Thurgood Marshall School of Career Development, Nashville

Thurgood Marshall School of Career Development, Nashville

Application for a Public Charter School From New Operators For a School Opening in the 2014-15 School Year

Bill Haslam, Governor Kevin Huffman, Commissioner

Thurgood Marshall School of Career Development, Nashville

Letter of Intent to Apply for a Tennessee Public Charter School - 2013 All applicants must file a Letter of Intent at least 60 days prior to the application deadline of April 1, 2013. This letter must be delivered to the local board of education and the Tennessee Department of Education no later than January 30, 2013. Send via email to [email protected], fax (615.253.5706) or via mail: Director of Charter Schools th State Department of Education, 5 Floor, AJT 710 James Robertson Parkway Nashville, TN 37243 Chartering Authority (school district) for Charter School:

Metropolitan Nashville Public

Schools Name of Proposed Charter School: Thurgood

Marshall School of Career Development,

Nashville Name of Sponsor/Sponsoring Agency:

The W.E.B. Du Bois Consortium of Charter Schools,

Inc. Primary Contact Person: Telephone: (901)

Dr. Willie W. Herenton

331-3436

Mailing Address: 111

Email: [email protected]

South Highland #189

Memphis, TN 38111

Proposed Opening, Grade Levels and Student Enrollment: Proposed year of school opening Grade Levels th th Year One 9 -12 th th Year Two 9 -12 th th Year Three 9 -12 th th Year Four 9 -12 th th Year Five 9 -12 th th Year Six 9 -12 th th Year Seven 9 -12 th th Year Eight 9 -12 th th Year Nine 9 -12 th th Year Ten 9 -12

Total Student Enrollment 200 200 200 200 200 200 200 200 200 200

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Thurgood Marshall School of Career Development, Nashville

Current Leadership List all current and identified board members and their intended roles on the table below (adding rows as needed).

Full Name Keith McGee

Current Job and Employer Pastor, St. Mark Baptist Church

Michael Gray

Entrepreneur

Veronica Finnie

Teacher, Shelby County Schools

Tanya Dawson

Controller, The Westin Hotel, Memphis

Regina Haley

Clinical Services Manager Shelby County Health Department Attorney, ALSAC St. Jude Children's Research Hospital

Sara Hall

Ernest Strickland Brent Thompson

Director of Workforce and Public Policy Greater Memphis Chamber of Commerce President/CEO Brentwood Funeral Services

Position Chair of the Board Advisor, Human Resources Vice Chair of the Board Advisor, Technology Services Secretary of the Board Advisor, Academic Matters Treasurer of the Board Chair, Finance Committee Advisor, School Nutrition and Wellness Advisor, Legal Matters/Juvenile Justice Matters Advisor, Public Policy and Career Development Advisor, Governmental Compliance

APPLICANT ELIGIBILITY Tennessee law limits who may sponsor a charter school and proscribes what type of entity may operate a charter school. T.C.A. § 49-13-104(7), 106(c). Please read the following statements and confirm eligibility to submit an application and verify the status of or plans for the governing body. X The sponsor of this charter school is not “a for-profit entity, a private elementary or secondary school, a post-secondary institution not accredited by the Southern Association of Colleges and Schools [now AdvancEd], a religious or church school” and does not “promote the agenda of any religious denomination or religiously affiliated entity.” Charter schools must be operated by entities that have exemption from federal taxation under § 501(c)(3) of the Internal Revenue Code. Please check one of the following, as applicable: The sponsor of this charter school is a not-for-profit organization with 501(c)(3) status. X

The sponsor of this charter school is a not-for-profit organization and has applied for 501(c)(3) status.

X I will provide evidence of non-profit incorporation and 501(c)(3) status at the time of contracting with the chartering authority. The complete Tennessee Public Charter Schools Act is contained in T. C.A. §§ 49-13-101 through 137, and in § 8-35-242. You can access Tennessee laws here.

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Thurgood Marshall School of Career Development, Nashville

Abstract THURGOOD MARSHALL SCHOOL OF CAREER DEVELOPMENT, NASHVILLE Project Reverse Thurgood Marshall School of Career Development, Nashville will be located in Nashville and will serve students who are eligible to attend schools in the Metropolitan Nashville Public Schools, are presently under the jurisdiction of the Metropolitan Nashville & Davidson County Juvenile Court and are not violent offenders. The W.E.B. Du Bois Consortium of Charter Schools, Inc. will implement its Project Reverse strategy to build learning capacity, to modify behavior and to retain students. Emphasis will be on preparation to succeed in a global economy, high student achievement, effective teaching, high expectations, character development, parental engagement, strong leadership, positive results and meaningful activity. Thousands of students enter the juvenile justice system each year and the recidivism rate is high. There is an escalating presence of poverty, gangs, drugs and interpersonal violence in the communities where many of these students live. In addition, statistics indicate that a significant number of these students are economically disadvantaged and are failing to achieve. The need is so great that a variety of educational services need to be offered to improve their chances of academic success and to lessen their chances of associating with deviant peers and being involved in illegal activity. Many of these youth are not detained in a facility, but are assigned to case managers who monitor their compliance with orders of the court. The Court Services Division is mandated by Tennessee Code Annotated, Title 37 to provide for wholesome development of youth coming within its provisions and to provide treatment, training and rehabilitation. To assist the court in meeting these mandates, the school plans to create and maintain a small community of 200 learners, at capacity, that engages youth in a program that fosters success. The mission of the school is to accelerate academic achievement, meeting and exceeding proficiency requirements, and reverse patterns of negative behavior for youth offenders by preparing them to transition successfully into secondary education and post-secondary education and training, through a focus on career development and entrepreneurship. The vision is to provide a safe and productive learning environment for all students and to cultivate a climate that supports respect for human dignity and individual differences. Through specific teachings and daily instruction focused on promoting positive behaviors and related social skills, the school will assist students in developing and exhibiting desired behaviors. The education program in the school will be aligned with state standards and Common Core Standards to ensure that instructional goals and objectives are met. Internal and external accountability measures for academic and organizational goals will be used to link school goals to positive results. Training in cognitive and behavioral skills for school staff will focus on working effectively with youth who are sometimes rebellious and defiant. The curriculum will accelerate cognitive development and foster academic achievement through theme-based education which research supports as strengthening connections to academic competencies: language abilities, reasoning skills and mathematical abilities. A combination of tightlycontrolled behavioral studies and groundbreaking neurological research supports the premise that theme-based education is an effective means to engage “difficult to teach” students in school. Studies show that for students who participated in theme-based education: interest in attending 4

Thurgood Marshall School of Career Development, Nashville

college increased 32 percent; occupational aspirations increased 44 percent; independent reading increased 4 percent; leadership behavior increased 8.5 percent and belief that attaining one's goals is within one's control (locus of control) increased. Career development and entrepreneurship education support the principles: self-determination, self-reliance, self-respect, and individual initiative-inherent in theme-based education. They also strengthen connections to academic competencies: language abilities, reasoning skills and mathematical abilities. The focus will be on managing individual and group projects which help students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. According to statistics compiled by the National Data Resource Center, students in the general school population who can be classified as "disruptive", based on factors such as frequent absences, times in trouble, school suspensions and other disciplinary actions, experience a 34 percent higher rate of disruptive behaviors than students who were engaged in theme-based instruction. Career development and entrepreneurship in the areas of robotics, computer operations, healthcare, tourism/hospitality, building trades and the entertainment industry will be implemented and will be primarily taught through project-based instruction. Realizing that parents and caregivers are arguably the most important stakeholders in a child’s educational success, the school will establish a school/home community so that learning can be extended beyond school boundaries. Parents will be expected to serve as partners with school staff to ensure that students achieve. To strengthen parental involvement so that parents become engaged, the school will implement a comprehensive parental engagement program that includes parent education, parent training and parent/school activities. Multiple channels of communication will include opportunities for parents and the community to be involved in school activities. Communication strategies will include including English and Spanish versions of direct mail, e-mail and website announcements, newsletters, notes to parents, telephone calls, conferences and community meetings. In addition, school staff will make personal visits when necessary. It is important that all sectors of society -- businesses, school leaders, policy-makers, faith leaders, community leaders, youth-serving organizations and foundations, in addition to parents and young people themselves-- be involved in the process. Therefore, community engagement is an important component of the Du Bois Consortium’s blueprint for successful schools. It seeks to have schools become an integral part of the community and various methods will be used to engender community support for the school including community-wide meetings; community service collaborations and mentoring programs. The school will also rely on assistance from a variety of support services provided by the juvenile justice system. The consortium is wellqualified to manage complex change through the shared vision of its experienced staff and a well-developed action plan. The CEO is the former school superintendent of the largest school district in the state, with over 110,000 students enrolled during his tenure. His many accomplishments include the creation of successful optional schools and the establishment of deregulated schools in the local school district system. Other consortium members have also developed programs for economically disadvantaged children with documented successful outcomes. 1/27/2013

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Thurgood Marshall School of Career Development, Nashville

Assurances As the authorized representative of the sponsor, I hereby certify that the information submitted in this application for a charter for Thurgood Marshall School of Career Development, Nashville is true to the best of my knowledge and belief; and if awarded a charter, the school: 1. will operate as a public, nonsectarian, non-religious public school, with control of instruction vested in the governing body of the school under the general supervision of the chartering authority and in compliance with the charter agreement and the Charter School Act; 2. will follow all federal, state and local laws and regulations that pertain to the operation of a public school, unless waived according to T.C.A. § 49-13-105; 3. will provide special education services for students as provided in Tennessee Code Annotated Title 49, Chapter 10, Part B of the Individuals with Disabilities Education Act; Title II of the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973; 4. will adhere to all provisions of federal law relating to students who are limited English proficient (LEP), including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, that are applicable to it; 5. will follow all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, national origin, religion, ancestry, or need for special education services; 6. will comply with all provisions of the Charter Schools Act, including, but not limited to a. employing individuals to teach who hold a license to teach in a public school in Tennessee; b. complying with Open Meetings and Open Records laws (T.C.A. §§ 8-44-101 et seq.; 107-503, 504) (guidance is available from the Office of Open Records Counsel); c. not charging tuition, except for students transferring from another district to the school pursuant to the local board’s out-of-district enrollment policy and T.C.A.§ 49-6-3003; d. following state financial (budgeting and audit) procedures and reporting requirements according to T.C.A. § 49-13-111, 120 and 127; e. requiring any member of the governing body, employee, officer or other authorized person who receives funds, has access to funds, or has authority to make expenditures from funds, to give a surety bond in the form prescribed by T.C.A.§ 8-19-101; and 7. will, at all times, maintain all necessary and appropriate insurance coverage.

Signature

Willie W. Herenton Name of Authorized Signer

Chief Executive Officer Title of Authorized Signer

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Thurgood Marshall School of Career Development, Nashville Charter School Application

TABLE OF CONTENTS SECTION

PAGE

LOCATOR

Academic Plan Design and Capacity

8 8 11 15 45 54 83 85 89 89 99 109 115 118 118

Tab 1

Mission and Goals School Development Academic Focus and Plan Special Populations and At-Risk Students Performance Standards/Assessments/School Culture Marketing, Recruitment and Enrollment Community Involvement and Parent Engagement

Operations Plan and Capacity Governance Personnel/Human Capital Professional Development Operations Capacity

Financial Plan and Capacity Charter School Financing Budget Document (Attachment) Budget Narrative (Attachment)

Attachments Attachment 1: Start-Up Plan Attachment 2: Organizational Chart Attachment 3: Governing Body Documents Attachment 4: School Calendar and Schedule Attachment 5: School Disciplinary Policy Attachment 6: Facilities Plan Attachment 7: Transportation Plan Attachment 8: Food Service Plan Attachment 9: Public Charter School Budget Workbook Attachment 10: Budget Narrative Attachment 11: Insurance Attachment 12: Waivers Attachment 13: Community Partnerships Attachment 14: Letters of Support

Tab 2

Tab 3

121 122 125 126 152 157 162 163 164 Tab 5 165 179 180 181 182

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Thurgood Marshall School of Career Development, Nashville

APPLICATION NARRATIVE Academic Plan Design and Capacity “All children have the right to ask of the nation knowledge of reading, writing and the rules of numbers, together with some conception of the world in time and space.” W. E. B. Du Bois

A. MISSION AND GOALS DESCRIBE THE MISSION AND GOALS OF THE PROPOSED SCHOOL. INCLUDE A RATIONALE FOR THE GRADES SERVED, GRADES UPON OPENING AND AN ENROLLMENT GROWTH PLAN. IF YOU CHOOSE TO, EXPLAIN HOW THE MISSION AND VISION OF THIS SCHOOL ADDRESSES ANY PRIORITIES SET BY THE CHARTERING AUTHORITY. The W. E. B. Du Bois Consortium of Charter Schools, Inc. (Du Bois Consortium schools) is an exciting and high-potential alternative in the broader spectrum of school reform that provides opportunities for underserved students and communities. It will operate high performing K-12 public charter schools that focus on the arts, entrepreneurship, teacher education and leadership, ethics and public policy, stranding math, science, engineering, technology throughout the curriculum. The charter schools it establishes will provide high quality education, give parents the opportunity to have real input in their child's education, and give educators freedom to initiate new strategies to inspire student achievement. The mission of the Metropolitan Nashville & Davidson County Juvenile Court is to provide judicial decisions, safety, support, and guidance products to children and families who come in contact with the Court so they can become productive members of our community. The mission of the Thurgood Marshall School of Career Development, Nashville is to accelerate academic achievement and reverse patterns of negative behavior for youth offenders by preparing them to transition successfully into post-secondary education and training, through a focus on career development and entrepreneurship. The vision is to provide a safe and productive learning environment for all students and to cultivate a climate that supports respect for human dignity and individual differences. Through specific teachings and daily instruction focused on learning goals and promoting positive behaviors, the school will assist students in developing and exhibiting desired behaviors. The first year, the school will enroll 200 students and will maintain a maximum enrollment of 200 in a small learning community. This will allow the school to develop a personalized learning environment focused on knowing the needs, interests, and aspirations of each student well; closely monitor the progress of each student and provide the academic and other support the student needs to succeed. Small classes will be designed so that the joy of learning becomes real, tangible and powerful and will ensure that students reach the proficient level of achievement in each of the content standards. It is expected that the enrollment will be fluid, according to court mandates, and new students will be added at regular intervals. 8

Thurgood Marshall School of Career Development, Nashville

A.1. IDENTIFY

THE TARGETED STUDENT POPULATION AND THE DEMOGRAPHICS OF THE COMMUNITY TO BE SERVED.

The Thurgood Marshall School of Career Development, Nashville will serve students in 9th through 12th grades. The school will be located in Nashville and will serve students who have been or are presently under the jurisdiction of the Metropolitan Nashville & Davidson County Juvenile Court and are not violent offenders. These students will not be detained at the facility and will be assigned to schools in the Metropolitan Nashville Public Schools district. The Metropolitan Nashville & Davidson County Juvenile Court places 466 youth on supervised probation monthly, has 1,094 diverted cases each year and 686 violations of probation. The Davidson County Juvenile Detention Center processes 600 youth and detains 300 juveniles each month and has an on-site school that assist in preventing major disruptions in the learning process while students are detained. Many of the youth who enter the juvenile justice system are not detained at all or are not detained for a long period of time. They are assigned to case managers who monitor their compliance with orders of the court. Many of these students return to their previous schools and continue to exhibit unsatisfactory behavior in the schools which sometimes results in a return to the Court. The Court Services Division is mandated by Tennessee Code Annotated, Title 37, to provide for wholesome development of youth coming within its provisions and to provide treatment, training and rehabilitation. To assist the court in meeting these mandates, the W. E. B. Du Bois Consortium of Charter School, Inc. plans to create and maintain a small community of 200 learners that engages youth who are under the jurisdiction of the Court in a school program that fosters success. There is also an escalating presence of poverty, gangs, drugs and interpersonal violence in the communities where many of these students live. In addition, statistics indicate that a significant number of these students, 72.4% are economically disadvantaged and are failing to achieve. The need is so great that a variety of educational services need to be offered to improve their chances of academic success and to lessen their chances of associating with deviant peers and being involved in illegal activity. Despite criteria set by the adoption of national Common Core Standards, which states that all students should be proficient in reading and mathematics, the 2012 TDOE Report Card reflected that economically disadvantaged students in the local school system were significantly below the proficiency level. The report shows that, in language arts, 61.4% of the students in grades 9 th through 12th failed to test proficient; in mathematics, 62.3% of the students failed to test proficient. The graduation rate for these students is 73.6%, well below the national average of 84.7% for students who are not designated as economically disadvantaged. A.2. ARTICULATE CLEAR GUIDING PURPOSES AND PRIORITIES AND HOW THE SCHOOL WILL KNOW IT IS ACHIEVING THEM. The two main goals are building learning capacity and the retention of students who have been labeled as “difficult to teach”. The school will implement multiple approaches and comprehensive, coordinated instructional strategies to arouse the interests and stimulate the learning capacities of students by connecting language arts, science, technology and mathematics 9

Thurgood Marshall School of Career Development, Nashville

to career development education. Staff, students and parents will work together to provide an environment which revolutionizes the education process for each member of the learning community. The emphasis will be on high student achievement, effective teaching, high expectations, character development, parental engagement, strong leadership and positive results. The school will also rely on assistance from a variety of support services provided by the juvenile justice system and community agencies. The school will conduct monthly and quarterly program assessments to determine if students are progressing and school goals are being achieved. Internal accountability measures tor academic and organizational goals will be used to link the goals to positive results. Teams composed of members of the Consortium staff, members of the governing body, the principal, members of the school staff, parents and community stakeholders will use a modified version of the Malcolm Baldrige self-assessment each quarter to determine academic and organizational effectiveness and to drive school improvement. The major categories of accountability measures will be: leadership; information and analysis; strategic quality planning and management; human resource selection, development and management; quality and operational results and student performance. A.3. IDENTIFY SPECIFIC BARRIERS AND/OR SCHOOL NEEDS THAT MAY IMPACT STUDENT ACHIEVEMENT. EXPLAIN HOW YOUR SCHOOL WILL HELP STUDENTS OVERCOME THOSE SPECIFIC BARRIERS. To be truly just, society must guarantee that all students have an equal opportunity to succeed in school, regardless of ethnic origin, socioeconomic background or living conditions. Children who live in poverty are 6 times more likely to drop out of school than their peers in upper income distributions. These children live in the poorest neighborhoods and are considered to be at risk because of pervasive economic and social issues. This poverty is accompanied by inequalities in education and high rates of joblessness. Adverse data in targeted communities point to dire conditions, and the pervasive poverty and unemployment, driven by low educational attainment are arguably at the root of many of the problems. This diminished ability has an adverse effect on the capacity to thrive and endangers its general health. Without the availability of educated citizens, secure jobs and decent wages, incipient decline is likely to persist. On the other hand, the development of educated and empowered students will be the benchmark for success. Students in many of the communities targeted by the school are impoverished and present unique learning, social and behavior challenges. These students are at-risk for failing in school and in life because of their social circumstances. Leroy and Symes, in their 2001 article in the McGill Journal of Education, conclude that one single factor does not place a child at-risk. However, they state that when more than one factor is present, there is a compounding effect and the likelihood for failure increases significantly. Poverty is considered a major at-risk factor and other related factors that may place a child at-risk for academic failure are dangerous neighborhoods; homelessness; mobility; and exposure to inadequate or inappropriate educational experiences.

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Thurgood Marshall School of Career Development, Nashville

Recent trends show that communities with economically disadvantaged students disproportionately experience conditions such as teenage pregnancy, substance abuse, crime, violence, language barriers, homelessness and unemployment, which are parallel factors to poor academic achievement. A 2008 study by the U. S. Department of Labor states that educational institutions must address the changing employment landscape by developing students with skills and knowledge in coordination, social perceptiveness and critical thinking. The school sees its research-based approach to learning through career development, accommodations, and outreach to at-risk students as guided priorities and strategies to overcome barriers to success as defined by the achievement of academic competencies, graduation, the development of employable skills, and/or the pursuit of higher education . These students have also committed a crime, been taken into custody, charged and adjudicated for that crime. Harcourt and Ludwig, in their 2006 study, found that the major proportion of delinquents comes from lower socioeconomic families and neighborhoods. Many suffer from the effects of drug abuse and have mental problems. These challenges will be addressed and the school staff will be trained to work in an effective manner with these students. Enrollment Summary Grade Level Year 1 2014__ 9 10 11 12

200 200 200 200

Year 2 2015 200 200 200 200

Number of Students Year 3 Year 4 2016 2017 200 200 200 200

200 200 200 200

Year 5 2018 200 200 200 200

At capacity 2019__ 200 200 200 200

B. School Development PROVIDE AN OVERVIEW OF THE DESIGN AND DEVELOPMENT OF YOUR PROPOSED SCHOOL. B.1. DESCRIBE HOW THE CONCEPT OF YOUR PROPOSED SCHOOL EMERGED AND DETAIL THE PROCESS/STEPS TAKEN TO DEVELOP YOUR PLAN FROM ABSTRACT IDEA TO CONCRETE PROPOSAL. [OPTIONAL: INCLUDE THE TIMEFRAME FOR EACH TASK (I.E., RESEARCH, DRAFTING, ETC.)]. Under the leadership of Dr. Willie Herenton, former superintendent of Memphis City Schools, a group of educators, entrepreneurs, civic employees and parents who are committed to providing a quality education for all children began a discussion of the problems resulting from education deficiencies that they observed or experienced almost daily. These concerns led them to develop a collaboration to help the children in the community acquire the necessary skills for success in education and employment. After carefully reviewing economic and social demographic data and emerging national trends, the group decided to pursue submitting an application to open charter schools. The group endorsed the view of W.E.B. Du Bois that all children have the right to quality education. Eventually, the name of the organization was chosen: The W.E.B. Du Bois Consortium of Charter Schools, Inc. A broad spectrum of community citizens from this group were invited to become members of the board of directors. 11

Thurgood Marshall School of Career Development, Nashville

Dr. Herenton and three members of this group, all retired school principals, agreed to work as volunteer staff to write school applications and develop plans for the charter schools it planned to operate. This group researched state and federal laws and became thoroughly familiar with the state’s charter school legislation. To gain community support, the group met with community groups, including parents, especially in neighborhoods where some parents believe public schools have failed. The Consortium’s educational vision was shared and feedback was solicited during these community outreach sessions. Participants in the original organizing body determined that the Du Bois Charter Schools’ network strategic vision should be broad in scope and purposeful in its mission to build learning capacity and retain students who have been labeled as “difficult to teach” which are the organization’s main goals. The concept embraced a network of schools that would focus on four distinct disciplines whose objectives are commensurate with global demands to develop skills which are in direct response to the needs of today’s job markets. The capacity to transform characteristics associated with the fields of Arts & Technology, Leadership &Public Policy, and Entrepreneurship are into community and economic development is precisely the element which is missing in high risk communities that are among the Du Bois Consortium schools’ target population areas. The fourth discipline, juvenile delinquency rehabilitation, is the objective of the Thurgood Marshall Schools (hereafter Du Bois TMS), which also are a part of the Du Bois Consortium schools systems. Du Bois TMS are poised to meet the needs of a growing disproportionate number of at-risk inner city youth with prior justice infractions who increasingly are being swallowed up by the justice system and are forever, “lost to follow up”. In his last year as mayor of Memphis, Dr. Herenton visited youth who were incarcerated at the Juvenile Court of Memphis and Shelby County. He observed youth who seemed hopeless and recalled earlier research that identified a relationship between youth hopelessness and violence perpetration. He felt that he could help these youth and youth like them to embrace their innate skills, talents and creativity and reverse patterns of negative behavior. He met with the mayor of Shelby County, the juvenile court judge and other officials and the superintendent of Memphis City Schools and this group agreed to support a charter school for juvenile offenders. A Memorandum of Understanding was developed to govern the relationship of the parties in creating an effective educational institution. A middle school and a high school for juvenile offenders will open on the Northside High School campus in August of 2013. The Du Bois organizing group realized that to have effective parent and community involvement, there must be a real commitment to involvement, leadership from a school principal, an emphasis on trust, training for all participants, accurate information sharing and extensive efforts for broad-based involvement and that as soon as the school principal was hired, he/she would become the lead in delivering the schools’ Academic Plan and Focus. It was determined that an intensive public awareness campaign to inform parents and the community about the school would begin upon approval of the charter. Organizers knew that the success of the program would depend upon multiple channels for parent and community participation and a combination of communication strategies. Opportunities for parents and the community to be involved in school activities was a major concern, and communication strategies would include direct mail, e-mail and website announcements, newsletters, notes to parents, telephone calls, conferences, community meetings and personal visits. 12

Thurgood Marshall School of Career Development, Nashville

Organizers agreed that the school would: create an environment that was culturally sensitive in which parents would feel valued and welcome; do extensive outreach to encourage participation of parents who might have low-level literacy skills and/or for whom English is a second language; disseminate information on school goals, policies, discipline procedures, assessment tools and include parents in any related decision-making processes and link parents to programs and resources within the community that provide support services to families. School staff would also meet regularly with parents, accommodating the varied schedules of parents, language barriers, and the need for child care; initiate immediate contact between parents and school staff when concerns arise and communicate with parents regarding positive student behavior and achievement, not just regarding misbehavior or failure. Parents and community members would also be encouraged to volunteer and the school would provide ample training on volunteer procedures and school protocol. A variety of volunteer opportunities would be available and options for helping will be created. Further community volunteers would be enlisted, such as civic groups, service clubs, seniors’ groups, and law enforcement; partnerships would be developed with local businesses and services groups to advance student learning and assist schools and families and efforts would be made to coordinate interests, talents and availability of school staff, parents and community members. The desired school impact is a reflection of the organization’s overall Performance Goals which briefly stated are: an increase and stimulation of learning capacities; above 90% attendance and promotion rates; case management and implementation of a curriculum whose content is academically challenging; highly qualified staff and faculty; identification of students’ needs and elimination of deficiencies; and engaging parents in the education process. More specifically, the direct impact for the juvenile justice school is: (1) children who are prepared and succeeding in school that will have improved life chances and sense of self; (2) high performance and mission-driven schools; and (3) high educational attainment and economic prosperity. At 200 students per school, the projected enrollment for the nine Du Bois Consortium schools in Shelby County that will open in the fall of 2013 is 1,800 students. The eleven additionally proposed schools that would open in 2014 would increase the network enrollment from 1,800 to 4,000, as the new schools would accommodate 2,200 new students. Du Bois Consortium schools envisions a significant expansion of its current network of schools to meet the needs of young Tennesseans that are expected to seek charter schools as an alternative education opportunity from local education administrations. Considering the fiveyear growth plan for Du Bois school organizers and developers are open to consider growth beyond the nine presently approved schools in so far as the need for new charter schools persists and sources of operating capital and resources continue to be identified. Planners also foresee a presence in communities in other Tennessee cities and in other states based on an expressed need for new charter schools, as well as the demonstration of an impressive track record exhibited by Du Bois Consortium schools in the form of an exemplary Consortium staff, exceptional community relations, and outstanding academic performance.

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Thurgood Marshall School of Career Development, Nashville

The schools rely on the efforts of its founder/CEO and the Chief Academic Officer to identify funds for the schools through grants and donors in addition to the LEA allocations. The founder’s status as the first African American Superintendent of Memphis City Schools and Mayor of Memphis for over 18 years affords him the disposition to successfully tap resources that are available from philanthropy organizations and individuals that have an inclination to donate funds to causes that will have an impact on education, and the social and economic status of underserved populations. B.2. DETAIL WHO PARTICIPATED ON THE DESIGN TEAM AND EXPLAIN THE SPECIFIC ROLES, RESPONSIBILITIES AND CONTRIBUTIONS OF EACH DESIGN TEAM MEMBER. The design team for the school employed the skills of the designated Board of Directors, and Consortium staff. The staff had specific roles: Dr. Marie Milam, the Consortium’s Chief Academic Officer assumed the role as the primary writer of the application; Ms. Ruby Payne assumed the responsibility for a marketing and recruitment design; and Ms. Joyce Kelly garnered the resources necessary for Human Resources requirements. Dr. Willie Herenton provided overall management support for the school design and the identification of valuable resources to aid in the preparation of the application and the identification of school facilities. The team also sought guidance from The local school district staff who work at the Court school and staff who are working on a disproportionate minority contact project. In the pursuit of its first nine schools, the Du Bois Consortium responded to the initial unapproved status of its applications to the Memphis LEA by making the necessary revisions and adjustments in a timely manner. Planners worked with officials from the state and the local school districts to correct deficiencies cited subsequently submitting successful applications. The application for this new school has the benefit of these successful previous applications. In this same manner, the Du Bois Consortium staff has worked diligently to meet any specifications or requirements of this application process. B.3. IF AN EXISTING SCHOOL OR ORGANIZATION PROVIDE A SUMMARY OF HOW TEACHERS, STAFF, ADMINISTRATORS, PARENTS AND WHERE APPLICABLE, STUDENTS PARTICIPATED IN THE DEVELOPMENT OF THE SCHOOL PLAN. The charter for W.E.B. Du Bois Charter School Consortium, Inc. was granted in 2011. The actual operations of any of the schools, however, will not begin until August 2013. As previously stated, members of the Consortium’s administrative/professional staff, and Board members and volunteers that have worked in the capacity of school professionals and/or parents and other members of the community contributed to construction of the Plan all of the Network’s schools. Activities towards preparation of the application for this school and others, included designation and identification of the target population, assistance in the location of sites for the schools, gathering information for the application, writing and soliciting letters of support, or reaching out to potential school partners.

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Thurgood Marshall School of Career Development, Nashville

C. Academic Focus and Plan C.1. ARTICULATE HOW THE ACADEMIC FOCUS SUPPORTS THE SCHOOL’S MISSION. The education program will be aligned with state standards and national Core Curriculum Standards to ensure that instructional goals and objectives are met. Internal and external accountability measures for academic and organizational goals will be used to link school goals to positive results. Training in cognitive and behavioral skills for school staff will focus on working effectively with youth who are sometimes rebellious and defiant. The school’s curriculum will accelerate cognitive development and foster academic achievement through theme-based education which research supports as strengthening connections to academic competencies: language abilities, reasoning skills and mathematical abilities. A combination of tightly-controlled behavioral studies and groundbreaking neurological research supports the premise that theme-based education is an effective means to engage “difficult to teach” students in school. Studies show that for students who participated in theme-based education: interest in attending college increased 32 percent; occupational aspirations increased 44 percent; independent reading increased 4 percent; leadership behavior increased 8.5 percent and belief that attaining one's goals is within one's control (locus of control) increased. Career development and entrepreneurship education support the principles: self-determination, self-reliance, selfrespect, and individual initiative-inherent in theme-based education. It also strengthens connections to academic competencies: language abilities, reasoning skills and mathematical abilities. The purpose of the Tennessee Charter Schools Act (TCA 49-13-101) is to improve learning for all students to close the achievement gap between high and low performing students. Missionspecific educational and organizational goals outlined below are compatible with the purpose of the Act. The W. E. B. Du Bois Consortium of Charter Schools, Inc. aligns its mission with the mission of the local school district, to improve learning for all students and to close the achievement gap between high and low performing students. As partners in education reform with the local school district, the Consortium adopts the local school district’s academic plan and integrates the components of this plan into its curriculum and instructional methods. Mission-Specific Educational Goals: 1. To maintain an attendance rate of at least 94% and a promotion rate of at least 90%; 2. To adapt 100% of state standards and Core competencies requirements in schools’ curriculum. 3. To achieve a graduation rate of 75% the first year of school operations, 80% the second year and 90% in subsequent years, among students who are enrolled for at least two years. 4. To achieve a college/technical school placement rate of 90% of all graduates. Mission-Specific Organizational Goals: 1. To increase and stimulate the learning capacities of ethnically diverse at-risk students through research-based thematic approaches for 100% of the students; 2. To implement a curriculum whose content is academically challenging and competitive with other academically challenging programs in the district, State and nation for 100% of the students; 15

Thurgood Marshall School of Career Development, Nashville

3. To create a “student safety net” through intensive case management and a network of community and academic supportive services for 100% of the students; 4. To develop and maintain a cadre of 100% highly qualified staff and teachers through selective recruitment and in-service professional development; 5. To provide 100% of the students with personal attention to identify their needs and assist them in eliminating deficiencies that lead to low educational achievement; and 6. To actively engage at least 90% of the parents in education processes and assist them in addressing barriers that may negatively affect the academic achievement of their children; 7. To strategically locate schools in economically disadvantaged neighborhoods to maximize accessibility to targeted population. C.2.DESCRIBE RESEARCH SUPPORTING THE ACADEMIC PLAN Skills learned through theme-based instruction, such as career development and entrepreneurship education, transfer to study skills, communication skills, and cognitive skills useful in every part of the curriculum. The focus will be on managing individual and group projects which help students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. According to statistics compiled by the National Data Resource Center, students in the general school population who can be classified as "disruptive", based on factors such as frequent absences, times in trouble, school suspensions and other disciplinary actions, experience a 34 percent higher rate of disruptive behaviors than students who were engaged in theme-based instruction. Career development and entrepreneurship in the areas of robotics, computer operations, healthcare, tourism/hospitality, building trades and the entertainment industry will be implemented and will be primarily taught through project-based instruction. Each project will require a goal where students must search for a method, acquire skills and knowledge through research and keep working until the goal is achieved. Keeping students engaged and motivated in school is challenging, even for the most experienced educators. Anderman and Midgley, in their 1998 study, found that this type of learning encourages students to be more engaged because they move away from rote learning and memorization. The discovery and opportunity to develop natural talent inspires a productive lifestyle. Efficacy of Career Development and Entrepreneurship Education Career development focuses on the acquisition of educational qualifications, charting a career path, self-actualization as an individual, career shifts and career growth, integration of life roles and preparation for vocations. Entrepreneurship education focuses on the process of using private initiative to transform a business concept into a new venture or to grow and diversify an existing venture or enterprise with high growth potential. Both processes emphasize developing skills and knowledge with structured training and institutional programs. They encourage and prepare students to “create” jobs” that accelerate employment generation and stimulate economic development. By utilizing the “teaching tools” of career development and entrepreneurship – which are not limited by language barriers and socioeconomic backgrounds – students will have a greater opportunity for success. The efficacy of career development and entrepreneurship education is supported by the American Educational Research Association. Several studies investigated the use of 16

Thurgood Marshall School of Career Development, Nashville

entrepreneurship to enhance the comprehension of specific concepts taught in a school curriculum. Reading and mathematics achievement measures were administered as pre-tests and post-tests to 87 eighth graders. Students in the treatment group were immersed in a career development and entrepreneurship curriculum, where the concepts of critical thinking, problem solving, creating congruence, recognizing patterns and sequencing were stressed. Students in the comparison group were taught these concepts by their classroom teachers during the regular mathematics and reading periods. Results indicated that students in the treatment group exhibited significantly higher mean posttest scores for the all of the concepts than students in the comparison group. A combination of tightly-controlled behavioral studies and groundbreaking neurological research supports career development and entrepreneurship education as means to improve the opportunities for success for all learners. A review of research reveals that the principles of selfdetermination, self-reliance, self-respect, and individual initiative inherent in career development and entrepreneurship education strengthen the connections to academic competencies. Career development and entrepreneurship education can make strong contributions to students’ language abilities and reasoning skills through developing decoding and interpreting skills in symbol systems other than conventional linguistic ones. Their practical aspects rely on basic mathematical abilities including calculation, counting money, making change, measurement, estimation, computation, recognition of proportion, subdivision and geometric patterning and dramatically enhance students’ abstract reasoning skills, skills necessary for learning math and science. Pedagogy draws clear connections that students’ prior knowledge, with contexts outside of the classroom, or cultural perspectives makes learning more significant. According to Jean Piaget’s cognitive development theory, entrepreneurial confidence can be developed in students at a young age by giving them the opportunity to perform in leadership roles. Skills learned through theme-based instruction, such as career development and entrepreneurship education, transfer to study skills, communication skills, and cognitive skills useful in every part of the curriculum. Selecting and using appropriate approaches to solving problems through inductive and deductive reasoning, mental computation, trial and error and paper-and-pencil techniques is an important complementary skill. The focus will be on managing group projects which help students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. According to statistics compiled by the National Data Resource Center, students in the general school population who can be classified as "disruptive", based on factors such as frequent absences, times in trouble, school suspensions and other disciplinary actions, experience a 34 percent higher rate of disruptive behaviors than students who were engaged in theme-based instruction. One of the most enduring beliefs about career development is that it is only for non-college bound students or students with special needs. Kober and Rentner, in their 2005 study for the Center on Education Policy and American Youth Policy, found that students who focused on career education enter postsecondary education at about the same rate as all high school graduates and are just as proficient in reading and mathematics. Further research that appears in the Vocational Education Journal cite that there is strong evidence that generic technical skills and occupationally specific skills provided in career education increase worker productivity, 17

Thurgood Marshall School of Career Development, Nashville

skills transfer, job access, and job stability over a life span. A closer look at supply and demand in the labor market uncovers another reality: professional occupations make up only 20 percent of all jobs, technical employment is the fastest-growing segment of the labor market, five million new workers will be needed in the tourism/hospitality industry and nine million will be need in the healthcare industry in the next decade. Entrepreneurs drive America's economy, accounting for the majority of the nation's new job creation and innovations. According to the U. S. Census Bureau's 2009 Survey of Business Owners, self-employed individuals who have no paid employees operate three-fourths of U.S. businesses. The U. S. Small Business Administration reports that America's 25.8 million small businesses employ more than 50 percent of the private workforce, generate more than half of the nation's gross domestic product, and are the principal source of new jobs in the U.S. economy. Nearly 80 percent of would-be entrepreneurs in the United States are between the ages of 18 and 34. A 2005 poll from Junior Achievement (JA) found that 68.6 percent of teenagers interviewed wanted to become entrepreneurs, even though they knew that it would not be an easy path. In spite of this overwhelming interest, however, students and youth rarely receive any formal education in entrepreneurship. Entrepreneurship education will teach students to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thinkers by immersing them in real life learning experiences where they can take risks, manage the results, and learn from the outcomes. Entrepreneurship education also provides an opportunity for students to develop planning, financial literacy and money management skills. The Story of Ashley Qualls Ashley started whateverlife.com, a website that provides MySpace layouts, when she was just 15 years old. Soon after beginning her venture, the website took off. Ashley was declining buyout offers from savvy investors. Four short years later, Ashley’s net worth was over $4,000,000 and growing each year. The only startup cash necessary was $15 to register her website and a small monthly fee (typically less than $10) to host her website. Through career development and entrepreneurship education, young people, including those with disabilities, learn organizational skills, including time management, leadership development and interpersonal skills, all of which are highly transferable skills sought by employers. According to a report by the D.C. Students and Youth Investment Corporation, other positive outcomes include:      

improved academic performance, school attendance; and educational attainment, increased problem-solving and decision-making abilities, improved interpersonal relationships, teamwork, money management, and public speaking skills, job readiness, enhanced social psychological development (self-esteem, ego development, selfefficacy), and perceived improved health status.

Research commissioned by the National Center to Improve Teaching Practices found that when students participated in theme-based education programs: interest in attending college increased 18

Thurgood Marshall School of Career Development, Nashville

32 percent; occupational aspirations increased 44 percent; independent reading increased 4 percent; leadership behavior increased 8.5 percent, and belief that attaining one's goals is within one's control (locus of control) increased. C.3. DETAIL THE PROPOSED INSTRUCTIONAL GOALS AND METHODS. The school will implement instructional goals and methods that are most effective with at-risk students: a strong focus on academic achievement, an integrated curriculum and a supportive learning environment. These methods are supported by more than 1,000 of the highest-quality and the most useful studies included in the document published by the Northwest Regional Educational Laboratory, Effective Schooling Practices: A Research Synthesis. It identifies key areas that are most effective: A preplanned curriculum that guides clear and focused instruction, the integration of traditional school subjects, frequent feedback and reinforcement regarding progress, techniques that build basic and higher level skills, the merging of language arts and mathematics into content-area instruction, recognition of excellence and interaction with caring staff members. The focus will be on high student achievement, effective teaching and high expectations with emphasis on career development and entrepreneurship. The school will also create a “student safety net”, through intensive case management, and a network of community and academic supportive services and to provide students with personal attention to assist them in eliminating deficiencies that lead to low educational achievement and inappropriate behavior. C.3.A. FOCUS ON ACADEMIC ACHIEVEMENT Thurgood Marshall School of Career Development, Nashville proposes to ensure academic success for all enrolled students by significantly increasing academic achievement. The school’s holistic emphasis will be to provide students with opportunities for personal attention, a customized academic program, a peer group with positive aspirations, and hands-on activities that challenge and hold students’ interest and develop their skills and sense of competence. The school will focus on the themes of visual and performing arts to strengthen the connections between the specific arts disciplines and academic competencies. The school will teach students to discover knowledge for themselves, to “learn how to learn”; integrate multicultural education activities into content-area instruction; engage administrators, teachers and support staff in professional development and collegial learning activities; enhance instructional leadership skills; offer incentives, recognition and rewards to promote excellence and provide opportunities for students to contribute to the community. Schools often have difficulty providing these types of opportunities, yet research indicates they are critical to long-term success. Excellence will be defined by objective standards rather than by peer comparison. Systems will be established for consistent recognition of students for academic achievement and excellent behavior. Recognition and awards will be related to specific student achievement and will be used judiciously. Appropriate incentives and rewards will be given to individual students and groups and will include symbolic, token, tangible and activity rewards. Steps will be taken to ensure that all students know what they need to do to earn recognition and rewards. Teachers

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Thurgood Marshall School of Career Development, Nashville

and support staff will be encouraged to use immediate rewards and delayed rewards to teach students the value of persistence. Firm policies will be established and enforced regarding tardiness, absenteeism and appropriate classroom behavior to maximize instructional time. Teachers will monitor student learning regularly, both formally and informally. Monitoring efforts will be focused on early identification and referral of students with learning difficulties. Teachers and support staff will require that students be accountable for their academic work and classroom assessments of student performance will be carefully aligned with the curriculum and actual instruction. Student progress will be checked frequently, and reliance will be on explicit performance data. Standards will be used as points of comparison and discrepancies will be addressed when they occur. C.3.A.1. INNOVATIVENESS Innovativeness is stranded throughout the school program through the inclusion of intensive study in career development and entrepreneurship in a broad-based curriculum. Lessons will focus on innovative and creative content, hands-on activities and application skills. Time and indepth instruction will be provided for students to focus on the unique concepts specific to a specific area of career development. The program will go beyond traditional career development offerings to include careers in music production, creative writing, videography and filmmaking. Classes will be structured so that the joy of learning becomes real, tangible and powerful. Standard based instruction will be designed to ensure that students reach the proficient level of achievement in each subject area. Technology will be stranded through every area of the curriculum to enhance creativity and efficiency. Another innovation is the creation of a “standalone” small learning community. This will be a personalized learning environment focused on knowing the needs, interests, and aspirations of each student well, closely monitoring the progress of each student and providing the academic and other support the student needs to succeed. C.3.A.2. IMPLEMENTATION OF EFFECTIVE SCHOOLS PRACTICES The school will seek to become an effective school based on the research of Dr. Ronald Edmonds, who became a Professor of Education at Harvard University in 1973. He recognized that improving schools for the poorest children raises the performance of all children, analyzed successful schools and found that these schools shared certain similar characteristics. What is unique about the correlates is that they are the only set of research based characteristics of a school associated with improved, better student learning and are the only set of research identified constructs with which to analyze a school in order to cause the school as a whole to improve. The five correlates identified as necessary for a school to be effective and methods to achieve this goal are aligned in the logic model.

