Michole Washington

Oanh Nguyen
Aysia Guy

This document contains

confidential and
proprietary information
belonging exclusively to
Enjoli Education, LLC.

Afrithmetic
7284 Merlin Way
Riverdale, GA 30296
404-503-8180
Afrithmetic.com

Table of Contents
1

Executive Summary.................................................................4

General Company Description..................................................6

2.1
2.2
2.3
2.4
2.5
2.6
2.7

Overview....................................................................................6
Mission......................................................................................6
Vision.........................................................................................6
Company Goals and Objectives....................................................6
Business Philosophy...................................................................7
Service Overview........................................................................7
Service Competitiveness.............................................................8

Industry Analysis.....................................................................9

3.1
Private Tutoring Industry Economics............................................9
3.2
Opportunities and Threats.........................................................10
3.3
Competition..............................................................................11
3.3.1 Major Competitors................................................................................... 11
3.4
Target Market...........................................................................12
3.5
Consumer Demographics...........................................................13
3.5.1 Parents of 6th-12th graders.......................................................................13
3.5.2 Middle and High schools..........................................................................13
3.5.3 Competitive Advantages and Disadvantages..........................................13

Management Plan..................................................................15

4.1
Company Name.........................................................................15
4.2
Legal form of Business..............................................................15
4.3
Organizational Structure...........................................................15
4.4
Qualifications...........................................................................16
4.4.1 Chief-Executive Officer............................................................................ 16
4.4.2 General Manager..................................................................................... 17
4.4.3 Director of Tutoring Services...................................................................18
4.5
Stakeholders............................................................................19
4.5.1 Advisory Board........................................................................................ 19

Marketing Plan......................................................................19

5.1
Overall Marketing Strategy........................................................19
5.1.1 Features and Benefits..............................................................................19
5.2
Marketing Components.............................................................20
5.2.1 Pricing..................................................................................................... 20
5.2.2 Promotion................................................................................................ 20
5.2.3 Public Relations....................................................................................... 21
5.3
Marketing Plan Budget..............................................................21

Operational Plan....................................................................22

6.1
6.2
6.3
6.4

Production................................................................................22
Location...................................................................................22
Legal Environment....................................................................23
Implementation Timetables and Processes for Monitoring Progress
24

Financial Plan........................................................................ 24

7.1
Possible Sources of Initial Financing..........................................24
7.1.1 Scholarships/Competitions......................................................................25
7.1.2 Community Leaders................................................................................25
7.1.3 Angel Investors........................................................................................ 25
7.2
Sales Forecast..........................................................................25
7.2.1 Without the tablet/data program.............................................................25
7.2.2 With the tablet/data program..................................................................25
7.3
Profit/Loss & Projected Income..................................................26
7.3.1 Without the tablet/data program.............................................................26
7.3.2 With tablet/data program........................................................................27

Appendix..............................................................................28

Bibliography.......................................................................... 40

1 Executive Summary
"In this country, It's considered perfectly acceptable to be incompetent in
Mathematics.
In fact, certain people are rather proud to be incompetent in
Mathematics," Daniel Koretz admits. This ideal alone has made it
permissible for Americas children, especially those in low-income areas,
to struggle with their math studies inheriting the mindset, for them and
their parents, that their confusion is inevitable. With the appropriate
supplemental educational services for math, students who usually
memorize math concepts or simply guess can achieve a level of
comprehension that unlocks the real-life applications of mathematics
the same wonders motivating todays esteem STEM professionals. These
services alone give students access to a number of other resources
ensuring a successful future involving a college education and a
profession of their choosing.
Afrithmetic is an experience driven by mathematics to cultivate the true
potential in all students. We offer mathematics tutorial sessions for
students in 6th-12th grade residing in Metro-Atlanta and its surrounding
areas. The company is registered as Enjoli Education, LLC, but does
business as Afrithmetic. Our mission is to develop and enhance students
confidence with all levels of mathematics through 1-on-1, in-home
interactive sessions that simultaneously promote positive personal
development. Our tutors duties are two fold with them not only assisting
students with their math understanding, but also serving as a
confidant/mentor to help students develop as a whole person. Our goals
for the next two years are as follows:

Enhance students math comprehension and personal development

Employ educated and qualified tutors with STEM backgrounds
Increase number of clients consistently using the tutoring service.

Geographically, we service a wide demographic in Atlanta, but we strive

to uplift the students hindered by their family income. These families
typically do not have access to the internet to utilize online tutoring or
other educational services, they do not have the disposable income to
hire exclusively private tutors, nor can their income allow them to take
advantage of the traditional brick-and-mortar tutoring establishments
because physically they are completely out of reach for their community.
Of households with children and an annual income under $50,000,
31.4%, over a third, do not have access to high-speed internet at home.
For a subtle comparison, 44% of low-income high school seniors scored
basic on a math assessment as opposed to the 71% of average-income

high school seniors. This is our target market as we strive to alleviate

these external factors affecting a students immediate mathematics
education. In addition to our usual in-home tutoring service, we want to
pilot a tablet/data program that will supply households lacking internet
access and other tools for their students to succeed in mathematics with
low-cost tablets and data plan. This program will allow these students to
access our future online tutoring services and other education resources
they would not normally have access to without internet.
Our management team consists of two Mathematicians and a Managerial
staff member with over 5 years of successful experience in their
respective fields. One of these experts is the CEO/Founder, Michole
Washington, the only African-American at the Georgia Institute of
Technology pursuing a Bachelors of Science in Applied Mathematics. She
conceived Afrithmetic during her 4th year at Georgia Tech as reforming
mathematics education, specifically in lower socioeconomic communities,
has always been her driving force. In fact, her management team all
matriculated through the Fulton County School System prior to their
college careers experiencing first hand many of its inconsistencies in the
mathematics curriculum which crippled many of their peers.
With support from the Afrithmetic Advisory Board, current customers,
family, friends, and our overall community we rely on their promotion of
our services and credibility as our marketing promoters. The
management of Afrithmetic has a diverse network of colleagues in all
directions who find the leadership and company to be reputable and
worth recommending to their tightly knit networks. This word of mouth
tactic, as well as many other no-cost strategies, allows low-income
families to take advantage of our services more frequently and allows
average-income families to reap the benefits too.
Two of our major priorities for the first few months of operation is: 1)
establishing our tablet/data program and 2) purchasing math
manipulatives tutors can use on the go which will both require sufficient
funding to pilot. A standard tablet with webcam and data capabilities
range on the low end anywhere from $50-100 per tablet. A sufficient data
plan is approximately $50/month. The manipulatives for tutors in bulk
shipping can be approximately $350 with low recurring fees if stored
appropriately. The appropriate funding will allow Afrithmetic to fulfill its
vision.

2 General Company Description

2.1 Overview
Afrithmetic is not your traditional tutoring session where a tutor sits at a
table with you for an hour and a half mechanically working through
problems for the sake of rote memorization. Our experience is
motivated by active interaction meaning our tutors use a set of
collaborative learning methods that encourage creativity and genuine
engagement between the tutor and tutee. We come to you, or any other
study-like environment (i.e. coffee shop, library) of your choosing to
facilitate the session.
The founder, Michole Washington, is a 4th year Applied Mathematics
major at the Georgia Institute of Technology. Her passions and life goals
are embedded in reforming mathematics education, especially for
students in lower socio-economic communities. It has always been a
complex concept for her as to why her affinity and sixth sense for
mathematics was not shared amongst many of her peers, who, like most
people, experience extreme discomfort and discourse whenever
presented with mathematics.
Before Afrithmetic was defined as a tutoring service, Washington held
three different focus groups to determine how Afrithmetic could
potentially serve the community. The first group was with a Georgia
Charter Schools Association employee; second group was with three
college students; and the third group was a mix of an Oakland, CA math
teacher, UC Santa Barbara mathematics grad student, and Microsoft
Software Developer involved in K-12 computer science education. The
background and facilitation of the groups can be found as Append A. In
summary, Washington deduced that on all levels of education disparities
in math education seem to always lead back to the curriculum not being
applicable/relatable for all students. Afrithmetic is intended to

supplement a students education with an experience cultivating their

true potential outside of the classroom.

