MEMPHIS SCHOOL OF EXCELLENCE ELEMENTARY CORDOVA A Charter School Application Submitted by: Read Foundation April 1, 2019 Table of Contents General Information Assurances New Application Section 1: Academic Plan Design and Capacity 1.2 Enrollment Summary 1 1.12 Community Involvement and Parent Engagement 8 1.13 Existing Academic Plan 18 1.14 Performance Management 19 Section 2: Operations Plan Design and Capacity 2.11 Network Vision, Growth Plan, & Capacity 30 2.12 Network Management 40 2.13 Network Governance 50 2.14 Charter School Management Contracts 60 2.15 Personnel/Human Capital – Network-wide Staffing Projections 61 2.16 Personnel/Human Capital – Staffing Plans, Hiring, Management, and Evaluation 63 Section 3: Finances 3.4 Financial Plan 73 Section 4: Portfolio Review/Performance Record 4.1 Past Performance Additional Information Required by SCS 77 97 Attachments E: Pledged Support 99 F: Board Documents 111 G: School Organizational Chart 129 L: Organization/Network Annual Reports or Audits 130 M: Network Organizational Chart 283 O: Planning and Budget Worksheet 286 P: Budget Narrative 293 Q: Network Budget 310 R: Student Achievement/Growth Results 321 S: Portfolio Summary Template 326 U: School Financials 331 Original Application 346 GENERAL INFORMATION Name of proposed school: Memphis School of Excellence Elementary Cordova Projected year of school opening: 2020 Charter authorizer for proposed school: Shelby County Schools Sponsor/Sponsoring Agency: Read Foundation The sponsor is a not-for-profit organization with 501(c)(3) status: Yes No In Process Model or focus of proposed school: Focus on STEM Name of primary Contact person (this person should serve as the contact for follow-up, interviews, and notices regarding this application): Muhammet Turkav Mailing address: 4450 Mendenhall Road St. 1 Memphis,_TN 38141 Primary Telephone:( 901) 491-6854 Alternate Telephone: 1 901! 367-7814 EmailAddress: mturkay@sememphis.org Names, current employment, and roles of all people on school design team (add lines as needed): Full name 9* Ctirre'nt job title andem'blover Position with Muhammet Turkay Executive Director, MSE Executive Director Samuel Beyhan Director of Operations, MSE Director of Operations Gabriella Nelson Director of Academics, MSE Director of Academics Gregory Thompson Financial Adviser?Consultant, GT3 Group Financial Adviser-Consultant Name of proposed school leader (if any): To be determined Proposed school leader?s current employment: City or geographic community: Gordon Does the proposed school intend to contract or partner with a charter management organization (CMO) or notafor-profit education service provider? Yes No If yes, identify the CMO or other partner organization: Does this applicant have charter school applications under consideration by any other authorizer(s)? Yes_No 5 If yes, complete the table below, adding lines as needed: State Authorizer Proposed School Name Application Decision ism-Based Due Date Date I indicate Applicant Type: El New?Start Applicant El Existing TN Operator Proposing New Focus/Grade OR Existing non-TN operator OR Existing ASD operator Existing Tennessee Operator Proposing Exact Focus/Grade Structure ASSURANCE As the authorized representative of the sponsor, hereby certify that the information submitted in this application for a charter for Memphis School of Excellence Elementam Cordova is true to the best of my knowledge and belief, realizing that any misrepresentation could result in disquali?cation from the application process or revocation after award; 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 Tennessee Public Charter Schools 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. Wiil provide special education services for students as provided in Tennessee Code Annotated Title 49, Chapter 10, Part 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 utilize this application as a contract with the authorizer, if no other agreement is signed, pursuant to Tennessee Attorney General Opinion No. 10-45; Will comply with all provisions of the Tennessee Public 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 8-44-1131 et seq.; 10- 7?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 4963003; d. following state financial [budgeting and audit} procedures and reporting requirements according to T.C.A. l31149?132111, 120, and 127; e. requiring anv member ofthe 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 8-19?101; and 3. Will, at all times, maintain all necessaryr and appropriate insurance coverage. 1, l. 7/ Signature Muhammet Turkavr Printed Name of Authorized Signer Executive Director Title of Authorized Signer Section 1: Academic Plan Design and Capacity 1.2 Enrollment Summary In this section: a. Describe the community from which the proposed school intends to draw students, including the demographic profile and school zones within the LEA. Our school will be located in the Cordova area of Memphis, which is zoned under Shelby County schools. In recent years, Cordova has experienced rapid commercial and residential growth – many new businesses and organizations have opened, and numerous housing developments have been, or are in the process of being, built across the Cordova area. Since the most recent available census data is from 2010, the demographic profile captured during the census does not mirror the demographic profile of students currently enrolled in the public schools operating in Cordova. Given this discrepancy, the following chart details the demographic profile of students enrolled in every public school operating in Cordova as detailed on 2018 State report cards: School Chimneyrock Elementary School Cordova Elementary School Dexter Elementary School Macon-Hall Elementary School Riverwood Elementary School Cordova Middle School Dexter Middle School Cordova High School Percentage of Black, Hispanic, and Native American Students Percentage of Economically Disadvantaged Students Percentage of English Learner Students Percentage of Students with Disabilities 79.6% 36.8% 11.6% 11.2% 78.7% 37.2% 8.3% 11.9% 84.7% 46.3% 9.7% 10.3% 78.4% 26.7% 5.2% 7.4% 71.8% 25.4% 5.7% 8.1% 80.4% 32.2% 6.1% 11.9% 89.1% 39.8% 4.9% 13.6% 86.9% 32.4% 6.8% 12.4% Page 1 b. Provide a rationale for selecting the community where the proposed school will locate. The rationale for selecting the community where the proposed school will locate revolves around three primary reasons: 1) help alleviate the problem of over-enrollment of the public schools currently in operation in Cordova; 2) expand public school choice in Cordova for parents; and 3) offer students the opportunity to engage in a STEM-centered academic program. As indicated above, the Cordova area of Memphis has experienced recent rapid commercial and residential growth, which has yet to slow. Continued growth of both businesses and households is predicted to further populate the Cordova neighborhood in the upcoming years. While commercial facilities and housing developments have been built in response to this growth, the creation of enough new schools to accommodate the growing number of school-aged children, as well as provide families with school choice, has not kept pace with demand. More specifically, there are currently only five public elementary schools operating in the Cordova area. According to Shelby County Schools (SCS) Supplemental Information for Charter School Applicants, the average elementary school building utilization is 110%, indicating these elementary schools are over-enrolled. With growth anticipated to continue, these schools will likely continue to be overenrolled in the years to come. Accordingly, we selected Cordova, in part, to help alleviate the problem of over-enrollment. With only five public elementary schools currently in operation, parents seeking a public school education for their child(ren) currently have limited options in Cordova. All five public elementary schools are large, with enrollments close to, or more than, 1,000 students. While some parents may prefer a large school setting for their child(ren), other parents may wish to send their child(ren) to a smaller school but, currently, do not have the option to do so in Cordova. We intentionally designed our school to be small to keep class sizes down, to provide an individualized learning environment, and to cultivate a family-like school culture. By year four of operation, we will be operating at capacity, with enrollment capped at 310 total students. Our school will provide parents seeking a small school environment for their child(ren) an option that does not currently exist in Cordova. Further, all five public elementary options operate as traditional public schools. Similar to size, some parents may prefer a traditional school. Others, however, may want another public option, which is not currently available to them in Cordova. Under the traditional model, schools must implement the district’s curricula and administer specific district-mandated assessments, as well as adhere to the district’s academic and operational policies and procedures. Our school will operate as a charter, which will grant us certain autonomies that traditional public schools do not enjoy. While we will be accountable for meeting established school goals – including academic, operational, and financial targets, as well as will be required to administer all State-mandated assessments – we will have more control over our academic and cultural programming, as well as more freedom around the operation of the school. Such autonomy will enable us to implement an innovative academic program, which will have a strong science, technology, engineering, and mathematics (STEM) focus (discussed in more detail below). Page 2 c. Discuss the academic performance and enrollment trends of surrounding schools in that community. School Total Enrollment On Track Plus Mastered Rate 2018 ELA On Track Plus Mastered Rate 2018 Math School TVAAS Composit e Rating School TVAAS Rating 2018 Literacy School TVAAS Rating 2018 Numeracy Chimneyrock 975 25.8% 33.4% 1 3 Elementary Cordova 891 28.7% 25.9% 3 5 Elementary Dexter 926 24.9% 29.6% 1 5 Elementary Macon-Hall 1168 44.4% 46.5% 5 5 Elementary Riverwood 943 46.9% 46.0% 5 5 Elementary SCS Average 20.4% 19.6% 2 5 State Average 28.7% 33% Data Not Available SCS Average Elementary School Building Utilization in Cordova 110% 1 3 2 2 5 1 As explained above, the Cordova area of Memphis has experienced recent rapid commercial and residential growth, which has yet to slow. Per the United States Census, the total population of Cordova was 52,262 in 2010; estimates put the total population at 60,762 as of 2017 – a 16.3% increase in just seven years. Despite this growth, there are currently only five public elementary schools operating in the Cordova area. According to Shelby County Schools Supplemental Information for Charter School Applicants, the average elementary school building utilization is 110%, indicating these elementary schools are over-enrolled. With growth anticipated to continue, these schools will likely continue to be over-enrolled in the years to come. Additionally, according to SCS’ School Performance Scorecards for the 2017-18 school year, all five public elementary schools currently operating in Cordova exceeded the district’s average for on-track plus mastered rates in English language arts (ELA) and mathematics. Three of the five schools also exceeded the State’s average in ELA and mathematics. However, two of the schools earned a Tennessee Value-Added Assessment System (TVAAS) composite score of 1. One school received a composite score of 3, and the remaining two schools earned a 5. Our school would provide parents with another much-needed high-quality public school option in the Cordova area. While our elementary school that is currently in operation in the Hickory Hill neighborhood of Memphis does not yet have State assessment data – since we are just serving grades kindergarten through five this school year – our network has a solid track record of success. More specifically, since its first graduating class in 2014, Memphis School of Excellence (MSE) has consistently graduated nearly 100% of seniors, with graduation rates of 100% from 2014-16 as well as 2018, and a 98% graduation rate in 2017. Further, in 2018, 100% of graduates Page 3 were accepted into college, the majority of whom participated in the TN Promise Program, and collectively earned more than $6M in scholarships. The school: has significantly increased its American College Test (ACT) score average over the past 5 years (from 13.8 in 2014 to 18.8 in 2018); ranks #5 among all Shelby County Schools (SCS) high school in terms of the percentage of its graduates who are college- ready; and is in the top quartile of all SCS high schools for its ACT average. These successes contributed to MSE being recognized by US News and World Report, which ranked it the #1 charter high school in Tennessee and #26 among all high schools in the State.1 In 2016, Tennessee moved to more rigorous State standards and tests, which resulted in a significant decline in student proficiency rates across Shelby County and the State. Despite the more challenging academic environment, MSE has performed well among its peers in math and English Language Arts (ELA) – as well as in academic growth. On SCS’ School Performance Framework in 2017-18, MSE ranked #12 of 82 middle and high schools in the district and #8 of 42 high schools. In 2016-17, MSE’s SPF was ranked #4 among all SCS high schools. In terms of math and reading/language arts proficiency, MSE has performed in the top 20% of all middle/high schools in the district over the past two academic years. Finally, MSE has consistently achieved strong TVAAS scores over the past 8 years, achieving a Level 4 or 5 in seven of the last eight years. The elementary school replicates the best practices of the middle and high school, and MSE elementary students showed great improvements on school benchmark tests during the 201718 school year. We are eager to expand to the Cordova community to provide the area with a high-quality elementary school option that will help to alleviate over-enrollment, as well as provide parents with a high-quality option to increase public-school choice in Cordova. d. Describe the specific population of students the proposed school intends to serve. We intend to serve students residing in the Cordova neighborhood, as well as students living in the areas immediately surrounding Cordova. Accordingly, we anticipate that the majority of our students will qualify for free and reduced-price lunch as indicated by PowerSchool data. We also predict that the majority of our student body will be composed of students of color. More specifically, we anticipate that most of our students will be African American. We also predict that Latino students will account for approximately a fifth of our student body, followed by Caucasian and Asian students. Given enrollments in public schools currently operating in Cordova, we anticipate that approximately a twelfth of our student body will be students with special needs and less than a tenth will be students who are English language learners (ELLs). e. Summarize what the proposed school would do more effectively than the schools that are now serving the targeted population. As described above, our network has a solid track record of success. We intend to replicate the exact grade structure and focus of our school currently in operation in Hickory Hill. We are confident that the replication of our model will also result in positive student outcomes and 1 https://www.usnews.com/education/best-high-schools/tennessee/districts/shelby-co/memphis-school-of- excellence-147620 Page 4 success in Cordova. The following explains the key design elements that we will implement to more effectively serve the students of Cordova: ● Enriched Curriculum: Our curriculum and learning environment will provide all students with access to engaging, stimulating, and rigorous curriculum. More specifically, our curriculum will be personalized, inquiry-based and, as applicable, aligned to the Common Core State Standards (CCSS), Next Generation Science Standards, and Tennessee Academic Standards. STEM will be infused across our academic program, and students will have ample opportunities to apply their learning through projects and science fairs. In addition, all students will take a STEM class that will employ the Code.org curriculum. We also plan to have a robotics club; all students will have the opportunity to join. The robotics club will meet regularly and will expand on the STEM concepts and skills learned during the school day. Members will have the opportunity to compete in local, State, and national competitions. The club currently active at our school in Hickory Hill has enjoyed numerous wins and top placements in competitions over the last several years. Further, we will implement the Destination Imagination program as an extracurricular activity. This will revolve around providing students who elect to participate with unique educational experiences through engagement with project-based challenges that focus on developing technical, scientific, and engineering skills (among others). Participants will engage in student-centered challenges that empower them to take risks and engage in rigorous problem solving. Destination Imagination challenges will also serve to further reinforce and extend STEM skills and concepts learned during the school day. ● Technology Integration: To support our STEM focus, as well as equip students with the technology skills needed to succeed in the 21st century, all students will take a technology class as an elective. This class will teach and reinforce the fundamentals of effectively using a computer, as well as expose students to more complex STEM-related concepts and activities through the implementation of code.org curriculum, which will enable students to master the fundamental, as well as more advanced, principles and concepts of computer science. Additionally, the technology classroom will be outfitted with a three-dimensional (3-D) printer, which will allow students to participate in numerous STEM projects, such as creating the specifications for, and printing, a working prosthetic hand (among other items). Additionally, technology will be infused across other disciplines. Laptops and iPads will be readily available for teachers to use during instruction; classrooms will be outfitted with technological tools such as document cameras and SMARTboards to utilize during instruction. We will also provide a fully outfitted computer lab. Our robust integration of technology across contents and classrooms through the use of computer-based programs such as Accelerated Reader, Accelerated Math, iReady, MobyMax, Kuta, and Study Island, as well as digital curricular resources, will better equip students with critical skills and will enable us to implement our STEM focus. ● Standardized and Authentic Assessment: To ensure that students are mastering the standards and content taught through our enriched curriculum, we will implement a robust assessment program. We will administer all required State standardized assessments, as well as regular benchmark assessments, to gauge student proficiency on pre-established benchmarks of learning at specific points in time. Benchmarks will be formative and summative, allowing teachers to adjust instruction to meet the needs of every student and Page 5 enabling teachers to discern proficiency rates. We will also measure student growth through administrations of the Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) assessment three times a year. Our authentic assessment system will work to complement the standardized assessments we administer. Teachers will collect and analyze student work over time; work samples and teacher observations will be housed in student portfolios, enabling teachers and students to see progressive growth. ● Effective Intervention: All students will have individualized learning plans that guide and are responsive to students’ individual learning needs. We will also provide numerous tutoring opportunities, including before and after school, on Saturdays, as well as with peers and mentors. For students in need of additional academic and/or behavioral support, we will implement a robust Response to Instruction and Intervention (RtI2) program to ensure that all students receive the support they need to be successful. We will also provide robust English language learner programming to ensure that students who are acquiring English language proficiency receive all needed and legally-mandated services and supports. ● Robust Support for Instructional Staff: To ensure that our instructional staff provides rigorous, high-quality instruction and effectively implements our academic focus and model, we will provide robust supports. More specifically, every teacher will be assigned an instructional coach who will provide individualized support through observation and feedback cycles, as well as unit and lesson plan design and implementation support. Every teacher will have two daily planning periods to enable teachers ample time to create and revise plans. Further, we will provide extensive assessment and data supports. Leadership will create all benchmark exams for teachers. In addition, we will offer an electronic test center, which will enable teachers to enter tests and have scantrons created and graded by the center. The center will also allow teachers to assign standards to every question. The center will provide teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. To support teachers in using the center and becoming fluent in data, we will offer robust professional development (PD) and support around data-driven instruction (DDI) throughout the year. Further, we will implement a “Grow Your Own Administration” program, which will build leadership capacity. ● Parental Involvement: We believe that parents are our partners; we will actively engage parents and community members in the life of our school. We will build strong family-school partnerships that will strengthen support for learning and encourage parent involvement through methods such as the following, which are thoroughly described in the Community ● Parent-Board Member ● Parent-Teacher Conferences ● School Advisory Council ● School Events ● Parent-Teacher Organization ● Volunteering Opportunities ● Orientations ● Parent Information Room ● Meet-and-Greets ● Parent Recognition Program ● Home Visits ● Adult Education Classes Page 6 ● Communication Methods (school website, social media (e.g., Facebook, Instagram, Twitter, YouTube, Google Business Site), school database, parent mobile application, language translation services, monthly newsletter, phone calls, emails, inperson communications, suggestion boxes) ● Parent Academy f. If you are an existing operator, describe any enrollment practices, processes, and policies that will differ from the existing school. The enrollment practices, processes, and policies that we will implement at the proposed school will not differ from those currently being implemented at our existing school. Complete the enrollment summary and anticipated demographics charts below. Anticipated Demographics African American: 70% Latino: 20% Caucasian: 8% Asian: 2% % of Economically Disadvantaged Students 70% % of Students with disabilities 12% % of English language learners 7% Page 7 1.12 Community Involvement and Parent Engagement (after school opens) In this section: a. Describe student recruitment after the school has opened. How will it differ from preopening recruitment? Once our proposed school opens, we will expand our marketing and recruitment efforts to ensure that we fulfill enrollment targets every year. We will still employ many of the same recruitment strategies as we do during our pre-opening year: developing and distributing marketing materials in languages other than English; visiting community centers and hubs (e.g., faith-based organizations, businesses, feeder schools); placing advertisements; and employing social media. However, after we open, we will shift the focus of many of our recruitment efforts to highlight the school as it exists in operation. More specifically, on our website and social media accounts, we will feature current school events and programming. We will advertise upcoming events, highlight events immediately after they occur, and celebrate the success of past events, creating multiple points of exposure for each. In short, with permission, we will highlight students who are enrolled in our school engaging in school activities so that potential parents and students can appreciate the student experience while attending our school. On our website and every social media account, we will also solicit the contact information of prospective families, enabling us to cultivate a robust database of potential students. In addition to our website (also discussed below), the social media outlets we intend to utilize are: ● School website: We will maintain a comprehensive website that is informational and easy to navigate. Our website will advertise our academic program and upcoming events for students, as well as families and the community, so that prospective students and parents can see the wide range of programming and activities offered by the school. The website will also feature special happenings and recognitions, such as visits from local officials and community members and results from sports and robotics competitions. Additionally, our website will provide potential students and parents with valuable academic information, including access to our State report card, which will showcase and educate prospective students and parents about our school’s success. Our enrollment form will always be prominently featured on our website so that interested students and parents can easily complete and submit the form electronically. ● Facebook: We will leverage our Facebook page to serve as a complement to our school website. We will regularly post upcoming school activities, as well as provide accounts of school events by posting pictures and descriptions as soon as activities unfold so that prospective students and parents can gain a fuller perspective of the student experience while attending our school. We will include hashtags and links to our other social media account(s), as well as to our website, to drive traffic to our other outlets. A direct link to our enrollment form will also be embedded on our page, allowing potential students and parents to easily locate and complete the form in the moment of interest. We will also place advertisements for our school on Facebook, increasing our exposure. ● Twitter: Our Twitter account will dovetail the content contained on our website and posts to our other social media outlets. We will regularly tweet about school events and programming, as well as content related to our school, such as STEM. We will utilize Twitter’s Page 8 streamlined approach to communication to our advantage, posting links to our website and other social media account(s) to drive traffic to other outlets. In our profile, we will also provide direct links to our enrollment form so that interested students and parents can easily access, complete, and submit the form. ● Instagram: We will also advertise our school through postings on Instagram. Like our other social media accounts, we will upload videos and pictures of school activities immediately after they occur to expose prospective students and parents to our event offerings. We will also link our other accounts to our Instagram to direct users through our social media suite and school website. Our enrollment form will be easily accessible to those interacting with our Instagram account. ● YouTube: We will maintain a YouTube channel where we will post videos of school events to attract potential students and parents. We will also utilize YouTube to answer questions; more specifically, we will produce a Frequently Asked Questions (FAQs) video. The FAQs video will feature the commonly-asked questions by students and parents. School staff will answer these questions and direct viewers to resources if they want additional information. We will embed links to our website, enrollment form, and other social media accounts on our YouTube page. ● Google: We have established a Google-verified Google Business Site, on which we will upload pictures of school events and activities, as well as other notable school happenings. We will also publish news about our school on our Goggle site to inform prospective parents and students about our mission, model, and programming. We will also leverage the ability to manage advertisements about our school through our Google site, as well as drive traffic to our other social media accounts via links. Our Google site will also allow us track searches, which will enable us to refine our recruitment plans if analysis of search data deems it necessary. In addition to our website and active social media campaign, we will hold open houses for prospective students and parents to enable them to see our school in operation first hand. Open houses will occur at least seven times a year, mostly during third and fourth quarter. During open houses: potential students and parents will receive a comprehensive tour of the school; will be provided with literature further highlighting and explaining the school; will be given an enrollment form and will be offered support in completing the form; and will have the opportunity to ask any questions. We will also advertise and demonstrate our robust school database and parent mobile application during open houses. We will show parents how they will be able to access information about their child(ren) though our school database and parent mobile application, including upcoming class activities, assignments, and projects, as well as grades and test scores. Additionally, we will demonstrate how behavioral and attendance data will be contained in the database and application, so parents can track their child(ren)’s conduct, as well as be alerted to absences and tardies. Further, we will emphasize how the database will serve as a direct link between teachers and students. Teachers and parents will be able to leave notes for, and send, electronic communications to each other, enabling frequent and fluid communications. Open house participants will be asked to provide some personal information such as name, mailing address, phone number, and email address, which will enable us to keep in contact with Page 9 them after the open house. We will follow-up with attendees via physical and electronic mailings and phone calls to maintain their interest in our school, as well as answer any questions and solicit feedback about our school. Prospective parents and students may also request a tour of the school outside of offered open houses. We will also publish a comprehensive monthly newsletter that will highlight all of the school’s recent past and upcoming events and accomplishments. Newsletters will be disseminated through electronic mailings and postings on our website. All prospective students and parents whose information will be captured in our database, cultivated through the channels described above, will receive newsletters. In addition, we will send newsletters to all currently-enrolled student and parents, staff, Board members, and other school stakeholders, such as community members and organizations to ensure that a wide swath of school stakeholders regularly receive information about our school. Further, we will enlist the support of school stakeholders – staff members working at the school, students attending the school, parents involved with the school, Board members governing the school, and community members and organizations supporting the school. We will encourage this robust group of school stakeholders to advertise our school, through word-of-mouth, engagement with our social media accounts (e.g., Facebook likes, retweets), and sharing of newsletter publications. We will implement a referral program; students currently enrolled in the school will be eligible to participate. Students who refer a student who then completes an enrollment form get a free dress day. Students who refer three students who submit enrollment forms get a free uniform shirt. b. 