BUSINESS_PLAN_FOR_STARTING_AN_ADHD_LEARNING

TABLE OF CONTENTS

1. Executive Summary …̷= 0;………………………… 3 - 7

&n= bsp; ADD –A General Description of = the Company….. 8 - 9

= &n= bsp; The ADD Product………= ……………………….. 10 - 14

= &n= bsp; Marketing Plan………&= #8230;………………………… 14 - 20

= &n= bsp; Management Plan………= ………………………… 21 - 24

= &n= bsp; Operating Plan………&= #8230;…………………………= ;. 25 - 34

= &n= bsp; Legal Plan………̷= 0;…………………………= 230;…. 35 - 36

= &n= bsp; Financials………̷= 0;…………………………= 230;…. 37 - 42

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All rights reserved. This document is COPYSCAPE protec= ted.

EXECUTIVE SUMMARY=

= GENERAL COMPANY DESCRIPTION

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ADD= LEARNING L.P will be a limited partnership with 2 partner-owners – Ms. AAAA and Ms. BBBB, who will jointly and equally share ownership, bring in equal amount of capital to the business and share equal part profits from the second year of the firm operations. Both the partners bring in INR 90,000 each as personal capital to the business. (= Refer to the Financial Plan)

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ADD= ’ efforts in bringing world-class services in the field of prov= iding quality and alternative educational option to the child with learning disabilities and ADD will necessitate the opening of at least 1 more outlet= on the same lines at the end of 2 years from the date of commencement of busin= ess. The firm begins operation on 1st April 2009. (Refer to the Financial Pla= n)

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= THE ADD SERVICE AND MISSION STATEMENT=

ADD provides diagnostic and assessment consultation, instructional and therapy services and individual education packages (IEP) along with the right combination of appropriate educational practices and diet-nutrition advice = that makes our mission of (“…Enabling = the ADHD Child Achieve His/Her Incredible Potential…”) r= ealizable reality for each of our students. Our Diagnostics Head and a partner follow= the following steps in assessment and diagnostics of individual cases before developing IEPs.

Ruling out other reasons for child’s behavior throu= gh tests and medical records.

Gath= ering information on the child's ongoing behavior in order to compare these behaviors to the symptoms and diagnostic criteria listed in the DSM (Diagnostic and Statistical Manual of Mental Disorders).

Interviewing the child's teachers and parents.

Piecing together a profile of the child's behavior.

Identifying whether the child's hyperactivity, impulsivit= y, and inattention are significant and long-standing to be ADHD.

Assessment for determination the magnitude of work involv= ed in teaching analytical and deductive skills to these children, the kind of attention and facility they require and their IEPs. &= nbsp; (Refer to The ADD Service)

THE ADD MANAGEMENT = comprises of Managing Director- Ms. AAAA (Masters of Business Administration – Finance and Marketing), Executive Director - Ms. BBBB (Masters in Child Psychology and S= ocial Work), Marketing and Sales Manager - Ms./Mr. XXXXXXX (Masters in Marketing Research and Sales Optimization), Head of Diagnostics and R&D - Dr.XXXX= XX M.D (Doctorate in Child Psychiatry and Instructional Analysis), Clinical Psychologist and Language Therapy Consultant – Position Open for Appointment, Dr. ZZZZZZ MBBS (Masters in Developmental Psychology and Behav= ior Analysis), and Ms./Mr. YYYYYYYY (Masters in Human Resources and Personnel Management). Our school staff of 12 highly specialized and trained teachers, assistant teachers, School Psychologist, School Counselor, the School Nurse= and support staff. (Refer to t= he Management Plan)

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= COMPETITION AND COMPETITIVE EDGE (Refer Marketing Plan)

Presently INDIA has only 2 players catering to the needs of special needs education. Special needs education -= Shafallah Center for Children with Special N= eeds includes children with physical disabilities, autism as well as those with learning difficulties. The other competition being, The Learning Center,= for pupils with Learning Difficulties. It will be a marketing challenge to break into its market.

Our Competitive edgeDoha= .

Comprehensive educational, instructional, social, and recreational services for children with learning difficulties. =

Cross Training teachers from schools in INDIA who are wil= ling to look into latest and proven instructional techniques for such child= ren.

Specialized and highly trained staff which is selected on= the basis of competence, compassion and dedication. Round-the-clock presen= ce of School Psychologist, Speech and Language Therapist, School Counselo= rs, Health Educator / School Nurse

Knowledge of current research in child development, teach= ing and parenting techniques.

Support and family counseling services to families of chi= ldren with ADHD.

Individualized instruction, small classes and a highly specialized curriculum emphasizing cognitive, social and academic development are the major ADDes of the school.

MARKETING AND SALES=

Prospecting through questionnaires,
Launching a= ADD website,
Hosting an opening or open house at the launch,
Attracting = new customers with free consultation services for a period of 1 month from= the date of commencement of its business,
Supporting a local charity by sponsoring a fundraising ev= ents,
Distributing fliers and business cards at schools and hom= es door to door etc,
Giving prospective customers small gifts, discounts toward future services,
After 9 months of commencement of business ADD wil= l send direct mailers to its satisfied customers to help them bring in new customers for which they will be offered fee rebates to them and free consultation to the new customer,
Participating in trade shows, attend community events etc= ,
Traditional advertising methods - newspaper ads, radio sp= ots, and display ads like banners and in local magazines.
Price deals: Promotional fees for the first 50 enrollment= s.
Loyalty rewards programs: Consumers collect points for pu= tting in x number of months with us and can redeem them with reduced fees in= the x+1th month.
<= span lang=3DEN-US>ADD will offer some segment= s of its services at a lower price and at management’s discretion.
Checkout dispensers: On checkout of schools the customer = is given a coupon.
Rebates<= /span>: Consumers are offered money back if the receipt is mailed to the produ= cer
Contests/sweepstakes/games: The consumer is automatically entered into the event by purchasing some of our pre-decided services.=
Displays such as Danglers in regular schools.

PRICING

ADD will prov= ide very specialized services which do not come under the purview of mass produ= ct or service. All diagnostic processes will be carried out on a case-to-case method and every student’s developmental requirements and package will also be individual to him/her. However for the sake of bringing about order, children of the same age groups, genders and diagnostic scoring range will = be given the same package. (Refer Brochure)

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= OPERATING AND LEGAL PLANS

ADD= will at no time have anymore than 12 students per class. There will be a single class each for girls and boys separately in the age categories 4-5 years, i= .e. 2 classes in all for this age range. A class each has been made each for ag= es 6-7 years, 8-10 years and 11-12 years for boys as well as for girls separat= ely, i.e. 6 classes in all in this age range. A class each for girls and boys separately for the age groups 13-14 and 15-16 years, i.e. 4 classes in all = for this age range. There will be 1 chief teacher in every class helped by = an assistant teacher and/or Speech and language therapist or school psychologi= st if need be. The student teacher ratio will be at the most 12:2 (a 6:1 ratio).

The school also provides the premium security services for the students and those within its precinct educating = them on School emergency tackling plans to he= lp school crisis situations, School safety drills and exercises, School traini= ng on emergency and crisis plans and School crisis communications etc. School transport will be provided at nominal costs in all cases (i.e. regardless of the distance of their home from the school). The cafeteria at ADD will meet global nutritional standards. These ensure that children are provided with a healthy, balanced diet.