2.2 Mission
Afrithmetics mission is to develop and enhance students confidence
with all levels of mathematics through 1-on-1, in-home interactive
sessions that simultaneously promote positive personal development.

2.3 Vision
Afrithmetics vision is to advance students understanding of
Mathematics from 1+1 to improved self-esteem, enhance career
opportunities, and increase potential for success.

2.4 Company Goals and Objectives

Afrithmetic strives to achieve the following goals within the next two
years of operation. Each goal has three objectives to insure the goals
are achieved.
1. Enhance students math comprehension and personal
development
a. To measure math skill progression, administer pre-/postassessments to evaluate students academic progress from
the initial session until their final session
b. To measure personal development, create short paragraph
essay prompt for students to complete before initial session
and after several uses of the tutoring service
2. Employ educated and qualified tutors with STEM backgrounds
a. Hire at least 20 tutors who either hold a degree in a STEM
field or are currently working on a degree in a STEM field
b. Implement an effective session assessment form for tutors
to evaluate each of their students after every session
c. Train tutors to maintain company culture, ensure continued
competence in respective subjects, and practice company
philosophy/values.
3. Increase number of clients consistently using the tutoring service
a. Create an efficient and effective marketing strategy
b. Establish an online tutoring presence and internet access
assistance program for low-income families
c. Acquire at least 40 consistent clients

2.5 Business Philosophy

We believe all of our students, parents, tutors, and other Afrithmetic
associates should always practice their M.A.T.H. values: Motivation,
Approachability, Transformation, and Holistic Efforts. We motivate
students to perform their best for success by heightening their selfesteem through improving their math skills. Every interaction with our
service is warm and welcoming as we strive for utmost approachability.
We dually serve as tutors and mentors guiding students towards
excellent opportunities. Whether a student begins below or above
average there is always room for improvement. We transform their selfconfidence alongside their performance with numbers and operations.
Our work does not stop at ensuring mastery in their math lessons.
Afrithmetic fully adheres to our vision and mission as the holistic
development of the student is our truest goal.

2.6 Service Overview

Afrithmetic offers mathematics tutoring/mentoring for students primarily
in 6th-12th. The specific tutoring topics align with the Common Core
Georgia Mathematics Standards for middle and high school grade levels
as presented by the Georgia Department of Education (Georgia
Department of Education)and concepts for AP Calculus AB/BC and
Statistics as determined by College Board (CollegeBoard). Explicitly the
tutors are competent in (not an exhaustive list):

Rate, Ratio, and Proportions

Expressions
Statistics
Probability
Geometry
Functions
Systems of equations
Describing data
Number system
Trigonometric functions
Differentiation/integration.

Session locations are determined by the clients preference to best suit

their needs. Ideal locations are conducive for focused learning, such as
libraries, coffee shops, or the comfort of a dining room table. Resources
include several mathematics textbooks, workbooks, and suggested
collaborative learning manipulatives. Tutors are expected to also dually
act as a mentor for their students by personally getting to know their

students intrinsic interests. The Director of Tutoring Services maintains

a tutor database consisting of all personal information, verified tutoring
levels, and other data related to their character.
To schedule a session, interested clients submit a tutor request form at
Afrithmetic.com. The Director of Tutoring Services then matches a
student with an appropriate tutor who will initiate direct communication
with the client to arrange time, date, and location. Every subsequent
session can be scheduled outside of Afrithmetic leadership as the tutor
and client should be building a positive relationship. At the close of each
session, tutors must submit a progress form documenting what
happened during the session, student strengths, and problem areas.
When preparing for their next session they should review the previous
progress form to be prepared.
Afrithmetic has plans to expand their services to the online tutoring
market, but keeps in mind the disparities many low-income families
have with access to the internet.

2.7 Service Competitiveness

Tutors are required to either hold a degree from an accredited 2 or 4
year institution in a STEM field or be currently working towards a degree
in a STEM field. This is a surface qualification to ensure tutors can
almost always answer the typical student math question of why are we
doing this? Since the tutors are also serve as mentors they must
exhibit some aspects of a proactive personality.
Afrithmetic promotes a strict empty hand policy for the tutors. This
policy means tutors should not hold any writing utensil during a session.
This is to force students to come face-to-face with inevitable mistakes.
Students who are less afraid to make mistakes in mathematics benefit
more from the entire learning process. Also this policy increases
students self-efficacy as they perceive their tutor having confidence in
them.

3 Industry Analysis
3.1 Private Tutoring Industry Economics
The Organization for Economic Co-Operation and Development (OECD)
produces a triennial international survey through the Programme for
International Student Assessment (PISA) that aims to evaluate
education systems worldwide among their member countries. In 2012,
the OECD average in Mathematics mean score, share of low achievers,

and share of high achievers were significantly better then the United
States as seen in Table 1 PISA Mathematics Scores.

OECD Average
ShanghaiChina
United States
Thailand

Mean Score in
PISA 2012

Share of low
achievers in
Mathematics

Share of top
performers in
Mathematics

494
613

23.0
3.8

12.6
55.4

481
427

25.8
49.7

8.8
2.6

Table 1 PISA Mathematics Scores

From the above table it is easy to see the disparities of math education
globally, where in 2012 the United States did not rank amongst the top
25 in Mathematics. The Committee on STEM education National
Science and Technology Council issued a Federal Science, Technology,
Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan
report in 2013 addressed the need to continue our STEM education
efforts. Some of the reports priority investment areas include
improving STEM instruction, increasing and sustaining youth and public
engagement in STEM, and better serving groups historically
underrepresented in STEM fields (Executive Office of the President of
the United States). These progressive efforts to remain on the forefront
of the STEM trains positions Afrithmetic advantageously.
The private tutoring industry is a growth industry globally and
nationally. As of 2012, the Test Preparation/Tutoring/Counseling
education sector globally possessed a market size of $54.0 billion with
a projected increase by 13% making a projected market size of $100.0
billion by 2017. Within the United States, the same sector in 2012
possessed a market size of $11.0 billion with a projected increase by
6% making a projected market size of $14.7 billion by 2017. There are
roughly 60 major companies that make up the private tutoring market
share in America. In 2013 the No Child Left Behind Act motivated the
increase in demand for private tutoring by providing incentives for
private tutoring companies to specifically assist underserved
communities. This implementation has had a lasting effect on the
industry profitability. As reported by IBIS World (Bixler), in January 2016
the industry rolled in a revenue of $10 billion with 305,122 employees
and 155,758 businesses (IBISWorld).