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. Our mission calls for us to prepare students for higher learning in a safe, caring, and collaborative atmosphere. To realize our mission, we will actively engage parents and community members in the life of our school. We will build strong family-school partnerships that will strengthen support for learning and encourage parent involvement through methods such as: ● Parent Board Member: As outlined thoroughly in the Network Governance section, the Board of Directors that governs our schools currently in operation will also serve as the Governing Board of the proposed school. Currently, a parent whose child is enrolled in our existing schools in the Hickory Hill area serves as an active Board member. Additionally, within six months of opening, a parent whose child attends school at our Cordova location will be appointed to the Board. We will have two parents on the Board to ensure that parents are actively engaged in the governance of the school, as well as to enable parent voices to be officially represented in the areas in which we operate. ● Advisory Council: Also explained in detail in the Network Governance section, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall include no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. Advisory councils will convene quarterly to discuss needs, identify areas for improvement, pinpoint problems, and Page 10 ● ● ● ● ● recommend solutions. Following every meeting, each advisory council will submit a report detailing the council’s conversations, needs, and recommendations among other pertinent information to the Board. The advisory council offers parents another layer of official representation in the oversight of the school, as well as another opportunity to actively engage in the school’s operations. Parent-Teacher Organization (PTO): Every school will have a Parent-Teacher Organization (PTO) that meets regularly to discuss matters related to the school’s operation and programming. PTO meetings will enable parents to formally convene to discuss ideas, identify concerns, brainstorm solutions, and offer feedback about the operation of the school. The PTO will offer parents the opportunity to form relationships with other parents and with school staff, as well as provide parents with a forum in which they can contribute to the functioning of the school. Orientation: Prior to the start of school, we will hold orientation sessions for parents to orient them to the school building, as well as educate them about the school’s policies and procedures. Parents will also learn about the school’s database and parent mobile application, which is detailed thoroughly below, as well as other communication structures and opportunities to engage with the school, including upcoming family activities and our home visit program. Meet-and-Greet: Parents will be encouraged to attend a meet-and-greet event, which will occur within the first two weeks of school. During this time, parents will meet their child(ren)’s teachers and other school staff and tour the school. The meet-and-greet will also serve as an opportunity to introduce the curricula that will be taught and educational software that will be used, as well as (re)familiarize parents with the school’s policies, website, database, and parent mobile application. Parents will receive support in creating usernames and passwords and logging into the database and downloading and accessing the application – both of which serve as central communication platforms between school and home. Home Visits: We will encourage and compensate our teachers for making visits to the homes of students they serve. Home visits will enable teachers to make authentic connections with their students and students’ families. During home visits, teachers will engage students and families in conversations about the school and about themselves. Teachers will provide strategies and suggest activities in which students and parents can engage together that will reinforce and extend what is learned at school. Teachers will also support parents in using the school’s database and parent mobile application, which serve as the primary communication methods between home and school. Home visits will also act as a source of support when students and their families are facing difficulty such as the loss of a loved one. Communication Methods: We will utilize multiple communication methods to ensure that students and parents are fully informed about school activities. Among these are: ○ School Website: As indicated above, we will maintain a comprehensive website with information about the school’s programming, performance, and events. The school website will be updated regularly to provide timely announcements to students and parents. Links to our social media account(s), school database, parent mobile application download, and newsletter will also be prominently featured on the website. Page 11 ○ Social Media: Also described above, we will utilize social media, including Facebook, Twitter, and Instagram, as means to engage with, and provide timely information to, students and parents. We will post and tweet regularly about upcoming activities so that students and parents are fully informed about, and have ample notice to participate in, school events. We will often post and tweet immediately after events conclude, which allows families to stay informed about activities at which they could not be physically present. We will also embed links to our school website and database on our home page and profile so that users can access and engage with them easily. ○ School Database: Parents will be able to access information about their child(ren) though our school database. Teachers will post upcoming class activities, assignments, and projects, as well as record students’ grades so that parents can receive timely updates about their child(ren)’s progress and achievement. Assessment data will also be housed on the database so that parents can access benchmark and other test scores. Additionally, behavioral and attendance data will be contained in the database so parents can track their child(ren)’s conduct, as well as be alerted to absences and tardies. Further, the database will serve as a direct link between teachers and students. Teachers and parents will be able to leave notes for, and send electronic communications to, each other, enabling frequent and fluid communications. ○ Parent Mobile Application: We will offer an application that can be downloaded so that parents can access information from the database on their mobile devices. The application will allow parents to monitor their child(ren)’s progress; grades, homework assignments, behavioral data, and attendance records can be accessed on the application. In addition, the application will provide important school information such as the school bell schedule, lunch menus and payments, and the school calendar of events. In addition, our newsletter, described below, will be included in the application every week, enabling parents to easily stay informed about, and engaged in, their child(ren)’s educational experience, as well as school events and happenings. ○ RemindMe Application: We will also employ the RemindMe application to remind parents about upcoming events and activities. The application will also enable us to send out announcements so that parents are informed in a timely manner. ○ Language Translation: All of our parents must be informed about, and given opportunity to engage with, the school. We will translate all documents into the languages other than English most commonly spoken at the school. Our website is also equipped with a translation program that allows it to be translated into multiple languages. In addition, at least one front office staff member will be bilingual and fluent in the language other than English spoken most frequently. We will also enlist the services of translators, when necessary, to ensure that all parents can effectively communicate with, and receive communications from, the school. ○ Monthly Newsletter: We will publish a comprehensive monthly newsletter that will highlight all of the school’s recent past and upcoming events and accomplishments. Newsletters will be disseminated through website postings and electronic mailings to all families whose child(ren) attend our school. Parents utilizing the parent mobile application will receive the newsletter via their application every month. Page 12 ○ Phone Calls: We will conduct robocalls to make school-related announcements, as well as inform families about upcoming events. All robo calls will be translated into Spanish. In addition, teachers will make frequent phone calls to the parents of their students to highlight successes, as well as discuss any concerns. Teachers will be required to return parent phone calls within 48 business hours to ensure that parents’ questions, comments, and/or concerns are addressed in a timely manner. ○ Emails: As indicated above, our database streamlines electronic communications between parents and teachers. As with phone calls, teachers will be required to reply to emails within 48 business hours. Emails will be utilized as a means for parents and teachers to quickly and fluidly communicate with each other. ○ In-person Communications: We will welcome parents to visit our school. Parents will be encouraged to make appointments to confer with their child(ren)’s teachers, and school leadership will have an open-door policy for parents. In addition, we will encourage parents and teachers, as well as other school staff, to engage in short conversations during morning drop-off and afternoon dismissal. During this time, teachers and staff will be visible and available to briefly engage with parents. ○ Suggestion Boxes: We will welcome feedback and input so that we can continually improve our school and be responsive to the needs and ideas expressed by parents. We will install a suggestion box in the main lobby of our school. Parents will be encouraged to communicate their opinions, suggestions, and concerns about the school. We will also build a virtual suggestion box on our website, allowing parents to submit their thoughts remotely and electronically. When suggestions are submitted, school leadership will promptly review the suggestion and take appropriate action. ● Parent Teacher Conferences: Conferences will be held at minimum twice a year – once during the first quarter and once during the third quarter. Conferences will enable teachers and parents to discuss academic achievement, behavioral progress, assessment scores, and upcoming curricula. Parents can also use this time to address any concerns or questions. Parents unable to attend will be encouraged to schedule a meeting with their child(ren)’s teachers at another time. ● School Events: Throughout the year, we will hold a number of school events for students and families. Many of these events will be academic in nature, such as curriculum nights, during which teachers and staff will review upcoming curricula with parents so that they are fully informed about what their child(ren) is/are learning. Curriculum nights will allow parents to engage with the skills and content their child(ren) will be expected to master, as well as ask any questions and/or voice any concerns about the material. During this time, teachers will also provide strategies about how parents can support learning of the curricula at home. In addition, we will host multiple social events for families so that staff, students, and parents can come together as a community. Among these events will likely be festivals, food and clothing drives, and dinners and banquets. We will also hold assemblies throughout the year, such as honor roll celebrations, to celebrate students and the school and cultivate school spirit. Further, we will offer events specifically for our parents; these events will enable parents to interact and build relationships with school staff. For example, we plan to host regular Muffins for Moms and Donuts for Dads meetings, allowing parents to form and strengthen relationships with each other and school leadership and staff. Page 13 ● Volunteering Opportunities: All parents will be asked to volunteer upon their child(ren) enrolling in the school. While volunteering will be optional, we will highly encourage it as a means to engage in the school and form meaningful relationships with staff, students, and other parents. Parents will be presented with a wide range of volunteering activities from which to choose, including supporting teachers by making copies, reading with and/or to students, providing instructional support to students, and assisting with field trips. ● Parent Information Room: We understand that not all parents have access to computers and printers or to mobile devices. Accordingly, we will dedicate a space equipped with Internet and outfitted with a kiosk machine, computer, and printer for parents’ use. Parents will be able to access our website, social media platform(s), and database to retrieve information and monitor their child(ren)’s progress. They can print announcements and reports at their convenience. School staff will be available for parents in need of technological assistance in utilizing the parent room. ● Parent Recognition Program: Just as we will celebrate our students’ success and contributions to the school on social media, in newsletters, and during assemblies and other school events, we will recognize parents who are actively engaged and involved in the school. Parents who volunteer for a certain number of hours and who participate in a certain amount of school events and programs – both of which will be exactly determined in the future upon the school’s opening – will receive recognition. More specifically, recognized parents’ names will be published on our school website. We will also host a reception during which recognized parents will be awarded a certificate. Such recognition will encourage other parents to volunteer and participate in school activities and will motivate parents who are active to continue to engage with the school. ● Adult Education Classes: We believe in supporting and empowering our parents. To that end, we will offer a series of language classes and computer classes throughout the school year. Classes will be held once a week for 45 minutes. Language classes will support parents who speak languages other than English in gaining English language proficiency. Computer classes will cover the fundamentals of computer use, as well as how to work in the Google suite and Microsoft Office. For parents who possess more advanced technological skills, classes will support them in earning Apple and Google certifications. ● Parent Academy: In addition to language and computer classes, we will hold a parent academy – a series of educational and inspirational sessions. Among the topics covered will likely include: How to Help Your Child with Math Homework; Conscious Discipline at Home; Helping Your Child Make Healthy Relationship Choices; Healthy Eating Habits; Mentoring; and Northwest Evaluation Association Measures of Academic Progress (NWEA MAP). We fully believe parents are our partners. Our parent academy will strengthen this partnership, as well as support parents in creating healthy learning environments at home. c. Describe how parents will be informed and educated on all school policies and any commitments or volunteer opportunities the school will seek from, offer to, or require of, parents. As indicated above, we fully appreciate that for our school to be successful, we need to create strong partnerships with parents and engage them in the life of our school. The foundation of building these robust partnerships with parents is communication. We must ensure that our Page 14 parents are fully informed of, and educated about, all school policies and volunteer opportunities. We will accomplish this through initiatives such as: ● Registration: During registration, parents will receive a parent/student handbook that comprehensively outlines all of the school’s policies and procedures. Parents will be required to sign a receipt of acknowledgement that they received, and will abide by, the handbook. During orientation and the meet-and-greet event, time will be dedicated to more thoroughly explaining the policies and procedures detailed in the handbook. Additionally, during the registration process, parents will be asked to complete a volunteer form to indicate volunteering preferences, such as frequency and type of volunteer work. While volunteering will not be mandatory, we will highly encourage parents to volunteer as much as able. ● Parent Student Handbook: Parents will receive, and sign for, a comprehensive parent/student handbook during the registration process. The handbook will explicitly outline the school’s mission and vision, as well as – among others – all the school’s policies and procedures, including expectations for field trips, school visitors, arrival and dismissal, attendance and absences, dress code, technology use, code of conduct, behavioral consequences, and school closure. The parent-student handbook will also be available in languages other than English and will be easily accessible on the school’s website. ● Orientation: Prior to the start of school, we will hold orientation sessions for parents to orient them to the school building, as well as educate them about the school’s policies and procedures as outlined in the parent-student handbook they received during registration. During orientation, parents will be reminded about the ample volunteering opportunities available to them. Parents will also learn about the school’s database and parent mobile application, detailed below – both of which house information about the school’s policies and volunteer opportunities. ● Meet-and-Greet: Parents will be encouraged to attend a meet-and-greet event, which will occur within the first two weeks of school. During this time, parents will meet their child(ren)’s teachers and other school staff and tour the school. The meet-and-greet will also serve as an opportunity to introduce the curricula that will be taught and educational software that will be used, as well as (re)familiarize parents with the school’s policies and procedures as outlined in the parent/student handbook. During the meet-and-greet, teachers will also discuss volunteering opportunities with parents, providing them with their monthly parent volunteer wish list. ● Home Visits: To build relationships with our families, as well as inform them about school policies and volunteer opportunities, we will implement a robust home visit program. Home visits will enable teachers to make authentic connections with their students and students’ families. During home visits, teachers will engage students and families in conversations about themselves, as well as review school policies and procedures and volunteering. Teachers will provide strategies and suggest activities in which students and parents can engage together that reinforce and extend what is learned at school. Teachers will also support parents in using the school’s database and parent mobile application (described below), which will serve as the primary communication methods between home and school. ● School Database: Parents will be able to access information about the school and their child(ren) though our school database. Teachers will post upcoming class activities, assignments, and projects, as well as record students’ grades so that parents can receive Page 15 ● ● ● ● ● ● timely updates about their child(ren)’s progress and achievement. Assessment data will also be housed on the database, so that parents can access benchmark and other test scores. Additionally, behavioral and attendance data will be contained in the database, so parents can track their child(ren)’s conduct, as well as be alerted to absences and tardies. Mobile Parent Application: We will offer an application that can be downloaded so that parents can access information from the database on their mobile devices. The application will allow parents to monitor their child(ren)’s progress; grades, homework assignments, behavioral data, and attendance records can be accessed on the application. In addition, the application will provide important school information, such as the school bell schedule, lunch menus and payments, and the school calendar of events. In addition, our newsletter, described below, will be included in the application every week, enabling parents to easily stay informed about and engaged in their child(ren)’s educational experience, as well as school policies and events. School Website: As indicated above, we will maintain a comprehensive website with information about the school’s policies, procedures, programming, performance, and events. The school website will be updated regularly to provide timely announcements to students and parents. Links to our social media account(s), school database, parent mobile application download, and newsletter will also be prominently featured on the website so that parents can easily stay informed about the school. Social Media: Also described above, we will utilize social media, including Facebook, Twitter, and Instagram as means to engage with, and provide timely information to, students and parents. We will post and tweet regularly about parent volunteer opportunities so that parents can stay abreast of the most current opportunities to help in the school. We will also embed links to our school website and database on our home page and profile so that users can access and engage with them easily. Board Meeting Agendas and Minutes: Following every Board meeting, the meeting agenda and minutes will be promptly uploaded on to our school website so that parents can access them, and be informed about, Board discussions and decisions. Parents may request hard copies of all Board agendas and minutes. Parents will also be encouraged to physically attend Board meetings as a means to stay informed about the school. Advisory Council Reports: Also explained in detail in the Network Governance section, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall include no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. Advisory councils will convene quarterly to discuss needs, identify areas for improvement, pinpoint problems, and recommend solutions. Following every meeting, each advisory council will submit a report detailing the council’s conversations, needs, and recommendations among other pertinent information to the Board. These reports will be available to parents not serving on the council so that they can stay informed about discussions regarding and proposed modifications to the school’s policies and procedures. PTO Membership and Meeting Minutes: Every school will have a Parent-Teacher Organization (PTO) that meets regularly to discuss matters related to the school’s operation and programming. Parents will be encouraged to volunteer to participate on the PTO. PTO meetings will enable parents to formally convene to discuss ideas, identify concerns, Page 16 brainstorm solutions, and offer feedback about the operation of the school. For parents who are unable to participate on the PTO, meeting minutes will be uploaded to the school’s website so that all parents can be informed of discussions about and suggested changes to school policies and procedures. d. If already identified, describe any programs you will offer to parents and/or the community and how they may benefit students and support the school mission and vision. Our mission entails preparing students for higher learning in a safe, caring, and collaborative atmosphere, and our vision revolves around enabling students to succeed in secondary school, college, and in the workplace, and to provide an option for students to enter STEM careers after college completion. As indicated throughout this section, we firmly believe creating strong partnerships with parents is critical to realizing our mission and vision and, ultimately, to our school’s success. Robust parent partnerships better ensure that student learning and achievement is reinforced at home. As a means to cultivate these partnerships, as well as provide a source of support to parents in expanding their own skill sets and, in their efforts to support their child(ren)’s academic and social-emotional development and achievement at home, we plan to offer the following the programs: ● Adult Education Classes: We will offer a series of language classes and computer classes throughout the school year. Classes will be held once a week for 45 minutes. Language classes will support parents who speak languages other than English in gaining English language proficiency. Computer classes will cover the fundamentals of computer use, as well as how to work in the Google suite and Microsoft Office. For parents who possess more advanced technological skills, classes will support them in earning Apple and Google certifications. Since our school will have a heavy STEM focus, developing parents’ technology skills will, in turn, help them support their child(ren)’s mastery of STEM concepts. ● Parent Academy: In addition to language and computer classes, we will hold a parent academy – a series of educational and inspirational sessions. Among the topics covered will likely include: How to Help Your Child with Math Homework; Conscious Discipline at Home; Helping Your Child Make Healthy Relationship Choices; Healthy Eating Habits; Mentoring; and Northwest Evaluation Association Measures of Academic Progress (NWEA MAP). We fully believe parents are our partners. Our parent academy will strengthen this partnership, as well as support parents in creating healthy learning environments at home. ● Thanksgiving Food Drive: While our mission and vision are largely academic in nature, our mission calls for us cultivate a caring environment. We will hold an annual food drive during the month of November to collect food items for families in need. The school will provide turkeys to every family who cannot otherwise afford one. We believe that ensuring every family enjoys a Thanksgiving dinner will contribute to the creation of a caring environment, strengthening the bond between home and school. Page 17 1.13 Existing Academic Plan (for existing operators) In this section: a. Describe any key academic plan features for the replication school that will differ from the operator’s existing schools. We do not intend to implement any key academic plan features that will differ from our existing school. b. Explain why you would implement these different features, any new resources they would require, and the rationale for the variation in approach. Not applicable. Page 18 1.14 Performance Management (for existing operators) In this section: a. If different than the original application, describe any mission-specific educational goals and targets that the organization will have. State goals clearly in terms of the measures or assessments you plan to use. Since submitting our original middle and high school application submitted in 2009 and our original elementary school application submitted in 2015, we have refined our mission-specific educational goals and targets for our organization. They are: Goal Method of Measurement Academic Achievement and Growth Math, Reading, Science, TNReady Social Studies Achievement & Growth SCS School Performance Framework Frequency Measurable Student Outcomes 1x/year Proficiency rates at each grade level and subject will exceed the district average by at least 10 percentage points each academic year. At each grade level and subject, 50% of the students who have been enrolled in an MSE school for three consecutive years will be proficient. All reporting categories (grades/subjects) will show significant growth, with a combined TVAAS score of a 3 or higher each academic year. 60% of students will meet growth targets. Students enrolled in the school for at least three years will score at the 60th percentile or higher. All MSE schools will score at least 3.5 out of 5 on SCS’ School Performance Framework (which measures academic achievement and growth, college readiness, and school climate). TVAAS 1x/year NWEA MAP 3x/year SCS School 1x/year Performance scoring rubrics High School Graduation and College Readiness College-Ready Early PostSecondary Opportunities (EPSO), ACT, Armed 1x/year 50% of seniors will graduate college-ready. Page 19 Goal AP and College Courses Method of Frequency Measurement Services Vocational Aptitude Battery (ASVAB) Enrollment Numbers 1x/year AP Exams AP Test 1x/year College Admissions HS Graduation ACT Student Information System (SIS) SIS/College Tracker 1x/year 1x/year 1x/year 90% of graduating students will matriculate to a postsecondary institution. SIS SIS SIS SIS HR Files 1x/year 1x/year 1x/year 1x/year 1x/year >97% Elementary: <3%; High School: <10% Elementary: 0%; High School: <1% >90% >90% Budget Monthly Audit Third Party Audit 1x/year SCS Operations and Financial Scorecards SCS Report 1x/year MSE will demonstrate fiscal sustainability and stability through efficient use and monitoring of resources and develop and maintain balanced budgets each year. MSE will ensure that an annual audit is conducted by an independent certified public accountant and contains no material findings. MSE will score at least a 4 out of 5 on both SCS’ Operations and Financial Scorecard each year. Post-secondary Matriculation School Climate Attendance Suspensions Expulsions Student Retention Staff Retention Financial Goals Financials Measurable Student Outcomes 40% of students will be enrolled in at least one AP or dual enrollment course. The percentage of students passing an AP exam with a score of 3 or above will increase by 5% each year. 40% of students will score at least a 21 on the ACT. 95% of MSE seniors will graduate each year. Page 20 b. Explain how the organization will measure and evaluate academic progress of individual schools within your network throughout the school year. We will measure and evaluate academic progress of individual schools within our network throughout the school year in the following ways: ● Benchmark Assessment Scores: Students are assessed every six weeks in contents and on standards that are tested on State-mandated assessments. The same benchmark assessments are administered at each school, which allows for comparative analysis across schools and accurate monitoring and evaluation of individual schools. Leadership creates all benchmark assessments to ensure every test aligns with, and accurately gauges, students’ levels of proficiency and progress toward mastery of standards. Further, we have created a virtual test center, which allows test results to be disaggregated to the question and standard level, as well as by subpopulation, cohort, and individual student levels. Coupled, our benchmark assessment system and ability to disaggregate benchmark data through our test center enables us to closely and accurately monitor and evaluate the academic progress of all students enrolled in each of our schools throughout the year. ● Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) Growth Results: All students take NWEA MAP assessments three times year. NWEA MAP is highly regarded and is given in many SCS schools, as well as in schools around the nation. NWEA MAP measures students’ proficiency in mathematics, science, reading, and language arts, identifying each student’s individual proficiency levels, as well as rate of growth. Since NWEA MAP is a nationally-normed assessment and all students enrolled in schools across our network will be taking it, we can monitor proficiency levels and rates of growth to measure and evaluate the academic progress of individual schools within our network. ● Teacher Observation Scores: Every teacher is assigned a coach who conducts frequent informal observations using a standardized tool. In addition to coaches, school-level leadership also completes formal and informal observations on a regular basis. All observers norm and calibrate throughout the year to ensure consistency of scoring across the network. Additionally, coaches and school-level leadership regularly meet to analyze observation data to identify trends, areas of strength, and areas of opportunity – the results of which are then presented to network-level leadership. Every formal observation is scored and documented in TNCompass so that network leadership has access to, and can closely monitor, teachers’ observation scores across the network. The database enables network-level leadership to compare observation scores and/or averages at the school level and grade level, as well as by content and/or specific class. Since the provision of high-quality instruction stands as the primary determinant of positive academic outcomes, the systems and mechanisms we have established allow us to closely monitor, as well as respond to, the quality of instruction being provided to our students across our network of schools throughout the school year. ● Attendance Rates: Students cannot learn if they do not attend school. As such, network-level leadership vigorously monitors the attendance rates at each school in the network. Attendance is checked on a daily basis; staff also call the homes of absent students every day. If students are chronically absent or otherwise flagged for excessive absences, the Principal and/or counselor meets with the student’s parents to determine the root cause of the absences. Once identified, support plans are collaboratively created and implemented to Page 21 ensure that students attend school. At the network-level, attendance data is housed in PowerSchool and our database is examined weekly. If attendance rates are cause for concern, student attendance data is disaggregated at the subpopulation, cohort, and individual student levels to identify, and respond to, trends. Network-level leadership works closely with school-level leadership to monitor attendance rates as a means to monitor academic progress throughout the school year. c. Describe the organization’s approach to academic underperformance for schools that fall short of student academic achievement expectations or goals at the school-wide, classroom, or individual student level. Underperformance at the school-wide level. If a school underperforms academically as a whole, we will have already flagged the school as being at-risk for underperformance prior to the end of the school year based on the monitoring and evaluation of benchmark scores, NWEA MAP results, teacher observation scores, and/or attendance rates throughout the year. Upon being flagged for underperformance, network-level leadership will engage in a root cause analysis and needs assessment to pinpoint the specific areas and reasons for, as well as remedies to, underperformance. Since the Principal is responsible for, and held accountable to, the academic success of the school, once identified, the Executive Director, in collaboration with the Principal, will create a specific growth plan to remedy underperformance, which will include the following steps and actions: ● Design a Growth Plan - the design of the growth plan will include the following: o Outline specific and measurable actions, expectations, and desired outcomes o Detail resources to be allocated as supports for growth (e.g., coaching, targeted professional development, assignment of a mentor) o Include a detailed timeline for progress monitoring o Receive formal approval from the Executive Director ● Implement the Growth Plan - the implementation of the growth plan will entail the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the Executive Director o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status – the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy unsatisfactory performance Underperformance at the