The ADD curriculum will be geared towards Academic, Physical a= nd Extra-curricular aspects to bring in total development of the ADD child. An adapted traditional educational curriculum that includes = math, English, social studies and science, also a learning of new techniques to m= ake understanding, deduction and logic will be taught along with Art, music instructional technology, study skills, health, physical education and Arab= ic. PE will be conducted five days per week. There will be regular extracurricu= lar activities by the teachers and determined by the interest of the students a= nd Field Trips also form a basic and vital portion of our educational programm= ing

All admissions will be handled throu= gh a systematic step-by step approach - Applications are accepted throughout = the school year as classroom space permits, Parents submit the completed application, school records and teacher evaluations. If available, they sub= mit a recent comprehensive psycho-educational evaluation, The director and/or school psychologist meet with the parents, If the decision is made to conti= nue the admissions process, the student is asked to attend classes for one to t= wo days to allow the teacher an evaluation period, The ADD director, the school principal, the school psychologist and other specialists as meet to review = the results and formulate an IEP or Individual Educational Program. =

Parental involvement critical to realizing the ADD mission is handled via means as having parents participate in a debriefing session following a field trip, Setting up a student-run booth at Parent-Teacher Night, Sending a positive note home to one child’s par= ent at least once a month etc. (Refer Operating Plan)<= /p>

FINANCIAL PLAN

For de= tails of assumptions (tying up with company, marketing, operating and management pla= n), month-on-month Expense for Year 1 of operations, a month-on-month Profit &Loss Statement (P&L) and Balance Sheet for Year 1 and year-on-year P&L and Balance sheet for the 1^st four years of operation, <= b>refer to the details of the attached Financial Plan. A graphic depiction of t= he financials is given below to highlight the Break-Even Point of business in month 7 of Year 1 (Red Line – Operating Profit)

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ADD LEARNING L.P - THE FIRM

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ADD= LEARNING L.P will be a limited partnership (i.e. liabi= lity limited to the extent of the partners’/owners’ investment), with 2 partner-owners – Ms. AAAA and Ms. BBBB, who will jointly and equally share ownership of the business for at least 2 years, beyond which period i= t is expected that effort and popularity of the product/services offered will necessitate the opening of at least 1 more outlet on the same lines. The location of the 2^nd center will depend upon the geographical population distribution of INDIA at the time. The first learning center wil= l be at villa No. 4 opposite to Hyatt Plaza.

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The pa= rtners will clearly chalk out a legal agreement with the partnership’s law firm X= XXXXX, that will sets forth how decisions will be made, profits shared, disputes resolved, how future partners will be admitted to the partnership and what steps will be taken to dissolve the partnership when needed. The partners h= ave decided to contribute 50% each of the time and capital contributed, etc.

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ADD= LEARNING L.P will be a new venture expected to commence operations and business on April 1^st, 2009. The idea for starting the business came to Ms. Asma when she noticed that there existed students inflicted with ADHD (Attention Deficit Hyperactivity Disorder) throughout h= er primary schooling as well as her secondary education. These students requir= ed special attention, counseling and services to bring them at par with the regular students of a class. In most cases the schools lacked the specialist trainers and teacher to help them perform well academically and their abili= ty to process information suffered as did their higher education, which in most cases altogether stopped.

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ADD= LEARNING L.P will be a pioneer in the field of providi= ng psychosocial and Medical (through physical and neurological investigations)= assessments of the current and future developmental, behavioral and educational needs a= nd possibilities for the ADHD child to better enable him/her to cope with the = real world situations. Each child will be assessed an developmental package will= be made specific to his or her needs, thus making the approach a highly specialized case-by-case one. All assessments will be overseen by partner-o= wner Ms BBBB, who is a Masters in the study of Information & Libraries Scien= ce with Honors from INDIA University. She will be aided by Dr.XXXX, who is an = MD in Pediatric Mental Counseling.

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A WORD ON THE ADD PRODUCT

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ADD= LEARNING L.P’s Mission Statement - “Enabling the ADHD Child Achieve His/Her Incredi= ble Potential” will be realized through implementing the global and current trends and practices in ADHD aid and counseling. Latest methods= of CBCL (Child Behavior Check Lists), DSM IV Rating Scales (Diagnostic and Statistic= al Manual of Mental Disorders, 1994) and the new and proven assessm= ent schedules from the American Guidance Servic= e 1992, will be applied to current conceptualizations of heterogeneity within ADHD.

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As is = true for the Middle East, very little is known about behavior analysis in school children in INDIA, and there is a tremendous need for services and opportun= ity for growth. As was concluded in the Conference of Association for Behavior Analysis International 2003 held in Manama, Bahrain, = (view details of the conference conclusions at http://www.abainternational.org/Events/Delegations/delegations-ME.asp), this region requires extensive researches on behavior analysis, conducting specialized seminars, workshops, and networking. This is where ADD steps in= to provide the applications of instructional technologies such as Direct Instruction, Precision Teaching, peer coaching, delayed prompting, as well = as behavior management techniques and methods to children between the ages 5 a= nd 16 years of age, suffering from mild learning disabilities and ADHD.

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Becaus= e schools demand that children sit still, wait for a turn, pay attention, and stick w= ith a task, it's no surprise that many children with ADHD have problems in clas= s. Their minds are fully capable of learning, but their hyperactivity and inattention make learning difficult. As a result, many students with ADHD repeat a grade or drop out of school early.

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All ADD services will be rendered in close association with the parent of the child= to monitor and track changes (improvements) for the techniques and processes b= eing applied. Rating scales= in both home and school settings would be used to obtain either trait or categorical diagnoses. ADD will thus also maintain regular and steadfast communication with the schools the afflicted children attend. A number of semi-structured interviews and other investigations are available for use b= y the ADD faculty. All learning at the center will be in child–engag= ing and fun ways. Techniques to deliver information to such children and enable= its processing so that the ADHD child can utilize it to his/her advantage in the real world, will form the core of this product.

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In thi= s manner, ADD LEARNING L.P’s objective to enable the ADHD child tackle the real world situations effectively will be materialized. All efforts towards this= end will be provided through both structural and non-structural methods to obta= in and retain the interest of the affected children. The firm’s distinct= ive competence lies in the fact that it would not only be a pioneer to render s= uch services in INDIA but also to provide end to end solutions arising for such cases.

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THE ADD PRODUCT (SERVICE)

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The processes utilized by ADD enable the = ADHD child in identifying and gaining insight into their unique life patterns and lessons, which allows for new shifts and understandings to occur. A client's increased ability to be aware and conscious of their choices allows for the development of dreams and visions they once thought to be out of reach. Naturally, what develops is a more empowered life where dreams and visions = do come true.

ADD LEARNING L.P= believes that= through the therapeutic relationship it will establish between its faculty and the = ADHD child, a person can better access their most powerful resource - themselves= . ADD will thus facilitate the afflicted child’s growth using a directive, action-oriented, educational approach to therapy. ADD will also facilitate the child in identifying their beliefs, values, morals and feeli= ngs then assist him/her in understanding how these affect past, present and fut= ure issues. It will support each person's individual journey, validate and appl= aud their differences, and assist them to develop, utilize and highlight their strengths.

Steps the ADD faculty = takes in making a diagnosis and assessment of the candidate:

Our on-site doctor and partner with their specialist expertise will gather information that will rule out other possible reasons for the child's behavior.

In ruling out other causes, the specialist checks the child's school and medical records.

The specialist tries to sense whether the home and classroom environments are stressful or chaotic, and how the child's parents and teachers d= eal with the child.