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Thurgood Marshall School of Career Development, Nashville

LOGIC MODEL` 5 Correlates of Effective Schools Have a principal who is a strong instructional leader

Provide a safe communitylike climate, conducive for learning

Be staffed with professionals who have high expectations for all students

Strategies School Will Use Hiring a principal with strong leadership skills who will persistently keep the staff focused on instructional effectiveness and will be an effective manager of the instructional program

Outcomes 1. High quality, highly accountable, results-oriented schools

Clearly articulating the school’s mission to staff, parents, students and in the community

2. Children with solid education foundation skills and aspirations for post-secondary education/ training

Providing a safe, orderly, purposeful, businesslike atmosphere which is free from the threat of physical harm and is not oppressive

4. A decrease in risk factors/ risky behavior

Accepting the responsibility for students’ learning by staff sharing an understanding of and commitment to instructional procedures and accountability, goals, priorities and assessment

5. Children with leadership and decision-making skills

Engaging students and teachers in planned learning activities that focus on essential content and skills

Maintain constant evaluation with remediation for mastery of content

3. Children who have a positive perception of the future

Giving parents opportunities to have important roles in helping the school achieve its mission

Having high expectations for staff and student success through fostering a climate of expectation in which the staff demonstrates that all students can attain mastery of the essential content and school skills, and the staff has the confidence that they have the capability to help all students achieve

Provide a curriculum that relates to the experiences of the learners

Outcomes/Impact

Recognizing that students bring many experiences to school and that these experiences can enrich the learning process

6. Effective partnerships and collaboratives to provide the best education for children in the community

Impact  Children who are prepared and succeeding in school, have improved life chances and sense of self  High performance and mission-driven schools  High educational attainment and economic prosperity

Frequently monitoring student progress through a variety of assessment procedures used to improve individual student performance and also to improve the instructional program

C.3.A.3. CULTURAL COMPETENCE DEVELOPMENT The development of cultural competence is important and will be promoted from a worldview to raise awareness of cultural assumptions and to advance an appreciation of diversity. A healthy respect for differences will be cultivated and demonstrations of conflicts between cultures will be resolved respectfully. Behaviors will be adapted and effective strategies for adopting universal 21

Thurgood Marshall School of Career Development, Nashville

diverse orientation (UDO) will be established to reduce cultural bias, social and economic. Marie Miville and Alfred Carlozzi, in their 2006 article in the Journal of Mental Health Counseling, link empathy, universal diverse orientation, and emotional intelligence to academic achievement. School staff will receive UDO training, which is not just cultivating the absence of prejudice and bias, but is developing an appreciation for each group’s similarities and differences. This will help them to develop empathy, the ability to recognize and understand another person's perceptions and feelings, and to accurately convey that understanding through an accepting response. School staff can then use UDO methods with students to help them understand that the common experiences all humans have results in a sense of connectedness with other people. To circumvent barriers, effective communication will be utilized to establish an environment where diversity is appreciated. The Cross‐Cultural Adaptability Inventory (CCAI), developed by NCS Pearson, will be used to assess the effectiveness of UDO training. This instrument measures progress and yields four subscale scores: 1. Perceptual Acuity: the extent to which person pays attention to and accurately perceives various aspects of their environment; 2. Emotional Resilience: the degree to which an individual can rebound from and react positively to new experiences; 3. Flexibility/Openness: the extent to which a person understands the different ways of thinking and behaving that are typically encountered in the cross‐cultural experience and 4. Personal Autonomy: the extent to which an individual has evolved a personal system of values and beliefs and at the same time respects others and their value systems. The subscale description is knowing diverse others for the purpose of self‐understanding; understanding others by finding out similarities/differences and comfort and ease with diversity. C.3.A.4. TEACHING METHODS All teachers and staff will be expected to meet high instructional standards and performancebased instruction will be required. The primary instructional methods will be for teachers and support staff to communicate enthusiasm for learning and to teach students how to learn. In order to do this, teachers and support staff will help students get ready to learn. Teaching methods will include the directed teaching method, cooperative learning, lectures with discussion, panel of experts, brainstorming, discussion, case studies, role playing, guest speakers and surveys. Lesson objectives will be posted and explained in simple, everyday language and will be referenced throughout lessons to maintain focus. The relationship of current lessons to previous study will be explained and personal relevance will be used to arouse students’ interest and curiosity about the lesson content. Students will be challenged and inspired to learn, especially at the start of difficult lessons. Several approaches will be used to determine individual learning styles and to teach students to use strategies and materials appropriate to different styles. A variety of instructional strategies will be used to fit the levels of learning and learning styles of students. Lessons will be presented at a level that is neither too easy nor too difficult for the majority of students and make adaptations to serve the needs of faster and slower learners. Teachers and support staff will be expected to provide clear written and verbal instructions to 22

Thurgood Marshall School of Career Development, Nashville

students, to emphasize key points and instructions, check frequently for students’ understanding and allow students to contribute to classroom discussions. Instruction will also be provided in study skills including paraphrasing, outlining, developing cognitive maps and using advance organizers. Students will be given frequent opportunities to practice and refine problem solving, decision-making, exploration, classification and hypothesizing skills. Whole group instruction will be used when introducing new concepts and skills. Small learning groups will then be formed to make sure that all students learn thoroughly. Careful monitoring will ensure that all groups receive high-quality instruction. Heterogeneous cooperative learning groups will be structured to allow for both group rewards and individual accountability. An inquiry method that incorporates a combination to develop lower-cognitive and higher-cognitive skills will be utilized to stimulate thinking. Regular, focused reviews of key concepts and skills will be done throughout the year to evaluate and strengthen student understanding. Peer tutoring, directed teaching and independent study methods will also be used. Teachers and support staff will develop instructional improvement goals based on review of school performance data and revise instructional methods to meet these goals. Clear roles and responsibilities for various components of the school improvement plan will be specified. Resources to support improvement activities will be secured and resource allocations will be based on instructional priorities. C.3.A.5. CURRICULUM DEVELOPMENT The school’s curriculum will be student-centered and family-focused. Expectations for curriculum quality will be set through the use of standards and guidelines. The curriculum will be aligned with instruction and assessment, curricular priorities will be established and the implementation of the curriculum will be monitored frequently. Learning goals and objectives will be clearly defined and clear relationships will be established between learning goals, instructional activities and student assessments. Teachers and support staff will engage in collaborative curriculum planning and decision-making, focusing on building continuity across grade levels. Periodic curriculum alignment and review will be done to ensure congruence with school goals. Teachers and support staff will develop and prioritize learning goals and objectives, sequence them to facilitate student learning and organize them into units and lessons. Timelines will be established for unit or lesson objectives, instructional resources will be identified, including alternative resources and activities for priority objectives. Teachers and support staff will also review resources and teaching activities for content and appropriateness and modify them as needed to increase instructional effectiveness. Time will be allowed for teachers and support staff to work on integrating curriculum components, planning instructional strategies and developing assessments. Resources other than textbooks will be researched, especially computer-assisted instruction materials. C.3.A.6. TECHNOLOGY

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Thurgood Marshall School of Career Development, Nashville

Technology will be an integral part of the curriculum and all teachers and support staff will receive training to enable them to use computer-assisted instruction effectively. High-interest drill-and-practice programs to support learning will be utilized, especially with students requiring skills remediation. Computer-assisted instruction will be used as a supplement to teacherdirected instruction to enhance content knowledge and to develop writing skills. For example, teachers will be able to set up language lessons with a native speaker who lives in another country via videoconferencing. This will allow students to learn from a native speaker, learn through social interaction and be exposed to another culture’s perspective, an invaluable educational experience. The school will endeavor to be efficient and fulfill greener initiatives through the use of technology. Students will have access to wireless computers to access information, reinforce basic skills, practice test-taking skills, conduct research and communicate with classmates, teachers and staff. Teachers, support staff and students will be assigned e-mail addresses. Teachers and support staff will post lessons, grades and other information for students and parents and will collaborate on integrated curriculum activities through Google docs, an online program that allows information sharing. Students will be able to conveniently access lesson assignments even when circumstances prevent class attendance. Technology will enhance the educational outcomes for students because it will utilize a hands-on approach and will more readily reflect the individual needs and experiences of students. It is an attractive medium for students and much of the technology that will be used will be portable and can be utilized in the following ways:        

Students can take notes on a laptop where images can be added and the document can be shared online with a study group or project team. Students who do not understand a math concept can use math practice software to play a math game on the computer or view a tutoring video that visually explains the concept. During class, a group of students can create flashcards, scan them into their personal computers and study them at home. While reading an essay or an article, a student who wants to know more about the character can access information from a wireless device. Students can manage project development online by following progress, adding data and reporting. An interactive whiteboard and other technological devices will be installed in every classroom so that students and staff can follow instructional concepts that are presented. Teachers will use Google docs to view students’ work from any location, at any time, even while students are working on lessons and homework assignments. Students can use cameras to take pictures in the classroom, their home or neighborhood and write essays to accompany the pictures.

With a variety of tools and resources always available, technology will provide increased options for the personalization of learning. Students will work interdependently or individually to solve problems, to work on projects, to meet individual needs, and to allow for student voice and choice. With access to so much content, anytime and anywhere, there will be plenty of opportunities for formal and informal learning, both inside and outside of the classroom. 24

Thurgood Marshall School of Career Development, Nashville

The concept of technology will be intimately connected to career development and entrepreneurship activities. Specific computer software will be acquired to allow students to follow the creation of a project through actual notation. This will enable students to have their own private silos and give them more control and access to their own education. Students will also learn to troubleshoot technical problems on their machines and will develop additional creative and critical thinking skills through this process. C.3.A.7. ONLINE COURSES Online courses will be used at each grade level to bring lessons to life. The courses will include a rich mixture of online and offline teaching tools, including interactive animations, awardwinning printed books with beautiful illustrations and narrative, original CDs and videos, and materials for hands-on experiments. In addition, lesson plans for each online subject will be integrated, so that students may be performing math calculations connected to concepts they are studying in science. These lessons will be followed by assessments, to ensure that students have mastered a particular area before moving on to other lessons. This individualized approach will allow students to progress at their own pace. Online assessments will be integrated with planning and progress tools, making it easy for students to stay on track. The school will use K12, Discovery Education and Kaplan instructional programs to provide online whole classroom instruction and individual accelerated and remedial courses. Both provide accredited courses and a consistent level of quality instruction and assessment to ensure that students are successful. Online instruction will increase flexibility because it will offer a mix of on-site and off-site learning. It will be used in the classroom or labs on-site and when used remotely, online components—such as downloadable printed materials, performance tracking software, and home accounts to enhance family participation—will keep teachers connected to students and students connected to the learning process. Also, on site, online instruction will provide an economical way to leverage the school’s technological infrastructure to serve all types of learners. One example of how online instruction will be used in the classroom is using a K12 advanced life science course, a rigorous course, for students who are ready for a challenge. The lessons in this course will engage students in interactive scientific investigations of the living world and they will also perform interactive laboratory activities. In the lesson on cell division, students will be able to view actual cell respiration and other processes in action and participate actively in the lesson. Another example is using the online Spanish 1 course to introduce students to the fundamentals of Spanish in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Students will engage in actual conversation using conversational prompts; be provided regular assessments of proficiency through quizzes, tests, and speaking/writing submissions. This course has been carefully aligned to national standards as set forth by ACTFL (American Council on the Teaching of Foreign Languages). Online courses are taught by teachers who are certified in the subject area.

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Thurgood Marshall School of Career Development, Nashville

C.3.A.8. STRANDING OF STEAM (STEM +ARTS) “Science, technology, engineering, and math (STEM) education is of the utmost importance to all students and is critical to U.S. competitiveness”, said President Obama at an April 20, 2010, town hall event held on Facebook’s Palo Alto, Calif. Campus. The importance is underscored by the stranding of STEM + Arts throughout the school curriculum. The aim is to develop a mutual support for and a strengthening of science, technology, engineering, art and math. All of the disciplines will maintain separate learning standards, integrity, scope and depth, but will be delivered within a technologically cross connected methodology. STEAM literacy will bridge five areas of science, technology, engineering, arts and mathematics. This will be a major shift away from having students learn bits and pieces of information and procedures and will promote investigating and questioning interrelated aspects. The emphasis will be on problem solving in learning environments that weave disciplines together. Students can conduct research around a problem, use technology to gather and analyze data, propose solutions that are scientifically and mathematically sound and then share these finding with students in another part of the city, state, country or the world. Every student will be expected to develop:     

Scientific literacy, the ability to use scientific knowledge and processes to understand the natural world and participate in decisions that affect it. Mathematical literacy, the ability to analyze, reason, and communicate ideas effectively as they pose, formulate, solve, and interpret solutions to mathematical problems. Engineering literacy, the ability to understand how technologies are developed via the engineering design process through lessons that are project-based and integrate multiple subjects. Technological literacy, the ability to use, manage, understand, and assess technology, understand how new technologies are developed, and have the skills to analyze how new technologies affect individuals, the nation, and the world. Arts literacy, an essential component, including an understanding of design that humanizes technology, making it understandable and capable of bringing about societal change. The studio method that is the hallmark of arts education teaches the flexible thinking and risk-taking that is needed in today's complex and dynamic world.

STEAM skills will be developed through a partnership with the National Science Foundation Graduate (NDF) STEM Fellows in Education program which provides an opportunity for schools to offer activities and resources for kindergarten through 12th grade. Students will engage in activities that center around physical and life sciences and robotics. They will create bacterial fuel cells, build robots and evaluate the health environments in their neighborhoods. Graduate students in the area will work with the students in classrooms for 10 hours per week for an entire school year, using inquiry based science, math, technology, the arts and engineering curricula that are aligned to state standards. The program is supported by graduate fellowships provided by the National Science Foundation.

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The school will hire knowledgeable teachers who will be able to provide effective STEAM integration. Incentives for successful outcomes will be provided, if funds become available, through grants and other funding sources, to retain teachers and prevent them from pursuing careers in the private sector. C.3.A.9. LIBRARY SERVICES A library consultant will be used to choose appropriate books and materials for each grade level and to organize the library for optimum use by the students. The library will be open all day each school day and teachers will direct their classes during scheduled library periods. Computers will be available so that teachers and students can browse and link to an ever growing world of information resources. A “virtual library” will be created with a set of bookmarks which will provide well organized pathways to information resources, applicable to the school's distinctive information needs. Teachers will also be able to link to over 200 pages, created and maintained by school library professionals for resources. The aim is to expand beyond the library walls and create virtual libraries capable of reaching and serving students wherever they are, both at and away from school. The main “virtual library” portal will be ipl2, a library system that is supported by the College of Information at Florida State University and sponsored by Intel and Sun Microsystems. An expansive array of information will be available including arts and humanities; business and economics; health and medical sciences; law, government, and political science; science and technology; social services; and references, including almanacs and special collections. C.3.B. INTEGRATED CURRICULUM The curriculum design of the Thurgood Marshall School of Career Development, Nashville, incorporates standards, objectives and performance indicators that align with State requirements. In accordance with state regulations, the curriculum will have appropriate curricula for language arts, mathematics, social studies, science, health and physical education, fine arts and foreign language. In addition to requiring that students master each State content standard, the Thurgood Marshall School of Career Development, Nashville will require that students master competencies in at least one specific area of career development and entrepreneurship. The aim is to achieve the goal of creating and implementing an integrated curriculum through building discipline specific understandings between traditional content area teachers and career development specialists. Teachers and specialists will work together to incorporate career development and entrepreneurship instruction and projects into every aspect of the school curriculum. Thematic units will be developed to guide the organizing principles for instruction. Students will engage in learning activities that require knowledge and skill across several content areas within the curriculum structure. All students will participate in a school-wide exhibit at the end of the school year. Complex academic skills will be strengthened through a connection to the career development and entrepreneurship. For example, the kinds of reading skills associated with understanding technical manuals will afford students numerous opportunities to develop competency in 27

Thurgood Marshall School of Career Development, Nashville

comprehensive. In preparing written work for career development classes, students will practice the conventions of English usage. In order to develop historical and cultural knowledge about careers and entrepreneurship, students will practice various writing skills that accompany research-gathering information from primary and secondary sources, quoting, paraphrasing, summarizing and citing sources. Mathematical skills will require students to calculate proportions and divisions of space and to perform computations for such tasks as repetition of patterns in design and measurements. Creating and completing will involve students in the development of reasoning skills. Producing a film short will involve a problem-solving process that will examine alternative uses of time, space, movement, sound and visual effects to create mood and meaning. Reasoning also will involve a recognition of how and when to use inductive and deductive approaches to problem solving. An inductive approach will be used in constructing robotic models and a deductive approach will be used in making choices when the specific concept of the model is implemented. Through developing projects, students would be engaged in highly collaborative group processes that develops quick-witted, spontaneous thinking, problem solving, poise and presence, concentration, and both conception and analytical thinking skills. Filmmaking is a career choice that may interest many students and instruction will demand the additional skills of selecting and coordinating background sets, props, and lighting design, writing scripts, creating storyboards, casting and memorizing lines. The goal is to build the dramatic imagination in a social context and to develop the ability of students to connect imagination to action, not just in drama, but for every day. Filmmaking activities overtly build and enhance knowledge, skills, dispositions, and feelings through interaction and collaboration with others. Gradually, these qualities can become integrated into private thought, covert behaviors, and shared consciousness and become a partner in the development of abstract thought. An in-house television program and positive message segments for a cable television program will also be produced by these students. Integration projects will include producing videos and films on subject-area content. For example, producing a video on cell mutation will involve students in internalizing the content, as no textbook can possibly do. Instruction in foreign languages will be offered to students in every grade, through the fourth level. Spanish will be taught because it is the second most spoken language in the world, after Mandarin Chinese. Over 500 million people speak Spanish as their native language. Other languages will be taught as students are exposed to various cultures and develop an interest in learning the language. The study of languages will extend beyond drilling and learning vocabulary words and will engage students in developing conceptual relationships. Much of the school’s mission will be accomplished through a rich curriculum supported by diverse activities. A three-year study completed by Russell Sage College professors Patricia O’Connor and Marion Terenzio charting the effects of theme-based education programs on students tracked the performance of English and social studies students in a study unit covering the history and literature of the 1950’s and utilizing theme-based experiences. The researchers found that students received no “zeroes” for missed work when the curriculum included themebased education experiences – and that grades were over 20 points higher.

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C.3.B. 1.TEXTBOOKS Textbooks, along with a variety of supplemental materials, will be used in each content area to include a variety of resources for teachers and students. Teachers and support staff will use a variety of resources, especially hands-on material, in addition to textbooks. Traditional hardcover books and textbook material available through e books, a computerized textbook service, will be used. Using this method will be cost-effective and will provide an alternative for students who may have negative attitudes toward traditional learning methods. Textbooks in core subjects will be ordered from the Tennessee Book Company and will include supplemental materials: teachers’ guides, workbooks, standardized test preparation, spelling lessons, test generators, other consumables and games. Staff will select resources and materials to be used in foreign language, fine arts, health and physical education and other subjects during the first staff development session in July. The following table lists publishers and textbooks to be used in core subject areas by grade level: Textbook Table Core Subject Language Arts

th

10

Glencoe McGraw-Hill Writer’s Choice

Glencoe McGrawHill Writer’s Choice

Glencoe McGrawHill Writer’s Choice

Bedford Publishing Models for Writers th th (9 -10 )

Bedford Publishing Patterns for College Writing th th 11 -12

9

Bedford Publishing Models for Writers th th (9 -10 ) Voyager Expanded Passport Reading Journeys with Anthology

Math

EMC/Paradigm Publishing The EMC Masterpiece Series Holt, Rinehart & Winston Mathematics Carnegie Learning, Inc. Cognitive Tutor Algebra

Science

Glencoe/McGraw-Hill, Glencoe Physical Science Glencoe/McGraw-Hill, Glencoe Biology I Carolina Biological Supply Company,

th

EMC/Paradigm Publishing The EMC Masterpiece Series

11th

EMC/Paradigm Publishing The EMC Masterpiece Series

Holt, Rinehart & Winston Mathematics

Holt, Rinehart & Winston Mathematics

Carnegie Learning, Inc. Cognitive Tutor Algebra Glencoe/McGrawHill, Glencoe Biology II

Carnegie Learning, Inc. Cognitive Tutor Algebra Glencoe/McGrawHill, Glencoe Chemistry

Carolina Biological Supply Company, STC Program, CoBasal

Carolina Biological Supply Company, STC Program, CoBasal

12th Glencoe McGraw-Hill Writer’s Choice Bedford Publishing Patterns for College th th Writing 11 -12 EMC/Paradigm Publishing The EMC Masterpiece Series

Holt, Rinehart & Winston Mathematics Carnegie Learning, Inc. Cognitive Tutor Algebra

Glencoe/McGraw-Hill, Glencoe Anatomy and Physiology Glencoe/McGraw-Hill, Glencoe Physics

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STC Program, CoBasal

Social Studies

Bedford Publishing AP Biology

Houghton Mifflin/McDougal Littell World Cultures & Geography

Houghton Mifflin/McDougal Littell World History

Houghton Mifflin/McDougal Littell World History

EMC Paradigm Publishing Economics

Houghton Mifflin/McDougal Littell U.S. History

Carolina Biological Supply Company, STC Program, Co-Basal Holt African American History EMC Paradigm Publishing Economics Glencoe/McGraw-Hill, Glencoe U. S. Government

Other textbooks adoptions will be aligned with the local school system’s adoptions. C.3.B.2. CURRICULUM MODEL EDUCATION

FOR

CAREER DEVELOPMENT

AND

ENTREPRENEURSHIP

The entrepreneurship curriculum will be based on the Harvard Case Study Method, developed by and used at the Harvard Business School which will be modified to fit the learning level of the students. Students will read and reflect on cases involving business challenges independently and work in learning teams to develop courses of action, with the teacher or class leader making observations and asking questions. Students will be engaged in business conflicts developed from real world events that will require careful analysis. Commitments to provide training for staff and to serve as class leaders have been made by Harvard Business School graduates. These volunteers will receive through background checks before they begin work in the school. In addition, Harvard provides online preparation tools for teaching by the case study method. 21st Century skills will also be developed through using this method: in-depth inquiry; critical thinking; using technology to communicate ideas and create hardware and mechanical robots (Lego Mindstorms NTX robotics kits and other materials will be purchased as needed); teamwork and collaboration, working independently and using peer critique to improve the quality of work. The skills developed in the case study method and 21st Century skills encompass the business knowledge and the leadership skills that students need to become successful entrepreneurs. 21st Century Curriculum Components I. In-Depth Inquiry Students will go through an extended process of inquiry to create appropriate representations in response to a challenge. While allowing for some degree of student "voice and choice," rigorous projects will be carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication and critical thinking), and create high-quality, authentic presentations. 30

Thurgood Marshall School of Career Development, Nashville

II. Merging of Technology There will be two main emphasis areas in merging career development and entrepreneurship and technology: Digital Communication-using technology to communicate ideas and construct representations. Students will not learn one brand of software, rather, they will be taught the general layout principles of software so they can teach themselves to create. In addition, they will be taught basic keyboarding skills and touch-screen skills with web-based typing programs. Engineering/Robotics: Using technology to create hardware and mechanical robots. Lego Mindstorms NTX robotics kits and other materials will be purchased as needed. III. Teamwork and Collaboration Inquiry will lead students to construct something new – an idea, an interpretation or a new way of displaying what they have learned. Students learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, in a respectful manner. IV. 21st Century Skills Students will learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning, in their own voice, also helps to increase students’ educational engagement. Students will use peer critique to improve their work to create higher quality projects. C.3.B.3. SAMPLE LESSON Sample Case Study for Entrepreneurship Education The sales representatives at Designs by Kate (DBK) sell private label jewelry at hosted parties and through online social media channels. They are also responsible for recruiting, training, and managing new sales reps to be on their team. CEO and founder, Kate Creevey, provides commissions on sales to all members of the team. The strategy has been very successful over the company's first five years. Now the CEO is worried because a new survey has revealed that many of the sales reps believe that they make less money from jewelry sales when they bring new members on to their teams because the new members are selling in the same area. The CEO has to solve the problem before sales reps start quitting. Learning Objectives: 1. Understand the importance of keeping employees satisfied in order to keep sales up; 2. Use business knowledge, collaboration and critical thinking skills to provide a solution to the CEO’s problem. Activities:

Work in teams to:

 Discuss and list the advantages and disadvantages of the present sales rep structure.  Research sales rep teams with similar commission structures.  Create a new commission structure for the sales reps, keeping the team concept in place. Assessment: Rubrics for group discussion and case study. 31

Thurgood Marshall School of Career Development, Nashville

Sample Group Discussion Rubric Evaluation Criteria

Advanced

Well-developed ideas; introduces Development new ideas; stimulates of Ideas discussion (5-6 pts)

Proficient

Not Yet There

Not There At All

Developing ideas; sometimes stimulates discussion (3-4 pts)

Poorly developed ideas Does not enter which do not add to the discussion discussion (0 pts) (1 pt)

Evidence of Critical Thinking

Clear evidence of critical thinking-application, analysis, synthesis and evaluation. Arguments are well supported. (5-6 pts)

Beginnings of critical thinking; Poorly developed generally accurate, but could be critical thinking improved with more analysis (1 pt) and creative thought. Tendency to recite facts rather than address issues. (3-4 pts)

Does not enter the discussion (0 pts)

Response to Other Students and Instructor

Interacts at least twice with other students and/or instructor (4 pts)

Interacts at least once with other students and/or instructor (2 pts)

Does not enter discussion (0 pts)

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Thurgood Marshall School of Career Development, Nashville

Rubric for Case Study Assignment

Criterion

4

3

2

A-level qualities (90–100)

B-level qualities (80–89)

C-level qualities (70–79)

1 or 0 D- or F-level qualities Score (60–69 or below 60)

Completeness

Complete in all Complete in most Incomplete in respects; reflects respects; reflects many respects; all requirements most reflects few requirements requirements

Incomplete in most respects; does not reflect requirements

Understanding

Demonstrates a thorough understanding of the issue

Demonstrates an acceptable understanding of the issue

Demonstrates an inadequate understanding of the issue

Presents a superficial analysis of the issue

Presents an incomplete analysis of the issue

Demonstrates an good understanding of the issue

Analysis, Presents an Presents a good evaluation, and insightful and analysis of the recommendations thorough analysis issue of the issue

Research

Makes at least four appropriate connections between the issue and the team’s position

Makes at least three connections between the issue and the team’s position

Makes one or two connections between the issue and the team’s position

Makes no connection between the issue and the team’s position

Supports diagnosis and opinions with strong arguments and evidence

Supports diagnosis and opinions with fairly good reasons and evidence

Supports diagnosis and opinions with limited reasons and evidence

Supports diagnosis and opinions with very few reasons and little evidence

Supplements case study with relevant and extensive research on the issue

Supplements case study with relevant research on the issue (is not extensive)

Supplements case study with limited research on the issue

Supplements case study, if at all, with incomplete research and documentation

Writing and speaking is accomplished in terms of clarity and conciseness and contains only a few errors; includes sufficient details and relevant data and information; wellorganized

Writing and speaking lacks clarity or conciseness and contains numerous errors; gives insufficient detail and relevant data and information; lacks organization

Writing and speaking is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized

Writing/Speaking Writing and mechanics speaking demonstrates clarity, conciseness, and correctness; includes thorough details and relevant data and information; extremely wellorganized

33

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C.3.C. SUPPORTIVE LEARNING ENVIRONMENT There is research-based agreement on key attributes of the learning environment in a consensus report from Learning First Alliance, a collaboration of the nation’s leading education associations. In its report, Every Child Learning: Safe and Supportive Schools, findings confirm that children and youth learn and develop best in settings that provide safety and supportive relationships. Research conducted by the Institute for Research and Reform in its First Things First program, reveals that small learning communities produce positive results for students. Thurgood Marshall School of Career Development, Nashville will create a small learning community, not to exceed 200 students, to maximize staff/student and peer interactions. Students will be allowed to form close relationships and take on new ways of learning around rigorous academic work. C.3.C. 1. NURTURING ENVIRONMENT/SOCIAL SERVICES COMPONENT Thurgood Marshall School of Career Development, Nashville #2 will have a safe, healthy nurturing environment characterized by respect for differences, trust, caring, professionalism, support and high expectations of each student. The student safety net will offer assistance with such school-related necessities as schools supplies, personal computer access, counseling and advisement, study skills, tutoring, language improvement, transportation, uniforms and extracurricular fees. School staff will administer a school climate survey twice yearly to develop an action plan for improvement, to plan activities for staff and families and to set priorities for the school staff. This survey is adapted from one used in the Alexandria, Virginia, public schools, developed by Karen Parker Thompson, coordinator of family involvement and community resources for the Alexandria City Public Schools, Anne T. Henderson, and Scott Broetzmann of Customer Care Management and Consulting. Below is the school climate survey for parents. SCHOOL CLIMATE SURVEY Responses choices are: Always l

Almost Always l

Sometimes l

Rarely l

Never

Caring Environment 1. When I walk into this school, I feel welcome. 2. I am treated with respect at this school. 3. This school respects my cultural heritage. 4. Students at this school are treated fairly without regard to their race or cultural background. 5. I feel welcome at parent group meetings. Problem Solving 6. I have a good working relationship with the teachers. 7. I can talk to the school principal when I need to. 8. This school has a clear process for addressing my concerns. 9. If the school can’t help me, I know they will refer me to someone who can. 34

Thurgood Marshall School of Career Development, Nashville

Communication 10. My child’s teacher lets me know right away if my child is having a problem with (circle all that apply): Behavior Fitting in with other students Homework Special projects Tests 11. It’s easy to get a translator if I need one. 12. Staff members at my child’s school consult me and other families before making important decisions. 13. I understand the rules and requirements about student dress, language, and behavior. Student Progress 14. My child’s teacher keeps me well informed about how my child is doing in school. 15. I understand the standards my child is supposed to meet. 16. My child’s teacher and the school give me useful information about how to improve my child’s progress. 17. At this school, students feel challenged to do their best. Satisfaction 18. I am very satisfied with the quality of this school. 19. I would recommend this school to family and friends with children. Special Behavior Considerations Based on demographic data, the targeted student enrollment will present a set of unique social circumstances. It is anticipated that the majority of students who will be enrolled will fit a social profile that is suggestive of the need for intensive social services. Most will have attended schools that are located in densely populated African American communities whose income levels have been at or below poverty over sustained periods of time. The social services component will contribute to the supportive environment and has proven to be effective in guiding at-risk students through different stages. Providing social services is almost a requirement if any significant changes are to be made. It is an extremely necessary, effective and efficient method to keep students focused on achieving their goals and on developing personal responsibility. Of seven high-risk youth model programs funded by the United States Center for Substance Abuse Prevention (CSAP), one is a school improvement program that advocates transforming schools into “caring communities of learners”. Child Development Project of Oakland, California scientifically demonstrates that nurturing a student’s intrinsic desire to learn, cultivating supporting relationships, and promoting the child’s sense of common purpose and commitment to pro-social values offer protection against the risk of substance abuse and subsequently promotes academic improvement. All of these CSAP sponsored programs contain social service elements in the form of mentoring and student assistance. Thurgood Marshall School of Career Development, Nashville will provide social services and referrals to community organizations, such as the health department or the numerous mental health agencies that can address problem aspects of the students’ lives, including those that may not always be classroom-related. For example, if a student needs a ride to participate in a community project after school hours, transportation will be provided. If a student needs a dress 35

Thurgood Marshall School of Career Development, Nashville

or suit for special occasions, community sponsors will be located. If a family needs assistance purchasing school uniforms, sponsors will also be found for support in this area. If a student has a conflict with parents or caregivers, staff will help the family resolve the conflict through proper intervention referrals. At the same time that it provides intervention on matters categorized as day-to-day living, the school will provide intensive tutorial assistance to help students achieve higher scores in reading and mathematics. C.3.C.2. LIFE COPING SKILLS/PERSONAL MANAGEMENT Because young people do not automatically act with integrity or demonstrate proper behavior, life coping skills and personal management will be critical components of the program. The acquisition of values is a by-product of a series of complex processes that evolve from positive experiences. Recognizing this, the school will teach students a set of life skills that will allow them to overcome challenges at home, in the community, at school and in other areas of their lives. The aim is to have students internalize an intensified code of beliefs: honesty, integrity, respect, confidence, responsibility, perseverance, courtesy, self-discipline and judgment. CODE OF BELIEFS Honesty

Integrity

Respect

Confidence

Responsibility

Perseverance

Courtesy

Self-Discipline Judgment

Partnership with Ameri-I-Can Program The Du Bois Consortium has established a partnership with the Ameri-I-Can program to assist in modifying the behavior of students enrolled in its juvenile justice schools. Amer-I-Can was founded in 1988 by NFL Hall of Fame recipient, Jim Brown. The program goal is to help enable individuals to meet their academic potential, to conform their behavior to acceptable society standards, and to improve the quality of their lives by equipping them with the critical life management skills to confidently and successfully contribute to society. The training initially focuses on attitude modification designed to heighten the individual’s selfesteem and motivate them toward positive behavior. Trainees quickly develop an understanding between cause and effect relationship, behavior and outcome and learn how to make better choices. By experiencing small but repeated positive behaviors, students will be able to realize that their goals can be achieved through multiplying individual successes. With a positive attitude and a desire to improve their quality of life, the students will be taught the techniques of 36

Thurgood Marshall School of Career Development, Nashville

life skills and learn to take responsibility for their lives and their future through selfdetermination. The Amer-I-Can Program is designed to assist in the development of each student’s personal skills in nine critical areas. These life skills are all linked, in order to assist the student in becoming a more successful person at reaching his/her full potential. These components are always works-in-progress, and should be constantly refined and improved. 1. Motivation, Conditioning, Attitudes & Habits: Helping each student to identify his or her potential and maintain a high level of motivation; restructure habits, attitudes and conditioning processes and to seize opportunities to capitalize on their potential. 2. Goal-Setting: Teaching students to examine goals within the context of peer group relationships. 3. Problem-Solving and Decision-Making: The Amer-I-Can program’s steps to problem-solving assist students in finding and applying practical solutions to everyday problems. 4. Emotional Control: Students will be trained to understand emotional stresses and pressures and to control them to become functional and productive, under any circumstance. 5. Family Relationships: The Amer-I-Can’s strong family components are designed for students to achieve a greater understanding of family members’ roles and responsibilities through the provision of practical guidelines for bringing the family together as a positive, cohesive, supportive life force. 6. Financial Stability: Students will learn sound money management and budgeting practices that are vital for self-sufficiency. 7. Effective Communication: Students will be methods to encourage free expression and positive dialogue between people 8. Job Search and Retention: Guidelines will be provided to assist participants in career exploration, job search, interviewing, resume preparation, and other critical areas, including punctuality, conflict resolution, productivity, and promotion. 9. Drug & Alcohol Abuse: The program provides education to help students understand how drug/alcohol abuse affects their health, defenses that a drug addict uses to avoid facing the addiction and treatment opportunities. The Consortium will assume costs for staff to attend training sessions at the program headquarters and training materials. C.3.C.3. MENTORING Evidence of the correlation between a relationship with a caring adult and student achievement has been gleaned from data compiled by various agencies. The school will connect students with quality mentoring programs that will provide students with qualified mentors who have been screened through national databases. Opportunities for personal attention will be offered through regularly scheduled individual and group mentoring activities at the school. The school will become a member of the Grizzlies Mentoring Alliance (GMA). The school will rely on this centralized office for mentoring information, consultation, and guidance on mentoring programs and conducting the recruitment and referral of volunteer mentors and 37

Thurgood Marshall School of Career Development, Nashville

enhancing community-wide outreach mentoring activities. The goal is to offer at least 60% of the students opportunities to have trained, prepared, and effective mentors. C.4. LIST SPECIFIC REQUIREMENTS FOR IMPLEMENTING THE PARTICULAR APPROACH USED, SUCH AS CO-TEACHING OR AIDES, TECHNOLOGY NEEDS, PHYSICAL SPACE, ETC. Technology has become integral to the world outside of the classroom and is an effective tool in enhancing communication, problem solving and reasoning skills to enhance creative projects. The school will utilize technology to optimize learning outcomes and support essential pedagogical goals by promoting students’ active engagement and investigation, encouraging interaction between faculty and students and providing continuous feedback on student performance. Each classroom will be equipped with an interactive whiteboard, a LCD projector, viewing screen, document reader, computer, monitor, printer, student response wireless remotes (clickers), LED television and computer tablets for each student. To accommodate Internet access, staff and students will be able to plug into the school’s wireless computer network from any location on the campus. The school will support training and development opportunities for the staff to enable them to use a variety of technological methods to promote learning in each core subject area and career development discipline. While there are general principles of teaching and learning, each subject area and career development discipline has specific technological content knowledge and covers strategies for presenting particularly difficult concepts appropriately to students. To ensure that students are equipped to interact effectively in the technology-rich learning environment, support and training will be provided for students to be able to use technology as a bridge to learning. Training and support programs for students will have three overarching goals: to ensure that students are prepared to meet new technology-use expectations; to integrate technology-enhanced learning with subject area academic activities appropriately and to ensure that students gain technological proficiency to be able to use technology appropriately for a lifetime of intellectual discovery and personal development. Technology support and training sessions will be conducted by technical consultants. To create and maintain this optimal learning environment, the school will upgrade classrooms, and work areas when appropriate to meet the needs of faculty and students who have special teaching or learning needs. It will also provide sufficient funds and personnel to maintain classrooms and equipment; ensure appropriate security in all systems; provide sufficient technical support for staff, students and equipment; and integrate curriculum-based literacy and mathematics remediation and enrichment. C.5. EXPLAIN WHY THE INSTRUCTIONAL STRATEGIES ARE WELL-SUITED FOR THE TARGETED STUDENT POPULATION. The student population is expected to mainly be comprised of students who have been performing at a below proficiency level. Instructional strategies determined by education experts to overcome barriers to learning among at-risk students are among the best practices to be deployed at Thurgood Marshall School of Career Development, Nashville. 38

Thurgood Marshall School of Career Development, Nashville

Teachers and staff will be expected to meet high instructional standards and to deliver performance-based instructions. The primary instructional methods will be for teachers and support staff to communicate enthusiasm for learning and to teach students how to learn. In order to do this, teachers and support staff will help students get ready to learn. Teaching methods will include the directed teaching method, cooperative learning, lectures with discussion, panel of experts, brainstorming, discussion, case studies, role playing, guest speakers, surveys, and the use of technology. To facilitate understanding and access to curriculum, lesson objectives will be posted and explained in simple, everyday language and will be referenced throughout lessons to maintain focus. The relationship of current lessons to previous study will be explained and personal relevance will be used to arouse students’ interest and curiosity about the lesson content. Students will be challenged and inspired to learn, especially at the start of difficult lessons. Several approaches will be used to determine individual learning styles and to teach students to use strategies and materials appropriate to different styles. To improve below grade level deficiencies, a variety of instructional strategies will be used to fit the levels of learning and learning styles of students. Lessons will be presented at a level that is neither too easy nor too difficult for the majority of students and make adaptations to serve the needs of faster and slower learners. Teachers and support staff will be expected to provide clear written and verbal instructions to students, to emphasize key points and instructions, check frequently for students’ understanding and allow students to contribute to classroom discussions. Instruction will also be provided in study skills including paraphrasing, outlining, developing cognitive maps and using advance organizers. Students will be given frequent opportunities to practice and refine problem solving, decision-making, exploration, classification and hypothesizing skills. Whole group instruction will be used when introducing new concepts and skills. To help overcome embarrassment due to information deficiencies and to improve mastery of curriculum objectives small learning groups will then be formed to make sure that all students learn thoroughly. Careful monitoring will ensure that all groups receive high-quality instruction. Heterogeneous cooperative learning groups will be structured to allow for both group rewards and individual accountability. An inquiry method that incorporates a combination to develop lower-cognitive and higher-cognitive skills will be utilized to stimulate thinking. Regular, focused reviews of key concepts and skills will be done throughout the year to evaluate and strengthen student understanding. Peer tutoring, directed teaching and independent study methods will also be used. The use of career development and entrepreneurship education to motivate at-risk learners has already been thoroughly discussed in the Section on Academic Achievement. These disciplines will prove to be very useful in engaging the attention, participation, and success of students with low expectations. Teachers and support staff will develop instructional improvement goals based on review of school performance data and revise instructional methods to meet these goals. Clear roles and responsibilities for various components of the school improvement plan will be specified. Resources to support improvement activities will be secured and resource allocations will be based on instructional priorities.