classroom level. Since we administer benchmark assessments every six weeks and frequently conduct classroom observations – the results of which are analyzed and uploaded to a network-wide database – as well as engage in regular conversations at the school and network level about instructional trends, strengths, and needs, we will have already flagged a classroom in danger of not meeting student academic achievement expectations or goals prior to the end of the school year. Classroom teachers are responsible for, and held accountable to, the academic success of their students. As such, if a classroom teacher is identified as being atrisk of not meeting academic expectations, the Principal, with support from the Executive Page 22 Director, will create a specific improvement plan to remedy underperformance, which will include the following steps and actions: ● Create an Improvement Plan - the creation of an improvement plan will entail the following: o Outline specific and measurable actions, expectations, and desired outcomes o Detail resources to be allocated as supports for growth (e.g., more frequent coaching, targeted professional development) o Include a detailed timeline for progress monitoring o Receive formal approval from the Principal ● Implement the Improvement Plan - the implementation of the implementation plan will involve the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the academic coordinator o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status – the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy the unsatisfactory performance Underperformance at the individual student level. As indicated above, we will closely monitor individual student’s indicators of, and progress toward, meeting academic expectations and goals throughout the school year. If at any time benchmark results, NWEA MAP scores, and/or attendance rates, as well as other sources of academic data, indicate that a student is underperforming and at risk or struggling to achieve positive academic outcomes, we will immediately do the following: ● Assign Individualized Tutoring: As indicated above, students are assessed through benchmark tests every six weeks in contents and standards that are tested by Statemandated assessments. After each benchmark administration, students’ scores are analyzed; students whose benchmark results indicate that they require more support are assigned to tutoring. Based on individual students’ needs, students are either tutored during the school day during pull-out sessions that typically occur during electives, after school, or on the weekend during Saturday tutoring, which occurs mid-January through mid-April. ● Refer to Response to Instruction and Intervention (RtI2): We implement a robust RtI2 program to provide effective, individualized support to students who are identified as struggling and/or at risk of underperforming. More specifically, in the event that Tier I instruction and/or individualized tutoring is not meeting the needs of some students, they are referred to the Student Support Team (SST). The SST then convenes, analyzes multiple sources of data, examines the effectiveness of, and progress made through, previously applied supports and interventions, and prescribes appropriate Tier II interventions. The SST monitors the implementation and effectiveness of Tier II interventions; if adequate progress is not made, students will receive Tier III supports, which is also closely progress-monitored. ● Evaluate for Specialized Services: In the event that RtI2 interventions and supports do not result in sufficient academic progress and/or at students’ parents or guardians request, Page 23 students are referred for testing to determine if they qualify for specialized services. If evaluation results indicate a need for specialized services, the Special Education Coordinator will work closely with school special education staff to create and implement Individualized Educational Plans (IEPs) to ensure that students receive all necessary and mandated supports and services. d. Describe the organization’s plans to monitor performance of the portfolio as a whole. What actions will you take if the network as a whole fails to meet goals? Plans to monitor performance. We will monitor performance of the portfolio as a whole through the following measures academic, operational, and financial measures and targets. ● Academic Measures: o SCS School Performance Framework (SPF) Rankings: We have set a minimum target of 3.5 on our annual SPF rankings. o State-Mandated Assessment Results: We expect that the percentage of students scoring on-track plus mastered on State-mandated assessments will meet our Annual Measurable Objectives (AMOs) every year. Proficiency rates at each grade level and subject will exceed the district average by at least 10 percentage points each academic year. At each grade level and subject, 50% of the students who have been enrolled in an MSE school for three consecutive years will be proficient. o Tennessee Value-Added Assessment System (TVAAS) Scores: We expect that our combined TVAAS score is at minimum a 3 each year. o ACT Results: We established the target of at least an 18.8 average ACT score each year, with 40% of students scoring at least a 21. o Graduation Rates: We have set a minimum of 95% as our target annual graduation rate. ● Operational Measures: o Student Retention Rates: We have established a 90% student retention rate as our annual minimum target. o Staff Retention Rates: To be considered satisfactory, we must retain at least 90% of our staff every year. o Teacher Recruitment: We expect that our recruitment efforts result in every vacant position being filled by high-qualified, high-quality candidates. o Survey Results: We have established a 90% satisfaction response rate for all stakeholder groups surveyed. ● Financial Measures: o Budget: We will demonstrate fiscal sustainability and stability through efficient use and monitoring of resources and develop and maintain balanced budgets each year. o Audit: We will ensure that an annual audit is conducted by an independent certified public accountant and contains no material findings. o SCS Operations and Financial Scorecards: We will score at least a 4 out of 5 on both SCS’ Operations and Financial Scorecard each year. Actions Taken if the Network Fails to Meet Goals. If the network as a whole fails to meet goals, we will have already flagged the network’s collective underperformance prior to the end of the school year based on the monitoring and evaluation of the academic, operational, and financial measures described above in detail. Upon being flagged for underperformance, network-level Page 24 leadership, with guidance and oversight from the Board, will engage in a root cause analysis and needs assessment to pinpoint the specific areas and reasons for, as well as remedies to, underperformance. Since the Executive Director is responsible for, and held accountable to, the success of the network, once identified and analyzed, the Board will act swiftly, enacting steps such as: ● Design a Corrective Action Plan - the design of the corrective action plan will include the following: o Outline a needs assessment and root cause analysis, as well as specific and measurable actions, expectations, and desired outcomes o Include a detailed timeline for progress monitoring o Receive formal approval from the Board of Directors ● Implement the Corrective Action Plan - the implementation of the corrective action plan will entail the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the Board of Directors o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status - the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy unsatisfactory performance e. Discuss how the organization assesses its readiness to grow and under what circumstances the organization will delay or modify its growth plan. Readiness to Grow. We assessed our readiness to grow based on three primary factors: our track record of consistent success academically, operationally, and financially as described below: ● Academic Success: As explained throughout this section, we have consistently been academically successful since 2014 as evidenced by the following measures and indicators: o SCS School Performance Framework Ranking: On SCS’ School Performance Framework in 2017-18, we ranked #12 of 82 middle and high schools in the district, and #8 of 42 high schools. o State-Mandated Assessment Results: Since opening, we have consistently improved our State-mandated assessment scores. Further, our scores have been in the top 10% of all SCS since 2014. o Tennessee Value-Added Assessment System (TVAAS) Scores: We have consistently achieved strong TVAAS scores over the past 8 years, achieving a level 4 or 5 in seven of the last eight years. o ACT Results: We have significantly increased our ACT average score over the past 5 years (from 13.8 in 2014 to 18.8 in 2018). We are in the top quartile of all SCS high schools for ACT average. We also rank #5 among all SCS high schools in terms of the percentage of graduates who are college-ready. These successes contributed to MSE being recognized by US News and World Report, which ranked us the #1 charter high school in Tennessee and #26 among all high schools in the State. Page 25 o Graduation Rates: Since our first graduating class in 2014, we have consistently graduated nearly 100% of seniors. More specifically, we achieved graduation rates of 100% from 2014-16 as well as in 2018, and a 98% graduation rate in 2017. Further, in 2018, 100% of graduates were accepted into a 4-year college, the majority of whom participated in the TN Promise Program and collectively earned more than $6M in scholarships. o SCS Operational Scorecard: MSE received the highest operational scorecard among all charter schools in 2016 2, 2017 3, and 2018 4. o Extracurricular Offerings: We believe that extracurricular activities contribute to our students’ success and positive learning outcomes. Accordingly, we have successfully established numerous extracurricular activities for students, providing them with the opportunity to participate in a number of sports, including volleyball, basketball, soccer, track, cross-country, baseball, softball, bowling, and cheerleading. Participation in athletics position students to gain critical skills that translate to the classroom, including collaboration, cooperation, and teamwork. We also have multiple clubs that students may join such as Drama, Robotics, Math Counts, Science Olympiad, National Junior Honor Society, National Honor Society, Student Council, Destination Imagination, Chess, Board Games, Bingo, and Girl Scouts. Like sports, clubs encourage students to collaborate and work together. In addition, clubs reinforce and extend academic learning; for example, students in the robotics club apply principles and concepts learned during their mathematics, science, and technology classes. ● Operational Success: We have a solid history of operational success since our organization’s establishment in 2010 as indicated by the following measures and indicators: o Student Retention Rates: We have historically retained the vast majority of our students. More specifically, we have maintained an approximate 90% student retention rate from year-to-year – one of the highest in the district. o Staff Retention Rates: For the past five years, our average staff retention rate is 85%, which, coupled with consistently positive staff survey results, indicates that our staff believes and is invested in our school. o Teacher Recruitment: As explained thoroughly in the Personnel/Human Capital – Staffing Plans, Hiring, Management, and Evaluation section, we have developed and implemented comprehensive teacher recruitment plans. Our recruitment efforts have consistently resulted in the hiring of high-quality teachers in both of our schools currently in operation, as evidenced by our consistently high TVAAS scores. o Staff Development: We have successfully implemented a program entitled, “Grow Your Own Administration” at our two schools currently in operation. The program targets teachers who have expressed interest in building capacity around leadership skills, indicated the desire to transition to administration in the future, and have at least two years of teaching experience with track records of success educating students and working with parents. Once identified, teachers will complete a formal tuition and service 2 http://www.scsk12.org/calendar/files/2016/2016-Charter-Report.pdf http://www.scsk12.org/charter/files/2017/2017-CHARTER-ANNUAL-REPORT.pdf 4 http://www.scsk12.org/charter/files/2018/2018-CHARTER-REPORT.pdf 3 Page 26 o o o o agreement, and school leadership will work with candidates to pinpoint the leadership programs best suited for their current skill sets and desired leadership outcomes and roles. Once candidates are enrolled in leadership programs, MSE will reimburse tuition of up to $10,000 per year for up to three years. To date, six staff members have successfully completed the program, and five more are currently participating in the program. We intend to utilize graduates of the program in key leadership roles at our proposed school. Since our proposed school will replicate the exact grade structure and focus of our existing schools, these future leaders have valuable, extensive experience with our mission, vision, model, academic and cultural programming, policies, and procedures. Such institutional knowledge and experience coupled with the skills learned through the successful completion of their leadership programs will better ensure the smooth opening and operation of our school. Virtual Test Center: We created an electronic test center that enables teachers to enter tests and have scantrons created and graded by the center. The center allows teachers to assign standards to every question. The center provides teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. Providing our teachers with the ability to disaggregate data in multiple ways and student groupings has cultivated a robust culture of data-driven instruction, which has greatly contributed to our success. School Database: We created a comprehensive database that successfully enables parents to access information about their child(ren). Teachers post upcoming class activities, assignments, and projects, as well as record students’ grades so that parents can receive timely updates about their child(ren)’s progress and achievement. Assessment data are also housed on the database, so that parents can access benchmark and other test scores. Additionally, behavioral and attendance data is contained in the database, so parents can track their child(ren)’s conduct, as well as be alerted to absences and tardies. Further, the database serves as a direct link between teachers and students. Teachers and parents leave notes for and send electronic communications to each other, enabling frequent and fluid communications. One-hundred percent of our parents have completed the registration process to access our database, and 70% use it at least once a week. Parent Mobile Application: We offer an application that can be downloaded so that parents can access information from the database on their mobile devices. The application allows parents to monitor their child(ren)’s progress as grades, homework assignments, behavioral data, and attendance records can be accessed on the application. In addition, the application provides important school information, such as the school bell schedule, lunch menus and payments, and the school calendar of events. In addition, our newsletter, described below, is included in the application every month, enabling parents to easily stay informed about, and engaged in, their child(ren)’s educational experience, as well as school events and happenings. Survey Results: We administer surveys to our staff, parents, and students every year to collect qualitative data about the state of the school. Surveys ask stakeholders to provide input around, as well as rate, various aspects of our school, including leadership, the Page 27 academic program, and culture and climate, among other indicators. Survey data consistently indicates that staff, parents, and students approve of, and enjoy, our school. ● Financial Success: Since our organization’s inception in 2010, we have maintained a solid track record of financial success as evidenced by the following indicators and measures: o Budget Surplus: MSE has achieved a budget surplus every year since its founding in 2010. o Strong Balance Sheet: The balance sheet is strong and reflects that the organization has more than 60 days of cash on hand. o Clean Audits: MSE has received clean audits every year since inception. o Financial Scorecard: MSE scored a 4.5 out of 5 on SCS’ Financial Scorecard, indicating strong financial health per the following: ▪ Clean and timely audit ▪ Timely submission of budget and financial reports to authorizer ▪ Timely filing of tax return ▪ Healthy financial ratios Circumstances to Delay or Modify Growth Plans. While we do not intend to grow beyond the two schools that we are proposing in separate charter applications this year, we have established the following thresholds to ensure that our network maintains academic, operational, and financial success. In the event that we decide to expand our network in the future, these thresholds will also serve to inform us about the viability of expansion. Accordingly, if we were planning to expand, we will delay or modify our growth plan under the following circumstances: ● Academic Circumstances: In the event that our academic performance drops over multiple consecutive years, we will likely delay or modify growth plans. The measures below specify the outcomes that would result in delay or modification: o SCS School Performance Framework (SPF) Rankings: Not meeting our target of 3.5 on our annual SPF rankings for 2 consecutive years. o State-Mandated Assessment Results: Not achieving our Annual Measurable Objective (AMO) for 2 consecutive years. o Tennessee Value-Added Assessment System (TVAAS) Scores: Not earning a minimum 3 TVAAS combined score for 2 consecutive years. o ACT Results: Not achieving our target of at least an 18.8 average ACT score for 2 consecutive years. o Graduation Rates: Not achieving a graduation rate of 95% for 2 consecutive years. ● Operational Circumstances: If factors contributing to our operational success begin to underperform, we would likely delay or modify growth plans as indicated below: o Student Retention Rates: In the unlikely event that our student retention rate dropped below 80% for 2 consecutive years, we would re-examine our growth plans until we recovered and stabilized our retention rates. o Staff Retention Rates: If our staff retention rates fell below 80% for 2 consecutive years, we would modify our growth plans to identify, analyze, and remediate the causes contributing to declining staff retention. o Staff Recruitment: We have a robust teacher recruitment program as outlined in the Personnel/Human Capital – Staffing Plans, Hiring, Management, and Evaluation section. Our recruitment plans have consistently proved successful year-after-year; we have Page 28 consistently hired high-quality staff to fill all instructional positions as they become vacant. However, in the event that our recruitment efforts do not produce a pool of highly-qualified candidates from which to hire, resulting in multiple instructional vacancies, we would examine our growth plans and delay and modify, as needed, to allow us to examine and adjust our recruitment program to ensure that we are able to attract and hire high-quality teachers to fill all needed positions. o Staff Development: As described above, we have implemented a “Grow Your Own Administration” program, from which six staff members have graduated. These graduates will be strategically placed in leadership roles to leverage their institutional knowledge of, and experience with, our mission, vision, academic and cultural programming, and general operation of the school and network. In the unlikely event that these teachers decided that they do not want to assume the leadership roles for which they are slated, we would analyze our growth plan and delay and modify, as needed, to secure highlyqualified candidates to fill leadership positions within the school and network. o Survey Results: We administer surveys to our staff, parents, and students every year to collect qualitative data about the state of the school. Surveys ask stakeholders to provide input around, as well as rate, various aspects of our school, including leadership, the academic program, and culture and climate, among other indicators. Survey data consistently indicates that staff, parents, and students approve of, and enjoy, our school. ● Financial Circumstances: If factors contributing to our financial success were to decline and underperform, we would likely delay or modify our growth as indicated below: o Budget Surplus: If we did not maintain a surplus for two consecutive years, we would likely delay or modify our growth plans to analyze financial projections and implement any needed allocation adjustments to ensure the financial sustainability of the organization. o Strong Balance Sheet: If we did not have at least 60 days of cash of hand, we would likely delay growth to build a stronger financial foundation for growth. o Clean Audits: If we did not receive a clean audit, we would likely delay or modify our growth plan to implement any and all needed solutions to remedy all adverse audit findings. o SCS Financial Scorecard: If we do not receive a minimum score of 4 on SCS’ Financial Scorecard for 2 consecutive years, we would likely delay or modify our growth plans to identify, analyze, and remediate the causes contributing to declining scorecard scores. Page 29 Section 2: Operations Plan Design and Capacity Section 2.11 Network Vision, Growth Plan, & Capacity (a) Describe the network’s strategic vision, desired impact, and five-year growth plan for developing new schools in Tennessee. Include the following information: proposed years of opening; number and types of schools; any pending applications; all currently targeted markets/communities and criteria for selecting them; and projected enrollments. Memphis School of Excellence’s strategic vision is to enable students to succeed in secondary school, college and in the workplace, and to provide an option for students to enter Science, Technology, Engineering, and Math (STEM) careers after college completion. The organization is seeking to create two separate K-12 feeder patterns in the city: Hickory Hill, where the organization is currently operating a K-5 elementary charter and a grades 6-12 middle and high school charter; and Cordova, where the organization is planning to open a new K-5 elementary charter and a new grades 6-12 middle and high school charter. MSE is submitting two charter applications to Shelby County Schools by April 1, 2019 to open these two new charter schools in the Cordova area in 2020. The rationale for selecting the Cordova community where the proposed schools will locate revolves around helping to alleviate the problem of over-enrollment of the public schools currently in operation in that area and offering additional high-quality options to students and families in Cordova -- particularly high-quality options with a STEM focus. The Cordova area of Memphis has experienced rapid commercial and residential growth, which has yet to slow. Continued growth of both businesses and households is predicted to further populate the Cordova neighborhood in the upcoming years. While commercial facilities and housing developments have been built in response to this growth, the creation of enough new schools to accommodate the growing number of school-aged children, as well as provide families with school choice, has not kept pace with demand. What’s more, while a number of public schools in the Cordova area are performing well, some are not. Two elementary schools in the area received a TVAAS composite score of 1 (the lowest rating); both of the middle schools in the Cordova area are underperforming the district and State in mathematics, with one of the middle schools also receiving a TVAAS composite score of 1. Also, the only high school in the area (Cordova High School) was significantly below the district and State’s average for ELA and mathematics proficiency and earned a TVAAS composite score of 1. MSE believes that it will provide additional high-quality options in the Cordova area -- given the organization’s strong academic track record to date. ● On SCS’ School Performance Framework (SPF) in 2017-18, MSE ranked #12 of 82 middle and high schools in the district and #8 of 42 high schools across SCS. ● In 2016-17, MSE was ranked #4 among all the district’s high schools on the SPF. ● In math and reading/language arts proficiency, MSE has performed in the top 20% of all middle and high schools in the district over the past two academic years. Page 30 ● MSE has consistently achieved strong TVAAS scores (Level 4 or 5 in seven of the last eight years). ● Since its first high school graduating class in 2014, the school has graduated nearly 100% of its students each year and almost 100% of its graduates have been accepted into postsecondary institutions. During that same timeframe, the school’s ACT Scores have improved from 13.8 to 18.8. While MSE’s current elementary school in Hickory Hill does not yet have State tests results, it replicates the best practices of the middle and high school; MSE elementary students showed great improvements on school benchmark tests during the 2017-18 school year. After the growth of two new charter schools in Cordova in 2020, Memphis School of Excellence will be serving approximately 1,700 students in the Hickory Hill and Cordova areas and graduating each year more than 125 students who will be prepared for college and STEM-related fields. MSE does not anticipate expanding further within the next five years. School Opening and Enrollment Summary School Year Grade Opened structure (at full capacity) Enrollment 2019 - 2020 - 2021 - 2022 - 2023 2020 2021 2022 2023 2024 MSE Middle and High 2010 6-12 485 485 513 513 513 MSE Elementary 2017 K-5 286 372 372 372 372 MSE Elementary Cordova 2020 K-5 0 190 260 285 310 MSE Middle and High Cordova 2020 6-12 0 225 300 375 450 (b) If the existing portfolio or growth plan includes schools in other States, explain specifically how Tennessee fits into the overall growth plan. Not applicable. (c) Provide evidence of organizational capacity to open and operate high quality schools in Tennessee and elsewhere in accordance with the overall growth plan. Outline specific timelines for building or deploying organizational capacity to support the proposed schools. To prepare for the growth of additional schools, Memphis School of Excellence is creating a network-level team that will ensure the Network and each of its schools has the tools, resources, Page 31 experience, and expertise to effectively implement the academic program and achieve the organization’s goals, as well as effectively manage operations and financial resources. These positions, their responsibilities, and start year at the network-level are included in the following table. Position Start Year (at Network Level) Responsibilities Executive Director 2019-20 (position begins at the Network level one year prior to the opening of the Cordova Elementary and Middle/High campuses) The Executive Director is responsible for making high-level strategic decisions, including the oversight and hiring of networklevel leadership and Principals, the establishment of organization-wide expectations, and implementation of organizational systems, business processes, and academic and cultural programming—all of which must align with, and support, MSE’s mission and vision. The Executive Director also manages vendor relations, contract oversight, food service, facilities, and security and safety systems. Directors of Operations 2019-20 (position begins at the Network level one year prior to the opening of the Cordova Elementary and Middle/High campuses) The Director of Operations provides leadership and robust support around operational aspects across the network, including oversight of student and parent engagement, technology, counseling programs, 504 plans, and athletic and sports programming. The Director of Operations also assists the Executive Director with the oversight of school Principals and the Director of Academics. In addition to providing support to, and receiving training from, the Executive Director, the Director of Operations supports the Technology Coordinator and Human Resources and supports the Federal Programs Manager to ensure that systems and policies related to technological infrastructure, human capital, and federal programs operate effectively and comply with all local, State, and federal laws, regulations, and statutes. Page 32 Director of Academics 2019-20 (position begins at the Network level one year prior to the opening of the Cordova Elementary and Middle/High campuses) The Director of Academics is responsible for overseeing, implementing, and supporting the network’s academic programming, including instruction, assessment, and professional development. While the Executive Director is ultimately responsible for the success of the network, as well as the success of the individual schools operating across the network, the Director of Academics is also held accountable for the academic performance of each school. The Director of Academics oversees the network’s instructional coaches, as well as manages the Academic Coordinators at the school level. Additionally, the Director of Academics is responsible for the oversight of Response to Instruction and Intervention (RtI2), special education, English language learner, and gifted and talented programming Director of Finance 2021-22 (position begins at the networklevel upon the opening of the Cordova Elementary and Middle/High campuses) The Director of Finance is responsible for the financial health and sustainability of the network. The Director of Finance oversees the financial aspects of the network, including budget development, payroll preparation, accounts payable and receivable, and grant reimbursements. The Director of Finance also reports monthly to the Tennessee Consolidated Retirement System. The Director of Finance works closely with the Executive Director to ensure that budget allocations reflect and support the operational and academic needs of the network. The Director of Finance, in collaboration with the Executive Director, also works with Principals, supporting them in school-based budgeting and financial decisions. Technology Coordinator 2019-20 (position begins at the Network level one year prior to the opening of the Cordova Elementary The Technology Coordinator oversees all technology-related functions across the network, including supporting the implementation of educational technology initiatives, the installation of technology tools Page 33 and Middle/High campuses) and systems, management and maintenance of technological systems and equipment, oversight of technological inventory, and provision of technology support to schools and individuals across the network. The Technology Coordinator also works with the PowerSchool and Engagement Coordinator to support the technological needs around effectively implementing PowerSchool. PowerSchool and Engagement Coordinator 2019-20 (position begins at the Network level one year prior to the opening of the Cordova Elementary and Middle/High campuses) The PowerSchool and Engagement Coordinator will be tasked with overseeing the implementation of PowerSchool across the network. The PowerSchool and Engagement Coordinator ensures that PowerSchool is effectively employed to house and manage student data, including grades and attendance records. The PowerSchool and Engagement Coordinator lends robust direct support to school leaders and staff across the network in the effective and proper utilization of the PowerSchool database and receives technological support from the Technology Coordinator. The PowerSchool and Engagement Coordinator also oversees student, parent, and staff engagement activities, as well as the network’s home visit program. Human Resources and Federal Programs Manager 2020-21 (position begins at the networklevel upon the opening of the Cordova Elementary and Middle/High campuses) The Human Resources and Federal Program Manager is responsible for maintaining and enhancing the network’s human capital through the planning, implementation, and evaluation of staff relations and human resource programs, practices, and policies. The Human Resources and Federal Program Manager also ensures full legal compliance with all human resource-related local, State, and federal rules, regulations, requirements, and laws. The Human Resources and Federal Program Manager is also tasked with overseeing the Principals in the implementation of all relevant federal programs to ensure full compliance with all Page 34 applicable rules, regulations, requirements, and laws. Special Education Coordinator 2020-2021 (position begins at the networklevel upon the opening of the Cordova Elementary and Middle/High campuses) The Special Education Coordinator oversees the special education program and services across the network. With support from the Director of Academics, the Special Education Coordinator supports all schools operating within the network: in ensuring full legal compliance; in creating, implementing, monitoring, and updating individual education plans; and in ensuring students receive all needed and mandated modifications, accommodations, services, and supports. The Special Education Coordinator also oversees the execution of RtI2 and gifted learner programming. English as a Second Language (ESL) Coordinator 2020-2021 (position begins at the networklevel upon the opening of the Cordova Elementary and Middle/High campuses) The ESL Coordinator is responsible for the oversight and implementation of the English language learner programming across the network. The ESL Coordinator supports schools operating within the network in ensuring full legal compliance and in providing students with all necessary and mandated language services and supports. The ESL Coordinator works with the Director of Academics to ensure that language learner students have full access to all academic programming. The ESL Coordinator also works hand-in-hand with the Special Education Coordinator to ensure that language learner students with special needs, as well as those who require intervention or enrichment, receive all needed supports and services. 