They may have a doctor look for such problems as emotional disorders, undetectable (petit mal) seizures, and poor vision or hearing.

Most schools automatically screen for vision and hearing, so this informa= tion is often already on record.

A doctor may also look for allergies or nutrition problems like chronic "caffeine highs" that might make the child seem overly act= ive.

·         &nb= sp;     Next the specialist gathe= rs information on the child's ongoing behavior in order to compare these behav= iors to the symptoms and diagnostic criteria listed in the DSM (Diagnostic and Statistical Manual of Mental Disorders).

This involves talking with the child and if possible, observing the child = in class and in other settings.

The child's teachers, past and present, are asked to rate their observati= ons of the child's behavior on standardized evaluation forms to compare t= he child's behaviors to those of other children the same age.
Rating scales though subjective as they capture the teacher's personal perception of the child give a generally accurate indication how a ch= ild compares to others.

·         &nb= sp;     The specialists will then interviews the child's teachers, parents, and other people who know the chi= ld well, such as school staff and baby-sitters.

Parents are asked to describe= their child's behavior in a variety of situations.

They may also fill out a rating scale to indicate how severe and frequent = the behaviors seem to be.

In some cases, the child may be checked for social adjustment and mental health.

Tests of intelligence and learning achievement may be given to see if the c= hild has a learning disability and whether the disabilities are in all or = only certain parts of the school curriculum.

In looking at the data, the specialist pays special attention to the chil= d's behavior during noisy or unstructured situations, like parties, or dur= ing tasks that require sustained attention, like reading, working math problems, or playing a board game.

Behavior during free play or w= hile getting individual attention is given less importance in the evaluatio= n. In such situations, most children with ADHD are able to control their behavior and perform well.

·         &nb= sp;     The specialist then pieces together a profile of the child's behavior.

Which ADHD-like behaviors listed in the DSM does the child show?
How often?

In what situations?

How long has the child been doing them?

How old was the child when the problem started?

Are the behaviors seriously interfering with the child's friendships, sch= ool activities, or home life?

Does the child have any other related problems?

The answers to these questions help identify whe= ther the child's hyperactivity, impulsivity, and inattention are significant and long-standing. If so, the child may be diagnosed with ADHD.

A correct assessment will help us determine the magnitude of work involved in teaching analytical and deductive skills to t= hese children, the kind of attention and facility they require and the resources they will need towards making them effective people. This helps us develop a package for the child and build in the cost for the services. From this poi= nt on, the children can begin to receive whatever combination of educational, medical, and emotional help they need.

ADD LEARNING L.P’s effective pla= ns will help children with ADHD and their families at many levels. For children and adolescents, it may include providing an appropriate classroom setting, the right diet and nutrition, and helping parents to manage their child's behav= ior.

Techniques Employed during Case-By-Case Assessment of the Child to be admitted to the ADD LEARNING L.P= :

·         CBCL (Child Behavior Check Lists) through specialized software.

·         Teacher Rating Form

·         Youth Self-Report (Achenbach 1991 a.b)

These together in conjuncti= on will help the ADD faculty ascertain the child’s current level of competencies and problems in a standardized format for ages 4-5, 6-11, and 12-16 for the same sexes.

·         The Conner’s ADHD/DSM IV CADS 1997 Rating Scales (Diagnostic and Statistic= al Manual of Mental Disorders, 1994) for 12-16 year range. It will = be used in conjunction with the Conners ADHD History Form

·         CPT (Conners Continuous Performance Tests) for the 4-16 year range through soft= ware programs.

·         TOVA (Test of Variables Of Attention) of Teicher, Greenberg and Waldman 1993 for= age range 6-15 years

·         The BASC (Behavior Assessment Schedule for Children) from the American Guidance Servic= e 1992.

These along with other neurometric tests will he= lp the ADD facility determine the current condition of the child that w= ill enable them to develop an appropriate package for optimum results.

ADD Options for Education:

Children with ADHD have a variety of needs. Some children are = too hyperactive or inattentive to function in a regular classroom. ADD LEARN= ING L.P with its behavior management plan places such children in a special education class for all or part of the day.

At ADD, t= he special education teacher will meet each child's unique needs.

Children with ADHD often need some special types of work space= s, work stations and accommodations to help them learn. For example, may specialized teacher may:

·         Seat the child in an area= with few distractions.

·         Provide an area where the= child can move around and release excess energy, or establish a clearly posted sy= stem of rules and reward appropriate behavior.

·         Keep a card or a picture = on the desk can serve as a visual reminder to use the right school behavior, like raising a hand instead of shouting out or staying in a seat instead of wandering around the room.

·         Give some children extra = time on tests can make the difference between passing and failing, and gives the= m a fairer chance to show what they have learned.

·         Review instructions or wr= ite assignments on the board

·         List the books and materi= als they will need for the task, may make it possible for disorganized, inatten= tive children to complete the work.

Many of the strategies of special education are simply good teaching methods. ADD will extensively use visual aids, written as well as oral instructions to help students ADD and remember the key parts of the lesson. We aim to teach the students at AD= D techniques for monitoring and controlling their own attention and behavior.= At ADD, the right combination of appropriate educational practices and diet-nutrition advise the ADHD child = will be made to realize his/her true and incredible potential.

MARKETING PLAN

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= BUDGET ALLOCATIONS FOR SPECIAL NEEDS EDUCATION IN INDIA<= /p>
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For th= e Fiscal Year 1^st April 2007- 31^st March 2008, the general bud= get sanctioned the education sector a whopping INR 8,045.5bn or 12.24= per cent of the overall public expenditure. This includes over INR 5bn allocated for major education projects like building of schools and new facilities that will help achieve the objectives set in the field.
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As per the Supreme Education Council= of INDIA (SEC), any educational institute is given operational fund based on the num= ber of students enrolled in a school and it is disbursed to the schools in four quarterly equal payments.

The per-pupil allocation for grade K= -6 is INR 16,000, for grades 7-9 is INR 19,400 and INR 21,800 for grades 10-12. The Education Institute encourages reinvestment into the schoo= l of any surplus funds, but the management and use of this amount is left to the discretion of the operators.

The SEC also states that different schools have different ideas within their vision and mission about how to promote education and their facilities. Grants are special financial too= ls for specific purposes like language laboratories, special needs or diagnostic centers. It mentions that a study of school budgets in INDIA showed that on average schools allocate at least 75% of its budget to salar= ies and wages and a further 12% -15% to administrative services which include salaries, and the remaining percentage is distributed among other requir= ements like special needs development, all textbooks and learning resources, etc.<= o:p>

Deductively, only a maximum of 10% of the INR 8045.5 bn will be allocated to the aggregates of special needs development, all textbooks and learning resources throughout INDIA for all = its schools put together. It can only be worked that approximately a third of this 10% will be given to special needs education (which includes educa= tion and facilities for the physically handicapped as well). This is indeed a low priority in the national budget and requires private participation of funds, entrepreneurship and other resources (land, building, specialized personnel, advanced and adapted instructional techniques etc)

EXISTING PLAYERS

Presently INDIA has only 2 players c= atering to the needs of special needs education. Special needs education in one of = the major players Shafallah Center for Children with Special Needs inclu= des children with physical disabilities, autism as well as those with learning difficulties. It caters to all the three wings of special needs through school programs and clinical services simultaneously looking into R&D in these areas. Its areas of expertise include special education, rehabilitation, social work, child and adolescent psychiatry, pediatrics, counseling, music therapy, occupational therapy, physical therapy & spe= ech and language pathology. It is thus a non-profit organization providi= ng training and developmental services for all children with all forms of disabilities from the age of three years old to twenty-one years of age= .