39

Thurgood Marshall School of Career Development, Nashville

C.6. EXPLAIN HOW THE PLAN WILL MEET THE NEEDS OF STUDENTS WITH DISABILITIES. Students with disabilities will be fully integrated into the programs offered by Thurgood Marshall School of Career Development, Nashville. The school will comply with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act. The Individual Education Plan (IEP) requirement will be met through developing the Individual Service Plan (ISSP) within the framework of the social science approach. The school fully expects to serve students with such disabilities as mobility impairment, visual impairment, learning disabilities, or chronic diseases. The school will be cognizant of the fact that students with a wide array of disabilities may have a hard time coming to class and concentrating when they are physically or emotionally affected by their condition or medication side effects. These challenges will be faced with sensitivities and the provision of accommodations. The plan will follow the Universal Design for Learning principles. The school will utilize a wide array of instructional formats in order to incorporate as many learning styles as possible, and it will structure classes so that students can meet the learning objectives of the course in a variety of ways. Information will be presented, and students will be engaged in a manner that allows students to show what they know in multiple ways. Disability-Specific Resources will be regularly consulted for advice and counseling. C.7. EXPLAIN HOW THE PLAN WILL MEET THE NEEDS OF ENGLISH LANGUAGE LEARNERS The needs of limited English proficient learners will be addressed in several ways. Limited English proficient learners will be immersed in a strong academic core program, like that provided for other students. In addition, they will be provided, through the use of community resources, intensive English-as-a-Second Language instruction, native-language materials for content areas and tutoring in their native languages. They will also be grouped heterogeneously so that they can learn from each other. The school will hire at least one-teacher who is a bilingual English and Spanish teacher to facilitate communications among Spanish-speaking students. C.8. EXPLAIN HOW THE ACADEMIC PROGRAM ALIGNS WITH COMMON CORE STANDARDS AND TENNESSEE STATE PERFORMANCE INDICATORS Reading/Language Arts: English courses will be aligned with State content standards. Courses must be completed sequentially and will focus on reading, writing and research. Basic communication skills will be emphasized and opportunities will be created to allow students to acquire higher level thinking skills; critical analysis will be thoroughly developed. Students will read and analyze a variety of texts, including novels, short stories, plays, essays and poems from various cultures. Reading instruction will focus on building higher level thinking skills to evaluate the literary techniques of the author and interpret the themes of the work. Teachers will help students to view the arts as a compliment to the written word and to determine their connection with themes of the text. They will also work with students to develop skills in a variety of writing forms – note taking, narrative, exploratory, expository and argumentative- and will provide opportunities for students to practice these skills throughout the curriculum. 40

Thurgood Marshall School of Career Development, Nashville

Mathematics: Mathematics courses will be aligned with State content standards. Courses will be constructed to prepare students for a mastery of math concepts and to have students master Algebra I concepts, by the end of the 9th grade. In all mathematics courses, teachers will involve students in developing critical thinking and logic skills, in addition to computation and algebraic manipulation skills. Opportunities will be provided for students to extend and build upon their foundation of basic understandings of numbers, operations, and quantitative reasoning; patterns, relationships, problem-solving and algebraic thinking. Teachers will teach students to use models, manipulatives, data collection, interpretation and appropriate technology. Problemsolving, communication, connections of concepts both within and outside mathematics and informal and formal reasoning will also be emphasized. Practical application of math skills will be included in every course in the curriculum. Social Studies: Social studies courses will be aligned with State content standards. Courses in social studies will be focused on students acquiring mastery of concepts and developing analytical skills, including comparison and contrasting skills, in examining social, economic and political systems. Courses will include the study of people and places of the contemporary world and the influence of individuals and groups on historical and contemporary events in societies; different ways of organizing economic and governmental systems, the concepts of limited and unlimited government and the nature of citizenship in various societies. Courses will also focus on concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, world history and cultures, environment and society, and the uses of geography In addition, courses will examine American beliefs and principles, including limited government, checks and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Science: Science courses will be aligned with State content standards. Courses will focus on the development of scientific inquiry skills and the systematic study of rules, patterns and cycles in nature. Experimentation-based scientific investigation skills will be used by students in every course and the science program will include hands-on interactive activities. Main topics will include the nature of science, interactions of matter and energy, Earth's systems, the solar system, living organisms, and force and motion. A variety of opportunities will be provided for students to develop critical-thinking, problem solving, and social skills in cooperative learning groups. The goal is have at least 25% of the students display proficiency in physical science by the end of the 12th grade. Foreign Language: The foreign language courses will align with State standards and will be designed to give students a foundation in vocabulary with experience in oral and written communication. Emphasis will be placed on understanding and using the languages in practical settings. Personal Finance: This course is designed to help students understand the impact of individual choices on occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and 41

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understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions. Fine Arts: This course will provide students with an introduction to music and art history. Emphasis will be placed on helping students understand the historical context in which the music and art was created. Numerous field trips will be conducted to help students make connections, including Beale Street, Graceland, Sun Studios, the Orpheum Theatre and the STAX Museum. Lifetime Wellness: This course will focus on developing the processes that produce positive lifestyle management techniques. It will integrate social, emotional, intellectual and physical factors to assist students in developing a higher quality of life. Physical Education: This course will help students develop basic and advanced motor skills and engage students in individual/dual and team activities that are developmentally appropriate. Technology: Technology skills will be acquired as students use selected software and equipment to enhance creative projects. The aim is to use arts area specific technology tools to support personal creativity and productivity throughout the curriculum. Entrepreneurship Development: These activities will provide knowledge acquisition in ethics, entrepreneurship, opportunities for students to analyze and evaluate various aspects of entrepreneurship and opportunities for students to practice skills. Performance Indicators Aligned with State Standards Performance level indicators will be aligned with State standards. Performance indicators will be used to give grade-by-grade definition to the standards, clarify expectations of students as they attain benchmarks, provide coherence and lessen the likelihood of gaps or unnecessary repetition in the curriculum. They will also provide a level of consistency, standardization, and equity in curriculum, instruction, and assessment across all grade levels. Performance indicators are based on expected performance by the end of the third quarter. Sample Grade-Specific Performance Indicators 9th Grade Subject English I

Algebra I

Physical Science

Ninth Grade Performance Indicators  90% of students will employ appropriate grammar conventions in writing grade level essays  100% of students will be proficient in using comprehensive strategies to derive meaning  100% of students will express reflections and reactions to literature to personal experience  90% of students will be able to interpret appropriate graphical representations of data (i.e., histograms, box plots, and scatter plots proficiently  90% of students will be able to identify relationships among the angles (i.e., complementary, supplementary, interior, exterior, vertical, and corresponding)  100% of students will be able to conduct scientific inquiry on energy sources  95% of students will be able to explain electric and magnetic phenomena

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Biology I

 90% of students will be able to explain the molecular basis of heredity  100% of students will be able to explain cell division

World History

 90% of students will be able to explain the impact of the Industrial Revolution on the global economy  95% of students will be able to compare and contrast the labor systems of slavery and indentured servants  100% of students will be able to describe behaviors and preventative measures to control the spread of communicable disease  95% of students can list the factors that affect personality development  100% can identify music representative of diverse cultures, including genres of American and foreign music  95% can utilize fine arts concepts in other subjects

Lifetime Wellness

Music/Art Appreciation

Spanish I

 85% of students will write a short essay in the foreign language  85% of students will use accurate verb subjugations in the foreign language  90% of students will translate a short story in a foreign language

10th Grade Subject English II

Geometry

Tenth Grade Performance Indicators  90% of students will employ appropriate grammar conventions in writing grade level essays, appropriate to purpose, audience, and context of the work  90% of students will be able to critically interpret literature, language and ideas  95% of students can find an integral power of a positive rational number (exponents 1-3)  90% of students can apply ratio and proportion to solve real-world problems involving polygons, (e.g., scale drawings, similar figures)

Biology I

 98% of students will be able to compare and contrast the cell cycle in plant and animal cells, with a diagram  95% of students will be able to sequence a series of diagrams depicting the movement of chromosomes during meiosis

Personal Finance

 90% of students can interpret factors affecting income  100% of students will be able to evaluate savings methods  90% of students can analyze the origins of the Atlantic Slave Trade and the development of slavery, and the creation of an African-American culture  100% of students can relate the significance of the Triangle trade and the High passage  95% of students will write a short essay in the foreign language  95% of students will use accurate verb subjugations in the foreign language  90% of students will translate a short story in a foreign language  100% of students will display competency in motor skills and movement patterns  90% of students will be able to perform a sports activity for at least 15 consecutive minutes

African American History

Spanish II

Physical Education

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11th Grade Subject

Eleventh Grade Performance Indicators

English III

 100% of students will employ appropriate grammar conventions in writing college grade level essays  90% of students will be able to critically analyze text to determine elements of various literature genres  100% of students can solve equations containing up to three variables  95% of students can graph linear and quadratic inequalities  90% of students will be able to analyze and interpret population growth curves  100% of students can distinguish between a learned or an innate behavior

Algebra II Biology II Chemistry

 90% of students will identify the major characteristics of various models of the atom: Democritus, Thomson, Rutherford, Bohr, and the modern quantum mechanical model95% of students will determine the number of protons, neutrons and /or electrons in an atom or ion, given the symbol of the atom or ion and a periodic table

U. S. History

 100% of students will be able to explain U. S. economic, social and political structure, functions and operations  95% of students will be able identify causes of World War II  80% of students can engage in conversations and exchange opinions in Spanish  80% of students can present a speech to an audience in Spanish

Spanish III

12th Grade Subject

Twelfth Grade Performance Indicators

English IV

 100% of students will employ appropriate grammar conventions in writing college level essays  95% of students will be able to analyze and critique historical, social and cultural contexts of texts  95% of students will be able to graph mathematical models using linear, quadratic, exponential or logarithmic equations  100% of students can draw qualitative graphs  100% of students can understand the interactions of energy and matter  95% of students can identify mass and weight data using units in the SI system

Advanced Algebra & Trigonometry Physics Economics

Government

Spanish IV

 100% of students can explain how people’s choices impact the value of goods and services  80% of students can analyze current and historical economic data (e.g., workforce composition and participation, natural resource deposits, industrial base, financial institutions, state’s gross domestic product) to create an economic profile of a state  100% can identify the tools of foreign policy  90% of students will understand and analyze the impact of physical and human geography on given political systems  90% of students can engage in conversations and exchange opinions in Spanish  90% of students can present a speech to an audience in Spanish

C.9. DESCRIBE THE PROPOSED CLASS SIZE AND STRUCTURE FOR THE PLAN. 44

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Small class size reduces the workload faced by a teacher in one classroom, the amount of attention the teacher gives to any one pupil and dynamics that may impact pupil participation. These interactions may be especially important for students at risk. The school’s class sizes will be limited to 25 students. D. Special Populations and At-Risk Students D. 1. DETAIL A COMPREHENSIVE PLAN TO SERVE STUDENTS WITH SPECIAL NEEDS INCLUDING BUT NOT LIMITED TO THOSE STUDENTS WITH FEDERALLY RECOGNIZED DISABILITIES; STUDENTS WITH IEP’S OR SECTION 504 PLANS; ENGLISH LANGUAGE LEARNERS; STUDENTS IDENTIFIED AS INTELLECTUALLY GIFTED; AND STUDENTS AT RISK OF DROPPING OUT. In a recent study the GAO determined that charter schools enrolled a lower percentage of students with disabilities than traditional public schools. The reported generated data which showed that in school year 2009-2010 approximately 11 percent of students enrolled in traditional public schools were students with disabilities compared to about 8 percent of students enrolled in charter schools. The school has no plans to exclude or include students with special needs. The schools’ Academic Plan will be all inclusive and designed to accommodate any student that chooses to enroll. For English language learners or students who have basic skills deficiencies, the focus will be on prevention of learning problems rather than remediation. Teachers and support staff will be provided with manuals, curriculum materials, lesson guides and other support materials to assure that students who are below grade level are offered systematic alternatives to traditional instruction. Students will be given the extra time and instruction they need to succeed. Teachers and support staff will use approaches such as tutoring and cooperative learning and will monitor student learning carefully to maintain awareness of academic difficulties. In addition, students will receive instruction in study skills, test-taking skills and in other kinds of learning strategies used by successful students including summarizing, questioning and predicting. Additional learning time for priority objectives will be provided and students will spend this time in interactive learning activities with teachers, support staff, tutors and peers. Pull-out programs will be used judiciously, and will be intensive, brief and designed to catch students up with their peers quickly and return them to regular classrooms. Gifted individuals have exceptional abilities in a particular domain or domains (e.g. mathematics, music, athletics, etc.). In addition, they typically have high degrees of self-motivation, curiosity, perseverance, and enjoyment in developing and expressing their talents. Educational interventions for these students at Du Bois School’s will take into account appropriate curriculum, instruction, assessment and special provisions, as outlined in state guidelines. D.2 IDENTIFY THE SPECIAL POPULATIONS THE SCHOOL PLANS TO SERVE, WHETHER THROUGH DATA RELATED TO A SPECIFICALLY TARGETED SCHOOL OR NEIGHBORHOOD OR MORE GENERALIZED ANALYSIS OF THE POPULATION TO BE SERVED.

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According to Metropolitan Statistical Areas defined by the Office of Management and Budget as of December 2009 (Source: U.S. Census Bureau, 2010 American Community Survey) 12.6% of students in the Metropolitan Statistical Area have federally recognized disabilities, e.g. students with hearing, vision, cognitive, ambulatory, and self-care difficulties. Approximately 14% are English Language Learners and the cohort dropout rate is 10.4%. With the exception of at-risk learners, the distribution of students in these categories will be proportionately the same for the school’s targeted zip codes. On the other hand students at-risk of dropping out in the targeted zip codes are disproportionately high at 26,4% compared to 19.4% for the school district. The school fully plans to serve children within any or all of these categories. D.3. DISCUSS HOW THE COURSE SCOPE AND SEQUENCE, DAILY SCHEDULE, STAFFING PLANS AND SUPPORT STRATEGIES WILL MEET OR BE ADJUSTED FOR THE DIVERSE NEEDS OF THE STUDENTS.

An inclusion model will be used to provide students with diverse needs appropriate educational services in the least restrictive environment. Students with disabilities, ELLs, or gifted students, for example, will be fully integrated into programs offered by Thurgood Marshall School of Career Development, Nashville. The goal is for students to remain in the regular academic program for instruction. Special pull out sessions will be scheduled with the special education teacher and other programs and instructions identified for students with diverse need to avoid a conflict with core academic classes. Additionally, interventions in their respective classrooms will be deployed as well. D.4. EXPLAIN SPECIFICALLY HOW YOU WILL IDENTIFY AND MEET THE NEEDS OF STUDENTS WITH MILD, MODERATE OR SEVERE DISABILITIES IN THE LEAST RESTRICTIVE ENVIRONMENT POSSIBLE. SPECIFY THE RESEARCH BASED PROGRAMS, STRATEGIES AND SUPPORTS YOU WILL PROVIDE, INCLUDING THE FOLLOWING: D.4.A. METHODS FOR IDENTIFYING STUDENTS WITH SPECIAL NEEDS (AND AVOIDING MISIDENTIFICATION). The school will follow the protocols in place in the local school district to identify students who may be in need of special services. These protocols are based on providing students with routine screenings for vision and hearing, progress monitoring student performance and students’ response to intervention (RTI). The identification of special needs students will begin with classroom teachers who are most familiar with each student’s learning patterns and challenges and will evaluate the student’s progress in the academic program. D.4.B. SPECIFIC INSTRUCTIONAL PROGRAMS, PRACTICES, AND STRATEGIES THE SCHOOL WILL EMPLOY TO PROVIDE A CONTINUUM OF SERVICES; ENSURE STUDENTS’ ACCESS TO THE GENERAL EDUCATION CURRICULUM; AND ENSURE ACADEMIC SUCCESS FOR SPECIAL NEEDS STUDENTS. Response to Intervention (RTI), one of the most widely used reading intervention strategies in the United States, is one method of intervention that will be used for students with moderate disabilities. RTI is widely supported and tested in schools around the country. It will be used in 46

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schools to identify struggling students early to bring them to grade level and combines instruction, assessment and interventions. The interventions are instructional based and are catered to the specific academic needs of each student. the school will use this method to monitor students on their reading progress often to determine the best interventions. RTI has many specific interventions in the area of comprehension, fluency and accuracy. RTI's comprehensive approach to reading intervention incorporates a variety of research-based reading strategies. Research-based reading programs have identified the essential elements of effective reading instruction as phonemic awareness, phonics, fluency, vocabulary and reading comprehension and that these should be taught through application of specific skills and strategies. The reading remediation curriculum that the school will use, published by Harcourt, addresses each of these five elements. D.4.B.1. PHYSICALLY DISABLED STUDENTS The school realizes that having physically challenged students in the school may be daunting. Students may use wheelchairs or have less noticeable physical impairments. The school will create a physically accessible school environment, partnered with a variety of teaching strategies that will help every child, no matter what type of challenge they have, feel comfortable and enthusiastic about learning. Specific teaching strategies will be used that benefit every student. For example: For limited sighted students, teachers will make sure that each child's workspace is clear of distracting material; highlight information to draw attention to specific items and provide paper that has enlarged spacing and bold lines, as well as handouts with large print. The school will also provide computer tablets that allow touch screen capacity, have available large pencils or pencil grips and captioned film and videos for hearing impaired students. (See E.2.d.6 under Academic Performance in this section.) D.4.B.2. ADDITIONAL ACCOMMODATIONS Modifying equipment and devices will be acquired for special populations; examinations, training and materials will be adjusted and qualified readers or interpreters will be provided. Alternate assessment practices will also be incorporated into the curriculum to support their instructional program. If a student’s needs require the provision of specialized services not available at The school, community service providers will be sought or a request will be made for the provision of services through the school district. D.4.C. PLANS FOR MONITORING AND EVALUATING THE PROGRESS AND SUCCESS OF SPECIAL EDUCATION STUDENTS, INCLUDING COORDINATION WITH THE LEA’S MONITORING AND EVALUATION. The school will follow the protocols to provide instructions, and evaluate the progress of special needs students to the extent that the school will monitor progress and track development on a regular and consistent basis. Goal Tracker will be used to enter tracking data for special populations and for all students, at a cost of only $200 per month for the entire school. The program is secure, web based, 47

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comprehensive and easy to learn. This low-cost method enables teachers to enter data online, academic and behavior goals, assists in creating measurable goals, tracks students’ progress and generates reports in less than a minute. The program tracks short term and long term goals and has a variety of units. Data can be tracked over days, weeks, or months, and Goal Tracker calculates data with averages and totals. Administrators and teachers will receive training and will have access to enter data and pull reports. An example of one report is included on the next page.

D.4.D. PLANS FOR PROMOTING GRADUATION FOR STUDENTS WITH SPECIAL NEEDS (HIGH SCHOOL ONLY) Students with special needs will be required to earn 22 units to meet graduation requirements and will receive assistance in meeting this requirement. Teachers will work with students who require remediation to teach them how to learn. Strategies will be used to teach time management, studying and information retention so that students will be empowered to learn on their own. Students will be taught how to organize materials in binders, how to keep track of assignments in a planner, how to use note cards and techniques for outlining chapters. The school will provide supplies, as needed. Students who do not master grade-level skills in reading and/or mathematics, as indicated on the formative assessment, will be required to spend additional time on task in reading and math with tutors daily, from 3:15-4:00 p.m., until such time as they reach proficiency. The Kaplan and Discovery Education 3 online programs will be used along with instruction by college students in the teacher education programs at LeMoyne-Owen College and the University of Memphis who will serve as tutors. Parents will be notified of this requirement during recruitment and enrollment activities.

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D.4.E. PLANS TO HAVE QUALIFIED STAFFING ADEQUATE FOR THE ANTICIPATED SPECIAL NEEDS POPULATION INCLUDING BUDGETARY ASSUMPTIONS

D.4.E.1. SPECIAL EDUCATION TEACHER As the special education population is expected to be about 10% of the small student population of 200, the school will hire a part-time Special Education teacher for children with special needs. The budgeted amount for this position is $28,500. This individual will establish and enforce procedures, along with classroom teachers, for instruction and behavior policies related to each student. The teacher will also maintain accurate and complete student records, and prepare reports on students and activities, as required by laws, school district policies and administrative regulations. In addition, the teacher will teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement; prepare materials and classrooms for class activities; confer with parents, administrators, testing specialists, social workers and other professionals to develop IEPs and instruct one or more subjects such as English, mathematics or social studies. D.4.E.2. PROFESSIONAL SPECIAL POPULATIONS SUPPORT The school will employ the services of a full service professional special populations company that contracts with private, traditional public and public charter schools. Consulting services will be sought to provide support in developing a full continuum of service delivery options for special populations and in ensuring that the school is in compliance in all areas of special education according to state and federal guidelines. The school will use the company to train The school staff in the following areas: child find, IEP process, evaluation through the multidisciplinary evaluation team, special education process, state standards and the IEP process, crisis prevention intervention training, lesson planning, development norms, the screening process and evaluating ELL students for special education placement. The services will also include additional monitoring of individual progress and tracking the development of students with special needs and providing consultative services, working with the school staff, to ensure that students succeed. D.5. EXPLAIN HOW THE SCHOOL WILL MEET THE NEEDS OF ENGLISH LANGUAGE LEARNER (ELL) STUDENTS, INCLUDING THE FOLLOWING: D.5.A. METHODS FOR IDENTIFYING ELL STUDENTS The schools will classify students as ELL, if another language is primarily spoken in the home. However, there are specific classifications of English language learners based upon their oral language proficiency skills. Upon assessment by a professional special populations consultant, ELL students may be classified as initially fluent English proficient, limited English proficient, or reclassified English proficient. Students who are reclassified English proficient are ready for mainstream English instruction classrooms (Rivera, Lessaux, & Francis, 2009). D.5.B. SPECIFIC INSTRUCTIONAL PROGRAMS, PRACTICES AND STRATEGIES THE SCHOOL WILL EMPLOY TO ENSURE ACADEMIC SUCCESS AND EQUITABLE ACCESS TO THE CORE ACADEMIC PROGRAM FOR THESE STUDENTS

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In the first study to compare the effectiveness of bilingual education and English-immersion approaches with ELLs over a period as long as five years, researchers found that Spanishspeaking children learn to read English equally well regardless of whether they are taught primarily in English or in both English and their native language. The study was conducted by Johns Hopkins University researchers using the Success for All reading program, which is available in English or Spanish, and was underwritten by the Education Department’s Institute of Education Sciences. Robert Slavin and Nancy Madden, two of the Johns Hopkins researchers who led the study that concluded bilingual education and English-only methods work equally well to teach English literacy, contend in the spring 2011 journal, The Future of Children, that the quality of instruction is what matters most in educating English-learners. Based on this research, the school will use some of the individual components of effective models that change how a whole school addresses the needs of ELL students: the integration of language, literacy, and academic content instruction; cooperative learning; professional development; parent and family support teams and monitoring implementation and outcomes. The needs of limited English proficient learners and disabled students will be addressed in several ways. Limited English proficient learners will be immersed in a strong academic core program, like that provided for other students. In addition, they will be provided, through the use of community resources, intensive English-as-a-Second Language instruction, native-language materials for content areas and tutoring in their native languages. They will also be grouped heterogeneously so that they can learn from each other. The school will also use promising evidence-based strategies supported by the research methods employed by Sharon Kummerer, of the Schwab Rehabilitation Hospital in Chicago, an advocate of family-centered language development. These strategies are developed on the premise that services should consider the needs of each child within his or her broader social, cultural, and familial context. General strategies will include establishing a trusting relationship, valuing parents as experts of their children, creating mutually constructed goals, accommodating families’ schedules and roles, individualizing intervention in the home language and encouraging parental education and advocacy. D.5.C. PLANS FOR MONITORING AND EVALUATING THE PROGRESS AND SUCCESS OF ELL STUDENTS, INCLUDING EXITING STUDENTS FROM ELL SERVICES The school will follow the protocols to provide instructions, and evaluate the progress of ELLs set forth via NCLB to the extent that the school will:   

Ensure that ELL students, including immigrant children and youth, develop English proficiency based on state expectations, and meet the same academic content and achievement standards that all children are expected to meet. Provide parental notification as to why their child is in need of placement in a specialized language instruction program. Administer reading assessments using tests written in English to any student who has attended school in the United States for 3 or more consecutive years, unless it is determined by the school district, on a case-by-case basis, that native-language tests will yield more accurate results. 50

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 

 

Test students identified as ELL in reading/language arts and math, and science, required by all public school students in the state. The assessment is designed to provide information on the proficiency of ELL students to master English. Assess in a language and a format most likely to elicit the above information and which would allow the state and local school district to make testing accommodations (such as developing an assessment in a student’s native language, providing translation help and/or conducting an oral test). Report the tests scores of ELL students as one of the subgroups to be disaggregated to the state and the local district, along with school test scores for all of the students. Involve ELL parents in the decision-making process of Title III programs and activities.

D.5.D. MEANS FOR PROVIDING QUALIFIED STAFF FOR ELL STUDENTS, INCLUDING BUDGET ASSUMPTIONS. Spanish is the predominant second language in the United States. Du Bois Consortium schools will hire at least one teacher that speaks Spanish to provide language assistance for ELLs. This teacher is budgeted along with the allocations for all of the teachers, and it will not be a separate budget item. As the network expands and the number of ELL students increases, a coordinator will be hired/contracted to track and monitor students’ progress, as well as coordinate learning strategies and services for this sub-group of students. D.6. EXPLAIN HOW THE PROPOSED SCHOOL WILL IDENTIFY AND MEET THE LEARNING NEEDS OF STUDENTS WHO ARE PERFORMING BELOW GRADE LEVEL AND MONITOR THEIR PROGRESS. SPECIFY THE PROGRAMS, STRATEGIES AND SUPPORTS THAT WILL BE PROVIDED. The school will identify and support the individual learning needs of each student and will develop a learning plan based on continuous assessment and ability and progress through Goal Tracker and teacher-student observations. The school will follow the protocols in place in the school district to identify students who may be in need of special services. These protocols are based on providing students with routine screenings for vision and hearing, progress monitoring student performance and students’ response to intervention (RTI). The identification of special needs students will begin with classroom teachers who are most familiar with each student’s learning patterns and challenges and will evaluate the student’s progress in the academic program. Goal Tracker also will be a useful tool for monitoring students’ progress. Accommodations will be made to remediate the student’s deficiencies. (See section E.1.b.1 below Under Academic Performance for intervention/remediation strategies.) If a student continues to have difficulties, parents will be notified of the student’s difficulty and a meeting will be scheduled for the parents with appropriate school staff to discuss a more intensive intervention plan. Students who need more educational support after accommodations have been made may be referred for further evaluation through the school district. If the student is deemed eligible for special services or support, an individual education plan (IEP) or a 504 service plan will be developed. The school will comply with all local and federal regulations regarding serving students with special needs including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act. The Individual Education Plan (IEP) requirement will be met 51

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through developing the Individual Service Plan (ISSP) within the framework of the social science approach. (See E.2.d.6 under Academic Performance Section.) D.7. EXPLAIN HOW THE SCHOOL WILL IDENTIFY AND MEET THE NEEDS OF INTELLECTUALLY GIFTED STUDENTS, INCLUDING THE FOLLOWING: D.7.A. SPECIFIC RESEARCH-BASED INSTRUCTIONAL PROGRAMS, PRACTICES, STRATEGIES AND OPPORTUNITIES THE SCHOOL WILL EMPLOY OR PROVIDE TO ENHANCE THEIR ABILITIES

Janice Szabos Robbins originally developed a chart of behaviors representing the continuum of behaviors spanning the range from the bright student to gifted learner. The school will use this comparison as a guide to identify the truly intellectually gifted students and to engage these students in learning programs that contribute to acquiring new information as opposed to solely recognizing what these children already know. Bright Learners and Gifted Learners Bright Learners

Gifted Learners

Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential presentation Is alert Is pleased with own learning

Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical

D.7.B. SCHOOL CULTURE FOR GIFTED STUDENTS The school will create a school culture that values intellectual discovery and achievements, where students encourage one another to accomplish more than they would on their own. Administrators and teachers will be expected to educate themselves on the wide range of exceptional abilities among gifted students and increase flexibility in addressing the individual 52

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learning needs of gifted students. The school will ensure that educators understand key concepts, principles and skills of subject domains, and present those in ways that cause highly able students to wonder and grasp, and extend their reach. Emphasis will be on continuously challenging gifted students to tackle interesting, complex, and abstract ideas, and develop problem solving strategies throughout engagement in the process. Rich learning experiences will be provided for gifted students, organized by key concepts and principles of a discipline rather than by facts. Teachers will utilize content that is relevant to them to assist them in processing important ideas at a high level and in grasping meaningful problems and posing defensible solutions. The classroom environment will provide both structure and choice and will help them achieve more than they thought possible. Teaching will be paced in response to the student's individual needs. Some gifted students will require a more rapid instructional pace and will be comfortable with this acceleration. Others will need a slower pace of instruction than many other students their age, so they can achieve a depth or breadth of understanding. A greater degree of difficulty of tasks analysis and performance will be applied in stages and more complex, open-ended lessons will be integrated as gifted students become more independent. Gifted students will be provided many opportunities to challenge and expand knowledge and to develop independent learning skills as they generate and apply information. Students will be able to pursue advanced level work; be exposed to higher level thinking skills; move to a higher grade for specific subject area instruction; work on an advanced curriculum unit on a teacherselected topic and receive concentrated instruction in critical thinking and creative problem solving. D.7.B. RESEARCH-BASED STRATEGIES AND PRACTICES FOR GIFTED STUDENTS The instructions program for gifted learners will employ The Six Sequential Levels of the Bloom’s Taxonomy of Thinking: Knowledge and Comprehension, require little more than basic recall from students. Application and Analysis require more intricate involvement from both the teacher and the student. Evaluation and Synthesis, at the top of the hierarchy, demand the most complex levels of mental engagement. Extracted from Practical Recommendations and Interventions: Gifted Students by Stephanie Bauer etal, Du Bois Consortium schools’ will employ the following list of practices and strategies for teaching gifted students in its integrated curriculum: D.7.C. PLANS FOR MONITORING AND EVALUATING THE PROGRESS AND SUCCESS OF INTELLECTUALLY GIFTED STUDENTS

Susan Winebrenner, in Teaching Gifted Kids in the Regular Classroom, clearly defines, and demonstrates specific examples of these approaches to teaching. In the chapter on evaluation, she offers many non-traditional types of scoring options to use when evaluating and grading products. The school will provide students a list of product options at the onset of a project and to earn the letter grade they are working toward when they choose a particular option. In this way 53

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the student decides on the level of complexity toward which he or she wishes to work. (See section 4 above on Goal Tracker and Monitoring Progress.) D.7.D. PLANS FOR HIRING QUALIFIED STAFF FOR INTELLECTUALLY GIFTED STUDENTS, INCLUDING BUDGET ASSUMPTIONS. One teacher from among the nine teachers on staff will be designated to coordinate the program for gifted students. This individual will seek out observations and identifications from other instructors and will coordinate learning plans with staff to insure that the identified learning strategies and practices are deployed when applicable. The salary for this individual is budgeted in the line item for teachers, and, depending on qualifications, may approach the upper limit of the salary range for teachers. E. Performance Standards/Assessments/School Culture E.1. Academic Performance E.1. A. DESCRIBE THE PROPOSED CHARTER SCHOOL’S ANNUAL AND LONG-TERM ACADEMIC ACHIEVEMENT GOALS IN MEASURABLE TERMS. Academic Goals and Objectives: 1. The school will meet Adequate Yearly Progress requirements each year. Students will achieve mastery of basic skills as measured by scores of proficient or advanced on Statemandated assessments in language arts and mathematics, at the required benchmark level the first year and at 100% in subsequent years. A graduation rate of 75% will be achieved the first year of school operations, 80% the second year and 90% in subsequent years, among students who are enrolled for at least two years. A Objectives Measure and Reports Measure: End of Course Assessments Reporting: Area 2013- 2014 AYP report, all grades and all subgroups 2014 2015  Annual reports, compiled and distributed to all Reading/Language 87% 100% stakeholders, on student performance and Arts/Writing growth (English II/Writing) Measure: AYP status as determined by the Math (Algebra I) 81% 100% Tennessee Department of Education Graduation Rate 75% 80% The school will make Adequate Yearly Progress 2. Students will increase skills in reading, math, science and social studies by 10% at the end of each of three assessment periods during the school year. Objectives Measure and Reports Measure: Discovery Education assessments Area Reading Math

1st per. 85% 75%

2nd per. 90% 85%

3rd per. 100% 95%

Reporting:  Quarterly reports, compiled and distributed to 54

Thurgood Marshall School of Career Development, Nashville

Science Soc. Studies

80% 80%

90% 90%

100% 100%

all stakeholders, on student performance and growth

Each School Year 3. 90% of students will achieve a passing score in the course when End of Course test results are factored into grades - 25% of the second semester grade - each school year. Objectives Measure and Reports Each School Year Measure: End of Course Test Results Course English I English II English III Algebra 1 Geometry Algebra II Biology I Chemistry Physics U. S. History

90% 90% 90% 90% 90% 90% 90% 90% 90% 90% 90%

Reporting:  AYP report  Annual reports, compiled and distributed to all stakeholders, on student performance and growth

4. 60% of students in 10th grade will achieve a composite of at least 19 on the ACT Plan test. Objectives Measure and Reports Measure: Test results Area Reading Math Science English

Reporting:  Test results reports, compiled and distributed to all stakeholders, on student performance.

19 19 19 19

5. 60% of students in 11th grade will achieve a composite of at least 20 on the ACT after two years of enrollment; a composite of at least 25 after three years of enrollment. Objectives Measure and Reports Measure: ACT report Area Reading Math Science English

1st Year 20 20 20 20

2nd Year 25 25 25 25

Reporting:  Test results reports, compiled and distributed to all stakeholders, on student performance.

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6. Students in all grades will master basic skills in career development and entrepreneurship education; skills required for proficiency in entrepreneurship development. Objectives Measures and Reports Measures:  Rubrics developed by: Area 2013- 2014The Partnership for 21st Century Skills 2014 2015 Problem Solving Critical Thinking Communication Collaboration Creativity Technology Proficient

90% 90% 90% 90% 90% 90%

100% 100% 100% 100% 100% 100%

Reporting:  Quarterly reports, compiled and distributed to all stakeholders, on student performance and growth

E.1.B. EXPLAIN HOW STUDENTS WILL MATRICULATE THROUGH THE SCHOOL (I.E., PROMOTION/RETENTION POLICIES AND GRADUATION REQUIREMENTS). TELL HOW PARENTS WILL BE INFORMED AND EDUCATED ABOUT THESE STANDARDS. Course Offerings, Grading, Promotion and Retention English State of Tennessee Requirement: Four units of English/Language arts are required for graduation: English I, English II, English III, and English IV English I 1 English II 1 English III 1 English IV 1 Electives Journalism Creative Writing Speech

.5 .5 .5

Mathematics State of Tennessee Requirement: Four units of math are required for graduation. At least three of the three math credits required for graduation must be Algebra I, Geometry and Algebra II. Algebra I 1 Geometry 1 Algebra II 1 Advanced Algebra and Trigonometry 1 Science State of Tennessee Requirement: Three units of science are required for high school graduation, one of which must be Biology, Chemistry or Physics and a third lab course. Physical Science 1 56

Thurgood Marshall School of Career Development, Nashville

Biology Chemistry Physics

1 1

1 Social Studies State of Tennessee Requirement: Three units of social studies are required for high school graduation. They are United States History, United States Government, Economics and either World Geography or World History. World History 1 Economics .5 United States Government .5 United States History 1 Electives Psychology Sociology African American History

.5 .5 .5

Wellness State of Tennessee Requirement: One unit of wellness is required. Lifetime Wellness 1 Physical Education State of Tennessee Requirement: One-half unit of physical education is required. Physical Education .5 Foreign Language State of Tennessee Requirement: Two sequential units of a foreign language is required. Spanish I 1 Spanish II 1 Spanish III 1 Spanish IV 1 Fine Arts State of Tennessee Requirement: One unit of fine arts is required. Music Appreciation/Art History 1 Personal Finance State of Tennessee Requirement: One unit of personal finance is required. Personal Finance 1 Career Development/Entrepreneurship education Electives Service Learning Exploratory Courses

1 1

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Grading: Interim progress reports will be issued every four weeks and formal progress reports will be issued every nine weeks for all students. The grading system will be based on Tennessee Department of Education guidelines. Academic Grading Legend Percentage 93 – 100 85 - 92 75 - 84 70 - 74 0 - 69

Grade A (outstanding) B (excellent) C (good) D (poor) F

A student whose grades are below 69% in a subject will receive a grade of “F” and a required conference will be held with the student and parent(s) to ascertain the source of the problem and to discuss interventions to assist the student in achieving at least 75% on the next grading period report. If a student receives another grade of “F” in the subject, the student will be required to participate in tutoring sessions. Grade Promotion: Grade placement and promotion in the 9th through 12th grades will be based upon the accumulation of Carnegie units. The principal and staff will ensure that students are enrolled in the required courses to fulfill graduation requirements. For students to be enrolled in 10th grade, at least 6 units must have been earned. To progress from the 10th to the 11th grade, students must earn at least 12 units. To progress from the 11th to the 12th grade, 17 units must be earned. Students must pass English each year in order to progress to the next grade level. A student must be present for a minimum of 150 hours per unit in order to earn a passing grade and 75 hours to earn a passing grade for a half unit. Credit Recovery Students who earn a grade of at least 50% will be allowed to enter the credit recovery program during the school year. Credit recovery course teachers will be endorsed and certified in the subject needed. Graduation Requirements Students will be required to earn at least 22 units: 19 units in courses designated as requirements and at least three units in career development and entrepreneurship courses. The three units in entrepreneurship will count as electives. It is expected that with the comprehensive curriculum and the offerings in career development entrepreneurship courses, most students will have earned at least 24 credits by the end of the 12th grade. End-of-course examinations will be given in English I, English II, English III, Algebra I, Geometry, Algebra II, U.S. History, Biology I, Chemistry and Physics. The results of these examinations will be factored into a student’s grade for the course, counting as 25% of the overall grade. A student will not be required to pass any one examination, but instead must

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achieve a passing score for the yearly grade in accordance with the State Board of Education’s uniform grading policy. Special Conditions Accommodations will be used only by students receiving special education services who have the need documented by their Individual Education Program Team (IEP Team) or 504 Service Plan. English Language Learner (ELL) accommodations will be used only by students who meet specified criterion for ELL services. Students with disabilities will be included in regular classes, to the degree possible, and with appropriate support and accommodations. To earn a regular high school diploma, students with disabilities must earn the prescribed 22 credit minimum. Students failing to earn a yearly grade of 70 in a course that has an end-of-course test and whose disability adversely effects performance in that test will be allowed, through an approved process, to add to their end-ofcourse assessment scores by demonstrating the state identified core knowledge and skills contained within that course through an alternative performance-based assessment. The necessity for an alternative performance-based assessment will be determined through the student's individualized education plan (IEP). The alternative performance-based assessment will be evaluated using a state approved rubric. It is expected that all students will graduate on time. However, students who lack all of the requirements will be allowed to enroll in the credit recovery program during the summer following school graduation to meet requirements. Project Graduation To significantly increase the number of students attending college, “Project Graduation” will be implemented. “Project Graduation” will be a comprehensive action plan that will facilitate retention, insure matriculation, award student accomplishment, promote the importance of higher education, provide intensive standardized test preparation, and connect students with a wide variety of colleges and/or universities other than local institutions. This strong college preparatory component will engage students in research programs on college campuses and connect students to colleges and universities that will guarantee early admission. In addition, “senior days” will allow 12th grade students to visit a college campus and shadow a college student for an entire day. This activity will expose and encourage students who may not have considered higher education as an option.

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To assist students in remaining focused and “on track” for graduation, students will complete this graduation readiness worksheet at the end of each year. Graduation Readiness Worksheet Enter your data in the boxes below to determine your progress toward meeting the requirements for graduation. Earned Credits

Current Credits

College Credits (if any)

GPA

PLAN Test Taken

All End of Course Exams Taken

Writing Assessment Taken

ACT Score

Year-long Computer Education

Senior Capstone Completed

_____

Earned Credits: This is the total number of credits you have already earned in high school. You should earn at least 6 credits in 9th and 10th grades and at least 5 credits in 11th and 12th grades. Current Credits: This is the number of credits you are taking now. College Credits: If you have taken any college classes and earned credits, put the total number of credit hours in this box. GPA: Your overall GPA must be at least 2.00. PLAN Test: The PLAN test must be taken in 10th grade. End of Course Examinations: End of course exams are given in English I, II, and III; Algebra I, Geometry and Algebra II; U.S. History, Biology I, Chemistry and Physics. The scores count for 25% of the course grade. Writing Assessment: The writing assessment must be completed in the 11th grade. ACT Score: The ACT is required as an entrance test by most colleges and universities (must be taken by end of 11 th grade).