4 Middle/High Instructional Coaches (Math 612; English 6-12; Science 6-12; Social Studies 6-12) 2020-21 (positions begin at the networklevel upon the opening of the Cordova Elementary and Middle/High campuses) Instructional coaches are responsible for supporting and coaching teachers to ensure the delivery of high-quality instruction across the network. Instructional coaches work closely with the Director of Academics and Academic Coordinators to support teachers in planning and implementing instruction. Instructional coaches conduct frequent Page 35 informal observation and coaching cycles to refine and, when necessary, remediate teacher performance. Instructional Coach (K-5) 2021-2022 The instructional coach is responsible for supporting and coaching teachers to ensure the delivery of high-quality instruction across the network. The instructional coach works closely with the Director of Academics and Academic Coordinators to support teachers in planning and implementing instruction. The instructional coach conducts frequent informal observation and coaching cycles to refine and, when necessary, remediate teacher performance. In addition to the positions detailed above (who will provide support to all four schools in the network), MSE has a strong leadership structure established at each school. The school leadership teams will be responsible for the day-to-day academic and operational functioning of the schools. For the two new schools being opened in Cordova, founding Principals will start in January of the planning year to participate in essential pre-opening activities. These key positions include: ● Principal: The Principal is responsible for, and given the autonomy to lead, the day-to-day academic and operational functioning of the school. Among the responsibilities of the Principal is hiring and evaluating school staff, ensuring the effective execution of the school’s academic and cultural programming, and cultivating a safe and positive school culture and learning environment. The Principal reports to, receives support from, and is evaluated by the Executive Director or Director of Operations. ● Academic Coordinator: While the Principal is responsible for, and held accountable to, the school’s academic performance, with support from the Director of Academics, the Academic Coordinator is tasked with directly implementing the school’s academic program. The Academic Coordinator works closely with instructional staff, supporting the development and execution of instructional plans and assessments anchored in the school’s curricula. The Academic Coordinator also oversees the creation and implementation of teacher improvement plans. The Academic Coordinator reports to, receives support from, and is evaluated by the Principal. The Academic Coordinator also receives support from the Director of Academics. ● Dean of Students: The Dean of Students is responsible for overseeing the cultural and behavior management aspects of the school. The Dean of Students is fundamental in maintaining a positive and safe school environment and provides support and directs resources to students who are struggling behaviorally and/or social-emotionally. The Dean of Students also handles all discipline-related issues. The Dean of Students reports to, receives support from, and is evaluated by the Principal. Page 36 ● Counselor: The counselor is responsible for tracking and making recommendations about student attendance, truancy, and transcript data. In addition, a primary component of our school culture is emphasis on college readiness. The counselor works in collaboration with grade-level teachers and closely with students directly around college readiness and their progress towards matriculation. To ensure all network-level and school-level leadership positions have the capacity, skill sets, and resources needed to effectively implement the organization’s academic and operational plans, MSE has a robust set of strategies around bench development, as well as established professional development activities (as more detailed in Section 2.16): ● Cross-training among organizational leadership positions - MSE strategically embeds crosstraining tasks and duties in the roles and responsibilities of other network-level leadership positions to ensure that individuals in MSE are ready and able to assume other network-level leadership roles if needed. For instance, the Director of Finance works closely with the Director of Operations in understanding the operational processes and needs of the organization. The Special Education Coordinator and ESL Coordinator work closely with, and receive training from, the Director of Academics who, in turn, receives training and development in supporting and evaluating staff. ● “Grow Your Own Administration” - For teachers expressing an interest in school leadership or administrative roles, MSE provides funding support and matches staff with established leadership training programs to develop their skill sets. This initiative will be particularly important and effective as MSE launches new schools. ● Preparation and development of school-level leadership - Organization-level leadership works closely with school-level leadership, especially with the Principal and Academic Coordinator. Such collaboration not only ensures that school-level leadership receives ample support in executing their current roles, but it also provides valuable development and training in the event a school-level leader is tasked with assuming an network-level leadership role. ● Coaching support for teachers - MSE will utilize instructional coaches at the network level (in addition to the Academic Coordinators) to provide observation and ongoing instructional support to teachers at the classroom level. Teachers are also provided with timely assessment data (via the test center) to analyze student achievement and make instructional adjustments as needed. We believe that the collection of these strategies – the establishment of a network support team, strong instructional leadership teams at each school site, and a robust set of bench development and professional development strategies – equips MSE with the necessary capacity to successfully operate four charter schools and achieve strong academic results. Evidence of this capacity is further bolstered in the context of a strong academic and operational track record (as discussed in subsection [a] and detailed in SCS’s School Performance Framework and Operational and Financial Scorecards) and the historically high staff retention rates at MSE, which ensures the continuity of organizational knowledge and continuity and MSE. Page 37 (d) If applicable, list any schools that were previously approved by this or another authorizer but which failed to open or did not open on time, and explain the reasons for the failure or delay. Not applicable. (e) Discuss the results of past replication efforts and lessons learned – including particular challenges or troubles encountered and how you have addressed them. Not applicable. (f) Discuss the greatest anticipated risks and challenges to achieving the organization’s desired outcomes in Tennessee over the next five years and how the organization will meet these challenges and mitigate risks. There are a number of risks, both internal and external, that pose challenges to Memphis School of Excellence and to any organization opening new charter schools. Identifying risks and taking concrete steps to mitigate those risks is critical in MSE being able to successfully achieve its desired goals and outcomes. Those risks include: ● Talent Recruitment - In growing its network of schools, it is critical to have education talent at all levels of the organization – network -level, school leadership and administration, teachers, and support staff. To ensure that MSE has the human capital to successful achieve its desired outcomes, it is establishing a number of strategies to recruit/retain talent – see more detail in Section 2.16 (Personnel/Human Capital): ○ Advertising through print, radio, and online media outlets; school leader and teacher preparation programs; universities; and education job sites. ○ Attending job fairs (Teach901, Christian Brothers University) ○ Networking with local colleges and universities that produce teacher candidates (University of Memphis, Rhodes, CBU, Relay Graduate School) ○ Developing relationships with local education organizations (Memphis Teacher Residency, Teach For America) ○ Leveraging referrals from current MSE employees ○ Utilizing current talent at MSE for its new charter schools opening in Cordova. ● Student Recruitment - Being able to attract students and families is important for the academic and operational success and financial sustainability of the organization. MSE has been successful in recruiting and retaining families at its schools in Hickory Hill since inception, with a student retention rate of nearly 90%. The organization is seeking to open charter schools in a different area of the city (Cordova) from which it has been serving families. To build relationships in the Cordova community, Memphis School of Excellence is engaging in a number of community engagement activities: visiting community centers and hubs (i.e., faith-based organizations, businesses, feeder schools); conducting open houses; and placing advertisements in print and through online media platforms and social media. ● Facilities and Funding - As described in subsection (g) below, MSE is intending to purchase the Harding Academy campus in Cordova to house the two new charter schools (elementary and middle and high) it is planning to open in Cordova in 2020 . MSE does not take for granted securing the resources to effectuate the purchase and is actively engaging with lenders a Page 38 year-and-a-half before the schools open to ensure it has the financing to purchase and move into its new campus in the summer of 2020. In addition, MSE has carefully crafted a multiyear budget to ensure it can operate its network office and its schools in a financially sustainable manner in the short- and long-term. ● Local and State-wide charter policies and regulations - MSE recognizes that it operates in a policy and regulatory environment that, periodically, is subject to change. These changes can have a positive or negative impact on the environment in which MSE operates its schools (e.g., funding impact, impact on student eligibility). MSE continually monitors the policy and regulatory environment at the local, State, and national level to ensure that it is in compliance and that it is acting as an effective and responsible steward of public resources and serving its students and families well. (g) If you have already identified a charter school facility, indicate the location(including street address and school zone). Describe the facility, including whether it is new construction or part of an existing public or private school building. If a facility has not been identified, indicate any existing possibilities and the process that will be used to find a suitable facility. Include a timeline for facility selection and requisition. MSE is intending to purchase the Harding Academy campus in Cordova (located at 8360 Macon Road, Cordova, TN 38018) and has already committed earnest money to give it the option (expiring in December 2019) to purchase the property. The Harding Academy campus has two separate building, totaling approximately 90,000 square feet and 20 acres and would have the capacity to house the new elementary charter and middle and high school charter over the longterm. MSE is holding conversations with a local banking institution to secure funding to purchase the facility and will move forward with the purchase upon approval of the two charter applications (elementary, and middle and high school). (h) Provide, as Attachment L, the organization’s most recent annual report. See Attachment L. Page 39 2.12 Network Management (for existing operators) In this section: a. Identify the organization’s leadership team and their specific roles and responsibilities. Network-level leadership will oversee and support all MSE schools. With guidance and support from organization-level leadership, school-level leadership will lead the day-to-day operational and academic functioning of the school. As such, our organizational structure will include: Network-level Leadership ● Executive Director: The Executive Director serves as the leader of the network and is ultimately responsible for ensuring that the network as a whole, as well as each school within the network, succeeds. The Executive Director oversees and supports Principals and ensures that they run effective, high-quality schools. As such, the Executive Director is tasked with making high-level, strategic decisions, including the oversight and hiring of network-level leadership and Principals, establishment of organization-wide expectations, implementation of organizational systems, business processes, and academic and cultural programming – all of which must align with, and support, MSE’s mission and vision. The Executive Director also manages vendor relations, contract oversight, food service, facilities, and security and safety systems. The Executive Director is responsible for cultivating a healthy culture across the organization – one of accountability, collaboration, and collegiality. The Executive Director reports to, receives support from, and is evaluated by the Board of Directors. ● Director of Operations: The Director of Operations provides leadership and robust support around operational aspects across the network, including oversight of student and parent engagement, technology, counseling programs, 504 plans, and athletic and sports programming. The Director of Operations also assists the Executive Director with the oversight of Principals and the Director of Academics. In addition to providing support to, and receiving training from, the Executive Director, the Director of Operations supports the Technology Coordinator and Human Resources and supports the Federal Programs Manager to ensure that systems and policies related to technological infrastructure, human capital, and federal programs operate effectively and comply with all local, State, and federal laws, regulations, and statutes. The Director of Operations reports to, receives support from, and is evaluated by the Executive Director. ● Director of Academics: The Director of Academics is responsible for overseeing, implementing, and supporting the network’s academic programming, including instruction, assessment, and professional development. While the Executive Director is ultimately responsible for the success of the network, as well as the success of the individual schools operating across the network, the Director of Academics is also held accountable for the academic performance of each school. The Director of Academics oversees the network’s instructional coaches, as well as manages the Academic Coordinators at the school level. Additionally, the Director of Academics is responsible for the oversight of Response to Instruction and Intervention (RtI2), special education, English language learner, and gifted and talented programming. Accordingly, the Director of Academics oversees and provides support to the Special Education Coordinator and English-as-a-Second Language Coordinator to ensure that students with special needs and who are English language learners receive Page 40 ● ● ● ● ● curricular and instructional support, accommodations, modifications, and language services as mandated by law and as outlined in individual education plans and language learner plans. The Director of Academics reports to, receives support from, and is evaluated by the Executive Director. Director of Finance: The Director of Finance is responsible for the financial health and sustainability of the network. The Director of Finance oversees the financial aspects of the network, including budget development, payroll preparation, accounts payable and receivable, and grant reimbursements. The Director of Finance also reports monthly to the Tennessee Consolidated Retirement System. The Director of Finance works closely with the Executive Director to ensure budget allocations reflect and support the operational and academic needs of the network. The Director of Finance, in collaboration with the Executive Director, also works with Principals, supporting them in school-based budgeting and financial decisions. The Director of Finance reports to, receives support from, and is evaluated by the Executive Director. Special Education Coordinator: The Special Education Coordinator is tasked with overseeing the special education program and services across the network. With support from the Director of Academics, the Special Education Coordinator supports all schools operating within the network in ensuring full legal compliance; in creating, implementing, monitoring, and updating individual education plans; and in ensuring that students receive all needed and mandated modifications, accommodations, services, and supports. The Special Education Coordinator also oversees the execution of RtI2 and gifted learner programming. The Special Education Coordinator reports to, receives support from, and is evaluated by the Director of Academics. English as a Second Language (ESL) Coordinator: The ESL Coordinator is responsible for the oversight and implementation of the English language learner programming across the network. The ESL Coordinator supports schools operating within the network in ensuring full legal compliance and in providing students with all necessary and mandated language services and supports. The ESL Coordinator works with the Director of Academics to ensure that language learner students have full access to all academic programming. The ESL Coordinator also works hand-in-hand with the Special Education Coordinator to ensure that language learner students with special needs, as well as those who require intervention or enrichment, receive all needed supports and services. The ESL Coordinator reports to, receives support from, and is evaluated by the Director of Academics. Technology Coordinator: The Technology Coordinator oversees all technology-related functions across the network, including supporting the implementation of educational technology initiatives, the installation of technology tools and systems, management and maintenance of technological systems and equipment, oversight of technological inventory, and provision of technology support to schools and individuals across the network. The Technology Coordinator also works with the PowerSchool and Engagement Coordinator to support the technological needs around effectively implementing PowerSchool. The Technology Coordinator reports to, receives support from, and is evaluated by the Director of Operations. PowerSchool and Engagement Coordinator: The PowerSchool and Engagement Coordinator will be tasked with overseeing the implementation of PowerSchool across the network. The Page 41 PowerSchool and Engagement Coordinator ensures that PowerSchool is effectively employed to house and manage student data, including grades and attendance records. The PowerSchool and Engagement Coordinator lends robust direct support to school leaders and staff across the network in the effective and proper utilization of the PowerSchool database and receives technological support from the Technology Coordinator. The PowerSchool and Engagement Coordinator also oversees student, parent, and staff engagement activities, as well as the network’s home visit program. The PowerSchool and Engagement Coordinator reports to, receives support from, and is evaluated by the Executive Director. ● Human Resources and Federal Programs Manager: The Human Resources and Federal Program Manager is responsible for maintaining and enhancing the network’s human capital through the planning, implementation, and evaluation of staff relations and human resource programs, practices, and policies. The Human Resources and Federal Program Manager also ensures full legal compliance with all human resource-related local, State, and federal rules, regulations, requirements, and laws. The Human Resources and Federal Program Manager is also tasked with overseeing the Principals in the implementation of all relevant federal programs to ensure full compliance with all applicable rules, regulations, requirements, and laws. The Human Resources and Federal Program Manager reports to, receives support from, and is evaluated by the Executive Director. School-level Leadership: ● Principal: The Principal is responsible for, and given the autonomy to lead, the day-to-day academic and operational functioning of the school. Among the responsibilities the Principal is tasked with are hiring and evaluating school staff, ensuring the effective execution of the school’s academic and cultural programming, and cultivating a safe and positive school culture and learning environment. The Principal reports to, receives support from, and is evaluated by the Executive Director or Director of Operations. ● Academic Coordinator: While the Principal is responsible for, and held accountable to, the school’s academic performance, with support from the Director of Academics, the Academic Coordinator is tasked with directly implementing the school’s academic program. The Academic Coordinator works closely with instructional staff, supporting the development and execution of instructional plans and assessments anchored in the school’s curricula. The Academic Coordinator also oversees the creation and implementation of teacher improvement plans. The Academic Coordinator reports to, receives support from, and is evaluated by the Principal. The Academic Coordinator also receives support from the Director of Academics. ● Dean of Students: The Dean of Students is responsible for overseeing the cultural and behavior management aspects of the school. The Dean of Students is fundamental in maintaining a positive and safe school environment and provides support and directs resources to students who are struggling behaviorally and/or social-emotionally. The Dean of Students also handles all discipline-related issues. The Dean of Students reports to, receives support from, and is evaluated by the Principal. ● Counselor: The counselor is responsible for tracking and making recommendations about student attendance, truancy, and transcript data. In addition, a primary component of our school culture is emphasis on college readiness. The counselor works in collaboration with Page 42 grade-level teachers and closely with students directly around college readiness and their progress towards matriculation. b. Provide, as Attachment M, the organization charts for Year 1 networks as a whole (including both network management and schools within the network). Year 3 network as a whole and Year 5 network as a whole. The network organization charts should clearly delineate the roles and responsibilities of – and lines of authority and reporting among – the governing board, staff, any related bodies (such as advisory bodies or parent/teacher councils), and any external organizations that will play a role in managing the schools. If the school intends to contract with a charter management organization clearly show the provider’s role in the organizational structure of the school. See Attachment M. c. Explain any shared or centralized support services the network organization will provide to schools in Tennessee. Describe the structure, specific services to be provided, the cost of those services, how costs will be allocated among schools, and specific service goals. How will the organization measure successful delivery of these services? (In the case of a governing board proposing to contract with a management organization, service goals should be outlined in the term sheet and draft contract). Services to be provided. To ensure each MSE school has strong academic, operational, and financial support, MSE’s Network office and team will provide services to MSE’s schools in the form of: • Shared professional development opportunities for school leaders, teachers, and staff members (coordinated by the Network leadership team) • Curriculum selection and design (and standards for development of unit and lesson plans, pacing, and level of rigor) • Data management (i.e., test center and analysis of formative and summative assessments; student enrollment, attendance, transfer, and withdrawal data; local, State, and federal compliance reporting) • Accounting and budget management • Vendor management and procurement • Information Technology (IT) management (computers, equipment) • Facilities management and maintenance (including financing and funding to secure school facilities) • Human Resources management o Staff recruitment and hiring o Payroll processing and benefits administration • Student recruitment • Fundraising (for the organization on behalf of MSE schools) • Community relations The services provided by the Network office are carried out by the network leadership team, who provide a breadth of experience and skill sets around the service areas outlined above. Page 43 Cost and allocation of services. Schools will share in the costs of the network office (staffing, operating expenses) pro rata based on each school’s percentage of the organization’s total student enrollment. For example, if one of MSE school’s enrollment is 25% of the enrollment of all MSE schools, that school would pay 25% of the network office’s expenses from the school’s Basic Education Payment revenue. The following table summarizes the costs of the network office over the next five years. Fiscal Year 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 Network costs ~$632K ~$1.1M ~$1.2M ~$1.3M ~$1.5M Service goals. Memphis School of Excellence is seeking to create a network and a K-12 feeder pattern that deeply serves several communities in the Memphis area: Hickory Hill and Cordova. By creating a network support team and office, MSE is seeking to leverage resources, experience, and expertise to ensure academic leaders, teachers, and staff can focus on driving student achievement, and that they have professional development and coaching, curricular materials, financial resources, and effective operational processes to support them in that effort. As such, the service goals of the network support team are to: 1. Provide professional development and other learning opportunities for school leaders and teachers to allow them to grow as educators (“Grow Your Own Administration program” is one example). As a network, MSE educators will have access to a vast array of learning opportunities from within the network and outside the network. 2. Provide access to a robust set of curricular resources and materials aligned to Tennessee State standards, and provide effective frameworks, standards, feedback, and coaching around unit and lesson plan development and data-driven instructional cycles. 3. Provide access to, and analysis of, student achievement data and trends. 4. Provide Human Resources (HR) management (recruiting, on-boarding, payroll systems, benefits) to ensure MSE schools have the education talent to meet its vision and mission. 5. Provide the financial resources (and help individual school leaders prioritize spending) to maximize teaching and learning in the school. This includes fundraising on behalf of the needs of MSE’s individual schools. 6. Provide an efficient system of procurement to ensure that each MSE school has the supplies, materials, and equipment to operate effectively. 7. Provide well-maintained and functioning facilities that support teaching and learning in the school and that provides students with an array of enrichment activities, clubs, and sports. 8. Assist MSE schools with student recruitment efforts to ensure that each school is fully enrolled each year. Service delivery success measures. To measure how the network office is doing in terms of school support, a survey will be administered to school level leaders, teachers, and staff at least two times per year with a series of satisfaction-related questions around the service goals Page 44 mentioned above (with opportunities for comments and feedback). For example, questions will address whether, and to what extent, schools feel supported by the network in professional development, curricular resources, HR management, budgeting and financial management, facilities, and student recruitment. In addition to formal surveys, MSE will create informal feedback loops in which the network team and school-level personnel communicate (in-person and via written communications) on the effectiveness of support services. Finally, MSE will develop a monthly dashboard to continuously evaluate quantitative measures around its support services. Dashboard metrics would include: • Frequency and types of professional development (and percentage of participation from school level staff) • Monitoring of any instances of procurement delays, absence of materials, supplies, and equipment • Teacher evaluation (coaching and observation frequency and quality) • School level financial metrics (monthly budget to actuals, cash balances, timeliness of closing books each month) • Student enrollment and attendance • Staff hiring and retention • Frequency of facilities-related issues • Timeliness of student achievement data availability and analysis Using the table below, summarize school – and organization-level decision-making responsibilities as they relate to key functions. Function Performance Goals Curriculum Network Decision Making The Executive Director, in collaboration with relevant network- and school-level leaders and with approval from the Board of Directors, is responsible for decisions related to performance goals. Examples of such decisions may include: the establishment of network-wide academic, operational, and financial performance goals; identification of benchmark measures and metrics; and specification of monitoring mechanisms for the network as a whole and individual schools within the network, as well as adjustments to academic, operational, and financial programming, policies, and practices in support of achieving goals. The Director of Academics, with support and oversight from the Executive Director, is responsible for decisions related to curriculum. Examples of such decisions may include unit and lesson plan design requirements to ensure alignment to all applicable standards, appropriate pacing, School Decision Making The Principal, with support from, and in collaboration with, the Executive Director and other relevant networkand school-level leaders, is responsible for decisions related to school-specific performance goals that support the achievement of network-wide goals. Examples of such decisions may include the establishment of goals specific to subpopulations and cohorts of students, as well as contents and grade levels as applicable to the network’s goals. The Academic Coordinator, with support and oversight from the Director of Academics and Principal, is responsible for decisions related to curriculum at the school level. Examples of such decisions may include the determination of school- Page 45 Function Professional Development Data Management and Interim Assessments Promotion Criteria Network Decision Making and high levels of rigor, as well as the elimination and adoption of curricular resources. The Director of Academics, with support and oversight from the Executive Director, is responsible for decisions related to professional development (PD). Examples of such decisions may include the creation and implementation of the network’s PD plan in support of achievement of the network’s established performance goals, as well as determinations about PD offerings as informed by formal and informal observation data, benchmark scores, and other sources of data. The PowerSchool and Engagement Coordinator, with input from the Technology Coordinator, when applicable, and with support and oversight from the Executive Director, is responsible for decisions related to data management. Examples of such decisions may include creating and/or modifying the master schedule in PowerSchool, fulfilling State and district reporting requirements, as well as tracking student attendance, enrollment, transfer, and withdrawal data. The Director of Academics, with support and oversight from the Executive Director, is responsible for decisions regarding interim assessments. Examples of such decisions include creating and validating all internal benchmark assessments and establishing and modifying assessment administration practices, as well as vetting and proposing the adoption, elimination, or replacement of external standardized interim assessments such as NWEA MAP. The Executive Director, with input from the Director of Academics and approval from the Board of Directors, is responsible for decisions related to promotion criteria. Examples of such decisions may include modifying promotion thresholds, as well as revising retention policies and practices while still complying with all applicable district and State mandated requirements. School Decision Making specific details around unit and lesson plan review, as well as the deployment and allocation of curricular resources. The Principal and/or the Academic Coordinator, with oversight and support from the Director of Academics, is responsible for decisions related to PD at the school level. Such decisions may include