The only player that comes close to = ADD’ line of business will be The Learning Center. It is a= lso a non-profit organization established in 1996 by the INDIA Foundation for pupils with Learning Difficulties or Attention-Deficit Hyperactivity Disorder (ADHD), b= ut who enjoy an average or above average aptitude. TLC provides instructi= onal services, diagnostic consultation, and therapeutic services to students with academic problems. Thus, it has been working in our chosen field of business since a period of 10 yrs. It will be a marketing challenge to break into its market.

ADD’ COMPETITIVE EDGE

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ADD LEARNI= NG L.P      =    Comprehensive educational, instructi= onal, social, and recreational services for children with learning difficulties. =

·      =    Cross Training teachers from schools= in INDIA who are willing to look into latest and proven instructional techniques for such children.

·      =    Specialized and highly trained staff= which is selected on the basis of competence, compassion and dedication. Round-th= e-clock presence of School Psychologist, Speech and Language Therapist, School Counselors, Health Educator / School Nurse

·      =    Knowledge of current research in chi= ld development, teaching and parenting techniques.

·      =    Support and family counseling servic= es to families of children with ADHD.

·      =    Community awareness on dealing with children with special needs, as well as fostering acceptance and understand= ing of the nature of disabilities.

·      =    Individualized instruction, small classes and a highly specialized curriculum emphasizing cognitive, social a= nd academic development are the major ADDes of the school.
·      =    Favorable location of the center at = the nearest residential area from = Doha.

PROFILE OF= THE ADD TARGET CUSTOMER:

·      =    ADD will look= into children of both sexes between ages 5 and 16.

·      =    This age group covers primary and secondary school going children.

·      =    Our target customers include children inflicted not only with ADHD but also those with other learning disabilitie= s.

·      =    ADD will work= in close and consistent association with the parents and families of its stude= nt to be able to extract the maximum benefit to the afflicted child and bring about optimum results for the individual.

·      =    All such afflicted children and their families who live around the 30 km radius of the ADD Center.

·      =    Such children who have not been clinically diagnosed wit ADHD but show some, all or related symptoms thereo= f.

·      =    Parents whose children suffer from t= he disease and do not acknowledge or address the problem due the social stigma attached to it.

·      =    Children of such families where both parents have busy lifestyles and do not monitor or regulate the diet/nutrit= ion of their child as a result of which the child is on a high sugar, high preservative diet.

·      =    All such families with children where the child who has been clinically diagnosed with learning difficulties is on prescription drugs.

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MARKETING STRATEGY

Fine-tuning Prospecting throughBesides the market data we already posses for our proposed business, we also plan to distribute questionnaires to the public at places where people come to spend family time together. At these places the families are more relaxed and bond together. In such an atmosphere, it will be easier for us to break into the mindset of the concerned parents through questionnaire probes. <= /span>

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The aim of= this questionnaire will be to see if the prospective/target family has a child inflicted with learning disabilities a or the ADHD and if the issue is being addressed to by the elders in the family. If the family is already seeking medical help through counseling or drugs, educate them briefly on non-drug processes of therapy and the disadvantages of long-term dependence on drugs= .

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If the chi= ld is availing our competition’s services, we would like to know what speci= fics they like about the competitions’ services. If there is something more that the families would want from the competitions’ services in terms= of prices, personnel, environment, facilities and other resources. Then we wou= ld inform them about the opening off ADD and how it can bridge provide = the same services and bridge the gaps at a more convenient location and timings= ant a case-by-case pricing methodology.

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We must ta= ke care that the person administering the poll should:

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·         Be competent in psychological and so= cial skills to aim and hit the right target at such places.
·         Make clear at the onset of administe= ring the questionnaire the reason for doing so.

·         Come across as humane, understanding= and confidence-inspiring such as the respondents’ data will not be made public at any point of time.

·         The moderator should be well-versed = in Arabic as well as English.

ATTRACTING CUSTOMERS

Attracting and retaining customers in today’s businesses has beco= me the core of all business strategies. Most start-ups suffer from a perception gap that requires an effective strategic response. For ADD too, the answer = will be “Be First, Be Fast, and Be Fanatical”. Big no longer automatically means best when the small, fanatical, fast pioneer can defeat= the largest incumbent in almost any market. Here are some steps ADD will take to attract customers:

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Launching a ADD website. It will provide ADD with INDIA-wide and worldwide expos= ure and give our customers convenient access to our services and products = from any location.

Hosting an opening or open house at the launch of ADD. We will invi= te local business owners and residents from surrounding neighborhoods and provi= de brochures, an on-going presentation of what the ADD business aims to do, h= ave questions answered by a live and specialized management team with doct= or, provide refreshments, and have plenty of business cards at hand.

ADD will attract new customers with free consultation serv= ices for a period of 1 month from the date of commencement of its busin= ess (and possibly extend this freebee depending on responses). In it we wi= ll provide complementary assessment of individual cases if the candidate promises enrollment.

ADD will support a local charity by sponsoring a fundraising event such as a food drive, toy dr= ive or walkathon. We will arrange for a form= al presentation of our donation with cameras and try to get a local newsp= aper to publish the photograph.

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Distribution of fliers and business cards at schools and homes door= to door, place them under car windshield wipers and tack them to local apartment, college and community center bulletin boards.

ADD will give all prospecti= ve customers a small gift or discounts toward future services to be availed in return for referring new customers.

ADD will also offer spec= ial discounts for new customers in all of your advertising.

After 9 months of commencement of business ADD will send direct mailers to its satisfied customers to help them bring in new customers for which = they will be offered fee rebates to them and free consultation to the new customer. Done correctly, potential customers will feel they’= ;re getting a tremendous value for free while you’ll have created an opportunity to bid for their actual business.

ADD will work in close asso= ciation with regular schools so that its afflicted students are given informat= ion on ADD and its work. This will provide them with a suitable supplemental option to their education.

ADD will maintain a visib= le presence within our industry and partici= pate in trade shows, attend community events and offer to speak on our area= of expertise at seminars.

ADD will explore various = types of traditional advertising methods such = as newspaper ads, radio spots, and display ads like banners and in local magazines.= This will in tandem with what meets the budget and best reaches our target group.

The ADD USP (Unique Selling Proposition)

Our USP will be closely related to o= ur Mission Statement (“…Enabling the AD= HD Child Achieve His/Her Incredible Potential…”). Our USP reads “If your AD= HD child does not show any signs of discovering his/her incredible potential in the 1^st 6 months, we offer a refund of charges.”

Our mission statement will appear on= all official documents of ADD on the top corner. Our USP will appear in the reception area of the ADD waiting lounge and in all promotion material that goes out to the public.

By doing so, we will position ADD= differently from competition and on lines what they have not done. ADD will thus position itself in the mind of it’s target market as a prim= ary environment creator for self reliance and independence through instilling values and techniques into its students to accept, self-evaluate, adapt and self discover the world around them. This it will do not by functioning as competition in the form of an alternate arrangement to send children with learning capabilities to but as an alternative educational option and experience. All advertising will resonate this concept and psychological positioning.

SALES PROMOTION

ADD’ effective = sales promotion will include the following techniques in its arsenal: =

·      =    Price deals: ADD will offer initial = and temporary reduction in the prices such as promotional fees for the first 50 enrollments.

