefully inviting. The relative small size of our schools, 20-60 students on the average, greatly enhances this close, family feel and allows everyone to know everyone else. The other aspect that is necessary to create a family-like environment is for every student to feel safe and accepted.

Summary of the Four Instructional Design Areas that are part of the NASS School Model:

Individualized Academic Development:

• Intake assessment of student strengths/needs
  
• Student Learning Plan creation based on assessment
  
• Advocate relationship with student
  
• Comprehensive academic diagnostic testing
  
• Skill remediation
  
• Traditional subject courses instructionally modified with the use of:
  
• In-depth learning techniques
  
• Active Inquiry
  
• Engaged Learning
  
• Accommodations for Individual learning pace, Learning Styles, Multiple Intelligences
  
• Student use of technology
  
• Integrated career pathway- SLP tied to academics
  
• Frequent, varied, ongoing assessment
  
• High expectations of teachers, students
  
• 10:1 student-teacher ratio
  

Student Support and Social Skills Development

• Advocate relationship with student facilitated through student management software (SS Tracker)
  
• Time, resources allotted for Advocate activities+
  
• Life-Skill/Social Skills Development Program
  
• Individual Support and Skill Building
  
• Exposure to Outside World
  
• Group Support and Skill Building
  
• Advocate responsible for helping student to access community services and build a network of support
  
  Career Pathway/Economic Literacy
  
• Career exploration, experiences and steps for career preparation included in SLP and facilitated by Advocate.
  
• Career Development Process:
  • Teachers trained in A Framework for Understanding the Context of Poverty
    
  • Career Portfolio prepared by each student and presented in exhibition form prior to graduation
• A Developmental Career Pathway Program:
  • Career interest inventories
    
  • Personal skill/ability/personality inventories
    
  • Career exploration opportunities
    
  • Workplace Skill Training and Employability Skill Training
• Graduated opportunities to work in supervised work environments:
  • A sequential strategy for integrating economic literacy into the academic courses
    
  • A sequential, competency-based program to achieve technology skills necessary for advanced learning and employment
• A transition plan, part of the SLP, that extends the career planning and attainment beyond graduation
  
• Clearly defined support resources for student transition
  

Spiritual Pathway Development

• Selection of staff that fit culture and have tools to navigate student situations
  
• Staff training in how to share the Gospel
  
• Family Gatherings
  
• Bible Classes
  
• Weekend/overnight retreats
  
• Mission trips and athletic clinics
  
• Discipleship Plan for new Christians
  
• Outside Christian mentor
  
• Faculty Advocate
  
• Character Development Program
  
• Partnerships with Christian Organizations for mutual ministry to meet student needs
  
• Faculty Prayer and Focus Meetings
  
• Teacher/Advocate support systems
  
• Service Learning Projects
  

Academic Requirements for NASS Member Schools. The process for instructional design for the student is individualized through the Student Learning Plan, and the four instructional areas listed above are part of the NASS Street School Instructional Design Model. Although the following requirements are stated within the NASS Essentials for Street Schools, they are re-stated separately to reinforce their importance in NASS Schools.

1. Teach to meet state standards and academic requirements
   
2. Use practices and curriculums to engage all types of learners
   
3. Use assessments that demonstrate student progress
   
4. Assess students at beginning and mid-year on literacy and numeracy grade levels
   
5. Address remediation and literacy issues in a systematic, explicit, organized way
   
6. Require students to demonstrate competency in core curriculum
   
7. Hire quality faculty and complete background checks prior to hire
   
8. Have a written discipline policy and philosophy that promotes responsibility and respect, protects faculty, and helps to build good citizens
   
9. Provide opportunities for teacher continuing education and support
   
10. Foster collaboration to strive for best practices
    
11. Maintain adequate academic records
    
12. Incorporate technology into teaching
    
13. Train students to use technology
    
14. Foster career awareness and development
    
15. Establish mentoring and advocacy relationships between faculty and students
    
16. Seek accreditation through the state, a regional agency, or through CSI, ACSI, ICAA or other recognized private accrediting agency.
    

Frequent, Varied, and Ongoing Assessment
An on-going plan of assessment is facilitated and monitored by the Advocate and provides for both incidental and regularly scheduled adjustment of the instructional strategies in the individual Student Learning Plan and, with composite information from all students yielded from the student management system, adjustments to the local instructional strategies in the local school design.


The NASS School Continuous Improvement Model
This newly designed tool will help NASS support its members in the areas that they determine are their greatest needs. For a graphic of the model, please see Appendix D.