determinations about instructional staff in need of additional support and development, as well as requests to the network for PD on specific topics as informed by various sources of data like teacher request, observations, and assessment results. The Counselor, with support and oversight from the Principal and Academic Coordinator, is tasked with decisions around data management at the school level. Examples of such decisions include tracking and making recommendations about student attendance, truancy, and transcript data. The Academic Coordinator, with support and oversight from the Principal and Director of Academics, is responsible for decisions regarding interim assessments at the school level. Examples of such decisions may include making determinations about tutoring groups, as well as prescribing student interventions and assigning teacher supports as informed by analysis of benchmark interim assessments. The Principal, with support and oversight from the Executive Director, is responsible for decisions related to promotion criteria at the school level. Such decisions may include determinations of retention as outlined by the network’s policies, as well as alternative solutions to retention. Page 46 Function Culture Network Decision Making The Executive Director is responsible for decisions related to the network’s culture as whole, as well as the cultural programming implemented in each of the network’s schools. Examples of such decisions may include the adoption of social-emotional curriculum and implementation of cultural structures, as well as changes to the network’s behavioral management practices and discipline policies. Budgeting, Finance, and Accounting The Director of Finance, with support and oversight from the Executive Director and, by extension, the Board of Directors, is responsible for decisions related to budgeting, finance, and accounting. Examples of such decisions may include initial budget development, proposed resource allocations, as well as practices guiding payroll preparation, accounts payable and receivable, and grant reimbursements. The Executive Director, with support and input from the Director of Operations and Director of Finance, is responsible for decisions regarding student recruitment. Examples of such decisions may include creation of or adjustment to recruitment plans, such as advertising mechanisms, target markets, and events, as well as adjustments to student enrollment targets. The Executive Director, with support and input from the Director of Operations, Director of Academics, Director of Finance, and Human Resources and Federal Programs Manager, is responsible for decisions regarding school staff recruitment and hiring. Examples of such decisions may include advertising mechanisms, target markets, and events, as well as adjustments to hiring targets. Decisions also may encompass changes to hiring practices and compensation packages, which would comply with all Student Recruitment School Staff Recruitment and Hiring School Decision Making The Dean of Students, with support and oversight from the Principal and, by extension, the Executive Director, is responsible for school-level decisions related to culture. Examples of such decisions may include the establishment or modification of school-specific cultural practices in support of the network’s cultural vision and programming, as well as determinations about student-specific consequences in alignment to the network’s behavioral plan as related to discipline infractions. The Principal, in collaboration with the Executive Director and Director of Finance, is responsible for decisions related to budgeting, finance, and accounting at the school level. Examples of such decisions may include allocations for school-specific resources like instructional materials and supplies and PD, as well as for offerings such as school-specific school events and clubs. The Principal, with support and oversight from the Executive Director, is responsible for decisions regarding student recruitment at the school level. Such decisions may include details regarding open houses, as well as school-specific advertising and marketing content. The Principal, with support and oversight from the Executive Director, is responsible for school staff recruitment and hiring at the school level. Examples of such decisions may include participation details in recruitment events such as fairs, as well as hiring determinations for school-specific vacancies. Hiring determinations will be made from a pool of candidates previously screened or approved by networklevel leadership. Page 47 Function Human Resources (H/R) Services (e.g., payroll, benefits) Development/ Fundraising Community Relations Information Technology (I/T) Network Decision Making applicable district, State, and federal laws and policies. The Director of Finance and Human Resources and Federal Programs Manager, with support and oversight from the Executive Director and Director of Operations, are responsible for decisions related to H/R Services. The Director of Finance may make decisions such as changes to payroll procedures, as well as recommendations about compensation and benefits packages. The Human Resources and Federal Programs Manager may make determinations about personnel policies, as well as human resource programming across the network. The Executive Director, with support and input from the Director of Operations and Director of Finance, is responsible for decisions related to development and fundraising. Examples of such decisions may include fundraising targets, markets, and events, as well as the allocation of monies raised by fundraising efforts. The PowerSchool and Engagement Coordinator, with support and oversight from the Executive Director, is responsible for decisions regarding internal community relations. Examples of such decisions may include the development of parent and community events and programs, as well as oversight of and changes to the network’s home visit program. The Human Resources and Federal Programs Manager, with support and oversight from the Executive Director, is tasked with decisions regarding external community relations. Examples of such decisions may include planning and implementing community stakeholder events, as well as managing media relations. The Technology Coordinator, with support and oversight from the Director of Operations and input from the School Decision Making The Principal, with support and oversight from the Executive Director and input from the Human Resources and Federal Programs Manager, is responsible for decisions regarding H/R Services at the school level. Examples of such decisions may include assigning extra duties as needed, allocating stipends for duties related to sports and clubs, as well as determining payroll deductions for situations, such as teacher absences or lost equipment. The Principal, with support and oversight from the Executive Director, Director of Operations, and Director of Finance, is responsible for school-level decisions related to development/ fundraising. Examples of such decisions may include the development and implementation of fundraising targets and events, as well as the allocation of raised funds to support school-specific initiatives. The Dean of Students, with support and oversight from the Principal and PowerSchool and Engagement Coordinator, is responsible for decisions regarding community relations at the school level. Examples of such decisions may include schoolspecific implementation details of network-wide parent and community events and programs and the home visit program, as well as the development and implementation of school-specific community offerings, such as computer and language classes. The Technology Coordinator, with support and oversight from the Director of Operations and input from Page 48 Function Network Decision Making PowerSchool and Engagement Coordinator, is responsible for decisions related to I/T. Examples of such decisions include the proposal of educational technology initiatives and assessment of technology-related needs and maintenance plans, as well as the allocation of technological support provided to schools. Facilities Management The Executive Director, with support and input from the Director of Operations and Director of Finance, is responsible for decisions regarding facilities management. Examples of such decisions include the provision of security and safety systems, assessment of building-specific needs and maintenance plans, selection and execution of facility-related vendors and contracts, as well as determinations about facility procurement. The Executive Director, with support and input from the Director of Operations and Director of Finance and approval from the Board of Directors, is responsible for decisions regarding vendor management/procurement. Examples of such decisions may include establishment and advertisement of RFPs, use of SCS approved RFPs and vendors, selection and management criteria for vendors, as well as determinations about resource allocations for procurements. Vendor Management/ Procurement School Decision Making the PowerSchool and Engagement Coordinator as applicable, is responsible for decisions related to I/T at the school level. The Technology Coordinator rotates between all MSE campuses to oversee and manage each school’s technological infrastructure and systems. The Principal is tasked with alerting the Technology Coordinator to all schoolspecific technology needs and issues, to which the Technology Coordinator decides how to respond. Additional examples of decisions may include assigning school specific technology resources, as well as providing customized technology support to staff and students. The Principal, with support and oversight from the Executive Director and/or Director of Operations, is tasked with decisions regarding facilities management at the school level. Examples of such decisions may include determining and reporting facility needs, remedying maintenance issues under $1K, communicating with approved vendors, as well as evaluating custodial performance. The Principal, with support and oversight from the Executive Director, Director of Operations, and Director of Finance, is responsible for vendor management/procurement decisions at the school level. Examples of such decisions may include procuring items under $1K, as well as working with approved vendors. Page 49 2.13 Network Governance (for existing operators) a. As applicable, describe the governance structure at the network level and how that relates to the individual school. • Will each school/campus have an independent governing board, or will there be a single network-level board governing multiple schools? If there will be a networklevel board, discuss the plan for satisfying the statutory requirement of either: having a parent from one of the network’s Tennessee schools serve on the governing body, or having advisory councils at each school. A single network-level Board will govern all of our schools. More specifically, our sponsoring entity – Read Foundation (RF) – is a nonprofit corporation that was established according to Federal and Tennessee nonprofit corporation laws. The Board of Directors of the RF are dedicated to quality education and the promotion of science, mathematics, engineering, and technology (STEM) in school environments. The primary purpose of the foundation is to organize and operate exclusively for charitable, educational, scientific, and literary purposes. Accordingly, the Board of Directors of the Read Foundation will serve as the governing body for all MSE schools. MSE’s Executive Director oversees the operation of all MSE schools and is evaluated annually by the Board of Directors. To satisfy the statutory requirement of parental representation on the Board, one parent whose child is currently enrolled in one of our operating schools in the Hickory Hill neighborhood of Memphis serves as an active Board Member. On approval of the proposed school’s charter, another parent whose child is enrolled in our school located in Cordova will be appointed to the Board within six months of the school’s opening, ensuring parent representation in both areas of Memphis in which we will operate. Additionally, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall include no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. Parent and teacher membership will be determined by election. In addition, at least one community member who is active in the area in which the school resides will also be appointed to each advisory council to ensure that constituencies local to each school are also represented. Advisory councils will convene quarterly to discuss needs, identify areas for improvement, pinpoint problems, and recommend solutions. Following every meeting, each advisory council will submit a report detailing the council’s conversations, needs, and recommendations among other pertinent information to the Board. Each Principal on the advisory councils will attend Board meetings to further expound on the needs and requests identified in reports. Upon hearing from individual school’s Principals and receiving reports, the Board will determine what further actions need to be taken in response to the councils’ input. Accordingly, based on individual needs, the Board may elect to adopt school-specific policies, such as implementing varying pay scales, employing retention bonuses, and enacting sports compensation policies. In short, advisory councils will ensure that each school has representation and will inform the Board of each school’s individual needs and interests, allowing the Board to effectively govern all schools. Page 50 b. Describe the size and composition (current and desired) for the board. Explain how the proposed governance structure and composition will help ensure that there will be active and effective representation of key stakeholders. Size and composition of the Board. Currently, the Board is composed of six highly qualified, diverse individuals who are committed to MSE’s mission, vision, and model. In anticipation of replication, the Board recently added new members, taking membership to six directors. The addition of directors ensures that the Board will be able to effectively govern all MSE schools, as well as enabling effective representation of key stakeholders. As indicated above, upon approval of, and opening of, the proposed school, the Board will appoint an additional parent to serve as an active director. The Board does not currently intend to add additional directors beyond that of a parent in the near future. The current Board has the collective expertise, competence, and experience to effectively govern and ensure the financial, operational, and educational success of all our schools. Active and effective representation of key stakeholders: The size and composition of the Board will enable active and effective representation of key stakeholders through: • Parent Representation: As explained above, a parent whose child is currently enrolled in one of our schools in operation is an active Board Member. Additionally, upon approval of the charter and opening of the proposed school, a parent whose child is enrolled in our school in Cordova will be appointed to the Board. These members lend key parent voice and representation of the Hickory Hill and Cordova areas of Memphis to the Board. • Advisory Councils: As indicated above, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall include no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. In addition, at least one community member who is active in the area in which the school resides will also be appointed to each advisory council to ensure constituencies of each school are also represented. Every council will meet quarterly and, upon convening, will submit a report to the Board for review. Advisory council reports, as well as further information provided by Principals who reside on councils, will ensure that school stakeholders are actively and effectively represented. • Tennessee Open Meetings Act: All Board meetings are open to the public; the Board encourages all stakeholders to regularly attend. Board meeting dates, agendas, minutes, and policies are published on MSE’s website. Stakeholders may request hard copies of public Board artifacts. • Parent-Teacher Organization: Every school will have a Parent-Teacher Organization (PTO) that meets regularly to discuss matters related to the school’s operation and programming. Each PTO employs a robust governing structure that consists of the following elected officers: President, First Vice President, Second Vice President, Secretary, Treasurer, Assistant Treasurer, and Parliamentarian and Liaison Officers. After PTO meetings, the President or his/her designee will meet with the Principal to relay comments, concerns, and ideas. The Principal will then share relevant information with the Board for consideration. • Stakeholder Input: The Board values community stakeholder input and will regularly solicit feedback from stakeholders, such as parents, community members, local businesses, and community hubs through methods such as surveys, presentations, meetings, and forums. Page 51 c. Discuss the powers and duties of the governing board(s). Identify key skills, areas of expertise, and constituencies that will be represented on the governing board(s). Powers and duties of the Governing Board. The Board is ultimately responsible for the success of all MSE schools. As outlined in the Board’s by-laws, the composition of the Board includes a President, Vice President, a Treasurer, and a Secretary. The by-laws define each officer’s powers and duties as follows: • President: The president shall be the chief executive officer of the Corporation. The president shall supervise and control all of the business and affairs of the Corporation. The president shall preside at all meetings of the members and of the Board of Directors. The president may execute any deeds, mortgages, bonds, contracts, or other instruments that the Board of Directors has authorized to be executed. However, the president may not execute instruments on behalf of the Corporation if this power is expressly delegated to another officer or agent of the Corporation by the Board of Directors, the bylaws, or statute. The president shall perform other duties prescribed by the Board of Directors and all duties incident to the office of president. • Vice President: When the president is absent, is unable to act, or refuses to act, a vice president shall perform the duties of the president. When a vice president acts in place of the president, the vice president shall have all the powers of and be subject to all the restrictions of the president. If there is more than one vice president, the vice presidents shall act in place of the president in the order of the votes received when elected. A vice president shall perform other duties as assigned by the president or Board of Directors. • Treasurer: The treasurer shall: o Have charge and custody of and be responsible for all funds and securities of the Corporation. o Receive and give receipts for moneys due and payable to Corporation from any source. o Deposit all moneys in the name of Corporation in banks, trust companies, or other depositories as provided in the bylaws or as directed by the Board of Directors or president. o Write checks and disburse funds to discharge obligations of the Corporation. o Maintain the financial books and record of the Corporation. o Prepare financial reports at least annually. o Perform other duties as assigned by the president or by the Board of Directors. o If required by the Board of Directors, give a bond for the faithful discharge of his/her duties in a sum and with a surety as determined by the Board of Directors. o Perform all of the duties incident to the office of treasurer. • Secretary: The secretary shall: o Give all notices as provided in the bylaws or as required by law. o Take minutes of the meetings of the members and the Board of Directors and keep the minutes as part of the corporate records. o Maintain custody of the corporate records and of the seal of the Corporation. o Affix the seal of the Corporation to all documents as authorized. o Keep a register of the mailing address of each director, officer, member, and employee of the Corporation. Page 52 o Perform duties as assigned by the president or by the Board of Directors. o Perform all duties incident to the office of secretary. The Board’s by-laws also dictate that the Board must have an Academic Committee and Finance Committee; each committee’s activities and scope of work is as follows: • Academic Committee: Reviews curriculum to ensure alignment with MSE’s mission; recommends policy changes to the Board when appropriate; and participates in program development and evaluation. • Finance Committee: Drafts annual operating and capital budgets for approval by the Board; reviews and presents monthly actual revenues and expenditures of operating, capital, and enterprise activities to the Board; and provides advice to the Board and school leadership about financial matters. In addition to the committees outlined above, the by-laws indicate that the Board may adopt a resolution establishing one or more committees. A committee must include two or more directors and may include members who are not serving as directors. However, if the Board delegates any of its authority to a committee, the majority of the committee will consist of directors. In accordance with the by-laws, the Board has established the following committees, which function as follows: • Facilities and Equipment Committee: Determines space and equipment needs and costs associated therewith; develops plans for any necessary renovations to sites; monitors ongoing compliance with regulations; and oversees maintenance of buildings and equipment. • Personnel Committee: Reviews and recommends job descriptions to the Board; reviews Principals’ recommendations for hiring and dismissing employees; makes employment recommendations to the Board; and provides advice to the Board and school leadership about personnel matters. Key skills and areas of expertise represented on the Governing Board. Individually and collectively, directors possess the skills and expertise to govern and ensure each school achieves academic, operational, and financial success. More specifically, the Board is composed of six dedicated educators and distinguished community members who have expertise in community service and outreach, the law, public relations, education, management, parent and community involvement, finance, marketing, fundraising and grant writing, personnel and human capital, and non-profit governance. Directors also have vast experience in school administration, medicine, science, mathematics, and computer education at a national as well as at an international level. Name Dr. Cem Akkus Patty Farmer Dr. Richard E. Potts Current Job and Employer GIS Analyst at the School of Public Health, University of Memphis Not Applicable – Parent Representative Associate Professor of Education, Christian Brothers University Focus/Expertise Community Service/Outreach, Community Involvement Community Service/Outreach, Education, Organizational Experience Community Service/Outreach, Education, Management/ Organization Experience Page 53 Bayram Demirbuga Veda V.T. Cherry Dr. David C. Akdemir Statistical Programmer, TN Department of Health Lawyer, Cherry & Cherry, LLC Director of Leadership Development, Harmony Public Schools Community Service/Outreach, Education Legal Expertise/Attorney, Community Involvement , Public Relations Personnel/Human Capital, Education, Finance, Marketing Dr. Akkus is an educator and consultant to a charter school; he has been instrumental in creating and implementing after-school programs for underprivileged and underserved students. Mrs. Farmer serves as the Board’s parent representative and has extensive experience working with PTOs, as well as sponsoring and executing robust fundraising activities. Additionally, Mrs. Farmer annually organizes an open house, welcoming all community members to attend; most recently, more than 150 families and community stakeholders visited our operational schools. Dr. Potts is an associate professor at Christian Brothers University Education Department with expertise in higher education and educational management. Mr. Demirbuga is a former teacher who currently works for the TN Department of Health; he brings valuable science, technology, engineering, and mathematics (STEM) knowledge and experience to the Board. Ms. Cherry is a practicing lawyer; she is a founding partner at Cherry & Cherry, LLC and offers a wealth of legal expertise. Dr. Akdemir is the current Director of Leadership Development at Harmony Public Schools. He possesses extensive experience and knowledge in K-12 education, as well as is an expert in personnel and human capital and educational leadership. Dr. Akdemir also brings finance and marketing expertise to the Board. Constituencies represented by the Governing Board. As explained throughout this section, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall consist of no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. In addition, at least one community member – such as a local leader and/or member of a faith-based or other community organization who is active in the area in which the school resides – will be appointed to each advisory council to ensure that constituencies of each school are also represented. Advisory councils will convene quarterly to discuss needs, identify areas for improvement, pinpoint problems, and recommend solutions. Following every meeting, each advisory council will submit a report detailing the council’s conversations, needs, and recommendations among other pertinent information to the Board. Each Principal on the advisory councils will attend Board meetings to further explain the needs and requests identified in reports. Upon hearing from individual school’s Principals and receiving reports, the Board will determine what further actions need to be taken in response to the councils’ input. d. Explain how this governance structure and composition will help ensure that a) the school will be an educational and operational success; and b) the board will evaluate the success of the school and leader. Ensuring the school will be an education and operational success. The Board of Directors is ultimately accountable for the oversight and success of all MSE schools. As such, the Board’s Page 54 primary focus is to ensure that all necessary resources are available to accomplish MSE’s mission and goals. The Board will delegate to the appointed Principal authority and decision-making responsibility for day-to-day operations of the school, including (but not limited to): hiring and dismissing school staff; designing the school’s curriculum; and creating the school’s annual budget (subject to Board approval). To that end, Board Members’ responsibilities include (but are not limited to): • Affirm MSE’s mission, goals, and objectives • Attend regular and special Board meetings • Provide leadership to Board committees and sub-committees • Help prepare the budget collaboratively with the Executive Director and Director of Finance • Commit time to developing financial resources for the charter school • Evaluate the performance of the Executive Director • Establish and maintain all policies governing the operation of MSE schools • Ensure that MSE schools adhere to the mission and goals outlined in the charter • Hold the Executive Director accountable for the academic success and fiscal responsibility of MSE schools • Provide support to schools for additional fund-raising, marketing, and other services as needs arise • Hear and render decisions on issues brought to the Board’s attention • Participate in disputes that are brought to the Board’s attention as they relate to MSE’s discipline policy – especially disputes arising in the areas of expulsion and long-term suspension • Handle complaints submitted to the Board in a timely manner per the complaints process detailed in the charter application • Responsibly review and act on committee recommendations • Assist in identifying resources and attracting resourceful people • Advocate on behalf of MSE by working to establish partnerships with community organizations, institutions of higher learning, and nonprofit foundations In addition to the robust responsibilities of each Board Member, the collective expertise of the Board will further ensure that MSE schools will be an educational and operational success. As described in detail above, the Board possesses extensive knowledge in the key areas of community service and outreach, law, public relations, education, management, parent and community involvement, finance, marketing, and personnel and human capital. Members’ collective experience enables the Board to provide informed oversight and effectively govern MSE schools. The Board is composed of four officers: President, Vice President, Treasurer, and Secretary. These offices have distinct powers and duties (described above) as dictated by the Board’s by-laws. Such clear delineation of roles and responsibilities further ensures success as each officer is specifically tasked with, and held accountable to, clear responsibilities related to the operational success of MSE schools. Additionally, as detailed above, the Board implements a robust committee structure. Collectively, committees oversee critical educational and operational aspects of MSE schools, including Page 55 curricula and academic programming, facilities and equipment needs, financial health, and personnel matters. In short, the Board’s layered approach to governance, including extensive member responsibilities, depth and breadth of member expertise, clearly defined offices, and comprehensive committees ensure that each MSE school is, and will be, an educational and operational success. Evaluating the success of the school. The Board of Directors is ultimately accountable for the success of MSE schools. The Board will evaluate each school against the applicable goals outlined in the Performance Management section. Data gleaned from the district Operational Scorecard and Performance Framework, TN report card, State assessment results, and audit reports will inform evaluation of the school. In addition, the Executive Director or his designee provides information about each school’s performance via a dashboard that outlines metrics during Board meetings. Such data includes: • Student academic achievement and growth • Financial reports • Behavioral and discipline reports • Enrollment data • Average daily attendance Evaluating the success of the leader. The Board of Directors is responsible for evaluating the success of the Executive Director. The Board has partnered with BoardOnTrack – an organization with expertise in supporting charter school Boards. With guidance from BoardOnTrack, the Board will conduct an annual evaluation of the Executive Director. The Board evaluates the Executive Director against the School Performance Framework provided by the district and State. In addition, the Board examines the annual financial report, district financial report, and financial audits, as well as the district’s operational scorecard to inform the Executive Director’s evaluation around finance and operations. e. Explain how the interests of individual schools will be balanced with network interests and how key stakeholders will be represented. As previously indicated, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall consist of no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. Parent and teacher membership will be determined by election. In addition, at least one community member who is active in the area in which the school resides will also be appointed to each advisory council to ensure that constituencies of each school are also represented. In short, advisory councils serve to identify and represent the specific interests of individual schools in the network. Advisory councils will convene quarterly to discuss needs, identify areas for improvement, pinpoint problems, and recommend solutions. Following every meeting, each advisory council will submit a report detailing the council’s conversations, needs, and recommendations among other pertinent information to the Board. Each Principal on an advisory council will also attend Board meetings to further explain the needs and requests identified in reports. Upon hearing from individual school’s Principals and receiving council reports, the Board will determine what further school-specific actions need to be taken in response to each councils’ input. Accordingly, based on individual needs, the Board may elect to adopt school-specific Page 56 policies, such as implementing varying pay scales, employing retention bonuses, and enacting sports compensation policies. In short, advisory councils will ensure that the interests of individual schools are balanced with network interests. The Board will ensure active and effective representation of key stakeholders through the following: • Parent Representation: As explained above, a parent whose child is currently enrolled in one of our schools in operation is an active Board Member. Additionally, upon approval of the charter and opening of the proposed school, a parent whose child is enrolled in our school in Cordova will be appointed to the Board. These members lend key parent voice and representation of the Hickory Hill and Cordova areas of Memphis to the Board. • Advisory Councils: As indicated above, each school will have an advisory council. In accordance with Tennessee Code § 49-13-109, an advisory school council shall consist of no fewer than five (5) members and shall include the Principal, at least one (1) parent, and at least one (1) teacher representative. In addition, at least one community member who is active in the area in which the school resides will also be appointed to each advisory council to ensure that constituencies of each school are also represented. Every council