·      =    Loyalty rewards programs: Consumers collect points for putting in x number of months with us and can redeem them with reduced fees in the x+1th month.

·      =    ADD will offer some segments of its services at a lower price and at management’s discretion. Price reduc= tion may be a percentage marked on the package.

·      =    Free-standing insert (FSI): A coupon booklet will be inserted from time to time to serve as a recall to the publ= ic into the local newspaper for delivery.

·      =    Checkout dispensers: On checkout of schools the customer is given a coupon.

·      =    Rebates: Consumers are offered money back if the receipt is mailed to the producer

·      =    Contests/sweepstakes/games: The cons= umer is automatically entered into the event by purchasing some of our pre-decid= ed services.

·      =    Displays such as Danglers in regular= schools, fast-food restaurants and public entertainment areas, Lipstick Boards where= a board on which messages are written in crayon, a pull-out fact sheet, and

·      =    Advertising Support - newspaper ads, = radio spots, and display ads like banners and in local magazines.

PRICING

ADD will provide very specialized services which do not come under the purview of mass product or service. The very nature of its business implies that individual children will have uniq= ue needs. All diagnostic processes will be carried out on a case-to-case metho= d. The developmental needs of each ADHD child will be different from another as he/she will reflect a stage of personal development or achievement that will not be true for another child with the same affliction. Thus his/her developmental requirements package will also be individual to him/her. Howe= ver for the sake of bringing about order, children of the same age groups, gend= ers and diagnostic scoring range will be given the same package.

For prices refer brochure.

MANAGEMENT PLAN

THE ADD OW= NERSHIP STRUCTURE

ADD LEARNING L.P is owned by two partners.

Ms.= AAAAAA is a 50% owner and a full-time Managing Director of ADD LEARNING L.P. She brin= gs in entrepreneurship skills. She is backed by professional education of MBA from the prestigious INDIA University. She brings with her to business a vision for children afflicted with learni= ng disabilities and ADHD in INDIA. Ms. AAAA is also an entrepreneur as she has sighted the gap in providing alternative educational option by the State and the larger demand for it – thereby zeroing in on a business opportunity. To the table, she brings risk taking skills as is true with starting up and operating any new business, particularly for women in the Arab world. Ms. AAAA has done exten= sive research on the national budget spending for such needs children, the facilities available, the prices and positioning of competition and what mo= re could be offered in terms of quality accompanied with latest global practic= es and techniques into such an education.

For= these risk-taking and operating skills will be a profit ADD envisages in t= wo years from commencement of business. She also brings in part (to the extent of 50% of total capital layout of INR180,000) capital which is a combination of personal capital and business loan for education from the State of INDIA. She is expected to take home a part of t= he profit for herself after year 2 when the firm starts to post profits after putting the remainder in the bank keeping expansion and R&D plans in mi= nd, R&D. (See attached resume as Appendix B)

&= nbsp;

The= other co-partner, 50% owner and full-time Executive Director of ADD LEARNING L.P is Ms. BBBBBB. She is backed b= y a Bachelor degree in Information & Libraries Science with Honors. She has= in her years of study done extensive research in the field of children with learning disabilities and ADHD in INDIA, their specific psychological, ment= al and emotional needs, the prevailing family attitudes which have such childr= en. Her education has provided her with in-depth knowledge of classical symptom= s, treatments, therapy and instructional techniques for such children. She has attended several a live workshops and many a seminars abroad which were hel= d on children with learning disabilities to equip herself with the latest diagno= stic software available worldwide, the new and proven/tested techniques of instr= uctions given to enable such children analyze and act on the basis of changed patte= rns of instructions. She thus brings on to the ADD entrepreneurial basket the technical and operative know-how skill sets the core of success to such business’ survival.

As wit= h Ms. AAAAA, Ms. BBBBBB also brings in part (to the extent of 50% of total capital layout of INR 180,000) which is a combination of personal capital a= nd business loan for education from the State of INDIA. Likewise, she is expec= ted to take home a part of the profit for herself after year 2 when the firm st= arts to post profits after putting the remainder in the bank keeping expansion a= nd R&D plans in mind, R&D. <= /span>(See attached resumes Appendix C)

&n= bsp;

THE INTERNAL MANAGEMENT TEAM<= o:p>

General Management and Decisi= on Making:

Ms./Mr. AAAAAAAA

University of =

(= )

General Administration and De= cision Making

Ms./Mr. BBBBBBBB

University of =

(__= )

Marketing and Sales Managemen= t

Ms./Mr. XXXXXXX

University of =

(Masters in Marketing Research and = Sales Optimization)

Diagnostic and R&D – Position Open for Appointment

Dr.XXXXXX M.D

University of =

(Doctorate in Child Psychiatry and Instructional Analysis)

Clinical Psychology and Langu= age Therapy Consultant– Position Open for Appointment

Dr. ZZZZZZ MBBS

University of =

(Masters in Developmental Psycholog= y and Behavior Analysis)

Human Resources

Ms./Mr. YYYYYYYY

University of

(Masters in Human Resources and Per= sonnel Management)

THE ADD STAFF

The School Psychologist =

Under the Head of Clinical P= sychologist and Language Therapist, the School Psychologist at ADD LEARNING L.P = is expected to:

Evaluate students who are seeking admission.

Collaborate with teachers, parents and administrators to develop and implement an Alternative Educational Plan (AEP) for each student attending ADD.

Provide consultation for teachers seeking to gain a great= er understanding of individual student psychological needs.

Coordinate and direct clinical services at ADD and= is directly responsible for the supervision of the clinical staff; speech/language therapists, counselors, and health educator/school nur= se.

Provide training and workshops for students, staff and , parents

The Speech and Language Thera= pist

The speech pathologist is also seen as an integral part of the initial evaluation proc= ess for possible admission. Speech and language needs are assessed and assistan= ce to the psychologist is provided to determine if the student's language conc= erns are related to English as a second language acquisition or whether it is a processing issue in both languages. Under the Head of Clinical Psychologist= and Language Therapist, the Speech and Language Therapist at ADD LEARNING L.= P is expected to

Work with the classroom teacher on issues such as phonolo= gical processing, auditory discrimination and other issues that impede the child's ability to effectively learn.

Work individually with students occasionally as needed.

Consult with the classroom teacher and assists in designi= ng lesson plans that enhance the student's learning.

Encourage teacher participation and allows the teacher to follow through in the classroom with the program initiated by the therapist.

This also allows the speech and language therapist to wor= k with a greater number of students and encourages interaction, modeling and practice of speech.

The ADD School Counselor

The school counselor will provide:<= /span>

Consultative services to students, parents, staff and administration regarding student needs, behavior and school issues,

Assistance in developing and maintaining professional relationships with appropriate community individuals and programs,

Training and workshops for students, staff, parents and community agencies as needed.

The ADD School Nurse

Under the Head of Diagnostics and R= &D, The school nurse is expected to provide:

Health assessments: including health and developmental hi= story; observations of the child for development and health patterns; participation as the health specialist on the Child Study Team.=

Advising Function on Diet and Nutrition for the ADD child= .

Other regular duties of a school nurse.

THE ADD TEACHERS ( All positi= ons open for recruitment)

ADD will appoint separate teachers = who are each highly specialized, trained and with extensive experience for both the girls’ and the boys’ study/learning areas. That is:

1 teacher for the girls’ a= ge group 4-5,

3 teachers for the girls 6-11 ye= ars age category and

2 teachers for the girls’ = 12-16 years age range.