You must have at least 22 earned credits to meet graduation requirements. These 22 credits must include the following courses: (Put an X in the blank, if you passed the course.) English (4 credits) English I____

English III_____

Mathematics (4 credits) Alg. I_____

Geometry_____

English II____

English IV_____

Alg. II_____

Advanced Math_____

Science (3 credits) Biology I_____

Social Studies (3 credits) World History or World Geography____

Chemistry or Physics_____

United States History_____

Other Lab Science Course: ________________________

Government_____

Wellness (1 credit) Wellness_____

Physical Education (.5 credits) Physical Education_____ Substitute Participation_____

Economics_____

Personal Finance (.5 credits) Personal Finance_____ Fine Arts (1 credit) Course:__________________________________________________ Foreign Language (2 credits) Spanish I____ Spanish II____ Electives (3 credits) – Write in other courses passed (include college courses) _____________________________________________ _____________________________________________

___________________________________ ___________________________________

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E.1.B. 1. RETENTION Grade placement and promotion will be based upon grades earned. Students who earn less than a passing grade in a given subject will not earn credit for that subject. Students who fail to earn the required number of units to progress to the next grade level will be retained in the current grade. The necessity for alternative performance-based assessments will be determined through the student's individualized education plan (IEP). The alternative performance-based assessment will be evaluated using a state approved rubric. E.1.B.2. SCHOOL-WIDE IMPROVEMENT The school will develop a shared mission and vision, school-wide goals, and a school improvement plan that is based on a needs assessment framed around the High School Policy’s Elements of School-Wide Reform. The entire school staff will work together with parents and community members to develop an improvement plan that reflects the goals of the school, focuses on the Tennessee Curriculum Standards, links to system wide goals of the school and moves the school toward total implementation of the Elements of School-Wide Reform. In working for continuous improvement, the school will collect and use student assessment information, program evaluation information and other appropriate data. E.1.C. PROVIDE THE SCHOOL’S EXIT STANDARDS FOR STUDENTS. THESE SHOULD CLEARLY SET FORTH WHAT STUDENTS IN THE LAST GRADE SERVED WILL KNOW AND BE ABLE TO DO. Assessments will be implemented within the framework of the Common Core Standards of 2014-2015 to measure students’ growth. Students advancing through the grades will be expected to meet each year’s grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by standards such as demonstrating independence, developing technology proficiency, understanding various cultures and thinking critically. To be eligible to graduate from high school, students must have earned a grade point average of at least 2.00 and are required to earn at least 22 units in high school courses: 19 units in courses designated as requirements and at least three units in elective courses. It is expected that with the comprehensive curriculum and the offerings in entrepreneurship courses, most students will have earned at least 24 credits by the end of the 12th grade. End-of-course examinations will be given in English I, English II, English III, Algebra I, Geometry, Algebra II, U.S. History, Biology I, Chemistry and Physics. The results of these examinations will be factored into a student’s grade for each course, counting as 25% of the overall grade. A student will not be required to pass any one examination, but instead must achieve a passing score for the yearly grade in accordance with the State Board of Education’s uniform grading policy.

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E.2. ASSESSMENTS E.2.A. IDENTIFY THE PRIMARY INTERIM ASSESSMENTS THE SCHOOL WILL USE TO ASSESS STUDENT LEARNING NEEDS AND PROGRESS THROUGHOUT THE YEAR. EXPLAIN HOW THESE INTERIM ASSESSMENTS ALIGN WITH THE SCHOOL’S CHOSEN CURRICULUM, PERFORMANCE GOALS AND STATE STANDARDS. E.2.A.1. MONITORING CURRICULUM IMPLEMENTATION The school principal will establish a framework for action and will monitor curriculum implementation to ensure that academic goals are achieved. The principal will check to see that the school day begins and ends on time, that objectives are clearly posted and that students are spending time on task. Continuous organizational improvement and institutional effectiveness will be achieved through the emphasis given by all stakeholders to accountability for measurable results. An external team will be selected each year to evaluate program quality through visits to assess the teaching and learning. The feedback from this evaluation will guide future decisions regarding instruction, interventions and program development. Grading scales and mastery standards will be set high to promote academic excellence. Academic assessments will be valuable resources for teachers in linking assessments and instruction, as teachers will use the data to identify academic deficiencies and chart an effective education program. They will also be used as tools to measure and monitor a student's progress toward academic goals. In addition, the assessments will be used in collaboration with researchbased assessments to identify students who need enrichment or remedial services. Classroom and school-based assessments will be used as formative assessments. Excellence will be defined by objective standards rather than by peer comparison. Systems will be established for consistent recognition of students for academic achievement and excellent behavior. Recognition and awards will be related to specific student achievement and will be used judiciously. Appropriate incentives and rewards will be given to individual students and groups and will include symbolic, token, tangible and activity rewards. Steps will be taken to ensure that all students know what they need to do to earn recognition and rewards. Teachers and support staff will be encouraged to use immediate rewards and delayed rewards to teach students the value of persistence. E.1.A.2. ASSESSMENT METHODS Assessment of student achievement will involve a full range of measures to ensure that student progress is evaluated accurately. Various assessment methods will be used to help gather information on student understanding:   

Student interviews – will include a planned sequence of teacher inquiries, similar to a job interview. Portfolios – will include formal or informal collections of student work. Project/Product – will include many forms of student-created projects and products.

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        

Performance tasks – will include teachers presenting students with a task or project and then observing, interviewing and looking at the solutions and process to assess what students know and can do. Demonstrations/Presentations – will include students explaining and communicating understanding of key ideas and concepts. Informal observations/discussions/conferences – will include observing students individually or in groups for gathering information on their understanding of concepts. Academic prompts – will include teachers asking students open-ended questions that students answer verbally or in writing. Computerized assessments – will include commercial learning packages with assessment tools. Paper and pencil tests – will include quizzes and other tests (teacher made, textbook test generator, etc.). Rubrics- will include identified criteria for assessment aligned with content standards. Quarterly report of progress – will include student’s grades and progress in subject areas. Standardized tests – will include nationally-normed achievement and intelligence tests and the TCAP assessment.

Assessments will be implemented within the framework of the Common Core Standards of 2014-2015 to measure students’ growth. Students advancing through the grades will be expected to meet each year’s grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by standards such as demonstrating independence, developing technology proficiency, understanding various cultures and thinking critically. E.1.A.3. PERFORMANCE INDICATORS ALIGNED WITH STATE STANDARDS Student Progress Indicators Qualitative data based on performance indicators aligned with state standards gleaned from the comprehensive assessment process, quantitative data from standardized tests and broad-based performance assessment results will be used to measure student performance. All students will receive a variety of assessments upon enrollment, including an academic assessment and an assessment to determine needed social services support. During the staff development sessions prior to the opening of the school, staff will design an individual student service plan for students who need support services necessary to successfully matriculate through school. This plan will be completed for each student and will be reviewed regularly with students and parents to maintain focus on goal attainment. Performance indicators aligned with state standards are included in section C.8. To further ensure effectiveness, the curriculum will be aligned with Tennessee content standards.

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Alignment of Curriculum with Tennessee Content Standards English Course Learning Standard(s) English I: Demonstrate control of standard English through the use of grammar and mechanics; employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases; understand and use a variety of sentence structures

Activities to Gain Knowledge Level Students will explore the ways that audience, purpose, and context shape oral communication, written communication, and media and technology. Emphasis is placed on communicating for purposes of personal expression. Students also engage in meaningful communication for expressive, expository, argumentative, and literary purposes.

Proficiency Level

Skills Acquired

Students must demonstrate proficiency on each skill required on class assessments as well as the appropriate level of attainment the state requires for this course

Students will read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative, and literary purposes, although emphasis will be placed on explanatory contexts. Students will complete daily writing assignments.

Students must demonstrate proficiency on each skill required on class assessments as well as the appropriate level of attainment the state requires for this course

Ability to:  Analyze words and use words appropriately  Employ writing strategies  Apply writing applications (genres and their characteristics)  Express reflections and reactions to literature and to personal experience  Explain meaning, describe processes, and answer research questions  Evaluate communication and critique texts  Make and support and informed opinion  Participate in conversations about and written analyses of literary genres, elements, and traditions  Use knowledge and standard grammatical conventions Ability to:  Analyze literary responses  Examine non-literary texts related to cultural studies  Research material to use primarily in clarifying their own explanatory responses to situations and literarybased issues  Critically interpret and evaluate experiences, literature, language, and ideas  Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work

.

English II: Demonstrate control of standard English through the use of grammar and mechanics; employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases; understand and use a variety of sentence structures; organize ideas in essay form; interpret and analyze and understand elements of various literature genres

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English III: Demonstrate control of standard English through the use of grammar and mechanics; employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases; understand and use a variety of sentence structures; organize ideas in essay form and write an extensive research paper; interpret and analyze and understand elements of various literature genres English IV Demonstrate control of standard English through the use of grammar and mechanics; employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases; understand and use a variety of sentence structures; organize ideas in essay form and write an extensive research paper; interpret and analyze and understand elements of various literature genres analyze and critique historical, social and cultural contexts of text Mathematics Course Learning Standard(s) Algebra I: Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical

Students will analyze United States literature as it reflects social perspective and historical social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis will be critical analysis of texts through reading, writing, speaking, listening, and using media.

Students must demonstrate proficiency on each skill required on class assessments as well as the appropriate level of attainment the state requires for this course

Ability to:  Relate the experiences of others to their experiences  Research the diversity of the American experience  Examine the relationships between past and present  Build increasing sophistication in defining issues and using arguments effectively  Create products and presentations that maintain standard conventions of written and spoken language

Students will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be lifelong learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis is on argumentation by developing a position of advocacy through reading, writing, speaking, listening and using media.

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state requires for this course

Ability to:  Express reflections and reactions to texts  Explain principles inspired by the curriculum  Interpret and qualify texts  Research and address issues of public or personal concern  Create products and presentations that maintain standard conventions of written and spoken language

Activities to Gain Knowledge Level Students will study algebraic concepts including operations with real numbers and polynomials, relations and functions, creation and application of linear functions and relations and an introduction

Proficiency Level

Skills Acquired

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state

Ability to:  Operate with real numbers to solve problems  Operate with polynomials  Factor polynomials  Factor polynomials  Solve algebraic equations

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reasoning; apply and adapt a variety of appropriate strategies to problem solving, develop inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate proofs and include various types of reasoning, logic, and intuition Geometry: Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning; apply and adapt a variety of appropriate strategies to problem solving, develop inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate proofs and include various types of reasoning, logic, and intuition, analyze apply and interpret Algebra II: Move flexibly between multiple representations to solve problems, to model mathematical ideas, and to communicate solution strategies recognize and use mathematical ideas and processes that arise in different settings; employ reading and writing to recognize the major themes of mathematical processes, the historical development of

 

to nonlinear functions. Appropriate technology, from manipulatives to calculators and application software will be used for instructions and assessment.

requires for this course

Students will learn geometric concepts and move from an inductive approach to a deductive approach in methods of proof in their study of geometric figures. Two and three dimensional reasoning skills will be emphasized and students will broaden their use of the coordinate plane to include transformations of geometric figures. Appropriate technology, from manipulatives to calculators and application software will be used for instructions and assessment.

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state requires for this course

Ability to:  Use inductive reasoning  Use deductive reasoning  Make logical decisions  Develop mathematical proofs  Understand trigonometric relationships  Conduct probability analysis

Students will examine advanced algebraic concepts including functions, polynomials, rational expressions, complex numbers, systems of equations and inequalities, and matrices. Emphasis will be placed on practical applications and modeling. Appropriate technology, from manipulatives to calculators and application software will be used for instructions and assessment.

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state requires for this course

Ability to:  Solve equations containing up to three variables  Graph equations that contain variables as high as the third degree  Solve linear and quadratic inequalities  Graph linear and quadratic inequalities  Interpret graphs and charts of equations and inequalities  Verify solutions if selected problems solve problems using basic trigonometry, probability, and statistics

   

Describe geometric patterns Translate words into algebraic expressions Use graphs, tables, and charts Understand dependency Use a coordinate system Develop matrices

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mathematics, and the connections between mathematics and the real world and use technologies appropriately to develop understanding of abstract mathematical ideas and facilitate problem solving Advanced Math: Use algebraic properties to develop a valid sequence of mathematical statements; organize and display data in a spreadsheet; develop mathematical models, or solve problems using linear, quadratic, exponential, or logarithmic equations; represent, interpret or compare expressions for real numbers; solve problems by converting the given verbal information into an appropriate mathematical model involving equations or systems of equations; apply appropriate techniques to analyze these mathematical models; interpret the solution obtained in written form using appropriate units of measurement; accurately and completely describe the graph of a function using mathematical terminology and solve trigonometric equations Science Course Learning Standard(s) Biology, Physical Science, Chemistry, Physics: Understand scientific inquiry processes and



Recognize and determine what skills are needed to solve a specific problem

Students will conduct simple experiments or investigations to collect non-linear data to identify a particular model function from a family of functions; develop mathematical models using linear, quadratic, exponential or logarithmic equations; make inferences or predictions using an algebraic model; draw qualitative graphs and use calculators and spreadsheets to analyze qualities of a function.

Students must demonstrate proficiency on each skill required on class assessments as well as the appropriate level of attainment the state may require for this course

Ability to:  Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning  Apply and adapt a variety of appropriate strategies to problem solving and checking induced errors and the reasonableness of the solution  Employ inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate proofs  Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic)  Use mathematical ideas and processes that arise in different settings to communicate solution strategies  Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate problem solving, and to produce accurate and reliable models

Activities to Gain Knowledge Level Physics and Physical Science Students will engage in activities to understand:  Conservation of mass

Proficiency Level

Skills Acquired

Students must demonstrate proficiency on each skill acquired in class assessments as

Ability to:  Understand and conduct scientific inquiry  Perform safe and

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data supports; compare experimental evidence and draw conclusions and communicate and defend scientific findings

and energy Conservation of momentum  Motion and forces  Heat and thermodynamics  Electric and magnetic phenomena  Waves  Fields  Interaction of matter and energy Biology Students will engage in activities to understand:  The cell  Genetics  Ecology  Evolution  Physiology  The molecular basis of heredity  Biological evaluation  The interdependence of organisms  Matter, energy, and organization in living systems  The behavior of organisms Chemistry Students will engage in activities to understand:  The structure of atoms and molecules  Chemical bonds  Stoichiometry  Gases and their properties  Acids and bases  Solutions  Reaction rates  Organic chemistry and biochemistry  Chemical equilibrium  Nuclear processes  Chemical thermodynamics  The structure and properties of matter  Chemical reactions  Conservation of energy and matter 

well as the appropriate level of attainment the state requires for these courses



appropriate manipulation of materials, equipment, and technologies Master integrated process skills:  Acquiring, processing, and interpreting data  Identifying variables and their relationships  Designing investigations  Experimenting  Analyzing investigations  Constructing hypotheses  Formulating models

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Social Studies Course/ Learning Standard(s) Economics, United States Government, United States History, World History, World Geography: Understand history as the story of events, people, and places in the past; recognize significant contributions of early civilizations to later development; identify democratic principles and ideals; recognize geographic, political, economic, and cultural characteristics; understand the three branches of government of the United States and identify common characteristics of contemporary and historical regions on the basis of climate, landforms, ecosystems and culture

Fine Arts Course/ Learning Standard(s) Music/Art Appreciation: Develop problemsolving and critical-

Activities to Gain Knowledge Level Students will explore the history of the United States and will link economics and political science/ government. Students will acquire the knowledge, skills, and habits of mind to enter effectively into adult citizenship; examine several perspectives for worldly study and explore historical research, evidence, point of view, and engage in historical interpretation

Proficiency Level

Skills Acquired

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state requires for these courses

Ability to:  Think chronologically and spatially  Understand civic principles and accept responsibility as a citizen in a democratic society  Acquire information, use it to solve problems, make decisions, plan, form interpersonal relationships and engage in civic matters  Apply concepts, generalizations, and theories to analyze and explain:  The structure, function, and operations of the economic, social, and political institutions of the United States and other societies and the economic, social and political behavior of people.  The historical development and unique characteristics of past and present societies  Persistent issues and problems  Basic geographic concepts  Demonstrate values consistent with the fundamental tenets of democracy  Exhibit constructive attitudes toward change, conflict, diversity, and uncertainty  Demonstrate concern for others and for the environment

Activities to Gain Knowledge Level Students will engage in activities to develop an appreciation for the arts; explore the cultural and

Proficiency Level

Skills Acquired

Students must demonstrate proficiency on each skill acquired in

 Capacity to understand principles, processes, and structures of fine arts  Ability to demonstrate critical

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thinking skills, enhance creativity and perceptual skills, and develop an appreciation for the arts

Personal Finance Course/ Learning Standard(s) Personal Finance: Analyze factors affecting income throughout the life span; evaluate practices for successful money management; analyze the risks, costs and benefits of financial management Decisions; investigate opportunities available for saving and investing and apply employability skills Wellness and Physical Education Course/ Learning Standard(s) Wellness: Comprehend concepts related to health promotion, the influence of various factors on health behaviors and use decision-making skills to enhance health; identify, describe and analyze the relationship between healthy behaviors and personal health Physical Education: Demonstrate competency in motor skills and movement patterns in physical activities

historical context of the arts; understand sensory elements, organizational principles, and expressive qualities of fine arts; create and perform story elements and characterizations; identify and demonstrate performing elements in music, dance and drama; create and design visual representations

class assessments as well as the appropriate level of attainment the state may require for this course

Activities to Gain Knowledge Level Students will analyze career requirements and income; engage in activities that promote understanding of personal finances; investigate consumerism, investments and savings and explore functions of regulatory agencies

Proficiency Level

Activities to Gain Knowledge Level Students will identify, describe and analyze factors that impact emotional, intellectual, physical, and social health and will explore how public health policies and government regulations can influence health promotion and disease prevention

Proficiency Level

Engage in physical activity to enhance personal health

Students must demonstrate proficiency on each skill acquired in class assessments as well as the appropriate level of attainment the state may require for this course

and creative thinking in one or more fine arts areas  Ability to make connections between fine arts and other disciplines  Ability to relate historical concepts, enduring themes and societal issues to fine arts

Skills Acquired  Ability to interpret factors affecting income  Ability to make sound personal financial choices  Ability to understand principles of consumer finance  Evaluate savings methods  Understand regulatory agency functions

Skills Acquired

Students must demonstrate proficiency in each skill on schoolbased and other assessments

 Ability to apply skills to compare and evaluate health resources and gain empowerment to achieve health literacy

Students must demonstrate proficiency in each skill on schoolbased and other assessments

 Ability to demonstrate competency in advanced motor skills and participate in a variety of physical activities

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Foreign Language Course Learning Standard(s) Foreign Language Levels 1-2: Understand spoken and written communication in a variety of languages

Foreign Language Levels 3-4: Understand cultural and linguistic concepts in specific languages

Activities to Gain Knowledge Level Students will engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in the specific language; interpret written and spoken languages and present information, concepts, and ideas to an audience of listeners in specific languages Students will compare and contrast various elements of languages; interpret written and spoken languages in a variety of materials; and present information, concepts, and ideas to an audience of listeners in specific languages

Proficiency Level

Skills Acquired

Students must demonstrate proficiency in each skill on schoolbased and other assessments

 Ability to use the specific languages both within and beyond the school setting

Students must demonstrate proficiency in each skill on schoolbased and other assessments

 Skill in recognizing linguistic and culture concepts and using specific languages for communicative purposes

E.2.B. EXPLAIN HOW THE ORGANIZATION WILL MEASURE AND EVALUATE ACADEMIC PROGRESS – OF INDIVIDUAL STUDENTS, STUDENT COHORTS, SUB-GROUPS, AND THE ENTIRE SCHOOL – THROUGHOUT THE SCHOOL YEAR, AT THE END OF THE ACADEMIC YEAR, AND FOR THE TERM OF THE CHARTER AGREEMENT. E.2.B.1. FORMAL ACADEMIC ASSESSMENTS Time will be allocated for lessons based on goals that have been aligned with State standards. Formal assessment results will be used for instructional diagnosis, to find out if teaching methods are working and to determine whether classroom conditions support student learning. Multiple forms of formal assessments will be used to ensure accuracy and equity, guide pedagogical decisions and help teachers monitor and support student learning. Grading scales and mastery standards will be set high to promote academic excellence. Formal Academic Assessments Grade 9th

Assessment Discovery Education Assessments End of Course Assessments: English I Algebra I (AYP)

Skills Assessed  Skill level in reading, language arts, math, science, social studies  Proficiency in reading, grammar mechanics, writing, logic, research  Proficiency in algebraic problem solving

Time Frame Each Quarter 3rd Quarter

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10th

End of Course Assessments: English II (AYP)

Geometry Biology I ACT Plan Test 11th

End of Course Assessments: English III

Algebra II Chemistry U. S. History ACT TCAP Writing 12th

End of Course Assessment: Physics

3rd Quarter  Proficiency in reading literature and expository text of varying difficulties  Proficiency in geometry concepts and problem solving  Proficiency in biological concepts  Skill level in language arts, math, science, social studies

3rd Quarter 3rd Quarter

 Proficiency in reading literature and expository text of varying difficulties  Proficiency in algebraic concepts and problem solving  Proficiency in chemistry concepts  Proficiency in historical concepts  Skill level in language arts, math, science, social studies  Proficiency in mechanics of writing

3rd Quarter 2nd Quarter 3rd Quarter

 Proficiency in physics concepts

Interim benchmark assessments that are reliable and based on state standards will be administered regularly. Discovery Education program tests will be used quarterly to assess reading language arts, math, science, social studies and technology of students at each grade level. End of course assessments will be administered to students to assess the proficiency levels of students in language arts, math, science and social studies. The TCAP Writing Assessment will be administered to students in February. Grade-Band Benchmark Profiles for Core Subjects/Alignment with Common Core Standards of 2014-2015 and Beyond and Assessment Tools Assessments will be implemented within the framework of the Common Core Standards of 2014-2015 to measure students’ growth. Students advancing through the grades will be expected to meet each year’s grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by standards such as demonstrating independence, developing technology proficiency, understanding various cultures and thinking critically.

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Ninth – Twelfth Grade Grade-Band Benchmark Profiles 9th – 12th Grade Language Arts/Reading and Speaking: By the end of 12th grade, students will be able to read and comprehend literature proficiently and independently.

Common Core Standards

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole; analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take; read and comprehend complex literary and informational texts independently and proficiently; analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them; engage effectively in a range of collaborative discussions; adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate; demonstrate command of the conventions of standard English grammar and usage when writing or speaking; acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression; apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression; determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; distinguish among facts, reasoned judgment based on research findings, and speculation in a text; determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Language Arts/Writing: By the Analyze in detail how a key individual, event,

Assessment Tools End of Course Tests Discovery Education Tests ACT Plan (10th) ACT

TCAP Writing

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end of twelfth grade, students will be able to write informative/explanatory texts to examine topics and convey complex ideas through the selection; write narratives using precise words and phrases to develop real or imagined experiences or events using descriptive details and wellstructured sequences and clear, coherent writing.

Mathematics: By the end of twelfth grade, students will be proficient in formulating and reasoning expressions and equations; construct and compare linear, quadratic and exponential models, solve problems and apply trigonometric identities and probability theorems to evaluate outcomes of decisions.

or idea is introduced, illustrated, and elaborated and authors point of view in a text; compare and contrast one author’s presentation with another; write arguments to support claims with clear reasons and relevant evidence and informative/explanatory texts to examine a topic and convey ideas, concepts, and information; draw evidence from literary or informational texts to support analysis, reflection, and research, write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Write expressions in equivalent forms to solve problems; perform arithmetic operations on polynomials; rewrite rational expressions; solve equations and inequalities in one variable; solve systems of equations; represent and solve equations and inequalities graphically; reason abstractly and quantitatively; construct viable arguments and critique; interpret expressions that represent a quantity in terms of its context; choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression; factor a quadratic expression to reveal the zeros of the function it defines; complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines; use the properties of exponents to transform expressions for exponential functions; understand the relationship between zeros and factors of polynomials; use polynomial identities to solve problems; rewrite rational expressions; create equations that describe numbers or relationships; solve equations and inequalities in one variable understandings of numbers to the system of rational numbers; apply and extend previous understandings of arithmetic to algebraic expressions; reason about and solve one-variable equations and inequalities; represent and analyze quantitative relationships between dependent and independent variables; solve real-world and mathematical problems involving area, surface area, and volume; develop understanding of statistical variability; make sense of problems and persevere in solving

End of Course Tests Discovery Education Tests ACT Plan (10th) ACT

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Science: By the end of twelfth grade, students will be able to understand methods and tools used in a complex experiment and employ empirical evidence to validate or criticize conclusions. Social Studies: By the end of twelfth grade, students will be able to thoroughly explain the three forms of government and give examples of each and make judgments on facets of government.

them; use appropriate tools strategically; attend to precision. 12th: By the end of grade 12, read and End of Course Tests comprehend science/technical texts in the grades 9-12th text complexity band, Discovery Education independently and proficiently. Tests ACT Plan (10th) ACT 12th: By the end of grade 12, read and End of Course Tests comprehend history/social studies and science/technical texts in the grades 9th-12th Discovery Education text complexity band, independently and Tests proficiently. ACT Plan (10th) ACT

E.2.C. EXPLAIN HOW THE SCHOOL WILL COLLECT AND ANALYZE STUDENT ACADEMIC DATA, USE DATA TO INFORM AND IMPROVE INSTRUCTION, AND REPORT THAT DATA TO THE SCHOOL COMMUNITY. IDENTIFY THE PERSON/PERSONS OR POSITIONS THAT WILL BE RESPONSIBLE FOR THE COLLECTION AND ANALYSIS OF ASSESSMENT DATA. Qualitative data gleaned from the comprehensive assessment process, quantitative data from standardized tests and broad-based performance assessment results will be used to measure student performance. All students will receive a variety of assessments upon enrollment in Thurgood Marshall School of Career Development, Nashville, including an academic assessment and an assessment to determine needed social services support. Period reviews will be conducted of assessment instruments and methods to check for cultural, gender and other bias and changes will be made as needed. E.2.D. DESCRIBE THE PROCESS FOR COLLECTING DATA, INTERPRETING IT FOR CLASSROOM TEACHERS, AND LEADING OR COORDINATING PROFESSIONAL DEVELOPMENT TO IMPROVE STUDENT ACHIEVEMENT. E.2.D.1. DATA COLLECTION Data will be collected from various sources to construct a formal design for verification of correctness and reliability. In addition to utilizing Chancery SMS and Goal Tracker (see Special Populations, Item 4), the school will maintain its own database system that will allow for mature data manipulation and plans to employ “high-integrity” technology to maintain advanced data collection operations. The system will collect demographic, social and progress data, a grading system and performance data. The school will collect data to determine program effectiveness and student performance from the following sources: class attendance; teacher observations; teacher designed tests; standardized tests; portfolios; surveys; performances; state-mandated tests; writing assessments and projects. The flowchart below illustrates the evaluation process for the assessment of student achievement: 75

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Evaluation Flowchart Social Services Student needs identified to determine necessary support

ASSESSMENTS

Student Enrolls

Within 15 days  Student receives academic assessment  Student receives assessment of needed support services, (social services for personal needs, such as uniforms, etc.)  Staff completes individual student service plan (within framework of assessment)

Student receives support services, if needed

Feedback Interventions Mastery of competencies Performance data analysis

REMEDIATION/ENRICHMENT Assessment score below grade level in reading/math, triggers remediation; score above grade level triggers enrichment program

Goal Attainment

Program adjustment Standards comparison

INSTRUCTION Student receives instructional services

GRADE LEVEL COMPLETION Student completes requirements to enter next grade level

GRADUATION

E.2.E. EXPLAIN THE TRAINING AND SUPPORT THAT SCHOOL LEADERSHIP AND TEACHERS WILL RECEIVE IN ANALYZING, INTERPRETING, AND USING PERFORMANCE DATA. During staff development sessions prior to the opening of the school, staff will design an individual student service plan for students who need support services necessary to successfully matriculate through school. This plan will be completed for each student and will be reviewed regularly with students and parents to maintain focus on goal attainment. Teachers and support staff will receive training so that they are knowledgeable about assessment methodology and will be able to use this knowledge to select or prepare valid, reliable assessments. Procedures will be utilized to check student progress including the following methods:  conducting recitations;  circulating and checking students’ work during seatwork periods;  administering tests; and  reviewing student performance data. 76

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E.2.F. DESCRIBE THE SCHOOL’S APPROACH TO HELP REMEDIATE STUDENTS’ ACADEMIC UNDERPERFORMANCE. DETAIL THE INTERVENTIONS AND REMEDIATION TO BE IMPLEMENTED AND HOW THEY WILL BE CHOSEN. CITE THE RESEARCH/RATIONALE FOR THE CHOSEN METHODS. E.2.F.1. MONITORING AND TRACKING STUDENT PERFORMANCE Attainment of academic goals will be determined by student performance on the classroom level (weekly), school-level (quarterly) and state-level tests (yearly). The school will use a researchbased model of curriculum based measurement to identify students who are off track for meeting goals early; at a point before the gap between expected outcomes and observed skills broadens. For these students, data will be used to identify why their learning trajectories are not progressing in the desired directions. The outcome of this analysis will link skill gaps to alterable instructional/environmental variables that lead directly to intervention. This analysis will utilize data to guide decision making that will remove barriers that are impeding learning. Within this model weekly monitoring of students' responses to instructional modifications must occur, with changes to ineffective strategies made. The school staff will use this dynamic cycle of data collection and evaluation to identify changes in rates of skill attainment based on modified instruction or learning environment conditions. Curriculum-Based Measurement (CBM), developed by National Center on Student Progress Monitoring in collaboration with the American Institutes for Research and the U.S. Department of Education, is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. Based on this model, the school will monitor the success of the instruction that students are receiving through analyzing student performance. Through reports provided by data collection, students who are not meeting expectations will be flagged. The teacher will then adjust instruction in content and quantity to help the students make sufficient progress toward meeting academic goals. Each child will be tested briefly each week, with tests that will generally last from 1 to 5 minutes. The teacher will count the number of correct and incorrect responses made in the time allotted to find the child’s score. For example, in reading, the student will be asked to read aloud for one minute. Each child’s scores will be recorded in Goal Tracker and compared to expected performance. This will allow the teacher to see quickly how the student’s performance compares to expectations. This will determine whether to continue instruction in the same way, or to change it. Change will be made is the student’s rate of learning progress is lower than is needed to meet the goal. The teacher will change instruction in any of several ways. For example, instructional time may be increased, teaching techniques may be changed or ways of presenting the material, or changes may be made in grouping arrangements (for example, individual instruction instead of smallgroup instruction). After the change, the teacher will be able to see from the next set of scores whether the change is effective. The school will provide parents with current, week-by-week information on the progress their children are making. Goal Tracker will be used to enter tracking data for special populations and for all students because all students will have an individual learning plan created. Online training with Goal 77

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Tracker staff provides effective and personalized instruction for school staff in a 2-3 hour training session. This is a step by step interactive training that allows users to ask questions and learn by doing while the instructor teaches. The program is secure, web based, comprehensive and easy to learn. This low-cost method enables teachers to enter data online, academic and behavior goals, assists in creating measurable goals and objectives, tracks students’ progress and generates reports in less than a minute. Goals/objectives for each student can be entered into the system and reports can be generated as desired to assess progress toward meeting the goals/objectives. An example of the program’s goal/objective setting creation and data selection is included below.

CURRICULUM/STUDENT PROGRESS MONITORING TIMELINE ACTIVITY School staff will receive training in progress monitoring and ensuring goal attainment School staff will provide targeted interventions to students who below proficiency level and will provide additional instruction to help students become proficient. The instruction will be differentiated to meet the needs of all students. The principal will refer Title I students to appropriate staff members for additional assistance and services. School staff and tutors will provide differentiated instruction and tutoring for at least 30 minutes daily to help students meet the benchmarks. School administrative staff will provide consistent support and enforcement of behavior and school policies. School staff will review, revise and implement academic plan as necessary. The school counselor will implement a comprehensive action plan that will provide for social, mental, academic and physical interventions of all students failing 1 or more subjects.

PROPOSED TIMEFRAME July (before school opens) and in ongoing sessions throughout the school year Ongoing

Ongoing Ongoing

Ongoing Weekly, quarterly Each grade period

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School staff, students and parents will follow through with the action plan and will document progress. School staff will conduct workshops for parents in an effort to provide resources and training to help their child(ren) achieve success; provide a list of online help sites for students and refresher courses in language arts and math. Provide summer school for students who are not promoted to the next grade by the end of the year.

Weekly June 10-April 30

June 10-July 10

E.2.F.2. EFFECTIVE USE OF DATA AS FEEDBACK TO DRIVE IMPROVEMENTS The school will also join the efficacy community through The Efficacy Institute to assist school staff in using data to improve the school program. The Efficacy strategy helps adults improve students' performance by offering a practical, results-oriented approach that focuses on the following three key areas: mission, mindset and method. The institute’s Self-Directed Improvement System will be employed to allow teachers and students to analyze performance data, give feedback about what they did well and what they need to work on to improve. This tool will be integrated with other school data sets and feedback will help build effective strategies for both teaching and learning. The system provides a method to demonstrate accountability with a focus on outcomes and links curriculum activities to results. E.2.F.3. INTERVENTION AND REMEDIATION A pace will be set and maintained for instruction that will remain consistent with thorough learning. New objectives will be introduced and clear start and stop cues will be used to pace lessons according to specific time targets. Teachers will provide immediate feedback and correctives and engage students in discussion and review of learning material. Methods will be used to maintain the rest of the class when working with individuals or small groups and actions will be taken to keep students on task. Class activities will be productive through careful planning and preparation and active supervision. Students will be provided assistance in such a way that undue attention will not be called to them and so that other students will not be disturbed. Teachers and support staff will encourage students to pace themselves in order to complete assignments. Time will be provided before the school day begins, after school and in daily remediation sessions that are part of the school day. Appropriate placement will be identified for students who, after assessment and multiple attempts at remediation, are not able to function well in the regular school environment. Teachers will participate in staff development activities that will prepare them to develop rubrics, align lessons with standards and design tasks. Teachers will also teach students the scoring system that will be used to evaluate work and allow students to practice using the scoring system for self- and peer-assessment. Alternative assessments will be used, when necessary, that have instructional value as well as assessment value. Alternative assessments will align with the curriculum and with instruction 79

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and will assess the same grade level content. Records will be systematized for the collection and reporting of information produced by alternative assessments. Alternative assessments will include a reduced number of questions and simplified language, pictures to promote understanding and added white space in the format. E.2.F.4. TEACHING STUDENTS HOW TO LEARN Teachers will work with students who require remediation to teach them how to learn. Strategies will be used to teach time management, studying and information retention so that students will be empowered to learn on their own. Students will be taught how to organize materials in binders, how to keep track of assignments in a planner, how to use note cards and techniques for outlining chapters. The school will provide supplies, as needed. E.2.D.5. ADDITIONAL TIME ON TASK Students who do not master grade-level skills in reading and/or mathematics, as indicated on the monthly formative assessment, will be required to spend additional time on task in reading and math with tutors daily, from 3:15--4:00 p.m., until such time as they reach proficiency. The Kaplan and Discovery Education 3 online programs will be used along with instruction by college students in the teacher education programs at LeMoyne-Owen College and the University of Memphis who will serve as tutors. Parents will be notified of this requirement during recruitment and enrollment activities. E.2.D.6. STUDENTS WITH BASIC SKILLS DEFICIENCIES For students who have basic skills deficiencies, the focus will be on prevention of learning problems rather than remediation. Teachers and support staff will be provided with manuals, curriculum materials, lesson guides and other support materials to assure that students who are below grade level are offered systematic alternatives to traditional instruction. Students will be given the extra time and instruction they need to succeed. Teachers and support staff will use approaches such as tutoring and cooperative learning and will monitor student learning carefully to maintain awareness of academic difficulties. In addition, students will receive instruction in study skills, test-taking skills and in other kinds of learning strategies used by successful students including summarizing, questioning and predicting. Additional learning time for priority objectives will be provided and students will spend this time in interactive learning activities with teachers, support staff, tutors and peers. Pull-out programs will be used judiciously, if at all, and will be intensive, brief and designed to catch students up with their peers quickly and return them to regular classrooms. Students with basic skills deficiencies will also be taught learning strategies for acquiring, storing, and expressing content objectives. This will allow these students, who are generally ineffective learners with poor processing skills, to develop a coping technique by using one or several of these strategies in combination. The goal will be to provide the students with a roadmap that can be used to successfully meet learning demands. Classrooms will also be designed to enhance the learning environment. This will include using graphic organizers, 80

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overhead projectors, interactive whiteboards, surround sound systems and assistive technology devices.

ASSESSMENT AND INTERVENTION FLOWCHART

Student Achievement Planning (SAP )

Identification of Student Strengths and Concerns Student concerns that interfere with individual or peer success are specified and pinpointed Concerns are identified under the categories of attendance, academic and behavior

Classroom Based Interventions Teachers attempt a minimum of three strategies to support student’s specific needs Strategies are clearly described on individual service plan form and directly address the area of concern Teachers provide result data following implementation of strategy and parental contact Referral for school based intervention, if desired results are not achieved

School Based Interventions  Staff examines classroom based interventions and reviews progress during intervention meetings Further intervention decisions are made based on accurate data and the level of support is determined

HIGH LEVEL OF LOW LEVEL OF MEDIUM LEVEL SUPPORT SUPPORT OF SUPPORT Student attends school Student has responded Student response may less than 90% of the to most classroom be inconsistent or time, is failing to interventions, but limited to a narrow achieve, and desired results have not area of improvement. demonstrates negative been achieved in all behavior. areas: increased Example of attendance, Intervention: Examples of improvement in grades Expand learning Interventions: E.2.F.7. HIGH Sbehavior. CHOOL GRADUATION options, AND Psuch OSTSECONDARY READINESS (HIGH SCHOOLS and positive as Provide additional ONLY) allowing student to tutoring hours; assign Example of work in another Not Applicable mentor; connect Intervention: classroom in a students and parents specified subject area, E.3. SPositive CHOOLreinforcement CULTURE to social service such as giving schoolduring the school day, agencies (vision, wide recognition for for a limited time hearing, human some achievements services, medical, etc.)

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E.3.A. DESCRIBE THE DESIRED SCHOOL CULTURE OR ETHOS OF THE PROPOSED SCHOOL AND HOW IT WILL PROMOTE A POSITIVE ACADEMIC ENVIRONMENT AND REINFORCE THE CHARTER SCHOOL’S MISSION, GOALS AND OBJECTIVES.

Culture and climate is defined as the quality and character of school life. It may be based on patterns of student, parent, and school personnel experiences within the school. School culture reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. Key factors impacting climate may include, but are not limited to, one’s perception of their personal safety, interpersonal relationships, teaching, learning, as well as the external environment. The U.S. Department of Education’s Office of Safe and Healthy Students and Safe and Supportive Schools Model emphasize the core areas of student/staff/community engagement, safety, physical environment, as well as the emotional environment. Students will be taught, by word and example, the principles and practices of nonviolence with the intent to foster a community that addresses potentially violent situations with nonviolent solutions. Life skills training, leadership development, safe-space and awareness events will be incorporated into school activities. Students will make a commitment not to contribute to violence, in any way, including harassment, bullying, teasing or spreading gossip about others. They will also be taught to respect others and value differences, through cultural competency training. Discrimination will not be tolerated. Students will receive instruction in non-violent tactics by experts in the field. Personal responsibility, taking responsibility for your actions, accepting the consequences that come from those actions and understanding that what you do impacts those around you, will be developed in students. E.3.B. EXPLAIN HOW YOU WILL CREATE, IMPLEMENT AND SUSTAIN THIS CULTURE FOR STUDENTS, TEACHERS, ADMINISTRATORS AND PARENTS STARTING FROM THE FIRST DAY OF SCHOOL. DESCRIBE THE PLAN FOR ACCULTURATING STUDENTS WHO ENTER MID-YEAR. E.3.B.1. CODE OF BEHAVIOR It is the intent of Thurgood Marshall School of Career Development, Nashville to provide a safe and secure learning environment that will aid in the development of responsible citizenship among the students enrolled. On the first day of attendance, and at mid-year for new students, orientation will be conducted to apprise students of the school’s expectations regarding conduct and behavior. (For students that may enter during the term, orientation will be conducted on an individual basis.) A student handbook will be provided each student. Students and parents will be asked to read the handbook to understand due process for disciplinary actions. Parents will be required to sign a statement indicating that they have read the handbook. Students who misbehave will be subject to disciplinary action, which could result in suspension or expulsion. Extra-curricular activities are for student enjoyment. Rules that apply during school hours will also apply during other school activities. Behavior that is disruptive or offensive will not be tolerated. Good sportsmanship will be expected and appropriate disciplinary action will ensue as a consequence of unruliness and misbehavior. 82

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STUDENTS RIGHTS    

Students will be informed of all regulations imposed by the state, district, and school pertaining to the student’s welfare and educational matriculation. Students will be allowed to attend all classes, unless otherwise removed from school due to disciplinary actions. Students will always receive fair and reasonable treatment from those who are responsible for enforcing standards of student conduct. Students will be free from intimidation, threats, or harassment in any form. This includes statements or actions that specifically degrade ethnicity, race, religious beliefs, sex, or sexual orientation.

STUDENT RESPONSIBILITIES      

Students will be on time to class, be prepared to work and bring all required materials and assignments to class. Students will be expected to produce explanations from parents for school absences. Students will know and obey all school rules. Students will be courteous and respectful to staff, other students, and guests and will not disrupt the learning of others. Students will respect school and personal property. Students will read the school handbook and adhere to all schools rules, regulations and policies.

E.3.C. EXPLAIN HOW THE SCHOOL CULTURE WILL EMBRACE STUDENTS WITH SPECIAL NEEDS, INCLUDING STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS AND STUDENTS AT RISK OF ACADEMIC FAILURE. The same code of behavior will be expected of all students regardless of special needs status. For English language learners materials will be written in Spanish or the student’s primary language. If necessary the special education and Spanish-speaking teachers may be requested to help with the management of ELLs and students with special needs. F. MARKETING RECRUITMENT AND ENROLLMENT

F.1. DESCRIBE THE MARKETING, RECRUITMENT AND ENROLLMENT PRACTICES OF THE PROPOSED SCHOOL. F.1.A. DESCRIBE HOW PARENTS AND OTHER MEMBERS OF THE COMMUNITY WILL BE INFORMED ABOUT THE SCHOOL AND HOW STUDENTS WILL BE GIVEN AN EQUAL OPPORTUNITY TO ATTEND THE SCHOOL. SPECIFICALLY DESCRIBE ANY PLANS FOR OUTREACH TO: FAMILIES IN POVERTY, ACADEMICALLY LOW-ACHIEVING STUDENTS, ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES, AND OTHER STUDENTS AT RISK OF ACADEMIC FAILURE. IF YOUR SCHOOL HAS A SPECIFIC AREA OF FOCUS, DESCRIBE THE PLAN TO MARKET THAT FOCUS.