will meet quarterly and, upon convening, will submit a report to the Board for review. Advisory council reports, as well as further information provided by Principals who reside on councils, will ensure that school stakeholders are actively and effectively represented. • Tennessee Open Meetings Act: All Board meetings are open to the public; the Board encourages all stakeholders to regularly attend. Board meeting dates, agendas, minutes, and policies are published on MSE’s website. Stakeholders may request hard copies of public Board artifacts. • Parent-Teacher Organization: Each school in operation has an active Parent-Teacher Organization (PTO) that meets regularly to discuss matters related to the school’s operation and programming. Each PTO employs a robust governing structure, which can consist of the following elected officers: President, First Vice President, Second Vice President, Secretary, Treasurer, Assistant Treasurer, and Parliamentarian and Liaison Officers. After PTO meetings, the President or his/her designee will meet with the Principal to relay comments, concerns, and ideas. The Principal will then share relevant information with the Board for consideration. • Stakeholder Input: The Board values community stakeholder input and will regularly solicit feedback from stakeholders, such as parents, community members, local businesses, and community hubs through methods such as surveys, presentations, meetings, and forums. f. Will the charter be held by the same existing non-profit board or will a new board be formed? The charter will be held by the same existing nonprofit Board. • If the existing board will also govern the new school: o Include a copy of the by-laws and organizational chart, with emphasis on what changes, if any, will need to take place at the board level for it to be effective (i.e., add members, redistribute roles, responsibilities, etc.). See Attachment F. Page 57 o Discuss any plans to transform the board’s membership, mission, and by-laws to support the charter school expansion/replication plan. Describe the plan and timeline for completing the transition and orienting the board to its new duties. Transformation of the Board’s membership, mission, and by-laws. As previously indicated, in anticipation of replication, the Board recently appointed additional members, increasing membership to six directors. In addition, upon approval of the charter and opening of the proposed school, another parent will be appointed to the Board to ensure parent voice and representation of the Cordova area of Memphis. The Board’s mission and by-laws will not change; the crux of the mission is to provide effective oversight and support to ensure each school is successful. The by-laws as adopted also allow for robust membership, as well as a healthy officer and committee structure; thus, they do not need to be amended. They already dictate effective governance guidelines for multiple schools. Transition and orientation plan. As stated above, the existing Board will serve as the Governing Board of the proposed school. Since the proposed school will replicate the exact same focus and grade structure, the Board is already very familiar with the proposed school’s academic and cultural programming, as well as operations. However, to ensure that the Board is fully oriented to the proposed school, the Board president and secretary will organize an orientation program that will include the selected Principal of the proposed school to certify that s/he also fully understands the role responsibility of the Board. The goals of the orientation will be to: • Communicate and discuss the mission, vision, and goals of the proposed school • Define the roles and responsibilities of the Board • Provide an overview of the proposed school’s educational program • Discuss the bylaws of the Board • Discuss Open Meetings Act and pertinent laws relative to charter schools As indicated throughout this section, the Board will appoint another parent to serve on the Board within six months of the school’s opening. To orient the new parent Board Member, as well as any future new member, the Board will provide a robust orientation to ensure s/he quickly becomes familiar with Board duties, responsibilities, policies, and practices. New member orientation will cover topics such as: • Mission and vision • Academic focus and plan • Key design elements • Cultural and parent programming • Demographic data and student enrollment A thorough summary of MSE’s approved charter applications, as well as the roles and responsibilities of the Board, officers, and committees and key Board policies will be provided. New members will receive a binder that houses the above information, as well as Board agendas, minutes, and handbooks. In addition to the initial and new Board Member orientations, the Board will participate in development activities throughout the year. As indicated above, the Board has partnered with Page 58 BoardOnTrack, which specializes in developing charter Board capacity. The Board will engage in development activities facilitated by and/or provided by BoardOnTrack throughout each school year to continuously expand capacity and grow knowledge. Development topics may include the following: • Supporting and evaluating the Executive Director • Archiving documents and cultivating institutional memory • Simplifying processes and streamlining board logistics • Engaging in coaching calls from Board experts • Participating in member-only webinars, virtual coaching, and on-demand training and resources to learn about best practices The Board will also engage in other professional development, including at least one annual Board training as mandated by Tennessee law. Other activities may include: • Literature: The Board may study publications that relate to the school’s academic programming and student population, such as Making Science by Christa Flores. In addition, the Board may read titles related to building Board capacity, including Board Meetings: A Guide for Charter Schools and Board Structure: A Guide to Bylaws, Officers and More! both authored by Marci Cornell-Feist. • School Visits: The Board may visit schools that are successfully implementing similar programming to learn more about best practices. • Community Events: The Board may engage in events provided by local foundations and organizations that align to and support the MSE’s mission, vision, and programming. Orientation timeline. The Board will adhere to a timeline such as the following around orientation and development activities: • Initial board orientation for proposed school: Within one month of the school’s opening • Orientation for new member: Within one month of appointment • Capacity building activities: Ongoing • Board retreat: Annually • If a new board will be formed: o Describe how and when the board will be created and what the relationship between the two boards will be (including any overlapping responsibilities). Please include biographies of the new board members, roles and responsibilities needed to govern the new school, organizational chart, and governing board structure. If available, include the by-laws of the new governing board. Please indicate if the charter will ultimately be held by the existing non-profit or a different non-profit board. If the latter, explain the transition. Not applicable. Page 59 2.14 Charter School Management Contracts (for existing operators, if applicable) If the proposed school intends to contract with a charter management organization (CMO) or other education service provider (ESP) for school management, provide the following information as Attachment N: a. An explanation of how and why the CMO was selected; b. A term sheet setting forth the proposed duration of the contract; roles and responsibilities of the school governing board, the school staff, and the service provider; scope of services and resources to be provided by the CMO; performance evaluation measures and mechanisms; detailed explanation of compensation to be paid to the provider; financial controls and oversight; methods of contract oversight and enforcement; investment disclosure; and conditions for renewal and termination of the contract; c. A draft of the proposed management contract; d. Disclosure and explanation of any existing or potential conflicts of interest between the school governing board and proposed service provider or any affiliated business entities; and e. Documentation of the service provider’s non-profit status and evidence that it is authorized to do business in Tennessee. Not applicable. Page 60 2.15 Personnel/Human Capital - Network-wide Staffing Projections (for existing operators) Complete the following table indicating projected staffing needs for the entire network over the next five years. Include full-time staff and contract support that serve the network 50% or more. Change or add functions and titles as needed to reflect organizational plans. If the proposed school plans to use a staffing model that diverges from the school staffing model in the original application, please explain. While we have modified the titles of positions since our original application, such as changing the title of the Assistant Principal to the Academic Coordinator, as well as have created network-level leadership positions as we have expanded, our core staffing model has not changed since submission of the original application for each school in our network. Year Number of elementary schools Number of middle/high schools Total Schools Student Enrollment Network Positions Executive Director Director of Operations Director of Academics Director of Finance HR & Federal Programs Manager Technology Coordinator Power School and Engagement Coordinator Instructional Coaches Special Education Coordinator RTI Coordinator ESL Coordinator Total back-office FTEs Elementary School Staff 5 Principal Academic Coordinator Dean of Students Classroom Teachers (Core Subjects) Year 1 2020-2021 2 Year 2 2021-2022 2 Year 3 2022-2023 2 Year 4 2023-2024 2 Year 5 2024-2025 2 2 2 2 2 2 4 1,272 4 1,445 4 1,545 4 1,645 4 1,670 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 4 1 5 1 10 12 13 5 1 1 1 15 5 1 1 1 15 1.5 1.5 1 1.5 1.5 2 1.5 1.5 2 1.5 1.5 2 1.5 1.5 2 24 28 35 35 35 5 We currently operate two schools in Hickory Hill; our elementary school facility also houses grades 6-8 of our middle and high school, so some positions are shared across the school building, which accounts for the partial positions reflected in the staffing chart. Page 61 Classroom Teachers (Specials/SPED/Intervention) Counselor Business Manager Teacher Aides and Assistants Secretaries Total FTEs at elementary schools Middle/High School Staff Principal Academic Coordinator Dean of Students Counselor Classroom Teachers (Core Subjects) Classroom Teachers (Electives/SPED/Intervention) ISS Teacher Business Manager Teacher Aides and Assistants Secretaries Total FTEs at middle/high schools 14 14.5 17 18 18 1 .75 1 3 2 .75 1 3.5 2 1 1 3.5 2 1 2 3.5 2 1 2 3.5 47.75 54.75 64.5 66.5 66.5 2.5 2.5 2 2 2.5 2.5 3 3 2.5 2.5 3 4 2.5 2.5 3 4 2.5 2.5 3 4 38 42 44 48 52 17 18.5 25.5 25.5 25.5 1.25 .5 1.25 .5 2 .5 2 .5 2 5 5.5 5.5 5.5 5.5 70.25 78.75 89.5 93.5 97.5 Page 62 2.16 Personnel/Human Capital – Staffing Plans, Hiring, Management, and Evaluation In this section complete the following, if not previously addressed (in 2.4): a. Describe the organizational structure of the proposed school. Network-level leadership will oversee and support all MSE schools. With guidance and support from organization-level leadership, school-level leadership will lead the day-to-day operational and academic functioning of the school. As such, our organizational structure will include: Network-level Leadership ● Executive Director: The Executive Director serves as the leader of the network and is ultimately responsible for ensuring that the network as a whole, as well as each school within the network, succeeds. The Executive Director oversees and supports Principals and ensures that they run effective, high-quality schools. As such, the Executive Director is tasked with making high-level, strategic decisions, including the oversight and hiring of network-level leadership and Principals, establishment of organization-wide expectations, implementation of organizational systems, business processes, and academic and cultural programming – all of which must align with, and support, MSE’s mission and vision. The Executive Director also manages vendor relations, contract oversight, food service, facilities, and security and safety systems. The Executive Director is responsible for cultivating a healthy culture across the organization – one of accountability, collaboration, and collegiality. The Executive Director reports to, receives support from, and is evaluated by, the Board of Directors. ● Director of Operations: The Director of Operations provides leadership and robust support around operational aspects across the network, including oversight of student and parent engagement, technology, counseling programs, 504 plans, and athletic and sports programming. The Director of Operations also assists the Executive Director with the oversight of school Principals and the Director of Academics. In addition to providing support to, and receiving training from, the Executive Director, the Director of Operations supports the Technology Coordinator and Human Resources and supports the Federal Programs Manager to ensure that systems and policies related to technological infrastructure, human capital, and federal programs operate effectively and comply with all local, State, and federal laws, regulations, and statutes. The Director of Operations reports to, receives support from, and is evaluated by, the Executive Director. ● Director of Academics: The Director of Academics is responsible for overseeing, implementing, and supporting the network’s academic programming, including instruction, assessment, and professional development. While the Executive Director is ultimately responsible for the success of the network, as well as the success of the individual schools operating across the network, the Director of Academics is also held accountable for the academic performance of each school. The Director of Academics oversees the network’s instructional coaches, as well as manages the Academic Coordinators at the school level. Additionally, the Director of Academics is responsible for the oversight of Response to Instruction and Intervention (RtI2), special education, English language learners, and gifted and talented programming. Accordingly, the Director of Academics oversees and provides support to the Special Education Coordinator and English-as-a-Second Language Coordinator to ensure that students with special needs and who are English language learners receive Page 63 ● ● ● ● ● curricular and instructional support, accommodations, modifications, and language services as mandated by law and as outlined in individual education plans and language learner plans. The Director of Academics reports to, receives support from, and is evaluated by, the Executive Director. Director of Finance: The Director of Finance is responsible for the financial health and sustainability of the network. The Director of Finance oversees the financial aspects of the network, including budget development, payroll preparation, accounts payable and receivable, and grant reimbursements. The Director of Finance also reports monthly to the Tennessee Consolidated Retirement System. The Director of Finance works closely with the Executive Director to ensure budget allocations reflect and support the operational and academic needs of the network. The Director of Finance, in collaboration with the Executive Director, also works with Principals, supporting them in school-based budgeting and financial decisions. The Director of Finance reports to, receives support from, and is evaluated by, the Executive Director. Special Education Coordinator: The Special Education Coordinator is tasked with overseeing the special education program and services across the network. With support from the Director of Academics, the Special Education Coordinator supports all schools operating in the network in ensuring full legal compliance; in creating, implementing, monitoring, and updating individual education plans; and in ensuring that students receive all needed and mandated modifications, accommodations, services, and supports. The Special Education Coordinator also oversees the execution of RtI2 and the gifted learner programming. The Special Education Coordinator reports to, receives support from, and is evaluated by, the Director of Academics. English as a Second Language (ESL) Coordinator: The ESL Coordinator is responsible for the oversight and implementation of the English language learner programming across the network. The ESL Coordinator supports schools operating in the network in ensuring full legal compliance and in providing students with all necessary and mandated language services and supports. The ESL Coordinator works with the Director of Academics to ensure that language learner students have full access to all academic programming. The ESL Coordinator also works hand-in-hand with the Special Education Coordinator to ensure that language learner students with special needs, as well as those who require intervention or enrichment, receive all needed supports and services. The ESL Coordinator reports to, receives support from, and is evaluated by, the Director of Academics. Technology Coordinator: The Technology Coordinator oversees all technology-related functions across the network, including supporting the implementation of educational technology initiatives, the installation of technology tools and systems, management and maintenance of technological systems and equipment, oversight of technological inventory, and provision of technology support to schools and individuals across the network. The Technology Coordinator also works with the PowerSchool and Engagement Coordinator to support the technological needs around effectively implementing PowerSchool. The Technology Coordinator reports to, receives support from, and is evaluated by, the Director of Operations. PowerSchool and Engagement Coordinator: The PowerSchool and Engagement Coordinator will be tasked with overseeing the implementation of PowerSchool across the network. The Page 64 PowerSchool and Engagement Coordinator ensures that PowerSchool is effectively employed to house and manage student data, including grades and attendance records. The PowerSchool and Engagement Coordinator lends robust direct support to school leaders and staff across the network in the effective and proper utilization of the PowerSchool database and receives technological support from the Technology Coordinator. The PowerSchool and Engagement Coordinator also oversees student, parent, and staff engagement activities, as well as the network’s home visit program. The PowerSchool and Engagement Coordinator reports to, receives support from, and is evaluated by, the Executive Director. ● Human Resources and Federal Programs Manager: The Human Resources and Federal Program Manager is responsible for maintaining and enhancing the network’s human capital through the planning, implementation, and evaluation of staff relations and human resource programs, practices, and policies. The Human Resources and Federal Program Manager also ensures full legal compliance with all human resource-related local, State, and federal rules, regulations, requirements, and laws. The Human Resources and Federal Program Manager is also tasked with overseeing the Principals in the implementation of all relevant federal programs to ensure full compliance with all applicable rules, regulations, requirements, and laws. The Human Resources and Federal Program Manager reports to, receives support from, and is evaluated by, the Executive Director. School-level Leadership: ● Principal: The Principal is responsible for, and given the autonomy to lead, the day-to-day academic and operational functioning of the school. Among the responsibilities with which the Principal is tasked are hiring and evaluating school staff, ensuring the effective execution of the school’s academic and cultural programming, and cultivating a safe and positive school culture and learning environment. The Principal reports to, receives support from, and is evaluated by, the Executive Director or Director of Operations. ● Academic Coordinator: While the Principal is responsible for, and held accountable to, the school’s academic performance, with support from the Director of Academics, the Academic Coordinator is tasked with directly implementing the school’s academic program. The Academic Coordinator works closely with instructional staff, supporting the development and execution of instructional plans and assessments anchored in the school’s curricula. The Academic Coordinator also oversees the creation and implementation of teacher improvement plans. The Academic Coordinator reports to, receives support from, and is evaluated by, the Principal. The Academic Coordinator also receives support from the Director of Academics. ● Dean of Students: The Dean of Students is responsible for overseeing the cultural and behavior management aspects of the school. The Dean of Students is fundamental in maintaining a positive and safe school environment and provides support and directs resources to students who are struggling behaviorally and/or social-emotionally. The Dean of Students also handles all discipline-related issues. The Dean of Students reports to, receives support from, and is evaluated by, the Principal. ● Counselor: The counselors is responsible for tracking and making recommendations about student attendance, truancy, and transcript data. In addition, a primary component of our school culture is emphasis on college readiness. The counselor works in collaboration with Page 65 grade-level teachers and closely with students directly around college readiness and their progress towards matriculation. b. Provide the school organizational chart as Attachment G. See Attachment G. c. Delineate the relationship of the school organization to the network organization as a whole. The network as a whole has two schools currently in operation – an elementary school and a middle and high school, both of which are located in the Hickory Hill neighborhood of Memphis. The network is proposing to open two additional schools, both of which will replicate the exact grade structure and focus of its counterpart in Hickory Hill. In 2020, we project that the two additional schools – one elementary school and one middle and high school – will open in the Cordova area of Memphis, for a total of four schools in operation across our network. We do not have plans to expand or replicate additional schools at this time. Each school that is a part of the network will be overseen and supported by network-level leadership. However, each school will have a school leadership structure independent of network leadership. School-level leadership will be responsible for the day-to-day operational and academic functioning of the school. School-level leadership will also be tasked with managing and evaluating school staff. See Attachment G for our school organizational chart and Attachment M for our network organizational chart. d. Describe the operator’s current or planned process for sourcing and training potential school leaders. Explain how you have developed or plan to establish a pipeline of potential leaders for the network as a whole. If known, identify candidates already in the pipeline for future positions. Sourcing and training potential school leaders. We fully appreciate the importance of cultivating a cadre of potential school leaders. To establish a robust pipeline, we have successfully implemented a program entitled, “Grow Your Own Administration,” at our two schools currently in operation. The program targets teachers who have expressed interest in building capacity around leadership skills, indicated the desire to transition to administration in the future, and have at least two years, teaching experience with track records of success educating students and working with parents. Once identified, teachers will complete a formal tuition and service agreement, and school leadership will work with candidates to pinpoint the leadership programs best suited for their current skill sets and desired leadership outcomes and roles. For instance, candidates may pursue a Masters of Science in Leadership or Masters of Education degree or may elect to receive development and training through Ops360. Once candidates are enrolled in leadership programs, MSE will reimburse tuition of up to $10,000 per year for up to three years. Tuition reimbursement does require that candidates formally agree to remain employees of MSE for two years. To date, six staff members have successfully completed the program, and five more are currently participating in the program. As we continue to grow with the opening of our proposed school, newly-hired teachers who demonstrate success in their classrooms, as well as articulate the desire to learn about, and transition to, school administration will be eligible for the program, which will deepen our pool of potential school leaders. Page 66 Identified candidates for future leadership positions. As indicated above, six teachers have successfully completed the program. We intend to utilize them in key leadership roles at our proposed school. More specifically, we anticipate these individuals eventually filling the leadership roles of Principal, Academic Coordinator, Dean of Students, Director of Academics, and Human Resources and Federal Programs Manager. Since our proposed school will replicate the exact grade structure and focus of our existing schools, these future leaders have valuable, extensive experience with our mission, vision, model, academic and cultural programming, policies, and procedures. Such institutional knowledge and experience, coupled with the skills learned through the successful completion of their leadership programs, will better ensure the smooth opening and operation of our school. Pipeline development of potential leaders for the network as a whole. In addition to our “Grow Your Own administration” program described above, we also have strategically enacted the following to create a viable pipeline of potential leaders for the network as a whole: ● Hired a Director of Operations: We recently hired a Director of Operations. This person has extensive expertise in, and experience with, overseeing and managing educational, operational, and financial processes, as well as academic programming. The Director of Operations intentionally works closely with the Executive Director to provide support, as well as receive training and development, around the role and responsibilities of the Executive Director. In addition, the Director of Operations is tasked with supporting and overseeing the Technology Coordinator, including completing his/her formal evaluation, as well as providing to support to the Human Resources and Federal Programs Manager. Accordingly, we have strategically structured the working relationship between the Executive Director and Director of Operations, as well as assigned the Director of Operations to support and oversight roles, to ensure that he is able to seamlessly assume the role of Executive Director if ever needed. ● Cross-train Organization-level Leadership: Just as we have intentionally developed and positioned the Director of Operations to be able to smoothly take over the role of Executive Director if needed, we have strategically embedded cross-training tasks and duties within the roles and responsibilities of other organization-level leadership positions to ensure they are ready and able to assume other organization-level leadership roles if needed. For instance, the Director of Finance works closely with the Director of Operations in understanding the operational processes and needs of the organization. The Special Education Coordinator and ESL Coordinator work closely with, and receive training from, the Director of Academics, who, in turn, receives training and development in supporting and evaluating staff. In short, organization-level leadership roles are not siloed and were intentionally designed to enable cross-training across positions, which deepens and strengthens the pipeline of leaders at the organization level. ● Prepare School-level Leadership: As outlined above, organization-level leadership works closely with school-level leadership, especially with the Principal and Academic Coordinator. Such collaboration not only ensures that school-level leadership receives ample support in executing their current roles but also provides valuable development and training in the event a school-level leader is tasked with assuming an organization-level leadership role. Page 67 e. Describe your organization’s strategy and plans for recruiting and hiring teaching staff, including the plan for hiring highly qualified staff. Explain other key selection criteria and any special considerations relevant to your school design. ● Strategy and plans for recruiting and hiring highly-qualified teaching staff. To ensure that we are able to recruit and hire highly-qualified teaching staff, we will implement a robust recruitment plan. Central to our recruitment efforts will be the advertisement of the extensive supports we will provide for our teachers. More specifically, we will highlight that every teacher is assigned an instructional coach who will be provided with individualized support through observation and feedback cycles, as well as unit and lesson plan design and implementation support. We will also emphasize that we believe in autonomy with oversight; we will allow our teachers to innovate and adapt curricula and instructional plans as long as instruction is anchored in, and aligns to, grade-level Common Core State Standards, Next Generation Science Standards, and/or Tennessee Academic Standards, as applicable. Instructional coaches and/or the Academic Coordinator will review all lesson plans on a weekly basis. Since we believe in creativity and innovation, as well as instructional oversight, we will highlight that every teacher will have two daily planning periods to enable teachers ample time to create and revise plans. Further, we will also advertise our extensive assessment and data supports. We will explain how leadership will create all benchmark exams for teachers. In addition, we will offer an electronic test center, which will enable teachers to enter tests and have scantrons created and graded by the center. The center will also allow teachers to assign standards to every question. The center will provide teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. To support teachers in using the center and becoming fluent in data, we will discuss how we will offer robust professional development and support around data-driven instruction throughout the year. Further, we will advertise that we will implement a “Grow Your Own Administration” program, which builds leadership capacity and opportunity within the MSE organization through mentorship and tuition reimbursement. We will additionally highlight that we will provide a moving stipend for teachers who have to relocate more than 50 miles as a result of accepting employment at MSE. As such, we will implement the following actions to recruit and inform highly-qualified candidates about our school. ● Place Advertisements: We will advertise teaching vacancies through numerous outlets, including in local print and online newspapers, on local radio stations, on our website and social media accounts, on other websites, including the Teach For America (TFA) Alumni site, and the Tennessee Department of Education’s recruitment and referral site, as well as on jobs boards, such as Christian Brothers University, Union University, Bethel University, University of Memphis, Vanderbilt University, Students for Education Reform, Teach901, Idealist.org, Teach.org, WantToTeach.com, Teachers-Teachers.com, EducationCrossing.com, LinkedIn, Indeed.com, SchoolSpring.com, Monster, and Top School Jobs. ● Attend Job Fairs: We will attend multiple job fairs, including Teach901 and Christian Brothers University, among others. ● Network with Higher Education Institutions: We have established a relationship with Christian Brothers University. Our relationship with the university provides us access to Page 68 teacher candidates who are highly-qualified. In addition, we are currently in the process of establishing relationships with the University of Memphis and Bethel University, which will enable us to connect with their highly-qualified pool of teaching candidates. ● Build Relationships with Local Education Organizations: We plan to establish and leverage relationships with local education organizations that can help us in recruiting highly-qualified teaching candidates. Among the organizations with which we intend to work are Memphis Teacher Residency and TFA Memphis. ● Leverage Current School Stakeholders: We will call on the stakeholders employed and educated by, as well as involved in, our existing schools to advertise vacancies to their own professional and/or personal networks. We enjoy a deep pool of active school stakeholders who will serve as spokespeople for the school, informing us about and connecting us to potential high-quality candidates. Additionally, we will implement a teacher referral program for staff employed by MSE, excluding hiring Managers, Principals, Assistant Principals, Human Resource Staff, hiring committee members and directors at the network level. If a staff referral results in the hiring of a teaching candidate and that candidate works for MSE for a minimum of 90 days, the referring staff member will receive a stipend. In addition to the actions above, we also intend to transfer some of our staff who teach at our school currently in operation to the proposed school upon opening. Since we are proposing to replicate