Having recognized that every school is different because of the students and community, NASS wanted a model that would promote best practices among Street Schools, yet allow for individual schools to prioritize their continuous improvement plans, selecting the strategies, resources and training most appropriate for their school.

NASS Street School Essentials identify the conditions needed to create the optimal Street School learning environment and suggest strategies, resources, and training to achieve it. They are also designed to be used as a self-evaluation tool to identify the conditions that the school wishes to address in their annual School Continuous Improvement Plan (SSCIP).

Developed with the assistance of the NASS member who is the liaison for the school, the SCIP identifies the priorities for improvement for the upcoming year, defines the resources and training that NASS can provide, helps define how the impact of implementation can be measured in turn, providing solid statistics to supply to local supporters.

The School Continuous Improvement Plan format (Appendix E) has been designed as a web-based document which can be completed by the school leaders by transferring the essentials, strategies, resources, and training from the NASS Street Schools Essentials document into a plan format. It will then be linked to a specific action plan document (Appendix F), spelling out how, when, and who will implement the strategies. These documents, the SSCIP and the Street School Strategies Action Plans, will be the common focal point of NASS and the local school leader as they collaborate together in the continuous growth and improvement of their school.

This is how it would work:

1. Soliciting the input of stakeholders in the local school, as well as the observations and suggestion of the NASS staff liaison, the Executive Director and Principal would identify at least one Essential and strategy for each of the following areas for inclusion in their annual SCIP: Program: Academics, Personal/social Development, Career Development, and Spiritual Development; Non-profit Operations and Development.
   
2. The Executive Director and the Principal would then list the conditions on the SCIP Plan and develop an action plan for each. They would be in communication with the NASS liaison for additional ideas and then provide final copies to NASS so that it will be clear in what ways NASS can support the school during the upcoming year. If action plans are met before the end of the year, new ones may be added to the plan as desired by the local staff.
   
3. At the end of the year, a joint assessment will be made as to the progress in the improvement plan, and new plans can be drawn up for the upcoming year.

We envision the NASS network of Schools as a continuously improving collaboration that will constantly be identifying and sharing new strategies, resources, and training to update the NASS Essentials, which will be offered at our National Conference and shared through the NASS website and regional or site visit training.

We plan for the Essentials to be the foundation piece for establishing accreditation for NASS Schools, and everyone moving toward that goal through this process. The ultimate goal, of course, is always serving our students better.

Training – NASS offers guidance in the areas of Program (instructional design and school operations) and Non-profit Operations (non-profit administration and development) to those desiring to start and operate Street Schools. This is accomplished through the annual NASS conference, through Member School Helps on the NASS website and through personal coaching, interaction, and site visits. Member schools can reach NASS staff on the Toll Free Line: 1-877-987-7700 from 8:30 a.m. – 4:30 p.m. MST

Strategy – For member schools, NASS provides a process for continuous school improvement based on the combined experience of the leadership of its staff and at schools across the country in the operation of successful urban interventionist schools and best practices. NASS schools are asked to follow this process, and may be given financial assistance when possible to fund the development of this unique and comprehensive NASS education model.

Recruitment – NASS helps member schools with staff needs through posting staff openings on the website, recruiting and placing missionary teachers in needy schools, orchestrating and funding nation-wide recruiting efforts and working with colleges to prepare urban educators.

Funding – NASS will endeavor to provide financial support and resources to member schools for specific initiatives through accessing national funding sources as a group and coordinating national fundraising efforts that include local schools. Coaching and training is also provided to member schools to assist them with local fundraising efforts and board development.

Advocacy – NASS serves member schools by working with colleges to implement urban school teaching tracks, facilitating national ministry and education partnerships and creating national awareness of the Street School concept.

Communication – Through the NASS website, newsletters, and updates, provision of e-mail directories, etc., NASS staff members facilitate information sharing between member schools and NASS supporters.

Activities – Eventually NASS staff and members would like to facilitate annual youth competitions for students in member schools as well as essay competitions, summer mission trips and learning experiences. These might include a spring break trip for seniors to Washington, D.C. and a biology/geology outing to Yellowstone National Park for juniors or a national basketball tournament.

Products & Resources – NASS services school by developing products in-house that meet the needs of those carrying out the unique school model (NASS Starter Kit & StreetSchool Tracker software) as well as establishing discounts and partnerships with organizations that have helpful resources such as the NOVEL/STARS on-line curriculum.

Membership Application