3.2 Opportunities and Threats

The demand for mathematics tutors will continue to grow due to the
heightened need for STEM professionals and growing complexities of
math standards to remain competitive globally. Other contributing
factors to this industry growth are:

Rising student enrollments

College admission competition
Need to perform well on competitive standardized exams
Inability of schools to cater to students unique needs
Unskilled teachers

The private tutoring industry was projected to annually grow -1.9%

from 2010 to 2015. This negative growth was largely due to the recent
popularity of online tutoring platforms. Low-income families want their
children to be just as successful as their higher income counterparts.
This influx of online tutoring fails to serve these families as most do not
have internet access at their disposal. Of households with school aged
children and an annual income under $50,000, 31.4% do not have
access to high-speed internet at home (Horrigan). African-American
and Hispanic households make up 38.6% and 37.4% of that
respectively. These same students are restricted to attend
underprepared, low-performing schools due to their family income and
zoning laws and are also more likely to be exposed to weaker math
content (Camera). In 2009, 44% of low-income high school seniors
scored basic on a math assessment as opposed to the 71% of
average-income high school seniors (STEM Smart Brief). Homework, in
modern times, increasingly demands use of the internet, but as the
numbers show many families do not have this ready access. As
reported by the FCC Broadband Initiative, Low-income households
face several barriers to broadband access, with the monthly
subscription cost being a significant one. Nearly three in ten
respondents (29 percent) to a 2012 government survey reported that
the expense of Internet service was the main reason they did not have
it at home (Shapiro). What was initially a threat for Afrithmetic, online
tutoring, is now a tremendous opportunity. Afrithmetic is actively
seeking financial assistance to pilot a tablet/data program for lowincome students to receive online tutoring.
The Federal STEM Education Strategy Plan under the Obama
Administration plans to support a 50 percent increase in the number of
U.S. youth who have an effective, authentic STEM experience each
year prior to completing high school. STEM education is becoming
increasingly more popular with the number of world problems that

engineering solutions can potentially resolve. It is projected that from

2010-2020 all STEM occupations will increase by 14%, mathematics
16%, and biomedical engineering 62%. market. That being said
mathematics tutoring connects this pipeline as learning theory and
empirical evidence about how people learn suggests that STEM
experiences that engage learners in active learning improve retention
of information and critical thinking skills (Prince).
For Afrithmetic, new to the market, the potential for growth lies in the
integration of technology. Meaning online tutoring and other virtual
resources must be on the forefront to capture potential customers not
interested in the brick-and-mortar old school settings. In these initial
stages Afrithmetic continues to have moderate levels of barriers of
entry such as brand recognition, appropriate supply of tutor resources,
and insurance/background checks for new hires. Brand recognition
shall develop alongside our current marketing plan discussed later in
this document.

3.3 Competition
3.3.1 Major Competitors
Below information collected from the website StudentTutor (Vanduzer)
and each companys respective websites.
3.3.1.1Kumon

Average price: $131.66/hr

Allow customized tutoring, but lack of accountability and
convenience as students are not paired permanently with one
tutor and do not have in-home/online options
Local locations are as follows
o Fayetteville
105 North 85 Parkway Fayetteville, GA 30214 US
770-716-5932
o Atlanta- Cascade Crossing
3695 Cascade Road Suite K Atlanta, GA 30332 US
404-946-0077
o Atlanta- Piedmont Park
1529 Piedmont Road Atlanta, GA 30324 US
404-736-6367

3.3.1.2Sylvan Learning Center

Average price: $47/hr

Centers are individually owned so accountability is non-existent
Not convenient due to not having in-home/online options
Local locations are as follows
o Atlanta & Toco Hills
2931 N. Druid Hills Rd. Ste A Atlanta, Georgia 30329
(888) 789-7958
o Hiram
76 Highland Pavilion Ct Ste 109 Hiram, Georgia
30141
770-222-7474
o Macon
3312 Northside Dr Unit A115 Macon, Georgia 31210
(478) 474-1725
3.3.1.3Mathnasium
Average price: $60.38/hr
Has effective tutors who are qualified, but are not convenient
with no in-home/online option
Local locations are as follows:
o Fayetteville
840 Glynn Street South, Suite 342 Fayetteville, GA
30214
(770) 461-7040
o Peachtree City
1239 North Peachtree Pkwy Peachtree City, GA
30269
(770) 487-4401
o Buckhead
2955 Peachtree Road NE, Suite C Atlanta, GA 30305
(404) 800-6499
3.3.1.4Varsity Tutors

Average Price: $52.91/hr

Our most notable competitor as they, too, do not have a physical
location where tutors meet with clients but provide in-home
services, and conduct screening processes for new hires.

3.4 Target Market

Afrithmetic is a tutoring/mentoring service for parents of 6th-12th grade
students, parents of home schooled students in the equivalent grades of
6th-12th, and middle and high schools located in the Metro-Atlanta area
and surrounding counties. The middle and high schools that are

targeted are those with a significant low-income population, lacking

modern technology, or schools embracing or hoping to embrace STEAM
education.

3.5 Consumer Demographics

3.5.1 Parents of 6th-12th graders
Afrithmetics primary customer group. These families have students
attending any school in Atlanta Public Schools district, Fulton County,
Clayton County, Henry County, DeKalb County, and/or Gwinnett
County, or students are homeschooled. There is a slight preference for
consumers with lower incomes, but all income levels are still targeted.
The proposed tablet/data tutoring program will target this same
demographic, but specifically those without high-speed internet
access.
3.5.2 Middle and high schools
Target middle and high schools located in Atlanta Public Schools
district, Fulton County, Clayton County, Henry County, DeKalb County,
and/or Gwinnett County. Specifically, schools with a certain percentage
of low-income students and lacking technology to supplement learning.
This consumer would be interested in contracting a group of tutors to
service their students after-school.

3.5.3 Competitive Advantages and Disadvantages

The Programme for International Student Assessment (PISA) recently
performed a study answering the question Is memorization a good
strategy for learning mathematics? An astounding 29% of United
States students reported that they memorize, as opposed to actually
learning the material, in most cases to prepare for mathematics exams
in contrast to the 17% in Korea, 12% in Japan, and 5% in Vietnam
(OECD). Their results show that students who are perseverant,
displaying positive attitudes towards problem solving and
mathematics, including high self-efficacy and high instrumental
motivation, are less likely to use memorization techniques (OECD).
Afrithmetic was founded with the intent of not promoting rote
memorization, but rather to encourage creative and efficient
comprehension of mathematics. This motive alone makes Afrithmetic
competitively advantageous.

For most tutoring agencies tutors are usually individuals who have
received a high mark in a subject or simply volunteering their time to a
certain demographic. Afrithmetic tutors hold a minimum of a degree
from an accredited 2 or 4 year institution in a STEM field, such as
Mathematics, Computer Science, Engineering and the likes, or working
towards a STEM degree (Bachelors, Masters, Ph.D). In contrast, Varsity
Tutors screens new hires based off of preliminary content exams and
an online tutoring demonstration, but once this is passed they do not
re-evaluate tutors content knowledge over time. As a result, many
students have been faced with tutors who may not have seen specific
content in a while and waste useful time in a session trying to recall
facts for themselves before theyre ever able to tend to their student.
Naturally, if a student perceives that their tutor, the suppose expert, is
struggling with the content, their confidence in being able to tackle the
assignments is easily depleted. This is even more true when it comes
to mathematics a subject with an overall negative reputation. Just
like students, tutors need to be evaluated/trained periodically to assess
their knowledge and capabilities so we as an organization can provide
them the appropriate resources to succeed so that their students can,
too, succeed.
Additionally, majority of our competitors are physically out of reach
and too expensive for the underserved communities that need the
additional mathematics assistance the most. The National Assessment
of Educational Progress (NAEP), in partnership with the National
Assessment Governing Board and the Council of the Great City Schools
(CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to
support the improvement of student achievement in the nations large
urban districts. The 2015 Atlanta TUDA snapshot for public school 8th
graders show that Atlanta continues to perform below average in
Mathematics in comparison to other large urban cities as can be seen
in Figure 1 2015 Atlanta TUDA snapshots. Black students had an
average score 61 points lower than for their white counterparts. In
2003 there was a gap of 57 points thus not much has changed in 12
years (The Nation's Report Card).