A similar distribution will be f= ollowed for boys.

All= in all 10-12 teachers will comprise the ADD instructional and education staff whic= h is our core business area and will position us as pioneers of new and global teaching methodology for such children.

The Ma= nagement will often be made to attend seminars and conferences to be abreast of glob= al trends in our area of business. This will also help them know what competit= ion is doing as such conferences provide a common platform for businesses to co= me together.

The st= aff will regularly be made to take refresher and new courses to encourage them to le= arn latest techniques applied to specialized instruction dissemination and keep ahead of the pack of competition so that we may continue to keep our USP and reap profits there from.

OPERATING PLAN

SCHOOL TIMING: <= /o:p>

= ADD is positioned as an alternate educ= ational option for the child with learning disabilities as well as an institution providing supplementary and complementary education to regular schooling. Keeping this in mind, ADD LEARN= ING L.P will follow the following time schedule through the following month= s:

        &= nbsp;   July & August        &= nbsp;            &= nbsp;           &nbs= p;   September–December 10

&nb= sp;            =            Mon.= 211;Thurs.    12:00–9:00              &= nbsp;   Mon.–Thurs.    2:00–9:00<= /p>
&nb= sp;                   &= nbsp;   Fri.–Sat.        &= nbsp; 11:00–10:00                Fri.–Sat.        &= nbsp; 11:00–10:00

&nb= sp;                   &= nbsp;   Sun.                 2:00–10:00              &= nbsp;   Sun.                 2:00–10:00

     =        January 2–March 15             =             A= pril 1– June 15

&nb= sp;            =            Mon.= 211;Thurs.    4:00–9:00                &= nbsp;   Mon.–Thurs.    2:00–9:00<= /p>
&nb= sp;                   &= nbsp;   Fri.–Sat.        &= nbsp; 2:00–10:00              &= nbsp;   Fri.–Sat.        &= nbsp; 11:00–10:00

&nb= sp;                   &= nbsp;   Sun.                 2:00–10:00              &= nbsp;   Sun.                 2:00–10:00

The school will observe a 15 day br= eak between March 16 and 30 every year and a winter Christmas break of 20 days = between December 11 and January 1.

STUDENTS PER SECTION= :

As a measure= to maintain strict quality control in specialized education, ADD aims at having no more than 12 students per class. Our business does not cater to m= ass education and its standards. Each child in a class at ADD will have unique requirements and will come with a customized package of his/her own.= As the attention need per child will be high, we plan to curtail the number of students.

NUMBER= OF CLASSES:

ADD plans to keep a single class ea= ch for girls and boys separately in the age categories 4-5 years, i.e. 2 classes in all for this age range. Researches suggest that children with learning disabilities of this age have similar intellectual development and score similar in diagnostic tests. They thus require grouping for similar purpose= s of instructional as well as non regimental education.

<= /o:p>

Based on eff= ective educational researches criteria, and criteria of current phase of socio-psychological development of a child, his/her instruction grasping, processing and executing skills etc, a class each has been made e= ach for ages 6-7 years, 8-10 years and 11-12 years for boys as well as for girls separately, i.e. 6 classes in all in this age range. =

<= /o:p>

<= /o:p>

The teaching methodology adopted for this age group is a happy mix of structured and non-structured self-exploratory and experiment oriented teaching.

<= /o:p>

On similar c= riteria is based the forming of a class each for girls and boys separately for t= he age groups 13-14 and 15-16 years, i.e. 4 classes in all for this age range<= /b>. The developmental needs for this age group are more personal and social oriented and thus all instruction dissemination is unstructured learning of curriculum through experimenting and interactions with each other (discussi= ons) etc.

<= /o:p>

TEACHERS/ASST TEACHERS IN EACH CLAS= S, STUDENT-TEACHER RATIO

In keeping with the ADD philosophy of education there will be = 1 chief teacher in every class with high degree of specialization, traini= ng and with extensive experience. In addition to this every class will be provi= ded with an assistant teacher who wil= l also be trained and experienced teacher, in case some students require to be given special instruction, training, atten= tion and need extra efforts in achieving the class goals. Thus the student teacher ratio will be at the most 12:2 (a 6:1 ratio), which is exceptionally good even for special needs education. In addition, a class may work with t= heir Speech and language therapist or school psychologist on issues such as phonological processing, auditory discrimination and other issues that impe= de the child's ability to effectively learn.

SUPPORT STAFF=

Besides the Assistant teachers, The= ADD support staff comprises of:

·         The School Counselor

·         The School Nurse
·         The School Psychologist

·         The Speech and Language Therapist

·         Administrators- clerical,= administrative staff, receptionists, secretaries, office managers, finance staff, libraria= n and catering workers

·         Premises workers - premis= es managers, site and contracted grounds staff.

·         Pupil/mealtime supervisor= s

·         Technicians - laboratory,= ICT, workshop and classroom technician and media resource technician

·         Cleaners- contracted and = direct hire cleaners

EQUIPMENTS AND FURNITURE=

All ADD equipment and furniture will be purchased. The list will include Activity tables, AV carts, Art Equipment, = Atlas Stands, Audio/Video, Bench Seating, Book Carts, Bo= ok Display Cases, Brochure & Literature Displays, Bulletin Boards, CD and Multimedia Storage, Cafe= teria Seating, Carpets, Chalkboards, Chart Stands, classroom & Computer Lab Tables, Clin= ic Furniture & Equipment, Clocks Coat Racks - School <= span style=3D'color:black'>Computer & Monitor Supports, Computer Tables, Conference Boards, Conf= erence Tables, Cubbies, Des= ks, D= ictionary Stands, Display Cases, Display Panels, Drawer Organizers, Ea= sels, E= quipment Stands, Exhibit Furniture, File Cabinets, Filing Systems, Folding Chairs, Folding Tables, Forms Storage, Globes, Keyboard Drawers, & Platforms, Lab Workstations, Laboratory Chairs, Laminating Equipment, Lecterns & Podiums, Library Furniture, <= span style=3D'color:windowtext'>Lift Tables, Literature Display Cases, = Lockers, Magazine & Pamphlet Racks, Magnetic Boards & Calendars, <= /span>Mail Sorters & Equipment, Maps, Marker Boards, Material Handling Equipment, Medical Equipment and Seating Merriam-Webster's Dictionaries Message Boards and Labels, Mobile Display Panels, Mobile Storage, Cabinets Mobile, Teacher Storage, Cabinets, Multimedia Storage, = Music Storage, Overhead Projector, Tables, Overhead Projectors, PA Systems Paperback, CD & Video Stands, Partitions, Playground Equipment, Poster Display, Cases, Presentation Boards, Printer Stands, Projection Screens, Projectors, Record Racks, Recycling Receptacles, Refreshment Stands , Revolving Book Stands, Room Dividers, Rugs, Scales, School Chairs, School Desks, Science Tables, Science Workstations, Server Racks, = Shelving, Shredders, Sports Equipment, Stage, Step Ladders, Stools, Storage Bins and Systems Storage Cabinets, Student Desks, Tablet Arm Chairs, Tack boards, Trash Cans, Wall Cabinets and Waste Baskets etc.