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Students will be assigned to the school by the Court. However, parents, students, and other members of the community will be informed about the school through a variety of strategies designed to inspire confidence in parents and students that the school will provide a quality education. This will be done using high-impact recruitment messages and materials, including interactive program websites, print advertising and community outreach. Parents and students with disabilities or limited English proficiency will have access to information about the school. Appropriate auxiliary aids and services will be made to ensure effective means of communication. F.1.B. PROVIDE AS AN ATTACHMENT THE SCHOOL ENROLLMENT POLICY, WHICH SHOULD INCLUDE THE FOLLOWING:  TENTATIVE DATES FOR THE APPLICATION PERIOD AND ENROLLMENT DEADLINES AND PROCEDURES, INCLUDING AN EXPLANATION OF HOW THE SCHOOL INTENDS TO RECEIVE AND PROCESS APPLICATION FORMS. A TIMELINE AND PLAN FOR STUDENT RECRUITMENT/ENGAGEMENT AND ENROLLMENT.  AN EXPLANATION OF THE PURPOSE OF ANY PRE-ADMISSION ACTIVITIES FOR STUDENTS OR PARENTS. Students will be assigned to the school by the Court and must be assigned to attend schools in the local district. F.2. PROVIDE THE STUDENT HANDBOOK AND/OR FORMS THAT WILL BE PROVIDED TO OR REQUIRED OF STUDENTS AND FAMILIES, INCLUDING ANY “CONTRACTS” WITH STUDENTS AND PARENTS. The Court will provide contractual agreements when the student is assigned to the school. In addition, parents, students and school staff will sign a school-parent-student contract. The draft of the contract is included in the attachments. F.3. WHAT SCHOOL ZONES WITHIN THE LEA WILL THE SCHOOL TARGET? CONSIDER SCHOOLS BOTH AT YOUR TIER LEVEL AND IN THE TIER LEVEL BELOW. WHY WERE THESE SCHOOLS SELECTED? Students will be assigned to the school by the Court. F.4. WHERE ARE THE FAMILIES LOCATED YOU ARE TRYING TO REACH? WHAT OUTSIDE GROUPS WOULD YOU TARGET FOR MARKETING AND RECRUITMENT? CONSIDER PRE-SCHOOLS, CIVIC GROUPS, CAMPS, SUMMER PROGRAMS, FAITH-BASED INSTITUTIONS, ETC. Students will be assigned to the school by the Court.

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G. Community Involvement and Parent Engagement G.1. DESCRIBE HOW PARENTS AND COMMUNITY MEMBERS WERE ENGAGED AND CONTRIBUTED TO THE DEVELOPMENT OF THE PROPOSED SCHOOL. Throughout the history of the development of Du Bois Consortium schools, community and parents have played a major role in helping to establish the school’s mission, vision, and operations parameters. The schools will not become operable until August of 2013, but parents and community persons who are Board members and planners of the schools are active in their communities on school and student-related issues both in professional and non-professional capacities. G.2. OUTLINE HOW THE SCHOOL WILL ENGAGE PARENTS AND COMMUNITY MEMBERS IN THE LIFE OF THE SCHOOL (IN ADDITION TO ANY PROPOSED GOVERNANCE ROLES). EXPLAIN THE PLAN FOR BUILDING FAMILY-SCHOOL PARTNERSHIPS THAT STRENGTHEN SUPPORT FOR LEARNING AND ENCOURAGE PARENT INVOLVEMENT. DESCRIBE ANY COMMITMENTS OR VOLUNTEER OPPORTUNITIES THE SCHOOL WILL SEEK FROM, OFFER TO, OR REQUIRE OF PARENTS. Realizing that parents and caregivers are arguably the most important stakeholders in a child’s educational success, the school will establish a school/home community so that learning can be extended beyond school boundaries. To strengthen parental involvement so that parents become engaged, the school will implement a comprehensive parental engagement program that includes parent education, parent training and parent/school activities. Parents will be expected to serve as partners with school staff to ensure that students achieve. Parental engagement will be fostered through family-focused interactive experiences initiated by the school. One initiative that will be promoted by the school is “Three for Me,” a National PTA program that encourages families and community members to pledge three hours a year volunteering on school-related work in or outside the school building. This initiative includes meaningful and ongoing parental engagement activities that the school will implement. These activities include having parents: participate in forums on school-specific and national educational issues; volunteer to read in classrooms; volunteer to help teachers organize their classrooms before the school year; chaperone field trips, serve as translators during school-family meetings. Other experiences that the school will promote will include parents working with students at home to build structures, nurture plants, create oral histories, create family journals and participate in family games. Parents will be given a chance to be in the classroom and enjoy the atmosphere without having to be in charge of any children. Parents can enjoy speaking about their careers and experiences, preparing for tests, monitoring activities, judging contests and taking pictures. A parents’ advisory council will be established and this council will be able to keep other parents informed of school activities. A parents’ room will also be open during school hours where parents can interact and complete school-related projects. School leaders and teachers will ensure that family engagement is a part of the core instructional strategy. They will also establish a monthly breakfast or lunch between parents and school 85

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faculty. The school will host a school-family event off the school campus at least twice yearly and will host family movie and game nights; invite local businesses owners, older adults and other residents who may not have children to the school for events and activities and involve working parents before and after the school day, such as organizing supplies and preparing classrooms for instruction. Teachers and support staff will keep parents informed of students’ progress, the development of the program and its efforts and achievements. Parents will also be encouraged to organize a formal organization and to participate in field trips and classroom learning experiences. Staff will work closely with families to support the implementation of learning and social interventions for students. To encourage parents to interact and develop mutual support systems, several school events will be held, including a “first day” festival where parents will bring students and remain with them as long as they can on the first day of school. Fun learning activities, led by teams of parents and school staff, will be an integral part of the day. The school will institute a parental engagement model, adapted from models advanced by Dr. Joyce Epstein, a widely recognized researcher in this area; Dr. Dorothy Rich, president and founder of the Home School Institute and Dr. Bernard Watson of Temple University. This model will serve as a guide for a comprehensive involvement plan. It includes the large number of parents who will participate in learning activities with students in the home, a smaller number of parents who will volunteer, those who will serve as school leaders, the few who will be involved in school governance and the two-way communication between home and school. Parental Engagement Model School to Home Communication

Parents as educators

Parents as volunteers

Parents as school leaders

Parents in school governance

Home and School Communication

The parental engagement model is composed of four graduated concentric circles, each of which represents a type of parental engagement. The largest circle represents the percentage of parents involved who will assist with learning activities at home. According to data cited by Dr. Epstein in What Principals Should Know About Parental Involvement, more than 90% of parents “help their children with homework activities at least once in a while”. This is the level of parental involvement that holds the greatest potential for improving student achievement. The school will

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assist parents in improving their skills through quarterly “class” nights, where staff will work with parents and students to increase proficiency in reading and math. The second largest circle represents parents who will serve as school volunteers. Recognizing that many of the parents are employed, before and after school volunteer opportunities will be provided to allow them to become more engaged in school activities. The third circle is the smaller percentage of parents who will be involved in decision-making and advocacy. The school will work with parents to organize a parents’ organization. School and Consortium staff will provide monthly leadership training sessions for members of an advisory council that will evolve from this organization. The smallest circle represents the parents who will serve in a governance capacity. One parent will serve on the board of directors’ School Governing Council. As a member of this governing body, this parent will act as a liaison between parents and the governing body. G. 3. DISCUSS THE COMMUNITY RESOURCES THAT THE SCHOOL WILL CULTIVATE FOR STUDENTS AND PARENTS. DESCRIBE ANY PARTNERSHIPS THE SCHOOL WILL SEEK TO ESTABLISH WITH COMMUNITY ORGANIZATIONS, BUSINESSES, OR OTHER INSTITUTIONS. SPECIFY THE NATURE, PURPOSES, TERM, AND SCOPE OF EACH PARTNERSHIP, INCLUDING ANY FEE BASED OR IN-KIND COMMITMENTS FROM COMMUNITY ORGANIZATIONS OR INDIVIDUALS THAT WILL ENRICH STUDENT LEARNING OPPORTUNITIES. INCLUDE ANY DOCUMENTATION OF PLEDGED SUPPORT FROM PROSPECTIVE PARTNERS AS AN ATTACHMENT. G.3.A.SCHOOL/COMMUNITY RELATIONSHIPS The school will become an integral part of the community through linkages with community agencies, area colleges and faith-based institutions. Through a model of shared resources, there will be shared facilities and equipment, collaborative fund raising and grant application submissions, volunteer assistance to the school and in the community, professional mentoring and training; information sharing and dissemination; networking; improved public relations and recognition; shared responsibility for planning, implementation and evaluation of programs and services and expanded opportunities for internships, jobs and recreation. G.3.B. COMMUNITY PARENTING COUNCILS Du Bois Consortium schools are fashioning ambitious and creative interventions aimed at parents, students, and the entire community. Through innovative behavior modification and prevention initiatives such as Community Parenting Councils (CPCs), the school will engage the entire community in collective popular culture media-based activities, services, and products that promote positive behavior in the form of enhanced school attendance and education and achievement, an increase in improved diet and nutrition, a reduction in crime and violence, a decrease in substance abuse, and a reduction in school and community bullying. G.4. INCLUDE, AS AN ATTACHMENT, LETTERS OF SUPPORT, MEMORANDA OF UNDERSTANDING, OR CONTRACTS THAT INDICATE THE PROPOSED SCHOOL IS WELCOMED BY THE COMMUNITY IN WHICH THE SCHOOL INTENDS TO LOCATE, IS VIEWED AS AN ATTRACTIVE EDUCATIONAL ALTERNATIVE, AND REFLECTS A COMMUNITY’S NEEDS AND INTERESTS.

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Letters of support, memoranda of understanding, or contracts that indicate the proposed school is welcomed by the community in which the school intends to locate, is viewed as an attractive educational alternative, and reflects a community’s needs and interests are at Attachment 14.

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Operations Plan and Capacity

A. Governance A.1. DESCRIBE THE LEGAL STATUS OF THE PROPOSED SCHOOL, INCLUDING WHETHER THE ENTITY PROPOSING THE SCHOOL IS ALREADY INCORPORATED AS A NONPROFIT AND WHETHER YOU HAVE OBTAINED FEDERAL TAX-EXEMPT STATUS. TENNESSEE CHARTER LAW REQUIRES EACH CHARTER SCHOOL GOVERNING BODY TO BE A LEGALLY RECOGNIZED 501(C)(3) NONPROFIT CORPORATION. THIS STATUS SHOULD ALREADY BE IN PLACE, OR BE CLOSE TO BEING IN PLACE, BEFORE THE APPLICATION IS SUBMITTED. PLEASE INCLUDE THE FOLLOWING DOCUMENTS AS AN ATTACHMENT.

The W. E. B. Du Bois Charter School Consortium, Inc. is a 501 (c) (3) non-profit corporation chartered in Tennessee in 2011. It is governed by a Board of Directors. The Consortium is wellqualified to manage complex change through the shared vision of its experienced staff and a well-developed action plan. The proposed school will be a part of the Consortium, a charter school development and management organization, which will allow school staff to concentrate on providing the best education for the children. The management organization will secure facility sites, oversee budget operations, develop organizational structures and provide other logistic and management operations that will ensure the school’s long-term success. The following list of documents is included in this Application as Attachment 3.       

Articles of Incorporation Proof of non-profit and tax exempt status Governing board by-laws Organizational charts explaining the relationship between the board, lead administrator, subcommittees and advisory committees Resumes of applicant team members (including any proposed leaders and founding board members) Draft of initial board policies, and Policies on Open Meetings and Open Records

A.2. EXPLAIN THE GOVERNANCE PHILOSOPHY THAT WILL GUIDE THE BOARD, INCLUDING THE NATURE AND EXTENT OF INVOLVEMENT BY KEY STAKEHOLDER GROUPS. The Board of Directors of The W. E. B. Du Bois Consortium of Charter Schools, Inc. is an independent, broadly-experienced and diverse body. The governing body of the school will be comprised of members from the board of directors. This body will have the capacity and the willingness to effectively provide governance of the school and will be the highest authority for the school. It is responsible, in the broadest sense, for the well-being of the school and for ensuring that it fulfills its goals and objectives. The governing body will determine its own decision-making processes, establish control mechanisms and allocate power. The governing body will meet quarterly to discuss school operations, consider and adopt policies and consider requests and concerns from parents, students and teachers. Officers will include a president, vice 89

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president, secretary and treasurer. None of the board members will be compensated for their service. The governing body will not be involved in the day-to-day operation of the school. It will rely on the strong administrative skills of the school principal. A.3. DESCRIBE THE GOVERNANCE STRUCTURE AT THE SCHOOL LEVEL. Management of the School The school principal will be the highest-ranking administrator in the school and will report to the board of directors, the school’s governing body. The board of directors/governing body will approve policies relating to school operations and the principal will function as the single person responsible for the overall operation of the school, carrying out the policies. The school leader (principal) will be in charge of day to day school operations and will have the authority to implement measures that are applicable to the needs of the school and the needs of the students, within governing board policies. The school leader’s efforts will be broadly focused along four major dimensions: reaching out to parents and the community to strengthen the ties between school staff and the students the school will serve; working to expand the professional capacities of individual teachers to promote the formation of a coherent professional community; developing and supporting strategies to increase academic achievement and directing resources toward enhancing the quality of instruction. The principal will be the official spokesperson to address any questions or concerns regarding the school. As the school staff will be small in number, all staff will report directly to the school principal. One major management responsibility of the school leader will be school safety. This responsibility will include ensuring that facilities and equipment are safe and in good working order, the enforcement of overall school discipline policies and the assignment of supervisory responsibilities among school personnel. The board will evaluate the principal and will use the State of Tennessee evaluation model and additional rubrics in the evaluation. A.3.A. DESCRIBE THE COMPOSITION AND SIZE OF THE GOVERNING BOARD. EXPLAIN HOW THE PROPOSED GOVERNANCE STRUCTURE AND COMPOSITION WILL ENSURE THERE WILL BE ACTIVE AND EFFECTIVE REPRESENTATION OF KEY STAKEHOLDERS.

As determined by the organization’s By-Laws the composition of the Board shall be at least five but not more than twenty members (Article III Section 2). The Board’s current composition is a reflection of a broad spectrum of individuals with varying levels of expertise that contributes to the maintenance of the network schools’ philosophy, mission, and financial sustainability. Presently, the Consortium administrators and Board members have begun discussions to amend the By-Laws to identify by categories representation and expertise from a broad spectrum of key community stakeholders, e.g. 30 % consumers, 40% professional, 30% educators. A.3.B. DESCRIBE HOW YOU WILL SELECT A PARENT TO SERVE ON THE GOVERNING BOARD. After enrollment is stabilized, within one month, the governing body membership will expand to include at least one parent. Members of the board of directors will serve on the governing 90

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body of the school, though not all members will serve on the governing body. In year one, three members of the board will serve with a parent of a student in the school. In subsequent years, as the Board membership expands, the number of members serving on the governing board of the school will increase. The governing body of the school will meet monthly. A.3.C. DISCUSS THE POWERS AND DUTIES OF THE GOVERNING BOARD. IDENTIFY KEY SKILLS, AREAS OF EXPERTISE, AND CONSTITUENCIES THAT WILL BE REPRESENTED ON THE BOARD. The governing body of the Thurgood Marshall School of Career Development, Nashville will set school policy, approve the school budget, oversee fiscal operations, administer the expense of grant monies, review the outcomes of educational testing and review new educational programs in the school to assure that they are in alignment with the mission of the school. The governing body will meet no less than four times per year to discuss school operations, consider and adopt policies and consider requests and concerns from parents, students and teachers. None of the board members will be compensated for their service. The governing body will be the last resort for issues that arise that cannot be resolved by the active parties. Tangible assets of the school will be legally held by the governing board and it is responsible to all interested parties for their good use. The governing body will also serve to link the school to the community and will endeavor to influence the community for the school’s advantage. All board members will be required to sign a standard conflict of interest form to avoid matters which may affect their interests. The school will be responsible for its own operations within the limitations of any funding provided by the local education agency and other revenues derived by the school, consistent with law. The board of directors shall have authority to independently exercise, in accordance with federal and State law, the following powers:      

Contract for goods and services; Prepare a budget; Procure insurance; Lease facilities for school purposes; Purchase, lease, or rent furniture, equipment and supplies; and Accept and expend gifts, donations or grants of any kind in accordance with such conditions prescribed by the donor as are consistent with law.

A.3.D. EXPLAIN HOW THIS GOVERNANCE STRUCTURE AND COMPOSITION WILL ENSURE THE SCHOOL WILL BE AN EDUCATIONAL AND OPERATIONAL SUCCESS. In support of the school’s mission to create an academically challenging program, the governing body will recruit and hire a principal with a demonstrated record of success. Through its powers and governance structure, the Board will oversee the hiring of highly qualified teachers and support staff that will be used to provide instruction within the framework of a canon of core academic subjects. Teachers will be expected to be able to teach courses offered in the school’s curriculum, with specific teaching assignments aligned with licensure. Teachers will also be expected to develop and implement innovative educational programs, communicate with families, contribute to program support and maintain record keeping requirements. 91

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Additionally, the Board of Directors has acquired a management team that is employed by and reports directly to the Board to manage the network of schools operated by the Consortium. Comprised of a Chief Executive Officer (CEO), Chief Academic Officer (CAO), And Directors of Human Resources and Marketing and Recruitment, the team is well-qualified to manage complex change through the shared vision of its experienced staff and a well-developed action plan. The school will be a part of the Consortium, a charter school development and management organization, which will allow school staff to concentrate on providing the best education for the children. The governing body will not be involved in the day-to-day operation of the school. The management team will secure facility sites, oversee budget operations, develop organizational structures and provide other logistic and management operations that will ensure the school’s long-term success. The principal will be the school leader and will be responsible for daily school operations. The management team and the school principal report directly to the Board. (See the organizational chart at Attachment 2). The Consortium CEO is the former school superintendent of the largest school district in the state, with over 110,000 students enrolled, including 80% identified as economically disadvantaged, during his tenure. His many accomplishments include the creation of successful optional schools and the establishment of deregulated schools in the Memphis City Schools system. Other consortium members have also developed programs for economically disadvantaged children with documented successful outcomes. The Consortium staff will provide comprehensive management services with a holistic approach to school success in mind. It will keep the school focused on utilizing leading-edge approaches that quickly and dramatically improve instruction at all levels. Consortium staff services will include:  





Grant writing and implementation - The consortium will provide grant research, writing, submission, implementation, tracking, evaluation and report filing of both competitive and entitlement grants. Curriculum development - The consortium will work with the school to determine and develop curriculum programs that meet state and federal standards. Consortium support staff will assist the school staff by providing guidance on school improvement plans, as well as meeting academic measures and other requirements of No Child Left Behind. Special education compliance – Special education consultants will work collaboratively with teachers to provide personalized instructional programs for every child and help them to modify, accommodate and adjust teaching techniques and class activities to meet the learning abilities of the students. Data oversight will be provided to ensure proper documentation and programs will be monitored to ensure compliance with state and federal guidelines. Student assessment and evaluation – Consortium support staff will work with school staff to accurately assess and evaluate test results, using quantitative and qualitative measures and reporting.

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   

  

Communications and marketing – The consortium will provide a strategic plan to market the school and attract students and will work with school staff to implement the plan. Human resources – The consortium will recruit school staff, handle payroll and personnel matters, ensure certification and licensure compliance, complete background checks and assist with staff development. Risk management – The consortium will coordinate the planning, organizing, and controlling of property assets and activities in "just in case" scenarios. Technology - The consortium will provide support for all aspects of technology, from infrastructure and network management to technical troubleshooting, support for office operations and network and support services for instruction. It will ensure compliance with the Children’s Internet Protection Act (CIPA). Maximum technological services will be offered that minimize budgetary impact through partnering with the school on technology plan development and implementation, assisting and supervising schoolbased technology reports such as student count management, and acquiring appropriate hardware and software for educational and business purposes. Budget oversight and financial reporting – The consortium will collaborate with the school in the budget development process to ensure that goals and objectives are met and provide accounting and independent auditing services. Compliance reporting – The consortium will provide support to the school in completing accurate and timely compliance submissions. Facility acquisition – The consortium will identify best possibilities for a school site and negotiate lease or purchase agreements.

A.3.E. DESCRIBE HOW THE BOARD WILL EVALUATE THE SUCCESS OF THE SCHOOL, THE SCHOOL LEADER AND ITS OWN PERFORMANCE. A.3.E.1. EVALUATING THE SUCCESS OF THE SCHOOL (SEE INTERNAL ACCOUNTABILITY UNDER THE SECTION ON OPERATIONS CAPACITY) The Consortium will focus on delivering academic value while simultaneously maximizing the overall effectiveness and productivity of the school. The Malcolm Baldrige quality criteria will be adopted and used to implement and evaluate services and the school leadership: 1. 2. 3. 4. 5. 6.

Leadership. Creating and sustaining a culture of quality. Information and analysis. Collecting and analyzing information for quality improvement and planning. Strategic quality planning and management. Designing and managing effective systems and processes for ensuring the quality of educational services. Human resource selection, development and management. Developing the full potential of staff members to meet the school’s quality and performance objectives. Quality and operational results. Using qualitative and quantitative measures to evaluate quality and performance. Student performance. Accessing students to determine needs and demonstrating success in meeting those needs.

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A.3.E.2. EVALUATING SCHOOL LEADERSHIP The school’s principal will be under the supervision of the Board of Directors. The board will evaluate the principal and will use the State of Tennessee evaluation model and additional rubrics to evaluate the school leader. An evaluation tool is included as Attachment 16. More discussion of this issue is under the section on Personnel/Human Capital and Professional Development. A.3.E.3. EVALUATING ITS OWN PERFORMANCE The annual board self-evaluation will be based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six dimensions are statements describing a variety of related board actions. These six dimensions are contextual, educational, interpersonal, analytical, political and strategic. Each action will be scored by each board member according to how frequently he or she perceives that it occurs. At the end of each section, individual scores will be tabulated and assigned a grade for each of the six dimensions of competency; a combination of all board member overall scores will be tabulated for a total board overall score. At the end of the evaluation, an overall grade will be assigned. The Du Bois Consortium board of directors is in the process of establishing self-evaluation protocol. It will determine the extent to which the Board is effective in the execution of the duties and responsibilities it is charged. Four major evaluation categories include: purpose, governing body structure and operations, board functions and organizational performance improvement. Indicators include such questions as: Did the governing body establish goals and objectives? Has the governing body delegated the responsibility and authority for daily operations to the school principal? Do members of the governing body understand approaches to and methods of organizational performance improvement? A sample evaluation tool is attached at Attachment 3. A.4. LIST ALL CURRENT AND IDENTIFIED BOARD MEMBERS AND THEIR INTENDED ROLES ON THE TABLE BELOW (ADDING ROWS AS NEEDED) Full Name Keith McGee

Current Job and Employer Pastor, St. Mark Baptist Church

Michael Gray

Entrepreneur

Veronica Finnie

Teacher, Shelby County Schools

Tanya Dawson

Controller, The Westin Hotel, Memphis

Regina Haley

Clinical Services Manager Shelby County Health Department Attorney, ALSAC St. Jude Children's Research Hospital

Sara Hall

Position Chair of the Board Advisor, Human Resources Vice Chair of the Board Advisor, Technology Services Secretary of the Board Advisor, Academic Matters Treasurer of the Board Chair, Finance Committee Advisor, School Nutrition and Wellness Advisor, Legal Matters/Juvenile Justice 94

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Ernest Strickland Brent Taylor

Director of Workforce and Public Policy Greater Memphis Chamber of Commerce President/CEO Brentwood Funeral Services

Matters Advisor, Public Policy and Career Development Advisor, Governmental Compliance

A.5. SUMMARIZE MEMBERS’ INTERESTS IN AND QUALIFICATIONS FOR SERVING ON THE SCHOOL’S BOARD. Short biographical information on board members is described below. Resumes are included at Attachment 3 in the Governing Body Documents. An additional member of the governing body will be a parent with a child(ren) enrolled in the school. This individual will be selected during the 2013-2014 school term. Tanya Dawson, 109 N. Main Street #513, Memphis, Tennessee 38103 SEC’Y/TREASURER Tanya Dawson is controller at The Westin Hotel in Memphis, Tennessee. She provides accounting support services for the Junior League and conducts financial planning workshops for community organizations. She is a solid member of the financial industry, with knowledge of financial markets; experience in auditing and accounting methods and State of Tennessee financial reporting. She can make present and future projections for the school, based on both her personal observations and her in-depth training. Veronica Finnie, 4876 Applestone St., Memphis, Tennessee 38109 Veronica Finnie is a teacher with Memphis City Schools, licensed in early childhood education and administration and supervision. She has extensive experience in program management, teaching, consulting and mentoring. With 10 years of teaching experience, she will be an invaluable asset in curriculum development. Michael Gray, 10571 Midnight Sun Drive, Collierville, TN 38017 VICE-CHAIR Michael Gray is an experienced business professional and entrepreneur with a solid public service background. He served the City of Memphis as Deputy Director of Public Services and as Deputy Director of Library Services. He has a demonstrated ability to handle organizational growth, technological innovations and adherence to regulatory and governmental standards. He will be an invaluable resource with experience in management, technology and business. Sara Hall, ALSAC, 501 St. Jude Place, Memphis, Tennessee 38105 Sara Hall is a member of the executive leadership team of ALSAC, the fundraising arm of St. Jude Children's Research Hospital in Memphis, Tennessee. She serves as chief legal officer and has an extensive and diverse legal background. She has a commitment to serving her community and can ensure that all legal and regulatory requirements are followed. Regina G. Haley, 1040 Richland Drive, Memphis, Tennessee 38116 Regina Haley has over 25 years of experience in health care and nutrition services. She is clinical services manager for the Shelby County Health Department and served for 6 years as the

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manager of health and safety for the City of Memphis. Her expertise will assist in planning, implementing and operating school programs. Keith McGee, 8912 Alana Cove, Memphis, Tennessee 38016 Keith McGee served as Chief Administrative Officer for Memphis, the 18th largest city in the United States, where he was responsible for the operations and management of 15 divisions with over 10,000 employees. He has a wealth of experience in managing other complex organizations, has extensive experience in human resources, the justice system and in working with diverse groups. He has been the pastor of St. Mark Baptist Church for 18 years, where he leads a vibrant congregation that is involved in many community outreach ministries. He understands the students that the school will serve, in addition to the historical and current role of education in the community. Ernest D. Strickland, 3863 Windyke Dr., Memphis, Tennessee 38125 Ernest Strickland has an extensive broad-based business and economic development background, with strong ties to the business community. He is presently the Director of Workforce and Public Policy for the Greater Memphis Chamber of Commerce. He has a genuine interest in developing leadership in children and youth and his experiences will aid in shaping their leadership and career development. Brent Taylor, 8920 Rocky Point Road, Cordova, Tennessee 38018 Brent Taylor is a former member of the Memphis City Council and has owned and operated funeral homes and cemeteries in the community for 25 years. A business and political consultant, he works with clients on developing efficient business operations and meeting governmental compliance. His expertise will in management will be of great benefit to school operations. A.6. EXPLAIN THE PROCEDURE BY WHICH CURRENT BOARD MEMBERS WERE SELECTED, AND HOW THEY WILL BE REPLACED AND/OR RE-ELECTED. HOW OFTEN WILL THE BOARD MEET? DISCUSS THE PLANS FOR ANY COMMITTEE STRUCTURE. Under the leadership of Dr. Willie Herenton, former superintendent of Memphis City Schools, a group of educators, entrepreneurs, civic employees and parents who are committed to providing a quality education for all children began a discussion of the problems resulting from education deficiencies that they observed or experienced almost daily. These concerns led them to develop a collaboration to help the children in the community acquire the necessary skills for success in education and employment. After carefully reviewing economic and social demographic data and emerging national trends, the group decided to pursue submitting an application to open a charter school. The group endorsed the view of W.E.B. Du Bois that all children have the right to quality education. Eventually, the name of the organization was chosen: The W.E.B. Du Bois Consortium of Charter Schools, Inc. A broad spectrum of community citizens from this group formed the board of directors. Regarding Board Member Number and Terms of Service: The number of Directors shall be at least five, but not more than 20 (Article III Sections 2-3); Each Director shall serve a term of four years, except those who begin terms in 2011; one half shall serve for a term of three years, with the remaining one half serving for four years. Directors may serve consecutive terms. 96

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(Article III Sections 2-3) The Board will conduct regular meeting four times per year. (Article IV Section 2) The governing body of the school, composed of three members of the board of directors and a parent, will meet monthly. A.7. PUBLIC CHARTER SCHOOLS ARE SUBJECT TO THE PROVISIONS OF T.C.A.§ 12-4-101 AND 102 REGARDING CONFLICTS OF INTEREST. DESCRIBE THE BOARD’S ETHICAL STANDARDS AND PROCEDURES FOR IDENTIFYING AND ADDRESSING CONFLICTS OF INTEREST. IF YOU HAVE A COMPLETED CONFLICT OF INTEREST POLICY, SUBMIT IT WITH THE GOVERNING BODY ATTACHMENTS. As per the Organization’s By-Laws Article VII regarding Conflict of Interest: Except as may be specifically provided for in the Policies and Procedures in effect, no Board Member shall receive any salary, fee, payment, honorarium or other compensation or thing of value of any kind from any entity or other party as a result of such Board Member’s position or affiliation with The W. E. B. Du Bois Consortium of Charter Schools, Inc. No Board Member shall: (i) engage in any course of conduct which will result in a conflict of interest or potential conflict of interest with the Corporation or (ii) take any public position inimical to the interests of the Corporation, without the prior, express written approval of the Board of Directors. All Board members will be required to sign a standard conflict of interest form to avoid matters which may affect their interests. A.8. DESCRIBE PLANS FOR INCREASING THE CAPACITY OF THE GOVERNING BOARD. A.8.A. IS THE CURRENT BOARD THE FOUNDING BOARD ONLY OR WILL IT TRANSITION TO A GOVERNING BOARD UPON APPROVAL? HOW WILL THE TRANSITION TAKE PLACE? PROVIDE A SPECIFIC TIMELINE BY WHICH THE TRANSITION WILL OCCUR. The current board of directors is the founding board and includes members of the school governing board. A transition to a new board will not take place. The governing body of the school will be composed of three members of the board of directors and a parent. Members will be replaced according to the organization’s by-laws which are guidelines that establish the Board’s operational parameters. A.8.B. HOW AND ON WHAT TIMELINE WILL NEW MEMBERS BE RECRUITED AND ADDED, AND HOW WILL VACANCIES BE FILLED? New members of the Board and the school’s governing body will be recruited when vacancies occur i.e. terms have been served or members resign. Members may also be recruited when Directors determine a need to expand the number of members based on broadened responsibilities of the Board’s existing composition. Vacancies in the Board of Directors shall be filled by majority vote of the currently serving Directors. (Article IV Section 7) A member of the Board may resign at any time but shall provide thirty (30) days prior notice to 97

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the Board of Directors. The Board of Directors shall have full authority and discretion to suspend or expel any member for cither the violation of Bylaws or any rules and regulations duly adopted by the Board of Directors or by reason of any conduct deemed to be prejudicial to its best interest. Prior to suspending or expelling a member, the Board of Directors shall give not less than eleven (11) and no more than fifteen (15) days prior written notice of such suspension or expulsion to the member and the reasons for such suspension or expulsion. Also, the Board of Directors shall provide to such member a hearing not less than five (5) days before the effective date of such suspension or expulsion. Members may act to fill any vacancy in membership and may act to fill any vacancy in an office. Such fulfillment shall be effective for the unexpired portion of the term of the vacant position. A.8.C. WHAT TRAINING WILL BE OFFERED TO THE BOARD AND WHEN? TENNESSEE LAW REQUIRES AT LEAST ONE BOARD TRAINING PER YEAR TO BE CERTIFIED BY THE TENNESSEE CHARTER SCHOOL ASSOCIATION. The governing board will meet monthly and has already thoroughly reviewed the Tennessee Charter School Law and charter school governing body materials. One board training session was held in November of 2012. This session focused on developing the framework for the school program, recognizing the position of public trust and competent stewardship of public funds. Additional school governing board training sessions will be held quarterly. An experienced charter school governance consultant will be acquired to conduct these sessions. These sessions will focus on responsibilities, employment policies and practices, and financial management. The goal is to have board members feel more confident about their leadership skills; better equip them to build a healthy school board and face challenges as they arise; focus them on an action plan and framework for growing and sustaining the board and prepare them to lead and to train others to lead the school into the future. As required by T.C.A. Section 49-13111, documentation of the training will be provided to the chartering authority and will be certified by the Tennessee Charter Schools Association. In addition, board members will attend board training sessions required by the state. A.8.D. HOW WILL THIS BOARD HANDLE COMPLAINTS? THE DRAFT COMPLAINT POLICY SHOULD BE CLEAR AND FOLLOW AN APPROPRIATE ROUTE FOR RESOLUTION OF CONCERNS RAISED BY STUDENTS, PARENTS AND/OR STAKEHOLDERS.

The Board is committed to providing a quality education for all of its students and working in an open and accountable way that builds the trust and respect of all stakeholders. It will strive to improve its services by listening and responding to the views of students, parents, staff and other stakeholders and by responding positively to complaints and resolving them. The aim is to ensure that making a complaint will be as easy as possible; that a complaint will be treated as a clear expression of dissatisfaction which calls for an immediate response; that complaints will be handled promptly, politely and, when appropriate, confidentially; that responses will be appropriate and that complaints will be used to improve service delivery. 98

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The Board realizes that many concerns will be raised informally and an informal approach will be appropriate when it can be achieved. Efforts will be made to resolve matters quickly, to keep the matter low-key and to enable mediation between the complainant and the individual to whom the complaint has been referred. However, if concerns cannot be satisfactorily resolved informally, then the formal complaint procedure should be followed. A formal complaint may be submitted in writing or electronically to the school principal or the governing body, if the complaint involves the school principal. If a complaint is submitted electronically, a hard copy must also be sent via regular mail. The complaint must identify the alleged violation; the facts supporting the alleged violation; and any supporting documentation. The complaint will be acknowledged in writing, a response to the complaint will be made within 5 days; the complaint will be handled reasonably and with sensitively and appropriate action will be taken. If the complaint is beyond the control of the governing body, the complainant will be notified of such. The governing body will be the last resort for issues that arise that cannot be resolved by the active parties involved in the complaint. B. Personnel/Human Capital B.1. DESCRIBE THE PROPOSED PLAN FOR STAFFING, RECRUITING, SELECTING AND, THE SCHOOL’S PERSONNEL POLICIES, AND THE SCHOOL’S LEADERSHIP STRUCTURE. B.1.A. RECRUITMENT PROCESS The Consortium has an expert staff with experience in school staff recruitment. It seeks to attract outstanding, diverse individuals who have the talent and desire to improve educational opportunities for disadvantaged children. Recruitment activities will involve generating a qualified applicant pool by soliciting applications through a well-designed recruiting program focused on attracting high quality individuals. The program will include compelling, highimpact recruitment messages and materials, including interactive program websites, internet marketing, candidate cultivation, print advertising and community outreach. Advertising of the position will include criteria for selection, composition of the selection committee, the application procedure and the selection process. Applicants who meet licensure, certification, competency requirements and demonstrate superior teaching skills will be considered for employment. Candidates will be placed in a number of challenging scenarios that will give them an opportunity to display these skills: problem-solving and critical thinking. The role of the principal will be functional and professional management, instructional leadership and establishment of a productive and professional school culture, including acting as the lead disciplinarian, program leader and learning facilitator, school-community facilitator and problem solver. These dimensions will become an integral part of the recruitment and selection process for the principal. Applicants who meet licensure, certification, competency requirements and demonstrate leadership skills, the greatest determinant of student success, will be considered for employment. Candidates will be placed in a number of challenging scenarios

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that will give them an opportunity to display these leadership skills: problem-solving and critical thinking. Only applicants who meet licensure, certification and demonstrate competency will be considered for employment. The selection procedure will include reviewing resumes, conducting pre-screening interviews, background and reference checks and interviews with the governing body. The selection of the school principal will be based on qualities of leadership rooted in established knowledge, skills and professional growth that will result in dedication to good instructional practice and learning. Intensive training will be provided to the school staff during professional development sessions and in staff meetings in how to implement the themebased integrated curriculum. It is expected that the principal will participate in ongoing leadership activities that will enhance effective school management skills. B.1.B. HIRING PROCESS The Consortium has developed a process that aligns with a high hiring success ratio and instills confidence that the right candidates are selected for the school positions. It uses a highly scientific process of job benchmarking with a team of professionals to gain a thorough understanding of what is needed for success in the principal’s position: the necessary behavioral style, motivating values and personal attributes. After the candidates with the requisite years of experience, educational background, and licensure have been screened for further consideration, a validated pre-employment assessment will be administered to determine which candidate is the best fit for the job based on how well his or her behavioral style, personal motivators, and personal skills match those identified as predictive of success in the job benchmarking process. With this knowledge, the Consortium can recommend the best candidate to the governing body. The principal will work with the Consortium staff on job benchmarking for the other school positions and will follow the job benchmarking process. Proven practices will be used to recruit and retain excellent teachers, including teacher mentoring, rich in-service opportunities and incentives. A curriculum coordinator will also be hired, with at least 2 years of experience in a leadership role. The curriculum coordinator will work with teachers to develop and implement innovative educational programs, communicate with families, contribute to program support, maintain record keeping requirement and ensure that student support services are delivered efficiently. A school counselor, with a Master’s degree in counseling and demonstrated expertise in the area, will be hired to provide counseling assessment and intervention services to students. Training will be provided by the Consortium leadership team. In support of the school’s mission to create an academically challenging program, highly qualified teachers and support staff will be used to provide instruction within the framework of a canon of core academic subjects. Teachers will be expected to be able to teach courses offered in the school’s curriculum, with specific teaching assignments aligned with licensure. Teachers will develop and implement innovative educational programs, communicate with families, contribute to program support and maintain record keeping requirements.

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Qualified support staff will be selected to provide tutoring services and training. Consultants will be utilized to work with teachers to ensure that students master basic competencies. This group will be vetted through an intensive background process. Technology training for staff and students will be provided by Consortium staff. A school secretary and a clerical assistant, who will report to the principal, will be hired to manage the school office, maintain staff and student records and provide clerical support to teachers. A specialist, who will report to the principal, will also be hired to provide food services for students. A custodian will be hired to maintain the school facility and will report to the principal. Qualifying documentation for all staff will be verified through traditional human resources procedures, including professional background investigations. Selections have to be approved by the governing body. Job descriptions for the school leadership team are attached. B.1.A. EXPLAIN THE RELATIONSHIP THAT WILL EXIST BETWEEN THE PROPOSED SCHOOL AND ITS EMPLOYEES, WHETHER THE EMPLOYEES WILL BE AT-WILL AND WHETHER THE SCHOOL WILL USE EMPLOYMENT CONTRACTS. IF THE SCHOOL WILL USE CONTRACTS, EXPLAIN THE NATURE AND PURPOSE OF THE CONTRACTS. All persons who perform services for the school shall be considered “at-will” employees or volunteers. The school reserves the right to select its personnel in compliance with established policies and procedures. B.1. B. ATTACH A COPY OF THE SCHOOL’S DRAFT PERSONNEL POLICIES AND DRAFT COPY OF THE EMPLOYEE MANUAL IF DEVELOPED. Some policies that will be included in the employee manual are included in the attachments. All of the policies have not been completely developed. Draft copies of the School’s Personnel Policies and Employee Manual are included at Attachment 16. A sample table of contents for the Employee Manual has been provided which lists the major issues and topics that will be contained in the manual upon completion. The sample has been extracted from the National Council of Nonprofit Organizations with their permission for usage. Draft Personnel Policies The school will adopt and follow all policies, standards, guidelines and statues of the Tennessee State Board of Education, General Assembly of the State of Tennessee and Tennessee Code Annotated (Title 49, Chapter 5) regarding personnel. A local school policies and procedures manual will be developed by the principal and governing board, with legal review, at least three months before the opening of the school. Employment Policy The school is committed to providing an environment that is free from discrimination in employment and opportunity because of race, color, religion, creed, national origin, ancestry, 101

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disability, gender, sexual orientation, or age. Specifically, it will follow personnel procedures that will ensure equal opportunity for all; make reasonable accommodations wherever necessary for all employees or applicants with disabilities, provided that the individual is otherwise qualified to safely perform the duties and assignments connected with the job; thoroughly investigate instances of alleged discrimination and take corrective action if warranted and be continually alert to identify and correct any practices by individuals that are at variance with the intent of the Equal Employment Opportunity Policy. Continuing Education Policy All teachers are expected to keep their professional training and knowledge current through ongoing courses and workshops in education. Teachers are required to submit documentation of completed coursework or workshop certificate in order to fulfill this requirement. The principal will work with staff to develop professional growth plans consistent with state guidelines. Employment Requirements Employees are expected to adhere to the requirements for employment described in the hiring contract. In addition, before the first day of employment, all employees must have a tuberculosis test and must submit fingerprints to the Department of Justice and Federal Bureau of Investigation for the purpose of obtaining a criminal record summary. Employee Evaluations The school leadership team and teachers will be evaluated in accordance with the Tennessee Department of Education’s TEAM, which includes a combination of frequent observation, constructive feedback, student data and meaningful professional development and is designed to support all educators so they can do their best work in the classroom and help every student learn and grow. Dismissal/Discipline/Termination Policy The principal may recommend to the board to suspend or terminate the employment of any employee if s/he determines that the employee has failed to fulfill the duties and responsibilities and/or demonstrate the qualities outlined in the job description, or if other good cause exists. All employees will be hired on the basis of annual contracts and their terms expire at the end of their annual contract. In the event the school finds it necessary or desirable to terminate an employee's employment before the end of the school year, the school will attempt to give the employee written notice at least 10 calendar days before termination, unless the principal and board determine that the employee poses a threat to the health, safety, or welfare of the school or students. In the event of termination of employment prior to the end of an employment contract, the employee shall be entitled only to the prorated salary and benefits earned through the last date of employment. Any employee may submit a grievance regarding dismissal, discipline, and termination pursuant to the grievance policy discussed in the section on governance and operations. 102

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Resignation Policy In the event an employee finds it necessary to resign during the school year, the employee shall give written notice to the principal as soon as possible and at least 10 calendar days before the effective date of resignation. The principal will forward the notice to the board for acceptance or non-acceptance. Confidential Personnel File The school shall maintain a confidential personnel file for each employee. The personnel file will contain the evaluation documents, as well as any other employment-related documents or correspondence. All documents placed in the personnel file will have been signed by all concerned parties. Schedule All employees are required to work according to the schedule and dates stated in their employment agreements. The school leadership team and teachers are expected to be present at the school from 10 minutes prior to the beginning of the normal school day to 10 minutes after the normal school day, unless other arrangements are approved by the principal. All full-time employees shall have a minimum lunch break of 40 minutes per day. Leaves Sick leave is available to employees to provide for full salary and benefits for absences due to personal illness or injury that prevent the employee from working. Full-time staff shall accrue sick leave at the rate of 10 days per school year. Full-time staff will be entitled to two days of personal leave per year for urgent personal business or other emergencies, at full pay and benefits. Long term leave will be provided as unpaid leave for pregnancy, post-childbirth maternity or paternity, adoption, employee long-term illness, and any other reasons required by law. The school may require certification from a qualified medical professional to document the reason for the leave and/or to verify the employee's ability to return to work. Such leave shall be given for a maximum of up to 12 consecutive weeks, or longer if required by law. In no event shall such leave extend beyond the end of the employee's annual contract unless the contract is renewed. Such leave is available to full-time staff only who have been employed for at least one full school year. Jury Duty Upon notification by a court to report for jury duty, the employee shall immediately request jury duty during non-school months. In the event this request is not granted, time off with no loss of salary will be provided for jury duty required to be served during the school year. Any employee, 103

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when advised of his/her notification of jury duty, must immediately inform the principal. Salary will be paid as usual, and the check for juror fees is to be signed over to the school. Professional Development Leave Full-time employees will be entitled to the equivalent of one paid day during the school year for training purposes. Such training must be approved by the principal in advance. Punctuality and Attendance Policy Any employee who is unable to report for work on any particular day must call the assistant principal at least two hours before the start of the scheduled work day. If an employee fails to report to work without notification to the assistant principal (except in cases of dire emergency), the school may consider that employee has abandoned his/her employment. Upon returning to work after an absence for any reason, the employee must complete an absence form and turn it in to the principal by the end of the work day on which the employee returns. If an employee is absent for medical reasons for more than 10 working days, the employee must, immediately upon his or her intended day of return to work, provide the principal with a physician's statement certifying that the employee is able to return. Salaries/Benefits Policy The board shall set salary rates and the terms of the salary will be included in the hiring letter and/or contract. The school will provide health and life insurance coverage for full-time staff through the local school district’s plan. The school will also provide retirement benefits through the Tennessee state retirement system.