The communities needing services from

Mathnasium, Kumon, or Sylvan
Figure 1 2015 Atlanta TUDA snapshots
do not have easy access to them
or the disposable income. These low-income communities mostly rely
on volunteer tutoring which does not ensure the tutors ability to make
content engaging and relatable for them. These same tutoring
companies, again, are only located in high-income areas. Afrithmetic,
like Varsity Tutors, holds sessions wherever it is convenient for the
client, whether it is at their dining room table or the local library. With
our proposed tablet/data program, if the appropriate funding is
rendered, Afrithmetic will be able to further extend their reach to these
low-income beyond our current competitors not offering a program of
this type at all.
The members of Afrithmetics leadership/management are all products
of Georgias Fulton County School System. They have all been active
members of the community throughout their K-12 career from being
members of South Fultons premiere Women of Westlake, founded by
former Assistant District Attorney LaDawn Blackett-Jones to serving as
management for several local businesses. By way of their collegiate
careers at Georgia Institute of Technology, Georgia State University,
and Valdosta State University they have been able to make positive
contributions to the Region III National Society of Black Engineers,
Georgia Department of Transportation, Atlanta Charter Schools, and
many other local for-profit and non-profit organizations. Collectively,
over the years, these ladies have maintained great community support
with a well-received reputation from the Atlanta area through many of
their individual efforts. Advantageously, for Afrithmetic, they are able
to collectively put their experiences together to put forth sincere and
honest resources for their community.

4 Management Plan
4.1 Company Name
Enjoli Education, LLC operating as Afrithmetic.

4.2 Legal form of Business

Enjoli Education, LLC is a registered Limited Liability Company (LLC)
doing business as Afrithmetic. It is registered as single-member LLC
owned by CEO/Founder Michole Washington. The LLC structure was
preferred over sole proprietorship due to the liability protection, tax
purposes, and ease for reporting earnings and income.

4.3 Organizational Structure

CEO

General
Manager

Director of
Tutoring
Services

Tutors
Figure 2

4.4 Qualifications
Our most important strengths are in the experience of our leadership
team. Our CEO, General Manager, and Director of Tutoring Services
create our current leadership/management team with hopes of
expanding in the near future as funding allows. Below are summaries of

each representatives relative qualifications and further detail into their

respective roles. Their curriculum vitas and resumes can be located in
Appendix B.
4.4.1 Chief-Executive Officer
The Chief-Executive Officer (CEO) for Afrithmetic is primarily responsible
for strategically maintaining the organizations strategic direction,
providing appropriate resources for the team to work effectively,
determining the culture of the organization, making good decisions for
the well-being of the entire organization, not just one facet, and
overseeing the companys overall performance (Trammel). CEO must
maintain professional and sincere relations with all external
stakeholders as well as their internal staff. Afrithmetics values lie within
the M.A.T.H. framework in which the CEO should continue to encourage
in all affiliates with the organization.
The current CEO, Michole Washington, is also the founder of Afrithmetic.
In December 2016, she will graduate as the only African-American from
the Georgia Institute of Technology with a Bachelors of Science in
Applied Mathematics in her class. Prior to college she attended Westlake
High Schools Magnet Program in South Fulton where she first begun to
tutor her peers in several levels of mathematics. Through majority of
her college career, she worked as a Peer-Led Undergraduate Student
(PLUS) leader (Supplemental Instruction) whose responsibility was to
attend every lecture for a Calculus I course of 150+ students and hold
two one-hour tutorial sessions every week. The sessions were for the
students taking the class for the first time to practice lecture concept
with a peer who has previously excelled in the course. After two
semesters in this role, Washington was promoted to one of four
supervisor positions overseeing a staff of 35 PLUS Leaders from various
subjects. She remains heavily involved with the Georgia Tech chapter of
the National Society of Black Engineers (NSBE). She proudly served as
the 2014-2015 Pre-College Initiative (PCI) Chair where she was
responsible for all of the chapters relations with the K-12 chapters in the
Metro-Atlanta area. One of her greatest accomplishments as PCI Chair
was planning and implementing their Spring and Fall PCI Visitation Day
with her PCI committee. PCI Visitation Day is a day for students to visit
the Georgia Tech campus to learn about our NSBE chapter, college, and
participate in interactive workshops around campus, like Fun with
Spheros and visiting their Invention Studio. Soon after fulfilling her
duties as PCI Chair she was appointed as NSBEs Region III 2015 Fall
Regional Conference PCI Mini-Conference and Special Events
Coordinator. She was responsible for coordinating all conference
logistics, including workshop presenters and schedules, meals, and
other special events. Her dedication to NSBE and her community has
been recognized through several awards. She is currently employed as a

paid Math/Science Pre-Teaching Intern at Centennial Academy, a charter

school in the Atlanta Public Schools system. In this role she works
primarily in Centennials Engineering Design Lab, where students are
exposed to interdisciplinary activities and design thinking methodology,
and with the middle school math team.
4.4.2 General Manager
The General Manager for Afrithmetic is responsible for overseeing all
administrative functions of the business. These functions include
leading and directing employees, accounting, paperwork and payroll,
and maintain business morale as determined by policies in places.
The current General Manager is Oanh Nguyen. In December 2016, she
will obtain a Bachelors in Business Administration with a concentration
in Human Resource Management from Georgia State University (GSU).
During high school she sought a job at Smoothie King to pay her senior
dues. Surpassing all of her managers expectations, she worked her
way up the company as a Team Member to Store Manager in just 2
years. She has 5+ years of experience in human resources as the Store
Manager at Smoothie King #913 in Hapeville, GA and Smoothie King
#912 in Peachtree City, GA. Nguyen has built a strong group of team
members through recruitment, onboarding, training and development.
She also managed all administrative functions that include, but are not
limited to: processing federal I-9 documents, payroll, scheduling, and
etc. Through the use of profit and loss statements and daily trend
reports, Nguyen ensured that the store ran efficiently through reduced
expenses and increased sales. One of her most notable achievements
at Smoothie King was implementing an ongoing incentive program for
team members which led the franchise to be a top store in the Atlanta
area for extras/enhancers sales. With the various years of experience
in HR she has obtained through Smoothie King she has decided to seek
other career opportunities. In June 2015, she earned a human
resources internship with state government at the Georgia Department
of Transportation. At GDOT, she extended her knowledge in HR with a
focus in recruitment. In January 2016, Nguyen became an active
member in SHRM (Society of Human Resource Management) GSU,
Atlanta, and National Chapter. She was heavily involved with the
workshops regarding Training and Development and HR Analytics. In
late January 2016, she earned another internship offer at Wellstar
Health System as their Talent Acquisition Intern. Currently, she onboards new hires and has added verifying background checks, drug
screens, and processing adverse action procedures to her list of
qualifications.