SECURITY<= /p>
ADD has a = unique educational climate and culture dynamics, thus making school safety, securi= ty, and school emergency planning an essential. At ADD the school security prov= ides the students, teachers and all those inside its’ premises the followi= ng benefits: <= /p>
·         School emergency tackling plans to he= lp school crisis situations,

·         School safety drills and exercises, =

·         School training on emergency and cri= sis plans,

·         School crisis communications training and management,

·         School gang prevention and intervent= ion and enforcement strategies,

·         School security from outsiders,=

·         Special event management,=

·         School bus security and emergency training,

·         School crime prevention and

·         School safety assessment processes.<= o:p>

TRANSPORT=

ADD will provide transport in al= l cases (i.e regardless of the distance of their home from the school) and to all i= ts students to ensure that a child attends classes regularly. It will be provi= ded at nominal costs given the late evening travels. No walking back home will be allow= ed given the inherent disabilities of children and the late operating hours and the traffic rush on roads and other security reasons. The only other altern= ate will be to have the child picked up his/her parents only. No relations or family friends will qualify. School bus security will be ensured through the presence of a bus conductor who will be trained to tackle any emergency situation arising therein.

Before taking any= child from the school during school hours, it is necessary to call at the office = to obtain an authorization form. The class teacher will allow your child to le= ave when they receive the ‘Pupil Release Form’ from the office. Ple= ase keep the school informed of any custody orders that relate to your child and let us know about anyone who is not permitted access to the child. <= /p>
It is most import= ant that the school office be notified in writing of change in the student̵= 7;s address, telephone numbers (at home, work, or mobile) or his/her emergency contact number.

CAFETERIA MEALS

The ADD cafeteria will meet global nutritional standard= s. These ensure that children are provided with a healthy, balanced diet. Diet= and nutrition play a crucial role in ADHD children’s life. They are often= on high-sugar, high glycogenic index foods which aggravates their situation. T= he school cafeteria will serve as a model to encourage healthy eating habits. The ADD cafeteria called Ámbrosia’ will serve:

high-quality meat, poultry o= r oily fish regularly available

at least two portions of fru= it and vegetables with the meal

bread, other cereals and pot= atoes regularly

Additionally, there are controls on the following foods:

·         deep-fried food limited t= o no more than two portions per week

·         Fizzy drinks, crisps, cho= colate and other confectioneries removed from school meals and vending machines. <= /span>

Ambrosia will ope= rate on 6 days a week (closed on Fridays) during the school’s hours of operat= ion with a supervisor being employed. Volunteer helpers form a vital part of this service and are most welcome. We do not encourage you to give your child lo= ose change as it is easily lost. Price lists are available from the = canteen or the front office.

LEAVES OF ABSENCE=

The school should be notified by a parent/caregi= ver as soon as possible when a child is absent from school. Either telephone the secretary or write a letter to the class teacher. The Class teacher checks rolls regularly and if he/she thinks that a child has had too many unexplai= ned absences, he/she will call home or make an appointment with the parents to = meet them.

ACCIDENTS=

In the event of an accident at the s= chool, the procedure will be: 1. To have the school nurse take emergency treatment procedure. Simultaneously, the school will

·         Ring the parent/caregiver= and the ambulance if necessary.

·         In all cases, take the necessary st= eps to ensure the well-being of the child.

DISCIPLIN= E AND DISCIPLINE POLICY<= /o:p>

Discipline at = ADD encourages students to be striving towards responsible decision making in accordance with their level of development and conforming to the acceptable standards and values of home and school. These acceptable standards receive positive reinforcement.

This policy stres= ses the fact that students are responsible for their own behavior and is based = on the School Code of Behavior, which the students are asked to follow in both= the classroom and the playground. As part of the policy, parents are informed as soon as possible if their child is constantly in breach of the Code of Behavior. An award system operates at ADD.

PLAYAREA SUPERVISION

A teacher is on d= uty each day at the school operating hours and supervises the school playground= . It is school policy that NO CHILDREN ARE AT SCHOOL BEFORE school hours am. Thi= s is a vital child safety policy and all parents and caregivers are requested to support its implementation. At meal time, teachers supervise the playground= . At 9:00 pm, when the children are dismissed from class they should leave the playground promptly to return home. It is school policy that children are n= ot permitted in the school playground after hours and at weekends and should be warned of the dangers of doing so.

THE ADD CURRICULUM<= /span>

1. Academic =

ADD LEARNING L= .P provides a twelfth grade program that with educational opportunities for students experiencing academic problems. It is composed o= f an elementary, middle and high school adapted program.

Class size is lim= ited to ten students in order to maximize the individual attention provided to t= he student. All students take along with the adapted traditional educational curriculum that includes math, English, social studies and science, also a learning of new techniques to make understanding, deduction and logic more effective. Art, music instructional technology, study skills, health, physi= cal education and Arabic are also taught.

Flexible grouping= is utilized in English and math in order to further facilitate students to lea= rn at their individual pace. Each student has an Individual Education Plan bas= ed on teacher observation and psycho-educational testing that is designed to measure the progress a student makes during the year. The student's strengt= hs and weaknesses are identified and the IEP developed to allow the parent and teacher to mark the student's academic and social progress.

2. Physical Education <= /b>

Physical education is extremely impo= rtant for students who have some of the difficulties our students' exhibit, e.g., difficulty with attention and on-task behavior. Consequently, all students participate in PE five days per week.
<= /span>
<= /span>

3. Extra Curricular Activities

There are regular extracurricular activities sponsored by the teachers and determined by the interest of the students. After school areas such as learning to play chess, swimming and intramural sports in football are a regular part of the progra= m. As the school grows, the number of available sports will also increase. Fie= ld Trips also form a basic and v= ital portion of our educational programming. Field trips within INDIA and to nea= rby points of interest are scheduled by various classroom teachers throughout t= he school year. These trips are designed to supplement different aspects of the classroom curriculum and to help students explore ideas that flow from their classroom instruction.

We also refer latest web resources f= rom accredited sites to help us implement better methodology.

Example, sites such as

·         http://user.cybrzn.com/~kenyonck/add/teaching_tips.ht= ml

·         = www.additudemag.com/adhd/article<= /p>
·         And= www.comeunity.com/disability/adhd/teaching-adhd.html<= /span>

help us in our endeavors.

HANDLING NEW ADMISSIONS

·= ;      =    Applications are accepted throughout the school year as classroom space permits.

·= ;      =    Parents submit the comple= ted application, school records and teacher evaluations.

·= ;      =    If available, they submit= a recent comprehensive psycho-educational evaluation.

·= ;      =    The director and/or school psycholo= gist meet with the parents. After a review of the materials provided, a decision= is made to continue the admission process to suggest other services.
·= ;      =    If the decision is made to continue the admissions process, the student is asked to attend classes for= one to two days to allow the teacher an evaluation period to see how the student feels about the school and how s/he interacts with other students. At the e= nd of this period the teacher is asked to submit the report form to the school psychologist.

·= ;      =    If ADD so deems ri= ght, it will be determined whether or not a comprehensive psycho-educational eva= luation is needed to more thoroughly understand the child's difficulties.
·      =    The ADD director, = the school principal, the school psychologist and other specialists as needed (reading, speech and language, etc) and the teacher whose class the student attended meet to review the results and formulate an IEP or Individual Educational Program.

·      =    If it is determined that = the student does not need a comprehensive evaluation and that an admission screening will suffice, then the parents are only informed as to whether the child was accepted.<= /p>

FEEDBACK AND PARENTAL INVOLVEMENT

Research on parent and family involvement in schools, research provides evidence that parent and family involvement in after-school programs increases students’ achievement = and success. Children achieve more when their parents are involved. This is regardless of socio-economic status, ethnic background, or parents’ education level. Children exhibit more positive attitudes and behavior when their parents are involved. ADD thus does the following to enable parental involvement in their child’s educational process and in them achieving their developmental milestones:

Creates small, friendly settin= gs that encourage parent involvement such as:

·         Have parents participate = in a debriefing session following a field trip

·         Invite parents to potluck dinners (at least one) to talk about upcoming events within the program.