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(ORGANIZATION NAME) EMPLOYEE HANDBOOK TABLE OF CONTENTS

I. MISSION .........................................................................................................................................

II. OVERVIEW ................................ ................................................................................................. III.VOLUNTARY AT-WILL EMPLOYMENT ................................................................................. IV. EQUAL EMPLOYMENT OPPORTUNITY ................................................................................ V. POLICY AGAINST WORKPLACE HARASSMENT .................................................................. VI. SOLICITATION ............................................................................................................................ VII.HOURS OF WORK, ATTENDANCE AND PUNCTUALITY .......... ......................................... A. Hours of Work ...................................................................................................................... B. Attendance and Punctuality ............................... ................................................................... C. Overtime ................ ........................... .. ................................................................................

VIII. EMPLOYMENT POLICIES AND PRACTICES .......... ............................................................. A. Definition of Terms ...............................................................................................................

IX.POSITION DESCRIPTION AND SALARY ADMINISTRATION...................................... …… . X. WORK REVIEW.............. .................... ....................................................... ............................,, ….. XI. ECONOMIC BENEFITS AND INSURANCE.................... ................................................... …… A. Health/Life Insurance ............................................................................................................. B. Social Security/Medicare/Medicaid ....................................................................................... C. Workers' Compensation and Unemployment Insurance ........................................................ D. Retirement Plan ..................................................................................................................... E. Tax Deferred Annuity Plan............................................... ..................................................... XII. LEAVE BENEFITS AND OTHER WORK POLICIES........................................................... …. A. Holidays.... ................ , ............. ............................................................. ........................ ......

B. Vacation ........................................................................................................................... …… C. Sick Leave .................................................. ...................................................................... …… D. Personal Leave ................................ ................................................................................ …… E. Military Leave ............................................................................................................................ F. Jury Duty ................................ ........................................... .............................................. …… G. Parental Leave ........................................................................................................................... H. Bereavement Leave ............... ................................................................................................... I. Extended Personal Leave ....... .... .................................................. ................................. ……… J. Severe Weather Conditions ................................................................. ......................... ………. K. Meetings and Conferences ........................................................................ ................................ (ORGANIZATION NAME) Employee Handbook ©2004 National Council of Nonprofit Associations May be duplicated, with attribution, by charitable organizations.

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Principal - Job Description JOB TITLE: Principal REPORTS TO: School governing body (Members of Board of Directors) SUPERVISES: All school employees and students REQUIREMENTS: Master’s Degree in Educational Leadership; demonstrated leadership in achieving high academic achievement in a population of disadvantaged students; TN. Licensure. NATURE AND SCOPE OF JOB: The school Principal serves as the educational leader, responsible for managing the policies, regulations, and procedures to ensure that all students are supervised in a safe learning environment that meets the approved curricula and mission of the school. Achieving academic excellence requires that the school Principal work collaboratively to direct and nurture all members of the school staff and to communicate effectively with parents. Inherent in the position are the responsibilities, with the assistance of the Consortium, for scheduling, curriculum development, extracurricular activities, personnel management, emergency procedures, and facility operations. JOB FUNCTIONS AND RESPONSIBILITIES: The school Principal shall:        

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Establish and promote high standards and expectations for all students and staff for academic performance and responsibility for behavior. Manage, supervise and evaluate staff. Develop effective and clear procedures for the operation and functioning of the school consistent with the philosophy, mission, values and goals of the school. Ensure compliance with all laws, policies and civil regulations, including emergency procedures. Approve the annual master schedule for instructional programs, ensuring sequential learning experiences for students consistent with philosophy, mission statement and instructional goals. Supervise the instructional programs of the school on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with research on learning and academic growth and development. Establish procedures for evaluation and selection of instructional materials and equipment, approving all recommendations. Supervise in a fair and consistent manner effective discipline and attendance systems with high standards, consistent with the philosophy, values, and mission of the school. Ensure a safe, orderly environment that encourages students to take responsibility for behavior and creates high morale among staff and students. File all required reports regarding violence, vandalism, attendance and discipline matters. Display the highest ethical and professional behavior and standards when working with students, parents and school personnel. Serve as a role model for students, dressing professionally, demonstrating the importance and relevance of learning, accepting responsibility, and demonstrating pride in the education profession. Notify immediately appropriate individuals and agencies when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or students appearing to be under the influence of alcohol or controlled substances. Keep the staff informed and seek ideas for the improvement of the school. Conduct meetings, as necessary, for the proper functioning of the school. Establish and maintain effective inventory system for school supplies, materials and equipment.

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    

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Assume responsibility for the health, safety, and welfare of students, employees and visitors. Develop procedures and provide regular drills for emergencies and disasters. Complete in a timely fashion all records and reports as requested by the Board. Ensure the proper accounting of all student activity funds and money collected from students. Communicate with the Board regularly about the needs, successes and general operation of the school. Establish procedures for safe storing and integrity of all public and confidential school records. Ensure that student records are complete and current. Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines. Perform any other duties within the scope of employment and certifications, as assigned by the Board and not otherwise prohibited by law or in conflict with contract.

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Curriculum Coordinator - Job Description JOB TITLE: Curriculum Coordinator REPORTS TO: Principal REQUIREMENTS: Master’s Degree in curriculum & instruction or related field; at least 3 years teaching in an academic area; at least 2 years administrative or related leadership experience; TN. Licensure. NATURE AND SCOPE OF JOB: The Curriculum Coordinator executes the school’s academic vision, has primary responsibility for the implementation of the master schedule, is responsible for overseeing the academic program and managing the academic office and works with teachers to develop and implement innovative educational programs, communicates with families, contributes to program support and maintains record keeping requirements. Achieving academic excellence requires that the Curriculum Coordinator work effectively with teachers and students in a highly collaborative, process and results-oriented environment. JOB FUNCTIONS AND RESPONSIBILITIES: The Curriculum Coordinator shall:          

Assist in curriculum development and review. Implement academic program and work with teachers and students on academic planning. Observe and evaluate classroom instruction and develop objective reports; forward reports to the school principal. Develop master schedule for classes, with input of staff. Work with staff to resolve individual student academic issues. Facilitate student placement in appropriate remedial classes or alternative education programs. Oversee grading and student evaluation. Set agenda and lead meetings of academic concerns. Oversee day to day operations of the academic office. Perform any other duties within the scope of employment and certifications, as assigned by the Principal and not otherwise prohibited by law or in conflict with contract.

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School Counselor - Job Description JOB TITLE: School Counselor REPORTS TO: Principal REQUIREMENTS: Master’s Degree in School Counseling; at least 3 years teaching experience; TN. Licensure. NATURE AND SCOPE OF JOB: The School Counselor assists students in the developmental processes in intellectual, social and personal growth and in making informed and appropriate social, educational and vocational choices. JOB FUNCTIONS AND RESPONSIBILITIES: The School Counselor shall:                 

Assist in registration and scheduling processes. Provide individual and group counseling for students Conduct orientation sessions with students regarding courses and procedures. Oversee college dual enrollment program and credit recovery program. Make recommendations for homebound instruction for students who qualify. Participate in multidisciplinary activities for selected students to contribute information in the areas of academic achievement in regular education classes. Act as a referral agent in the regular education staffing by receiving referrals from staff, making contact with the student and, if appropriate, the student’s parent(s)/guardian(s) and conducting conferences to determine potential outcomes. Provide a link between students and appropriate community resources and outside agencies. Assist students in alternative education programs by receiving referrals from administrators, teachers, parents/guardians and students. Help resolve student/teacher conflicts by meeting with the student(s) and teacher individually or in groups to determine the nature and extent of the problem and to outline possible remedial strategies. Assist students in obtaining information on careers, college, post-secondary training and the military. Assist students in completing scholarship and financial aid forms, including writing letters of recommendation. Provide information to parents/guardians and students that relate to testing dates, college visitation dates, deadlines for filing applications, presentations that are held for career speakers and dates of military recruiter visits. Coordinate testing activities. Coordinate visits from college representatives. Assist with job shadowing and internship placement. Perform any other duties within the scope of employment and certifications, as assigned by the Principal and not otherwise prohibited by law or in conflict with contract

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B.1.C. WILL ANY POSITIONS BE GRANT FUNDED? WHAT WILL BE THE PURPOSE OF THESE POSITIONS AND HOW WILL THEY BE SUSTAINED FOLLOWING THE GRANT PERIOD? None of the positions will be grant-funded. B.1.D. OUTLINE THE PROPOSED SALARY RANGES AND EMPLOYMENT BENEFITS, AS WELL AS ANY INCENTIVE OR REWARD STRUCTURES THAT MAY BE A PART OF THE COMPENSATION SYSTEM. EXPLAIN THE SCHOOL’S PROPOSED STRATEGY FOR RETAINING HIGH-PERFORMING TEACHERS. NOTE THAT STATE LAW REQUIRES FULL-TIME CHARTER SCHOOL STAFF TO PARTICIPATE IN THE SAME INSURANCE AND BENEFITS PROGRAMS “IN THE SAME MANNER AS TEACHERS AND OTHER FULL-TIME PERMANENT EMPLOYEES OF THE LEA.” T.C.A. § 49-13-

119. SALARY RANGES FOR SCHOOL PERSONNEL*: Salaries for most school staff are competitive and commensurate with area wages for comparable jobs. Teacher salaries exceed the level in the local school district and the surrounding area. The salaries and ranges for principals and teachers depend on degree level attained and years of experience. For example, the salary for a beginning teacher, with a bachelor’s degree and no years of experience, will be $47,000. Salaries are as follows: Principal - $80,000 to 90,000 Curriculum Coordinator - $55,000 Teachers - $47,000 - $50,000 Custodian - $36,000 Secretary/Book Keeper - $36,000 Office Assistant - $25,000 Part-Time School Counselor - $25,000 Part-Time Special Education Teacher - $28,500 Part-Time Nutrition Coordinator - $25,000 Employee benefits and incentives are comparable to area standards. Performance bonuses cannot be guaranteed, but the likeliness of grants being funded to fund incentives based on experiences of other charter schools in the area and across the country. -

The school will pay 70% of health insurance benefits at a rate for single employees. The school will make employer contributions for retirement for all employees. The school plans to apply for teacher incentive grant funds and will provide performance-based bonuses, if the proposals are approved.

*Salaries for the Consortium staff are not a part of the school’s budget. B.1.E. DESCRIBE YOUR STRATEGY, PLANS AND TIMELINE FOR RECRUITING AND HIRING THE TEACHING STAFF, INCLUDING THE SCHOOL’S PLAN FOR HIRING APPROPRIATELY LICENSED 110

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“HIGHLY QUALIFIED” STAFF IN ACCORDANCE WITH THE ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA). EXPLAIN OTHER KEY SELECTION CRITERIA AND ANY SPECIAL CONSIDERATIONS RELEVANT TO YOUR SCHOOL DESIGN. The qualification to be considered for employment as a teacher will be: the attainment of at least a bachelor’s degree, State of Tennessee teacher licensure and certification and demonstrated competency. The following mechanisms will be considered to demonstrate competency:  Standardized test proficiency;  Academic major;  Graduate degree;  Coursework equivalent to undergraduate academic major; and  Advanced certification or credential. Staff and teachers for the school will be recruited from a pool of certified and qualified teachers from across the country. Presently, the Consortium has a staff with direct knowledge of State of Tennessee education and fiscal requirements. A principal will be acquired six months prior to the opening of the school, licensed by the State of Tennessee with experience as a teacher and a school administrator. The principal’s and Consortium staff’s knowledge and understanding of the education process and learning environments will aid in helping the principal to recruit the necessary staff to operate the school, at least three months prior to the opening of the school. Similarly education resources and the facility will not be a hindrance to start up, since ample physical and educational resources currently exist. The Consortium will pursue qualified staff through professional meetings, the Internet, trade magazines and other well-known sources of marketing and advertising. B.1.E. DEFINE AND ELABORATE ON THE DRAFT PROCEDURES FOR HIRING AND DISMISSING SCHOOL PERSONNEL, INCLUDING CONDUCTING CRIMINAL BACKGROUND CHECKS. B.1.E.1. DRAFT STAFF HIRING PROCEDURES The Consortium will use standard hiring procedures for new staff persons that fully address a candidate’s fitness and suitability for the position. The hiring and recruitment process for school/consortium staff has been fully described above. Draft procedures/protocols are summarized below: (1) Principal/CEO identifies the position to be filled; (2) Human Resources Coordinator drafts job description; (3) Job description is review internally; (4) Job description is posted on website, social networks, trade magazines, professional organizations, etc.; (5) Principal and Consortium CEO select applicants and candidate from among online applicants and letters of interest; (6) After candidate is selected a background check must be conducted on the candidate by Human Resources before an offer can be made; 111

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(7) Human Resources Coordinator notifies principal/CEO when the results of the background check are available. At this time candidate is contacted to make the job offer; (8) If a physical is required for the position, then this will be done after the offer has been made, but before the employee can begin work; (9) The new staff member must present and/or complete required documents, e.g. W-2, insurance documents, driver’s license, etc.; (10) The process to hire the new employee will be completed by Human Resources Coordinator after the above information has been received; (11) All applicants are notified when the position has been filled and a letter sent to the applicants who were not interviewed or hired; (12) Employee is scheduled for orientation by Human Resources Coordinator and Principal/CEO. B.1.E.2. DRAFT TEACHER DISMISSAL PROCEDURES The principal may recommend to the governing board (or the governing body will decide, in the case of the principal) to suspend or terminate the employment of any employee, if it is determined that the employee has failed to fulfill the duties and responsibilities and/or demonstrate the qualities outlined in the job description, or if other good cause exists. All employees will be hired on the basis of annual contracts and their terms expire at the end of their annual contract. In the event the school finds it necessary or desirable to terminate an employee's employment before the end of the school year, the school will attempt to give the employee written notice at least 10 calendar days before termination, unless the principal and board determine that the employee poses a threat to the health, safety, or welfare of the school or students. In the event of termination of employment prior to the end of an employment contract, the employee shall be entitled only to the prorated salary and benefits earned through the last date of employment. Any employee may submit a grievance regarding dismissal, discipline, and termination pursuant to the grievance policy discussed in the section on governance and operations. The dismissal of a teacher or staff person will be governed by a set of procedures/principles which are recommended by standard professional bodies that act in a fair manner to protect the interest of all parties concerned. A draft of the major steps and actions involved are summarized below. DRAFT TEACHER DISMISSAL PROCEDURES STEPS ACTION Dismissal Step One Principal/CEO Decision and Notice to Staff Person Dismissal Step Two Staff’s Response to the Principal/CEO’s Notice If the Staff Person Makes No Hearing Request If the Staff Person Requests a Hearing Directly 112

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before the governing body Hearing Before the Governing Body The Governing Body’s Decision Governing Body Vote within the parameters of the Open Meetings Act Governing Body’s Report of Its Decision Appeal by the Staff person and Review by the Courts Applying the Standards of the Administrative Procedure Act Workforce Reduction Review under the Administrative Procedure Act Dismissal vs. Nonrenewal

Dismissal Step Three Dismissal Step Four

Dismissal Step Five

Other Considerations

B.1.F. GIVE A THOROUGH DESCRIPTION OF THE PROCESS FOR HIRING THE SCHOOL LEADER. EXPLAIN HOW THE SCHOOL LEADER WILL BE SUPPORTED, DEVELOPED, AND PROVIDE A DRAFT EVALUATION INSTRUMENT FOR THE SCHOOL LEADER. A school principal, with demonstrated success of high academic achievement in a population of disadvantaged students, will be hired at least six months prior to the opening of the school. The principal will be hired by the governing body. Other staff will be selected by the governing body and the principal, at least three months prior to the opening of the school, and qualifying documentation will be verified through traditional human resources procedures, including professional background investigations. The principal will serve as the school leader and will be responsible for all day-to day operations of the school, including supervision of teachers and other support staff, decision-making, testing, documentation of students, records management and teacher evaluation. The principal will serve as the academic leader and will work with the curriculum coordinator on curriculum implementation and improving student performance at every level. The principal will also work with students to ensure that attendance requirements are met, discipline standards are maintained and strategies are implemented to ensure that all school goals are met. The principal will report to the governing board. Principal Evaluation Rubric STANDARD

Maintains school‐wide focus on high standards of student achievement

Displays

Does Not Meet Standard Spends excessive time and energy on issues unrelated to student achievement; fails to focus self or others on student learning Does not display an

RATING Improvement Needed Consistently speaks of high standards of student achievement as the focus of the School

Displays awareness of

Effective

Highly Effective

Establishes and continually reinforces high standards of student learning as the central mission of the school through both words and actions Displays an

Is consistent and unrelenting in reinforcing the highest standards of student learning as the central mission of the school, modeling that focus in all activities Displays a deep

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knowledge of effective teaching, including curriculum standards, curriculum design and learning theory Models school instructional guidelines

understanding of effective teaching; does not use effective teaching information in coaching teachers

effective teaching and attempts to incorporate it in conversations with staff

understanding of effective teaching; uses this information in guiding classroom instruction

knowledge of effective instruction; is able to help others make the link between effective instruction and their day‐to‐day practice

Does not understand instructional guidelines; does not use them in coaching teachers

Displays awareness of instructional guidelines and attempts to use them in coaching teachers

Uses data to increase student achievement

Does not use data in making decisions or coaching teachers; does not make student achievement data available to staff

Periodically reviews student achievement data; reviews and discusses school‐wide data with staff; understands and can explain the function of the data

Creates a strong learning culture that communicates the school’s vision and culture

Does not discuss or refer to the vision of the school; student behavior is not reflective of a school’s culture and school student discipline policy is handled inconsistently or not at all; school environment does not feel safe and respectful; no artifacts reflect the school’s vision

Little time is spent sharing the vision; student discipline policy is implemented inconsistency, but student behavior seems orderly most of the time; school environment feels safe/ respectful but not academically rigorous; few artifacts reflect the school’s culture and vision

Displays understanding of instructional guidelines and regularly reinforces them in coaching teachers Sets goals; analyzes a wide range of student achievement data and teacher data; aggregates and disaggregates data; trains staff to collect and use data on a regular basis to improve teaching in the school; uses school goals as a framework for communicating data. Periodic discussion focuses the vision of the school; student behavior is generally reflective of the school’s culture; the school feels safe and respectful, and is academically oriented; artifacts consistently reflect the school’s vision and culture.

Uses informal teacher observations and feedback to increase student achievement

Spends very little time in classrooms observing teachers teaching; spends majority of time in the office; observes teachers, but does not follow‐up with

Spends adequate time in classrooms to observe and provides informal feedback for teachers. Feedback is sometimes linked to school goals and student achievement

Displays a thorough understanding of the Instructional guidelines; models and reinforces their consistent implementation Incorporates the use of student achievement data into daily school activities, consistently tracking and analyzing a variety of metrics against goals to continually improve learning and teaching; analyzes data in aggregate and by subgroups; uses data to reinforce school goals and guide activities. The school’s vision is shared by all constituents and frequently referenced; student behavior is consistently reflective of an effective learning community; school environment is not only safe and respectful, but also reflects a rigorous academic focus; creative artifacts communicate with all constituents the school’s culture and vision. Maintains a regular schedule of informal classroom observations, so that all teachers are substantively observed during the school year. Uses a variety of methods to provide

Maintains a regular schedule of informal classroom observations. Provides teachers with timely written feedback about observations. Links

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(Follows State model of teacher evaluation procedures for formal evaluations.) Identifies and provides appropriate professional development opportunities

Builds a collaborative, wellfunctioning team

Recognizes and rewards individual and group behavior

Establishes effective systems for school operations

discussions with teachers

data

feedback on observations to school goals and student achievement data

teachers with timely feedback (written and verbal) about observations. Explicitly links feedback on observations to school goals and student achievement data in a continuous way

Does not work with staff on professional growth needs; discourages staff members who seek out professional development opportunities; does not understand adult learning theory

Identifies professional development needs for each staff member; transfers own knowledge and skills; informs staff of other known development opportunities; applies little adult learning theory

Creates a culture of continual learning for all staff members; using personalized professional development plans, ongoing feedback, and own knowledge and skills effectively; actively seeks out learning opportunities for staff; understands and uses adult learning theory

Does not promote collaborative behavior among staff members; allows strong individuals to derail productive group work Overlooks opportunities for reward and celebration; focuses on the negative

Encourages staff to collaborate; deals with internal conflict adequately

Works with each individual staff member to create a personalized professional development plan that fits with adult learning theory; provides timely feedback; transfers own knowledge and skills; seeks out additional learning options when one is not readily available Enables frequent collaboration among staff members; uses individuals’ strengths effectively; addresses conflict skillfully

Fails to establish any systems for school operations (e.g. budget management, facility maintenance, attendance, discipline); activities that should be routine are cumbersome and frustrating for site staff; lack of effective systems causes frequent interruptions to education program

Establishes functioning systems for school operations; routine activities usually get done with minimal hassle and disruption; school staff understand and consistently execute their appropriate roles

Uses a variety of approaches to recognize and reward desired actions at the individual and group level Establishes effective and efficient systems for school operations; routine activities are always completed quickly and easily

Systematically reinforces school values by using a variety of approaches to reward individual and group behaviors Establishes effective and efficient systems for school operations; routine activities are always completed quickly and easily; consistently finds ways to make activities more efficient and effective

Recognizes good work with occasional celebrations

Creates a culture of collaboration and mutual support; uses individuals’ strengths effectively; builds employee skills in teambuilding

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A draft evaluation instrument for the school principal is also included at Attachment 16 (Team Tennessee). B.1.G. DESCRIBE HOW THE PROPOSED SCHOOL INTENDS TO HANDLE UNSATISFACTORY LEADERSHIP OR TEACHER PERFORMANCE, AS WELL AS LEADERSHIP/TEACHER CHANGES. School staff is required to be evaluated annually on a number of factors related to leadership and what a teacher should know and be able to do. (See Staff Evaluation under Section on Professional Development.) When the school principal or a teacher’s performance is unsatisfactory, prior to changes or dismissal a 90-day Remediation Plan will be instituted for remediable deficiencies. Evaluations regarding successful corrections would occur every thirty school days. An achievement of a “satisfactory” or better rating would permit reinstatement to annual evaluation status. Unsuccessful remediation could result in dismissal as per school dismissal procedures. Staff persons may also be changed to other positions depending on the nature of the deficiency. When changes are made or new personnel is recruited and hired, students and staff will be provided an opportunity to adjust to the changes. Team collaboration meetings will be helpful in this process. B.1.H. ATTACH A COPY OF THE SCHOOL’S ORGANIZATIONAL CHART AND HIGHLIGHT THE AREAS OF THIS ORGANIZATIONAL STRUCTURE THAT RELATE DIRECTLY TO THE SCHOOL’S VISION, MISSION. A copy of the school’s organizational chart is in the governing body Documents at Attachment 3. The principal reports directly to the governing body. The school staff, including the teachers, secretary and the support staff report directly to the principal. This structure maximizes the school’s mission to enhance academic enrichment for at-risk students. It outlines matters of operations that are related to selection of facilities, marketing and recruitment, human resources, grant writing, and budget oversight to be a function of the Consortium administrative staff. Also, this arrangement maximizes the principal’s ability to be directly responsible for and to be able to focus on the school’s academic plan and focus. B.2. FILL OUT THE STAFFING CHART BELOW OUTLINING YOUR STAFFING PROJECTIONS. ADJUST OR ADD FUNCTIONS AND TITLES AS NEEDED TO REFLECT VARIATIONS IN SCHOOL MODELS. Position Principal/School Leader Curriculum Coordinator Teachers Part-time School Counselor Part-time Special Education Teacher Part-time Nutrition Coordinator Secretary/Bookkeeper Office Assistant Custodian

Year 1 1 1 9 1 1

Year 2 1 1 9 1 1

Year 3 1 1 9 1 1

Year 4 1 1 9 1 1

Year 5 1 1 9 1 1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

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C. Professional Development C.1. DESCRIBE THE PROPOSED SCHOOL’S PROFESSIONAL DEVELOPMENT PLAN AND OPPORTUNITIES AND HOW THEY RELATE TO THE CHOSEN ACADEMIC FOCUS AND PLAN. EXPLAIN CAREER GROWTH AND DEVELOPMENT OPPORTUNITIES FOR STAFF TO MAXIMIZE THE CONTRIBUTION AND RETENTION OF HIGHLY EFFECTIVELY EMPLOYEES

Beyond the necessary physical and financial resources and assets, having and maintaining an informed and competent staff as well as an unwavering commitment to learn from both students and parents are perhaps the greatest challenges the school is faced with in order to achieve its desired academic performance outcomes. Consortium planners and administrators already have begun the process to (1) recruit trained, sensitive, and competent staff; (2) provide continuing education opportunities to enhance staff academic competency; and (3) forge interpersonal relationships between staff community, parents, and students. Teachers will be required have certified teaching credentials in appropriate fields of instruction. An undetermined number of continuing education hours will be required each year, and Du Bois Consortium schools will host periodic in-service teacher training. Special training exercises that employ the development of self-examination and responsibility skills will be aimed at forging greater avenues of communications between students, teachers, and parents. “On-the-job learning” to enhance achievement will become a signature activity for the schools faculty and staff. C.2. DESCRIBE THE CORE COMPONENTS OF YOUR PROFESSIONAL DEVELOPMENT PLAN AND HOW THOSE COMPONENTS WILL SUPPORT EFFECTIVE IMPLEMENTATION OF THE ACADEMIC PLAN.

The purpose of professional staff development will be to provide “team time” for guided planning, to explore research that supports an arts-infused curriculum and to build a sense of community and school culture. It will also allow teachers and support staff to focus on each of the performing arts disciplines, building understanding and skills that can be used across the curriculum, particularly in language and math. Core professional development processes, recommended by the National Staff Development Council will be used to guide the school’s staff development training. These processes are that staff development will be related to student learning; each session will be on a small number of student learning goals and training will match adult learning styles. Classroom teachers and support staff will plan together to ensure that all learning activities are connected explicitly back to language arts and math instruction. In order to create a cadre of “teacher-leaders”, during the year teachers and support staff will receive targeted professional development training that will assist them in implementing research-based instructional practices related to brain-compatible learning, arts integrated instruction and technology. Learning experiences that enhance instructional strategies and promote student achievement will be interwoven throughout these activities. Intensive training will be provided during professional development sessions and in staff meetings in how to integrate entrepreneurship and technology into the curriculum. The school

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will also provide funds for teachers to obtain additional training in these areas at State college and universities. C.3. PROVIDE A SCHEDULE AND OVERVIEW OF PROFESSIONAL DEVELOPMENT THAT WILL TAKE PLACE PRIOR TO SCHOOL OPENING. EXPLAIN THE TOPICS THAT MAY BE INCLUDED DURING THE INDUCTION PERIOD AND HOW TEACHERS WILL BE SUPPORTED IN DELIVERING UNIQUE OR PARTICULARLY CHALLENGING ASPECTS OF THE CHOSEN CURRICULUM.

The Consortium will work with the school principal to provide targeted professional development for 10 days before the school opens. High-quality professional development as envisioned refers to rigorous and relevant content, strategies, and organizational supports that ensure that teachers will be prepared to implement the curriculum properly. Pre-school opening development sessions will be conducted that will immerse school staff in training. These sessions will focus on determining the relationship between diagnosis and planning; identifying ways and means of collecting data, information and analysis of data; reviewing how to determine educational indicators; identifying appropriate tools to be used in diagnosing; identifying how to measure the efficiency of educational programs and developing analysis skills of the internal environment as well as the external environment; developing planning skills; defining the role of projections in determining the goals and the formulation of educational plans; identifying goals and necessary skills to build goals and objectives and key performance indicators and enhancing the process of monitoring and evaluation. Staff also will be given new perspectives about teaching and provide depth to particular contents area through broadening of the staff’s school thematic foundations. This includes developing cultural competence, becoming proficient in program development and assessment, developing instructional strategies and integrating career development and entrepreneurship into core subject areas. Experts in these areas will assist the Consortium staff and principal in providing the training. On the first day of professional development, school staff will receive UDO training, which is not just cultivating the absence of prejudice and bias, but is developing an appreciation for each group’s similarities and differences. This will help them to develop empathy, the ability to recognize and understand another person's perceptions and feelings, and to accurately convey that understanding through an accepting response. School staff will be trained to use UDO methods with students to help them understand that the common experiences all humans have results in a sense of connectedness with other people. The next five days will be devoted to program development and assessment. Training will be focused on integrating curriculum components, developing skills in classroom management and improving performance through data analysis. Staff will also receive training so that they will understand the school’s assessment methodology and will be able to use this knowledge to select or prepare valid, reliable assessments. A three-hour online training session in using Goal Tracker, the individualized data tracking program, will be conducted by Goal Tracker staff. This is a step by step interactive training that allows users to ask questions and learn by doing while the instructor teaches.

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During the last four days of professional development, the staff will be engaged in developing instructional strategies and integrating career development and entrepreneurship in every facet of the curriculum. This will promote collegiality and collaborative exchange as the staff will have to work together, reflect on best practices, exchange ideas and share strategies. The staff will work in a model classroom to become thoroughly familiar with the equipment and how to enhance the technology-rich learning environment. Staff will also work with representatives from higher education community to develop a model framework for partnerships with colleges and universities and arts organizations. C.4. DESCRIBE THE EXPECTED NUMBER OF DAYS AND HOURS FOR PROFESSIONAL DEVELOPMENT THROUGHOUT THE SCHOOL YEAR AND EXPLAIN HOW THE SCHOOL’S CALENDAR, DAILY SCHEDULE, AND STAFFING STRUCTURE SUPPORT THIS PLAN. INCLUDE TIME SCHEDULED FOR COLLABORATIVE PLANNING AND HOW SUCH TIME WILL TYPICALLY BE USED. Teachers and support staff will develop and enhance their skills by completing the yearly 15-day professional development program for focused enrichment in the following areas: program development; curriculum development; implementing instructional strategies; and integration of visual and performing arts into the curriculum. The projected development days include:   

Program Development and Assessment – 6 days Curriculum Development – 6 days Instructional Strategies/Introduction to Arts Integration and Technology – 3 days

The Thurgood Marshall School of Career Development, Nashville #2 will operate daily, Monday through Friday, 8:00 a.m. to 4:00 p.m. Ample time will be allotted during the school-year for teachers, administrators, and staff to collaborate with each other and to engage in training programs designed to enhance the instructional program, teaching and administrative skills, and student support services. C.5. DESCRIBE HOW THE SCHOOL’S CULTURE AND LEADERSHIP TEAM WILL SUPPORT PROFESSIONAL GROWTH. The school’s culture encourages an environment of nurturing and support for both its student and its staff. Elements of professional growth are achieved through school professional development activities and staff participation in continuation activities. Following core recommendations for staff development from the National Staff Development Council the Leadership Team will insure that these recommendations are adapted to the school culture and learning environment. The leadership team also will conduct coordination and insure implementation of scheduled staff development activities. C.6. DESCRIBE THE PLAN TO CULTIVATE FUTURE LEADERSHIP CAPACITY As the Consortium network continues to grow Du Bois Consortium schools will follow examples to cultivate future leadership capacity being set by seasoned educators who are designing training programs and opportunities for aspiring young educators. Says Serapha Cruz, the principal of the Bronx School of Young Leaders, “by engaging strong educators early in their 119

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careers, we can cultivate their leadership skills as they take their first steps toward school leadership”. The Teacher Leadership Program (TLP) in the greater New York City area is an example of a program that the school will use to emulate leadership development paradigms. The program is targeted at teachers already serving in leadership roles and convening them regularly through a series of workshops led by strong principals and other leaders. Between sessions, back in their schools, teacher leaders practice observing classrooms and providing feedback to improve their colleagues’ practice. They evaluate instructional materials for alignment to the Common Core standards and lead teams of fellow teachers to examine their students’ work, guiding discussions about how to adjust teaching in response to student needs. The Consortium will pursue guidance and support from organizations such as the Wallace Foundation, the Leadership Academy, LEAP (the Leaders in Education Apprenticeship Program), and New Leaders’ Aspiring Principal Program. All of these programs, along with the Vanderbilt Assessment of Leadership in Education, will provide valuable insight and leadership development role models for Du Bois Consortium schools. C.7. EXPLAIN HOW THE SCHOOL’S STAFF WILL DEMONSTRATE A SPIRIT OF COLLABORATION TO SHARE INNOVATIVE PRACTICES ACROSS THE ENTIRE DISTRICT

Du Bois Consortium schools will participate in a number of activities to demonstrate a spirit of collaboration and to share innovative practices. Thurgood Marshall School of Career Development, Nashville #2 will use the framework of “sharing best practices” with other schools in the district to disseminate information and to create a culture of the entire community’s role in educating its children and youth. This strategy will be used broadly to engage the community and other schools in the district in activities and services that have a direct bearing on education achievement, prevention and behavior modification. C.8. DESCRIBE THE POLICIES AND PROCEDURES FOR EVALUATING STAFF, PROVIDING FEEDBACK AND CELEBRATING EXCELLENCE. Teachers and administrators will be evaluated each year as required by Tennessee’s First to the Top Act. The evaluation rating scale will range from above expectations to significantly below expectations. Multiple measures will be used to assess performance. Specifically, evaluations will consist of three components: 50%-observation, using the TAP rubric; 35%-student growth, based on TVAAS teacher effect data and 15%-student achievement data. The principal, the curriculum coordinator and two members of the Consortium staff will attend the training sessions provided by the State. C.9. DETAIL WHO IS INVOLVED IN THE EVALUATION PROCESS, HOW CONSTRUCTIVE FEEDBACK WILL BE PROVIDED AND HOW OFTEN. C.9.1. SCHOOL STAFF EVALUATION

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The principal, teachers, and support staff will be evaluated using the State’s evaluation model, TEAM (Tennessee Educator Acceleration Model). The Board will evaluate the principal and the principal will evaluate the school staff. The evaluation rating scale will range from above expectations to significantly below expectations. Through a combination of frequent observation, constructive feedback, student data and meaningful professional development, the new system is designed to support educators and will every student learn and grow. In this system, multiple measures will be used to assess performance. The Team Evaluation rubric is included at Attachment 16. The school will provide the staff copies of the knowledge and skills identified in the National Board for Professional Teaching Standards (NBPTS) as those required of accomplished teachers. NBPTS was created in 1987 after the Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession released A Nation Prepared: Teachers for the 21st Century. Shortly after its release, NBPTS issued its first policy statement: What Teachers Should Know and Be Able to Do. The school will also include these NBPTS standards in the evaluation of teachers. The standards are: teachers are committed to students and their learning and believe all students can learn; teachers know the subjects they teach and how to teach those subjects to students; teachers are responsible for managing and monitoring student learning; teachers think systematically about their practice and learn from experience; teachers work collaboratively with parents, the community and other stakeholders to improve student learning. A rating scale - 1 (rarely), 2 (sometimes), 3 (often) and 5 (always) - will be used to rate teachers on these standards. Similarly, standards for leadership developed by the Interstate School Leaders Licensure Consortium will be included in evaluating school leaders. These standards are: facilitate the school’s vision; nurture and sustain a school culture and instructional program conductive to student learning; manage the organization to promote an effective learning environment and collaborate to mobilize community resources. A rating scale - 1 (rarely), 2 (sometimes), 3 (often) and 5 (always) - will be used to rate school leaders on these standards. The Vanderbilt Assessment of Leadership in Education (VAL-ED) will also be used to measure the effectiveness of the principal by providing a detailed assessment of perceived performance. In addition to formal designated times to review the paper/online evaluation instrument, ongoing evaluator-teacher conversations will be among the primary mechanisms through which feedback will be provided. Evaluator-teacher conversations, when conducted around a common understanding of good teaching—and around evidence of that teaching— offer a rich opportunity for professional dialogue and growth. More hours in the day cannot be created, but the use of brief and informal drop-in observations are expected to yield plenty of information for reflective conversation and require far less time than formal observations do. Abundant evidence from both informal observation and formal investigation indicates that a thoughtful approach to teacher evaluation—one that engages teachers in reflection and self-assessment—yields benefits far beyond the important goal of quality assurance. Such an approach provides the vehicle for teacher growth and development by providing opportunities for professional conversation around agreed-on standards of practice.

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C.9.2. CONSORTIUM MANAGEMENT TEAM EVALUATION The performance of the staff has a major bearing on the Consortium’s capacity to successfully manage the network of schools. The Consortium Management Team will be evaluated annually by the organization’s CEO and the CEO by the Board of Directors utilizing quality professional development evaluation parameters that are recognized by standard human resources bodies. The job performance of the administrative/professional staff members will be evaluated through a process which seeks to make clear the employee's duties and responsibilities as stated in the position description; to give the employee an understanding of the supervisor's job performance expectations in light of those duties and responsibilities; to provide for regular communication between employee and supervisor about the employee's performance of those duties and responsibilities; and to enable the employee to improve job performance and to develop professionally. The major evaluation factors include work habits; quality and quantity of work; interpersonal skills and adaptability. Staff’s performance is evaluated in each area as either “Exceeds Job Requirements”, “Meets Job Requirements”, “Needs Development”, “Unacceptable”, or “Not Applicable”. A sample evaluation for the administrative/professional staff is included as Attachment 16. The Consortium is in the process of developing a formal Employee Evaluation Policy that will contain procedures for frequency of evaluations, the process for conducting evaluations, employee’s strategic plans and goals, and evaluation review. The CEO and/or the Board will perform for each employee a written administrative evaluation and shall discuss that evaluation with the employee. The evaluation will consist of “Section I: Core Competencies”, and “Section II: Employee Strategic Plans and Goals”. The Supervisor, with input from the employee, will review each job factor, and discuss the ratings given. Optional forms used to foster open dialogue may include employee self-assessment and needs surveys. Any of these forms used, along with applicable goal progress reports, should be attached and included with the evaluation.

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D. Operations Capacity D. DESCRIBE THE CAPACITY OF SCHOOL LEADERSHIP (CURRENT OR PROPOSED) IN TERMS OF SKILLS, EXPERIENCE, AND AVAILABLE TIME TO IDENTIFY AND RESPOND TO THE NEEDS OF THE STAFF AND ALSO BALANCE THE NEEDS OF THE SCHOOL AND STUDENTS

D.1.

CAPACITY OF SCHOOL LEADERSHIP

The Consortium staff has the skills, experience and time to identify and respond to the needs of the staff and students. The Consortium Team’s CEO was the Superintendent of Tennessee’s largest school district, managing a budget of approximately $800,000,000 annually. The Consortium CAO directed and managed the country’s number one and most successful Youth Opportunity program, funded by the US Department of Labor, totaling $26,000,000 for five years. Both the Directors of Marketing and Human Resources were principals in the Memphis City Schools for over fifteen years. These individuals conducted their jobs with the utmost degree of professionalism, and their reputations in the community are stellar. D.2. INTERNAL ACCOUNTABILITY MEASURES Internal accountability measures tor academic and organizational goals will be used to link the school’s goals to positive results as a determinant of capacity of school leadership. Teams composed of members of the Consortium staff, members of the governing body, the principal, members of the school staff and parents will use a modified version of the Malcolm Baldrige self-assessment each quarter to determine academic and organizational effectiveness and to drive school improvement. The major categories of accountability measures will be: leadership; information and analysis; strategic quality planning and management; human resource selection, development and management; quality and operational results and student performance.

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Accountability Measures Model 100% Categories of Accountability Measures /Criteria for Scoring 90% 80% 70% 60%

50% 40% 30% 20% 10% 0%

1. 2. 3. 4. 5.