4.4.3 Director of Tutoring Services

The Director of Tutoring Services for Afrithmetic has the most direct
and intimate relationship with our general staff of tutors. He/She is
responsible for managing tutor/student schedules, communicating with
parents as needed, creation and implementation of tutor training, and
any other functions related to tutor qualifications and affairs.
The current Director of Tutoring Services is Aysia Guy. Guy earned her
Bachelors of Art in Mathematics with a minor in Entrepreneurship this
past Fall from Valdosta State University (VSU). During her matriculation
at VSU she was employed at the Student Success Center as a long
term tutor. Her responsibilities involved being engaged with the school,
students, and teachers on how to improve teaching in and outside the
classrooms. She has experience with one-on-one tutoring, group
tutoring, and supplemental instruction for College Algebra,
Trigonometry, Analytic Geometry and Calculus I, II, & III. Guy was also
involved with international student society which led to her being the
Master of Ceremony for the Annual International Student Society
Dinner for two years and was awarded the Make a Change award in
2015 for her international student involvements. After graduating from
VSU, she held multiple STEM instructor seminars for new tutors
entering the Student Success Center Tutoring Program. The seminars
consisted of about 25-30 tutors specializing in Math, Chemistry,
Biology, Physics, Engineering, and Astronomy. In reference to her
Entrepreneurship minor she received special recognition on a Small
Business Analysis for a new company in Valdosta called Barberitos.
Her analysis focused on the industry analysis, competitive analysis,
marketing, PESTEL Analysis, financial plan, and operational plan. The
final product was then sold to the business owner to help him project
the next 5 years of his business.

4.5 Stakeholders
4.5.1 Advisory Board

Christy Lock, Assistant Director of Tutoring and Peer Learning

Programs for the Center of Academic Success at the Georgia
Institute of Directors
Phillip Jones, Smoothie King Franchise Owner, several locations
LaDawn Blackett-Jones, House Representative for District 62,
serves on Small Business Development Committee
Gerry L. White, Ph.D., Adjunct Professor at Clark Atlanta
University, Family Development Counselor

5 Marketing Plan
5.1 Overall Marketing Strategy
The overall marketing strategy is low-cost for our start-up. Our services
are widely needed throughout Metropolitan Atlanta and its surrounding
areas so we rely mostly on word of mouth and social media efforts to
market our services. We also utilize our community support by emailing
monthly newsletter highlights they can share with their respective
colleagues.
5.1.1 Features and Benefits
5.1.1.1Tutoring Service
Afrithmetics tutoring services possess three (3) main features: 1) meet
customers wherever it is most convenient for them, 2) tutors are
trained and exposed to several different physical manipulatives to
demonstrate math concepts, and 3) tutors who either currently hold a
STEM degree or working towards a STEM degree. These features
benefit customers in several ways. It potentially keeps customers from
having to travel far for the assistance they need and also helps familes
who do not have internet or major technology at home. Due to use of
manipulatives and academic background of the tutors, students can
actually learn how math applies in the real world.
5.1.1.2Tablet/Data Program
The proposed tablet/data program is intended to give technology and
internet access to students who would not normally be able to access
them at home. The program contracts an internet-ready and web-cam
equipped tablet or small laptop (chromebook size) to a student to be
able to receive online tutoring from an Afrithmetic tutor and use the
internet to benefit their other studies.

5.2 Marketing Components

5.2.1 Pricing
Individual private math tutors usually charge any where from $10 to
$75 per hour depending upon their education/experience background.
The upper price is that of a certified teacher. Tutoring agencies will
charge typically starting at $25 not including recurring registration fees

(Care.com Editorial Staff). Three most important factors in determining

pricing is location, subjects offered, and qualifications (R).
All Afrithmetic sessions, no matter the grade level, are $45/hour for
clients. Rates are expected to change as demand and staff size
increase. Clients are guaranteed their initial session rate for all
subsequent sessions within one year of the initial session date. For
example, say Client A schedules their first Afrithmetic session for
February 18, 2016 at the current rate of $45/hour. If the hourly rate
across the organization increases to $55/hour in March, Client A will
keep their initial rate of $45/hour. Their initial rate will not be subject to
change until February 18, 2017.
Tutors are compensated on a percentage basis. Tutors who are working
on their degree and tutors who already hold a degree are paid 30%
and 35%, respectively, of the hourly rate. With the current pricing we
are indeed a noble competitor among our major competition due to not
having a physical location, low per hour cost, and collective skill of
tutoring staff specializing in mathematics.
The tablet/data program will be appraised based off acquired tablets
and household income with monthly payments. The proposed device is
an Amazon-Fire-7 Tablet 8GB Black with webcam and data plan
capabilities priced on the market at $49.99/tablet before taxes. TMobile contracts 6GB of data for tablets at $35/month (6GB seemed to
be suitable as a 1 hour Skype video call averages 1.04GB of data). With
appropriate funding Afrithmetic hopes to be able to subsidize these
monthly data costs and overall cost of the tablet to a package deal for
the low-income consumer.
5.2.2 Promotion
Major promotion efforts are through word of mouth, our website,
Afrithmetic.com, and social media to continuously allow customers to
have a low cost. Word of mouth has no-cost and allows Afrithmetic, as
a start-up, to slowly gain traction for more clients as the company
gradually expands.
Our only social media account, for now, is Facebook. Current research
states that 79% of parents who use social media agree that they get
useful information via their networks (Duggan, Lenhart and Lampe).
Additionally, 59% of social-media-using parents indicate that they have
come across useful information specifically about parenting in the last
30 days while looking at other social media content. Among all internet
users an astounding 74% use Facebook as their primary platform as
shownin Figure 3. This platform is the most attractive for several of its

features like scheduling post in advance and sharing options as we do

not have the appropriate staff to maintain social media regularly.

Figure 3 Pew Center Research on Parents and social media use

Our logo has a pending trademark application. We also possess a

promotional Afrithmetic video. Both digital entities were designed,
recorded, and edited by Ryn Productions, a local design company
founded by a Georgia Tech student.

5.2.3 Public Relations

It is a priority for us to maintain positive public relations with all of the
surrounding school districts, public and private alike, and
homeschooling societies. These relations are the most efficient way for
our reputation to grow positively with community support. From these
interactions Afrithmetic hopes to create long-standing contracts with
schools to provide them our tutoring services for a fixed period of time.
Periodically, we will hold focus groups to reassess our marketing efforts
and overall company performance and reputation. These focus groups
will be budgeted in marketing as to provide light refreshments for our
participants.

5.3 Marketing Plan Budget

Item

Source

Budget

Stationary mockup
Package (business
cards, letter head,
envelope, IPad App
prototype)

Ryn Productions

Promotional Video
(editing and
recording)

Ryn Productions

Banner
Website (domain
registration, mapping,
and private
registration)
Focus Group
refreshments

$85 One time fee

$40 recurring as
needed

Ryn Productions
$26 - annually
WordPress

n/a

$20 twice a year

Figure 4 Marketing Plan

6 Operational Plan
6.1 Production
Our tutors have a minimum qualification of working towards a STEM
degree or already possessing a STEM degree. Tutors who are hired are
subject to several training activities over the course of their
employment to maintain their content knowledge and ability to
motivate students as aligned by Afrithmetics M.A.T.H. values. Training
will be coordinated and implemented by the Director of Tutoring
Services with assistance from the CEO.
After each tutoring session, each of our tutors are required to fill out a
Client Report Form (Appendix C) that can be reviewed by the tutor,
parent, and student. The form asks various questions for the tutor to
take notes on the sessions. By doing this, the Director of Tutoring
Services can see what challenges the tutor or client are facing
continuously, and what the tutors should look forward to in the next
session.