·      =    Cre= ate programs that provide support to families as they guide their children thro= ugh learning experiences from primary school to high school.<= /p>
·      =    Hos= t an informational session when enjoying the summer time learning

·      =    Ide= ntify fun books that parents can read with their children.

·      =    Sta= te the importance of summer time learning. Research shows that children and youth = lose much of the academic gains over the summer months. As a way to counter this negative effect, parents should find ways to engage their children in learn= ing through reading and other fun-filled educational projects=

·      =    Cre= ate a list of fun day trip activities that parents can do with their children (e.= g., visiting a museum or regional zoo).

·      =    Des= cribe program events and activities throughout the upcoming year.

·      =    Int= roduce program staff and state their roles in the after-school program.=

·      =    Hig= hlight activities from the summer programs.

·      =    Pro= vide a copy of the Family Report Card

·      =    Wor= k with families to build their social and political connections.=

·      =    Ask= schools to administer a short survey to parents regarding: (1) the best time for events, (2) the types of events they would attend, and (3) ideas to make the school better.

·      =    Hos= t a planning meeting over the summer to get ideas from parents and youth about program activities.

·         Link family and community engagement efforts to student leadership.

·         Setup a student-run booth= at Parent-Teacher Night.

·         ADD efforts on activities= that will build trust and respect among families and community members.
·         Send a positive note home= to one child’s parent at least once a month.

·         Coordinate an end-of-the-= year ceremony for children, their families, and program partners.

·         Contact schools to find o= ut the current strategies in place to involve parents as a way to fulfill the No C= hild Left Behind requirements.

·      =    Involve parents in behavi= oral problem-solving (solution seeking) for their child if necessary.

LEARNING AREA FACILITIE= S

As increasing numbers of people with disabilities pur= sue educational opportunities that require computer use, accessibility of co= mputing facilities becomes even more critical. At ADD the computer lab is accessible in a way that attention be devoted to accessibility of the lab facility, as well as to the accessibility of the available technology. Comp= uter hardware and software is compatible with assistive technology (AT) and is accessible to all users. The ADD computer labs have universal design meaning that rather than design your facility for the average user, you des= ign it for people with a broad range of abilities. Keep in mind that individuals using your lab may have learning disabilities or speech, hearing impairment= s.

The ADD science labs are equipped with Elements and Electrodes for Electrochemistry Insect Pins <= span style=3D'color:black'>Lab Equipment/Retort Stands, Flask lamps Microscope Slides Periodic Table of the Elements Plastic Petri Dishes Glass Prisms Test Tube Racks and Spice Racks etc to ena= ble and encourage the ADHD child’s mental energies to be diverted into curiosity based researches supervised by the teacher. Every successfully concluded experiment will give them a sense of ability, competence and posi= tiveness. This will also be driven home by the lab teacher.

THE CONCEPT OF SOCIAL DISTANCE IN LEARNING AREAS

Researchers have confirmed higher achievement in schools with adequate space and further noted that if those larger spaces were used for instructional purposes the achievement was even greater. Students need ample space because crowding ca= uses problems. ADD believes this to have psychological implications. We know that the ADHD child is always dependent on the environment for psychological and sociological clues. The student is always interacting with the physical environment. Since the school is a social sys= tem within the cultural environment, we may consider social distance as a means= for calculating minimum size of the classroom.

A Minimum Standard for Classroom Size at ADD=

Number of Students

plus 1 Teacher

Elementary School

[Square Feet (Meters)]

Secondary School

[Square Feet (Meters)]

10

539 (50.13)

704 (65.47)

11

564 (52.45)

768 (71.42)

12

637 (59.24)

832 (77.38)

13

686 (63.80)

896 (83.33)

14

735 (68.36)

960 (89.28)

15

784 (72.91)

1024 (95.23)

PLAY AREA FACILITIES

An = indoor playground is specifically designed to have children from the age range 4 through 7 years perform real life tasks of mid-level complications in entra= nces and exits in mind, anticipate traffic flow patterns as well as planned seat= ing and controlled access, meet budget, playground objectives and anticipated numbers of children using the playground.

·= ;      =    The ADD play area also provides active play elements such as puzzles and mazes.

·= ;      =    There is in addition, a "Fantasy Play" station which is a 2 level castle system

·= ;      =    Another themed play castle rack provides a puzzle mat, play panels, themed house fa= cade mural, moonwalk step 'n slide and soft stuff rockers, themed three trunk 4' hook slide, access gate, and a ball pool. The main play structure has a gang wave slide, 3 level giant spiral slide, alligator pit with wood stumps and = hand over hand, tree trunk mural, themed tree branches, jungle vines, suspension bridge, thatched roof and more events for the 4-5 year children to play in.=

Our= play area will have appropriate toys like Art Easel & Desks/Tables, Building Toys/Blocks, Educational & Learning Toys, Pretend Play /Play Kitchens, Kids Tables/Chairs/Desks, Kids Play Mats, Toy Box /Toy Storage, <= span style=3D'color:windowtext'>Children’s Bookcase/ Bookshelf,= Children's Rocking Chairs.=

LEGAL PLAN

     =

STEPS INVOLVED IN SETTING UP PARTNERSHIP FIRMS IN INDIA AND OBTAINING THE REQUISITE PERMITS AND LICENCES

Obtaining a Commercial Regis= ter. To apply to commercial licenses section, in the Ministry of Economy and Commerce, in order to obtain commercial license the application to be accompanied with:

- A copy of the passport or identity card.

- A copy of the lease contract.

A commercial license may be issued within (3) days of the date= of application pursuant to the professional commercial license, we will follow certain procedure:

- To subscribe to INDIA Chamber of Commerce and Industry.

- To f= inalize the matters relating to business sites and meet the      requirement= s of the Municipality.

Then w= e provide a referral of the application to the following departments:

-Comme= rcial stores inspection department.

-Adver= tisements Permission Department

-Indus= trial Area Division.

-Healt= h Affairs Department

-Housi= ng Construction Department

-Civil= Defense Department.

-Payme= nt of due fees.

After = completion of the Municipality's procedures, we will return to the Ministry of Economy= and Commerce to follow the obtaining of a commercial register and will provide = the following exhibitions:

-The Commercial License.

-The a= pproval of Ministry of Municipality and Agriculture.

-Any o= ther required approvals.

-The a= pplication for obtaining commercial register.

After having examined the sites of business to ensure the identification of commercial name and the address with the information show= n in the said document, a temporarily commercial register will be given to us, to enable us to approach INDIA Chamber of Commerce & Industry to pay the subscription fees, along with the following documents:

-Copy = of professional commercial register.

-Copy = of identity card or passport.

-Fill = the participation form.

-Payme= nt of the subscription fees.

Number of Students plus 1 Teacher	Elementary School [Square Feet (Meters)]	Secondary School [Square Feet (Meters)]
10	539 (50.13)	704 (65.47)
11	564 (52.45)	768 (71.42)
12	637 (59.24)	832 (77.38)
13	686 (63.80)	896 (83.33)
14	735 (68.36)	960 (89.28)
15	784 (72.91)	1024 (95.23)