the exact same grade structure and focus, teaching staff at our current school have valuable knowledge of and experience in implementing our mission, vision, academic and cultural programming, and school policies and procedures. The placement of current teaching staff at our proposed school will better ensure continuity of our model and practices across the organization. Additionally, transferred staff will be positioned to provide support and insight to those new to MSE. Even with our robust recruitment plan, we understand that recruiting and hiring simultaneously for two new schools will pose a challenge. In anticipation of that, we already have identified and will hire the Principals of this proposed school and of the school being proposed in a separate charter application by January 1, 2020, so that they may begin working mid-way through the preopening year. More specifically, Principals will be employed full-time on pre-opening contracts, which will enable them to fully participate in essential pre-opening activities, including hiring. Prior to Principals assuming their part-time work loads, network-level leadership will have already implemented many of the recruitment actions described above, which will ensure that Principals have a foundational pool of candidates from which to draw. Additionally, since its opening in 2010, MSE has been compiling a job application database. Currently, our database contains more than 1,500 instructional candidates from which we can hire. Further, our two other schools in operation in Hickory Hill will almost be fully grown by the 2020-21 school year. We have an approximate 90% staff retention rate, so minimal hiring will have to be done to fill Hickory Hill vacancies. Further, we will identify staff who will transferred from Hickory Hill to Cordova early in the pre-opening year, allowing the network and school ample time to hire for those positions. Given our extensive recruitment plans and teacher database, as well as strategic pre-opening year Principal start dates, current retention rates, and early identification of staff that will be transferred, we are confident that we will be able to fill all vacancies with high-quality staff. Page 69 Key selection criteria. Every MSE-hired staff member, regardless of title and position, will demonstrate a firm commitment to the following key selection criteria: ● Implementing MSE’s mission and vision ● Supporting high-quality, rigorous instruction for every student ● Holding high expectations for every student ● Working to achieve MSE’s goals ● Showing respect for all members of the MSE community Special Considerations: To ensure that we hire high-quality teachers and staff, the following special considerations will also be taken into account: ● Hold high-qualified status in accordance with Every Student Succeeds Act (ESSA), as applicable ● Demonstrate evidence of producing positive student outcomes, as applicable ● Possess expertise in and experience with science, technology, engineering, and mathematics (STEM), as applicable f. Explain how the organization intends to handle unsatisfactory leadership or teacher performance, as well as leadership/teacher changes and turnover. Unsatisfactory leadership performance. The Executive Director will ultimately be held accountable for the success of the school. The Board of Directors will evaluate the Executive Director annually in accordance with the evaluation procedures and criteria outlined in the Network Governance section. If the Board determines that the Executive Director’s performance is unsatisfactory, the Board will act swiftly, enacting steps such as the following: ● Design a Corrective Action Plan - the design of the corrective action plan will include the following: o Outline specific and measurable actions, expectations, and desired outcomes o Include a detailed timeline for progress monitoring o Receive formal approval from the Board of Directors ● Implement the Corrective Action Plan - the implementation of the corrective action plan will entail the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the Board of Directors o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status - the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy unsatisfactory performance The Principal will be accountable for the day-to-day operation of the school, as well as for achieving school-specific goals. The Executive Director will be tasked with evaluating the Principal. If the Executive Director determines that the Principal’s performance is unsatisfactory, s/he will act swiftly by immediately placing the Principal on a growth plan as follows: Page 70 ● Design a Growth Plan - the design of the growth plan will include the following: o Outline specific and measurable actions, expectations, and desired outcomes o Detail resources to be allocated as supports for growth (e.g., coaching, targeted professional development, assignment of a mentor) o Include a detailed timeline for progress monitoring o Receive formal approval from the Executive Director ● Implement the Growth Plan - the implementation of the growth plan will entail the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the Executive Director o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status - the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy unsatisfactory performance Unsatisfactory teacher performance. If the results of formal and/or informal evaluation and observation indicate that a teacher is struggling to provide high-quality instruction and effective classroom management that results in positive student outcomes, the following steps will be taken: ● Create an Improvement Plan - the creation of an improvement plan will entail the following: o Outline specific and measurable actions, expectations, and desired outcomes o Detail resources to be allocated as supports for growth (e.g., more frequent coaching, targeted professional development) o Include a detailed timeline for progress monitoring o Receive formal approval from the Principal ● Implement the Improvement Plan - the implementation of the implementation plan will involve the following: o Monitor closely the implementation of, as well as progress made toward, the plan by the academic coordinator o Adhere to the plan’s timeline for implementation, monitoring, and progress made ● Evaluate Employment Status - the evaluation of employment status will encompass the following: o Consider employment status if monitoring reveals insufficient progress has been made in accordance with the determined timeline o Terminate employment only after exhausting every avenue and effort to remedy unsatisfactory performance Leadership changes and turnover. The continuity of leadership is critical to the success of the network as a whole, as well as to individual schools operating in the network. As such, every effort will be made and every available resource will be exhausted prior to termination, especially if the school year is in session. If, after exhausting all courses of action, the Board determines the termination of the Executive Director is absolutely necessary, or in the unlikely event that the Executive Director decides to resign from his/her position, the Board will create and enact a Page 71 leadership transition plan to guide the network through leadership changes and turnover. Similarly, if after exhausting all courses of action, the Executive Director determines the termination of the Principal is absolutely necessary, or in the unlikely event that the Principal decides to resign from his/her position, the Executive Director will create and enact a leadership transition plan to guide the school through leadership changes and turnover. Teacher changes and turnover. The continuity of instruction is paramount to students’ success and to the success of the school. Accordingly, every effort will be made and every available resource will be exhausted prior to termination, especially if the school year is in session. If, after exhausting all courses of action, the Principal, with the Executive Director’s approval, determines the termination of a teacher is absolutely necessary, or in the unlikely event that a teacher resigns from his/her position, the Principal, with support from the Executive Director and other networklevel leadership, will create and enact a teacher transition plan and immediately begin the hiring to fill the vacancy. Page 72 Section 3: Finances 3.4 Financial Plan (for existing operators NOT required to complete Sections 3.1 and 3.2) In this section: a. Describe the systems and processes by which the organization will manage accounting, purchasing, payroll, and audits. Specify any administrative services expected to be contracted; and describe the criteria and procedures for the selection of contractors. While Memphis School of Excellence contracts with outside parties for bookkeeping services and the production of monthly financial statements, payroll, and audits, the Director of Finance (with oversight from the Executive Director) is responsible for all aspects of the financial management of the network, including: budget development and analysis of budgets to actuals; payroll processing; accounts payable and receivable; grant reimbursements; retirement reporting; and financial compliance with local, State, and federal government agencies. The Director of Finance works closely with the Executive Director to ensure the use of financial resources reflects and supports the operational and academic needs of the network. The Director of Finance, in collaboration with the Executive Director, also works with Principals, supporting them in schoolbased budgeting and financial decisions. • Accounting & Payroll – MSE uses Whitehorn Tankersley & Davis, PLLC for Accounting/Bookkeeping Services and payroll processing. • Purchasing – See MSE’s internal controls, processes, policies, and procedures manual, which has been included in Attachment P. • Audits – MSE’s Board of Directors, and network and school leadership teams recognize the vital role an independent financial audit plays in the long-term success of the organization. MSE contracts with an auditing firm each year (and currently works with Cannon Wright Blount). Each Spring, the auditing firm presents to the MSE Board an overview of the audit process, as well as the roles and responsibilities of all parties. After the audit is complete, the audit report and findings are presented to the MSE Board and copies of the final audit report are forwarded to the TN Comptroller’s office, as well as Shelby County Schools. b. If applicable, describe the fiscal health of other schools in your network. Are any of the schools on fiscal probation or in bankruptcy? The current schools operated by Memphis School of Excellence are not on fiscal probation and not in bankruptcy. Since MSE opened its first school in Shelby County in 2010, its schools have been financially healthy as evidenced by strong balance sheets and balance sheet ratios (including cash reserves) – as well as its ratings on SCS’ financial scorecard. For example, on the 2015-16 and 2016-17 financial scorecards (the last available scorecards for the organization), MSE scored a 4.93 out of 5 and 4.29 out of 5, respectively. c. Present, as Attachment P, a detailed budget narrative describing assumptions and revenue estimates. See Attachment P Page 73 d. Include any committed contributions or in-kind donations of goods or services to be received by the charter school that will assist in evaluating the financial viability of the school. You should clearly indicate between those grants or in-kind donations which have already been firmly committed and those you are planning to pursue. For grants or donations that you are planning to pursue provide the source, estimated amount of contribution, and expected date of receipt if known. Memphis School of Excellence may pursue private funding from local and/or national foundations to further strengthen its academic programming, support for students, and for facilities. Grants would potentially support college-preparation programming, extracurricular activities, student support services, and facilities-related needs. MSE does believe it is important to be able to operate its core programming on public revenues for long-term sustainability and has diligently established a strong balance sheet with adequate cash reserves to do so. The Executive Director of the organization is responsible for cultivating relationships with potential donors and applying for grant funding. e. Provide 24-month cash flow projections. Cash Flow Projections for the Fiscal Years (July 1, 2019 – June 30, 2020; and July 1, 2020 – June 30, 2021) have been included as Attachment Q. f. Detail the contingency plan to meet financial needs if anticipated revenues are not received or are lower than estimated. As evidenced in MSE’s cash flow statements for the 2019-20 and 2020-21 fiscal years -- and the organization’s consolidated 6-year budget -- MSE is projecting to continue to have a healthy cash balance, even with the start-up costs for two new schools in the Cordova area. Should revenues from the Basic Education Program (BEP) not be as expected, MSE would make reductions in staff and operating expenses necessary to align expenses with reduced revenues. The organization would also seek a line of credit to bridge any cash flow needs created by the timing of revenue receipts. g. Describe Year 1 cash flow contingency, in the event that revenue projections are not met in advance of opening. As mentioned in subsection (f), MSE is projecting to continue to have strong cash flow balances going forward ($1.5M at the end of the 2018-19 fiscal year; $1.9M at the end of the 2019-20 fiscal year; and $3.2M at the end of the 2020-21 fiscal year. Because of its strong cash flow balances, and history of achieving budget surpluses, MSE will be able to absorb the start-up costs of MSE Elementary Cordova, even if it did not receive start-up funds from public or private grants. MSE is planning to apply for start-up funding from the TN Department of Education, as well as the Walton Family Foundation, which would provide additional resources for school start-up expenses. h. Explain how the organization will reach its fundraising goals over the next five years. Provide a development plan that includes staffing needs. As mentioned in subsection (d), MSE may pursue private funding from local and/or national foundations to further strengthen its academic programming, support for students, and for Page 74 facilities-related needs. The Executive Director is responsible for cultivating relationships with stakeholders, including local and national donors in the pursuit of private funding. MSE does believe, however, that it is important to be able to operate its core programming on public revenues for long-term sustainability and has diligently established a strong balance sheet with adequate cash reserves to do so. The organization has also historically achieved budget surpluses, which will further strengthen the organization’s cash reserves. As such, private fundraising has not been included in the budgets for Memphis School of Excellence or MSE Elementary Cordova in the interest of conservative budgeting. i. Provide, as Attachment O, a detailed budget for the proposed school, and as Attachment Q, the network budget as a whole. You may reference school-level budgets provided in the original application, as appropriate. Applicants must submit financial forms detailing: • A back-office budget • Financial implications of facilities plans • All major assumptions including but not limited to: o Student enrollment; o All anticipated funding sources3, including:  Local, State, and federal per-pupil funding; eligibility levels; and annual increases;  Other government resources;  Private fundraising;  eRate; and  Student fees; • Total employee compensation (network/CMO level), including the percentage of the total compensation allocated for the proposed school; • Line items for each major expense and delineation of assumptions (at the school level only), including: o Instructional materials and supplies; o School equipment and furniture; o Technology for student and instructional use; o Professional development; o Student assessments; o Student information system; o Special education services; o Student activities; o Contracted services at school (audit, I/T, PD, etc.); o Rent and utilities; o Office supplies and equipment; o Technology for administrative use; and o Fundraising materials and resources (non-staff); • School start-up costs; • Management fees and any other management compensation to the CMS or network (if applicable); Page 75 • • Facility scenarios; and Capital, contingency, and insurance reserve funds. See Attachment O and Q. Page 76 Section 4: Portfolio Review/Performance Record 4.1 Past Performance For applicants with only one school in their network, please mark not applicable where necessary. In this section: a. Describe your existing educational program and whether or not it is a success. Explained in more detail below, our elementary school that is in the Hickory Hill neighborhood of Memphis does not yet have historical data, including State assessment results, from which to inform a judgment about success. We are only in our second year of operation and are just serving grades kindergarten through five this school year. However, the results of easyCBM mathematics assessments administered to second through fourth grade students in the Fall and Winter of this school year are strong. More specifically, of the 19 second grade students who took the assessment in the Fall and Winter, all but one showed growth. Of the 20 students who took the Winter assessment, 14 scored in the 89th percentile and 3 scored in the 100th. Third grade students also demonstrated great growth, with 17 out of 22 students improving their scores from the Fall. Additionally, 11 out of 24 students scored in 89th percentile, and 3 scored in the 100th. Further, of the 19 fourth grade students who took the assessment in the Fall and Winter, 11 demonstrated growth on the Winter administration; 15 out of 21 students who took the assessment in the Winter scored in the 89th percentile and 1 scored in the 100th. Additionally, our middle and high school has been in operation since 2010 and has consistently been successful as indicated by SCS school performance framework ranking, State assessment results, TVAAS scores, ACT results, graduation rates, student retention rates, and stakeholder survey results. We have replicated the key design elements of our educational program that resulted in the consistent success of our middle and high school at the elementary level; they are: ● Enriched Curriculum: Our curriculum and learning environment provides all students with access to engaging, stimulating, and rigorous curriculum. More specifically, our curriculum is personalized, inquiry-based, and aligned, as applicable, to the Common Core State Standards, Next Generation Science Standards, and Tennessee Academic Standards. STEM is infused across our academic program, and students have ample opportunities to apply their learning through projects and science fairs. In addition, all students take a STEM class that employs the Code.org curriculum. We also have a robotics club that meets regularly and expands on the STEM concepts and skills learned during the school day. Members have the opportunity to compete in local, State, and national competitions. The club currently active at our school in Hickory Hill has enjoyed numerous wins and top placements in competitions over the last several years. Further, we implement the Destination Imagination program as an extracurricular activity, which revolves around providing students who elect to participate with unique educational experiences through engagement with project-based challenges that focus on developing technical, scientific, and engineering skills (among others). Participants engage in student-centered challenges that empower them to take risks and Page 77 ● ● ● ● engage in rigorous problem solving. Destination Imagination challenges also serve to further reinforce and extend STEM skills and concepts learned during the school day. Technology Integration: To support our STEM focus, as well as equip students with the technology skills needed to succeed in the 21st century, all students take a technology class as an elective. This class teaches and reinforces the fundamentals of effectively using a computer, as well as exposes students to more complex STEM-related concepts and activities through the implementation of code.org curriculum, which enables students to master the fundamental, as well as more advanced, principles and concepts of computer science. Additionally, the technology classroom is outfitted with a three-dimensional (3-D) printer, which allows students to participate in numerous STEM projects, such as creating the specifications for, and printing, a working prosthetic hand, among other items. Additionally, technology is infused across other disciplines. Laptops and iPads are readily available for teachers to use during instruction, and classrooms are outfitted with technological tools such as document cameras and SMARTboards to utilize during instruction. We also provide a fullyoutfitted computer lab. Our robust integration of technology across contents and classrooms through the use of computer-based programs such as Accelerated Reader, Accelerated Math, iReady, MobyMax, Kuta, and Study Island, as well as digital curricular resources, equips students with critical skills and enables us to implement our STEM focus. Standardized and Authentic Assessment: To ensure that students are mastering the standards and content taught through our enriched curriculum, we implement a robust assessment program. We administer all required State standardized assessments, as well as regular benchmark assessments to gauge student proficiency on pre-established benchmarks of learning at specific points in time. Benchmarks are formative and summative, allowing teachers to adjust instruction to meet the needs of every student and enabling teachers to discern proficiency rates. We also measure student growth through administrations of the Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) assessment three times a year. Our authentic assessment system works to complement the standardized assessments we administer. Teachers collect and analyze student work over time; work samples and teacher observations are housed in student portfolios, enabling teachers and students to see progressive growth. Effective Intervention: All students have individualized learning plans that guide, and are responsive to, students’ individual learning needs. We also provide numerous tutoring opportunities, including before and after school, on Saturdays, as well as with peers and mentors. For students in need of additional academic and/or behavioral support, we implement a robust Response to Instruction and Intervention (RtI2) program to ensure that all students receive the support they need to be successful. We also provide robust English language learner programming to ensure that students who are acquiring English language proficiency receive all needed and legally-mandated services and supports. Robust Support for Instructional Staff: To ensure that our instructional staff provides rigorous, high-quality instruction and effectively implements our academic focus and model, we provide robust supports. More specifically, every teacher is assigned an instructional coach who provides individualized support through observation and feedback cycles, as well as unit and lesson plan design and implementation support. Every teacher has two daily planning periods to enable teachers ample time to create and revise plans. Further, we Page 78 ● provide extensive assessment and data supports. Leadership creates all benchmark exams for teachers. In addition, we offer an electronic test center that enables teachers to enter tests and have scantrons created and graded by the center. The center also allows teachers to assign standards to every question. The center provides teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. To support teachers in using the center and becoming fluent in data, we offer robust professional development and support around data-driven instruction throughout the year. Further, we implement a “Grow Your Own Administration” program, which builds leadership capacity. Parental Involvement: We believe that parents are our partners. We actively engage parents and community members in the life of our school. We build strong family-school partnerships that will strengthen support for learning and encourage parent involvement through methods such as the following, which are thoroughly described in the Community ● Parent Board Member ● Parent-Teacher Conferences ● School Advisory Council ● School Events ● Parent-Teacher Organization ● Volunteering Opportunities ● Orientations ● Parent Information Room ● Meet-and-Greets ● Parent Recognition Program ● Home Visits ● Adult Education Classes ● Communication Methods (school website, social media, school database, parent mobile application, language translation services, monthly newsletter, phone calls, emails, inperson communications, suggestion boxes) ● Parent Academy b. Provide detailed student achievement and growth results for each school in the network as Attachment R. See Attachment R. Page 79 c. Have the schools in the network demonstrated success in raising student achievement levels by meeting/exceeding state and national standards for most students? Our elementary school that is in the Hickory Hill neighborhood of Memphis does not yet have historical data, including State and national assessment results. We are only in our second year of operation and are just serving grades kindergarten through five this school year. However, our middle and high school has been in operation since 2010 and has consistently been high-performing and has a solid track record of academic success by raising student achievement levels – even in 2016, when Tennessee moved to more rigorous State standards and tests, which resulted in a significant decline in student proficiency rates across Shelby County and the State. Despite the more challenging academic environment, MSE has performed well among its peers in math and English Language Arts – as well as in academic growth. On SCS’ 2016-17 School Performance Framework (which measures academic achievement and growth, college graduation and readiness, and school climate), MSE ranked #8 of 78 middle and high schools in the district and #4 of all charter schools in Shelby County. Page 80 In 2017-18, MSE ranked #12 of 82 middle and high schools in the district and # 6 of all charter schools in Shelby County on the School Performance Framework. Page 81 Among the 42 high schools in Shelby County, MSE ranked #8 on the 2017-18 School Performance Framework. Page 82 In English/Language Arts proficiency, MSE has performed in the top 20% of all High Schools in the district over the past two academic years. Page 83 MSE has consistently achieved strong TVAAS scores over the past 5 years, achieving a Level 4 or 5 in four of the last five years. Page 84 Further, since its first graduating class in 2014, MSE has consistently graduated nearly 100% of its seniors. ● 2014: 100% graduation rate ● 2015: 100% graduation rate ● 2016: 100% graduation rate ● 2017: 98% graduation rate ● 2018: 100% graduation rate Snapshot of 2017 and 2018 Graduating Classes Class of 2017 • • • 40 graduates 31 (77.5%) matriculated into post-secondary institutions 19 into a 4-year college 12 into a 2-year college $3.9M earned in scholarship funding Class of 2018 • • • 52 graduates 41 (78.8%) matriculated into post-secondary institutions 23 into a 4-year college 16 into a 2-year college 2 into a Technical college $5.8M earned in scholarship funding Page 85 MSE has significantly increased its ACT score average over the past 5 years (from 13.8 in 2014 to 18.8 in 2018). Page 86 Page Washington High Hamilton High Sheffield High Northwest Prep Academy Manassas High Westwood High Trezevant High Oakhaven High Mitchell High Raleigh-Egypt High Wooddale High Kirby High Melrose High Douglass High Craigm ont High City University Kingsbury High East High Memphis Academy of Health Sciences High Memphis Business Academy High KIPP Memphis Collegiate High Southwind High Ridgeway High Overton High Cordova High Memphis Academy of Science Engineering Whitehaven High Power Center Academy High I Memphis School of Excellencel Bolton High Central High Freedom Preparatory Academy Soulsville Charter Hollis F. Price Middle College High Germantown High Middle College High White Station High 15 0 10.0 0.0 5.0 SCS High Schools 2017-2018 Academic Year 20.0 25.0 ACT Scores MSE is ranked in the top quartile of all SCS high schools in ACT average. MSE ranks #5 among all SCS high school in terms of the percentage of its graduates who are “College Ready” (i.e., score a 21 or higher on the ACT and graduate on time). Page 88 d. If applicable, provide the graduation rates for each school in the network. Since graduating our first class in 2014, we have consistently graduated nearly 100% of our senior students. The chart below details our graduation rate by year: Year Graduation Rate 2014 2015 2016 2017 2018 100% 100% 100% 98% 100% e. Using the Portfolio Summary Template, provide a detailed summary of all of the schools in the operator's portfolio as Attachment S. See Attachment S. f. Select one or more of the consistently high-performing schools that the organization operates and discuss the school’s performance. ● Be specific about the results on which you base your judgment that the school is high-performing. ● Discuss the primary causes to which you attribute the school’s distinctive performance. ● Discuss any notable challenges that the school has overcome in achieving its results. ● Identify any ways in which the school’s success has informed or affected how other schools in the network operate. Explain how the effective practice or structure or strategy was identified and how it was implemented elsewhere in the network. Results. Our elementary school that is in the Hickory Hill neighborhood of Memphis does not yet have historical data, including State assessment results, from which to inform a judgment about performance. We are only in our second year of operation and are just serving grades kindergarten through five this school year. However, our middle and high school has been in operation since 2010 and has consistently been high-performing. The following results inform this judgment about our middle and high school: ● SCS School Performance Framework Ranking: On SCS’ School Performance Framework in 2017-18, we ranked #12 of 82 middle and high schools in the district and #8 of 42 high schools. ● State-Mandated Assessment Results: Since opening, we have consistently improved our State-mandated assessment scores. Further, our scores have been in the top 10% of all SCS schools since 2014. ● Tennessee Value-Added Assessment System (TVAAS) Scores: We have consistently achieved strong TVAAS scores over the past 8 years, achieving a level 4 or 5 in seven of the last eight years. ● ACT Results: We have significantly increased our ACT average score over the past 5 years (from 13.8 in 2014 to 18.8 in 2018). We are in the top quartile of all SCS high schools for ACT average. We also rank #5 among all Shelby County Schools (SCS) high schools in terms of the percentage of graduates who are college-ready. These successes contributed to MSE being recognized by US News and World Report, which ranked us the #1 charter high school in Tennessee and #26 among all high schools in the State. Page 89 ● Graduation Rates: Since our first graduating class in 2014, we have consistently graduated nearly 100% of seniors. More specifically, we achieved graduation rates of 100% from 201416 and, as well, in 2018, and a 98% graduation rate in 2017. Further, in 2018, 100% of graduates were accepted into college, the majority of whom participated in the TN Promise Program and collectively earned over $6M in scholarships. ● SCS Operational Scorecard: MSE received the highest operational scorecard among all charter schools in 2016 6, 2017 7, and 2018 8. ● Student Retention Rates: We have historically retained the vast majority of our students. More specifically, we have maintained an approximate 90% student retention rate from yearto-year – one of the highest in the district. ● Survey Results: We administer surveys to our staff, parents, and students every year to collect qualitative data about the state of the school. Surveys ask stakeholders to provide input around, as well as rate,- various aspects of our school, including leadership, the academic program, and culture and climate, among other indicators. Survey data consistently indicates that staff, parents, and students approve of, and enjoy, our school. ● Extracurricular Competition Placements: As explained in more detail below, we offer numerous extracurricular activities for our students, some of which involve participating in competitions. Our competing clubs have experienced great success, including: o Science Olympiad Team: In the 2018-19, the team placed second out of twelve in the Memphis City competition; we have placed every year that we have participated. o Robotics Team: In 2016, the team placed second out of 41 teams in the West Region Tennessee competition. In 2013, the team placed first out of 26 teams in the West Region Tennessee competition. In 2012, the team placed third out of 46 teams in the West Region Tennessee competition. Primary Causes of Distinctive Performance. We attribute our school’s distinctive performance to the following primary causes: ● Small Class Sizes: Our average class size is 20. This low student-to-teacher ratio enables teachers to provide individualized, differentiated instruction to meet the needs of every child enrolled in their class. Our small class sizes also allow teachers to form supportive, trusting relationships with their