6.2 Location

One of Afrithmetics competitive advantages is being a service meeting

clients at locations convenient for them. Therefore, there are no physical
locations being sought after to run the business. Although, in two years
Afrithmetic hopes to acquire a single office space to house management
and perform training meetings.

6.3 Legal Environment

The State of Georgia does not require any necessary licensing for
tutoring agencies. Since we do not have a physical location we also
avoid any zoning or building requirements. Tutors will be hired as
independent contractors. Background checks are required for all new
hires. As an organization working with minors, our general manager is
currently researching information on providing insurance to safeguard
for any potential incidents. We hope any potential incidents are
preliminarily safeguarded through the background checks. Lastly, the
Afrithmetic trademark is pending.

6.4 Implementation Timetables and Processes for Monitoring Progress

Objectives

Afrithmetic 2016-2018 Operational Plan

Actions/Strategies
Measures/Targets
Accountability

1. Hire at least 20 tutors

who either hold a degree in
a STEM field or are
currently working on a
degree in a STEM field
2. Measure effectiveness of
current session assessment
form that tutors use to
evaluate each of their
students after every
session

1.1 Using our marketing

resources to capture
attention of potential tutors
on college campuses

3. Train tutors to maintain

company culture, ensure
continued competence in
respective subjects, and
practice company
philosophy/values.

3.1 Create outline for

tutoring training
emphasizing Afrithmetics
core values and philosophies

2.1 Maintain a living

electronic document of all
tutors submitted Client
Report Forms
2.2 Allow parents and
students to evaluate a
similar form in regards to the
tutor

3.2 Review proposed tutor

training with advisory board

Officially hiring at least 20

committed and qualified
tutors
Compare student progress
as recorded from session to
session on the forms
Statistically, observe
individual progress from
beginning of first session to
their most recent session.
Every student should have
at least a 5% increase in
performance.
After tutors experience the
training prototype, we will
have to measure their
progress as tutors based off
self-assessments before and
after the training

General Manager

Director of Tutoring
Services

CEO and Director of

Tutoring Services

4. Establish an online
tutoring presence and
internet access assistance
program for low-income
families

4.1 Identify third-party

source to contract for online
services

Acquire an affordable thirdparty source to use online

capabilities

4.2 Create soliciting

document to request funding
for potential tablet/data
program for low-income
families

Acquire at least 4 online

tutoring clients

CEO, General Manager,

and Director of Tutoring
Services

Receive at least $2,000 in

funding to pilot tablet/data
program

Figure 5 Operational Plan

7 Financial Plan
7.1 Possible Sources of Initial Financing
Afrithmetic is unique in a way that funds are determined by the service
being performed. i.e. there is no payroll expense if there are no tutoring
sessions scheduled. Therefore, there are very low start-up expenses
besides supplies needed for the interactive tutoring sessions. We have
been operational for three months now with the CEO as the active
employee. Related to her labor the annual financial summary, supplied
through PayPal, can be located in Appendix D. In order to acquire the
initial funds required for these supplies we will consider using the
following resources:
7.1.1 Scholarships/Competitions
There are numerous scholarships designed to assist the financing of
new ventures and especially small businesses. The advantage of this
type of funding is that there is no expectation of repayment. Therefore,
we are allowed to use the funds awarded to our discretion.
7.1.2 Community Leaders

Community leaders are those who strive for the betterment of their
community through acts of community service, youth outreach, and
education initiatives. We believe that these community leaders would
be interested in assisting with the financial start-up of a small company
that strives to promote self confidence and personal development in
students. We prefer that the funding provided by community leaders
would be based on donations. However, if the funds are provided as a
loan, we will treat the loan in the same formality as if it were borrowed
from a commercial lender.
7.1.3 Angel Investors
Angel Investors are typically interested in helping small start up
business grow. Their investments are motivated by profitability and
they are more willing to take on higher risks. Therefore, we will seek
this option when the need for the financing of online tutoring services
arise in the future.

7.2 Sales Forecast

7.2.1 Without the tablet/data program
For Year 1, we project to hire 8 tutors, each having 2 clients each
giving, a total of 16 clients in 2017. On average, we would conduct 80
sessions (40 weeks*2 sessions per week) at $45/hr a session. For Year
2, we project to hire an additional 12 (total of 20 tutors on staff) tutors
with each having 2 clients each giving a total of 40 clients in 2018. On
average, we would conduct 80 sessions (40 weeks*2 sessions per
week) at $55/hr a session.
7.2.2 With the tablet/data program
For Year 1, we project to hire 8 tutors, each having 4 clients, 2 of which
may be online clients not participating in the tablet/data program, each
giving a total of 32 clients in 2017. On average, we would conduct 80
sessions (40 weeks*2 sessions per week) at $55/hr a session. For Year
2, we project to hire an additional 12 (total of 20 tutors on staff) tutors
with each having 4 clients, 2 of which may be online clients not
participating in the tablet/data program, each giving a total of 80
clients in 2018. On average, we would conduct 80 sessions (40
weeks*2 sessions per week) at $55/hr a session.

7.3 Profit/Loss & Projected Income

7.3.1 Without the tablet/data program

Enjoli Education, LLC

d/b/aAfrithmetic
Profit & LossStatement
Projected salesfor the period 1 January2017to 31 December 2018
Income
Salesfromservices
Cost of GoodsSold
Total Income
OperatingExpenses
Payroll
Supplies
Advertising
InvoicingExpense
Total Expenses

2017
57,600.00
$0

2018
176,000.00
$0

$57,600.00

176,000.00

18,771.40

56,370.00

$38,828.60

119,630.00

$17,472.87

53,833.50

$21,355.73

65,796.50

$ 18,000.00
$
350.00
$
191.00
$
230.40

$
$
$
$
$

55,000.00
600.00
66.00
704.00

Profit/Loss

Income Projection
Salaries
CEO (21%)
GM (12%)
Dir. Of Tut. Serv. (12%)

2017
$8,154.01
$ 4,659.43
$ 4,659.43

Invest into Afrithmetic

Assumptionsfor
#of tutors
#of clientsper tutor
#of sessions/week/client
#of weeks
#of undergraduate tutors
#of post-undergraduate tutors
Hourlyrate for cutomers

$
$
$

2017
8
2
2
40
6
2
$45

2018
25,122.30
14,355.60
14,355.60

2018
20
2
2
40
%cost
0.3
0.35

15
5
$55

7.3.2 With tablet/data program

Enjoli Education,LLC
d/b/aAfrithmetic
Profit & LossStatement
Projected salesfor the period 1January2017to 31 December 2018
Income
Salesfromservices
Cost of GoodsSold
Total Income

2017
$ 115,200.00
$0

2018
$ 352,000.00
$0
$115,200.00

OperatingExpenses
Payroll
Supplies
Advertising
InvoicingExpense
Pilot 4 tabletsfor 5months

352,000.00

37,201.76

112,074.00

$77,998.24

239,926.00

$42,119.05

107,966.70

$35,879.19

131,959.30

$ 36,000.00
$
350.00
$
191.00
$
460.80
$199.96

Total Expenses

$ 110,000.00
$
600.00
$
66.00
$ 1,408.00

Profit/Loss

Income Projection
Salaries
CEO (21%)
GM (12%)
Dir. Of Tut. Serv. (12%)