Leadership Information and analysis Strategic quality planning and management Human resource selection, development and management Student performance

100% -80% Principal spends at least 90% of time on instructional-related activities (as determined by self-rating); effective feedback systems are in place in all areas; improvement plans have been implemented in all areas that are not on target; staff training is required to address deficiencies; the school is current in evaluating g academic goals each quarter against actual performance-meeting 100% of academic goals. 80%-60% Principal spends at least 75% of time on instructional-related activities; effective feedback systems are in place in 80% of the areas; improvement plans have been implemented in 80% of the areas that are not on target; 80% of the staff takes advantage of training to address deficiencies; the school is 15 days or less behind schedule in evaluating academic goals each quarter against actual performance-meeting 90% of academic goals. 60%-40% Principal spends at least 65% of time on instructional-related activities; effective feedback systems are in place in 60% of the areas; improvement plans have been implemented in 60% of the areas that are not on target and have been developed to address the remaining areas;60% of the staff takes advantage of training to address deficiencies; the school is 16 to 20 days behind schedule in evaluating academic goals each quarter against actual performance-meeting 80% of academic goals. 40%-20% Principal spends 64% to 50% of time on instructional-related activities; effective feedback systems are in place in 40% of the areas; improvement plans have been implemented in 40% of the areas that are not on target and have been developed to address the remaining areas;40% of the staff takes advantage of training to address deficiencies; the school 21 to 30 days behind schedule in evaluating academic goals each quarter against actual performance-meeting 50% to 60% of academic goals. 20%-0% Principal spends less that 50% of time on instructional-related activities; effective feedback systems are in place in 20% of the areas; improvement plans have been implemented in 20% of the areas that are not on target and have been developed to address the remaining areas;20% of the staff takes advantage of training to address deficiencies; the school is more than 30 days behind schedule in evaluating academic goals each quarter against actual performance-meeting less than 50% of academic goals.

The percent scores range on a continuum from a low of zero percent to a high of 100 percent; the anchor point is 50 percent. While 50% is considered to be good on the Baldrige scale, the school will strive to score at least 80 percent in each area during the first year; 100% in subsequent years. The school will also ensure quality assurance through the systematic review of the educational program to ensure that acceptable standards of education and the academic infrastructure are being maintained so that student performance and the curriculum maintain their quality. The quality assurance program will identify, reduce and correct academic and curriculum deficiencies. The program will include a detailed plan for accurately measuring performance to ensure that quality assurance guidelines are in place and are followed in order to meet individual and school goals. 124

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D.3. QUALITY MANAGEMENT SYSTEM

The school will also use an international quality management system to identify and respond to the needs of its staff. ISO 9001, the international standard for quality management systems, was initially applied to the manufacturing and service industries, but has been equally effective when applied to education. By addressing the needs of students as a service, a school can be managed as if it were a business. A successful quality assurance program results in improved efficiency and lower operating costs; increased student, parent and staff satisfaction; consistent quality and timely delivery of services; improved control of quality and processes; improved performance from staff; clearly defined responsibilities of personnel; documented systems which provide useful reference; lower rates of rework and improved control during periods of change or growth. The school staff will use an education quality assurance manual developed by Quality System Innovations, Inc., a leader in the development of ISO 9001 quality assurance programs. The manual is thorough and addresses all areas of quality assurance. The following excerpt from the manual that focuses on initiating corrective actions will be used for internal monitoring and evaluation of the School: Procedure 1.0 Initiation of Corrective Actions 1.1 Corrective actions will be requested when a condition, which is adverse to quality or which has the potential for product/process improvement will be identified. 1.2 Any staff member will be able to initiate a corrective action request, but the school principal must approve and record the request and the implementation. 2.0

Implementation of Corrective Actions 2.1

3.0

When a potential serious nonconformance is identified, analyses will be performed to determine the required steps for effective implementation of corrective actions.

Analysis and Approvals 3.1

3.2

A thorough analysis of all related processes, operations, quality records, and specifications, which may have contributed to the deficiency, will be conducted by the principal or designee(s). The investigation and analysis of the root cause and preventive measures must be fully documented by the individual(s) assigned to the problem. The analysis shall include a review of all applicable data and an examination of what has been scrapped or reworked, in order to determine the extent and cause of the problem. All problems will be evaluated in terms of potential impact on quality costs, performance, reliability and safety. All problems will be classified either as minor or major. Resolutions to all corrective actions will be

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reviewed and approved by the principal. Where the proposed actions are unsatisfactory, the corrective action request will be reissued. The principal will conduct a follow up to determine if the corrective actions have been implemented and are effective.

D.4. NOT APPLICABLE. The Du Bois Consortium does not intend to intend to contract with specific educational service providers.

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Financial Plan and Capacity A. The school will be compliant with state regulations that govern charter schools. Detailed provisions for special population students, e.g. English Language Learners, physically disabled, etc., are outlined in this proposal’s section on Academic Plan Design and Capacity. The school proposes to serve any eligible student. The school: A.1. Will not charge an application fee. A.2. Will withhold BEP funds to cover the insurance and retirement contributions for school employees financial A.3. Proposes to contract with the local school district to purchase food services. The school will set aside one percent of BEP funds in an escrow account for the first four years. B. The budget information is included at Attachments 9 and 10. The budget and financial plan for the charter school include all anticipated revenues and expenditures and a plan for compliance with state and federal accounting and reporting requirements. Du Bois Schools operate under an annual budget on a July 1 – June 30 fiscal year. A Public Charter School Planning and Budget Worksheet are included at Attachment 9. Budget assumptions with revenue and expenditure projections reflecting the school’s proposed growth over time have been detailed. Additionally, the proposed budget demonstrates that it is adequate to ensure that the schools’ model can be fully implemented and that it supports achievement of school’s educational and organizational mission-specific student achievement. The budget explicitly details:   

Student enrollment and BEP projections All anticipated funding sources; and All anticipated expenditures.

C. DESCRIBE THE SYSTEMS AND PROCESSES BY WHICH THE ORGANIZATION AND SCHOOL WILL MANAGE ACCOUNTING, PURCHASING, PAYROLL AND AUDITS. INCLUDE ANY DRAFT POLICIES ON FINANCIAL CONTROLS, ETC. SPECIFY ANY ADMINISTRATIVE SERVICES YOU EXPECT TO OUTSOURCE TO AN INDEPENDENT CONTRACTOR AND DESCRIBE THE CRITERIA FOR THE SELECTION OF SUCH CONTRACTORS.

The Budget/Financial Narrative (Financial Plan) is included as Attachment 10. The narrative describes budget assumptions, line item justifications, and cash flow projections. The Financial Plan describes in detail provisions for: 

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         

Grants and Contributions Expenditures Payroll School Administration and Program Operations Audit Procedures Governing the Deposit and Investment of Idle Funds, Purchasing Procedures, and Comprehensive Travel Regulations Annual Audits (School-Level and Organizational-Level) Individual and collective qualifications of Du Bois Consortium schools’ to successfully implement the school’s financial plan School’s contingency plans to meet financial needs if anticipated revenues are not received or are lower than expected. How one or more high needs student with disabilities might affect the budget and the plan to meet student needs that might be more than anticipated. Plans to outsource financial areas such as payroll, benefits, audits, etc.

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ATTACHMENTS: Thurgood Marshall School of Career Development, Nashville Attachment 1: Start-Up Plan Attachment 2: Organizational Chart Attachment 3: Governing Body Documents Attachment 4: School Calendar and Schedule Attachment 5: School Disciplinary Policy Attachment 6: Facilities Plan Attachment 7: Transportation Plan Attachment 8: Food Service Plan Attachment 9: Public Charter School Budget Workbook Attachment 10: Budget Narrative Attachment 11: Insurance Attachment 12: Waivers Attachment 13: Community Partnerships Attachment 14: Letters of Support

122 125 126 152 157 162 163 164 Tab 5 165 179 180 181 182

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Attachment 1: Start-Up Plan Timetable for School Operations The school proposes to become operational in August of 2014. In year 1, the school will accommodate 200 students in 9th - 12th grade. The number of students enrolled will be maintained at 200 students. Because the school is a part of The W. E. B. DuBois Consortium of Charters Schools, Inc., the proposed start-up timetable, though ambitious for a new start, is very realistic and exceedingly achievable. The school will draw upon existing resources that are ideally accommodating for an academic environment. Staff and teachers for the school will be recruited from a pool of certified and qualified teachers from across the country. The Consortium has a staff with direct knowledge of State of Tennessee education and fiscal requirements. A principal will be acquired six months prior to the opening of the school, licensed by the State of Tennessee with experience as a teacher and a school administrator. The principal’s and Consortium staff’s knowledge and understanding of the education process and learning environments will aid in helping the principal to recruit the necessary staff to operate the school, at least three months prior to the opening of the school. Similarly education resources and the facility will not be a hindrance to start up, since ample physical and educational resources currently exist.

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Review benchmarks and scoring rubrics for each grade level Develop Title I program and services for implementation Develop special education program for implementation Request student records Select supplemental instructional resources and materials Develop unit plans for all academic areas Finalize master schedule Conduct orientation for students and parents

Phase I

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Phase III

Secure all permits and approvals for school facility Prepare building for opening: repairs and renovations Identify and approve eligible vendors Order computers and other hardware Order school furniture/textbooks/supplies Inventory and tag all equipment/furniture/ supplies Secure signage for school facility Finalize plans for school opening

Acquire school facility and finalize occupancy agreement

Phase I

Phase II

Key Action

Phase

Phase III

Principal/School Staff/Governing Body/Consortium Principal/Board of Directors

March – May

Consortium

July

January – April January – April January – April June – July June June July July – August

January February February – May March – July March – April April – May April – June June – July June – July July

Consortium/ Governing Body Consortium/ Governing Body Principal/Governing Body Principal/Consortium Principal/Consortium Consortium Principal/Consortium Principal/Governing Body/Consortium

Consortium/ Governing Body

Responsible Party

Consortium/Principal Consortium/Principal Consortium/Principal Consortium/Principal Principal/School Staff Principal/School Staff//Consortium Principal/School Staff Principal/School Staff//Consortium

Responsible Party

Principal/Governing Body/Consortium

April – June April – June June June

April-June

Facilities/Operations Timeframe

Key Action

Phase II

Principal/Governing Body/Consortium

March – May

Principal/School Staff/Governing Body/Consortium Principal/School Staff Principal/School Staff

Governing Body/Consortium Governing Body/Consortium Principal/Governing Body/Consortium

Upon approval January – March March – May

March – June

DuBois Board of Directors

Upon approval

Academics Timeframe

Establish uniform policy Complete student handbook Conduct staff orientation and development Conduct lottery process to select students, if applicants exceed enrollment cap Create student databases

Phase

Phase III

Implement parental engagement model; add parent to board of directors and governing body Develop policies and procedures manual with legal review

Conduct community outreach: meetings with parents and community; open house Recruit students

Choose specific governing body from members of board of directors Identify other grant sources & submit Recruit and hire school principal Recruit and hire other school personnel

Phase 1

Phase II

Key Action

Phase

Action Plan/Timetable for Commencing School Operations/2014-2015 Organization Timeframe Responsible Party

Thurgood Marshall School of Career Development, Nashville

Thurgood Marshall School of Career Development, Nashville

KEY COMPONENTS IMPLEMENTATION TIMELINE AREA Staff

Professional Services

Facility

Marketing and recruitment

Staff development

Supplies

Travel

GOALS & GOAL INDICATORS Design systems and processes for ensuring quality educational services  Complete 100% of curriculum components  Complete 100% of policies manual  Recruit/hire 100% of school leadership team Conduct selection processes for consultants to support school program  Acquire consultant services to support instruction, data management and accountability  Recruit/hire 100% of school staff Acquire consultant services to support instructional program, data management and accountability  Provide 1,080 hours of support for implementation of systems and processes to ensure quality school program  Maintain monthly ledger and accounting of income, purchases, receipts and payments at 100% accuracy level Complete facility renovations  Secure Certificate of Occupancy  Secure 100% of facility-related services Market school to recruit and enroll eligible students  Design and publish 100% of recruitment materials  Market school to maintain enrollment at 100% Provide focused training for school staff and board to increase knowledge and skills  Provide 120 hours of leadership training for leadership team  Engage 100% of governing body in training  Provide 120 hours of staff development Purchase supplies for instructional program  Procure teacher desks and chairs  Procure consumable supplies  Procure computer notebooks for 200 students  Procure textbooks/instructional supplies Gain information to enhance school program  Provide visits to exemplary school programs for 100% of leadership staff  Participate at 100% level in state training

PROPOSED TIMEFRAME Feb. 1-May 15, 2014

Feb. 5-June 30, 2014

Feb. 5, 2014-Apr. 15, 2015

Aug. 1, 2014-July 31, 2015

Feb. 1-June 30, 2014

Feb. 1-Apr. 2014

April 1 –June 30, 2014 June 1-Aug. 15, 2014 July 29-June 30, 2014 Feb. 1-June 30, 2014

April 1-June 30, 2014 January-July 31, 2014

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Attachment 2: Organization Chart

Du Bois Consortium & Thurgood Marshall School Organization Chart Board of Directors/School Governing Board The W. E. B. Du Bois Consortium of Charter Schools, Inc.

Founder/CEO/Superintendent Du Bois Consortium Adm. Assistant

Chief Academic Officer

Custodian

[Chief Administrative Officer]

Director Human Resources, Educational Support (Title I, Special Education, Psychological Services)

Support Consultants  

Director Student Recruitment, Parental Engagement, Community Partnerships

Support Consultants

Human Resources Database Management/Records

 

Student Recruitment Database Management/Records

Support Consultants  

Receptionist Curriculum & Instruction

School Secretary

Principal

Teachers

Support Staff  Curriculum Coordinators  School Counselors  Special Education Teachers  Nutrition Coordinators  School Custodians 133

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Attachment 3: Governing Body Documents The W. E. B. DuBois Consortium of Charter Schools, Inc. BYLAWS ARTICLE I – ORGANIZATION 1. The name of the organization shall be The W. E. B. DuBois Consortium of Charter Schools, Inc. (Corporation). 2. The principal office of the Corporation shall be located in Memphis, Tennessee, in the United States of America. 3. The Corporation shall have and continuously maintain in the state of Tennessee, a registered office and agent as required by the Tennessee Nonprofit Corporation Act. ARTICLE II - PURPOSES The following are the purposes for which this organization has been organized: The Corporation is organized for charitable, scientific and educational purposes within the meaning of Section of 501(c)(3) of the Internal Revenue Code of 1986, as now enacted or hereafter amended, including, for such purposes, the making of distributions to organizations that also qualify as Section 501(c)(3) exempt organizations. To this end, the corporation shall be organized: To conduct activities to achieve charitable and educational objectives and to collaborate with other public, private and governmental entities to most effectively provide services. All funds, whether income or principal, and whether acquired by gift or contributions or otherwise, shall be devoted to said purposes. ARTICLE III - MEMBERSHIP 1. Powers. Subject to the provisions of its Charter, these Bylaws, and the Policies and Procedures in effect from time to time the business and the property of the Corporation shall be managed by its Board of Directors, which may exercise all such powers of the Corporation and do all such acts and things as are reserved to the Board by statute, the Charter on by these Bylaws. 2. Number, Tenure and Qualifications. The number of Directors shall be at least five, but not more than 20, as determined by resolution of the Board of Directors and adopted. 3. Tenure. Each Director shall serve a term of four years, except those who begin terms in 2011; one half shall serve for a term of three years, with the remaining one half serving for four years. Directors may serve consecutive terms. ARTICLE IV - MEETINGS 1. The annual membership meeting of this organization shall be held on such date at such time as may be fixed by the Board of Directors in the notice of meeting. 2. Regular meetings of the Board of Directors shall be held at least four times a year, at such time and place as may be determined by the Board Chair, with the advice and consent of the Board of

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Directors. The annual meeting of the Directors may be a regular meeting. Written notice of all meeting places, dates and times will be sent to each Director at least two weeks in advance. 3. Special meetings of this organization may be called by the Board Chair when he deems it for the best interest of the organization. Notices of such meeting shall be mailed to all members at their addresses as they appear in the membership roll book. No other business but that specified in the notice may be transacted at such special meeting without the unanimous consent of all present at such meeting. 4. A majority of the Directors currently elected and serving shall be considered a quorum for each meeting. 5. Any Director may be removed by the Board of Directors with or without cause upon the vote of a majority of the Board. 6. Resignation of any Board Member must be in writing to the Board of Directors. 7. Vacancies in the Board of Directors shall be filled by majority vote of the currently serving Directors. ARTICLE V- VOTING At all meetings, except for the election of officers and directors, all votes shall be by voice. For election of officers, ballots shall be provided and there shall not appear any place on such ballot that might tend to indicate the person who cast such ballot. ARTICLE VI - ORDER OF BUSINESS 1. Roll Call. 2. Reading of the Minutes of the preceding meeting. 3. Reports of Committees. 4. Reports of Officers and Staff. 5. Old and Unfinished Business. 6. New Business. 7. Adjournment. ARTICLE VII - OFFICERS 1. The initial officers of the organization shall be as follows: Chair Vice Chair Secretary Treasurer 2. Duties of Officers: Chair: Shall preside at all meetings of the Board of Directors; perform all duties incidental to the office and such other duties as may be prescribed by the Board from time to time. Vice Chair: Shall preside at Board meetings in the absence of the Chair; perform other duties assigned to Chair in the absence of the Chair. Secretary: Shall keep the minutes of the Board meetings; perform correspondence duties of the Board. Treasurer: Shall oversee the receipt and disbursement of Board funds; supervise bond transactions; perform other duties as assigned by the Chair.

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3. Committees: The Board of Directors, by resolution adopted by a majority of the Directors in office, may designate one or more committees. 4. Term of Office: Each officer shall continue as such until the next annual meeting of the Directors or until his or her successor shall be appointed. 5. Officers shall by virtue of their office be members of the Board of Directors. 6. No officer shall for reason of office be entitled to receive any salary or compensation.

ARTICLE VIII – CONFLICT OF INTEREST Except as may be specifically provided for in the Policies and Procedures in effect, no Board Member shall receive any salary, fee, payment, honorarium or other compensation or thing of value of any kind from any entity or other party as a result of such Board Member’s position or affiliation with The W. E. B. DuBois Consortium of Charter Schools, Inc. No Board Member shall: (i)engage in any course of conduct which will result in a conflict of interest or potential conflict of interest with the Corporation or (ii) take any public position inimical to the interests of the Corporation, without the prior, express written approval of the Board of Directors. ARTICLE IX – WAIVER OF NOTICE Whenever any notice is required to be given under the provisions of the Tennessee Nonprofit Corporation, or under the provisions of the Charter or by the Bylaws of the Corporation, a waiver thereof in writing, signed by the person or persons entitled to such notice, whether before or after the time stated thereon, shall be deemed equivalent to the giving of such notice. ARTICLE X – FISCAL YEAR The fiscal year of the Corporation shall begin on the first day of July and end on the last day of June in each year. ARTICLE XI - AMENDMENTS These Bylaws may be altered, amended or repealed and new Bylaws may be adopted by a two-thirds majority of the members of the Board of Directors at any regular or special meeting of the Board. Proposed amendments to the Bylaws shall be sent in writing to all Board Members not less than thirty days prior to the meeting at which such amendments are to be considered.

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ARTICLES OF INCORPORATION

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BOARD MEMBER RESUMES

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Michael Anthony Gray

Public Speaker

Lecturer Strategy Development Building

10571 Midnight Sun Drive, Collierville, TN 38017 [email protected]

Team/Community

901-854-0639

A highly diverse Professional, experienced in defining and executing organizational strategy needed in the day to day management of operations. Thirty-one years of law enforcement expertise including executive protection, correctional rehabilitation, security assessments and electronic surveillance. I have had Extensive interface with the public and community groups. I am an experienced trainer in team building and successful in energizing and empowering teams. I am accomplished in executing projects, staffing organizations, developing and managing budgets, improving processes and increasing sales revenue. Proven analytical and crisis intervention proficiency. I have demonstrated interpersonal abilities with excellent oral and written communication skills. PROFESSIONAL EXPERIENCE

10/2006 – 12/2010 Michal Homes Realtor / Builder, LLC. - Memphis, Tennessee Owner/ Realtor / Builder. Direct and coordinate daily operations of building construction while adhering to codes and ordinances of residential and commercial properties governed by Shelby County Code Enforcement. Managing construction budgets in excess of $2.1 million. 01/2007 – 07/2009 (Retired) City of Memphis Public Library – Memphis, Tennessee Deputy Director of Memphis Public Library. Manage daily operations of seventeen Library branches while ensuring for their administrative, security and maintenance concerns. Responsible for over 250 full time employees, $760,000 contracted security budget and 350,000 square feet of building maintenance. 01/2004 – 07/2005 (Retired) City of Memphis Division of Public Service – Memphis, Tennessee Deputy Director of Public Service and Neighborhoods. Manage daily operations of eleven service centers dealing with emergency management, motor vehicle inspection, sexual assault, animal shelter, complaints against law enforcement, multicultural and religious affairs, neighborhood associations, social programs, youth services, and reentry of ex-felons in the workplace. Ensure a safe workplace for almost 200 full time and 2000 temporary summer employees to provide efficient and effective service to the citizens of Memphis. 155

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07/1984 – 01/2004 Memphis Police Department - Memphis, Tennessee Executive Security Specialist. Provided and coordinated local, national and international protection for the Mayor of the City of Memphis. I conducted quarterly threat assessments on the Mayor. Conducted advanced security assessments for events and arranged for special accommodations. Resolved residential security issues at Mayor's home as they arose and provided personal security for visiting dignitaries. Assisted and coordinated security with United States Secret Service, United States Office of Diplomatic Security, State of Tennessee Governor's Office and Federal Express Executive Protection Unit locally and internationally. 8/1976 – 08/1979 United States Army - Fort Bennings, Georgia Specialist 4th Class. Maintained and repaired weapons of various caliber. Inventory and control over 5,000 weapons and ammunition. EDUCATION

Masters of Business Administration- Union University, (12/10) Jackson, TN Masters of Liberal Arts- University of Memphis, (08/2003) Memphis, TN. Concentration in Crisis Management Thesis: Terrorism on the Rise: Addressing the Preparedness of Local Government Bachelor of Arts- Lemoyne-Owen College, (05/1995) Memphis, TN. Political Science – Cum Laude Associate of Science- Shelby State Community College, (12/1985) Memphis, TN. Correctional Rehabilitation Emergency Medical Technician -Certified – (05/2005) (EMT) Southwest Community College, Memphis, TN SPECIAL SKILLS/TRAINING Licensed Real Estate Broker (Licensed since July 1995) State of Tennessee/ Mississippi (Licensed currently retired) Licensed Commercial/ Industrial/ Residential Building Contractor (Licensed since May 2006) State of Tennessee (Licensed currently retired)

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GOVERNING BODY SELF EVALUATION Evaluation Criteria

1

2

3

4

5

Comments

A. Purpose 1. Are the organization’s purpose and goals clearly stated? 2. Are the objectives specific and operational? 3. Are they realistic, acceptable and meaningful to the Governing Body members; to the organization’s staff; to the community? B. Governing Body Structure and Operations 1. Is the size of the Governing Body within the limits set by the bylaws? 2. Is the composition of the Governing Body in conformity with the by-laws and other relevant regulations? 3. Are the curricula vitae of all members of the Governing Body on file? 4. Are conflict of interest statements for all members of the Governing Body on file? 5. Are the skills and expertise of the Governing Body members appropriate for the needs of the organization? 6. Is the structure of the Governing Body simple enough to properly support the work of the Governing Body? 7. Are new members selected in compliance with the by-laws? 8. Are areas of responsibility among members of the Governing Body made clear? 9. Did new members receive an appropriate and adequate orientation to the Governing Body and the organization? 10. Have there been regular meetings of the Governing Body, in accordance with the by-laws, at which there was a quorum present and for which minutes were kept? 11. Have members regularly attended Governing Body and committee meetings? 12. Have Governing Body officers fulfilled their duties and responsibilities? 13. Have committees been used appropriately? 14. Have committees discharged their duties? 15. Is there an orderly flow of work within the Governing Body between the Governing Body and its committees? 16. Is there a sense of unity and coordination between: a. Governing Body members; b. The Governing Body and CEO c. The Governing Body and staff? C. Board Functions 1. Overall, has the Governing Body been concerned with the development of policy and program monitoring and evaluation? 2. Has the Governing Body delegated the responsibility and authority for daily operations to the CEO and staff?

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Evaluation Criteria 3. Did the Governing Body establish goals and objectives for the organization? 4. Were the actions of the Governing Body consistent with the organization’s goals? 5. Did the Governing Body approve: a. the annual budget and financial plan; b. the range or scope of services; c. the schedule of charge fees? 6. Did the Governing Body receive the following reports at least quarterly? a. service utilization; b. financial; c. performance improvement (including safety) 7. Have there been regular meetings of the Governing Body in accordance with the by-laws at which there was a quorum present and for which minutes were kept? D. Organizational Performance Improvement 1. Do members of the Governing Body understand approaches to and methods of organizational performance improvement? 2. Has the Governing Body formally adopted an approach to organizational performance improvement? 3. Has the Governing Body acted to ensure that processes and activities that most effect patient outcomes are continually and systematically assessed and improved? 4. Has the Governing Body assigned adequate resources, including personnel , to the performance improvement activities? 5. Does the Governing Body measure and assess its own effectiveness in improving organizational performance? 6. Does the Governing Body understand and manage the change process to make improvements in organizational performance?

2 3 4 5 NA

SCORING LEGEND: = Good = Fair = Poor = Unacceptable = Not Applicable

1

= Excellent

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Attachment 4 School Calendar and Schedule The school’s operations schedule will deviate only slightly from the district’s school operations schedule. The primary differences will be in the total number of operation days per year, the length of the school day and the number and length of breaks. The school will not operate yearround, but the number of student instructional days will be 185, compared to 180, the standard number of days for and the minimum requirement of the Tennessee Department of Education. These additional instructional days and instructional hours will be used to provide students with greater latitude to work in remediation and enrichment and for backup days for extreme weather conditions. The school will operate daily, Monday through Friday, 8:00 a.m. to 3:30 p.m. Ample time will be allotted during the school-year for teachers, administrators, and staff to collaborate with each other and to engage in training programs designed to enhance the instructional program, teaching and administrative skills, and student support services. One five-day school break for students will occur in October. A holiday break will take place between an immediate period prior to the holidays in December and after New Year’s Day in January. The first semester will end on January 16, 2015. The second semester will begin on January 20, 2015. The spring break is scheduled for five days in April. A summer break will take place between early June and mid-August for approximately ten weeks. Meetings with parents will be held on Saturdays, once each quarter, where staff and parents will review student progress and work together on remediation or enhancement strategies. On these Saturdays, students will work collaboratively on whole school projects, such as beautification of the school grounds. The teaching and administrative staff of the school will work full-time, 40 hours per week. Fifteen days will be allotted for professional development during the school year. Vacation time shall be taken during the summer break. It is not anticipated that any students will fail classes during the school year, as a precautionary measure, however, the school will offer summer school make up classes during the summer break. Students who are on grade-level or advanced will be encouraged to enroll in enrichment programs during the summer break. Instruction Schedule and Hours The school’s mission and goals are reflected in the daily schedule and elements of safe, supportive, nurturing, and academically challenging are reflected in the proposed curriculum and daily activities. Students will be able to spend a significant time weekly in computer activities to ensure that each has access to a computer for Internet use, to do homework, practice language arts, math or test-taking skills, access e-mail, or use various other computer software programs. will have 6 hours and 50 minutes of instructional time, daily. Forty-five minutes each day will be spent in reading and math remediation or enrichment. Students will be expected to attend school each scheduled day. The provisions of the compulsory School Attendance Law, TCA 49-6-3001, will be enforced for all students. 160

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Academic and fiscal accountability will be tied to the calendar and schedule through intense reporting requirements. Teachers and support staff must keep accurate records of student attendance in each class and report these figures daily to the school principal.

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Schedule/School Practitioners’ Calendar 2014-2015 School Year Date

Activity FIRST SEMESTER

August 1-12, 2014 Professional Development for Staff August 13-14, 2014 Registration/Staff Development August 15, 2014 First Day of Classes September 1, 2014 Labor Day Holiday September 20, 2014 Parents/Staff Meeting October 1-2, 2014 Professional Development for Staff October 6-10, 2014 Fall Break October 20, 2014 Scholastic Reading Test (all grades) October 27, 2014 TCAP Folio Writing Assessment (Practice Test) October 31, 2014 End of 1st Quarter November 7, 2014 1st Grade Reports Mailed November 11, 2014 Veterans Day Holiday November 15, 2014 Parents/Staff Meeting November 27-28, 2014 Thanksgiving Holidays December 22, 2014 – January 2, 2015 Holiday Break January 5, 2015 Return to School from Holiday Break January 16, 2015 End of 2nd Quarter/End of First Semester January 19, 2015 Martin Luther King Birthday Holiday SECOND SEMESTER January 20, 2015 Second Semester Begins January 23, 2015 2nd Quarter Grade Reports Mailed February 7, 2015 Parents/Staff Meeting February 16, 2015 Presidents Day Holiday February 19, 2015 Scholastic Reading Test (all grades) February 23, 2015 TCAP Writing Assessment March 11-12, 2015 Professional Development for Staff March-April, 2015 TCAP Testing (all grades) March 27, 2015 End of 3rd Quarter April 1, 2015 3rd Quarter Grade Reports Mailed April 3, 2015 Observance Day April 6-10, 2015 Spring Break April 20, 2015 ACT Explore (8th grade) April 25, 2015 Parents/Staff Meeting May 25, 2015 Memorial Day Holiday June 1, 2015 Scholastic Reading Test (all grades) June 10, 2015 Last Day of Classes/End of 4th quarter June 11, 2015 Professional Development for Staff June 11, 2015 Cumulative Grade Reports Mailed June 12 – August 10, 2015 Summer Break June 15-July 17, 2015 Summer School (if needed) Staff Meetings: Each Wednesday at 3:30 p.m. 162

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Daily Schedule of Classroom Activities Period

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:15 am

Assembly/Scholarly Development Algebra I Geometry English I English IV U. S. History Biology I Chemistry I Music/Arts Appreciation English I English II Algebra I Geometry Chemistry I Economics/Gov’t Speech/Psycholog y Spanish II Physical Science World History Algebra II Advanced Alg. & Trig. Spanish I English II English II Biology II Music/Art Appreciation World History Physical Science Biology Spanish I Geometry Advanced Math English III African Amer. History/Personal Finance LUNCH Lifetime Wellness Physical Educ./Speech Personal Finance/Sociology U. S. History Physics Spanish III Exploratory I, II, III, IV - Career Dev. Wellness Physical Educ./Speech Personal Finance/Sociology Government Service Learning Spanish IV Exploratory I, II, III, IV - Career Dev. Credit Recovery Remedial/Enrichme nt Activities

Assembly/Scholarly Development Algebra I Geometry English I English IV U. S. History Biology I Chemistry Music/Arts Appreciation English I English II Algebra I Geometry Chemistry I Economics/Gov’t Speech/Psychology Spanish II

Assembly/Scholarly Development Algebra I Geometry English I English IV U. S. History Biology I Chemistry Music/Arts Appreciation English I English II Algebra I Geometry Chemistry I Economics/Gov’t Speech/Psychology Spanish II

Assembly/Scholarly Development Algebra I Geometry English I English IV U. S. History Biology I Chemistry Music/Arts Appreciation English I English II Algebra I Geometry Chemistry I Economics/Gov’t Speech/Psychology Spanish II

Assembly/Scholarly Development Algebra I Geometry English I English IV U. S. History Biology I Chemistry Music/Arts Appreciation English I English II Algebra I Geometry Chemistry I Economics/Gov’t Speech/Psychology Spanish II

Physical Science World History Algebra II Advanced Alg. & Trig. Spanish I English II English II Biology II Music/Art Appreciation World History Physical Science Biology Spanish I Geometry Advanced Math English III African Amer. History/Personal Finance LUNCH Lifetime Wellness Physical Educ./Speech Personal Finance/Sociology U. S. History Physics Spanish III Exploratory I, II, III, IV - Career Dev. Wellness Physical Educ./Speech Personal Finance/Sociology Government Service Learning Spanish IV Exploratory I, II, III, IV - Career Dev. Credit Recovery Remedial/Enrichmen t Activities

Physical Science World History Algebra II Advanced Alg. & Trig. Spanish I English II English II Biology II Music/Art Appreciation

Physical Science World History Algebra II Advanced Alg. & Trig. Spanish I English II English II Biology II Music/Art Appreciation

Physical Science World History Algebra II Advanced Alg. & Trig. Spanish I English II English II Biology II Music/Art Appreciation

World History Physical Science Biology Spanish I Geometry Advanced Math English III African Amer. History/Personal Finance LUNCH Lifetime Wellness Physical Educ./Speech Personal Finance/Sociology U. S. History Physics Spanish III Exploratory I, II, III, IV Career Dev.

World History Physical Science Biology Spanish I Geometry Advanced Math English III African Amer. History/Personal Finance LUNCH Lifetime Wellness Physical Educ./Speech Personal Finance/Sociology U. S. History Physics Spanish III Exploratory I, II, III, IV - Career Dev. Wellness Physical Educ./Speech Personal Finance/Sociology Government & Politics Service Learning Spanish IV Exploratory I, II, III, IV - Career Dev. Credit Recovery Remedial/Enrichment Activities

World History Physical Science Biology Spanish I Geometry Advanced Math English III African Amer. History/Personal Finance LUNCH Lifetime Wellness Physical Educ./Speech Personal Finance/Sociology U. S. History Physics Spanish III Exploratory I, II, III, IV Career Dev.

8:15 -9:15 am

9:15 -10:15 am

10:15-11:15 am

11:15 am 12:15 pm

12:15-1:00 pm 1:00 -2:00 pm

2:00 pm-3:00 pm

3:00 pm-3:30 pm

Wellness Physical Educ./Speech Personal Finance/Sociology Government & Politics Service Learning Spanish IV Exploratory I, II, III, IV Career Dev. Credit Recovery Remedial/Enrichment Activities

Wellness Physical Educ./Speech Personal Finance/Sociology Government & Politics Service Learning Spanish IV Exploratory I, II, III, IV Career Dev. Credit Recovery Remedial/Enrichment Activities

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Number of Instructional School Days and Instructional Hours by Month The school School of Arts & Technology 2014-2015 School Year Month

School Dates

No. Days

August

15-29

11

6 hrs. & 50 min.

September

2-30

21

6 hrs. & 50 min.

October

1-31

17

6 hrs. & 50 min.

November

3-26

17

6 hrs. & 50 min.

December

1-19

15

6 hrs. & 50 min.

January

5-30

19

6 hrs. & 50 min.

February

2-27

19

6 hrs. & 50 min.

March

2-31

22

6 hrs. & 50 min.

April

1-30

16

6 hrs. & 50 min.

May

1-29

20

6 hrs. & 50 min.

June

1-10

8

6 hrs. & 50 min.

Total Number of Instructional Schools Days 2014-2015

Total Number of Instructional Hours

No. Hours Day

185

1,239.5

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Attachment 5: School Disciplinary Polices The students will be assigned to the school by the Court and will enroll with the expectation to follow orders of the Court regarding behavior. However, the principal will be in charge of discipline in the school and will be expected to follow traditional school rules and regulations. Teachers will be expected to use best practices classroom management techniques, but will make referrals to the principal to handle discipline problems. Parents, students, and school staff will be considered members of a team; working together to create a learning environment that fosters the development of democratic ideals. This goal can best be accomplished by avoiding extremes of too much or too little discipline and by allowing the student to assume increasing responsibility for his/her individual behavior. Teachers and students should promote tolerance for the views of others, as well as for the rights of an individual to form and hold different opinions and beliefs. However, every right has its limitations. The freedom of an individual or group to exercise rights stops when that exercise infringes upon the rights of others. Since the legitimate rights of individuals may be in conflict, it is necessary to recognize that rights must be balanced to protect as many persons as possible. Each student has a right to an education. Discipline will be administered in conjunction with the home and will be designed to produce behavioral changes that will enable students to develop self-discipline. Parents have the right to be informed of any disciplinary action implemented and teachers will contact parents as soon as possible of the action taken. In the event that a conference between the principal, parents and/or teacher is necessary, every effort should be made to hold the conference within twenty-four (24) hours. Unexcused absences and truancies will be addressed within the State of Tennessee Department of Education rules regarding such. General School Conduct General school conduct guidelines apply to student conduct throughout the school day on school grounds before and after school hours, during travel to and from school and at all school sponsored activities (including summer school). Students shall not:    

Engage, on or off school grounds, in any unlawful activity that constitutes an interference with school purposes or an educational function. Aid, assist or conspire with another person to violate student conduct rules or state or federal law. Violate a school rule, and/or a state or federal law. Engage in pranks or other behaviors that could result in harm to another person.

Merit/Demerit System To help foster a strong school culture focused on scholarship, the school will implement a merit/demerit system. To encourage positive behavior, students will earn merits. Students will earn merits for positive choices, such as demonstrating the school’s values of scholarship, 165

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discipline and teamwork, and going above and beyond expectations. Merits will provide students with a tangible incentive for good decisions and will help students internalize the school’s belief that when students make good choices, good things happen. Through the accumulation of merits, students will be able to earn privileges – for example, uniform modifications, lunch in an alternate location and public recognition, as well as leadership opportunities. Students will earn demerits for minor infractions – for example, being unprepared for class, chewing gum or not following directions. Demerits will serve to remind students of the school’s expectations and provide them an opportunity to correct their behavior. Both merits and demerits will be tracked by students, teachers and the principal with the use of a system that will track rewards and penalties. The status of students will also be shared with parents/guardians on a regular basis. Hierarchy of Consequences______________________________________________ Step 1. Verbal warning: Issued to the student stating that his/her performance is unacceptable and that behavior should be modified to be acceptable. Verbal warnings will be limited to three per quarter. Step 2. 1st Written reprimand: Issued to the student with an automatic referral to the principal’s office. The principal will counsel the student on proper behavior. Step 3. 2nd Written reprimand: Issued to the student with an automatic referral to the principal’s office and notification to parents. A written parental response will be required. Step 4. 3rd Written reprimand. A parental conference will be required. Step 5. Probation: Student will have a trial period for 6 weeks, during which time no further infractions are expected to occur. School staff will communicate the student’s behavior status to parents each week during this period. Step 6. Disciplinary referral: If a student commits an infraction during the probation period, he/she will be referred for disciplinary action. Steps 7, 8 and 9. Disciplinary action: 7. Student will receive a one-day suspension for the first infraction during probation, 8. a three day suspension for the second infraction during probation and a 9. five-day suspension for the third infraction during probation. Suspensions can only be cleared with a principal/parent conference. Step 10. If unacceptable behavior continues, the student will be recommended for termination. Depending on the severity of the infraction, consequences can occur at any step in the hierarchy. The minimum step in the hierarchy is noted below. The remaining steps will be followed if further infractions occur. Any action that could result in criminal charges will be grounds for immediate expulsion. Infractions and Consequences____________________________________________________ Possession of igniting materials: Possessing a lighter, matches, fireworks, etc. on school property. Minimum: Step 3-Written Reprimand/Parental Response Arson: Using a lighter, matches or other materials to ignite and damage school property or the personal property of others. Minimum: Step 10-Termination 166

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Assault: Physically attacking a staff member or another student. Minimum: Step 10-Termination Assault: Physically attacking another student. Minimum: Step 8 – Three day suspension Bullying: Intimidating or threatening a staff member or another student-by any means, including cyberspace methods. Minimum: Step 5 -Probation Bomb Threats: Falsely reporting the presence of a bomb or other destructive materials. Minimum: Step 5-Probation Drug/Alcohol: Possessing, using or transmitting alcohol/drugs on school property. Minimum: : Step 10-Termination Electronic Devices: Using an unauthorized electronic device during class. Minimum: Step 1-Verbal warning and confiscation of item Extortion: Obtaining or attempting to obtain monies by use of violence or threats. Minimum: Step 8 – Three day suspension Setting of a false fire alarm: Minimum: Step 4-Written Reprimand/Parental Conference Forgery/Cheating: Altering official school documents. Minimum: Step 4- Written Reprimand/Parental Conference Cheating on a test. Minimum: Step 1-Verbal Warning and “0” grade Gambling: Playing any games in which money or valuables may be won or lost. Minimum: Step 2-Written Reprimand Insubordination: Exhibiting disruptive behavior or failure to obey, follow, or carry out a request to follow rules and regulations by school staff. Minimum: Step 1-Verbal Warning Failing to follow the dress code: Minimum: Step 1-Verbal Warning Molesting: Taking personal liberties with and/or inappropriate touching of a staff member or another student. Minimum: Step 10-Termination Sexual Harassment/Misconduct: Displaying inappropriate verbal or physical conduct of a sexual nature. Minimum: Step 5-Probation Theft: Taking possession of someone else’s property. Minimum: Step 3- Written Reprimand/Parental Response

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Tobacco: Possessing or using any type of tobacco. Minimum: Step 3- Written Reprimand/Parental Response Vandalism: Destroying damaging or defacing of school or personal property. Minimum: Step 5-Probation Verbal Abuse: Using profanity, disrespectful language, gestures, and ethnic/racial slurs. Minimum: Minimum: Step 3- Written Reprimand/Parental Response Weapons: Possessing a firearm or object which can be reasonably considered a weapon. Minimum: Step 10-Termination The school will follow the gang prevention, intervention and enforcement guidelines outlined in 6.3102 in the district’s Student Code of Conduct. Any student recommended for termination will be entitled to have the legal procedures provided by law followed prior to any decision being made as to the termination. Due Process Procedures Due process of law, as defined in Tennessee state law, is fairness. The school will implement due process as detailed below: When a student is sent to the principal or designee for any disciplinary action or conference concerning an incident, the steps listed below must be followed. These guidelines for disciplinary action constitute a hearing for the student and represent the due process procedures that are required. The Principal or Designee will:   

 

Advise the student of the charge(s). Advise the student of the facts on which the charge(s) are based. Give the student an opportunity to respond to the charge(s) and to provide his/her version. The student will be asked to give a written or verbal statement concerning the incident. Provide written verification of the proposed disciplinary action (including a written statement of appeal procedures) to the parent(s)/guardian within 24 hours. Make every effort to notify the student's parent/guardian by telephone, if action is going to be taken immediately to suspend the student based on the Code of Behavior, and provide to the school governing body written notification of the action taken.

When a designee makes a discipline decision, the student may appeal to the principal via written request within 3 school days. The principal’s decision can be appealed to the governing body via written request within 3 school days. The decision of the governing body will be final. Students whose presence poses a continuing danger to persons or property or an ongoing threat of disruption will be removed from school immediately. The notice of the charges, explanation 168

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of facts and opportunity to present his/her version of what occurred, will be provided as soon as practical thereafter within 24 hours.