2017
$16,379.63
$ 9,359.79
$ 16,379.63

Invest into Afrithmetic

Assumptionsfor
#of tutors
#of clientsper tutor
#of sessions/week/client
#of weeks

$
$
$

2017
8
4
2
40

2018
50,384.46
28,791.12
28,791.12

2018
20
4 *2clientsonline
2
40
%cost

#of undergraduate tutors

#of post-undergraduate tutors
Hourlyrate for cutomers
Amazon Tablet

6
2

0.3
0.35

$45
$49.99 6GBMonth Data

15
5
$55
$35 5months

8 Appendix
Appendix A

AfrithmeticFocusGroup
Thursday, September 23, 2015

Welcome
Background
It wasrelayed to me once or twice fromdifferent educatorsthat if I reallywant to stand out in
the world of education I should come up with myown method. Myown wayto educate the less
privileged African American studentsthat will surelywork or be even the least bit effective with
little to no doubt. But how doesone formulate such asolid plan?
Afrithmetic came to me first asablogtitle for mystudyabroad experiencesthispast summer.
The blogdocumented mylife asan African American, Mathematician, and Woman hence the
name came to be as ahybrid between African American and arithmetic. But the title was so
unique and seemed to possesssome potential weight to do justice elsewhere. This is when I
started to connect some dots between myblogand what those different educatorswere
relayingto me.
Within the last few weeksI have formallydecided to get the ball rolling. I partiallyenvision
Afrithmetic to be afor (or maybe non)-profit organization assistingpredominantlyBlack middle
and high schools facilitate the curriculumin their math classes, but not in the traditional
setting. The tutoring would ideallybe hands-on, interactive, and absolutelyno teaching. This
notion is to partiallyreplicate one of mycurrent jobson campus in which we practice the same
techniques. Also, Afrithmetic would be ameansto develop other well-versed social skillsfor the
growingstudents(i.e. confidence, self-love, professionalism). But thisentire vision and
description remains arough draft for the overall organization.
Purposeof FocusGroups
Over the course of the dayI will be conductingthree different focusgroupsto help me figure
out what thisorganization can reallybe. These meetingsshall present opinions fromdifferent
people on mathematicseducation, the African American community, and how to progress both
topicspositively. I hope to collect agreat bit of information fromthese groups to better
formulate what I would want out of Afrithmeticand how othersmay perceive its marginal
utility over time. Additionally, I hope to gain some overlyinterested participants fromthese
groupsto accompanyme on thisjourneyto make an everlastingdifference for these students
who maynot know how amazingtheyare yet!

EngagementQuestions
1. What was your favorite subject duringK-12?
2. What do you notice when you hear people talk about their K-12experience?
ExplorationQuestions
3. Who in particular has influenced your decision to pursue aSTEM field?
4. What are the prosand cons of the waythe K-12 education systemworks?
5. How do you feel when told about the statisticsassociated with people who are
underrepresented in these scholastics?
6. How do you feel about yourself when you are effective with your personal studyhabits
and achieve desired resultson examsand assignments? When you dont?
ExitQuestions
7. Is there anythingelse you would like to sayabout whyyou have or have not been
successful in your academic pursuitson aregular basis?

Appendix B

CurriculumVitae

AWARDS
BlackWomen in STEAM Dr. Jedidah Isler Award
George International Scholarship
Benjamin A. Gilman International Scholarship Recipient
Georgia Tech Societyof BlackEngineersSophomore of the Year Award
Georgia Tech BlackAlumni Organization UnsungHero Award
Georgia Tech BlackAlumni Organization Scholarship
Chic-Fil-A Bowl Scholarship
G. Wayne Clough Tech Promise Scholarship
Ronald McDonald Charity House Scholarship (Greater AtlantaArea)

February2016
June 2015 August 2015
May 2015
April 2014
March 2014
August 2012 Present
August 2012 Present
August 2012 -- Present
August 2012 May 2013

CONFERENCES ATTENDED (*PRESENTED RESEARCH)

18th Annual NebraskaConference for Undergraduate Women in Mathematics
National Societyof BlackEngineers41st Annual Convention
Joint Mathematics Meeting*
Societyfor Advancement of Hispanics/Chicanos and Native Americans in Science (SACNAS) Conference *
YoungMathematiciansConference at The Ohio State University*
16th Annual NebraskaConference for Undergraduate Women in Mathematics
Eastman Chemical CompanyAmbassador Leadership Forum

January 2016
March 2015
January 2015
October 2014
August 2014
January 2014
August 2013

MEMBERSHIPS
Pi Mu Epsilon National Math Honor Society
National Societyof BlackEngineers(NSBE)
Societyfor Advancement of Hispanics/Chicanos and Native Americans in Science (SACNAS)
PublicSpeakingClub
Student Alumni Association
MEDIA
Chic-Fil-A Peach Bowl Scholarship Representative
Premiered on ESPN January2013:
http://www.youtube.com/watch?v=jWQj7A_AgXQ&feature=youtu.be

2013

Atlanta Ronald McDonald House Charities2013Scholarship Emcee and Spotlight 2012recipient

Emcee for 2013banquet and featured on website (bottomof page):
http://www.armhc.org/page.aspx?pid=385

2013

Keynote Speaker for the AtlantaTeach for America Induction Ceremony

2014

OBJECTIVE
ToobtaintheGeneralManagerpositionatAfrithmeticTutoring.

EDUCATION
GeorgiaStateUniversity,J.MackRobinsonCollegeofBusiness,Atlanta,GA
BBA,ManagerialSciences,Concentration:HumanResourceManagement,December2016
OverallGPA:3.70
RelatedCourses:HumanResourcesSelection,HumanResourcesManagement,Legal
EnvironmentofHumanResources,PerspectivesoftheHospitalityIndustry,HospitalityLaw
Foundation1AdmissionsScholarship
DeansList(AllSemesters)
ActivememberintheSHRMGSU,SHRMAtlanta,andSHRMNationalChapters
SKILLS
Language:Bilingual,fluentinEnglishandVietnamese
Software:ProficientwithPeopleSoftbyOracle,TGCbyTaleo,ADP,PaychexPayrollService,
Hodes,Lawson,I9Authorization&PointofSaleSystem
Specialty:Recruitment,Interviewing,Training,andDataAnalytics
PROFESSIONALEXPERIENCE
WellstarHealthSystems,Marietta&Austell,GA02/2016Present
TalentAcquisitionIntern
OnboardnewhiresafterrecruitmentactionsarecompletefromtheTalentAcquisition
Consultant
Assemblenewhirefilesandverifyrequiredinformation(appropriatelicensureand
certification)iscompiled
Schedulecandidateinterviewsandnewhirepreemploymenthealthappointments
Verify,assess,andfiledrugscreenandbackgroundresults
Processadverseactiondocumentation,asneeded
AttendNewEmployeeOrientationandPreEmploymentHealthAppointmentstoassist
withcheckinandHRnewhirepaperworktable
GeorgiaDepartmentofTransportation,Atlanta,GA06/2015Present
HumanResourceIntern
WorkunderdirectsupervisionofHRmanagertodevelopandexecuterecruitingplans
PrescreenapplicantsthroughtheStateofGeorgiarecruitingsite:TGC(TeamGeorgia
Careers)poweredbyOracle

Managedapplicantsthroughinterviewselectionprocess(includingbutnotlimitedto
criminalhistoryrecordchecks,employeereferencecheck,andselectionratingguides.)
Attendedandcoordinateduniversitycareerfairevents
Jobdescriptionandqualificationdevelopment
ProcessemployeeePerformanceevaluationforvariousspecialprojectssuchasretention
initiativeandhighperformanceincrease
Analyzedemployeeexitandstayinterviews
AssistwithvariousHRrelatedprojectswithinthedepartment,asneeded

SmoothieKing,Hapeville,GA02/2011to05/2015
StoreManager(20132015)
Recruit,interviewandhireforhourlyandsalariedassociates
MonitoredanddevelopedpayrollplansbyusingADPandPaychex
Analyzedweekly/monthlyfinancialreportsforaccuracyandimplementstrategiesfor
salesgrowthusingExcel
Issuedappropriatecounselinganddisciplinaryactiontothoseassociateswhofailedto
meetperformancestandards
Ensuredcompliancetoallguidelinesinvolvedwithsafety,lossprevention,andcash
handlingprocedures
Achievements
Implementedongoingincentiveprogramforteammembersthroughsales
Consistentpositivefeedbackthroughcustomerserviceonlinesurveyprogram

Aysia Milan Guy

5568 Village trace
Union City, GA 30291
Phone: (678) 525-4102
Email: aguy@valdosta.edu

Objective

A motivated, determined student passionate about mathematics education

and wants to obtain the Director of Tutoring Services position at Afrithmetic
Tutoring.
2008-2012
2011-2012
Overall 3.4
2012-2015

Education

Westlake High School, Graduated 3.74 GPA

Clayton State University, Joint Enrollment Program,
GPA
Valdosta State University, Bachelors of Arts in
Mathematics and Entrepreneurship Minor, 3.12 GPA

Positions Held

2015 Server, Texas Roadhouse (Valdosta, GA)

Responsibilities: To give the best customer service to the
guests, while learning different responsibilities to help advance
skills in customer service, teamwork, and problem-solving.
Teaches one how to be quick on their feet at all times and
opportunities to help train new members, build relationships
within and outside of the restaurant.
2013-2015 Mathematics Tutor/Supplemental Leader, Valdosta State
University (Valdosta, GA)
Responsibilities: To tutor and encourage students the steps of
relearning and understanding multiple concepts taught in their
classes. As a supplemental leader, the task at hand was to
interact with the teachers within the mathematics department
on ways to help students digest the material better and apply it.
2013-2015 Orientation Leader/Peer Advisor, Valdosta State University
Responsibilities: With the skills of customer service, we
welcome new students and families to the university and assist
with the orientation check- in process at all orientation
sessions; assist students with academic advising and class
registration at all orientation sessions for the STEM majors
2014-2015 Certified Trainer/Server/Bartender, Applebees (Valdosta, GA)
Responsibilities: Serving food and drinks and accommodating
every need of customers in a very friendly and courteous
manner.
2012-2014 Server, Olive Garden (Fayetteville, GA)
Responsibilities: Gives each guest a genuine, personalized
Italian dining experience while also providing fast, efficient
service.

Activities and Academic Achievements

2012-2013
2014-2015
2013-2015
2015
2013-2015
2013-2014
2012
English Department

Deans List, Valdosta State University

Habitat for Humanity, Volunteer
NAACP, Valdosta State University, Volunteer
Research Paper on k for K-Means Clustering Algorithm
Mathematics Association of America, Member
National Society of Black Engineers, Secretary
1st Place Undergraduate Research Paper of the VSU

References

-Chere Peguesse, Director, Student Success Center (Valdosta State

University), 229-333-7571
-Alison Still, Assistant General Manager at Texas Roadhouse, 229-2427700
-Leron Franklin, Computer Specialist, Fort McPherson Army Base,
770-899-5060

Fields of Interest

Applications on advancement in communities and schools on

improvements in the teaching
systems in the world of
mathematics.

Additional Skills
-Conversational in Spanish

-Microsoft Word Office, 2008-2013-Word, Excel, Access, PowerPoint,

Publisher
-CPR and First Aid Certification, valid through May 2016

Appendix C

Client Report Form Sample

Client:
Date:
Assignment type:
Course/Grade level:
How was the student prepared?
What was the students attitude at the start of the
session?
What was the students attitude at the end f the session?
Who did more of the talking?
Where did the student seem stuck, specifically?
Overall, how did the session go?
Additional comments:
Email options:
Send to:
-Client/student
-Resource
-Administrator

Appendix D

8.1.1.1

Bibliography

Bixler, Brian. franchisechatter. 15 April 2014. 8 March 2016.

<http://www.franchisechatter.com/2014/04/15/franchise-chatter-guidehow-old-school-tutoring-franchises-are-facing-competition-from-a-newclass-of-online-only-programs/>.
Camera, Lauren. "Low-Income Students Shortchanged on Math Curriculum."
U.S. News & World Report (2015).
Care.com Editorial Staff. "The Tutor Guide: Tutoring Fees." n/a n/a 2014.
Care.com. 13 January 2016. <http://www.care.com/tutoring-tutoringfees-p1145-q3356.html>.
CollegeBoard. CollegeBoard. n/a n/a 2016. 5 January 2016.
<https://apstudent.collegeboard.org/apcourse>.
Duggan, Maeve, et al. Parents and Social Media. Report. Pew Research
Center. n/a: Pew Research Center, 2015.
Executive Office of the President of the United States. Federal Science,
Technology, Engineering, and Mathematics (STEM) Education 5-Year
Strategic Plan. Federal Report. National Science and Technology
Council. D.C.: White House, 2013.
Georgia Department of Education. GeorgiaStandards.org. 1 January 2015. 28
December 2015. <https://www.georgiastandards.org/GeorgiaStandards/Pages/Math.aspx>.
Horrigan, John B. "The numbers behind the broadband homework gap." 20
April 2015. Pew Research Center. 19 February 2016.
<http://www.pewresearch.org/fact-tank/2015/04/20/the-numbersbehind-the-broadband-homework-gap/>.
IBISWorld. Tutoring & Driving Schools in the US: Market Research Report.
Research. n/a: IBISWorld, n.d.
OECD. Is memorisation a good strategy for learning mathematics? Study.
Programme for International Student Assessment. n/a: SecretaryGeneral of OECD, 2016.
. PISA 2012 Results in Focus. Report. n/a: Secretary-General of OECD,
2014.
R, Jared. "How Much To Charge For Tutoring." n/a n/a 2014. Knowledge
Roundtable. 12 December 2015.
<https://www.theknowledgeroundtable.com/how-much-to-charge-fortutoring/>.
Shapiro, Isaac. "FCC Broadband Initiative Could Reduce Barriers to LowIncome Americans Advancement and Promote Opportunity." 24
September 2015. Center on Budget and Policy Priorities. 19 February
2016. <http://www.cbpp.org/research/poverty-and-inequality/fccbroadband-initiative-could-reduce-barriers-to-low-income>.
STEM Smart Brief. Raising the Bar: Increasing STEM Achievement for All
Students. research. N/A: Successful STEM Education, 2011.

The Nation's Report Card. 2015 Mathematics Trial Urban District Snapshot
Report. Report. N/A: National Assessment of Educational Progress
(NAEP), 2015.
Trammel, Joel. "Lead From the Top: 5 Core Responsibilities of a CEO."
Entrepreneur (2014): 1.
Vanduzer, Todd. "How much does tutoring cost?" 20 January 2016.
STUDENTTUTOR. 19 February 2016. <http://studenttutor.com/blog/how-much-does-tutoring-cost/>.