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DRAFT THURGOOD MARSHALL SCHOOL OF CAREER DEVELOPMENT, NASHVILLE School-Student-Parent Contract Thurgood Marshall School of Career Development, Nashville enters into a partnership between parents, students, teachers, and staff to provide the best possible education for students. In order to achieve this ambitious goal, all stakeholders must make a commitment to working together. School Pledge The school pledges to appreciate, support and respect every student; offer a high-quality education for all students; challenge and support students in reaching their full potential; demonstrate the highest standards of professionalism and have staff serve as role models; communicate regularly with parents about their child’s progress; respectfully work with parents and enforce school values consistently and fairly. ____________________________________________ School Principal

____________________ Date

Pledge by the Parent/Guardian I, ________________________, am fully committed to supporting the education of my child, _________________________. I promise to encourage and support my child as he or she works to achieve his or her goals. I understand the school’s code of behavior and values, and I will make sure that my child learns to live up to them. I also understand that there will be disciplinary consequences if my child violates the code of behavior and I will support the school in its efforts to enforce high standards for behavior and citizenship. I understand that every school day is important, and I will make sure that my child arrives at school every day on time. I understand that the school day is longer than usual, and I will ensure that my child benefits from this extra time. I will send my child to school every day in the school’s uniform. I understand that the school’s academic standards are very high. Grades and promotion are earned, and I will communicate regularly with my child’s teachers to monitor his or her progress. I will return a phone call from a member of the school staff concerning my child within 24 hours. If I am asked to attend a meeting at the school regarding my child’s education or behavior, I will make every effort to be there. 170

Thurgood Marshall School of Career Development, Nashville

If I have a concern or questions, I will communicate in a respectful tone with teachers and staff. I will attend the parent conferences as scheduled. Signed: ____________________________________________

Date: _______________

Pledge by the Student I promise to very work hard, probably harder than I ever have before, to achieve my personal best. I understand that my education is important, and I will try to make the most of every opportunity I have to learn. I will do my best to attend school every day. I will arrive on time and in uniform. I understand the school’s values, and I will try to live up to them every day. I will Respect my classmates, teachers, my school property, and myself. My teachers hold the keys to my future; I will always treat them with special respect. I also know that my classmates are my teammates; I will never put them down or let them down. I will approach learning with Enthusiasm. I will do things with a positive attitude. I will aim for Achievement in every subject by producing top quality work. I will complete my homework on time. I will demonstrate good Citizenship and I will look for opportunities to help my classmates, my school, and my city. I will always practice Hard Work when I approach a task. I will come to class prepared, focused, and ready to learn. I understand that the school’s standards for academics and behavior are very high and that there will be consequences if I do not live up to the standards. If I fail to honor any one of the standards, I will take responsibility for my actions, try to learn from my mistake and will work to improve my behavior. I know that I must always work to be a better student, a better citizen, and a better person.

Signed: ________________________________________ Date: ______________

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STUDENT HANDBOOK OUTLINE The student handbook will be finalized during staff development for the leadership team and will contain the following information: GENERAL POLICIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VISION: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … MISSION: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. TO THE PARENTS: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TO THE STUDENTS: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … REGISTRATION, IMMUNIZATION AND WITHDRAWALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADMISSION AND REGISTRATION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IMMUNIZATION REQUIREMENTS FOR SCHOOL ENTRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WITHDRAWALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ASSEMBLY AND ASSOCIATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CLINIC HEALTH ISSUES AND MEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HOMELESS STUDENT ENROLLMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. STUDENT RESIDENCY FORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MILITARY, COLLEGES, AND OTHER HIGHER EDUCATION INSTITUTION RECRUITERS . . . . . . . CIVILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHOOL SAFETY AND SECURITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WEAPONS AND DANGEROUS INSTRUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CELL PHONES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CODE OF STUDENT CONDUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION AND PHILOSOPHICAL BASIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CLASSIFICATION OF VIOLATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LEVEL ONE - ZERO TOLERANCE OFFENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LEVEL TWO - OTHER MAJOR OFFENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LEVEL THREE - OTHER OFFENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CIVIL CITATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SANCTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ALTERNATIVE TO OUT-OF-SCHOOL SUSPENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SEARCH AND SEIZURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SEARCH IN SCHOOL BUILDING OR ON SCHOOL PROPERTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEWS IN SCHOOLS FOR INVESTIGATIVE PURPOSES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEW OF SUSPECTS IN SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BULLYING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HARASSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. CODE OF STUDENT CONDUCT DEFINITIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DRESS CODE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DUE PROCESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPEAL PROCESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT RIGHTS AND RESPONSIBILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHOOL PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CONSULTATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ATTENDANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TARDINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REPORTING YOUR CHILD’S ABSENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXCUSED ABSENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UNEXCUSED ABSENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ATTENDANCE ALERT TO PARENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PROCEDURE FOR REPORTING TARDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RELEASE OF STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

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MAKE-UP WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OFF-CAMPUS ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SIGN-OUT PROCEDURES (PRE-APPROVED AND EMERGENCY) . . . . . . . . . . . . . . . . . . . . . . . . . . ATTENDANCE INCENTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……………. ADDITIONAL SECONDARY (6-12) ATTENDANCE INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . MAKE-UP WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UNEXCUSED ABSENCE SANCTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHOOL BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TENNESSEE DRIVER’S LICENSE LAW FOR STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SENIOR DAY ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WITHDRAWALS FROM SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SIGN-OUT PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RE-ENTRY OF STUDENTS (9-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ASSEMBLY AND ASSOCIATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT HEALTH AND MEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . USE OF ASSISTIVE MEDICAL EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INHALER USE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EPINEPHRINE USE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MANAGEMENT OF LIFE-THREATENING HEALTH CONDITIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . HEALTH SCREENINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COMMUNICABLE DISEASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MARRIAGE, PREGNANCY AND PARENTHOOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PATRIOTISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RELIGION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OPEN DISPLAYS OF AFFECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT PARKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT RECORDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TELECOMMUNICATION SAFETY AND SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TEXTBOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VISITING OUR SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRACURRICULAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. STUDENT ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CLUBS AND ORGANIZATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT PUBLICATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SALES AND ADVERTISING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACTIVITY PROGRAMS GRADES 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ATHLETICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GENERAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT DISCIPLINE PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXCEPTIONAL STUDENT EDUCATION STUDENTS DISPLACED STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DEVELOPMENTAL SCREENINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ELEMENTARY CURRICULUM CURRICULUM INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REPORTING PUPIL PROGRESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADE 2 AND 5 BENCHMARKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HOMEWORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MEDIA CENTER BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ELEMENTARY SCHOOL GUIDANCE SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL GRADES 6-8 GRADING POLICIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SEMESTER EXAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONOR ROLL CRITERIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIDDLE SCHOOL COURSE REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

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PROMOTION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BENCHMARKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTENDED LEARNING PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GUIDANCE SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MEDIA CENTER SERVICES AND RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HIGH SCHOOL GRADES 9-12 ACADEMIC AND CURRICULUM INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MEMBERSHIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACADEMIC LETTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADVANCED PLACEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CO-CURRICULAR AND EXTRACURRICULAR SCHOOL LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . COURSES OF STUDY/GRADUATION PLANS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ONLINE COURSES / VIRTUAL SCHOOL PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EARLY ADMISSION TO COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EARLY GRADUATION FROM HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTENDED SCHOOL YEAR PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADING POLICIES . . . . . . . . . . . . . . . . . . ………………………………………………………………… SEMESTER EXAMINATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADE ENHANCEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADUATING SENIORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCHOLARSHIP WARNING AND/OR PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CONFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NUMBER OF CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RANK IN CLASS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CONDUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REPORTING PERIODS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRADUATION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REQUIREMENTS FOR PARTICIPATION IN GRADUATION EXERCISES . . . . . . . . . . . . . . . . . . . . . . VALEDICTORIAN/SALUTATORIAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GUIDANCE SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PSAT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAREER AND TECHNICAL EDUCATION CAREER AND COLLEGE FEST. . . . . . . . . . . . . . . . . . . . . COLLEGE NIGHTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONOR ROLL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HONOR STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JUNIOR RESERVE OFFICER TRAINING CORPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NATIONAL HONOR SOCIETY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NATIONAL TECHNICAL HONOR SOCIETY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STUDENT SUPPORT SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAREER ACADEMY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TRANSCRIPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HEALTHY MEALS EXPRESS POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COURTESY MEAL POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IMPORTANT DISTRICT TELEPHONE NUMBERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HELP LINE TELEPHONE NUMBERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SERVE/VOLUNTEERING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Attachment 6: Facilities SCENARIOS FOR FACILITIES ACQUISITION Co-Locate a School at a Traditional Public School The Consortium will seek to establish a co-location arrangement in a traditional public school with underutilized space through a space-sharing agreement with the local school district. Extensive research conducted by the Success Charter Network reveals that optimizing space within school buildings is beneficial and actually increases enrollment and academic achievement at public schools that share facilities with charter schools. The Consortium will pay a use fee, prorated utility costs, proportionate costs for school security and will provide food services for its students. In addition, the school staff will be available to meet regularly with the traditional public school staff to ensure that the co-location arrangement functions effectively and in the interest of all of the students. Lease an Existing Facility The Consortium desires to lease an existing facility that has been built to house school operations or has been reconfigured for such. This facility must be asbestos free and be located on grounds that do not contain toxic materials. Some renovations will be made to the facility to include open, modern areas with colorful glass panels that will liven up the interior. Lease agreements will be for three to five years and an annual maintenance agreement will be negotiated. A longer lease will be secured, if the lease provisions will be sufficiently good for the school. If a suitable building cannot be found or this endeavor is too costly, a co-location site will be sought. Purchase a Modular School Building The Consortium will seek to purchase a modular school building and locate it on low cost land purchased at auction from the county. The cost for purchase and installation of this modular building is estimated at $250,000. The 6,000 sq. ft. complex will feature 8 classrooms of 500 sq. ft. each, a 1,000 sq. ft. all purpose room for assemblies and dining, offices for school administrators, a kitchen area with space for warmers and coolers and handicapped accessible restrooms. The building will be constructed with perimeter framing and will be accessible on each side by emergency vehicles. A fire hydrant will also be located near the facility, compliant with school code regulations.

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Attachment 7: Transportation Plan Transportation to and from school will not be provided for pupils attending the school.

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Attachment 8: Food Service Plan ADHERENCE TO NUTRITIONAL GUIDELINES

A nutrition specialist will manage food service operations and will serve meals. The school will participate in the Shelby County Unified School District’s nutrition program and will follow all mandated nutrition guidelines for participation. All students will receive breakfast and lunch, at no cost; the school will purchase the meals for students who do qualify for Title I services. In addition, kindergarten students will receive two snacks and first grade students will receive one snack during the school day. The cafeteria will adhere to all health standards and a serving and dining area will be provided for the students. There will be a cafeteria-style steam table with easy access and exit. The food service area will be designed to be accessible to each individual, ensuring compliance with the Americans with Disabilities Act (ADA). PLANS TO MEET THE NEEDS OF LOW-INCOME AND ACADEMICALLY LOW-ACHIEVING STUDENTS SUCH AS A COMMUNITY GARDEN, INCLUSION OF FRESH FRUITS AND VEGETABLES INITIATIVES

The school will only distribute fresh fruits and vegetables included with the nutrition program meals. Students and families will be encouraged to initiate or participate in community garden programs in their communities. COLLECTION OF INFORMATION FROM QUALIFIED FAMILIES FOR FREE AND REDUCED PRICE LUNCH

The school will inform parents that families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced‐price meals, for which students can be charged no more than 40 cents. (130 percent of the poverty level is $29,965 for a family of four; 185 percent is $42,643.) Parents will complete applications for the free and reduced price lunch program under these provisions. Forms will be distributed to students and at all meetings with parents. The clerical assistant will follow up with parents to ensure that all eligible students are included. COMPLIANCE WITH APPLICABLE STATE AND FEDERAL REGULATIONS

The School will ensure compliance with applicable state and federal regulations through participation in the local school district’s nutrition program. The program adheres to the Healthy, Hunger-Free Kids Act of 2010 in alignment with the latest Dietary Guidelines for Americans. The new meal pattern became effective at the beginning of SY 2012-13, and increases the availability of fruits, vegetables, and whole grains in the school menu. Other meal enhancements include gradual reductions in the sodium content of the meals.

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Attachment 10: Budget Narrative /Financial Plan Budget Narrative Budgetary Assumptions A line-item budget is shown through the fifth year of operation. The budget is based on the following assumptions: Revenue The budgetary assets are based on the number of students (the 100 percent average daily membership - ADM) multiplied by the per pupil allocation of $7,532. Revenue is based on average daily membership of 200 students, for a total of $1,506,400, the first year in BEP funds. It is expected that at least 80% of the students will qualify for Title I funds, at $300 per student ($48,000) and capital outlay funds are included for all students at $300 per student ($60,000). An aggressive fundraising campaign will begin in the first months of the opening of school. It is expected that at least $75,000 will be contributed by the opening of the second year of school. During the second year, the ADM is based on a 2% increase with 200 students enrolled at $7,682.64, a total of $1,536,528. It is expected that at least 80% of the students will qualify for Title I funds, at $300 per student and capital outlay funds will remain at $300 per student. An aggressive fundraising campaign will continue. It is expected that an additional $100,000 will be contributed by the opening of the third year of school. The enrollment in the 3rd, 4th and 5th year will remain at 200, generating BEP funds of $1,567,259 in the third year, $1,598,604 in the fourth year and $1,630,576 in the fifth year, based on a 2% increase each year. It is expected that at least 80% of the students will qualify for Title I funds, at $300 per student and capital outlay funds will remain at $300 per student. An aggressive fundraising campaign will continue. It is expected that an additional $100,000 will be contributed by the opening of the fourth and fifth years of school. The school will submit competitive applications for additional state and federal funds that are available for charter schools (not included in the budget). In the event that the school receives charter school start-up funds, the budget will be revised to include revenue and expenditures for these funds. Planning year funds will be primarily used to hire the principal and other school staff necessary to plan for the opening of school, for recruitment, office supplies and for facilities. Implementation funds for the first year of operation will primarily be used for enhanced technology, additional consultants for staff development, for recruitment, office supplies, additional equipment and facilities.

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24-Month Cash Flow Projections CASH FLOW PROJECTIONS Aug. 2014

Sept. 2014

Oct. 2014

Nov. 2014

Dec. 2014

150,640

150,640

150,640

150,640

150,640

6,000

6,000

6,000

6,000

6,000

9,848

23,637

37,426

51,215

156,640

166,488

180,277

194,066

207,855

Salaries

70,045

70,045

70,045

70,045

70,045

Fringes

17,193

17,193

17,193

17,193

17,193

Facility Costs Consortium Management Fee

15,773

15,773

15,773

15,773

15,773

18,181

18,181

18,181

18,181

18,181

Other Operating Expenses

25,600

21,659

21,659

21,659

21,659

146,792

142,851

142,851

142,851

142,851

0

9,848

23,637

37,426

51,215

65,004

Jan. 2015

Feb. 2015

Mar. 2015

Apr. 2015

May. 2015

June 1, 2015

150,640

150,640

150,640

150,640

150,640

Revenue Streams

July 1, 2014

BEF Funds Title I Funds Capital Outlay Funds Balance TOTAL Disbursements

TOTAL Balance

BEF Funds Title I Funds Capital Outlay Funds

48,000 6,000

6,000

6,000

6,000

6,000

Balance

65,004

78,793

92,582

106,371

11,520

25,309

TOTAL

221,644

235,433

249,222

154,371

168,160

181,949

Salaries

70,045

70,045

70,045

70,045

70,045

70,045

Fringes

17,193

17,193

17,193

17,193

17,193

17,193

Facility Costs Consortium Management Fee

15,773

15,773

15,773

15,773

15,773

15,773

18,181

18,181

18,181

18,181

18,181

18,181

Disbursements

Other Operating Expenses

21,659

21,659

21,659

21,659

21,659

21,673

TOTAL

142,851

142,851

142,851

142,851

142,851

142,865

Balance

78,793

92,582

106,371

11,520

25,309

39,084

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CASH FLOW PROJECTIONS Revenue Streams

July 1, 2015

BEF Funds

Aug. 2015

Sept. 2015

Oct. 2015

Nov. 2015

Dec. 2015

153,653

153,653

153,653

153,653

153,653

Title I Funds Capital Outlay Funds

6,000

6,000

6,000

6,000

6,000

Balance/Fundraising

114,084

13,952

18,020

36,040

54,060

72,080

TOTAL

114,084

159,653

177,673

195,693

213,713

231,733

Salaries

65,492

65,492

65,492

65,492

65,492

65,492

Fringes

16,075

16,075

16,075

16,075

16,075

16,075

Facility Costs Consortium Management Fee

10,000

15,773

15,773

15,773

15,773

15,773

18,181

18,181

18,181

18,181

18,181

Disbursements

Other Operating Expenses

8,565

26,112

26,112

26,112

26,112

26,112

TOTAL

100,132

141,633

141,633

141,633

141,633

141,633

Balance

13,952

18,020

36,040

54,060

72,080

90,100

Jan. 2016

Feb. 2016

Mar. 2016

Apr. 2016

May. 2016

June 1, 2016

153,653

153,653

153,653

153,653

153,653

6,000

6,000

BEF Funds Title I Funds Capital Outlay Funds Balance/Fundraising

48,000 6,000

6,000

6,000

90,100

108,120

130,593

153,066

63,886

86,359

249,753

267,773

290,246

201,066

223,539

246,012

Salaries

65,492

65,492

65,492

65,492

65,492

65,492

Fringes

16,075

16,075

16,075

16,075

16,075

16,075

Facility Costs Consortium Management Fee

15,773

15,773

15,773

15,773

15,773

15,773

18,181

18,181

18,181

18,181

18,181

18,181

Other Operating Expenses

26,112

21,659

21,659

21,659

21,659

21,673

TOTAL

141,633

137,180

137,180

137,180

137,180

137,194

Balance

108,120

130,593

153,066

63,886

86,359

108,818

TOTAL Disbursements

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Expenditures Aligned with Mission The board realizes that economic sustainability for the schools will depend on balancing expenditures and revenues so that the Consortium and the school live within their means. Careful stewardship of limited financial resources is essential and the board, the Consortium staff and school principal will work hard to eliminate waste and to use funds where they most benefit teaching, learning, and school growth. Therefore, careful consideration has been given to the alignment of planned expenditures with needs and mission. Personnel (61% of budget) 1. A teacher’s salary is based on the following assumptions:  Average base teacher salaries in this area: $47,000, for approximately 7.5 hours daily. Taking $50,000.00 as the salary for teachers during the first year, then staffing the school with approximately 9 teachers, results in the teacher expenditures of $450,000. 2. The principal’s salary is based on the experience level and projected workload, but is not expected to exceed $90,000. 3. The salary cost for the curriculum coordinator, who will provide curriculum and instruction supervision, is $55,000. 4. The custodial cost of $36,000, for one position, is based on the assumption that one worker could maintain the rooms and facilities utilized by up to 200 students. The consortium will contract with a custodial service to thoroughly clean the facility monthly. 5. There will be one secretary/bookkeeper, at a cost of $36,000 and one office assistant, who will perform clerical duties, at a cost of $25,000. 6. The cost for a part-time (20 hours/week) school counselor is based on the teacher’s salary, at $25,000. 7. The cost for a part-time (20 hours/week) special education teacher is based on the teacher’s salary, with an allowance for team meetings with parents outside of the school day, at $28,500. 8. A part-time nutrition coordinator will prepare food for the students, at a cost of $25,000. 9. Employer paid benefits include:  FICA cost at $58,561, approximately 7.65% of the total salaries.  Employer contributions for retirement for all employees at $72,723.  The school will pay the rate of 70% of health insurance benefits for single employee coverage at a cost of $56,840.  The cost of unemployment benefits will be $59 per employee, a total of $1,003.  The school plans to apply for teacher incentive grant funds and will provide performance-based bonuses, if the proposals are approved. Instructional Supplies/Materials/Services (19% of budget) 1. Most students are expected to meet the guidelines for free breakfast and lunch services. The school will contract with the school district’s central nutrition center to provide these services. The school will provide breakfast, lunch for all students with the addition of snacks for kindergarten students for free and will pay for any meals that are not covered under the free lunch program. Food costs are based on traditional nutritional services costs, at $10,000.

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2. The cost of instructional supplies and equipment, including textbooks and computer hardware, is $735 for each student, at a total cost of $150,000. Technology services will be provided by the consortium. The cost breakout is as follows:  $200 per student for textbooks (electronic versions and hardcopy classroom sets in each subject area)  $250 per student for electronic classroom equipment – interactive whiteboard, LCD projector, oversized screen, document reader, laptop, response clickers for each student and a flat-screen television.  $128 for computer tablets for each student  $157 for instruction supplies including theme-based supplies. 3. The cost to provide Internet services for instruction will be $5,000 and the cost for an online program for student data is $20 per student, a total of $4,000. 4. Copier services will be acquired to prepare instructional materials for student use, at a cost of $10,000. 5. Staff supplies, for instructional purposes, including supplemental subject-area manuals will be about $10,000. Contracted Services The Consortium will charge a fee of $1,000 per students, $200,000 for each school, to provide services to the school. These services are included in the budget under office of the principal and in the regular instruction program will include: curriculum development, enrollment management, grant writing and implementation, curriculum development, special education compliance program development, student assessment and evaluation, human resources, risk management, technology, budget oversight and financial reporting, compliance reporting and facility acquisition. The Consortium will subcontract other services, through a bid process, including communications and marketing, staff development, human resources, legal services auditing, accounting, and payroll. (See accounting and payroll services in Financial Plan.) Facility Costs (11% of budget) 1. The school will have costs related to the facility, including renovations, maintenance of the infrastructure and utility costs:  Facility lease costs will be $70,000.  Renovation costs are not expected to exceed $50,000, as a “turn-key” facility will be acquired.  Based on current local utility rates, the cost will be approximately $22,000.  Trash disposal and pest control services will be approximately $5,000.  Health of students and staff is a major concern and each bathroom will receive weekly sanitation treatments, at a cost of $2,500.  A security system, with camera coverage and monitoring service, will be purchased, at a cost of $9,000.  Telephone services will total $5,000.  Custodian supplies will be about $10,000. This includes general cleaning supplies and soap and paper products for the bathrooms. The consortium will provide supplemental services through a contracted janitorial company.

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Insurance (2% of budget) 7. Liability insurance costs will be about 1.5% of the yearly budget. Reserves Reserves will be maintained of at least 2.5% of the budget each year.

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Financial Plan: Management Systems The protocols outlined below describe the components of the Schools’ Financial Management Plan. Budget Narrative requirement and provisions applicable to the schools and network/organization budgets are included in the detailed Plan. Financial Management Director A financial management director, a certified public accountant, will be hired as a Consortium staff member. This Consortium staff member will work with the school principal to manage the school’s budget. The school secretary/bookkeeper will assist the school principal in keeping school accounts information. The financial management director will primarily be responsible for maintaining the financial health of the school through efficient monitoring and adjustment of funds. The financial director will produce financial reports, direct activities and develop strategies and plans for the long-term financial goals of the schools. Specific duties will include preparing weekly financial statements, business activity reports and monthly forecasts; monitoring financial details to ensure that legal requirements are met; ensuring that purchases and services adhere to the schools’ missions and the budget; analyzing reports to seek ways to reduce costs; evaluating sustainability models for future opportunities and providing assistance to the school principals, the Consortium staff and the board in making financial decisions. In addition, the financial director will be expected to provide accurate record keeping of revenues and expenditures which will protect the schools and the Consortium from misuse or abuse of resources and establish economy in purchase operations. It is also expected that the financial director will be able to readily access information for purposes of decision-making, fiscal record keeping that will provide accountability for the schools’ operations in an easily understandable format and detailed budgeting to ensure that costs are substantiated. Accounting The Consortium will submit a balanced budget – based upon projected enrollment and revenues. Costs detailed in this budget narrative are for the first year of operation. There is an allowance for a 2% increase each year in revenue and expenditures at each school. Current procedures employed by the local school district will be used to account for ADA – e.g. use of attendance cards, requests for absence notes, completed registers, and statistical reports. The director of financial management for the Consortium will record, report and audit financial data in compliance with general accepted accounting principles (GAAP). The Consortium will choose an accounting firm to conduct accounting tasks for the school. This firm will be selected based on its stellar reputation in the community, the state, and nationally for its ability to generate, fund-balances, profit and loss statements, and to conduct other accounting practices that assure the appropriate use of public funds. The accounting system will permit the agency to completely account for each accounting transaction. The accounts payable module will permit manual and computer check payments and prints cash requirement reports to help regulate cash flow. The system will also enable the accounting officer to compare actual expenditures to budgeted amounts on a daily basis. The

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system's payroll module will permit automatic calculation of payroll deductions, contributions, taxes, net pay and accrued vacation and sick time. Access to financial information regarding the school, in a timely manner will enable sound management of human resources, while maintaining adequate records for payroll and related fiscal items. A reputable payroll processing company will be acquired to manage payroll transactions. The cash management module with checkbook reconciliation will permit accumulation of information on cash receipts and disbursements from all aspects of the accounting system, providing complete records of cash activity. Other modules integrated with the system, e.g. Accounts Receivables, General Ledger with financial report generation, will provide the necessary tools for accountability and internal control that will safeguard the assets of the organization. The Consortium financial management director will generate other reporting electronically as required by the state and the LEA. Purchasing Procedures The financial management director will delineate appropriate steps required for the acquisition of goods and services, including requisition preparation, funds approval, issuance of purchase orders, payments to suppliers and follow-up inquiries to the school principals who will discuss the same with school staff. All general policies related to procurement at each school will be consistent with official policies mandated by the Board and will also in compliance with official policies mandated by the State of Tennessee. I. GENERAL POLICIES 1. The Consortium staff and school principals will be responsible for prudently requesting supplies, services or equipment needed for effective operation of each school. 2. The procurement process will begin when the principals or Consortium directors approve an official request for purchase with a purchase requisition. 3. Determination of funds available from the financial director must precede any initiation of a purchase requisition. 4. A request for reimbursement must be completed, if approved or emergency items have been purchased with personal funds. 5. Only the financial management director will have authorization to procure goods and services or enter into contractual relationships with a vendor. Vendors who contact employees of the schools or the Consortium directly should be advised that all purchases chargeable to the schools or the Consortium must be authorized by the financial director. 6. Goods and services that total $5,000 or more for a single item or service must follow the bid process: financial director will determine the appropriate acquisition method; prepare the bid invitation; receive the bid and make a recommendation of the lowest, responsive bidder to the board for approval or denial. III. SPECIAL POLICIES 1. Computer hardware and software procurement will require specification approval by the technology director, a Consortium staff member, who should be involved in the preparation of technology-related acquisitions at the earliest possible stages of specification determination. No requisitions for computer-related hardware or software will be acted upon by the financial director until approved by the technology director. 185

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2. Capital Improvements and/or any acquisitions involving renovation, repairs to facilities, interior or exterior improvements to facilities will require approval by the chief executive officer and the board of directors. 3. Approval of emergency purchases will require a declaration of emergency initiated by the requestor and recognized by the financial director. Payroll Payroll accounts will be subcontracted to a reputable payroll accounting company. This company will also make payments to consultants; will complete all W-2 and 1099 forms and make payments to the State and federal agencies for unemployment, FICA and employer taxes. Payroll ledgers will be reviewed, analyzed and reconciled by the financial director and changes to the payroll register can only be made by the financial management director, authorized by the school principal and the CEO. Audits The school will use an auditing process that will thoroughly examine all financial records and conclude with a formal report prepared for both internal and external users. It is our belief that financial operations should be both efficient and effective in order to ensure the high performance of the instructional program. The audit shall be applicable to both school-level and organizational-level financial and administrative operations. An independent auditor will ensure that the school’s accounting practices are consistent with generally accepted accounting principles (GAAP). The audit will also address the use of internal controls. The auditor will have an understanding of the administrative and program internal controls that are necessary and will identify the relevance of these controls and determine if the controls are operational. The school will make and keep records and books of accounts for a period of three (3) years after the completion of the audit. The following information will be provided to the auditor in order to enhance the efficiency of the annual audit:  Copies of the budget and amendments as adopted.  Copies of the minutes of each board meeting and quarterly financial statements.  Copies of an organizational chart showing lines of responsibility.  A list of all depositories and their addresses, including bank account numbers and account names.  Copies of bank reconciliation for each bank account.  A list of all investment transactions by fund for the year.  A list of outstanding encumbrances which were closed out and included in the succeeding budget.  A schedule of insurance in force, which should include names of companies, types of coverage, coverage amounts, dates of the policies and total cost per policy.  Reconciliation of payrolls and related accounts such as payroll taxes and retirement deductions.  Copies of new bond issues and details of bond sales consummated, when applicable.  Copies of teacher contracts and leave schedules. 186

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 

Copies of lease agreements. Copies of prior year audit report and other audit reports prepared by the internal auditors or other government auditors/agencies.

Early agreement of the scope and nature of the audit and information requested will be an administrative priority. Therefore, any additional information that may be requested by the auditor will be provided by management. The school will use the local school district’s accounting and payroll service systems, if required. Summary Points 1. The school will establish a system of internal controls. The Board of Directors must approve any budget change that exceeds $5,000.00. 2. A formal report from an audit conducted by a certified public accountant with knowledge of school budget and accounting procedures will be performed annually and provided to the Commissioner of Education. Additional audit reports will be provided to the local school district and the State Comptroller of the Treasury. 3. The financial director for the Consortium will be selected by the governing board, assisted by an accredited accounting firm who is awarded the bid for services. School Administration and Program Operations Internal Audits Each quarter the school’s principal and the financial director will conduct an internal audit using procedures of a certified public accountant audit. This internal audit will be used to ensure that the school is working within its operational budget and remaining resources are adequate to sustain the program throughout the academic year. The quarterly audit will review all issues addressed in an annual audit. The findings will be reported to the Board of Directors for review at quarterly meetings. The Board will evaluate the findings and determine the necessary actions to address issues that might arise. Procedures Governing the Deposit and Investment of Idle Funds, Purchasing Procedures, and Comprehensive Travel Regulations Deposit and Investment of Idle Funds All idle funds will be deposited into the reserve account of the school. The management of these funds held for investment allocated by the board of directors. The board shall exercise an extreme standard of care to avoid speculation. All investment funds will be allocated in a manner that will minimize risk and maximize the return to the school. The board may utilize external financial professionals or agencies in order to assist in the investment process; however, the ultimate decisions will be made by the board. Investment Tools The school may invest in state or local government securities, purchase real estate in the community, and lease or acquire any needed facilities as directed by the board of directors. All interest accrued will be reinvested into the instructional program and its supporting activities.

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Grant Funds and Gifts The school serves as its own fiscal agent for all public and private grants, funds and gifts awarded now and in the future. Any funds received are deposited into a private federally insured bank. Purchasing Procedures All contracts for goods and services in excess of five thousand dollars must be bid for and approved by the governing body and board of directors. Purchases over one thousand dollars will have to be approved by the governing body. Routine management of purchasing for items that cost less than one thousand dollars will be overseen by the chair of the governing body’s fiscal committee and performed by the principal. All capital purchases and long-term contracts will be managed by and subject to final approval of the board of directors. Travel Policies The school will advance and reimburse approved travel expenses directly related to the operation of the school. Lodging, per diem and mileage expenses will have to align with cost estimates of the geographical area and the state’s cost estimates. Expense reports will be submitted, including receipts for all purchases.

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Financial Plan: Capacity to Plan and Project Organizational Needs Future Planning Future planning will depend upon expenditures and other factors affecting the school’s revenues. Providing students with a high quality instructional program will be the school’s priority at all times. To that end, the school will continue to seek a variety of funding streams in order to enhance the instructional program. Fundraising The Consortium has the experience to provide comprehensive financial management, fundraising and development and accounting management services with a holistic approach to school success in mind. It has the capacity to research and actively pursue grant opportunities and sponsorships for school operations and program components. The senior grant writer for the organization has written and obtained grants in excess of $30,000,000 and has already identified grant funding sources: the Dell, Gates, Walton Family, Hewlett and Plough foundations. Grants applications will be submitted by May 30, 2013 for multi-year funding. A mini-telethon and aggressive online fundraising campaigns are expected to generate approximately $100,000 each year. The Consortium will also work with the school staff to sponsor a large fundraising event and it is projected that at least $75,000 will be generated during year two. The board will work hard to sustain the school in the community and is confident in its ability to raise additional funds through creating a sustainability action plan to mobilize community resources. The board has already identified over 50 individuals, with substantial resources, who have agreed to work to meet the fundraising goals and to work on a long-range funding campaign. Sustainability efforts will be ongoing and the plan will be implemented annually. Sustainability Action Plan – Years 1 & 2 Plan Component/Method Develop a case for support of the school

Action Steps • Create board/school staff/ community team to guide the planning process. • Identify and talk with other community leaders who support the school’s vision/mission.

Timeline May 2015-June 2015

Develop Goals and Objectives

• Develop a logic model to clarify sustainability goals, create specific objectives, and identify measures to track progress and outcomes.

June 2015-July 2015

Research and identify potential stakeholders/funding sources

• Identify potential stakeholders/ funding sources in the immediate and larger community  Develop financing strategies, evaluate options, and develop

August 2015

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recommendations for stakeholder/funding sources participation.

Cultivate relationships with potential stakeholders/ funding sources

• Schedule meetings with potential stakeholders/ funding sources. • Ask potential stakeholders /funding sources to recommend other supporters.  Solicit input and expand vision to more stakeholders.  Invite press to cover a meeting, highlight participants and projected outcomes.

September 2015November 2015

Collective Qualifications of Management Team for Implementing the Financial Plan The Consortium Team’s CEO was the Superintendent of Tennessee’s largest school district, managing a budget of approximately $800,000,000 annually. The Consortium CAO directed and managed the country’s number one and most successful Youth Opportunity program, funded by the US Department of Labor, totaling $26,000,000 for five years. Both the Directors of Marketing and Human Resources were principals in the Memphis City Schools for over fifteen years. These individuals conducted their jobs with the utmost degree of professionalism, and their reputations in the community are stellar. Budget Shortfall: Contingency Plans to Meet Financial Needs if Anticipated Revenues are not Received or are Lower than Expected Not the least of challenges the school faces is the adequate amount of funding that is necessary to sustain the school in its premiere operating years and a sustainability plan for a projected fiveyear period. It is not expected that the school will have a shortfall; however, unforeseen challenges may emerge. As a function of sound financial practices, the monthly budget/finance reviews will enable the school to anticipate a budget shortfall and proactive steps will be taken, in a thoughtful and deliberate manner, to address the deficit. Immediate action will be taken to resolve the operating shortfall: reducing purchases and services that do not impact the academic program or the safety of students. The principal and the director of finance will work with the finance committee of the governing body to amend the budget to reduce indirect services and to re-evaluate and prioritize expenditures. These actions will help minimize long-term negative impacts of a budget deficit. The school intends to use reserve funds to cover any deficits that exist after these measures are taken. Reserve funds will be maintained at a sufficient level to address budget issues: 2.5% of the budget or higher. As part of the W. E. B. Du Bois Consortium of Charter Schools, Inc., the school will be able to borrow funds from the Consortium to cover costs, as a contingency. These 190

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funds can be paid back to the Consortium in monthly installments or from reserve funds that exceed the maintenance level of 2.5%. The school will also rely on the efforts of its founder/CEO and the Chief Academic Officer to identify funds for the schools through grants and donors in addition to the LEA allocations. The founder’s status as the first African American Superintendent of the Memphis City Schools and Mayor of Memphis affords him the disposition to tap with a high probability of success, resources available from philanthropy organizations and individuals that have an inclination to donate funds to causes that will have an impact on education, and the social and economic status of underserved populations. Efforts already are underway by these individuals to insure ample availability of capital to operate the schools as budgeted and to identify funds for activities and services to enhance the schools’ operations above and beyond the minimum necessities. Plans to Meet Needs of Student with Disabilities that Might be More than Anticipated which Might Affect the Budget The school anticipates that approximately 10% of the enrollment will be students with special needs. The rising costs of meeting these needs will have an impact on the school budget and could cost four times more than general education costs. This can create an uncomfortable tension between needed special services and other school priorities and requires a thorough analysis of the budget to meet financial requirements. While the local school district provides some services, including the cost for speech pathologists, psychologists and special equipment, most of the cost for services comes from the regular school budget. The school expects to provide an individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions for special needs students in a typical classroom setting. The budget includes the costs of a special education teacher to provide direct and indirect services, assessment materials, supplemental instructional materials and supplies and special education consultant services. When the costs exceed what the budget can provide, with adjustments when the needs surpass the budgeted amount, the school will seek to provide service in collaboration with the local school district. Research conducted by state researchers conclude that some school leaders “over-provide’’ special services, arguing that giving in to parental demands can be less expensive than lawsuits. To address that concern, the school plans to examine federal and state law to understand exactly what it is obligated to provide. The school intends to develop and strictly adhere to the 504 plan or IEP that adequately addresses the needs of the student.

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Attachment 11: Insurance Coverage Types of Insurance Coverage Statement of Insurance The school has plans to use a standard insurance provider, Pete Mitchell and Associates, for the insurance listed herein, although insurance has not yet been purchased for the school. (Policy information is included in the attachments). A member of the board of directors with insurance expertise will review all proposed insurance coverage areas and will assist in the selection of a reputable agency, as determined by the board of directors. Required Insurance The school willl secure and maintain insurance as set forth with insurance companies acceptable to the state to protect the charter school from claims which may result from its operations. The following insurance policies will be acquired: 1. Workers’ Compensation Insurance sufficient to protect the school from claims under the Workers’ Compensation Acts that may arise from its operations. 2. General Liability Insurance in the amount of $1,000,000. 3. School Board/Professional Liability in the amount of $5,000,000. 4. Commercial Auto Liability Insurance in the amount of $1,000,000. 5. Umbrella Coverage in the amount of $5,000,000. 6. Property Insurance to cover 100% replacement costs. 7. Fidelity Bond coverage shall be maintained by the school to cover all school employees who handle, process, or otherwise have responsibility for school funds, supplies, equipment, or other assets. The minimum amount of coverage shall be $50,000 per occurrence, with no self-insurance. Insurance Certificates The school shall furnish certificates of such insurance signed by an authorized representative of the insurance carrier. The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail and return receipt requested. Optional Insurance Should the school deem it prudent and/or desirable to have insurance coverage for damage or theft to the school, employee or student property or any other type of insurance coverage not listed above, such insurance shall be the responsibility of the school. A provision will be included in the policy that states that any cancellations or changes in the policy will be submitted to the local school district and the State Department of Education within 10 days.

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Attachment 12: Waivers State Statute

Description of Statute

Proposed Replacement Policy or Practice

How will waiver of this statute help student achievement?

Each public school system shall maintain a term of no less than two hundred (200) days, divided as follows: (1) One hundred eighty (180) days for classroom instruction; (2) Ten (10) days for vacation with pay for a two hundred-day term, eleven (11) days for vacation with pay for a two hundred twenty-day term, and twelve (12) days for vacation with pay for a two hundred fortyday term; (3) Five (5) days for in-service education; (4) One (1) day for teacher-parent conferences; (5) Four (4) other days as designated by the local board of education upon the recommendation of the director of schools.

Include 190 days for classroom instruction, 15 inservice education days, and four teacher-parent conferences.

Academic goals can be met, faculty will receive adequate training to meet goals and parents will be more actively involved in the school.

State Board Rule

Description of Rule

Proposed Replacement Rule or Practice

How will waiver of this rule help student achievement?

TN State Board Rule: 0520-01-03-07 Minimum requirements for the approval of public schools Chapter Library Information Center, Requirement F:

(1) School library information center. (a) All school library information centers shall serve as resources for students, teachers and community members to strengthen student learning. School library information specialists shall work closely with classroom teachers. 3. In a school with fewer than 400 students, the principal or staff member designated by the principal shall serve as a library information coordinator.

TN State Board Rule: 0520-01-03-07(3) Minimum requirements for the approval of public schools Chapter 0520-01-03 August, 2012 (Revised) 32

3) Library information center collection. (a) Print Collection. The collection shall average at least 12 items per student in average daily membership. Pamphlets, textbooks, unbound periodicals, out-ofdate items, and items in poor physical condition shall neither be counted nor reported in the total collection. The collection shall include at least one set of encyclopedia copyrighted within the last 5 years. In secondary schools, the collection shall also include an unabridged dictionary, a local newspaper, and one daily newspaper presenting news on both state and national levels.

Maintain library collections in each classroom. A staff member will coordinate library activities and will work with teachers to choose appropriate books and materials for each grade level and to organize classroom libraries for optimum use by the students. Students will have access to library services in the school under the supervision of a teacher and will make field trips to local libraries. Maintain an easily accessible electronic library in lieu of a print collection.

TCA Statute: 49-63004. School term.

Improved student achievement through accessible and efficient resources.

Improved student achievement

There is no need for a specified library collection as The school will have extensive electronic library resources; access to various reference books, fiction and non-fiction works in The school and students will make frequent field trips to local libraries.

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Thurgood Marshall School of Career Development, Nashville

Attachment 13: Community Partnerships The Consortium will enter into an agreement to provide services for juvenile offenders under the jurisdiction of the Court through a Memorandum of Understanding setting forth the conditions of the partnership.

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Thurgood Marshall School of Career Development, Nashville

Attachment 14: Letters of Support The Consortium has not received letters of support, but has received a commitment of support from NFL player Jim Brown and the Ameri-I-can program. This commitment was confirmed on March 28, 2013 on a television newscast and can be viewed at: http://wreg.com/2013/03/28/dr-willie-herenton-teams-up-with-jim-brown-foreducation/#ooid=E4cmtqYTqZdpfstOGyV5qI9AfZNXXl_r

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Thurgood Marshall School of Career Development, Nashville

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