students, as well as positions students to be able to foster meaningful relationships with each other. We firmly believe the academic and cultural benefits of small class sizes has greatly contributed to our success. ● Benchmark Assessment and Tutoring System: Students are assessed every six weeks in contents that are tested through State-mandated assessments. The Academic Coordinator creates all benchmark assessments to ensure that every test aligns with the standards and accurately gauges students’ levels of proficiency and progress toward mastery of standards. After each benchmark administration, teachers analyze students’ scores, the results of which inform upcoming instructional plans. In addition, benchmark results determine student groupings for, and the focus of, tutoring. More specifically, students whose benchmark results indicate that they require more support are assigned to tutoring. Based on individual 6 http://www.scsk12.org/calendar/files/2016/2016-Charter-Report.pdf http://www.scsk12.org/charter/files/2017/2017-CHARTER-ANNUAL-REPORT.pdf 8 http://www.scsk12.org/charter/files/2018/2018-CHARTER-REPORT.pdf 7 Page 90 ● ● ● ● students’ needs, students are either tutored during the school day during pull-out sessions that typically occur during electives, after school, or on the weekend during Saturday tutoring, which occurs every week from mid-January to mid-April. Further, benchmark results are examined during data meetings, during which the Academic Coordinator and instructional coach meet with teachers individually to set instructional goals and determine upcoming benchmark targets. Test Center: We created an electronic test center that enables teachers to enter tests and have scantrons created and graded by the center. The center allows teachers to assign standards to every question. The center provides teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. College Readiness: A primary component of our school culture is emphasis on college readiness. We employ two full-time counselors who work in collaboration with grade-level teachers and closely with students directly around college readiness. Counselors not only ensure students are on-track to graduate through regular reviews of transcripts, they also help students in developing their post-secondary goals and plans. Counselors aid students in identifying colleges and university that meet their individual learning needs. Counselors also assist students in the college and financial aid application process. In addition, we host an annual college fair and offer a practice ACT program to further build a college-readiness culture on campus. School Community Focus: We intentionally cultivate a positive school culture for students, parents, students, and staff. More specifically, throughout the year, we hold a number of school events for students and families. Many of these events are academic in nature, such as curriculum nights, during which teachers and staff review upcoming curricula with parents so that they are fully informed about what their child(ren) is/are learning. In addition, we host multiple social events for families so that staff, students, and parents can come together as a community. Among these events are festivals, food and clothing drives, and dinners and banquets. We will also hold assemblies, such as honor roll celebrations throughout the year to celebrate students and the school and cultivate school spirit. Further, we will offer events just for our parents; these events enable parents to interact and build relationships with school staff. For example, we have regular Muffins for Moms and Donuts for Dads meetings. In addition, we engage in team-building activities as a staff every month. This team-building is critical to staff forming and maintaining positive, collegial relationships, which fosters a collaborative and respectful staff culture. Home Visits: In addition to building strong partnerships with parents through our school community focus as described above, we also implement a robust home visit program. Home visits enable teachers to make authentic connections with their students and students’ families. During home visits, teachers engage students and families in conversations about the school and about themselves. Teachers provide strategies and suggest activities in which students and parents can engage together that reinforce and extend what is learned at school. Teachers also support parents in using the school’s database and parent mobile application (described below), which serve as the primary communication methods between home and school. Page 91 ● Parent Communication: We believe that parents are our partners and need to be fully informed about their child(ren)’s progress, which, in turn, better enables parents to hold their child(ren) accountable for their learning. To that end, parents are able to access information about their child(ren) though our school database and parent mobile application. Teachers post upcoming class activities, assignments, and projects, as well as record students’ grades so that parents can receive timely updates about their child(ren)’s progress and achievement. Assessment data are also available through the database and application, so that parents can access benchmark and other test scores. Additionally, behavioral and attendance data will be contained in the database, so parents can track their child(ren)’s conduct, as well as be alerted to absences and tardies. Further, the database serves as a direct link between teachers and students. Teachers and parents are able to leave notes for and send electronic communications to each other, enabling frequent and fluid communications. ● Extracurricular Offerings: While academics are our primary focus, we believe that extracurricular activities contribute to our students’ success and positive learning outcomes. Accordingly, we offer students the opportunity to participate in a number of sports, including volleyball, basketball, soccer, track, cross-country, baseball, softball, bowling, and cheerleading. Participation in athletics position students to gain critical skills that translate to the classroom, including collaboration, cooperation, and teamwork. We also have multiple clubs that students may join, such as Drama, Robotics, Math Counts, Science Olympiad, Destination Imagination, National Junior Honor Society, National Honor Society, Girl Scouts, Bingo, and Board Games Club. Like sports, clubs encourage students to collaborate and work together. In addition, clubs reinforce and extend academic learning. For example, students in the robotics club apply principals and concepts learned during their mathematics, science, and technology classes. Challenges. We faced and overcame two notable challenges in achieving our results. These challenges are: ● In 2012, our test scores resulted in us being placed on the priority list in the bottom 5% of all schools across the State. Our low performance and placement on the priority list caused us to examine our data, as well as our systems and structures to identify the root causes of poor student outcomes, which were determined to be: 1) instruction was not aligned to Common Core State Standards and/or Tennessee Academic Standards; and 2) students did not receive enough instructional time in English language arts (ELA) and mathematics. In response, we modified our professional development plans to provide sessions and implementation support around designing and delivering standards-based instruction, implemented a standardized lesson plan structure, provided an electronic test center, and modified our daily schedule to provide students with double blocks of ELA and mathematics instruction – all of which is described below in more detail. Resultantly, our test scores improved, and we were removed from the priority list in 2014. Additionally, our scores have been in the top 10% of all SCS schools since 2014, and we have achieved a Level 4 or 5 TVAAS score in seven of the last eight years. ● In 2014, our ACT average was ranked as one of the lowest across the State. In examining factors that contributed to this poor performance, we noted that students were testing poorly on math questions. In response, we began to offer ACT Bridge math – a class for credit Page 92 – that provides a comprehensive review of math concepts tested on the ACT. We also pinpointed the lack of ACT test preparation and support as a root cause. Accordingly, we created and implemented an after-school ACT tutoring program, which has been successful in raising scores. The tutoring program is implemented by grade-level teachers who use the results of practice ACT assessments to inform the tutoring focus for each session. Both of these offerings have proven successful. We have significantly increased our ACT average score over the past 5 years, from 13.8 in 2014 to 18.8 in 2018. We are now in the top quartile of all SCS high schools for ACT average. Network Operation. Upon deciding and receiving approval to open our elementary school, which is currently in its second year of operation, we strategically located the elementary school to the same grounds as the middle school so that both schools would be in very close proximity. The closeness of the two schools enabled middle school leadership to also oversee the elementary school upon opening. We intentionally structured overlapping oversight of the elementary and middle school so that we could replicate the key design elements (described above) to which we directly attribute the consistent high performance of our middle and high school. Since middle school leadership had valuable knowledge of, and experience in, implementing and managing our systems and structures, we were able to replicate them with fidelity at the elementary school. Of the replicated best practices, our benchmark assessment and tutoring system stands as the most impactful. More specifically, upon implementing our benchmark assessment and tutoring system (described above) in 2010 at the middle and high school, we observed the positive impact it had on students’ test scores on State-mandated assessments. After implementation, we have consistently improved our State-mandated assessment scores. Further, since 2014, our scores have been in the top 10% of all SCS schools. To ensure efficient and effective replication, the Academic Coordinator was tasked with overseeing the creation and implementation of the benchmark assessment and tutoring system at the elementary level. She ensured that instructional staff received professional development around the system so that they fully understood how and why benchmarks are created; administration procedures; how to analyze and apply results to inform instruction and tutoring groupings; and how to set goals based on results. In addition to overseeing the system at the elementary school, the Academic Coordinator also continued to manage the benchmarks and tutoring at the middle and high school to ensure the system was implemented with fidelity and continuity at both schools. In addition to replicating our benchmark assessment and tutoring system in our elementary school, during the 2017-18 school year, we also helped another charter school organization implement the system in their schools. More specifically, this network has three schools operating across their organization. Each school within the network was not performing well on State-mandated assessments and was not demonstrating student growth as evidenced by TVAAS scores of 1s. After seeing the successful results of our test scores and high operational scorecard, the organization contacted us for support. After implementing our system for just one year, each school saw a significant improvement in their test and TVAAs scores, which went from 1s at all three schools to a 2, 4, and 5 in 2018. Page 93 g. Select one or more of the organization’s schools whose performance is relatively low or not satisfactory and discuss the school’s performance. Be specific about the results on which you base your judgment that performance is unsatisfactory. ● Describe the primary causes to which you attribute the school’s problems. ● Explain the specific strategies that you are employing to improve performance. ● How will you know when performance is satisfactory? What are your expectations for satisfactory performance in terms of performance levels and timing? As explained above, our elementary school that is in the Hickory Hill neighborhood of Memphis does not yet have historical data, including State assessment results, from which to inform a judgment about performance. We are only in our second year of operation and are just serving grades kindergarten through five this school year. However, our middle and high school, which has been consistently high-performing since 2014 as discussed above, experienced low, unsatisfactory performance in the initial years after opening. Primary Causes. As indicated above, in 2012, our test scores resulted in us being placed on the priority list in the bottom 5% of all schools across the State. Our middle school English language arts, mathematics, and science scores were very low, 8.82%, 2.45%, and 8.82% proficient and advanced respectively, and greatly contributed to our priority status. Upon isolating our middle school scores, we analyzed our instructional practice, systems, and structures, and identified two primary causes of such unsatisfactory performance: ● Instruction was not aligned to Common Core State Standards and Tennessee Academic Standards as evidenced by test scores, informal and formal teacher observation data, and reviews of instructional plans. ● Students were not receiving enough instructional minutes in ELA and mathematics to master the content; most students enrolled below grade level and needed additional time to build foundation skills to enable them to engage in and master grade-level standards and content. Strategies for Improvement. To remedy the primary causes of unsatisfactory performance as described above, we successfully implemented the following strategies for improvement: ● Professional Development: To ensure that instruction aligned to Common Core State Standards and Tennessee Academic Standards, we first examined our professional development plans and realized that we were not offering sufficient professional development around implementing standards-based instruction. As a result, we immediately altered our professional development calendar and dedicated a number of professional development sessions to the following: o Understanding and unpacking the standards o Writing standards-based learning objectives o Determining specific learning outcomes to indicate if students mastered learning objectives o Designing instructional plans, including learning activities and assessments, aligned to and driven by standards-based objectives and desired learning outcomes o Analyzing data sources to identify objectives that were not mastered and creating reteach plans ● Standardized Lesson Plan Structure: In addition, we also implemented a standardized lesson plan structure to support teachers in creating instructional plans with standards-based Page 94 learning objectives and outcomes that aligned to learning plans and activities. As indicated above, we provided robust professional development around the lesson plan structure. Further, we required all teachers to submit their plans to be reviewed by the Academic Coordinator, who provided intensive implementation support in revising, as well as creating plans. We ensured that every teacher had two daily planning periods so that they would have ample time to engage in purposeful planning and revision. ● Test Center: We created an electronic test center that enables teachers to enter tests and have scantrons created and graded by the center. The center allows teachers to assign standards to every question. The center provides teachers with easy access to disaggregated data to the question and standard level, as well as by subpopulation, cohort, and individual student levels, to inform upcoming instructional plans. Providing our teachers with the ability to disaggregate data in multiple ways and student groupings has cultivated a robust culture of data-driven instruction, which as greatly contributed to our success. ● Additional Time for Core Instruction in ELA and Mathematics: We modified our daily schedule to enable students to received additional time for core instruction. More specifically, we implemented double ELA and mathematics blocks so that students received a total of 90 minutes of instruction in each subject. The double blocks ensured that students had ample time to engage in ELA and mathematics. The double blocks also provided teachers the time they needed to provide individualized remediation and/or intervention to struggling students in need of support. Expectations for satisfactory performance. We have established the following academic measures and targets, which outline our expectations for satisfactory performance: ● SCS School Performance Framework (SPF) Rankings: We have set a minimum target of 3.5 on our annual SPF rankings. ● State-Mandated Assessment Results: To be deemed satisfactory, we expect that the percentage of students scoring on-track plus mastered on State-mandated assessments will meet our Annual Measurable Objective every year. Proficiency rates at each grade level and subject will exceed the district average by at least 10 percentage points each academic year. At each grade level and subject, 50% of the students who have been enrolled in an MSE school for three consecutive years will be proficient. ● Tennessee Value-Added Assessment System (TVAAS) Scores: We expect that our combined TVAAS score is at minimum a 3 each year. ● ACT Results: We established the target of at least an 18.8 average ACT score each year, with at least 40% of students scoring 21. ● Graduation Rates: We have set 100% as our target annual graduation rate. h. For all schools operating under another authorizer: provide, as Attachment T, the most recent performance/evaluation/renewal reports produced by the authorizer(s) (or by a third- party evaluator, if applicable). Not applicable. Page 95 i. For all schools operating in the state of Tennessee: provide the following in Attachment U: (a) the last two years of audited financial statements for each school or school(s); and (b) the most recent internal financial statements, including balance sheets and income statements. See Attachment U. j. List any contracts with charter schools that have been terminated by either the organization or the school, including the reason(s) for such termination and whether the termination was for “material breach.” Not applicable. k. List any and all charter revocations, non-renewals, shortened or conditional renewals, or withdrawals/non-openings of schools operated by the organization, and explain what caused these actions. Not applicable. l. Explain any performance deficiencies or compliance violations that have led to formal authorizer intervention with any school operated by the organization in the last three years and how such deficiencies or violations were resolved. Not applicable. m. Identify any current or past litigation, including arbitration proceedings, by school, that has involved the organization or any charter schools it operates. If applicable, provide in Attachment V: (1) the demand, (2) any response to the demand, and (3) the results of the arbitration or litigation. Not applicable. Page 96 Additional Information Required by SCS 2019 Charter Application Supplement To supplement Section 1.2 Enrollment Summary, please elaborate on the need of the community in your selected region. The need for a charter school in a given region may be any or all of the following: • Academic – the other public schools in the region are underperforming and would benefit from your proposed charter option. • Over Enrollment – the other public schools in the region are over-enrolled or overcrowded and would benefit from your proposed charter option. • Programmatic– the other public schools in the region do not offer the program(s) the proposed charter would offer (e.g., language immersion; Montessori; agribusiness). Please attach the narrative describing the need for the proposed charter school in your selected region, using the defined categories and the Regional Seats Analysis to guide your discussion. The need for our proposed school is great. As explained in the Enrollment Summary section, Cordova has rapidly grown and continues to grow both commercially and residentially. While commercial facilities and housing developments have been built in response to this growth, the creation of enough new schools to accommodate the growing number of school-aged children has not kept pace with demand. More specifically, there are currently only five public elementary schools operating in the Cordova area. Accordingly, Shelby County School’s (SCS) Regional Seats Analysis and 2019 Charter Application Supplement indicate that elementary schools in the East region of Memphis, where Cordova is located, are overenrolled. SCS’ Regional Seats Analysis specifically states that 822 more elementary seats are needed at schools with a 3.00+ SPS – MSE earned a 4.25 in 2018. Our elementary school in Hickory Hill is only in its second year of operation and is just serving grades kindergarten through five this school year. As such, we do not yet have historical academic data from State-mandated assessments at the elementary level. However, the elementary school replicates the best practices of the middle and high school in operation in Hickory Hill, which has Page 97 a strong track record of academic success. Additionally, as depicted below, MSE outperformed the public middle and high schools currently in operation in Cordova. Given SCS’ recommendation for additional high-quality elementary seats in the Cordova area, as well as MSE’s high performance rankings and outperformance of schools currently operating in Cordova, we contend that MSE will provide a much-needed high-quality option to serve elementary students in Cordova. Page 98 February 26, 2019 To Whom it May Concern: Please accept this letter of support on behalf of the Memphis School of Excellence (MSE) Cordova campus. As you are aware, MSE has submitted an application to establish and open a charter school in the Cordova area. MSE’s STEM-focused education and small class size will provide students in Cordova a strong educational opportunity in these important areas. The Department of Education at Christian Brothers University has been working with MSE for several years. Our professors conduct PDs and teacher observations throughout the year. We are also looking forward to placing teachers at MSE campuses next year as part of our residency program. With Cordova schools operating over capacity, many parents and students would welcome the option of a charter school and I am confident that MSE’s history of success will enable them to provide the same experiences to students in the Cordova area. I am pleased to give my support to Memphis School of Excellence Cordova. Sincerely, Samantha M. Alperin, Ed.D. Chair, Professor of Education Director of Undergraduate and Graduate Programs (901) 321-3116 salperin@cbu.edu Page 99 March 7, 2019 Dear Shelby County School Board: On behalf of The Children?s Museum of Memphis, I am proud to declare our intent to collaborate with and support the School of Excellence Memphis. Access to high quality education is a critical component for all of the children in Memphis. Providing strong educational options is important to building and maintaining a healthy community. The Children?s Museum is committed to providing hands-on learning experiences for our guests and we believe that there is alignment between our mission and the work taking place at the School of Excellence Memphis. In recent years, the School of Excellence has proven a commitment to the success of their students by consistently performing well, growing quality programs, and cultivating a positive and supportive school culture. I am excited about the value the School of Excellence Memphis can add to the Cordova community. Building a successful partnership will benefit the educators, students, and families that are and will become a part of the school family. It is with great enthusiasm that we commit to be a collaborating resource for the School of Excellence Memphis at Cordova. If you have any questions, please contact me at (901) 458-2678 ext. 230 or Avis.Robinson@CMOM.com Sincerely, {?lm/EV Avis Robinson, Director of Education The Children?s Museum of Memphis Page 100 DEXTER RIDGE HOA March 01, 2019 Please accept this letter of support on behalf of the Memphis School of Excellence Cordova (MSE). As you are aware, MSE has submitted an application to establish and open a charter school in our area in order to better serve the needs of our students. STEM-focused education and small class size will provide students in Cordova with a strong educational opportunity. As past president of the homeowners association, I know that there are many parents and students in the neighborhood who are interested in a quality public school option. After meeting with MSE administrators, I am confident that history of success in Hickory Hill will enable them to provide the same experience to students in Cordova. I am pleased to give my support to Memphis School of Excellence Cordova. We look forward to welcoming them to the neighborhood. Sincerely, idem/K Eleanor Merrill Past President Dexter Ridge HOA Page 101 March 6, 2019 Charter Authorizer Review Committee Shelby County Schools 995 S. Lauderdale, Room 212 Memphis, TN 38126 Dear Review Committee: It is my pleasure to write a letter in support of the proposal Memphis School of Excellence (MSE) has presented to you seeking approval for their expansion in Cordova. As the Executive Director of Teach For America – Memphis, I believe that Memphis School of Excellence provides students with a foundational academic experience as well as one where they’re affirmed and given access to a multitude of opportunities to broaden their worldviews and make them competitive for college and careers. Teach For America has partnered with MSE since 2011 in the placement of our first and second year teachers. Mr. Turkay and his team of administrators and teachers have welcomed our corps members and established a strong culture and community of support for them and for the students and families they serve. We currently have over 20 current and former Teach For America corps members working across the three campuses, including 7 alumni who have chosen to stay beyond their corps commitment to continue their work with the MSE team. Based on MSE’s past record of success, as demonstrated by their local and national rankings and recognition, I believe they will add to the growing number of schools in our community that believe that every child can achieve at the highest level and that, when given the right supports and in partnership with many, students can transcend what demographics would otherwise predict for their futures and that we can all create a different paradigm of schooling that works with, not against, students’ success. I’m excited about what MSE’s expansion could mean for the infinitely talented students in Cordova and, at Teach For America, we’re committed to the successful continuation of our partnership. Thank you for your consideration of Memphis School of Excellence’s application. I know the school will be an asset to our students, the community of Cordova and our district. I look forward to working with MSE in the future and helping them build on the successes they have seen at their initial campuses. Sincerely, Mackenzie Smith Managing Director, Participant Operations, Teach For America Memphis 1350 Concourse Ave., Suite 437 • Memphis, TN 38104 • P 901 527-7510 F 901 521-8323 • www.teachforamerica.org Page 102 To whom it may concern, Please accept this letter as evidence of our support for the Memphis School of Excellence in Cordova. We feel that this school would fill a void for formal technical education in our community and offer additional options to families in the area. We value the STEM focused curriculum and feel that science, engineering, and math are key components to a good overall education and will prepare students for the tech jobs when the time comes. Having owned and operated Memphis Motorwerks at 9063 Macon Road for over 24 years, we have come in contact with hundreds of customers and their families. Schools are a common topic of conversation. We feel we also can express their support of the addition education opportunities that Memphis School of Excellence will offer Cordova students. Sincerley, MM David LaBarreare, Owner 9063 Macon Road 0 Cordovo, TN 380M) - 901l757-i009 595g L. "h Authorized Service To Whom it May Concern: Please accept this letter of support on behalf of the Memphis School of Excellence Cordova (MSE). As you are aware, MSE has submitted an application to establish and open a charter school in our area in order to better serve the needs of our students. MSE’s STEM-focused education and small class size will provide students in Cordova with a strong educational opportunity. As a resident of the Cordova area, I know that there are many parents and students in my neighborhood who are interested in a quality public school option. After meeting with MSE administrators, I am confident that MSE history of success in Hickory Hill will enable them to provide the same experience to students in Cordova. I am pleased to give my support to Memphis School of Excellence Cordova. We look forward to welcoming them to the neighborhood. Sincerely, Traci Smith Resident 38018 Page 104 March 4, 201-9 To Whom It May concern: Please accept this letter of support on behalf of Memphis School of Excellence, Cordova Campus (MSE). As you are aware, MSE recently applied for the establishment of a new charter school in our area. MSE's STEM?focused education and small student/teacher ratio will provide Cordova students the opportunity to reach high educational goals and achievement in grades K-12. As a pastor in the Cordova community at Advent Presbyterian Church for 33 years and now working part time in my retirement at the church, I believe our students and our community would greatly benefit from an additional public?school option. After reviewing the mission and history of MSE, I am confident that its success in Memphis, if granted the opportunity, will extend to Cordova as well. I am pleased to give my support for the establishment of Memphis School of Excellence, Cordova Campus, because it will offer another needed option for our community. i look forward to MSE becoming a part of our community. Sincerely, 24 m/ David A. Schieber, Minister to Senior Adults, Advent Presbyterian Church Page 105 To Whom it MayConcern: opportuin- SAILS ?eld coordinator, i know that MSE provides a quality public school option. After meeting with MSE administrators, I am con?dent that MSE history of success in Hickory Hill will enable them to provide the same experience to student in Cordova. I have observed the classes there and was very impressed with the quality of education they have provided their students. This opportunity would enable them to bring that same quality to the Cordova area. with the administrative support the teachers feel they are more than willing to go above and beyond to bring quality education to the students daily. welooningmemtotheneigiborhood. 8mm. Wig/M7 Brenda McCall Field Coordinator. West ?m Seamless Alignment and Integrated Learning Suppo?. (SAILS) Department of K-12 Initiatives Of?ce of Academic Affairs Phone: 901-413-7327 SAILS Of?ce: 615-365-1518 Page 106 Department of Computer Science Dunn Hall, 375 University of Memphis Memphis, Tennessee 38152-3370 Office: 901.678.3463 www.memphis.edu March 8, 2019 To The Charter Authorizer Review Committee: I am providing this letter of recommendation of support for Memphis School of Excellence Cordova. As a Faculty in the Department of Computer Science at University of Memphis, I've experienced that students with strong STEM background perform better. Therefore, having a STEM-focused curriculum would strengthen the background of students in science, engineering and math before they major a related field in a university or college. Currently, I have been personally offering coding classes as an after-school activity at MSE's Winchester location. I would like to continue and offer the same club in MSE Cordova Campus. I served as a board member for three years in Memphis School of Excellence's board. During this time, I had a chance to closely observe MSE's teachers and administrators. Their hard work and dedication for their students always impressed me and I felt fortunate to serve for such a successful school. I strongly believe that they would succeed in the Cordova area when they are given the opportunity. Therefore, I am pleased to support for the new establishment of Memphis School of Excellence in Cordova. Sincerely. Fatih Şen, Instructor, Ph.D. Computer Science University of Memphis An Equal Opportunity · Affirmative Action University Page 107 School of Public Health 339 Robison Hall Memphis, Tennessee 38152-3370 Office: 901.678.1340 Fax: 901.678.0372 www.memphis.edu/sph/people/f aculty_profiles/ullmann.php 3/8/2019 Muhammet Turkay Memphis School of Excellence 4450 S. Mendenhall Road Memphis, TN 38141 Dear Mr. Turkay: We are happy to confirm our intent to support the application of the proposed Memphis School of Excellence Cordova Campus and our willingness to work with MSE on health-related educational efforts. MSE is known for using innovative ways to inspire students’ learning process (https://www.commercialappeal.com/story/news/education/2017/04/07/memphis-school-3d-prints-prosthetic-arm-student/100133266/). The School of Public Health of the University of Memphis has been working with MSE for several years on projects to address the epidemic of childhood obesity. Free online tools such as FitKids (memphisfitkids.memphis.edu, https://www.ncbi.nlm.nih.gov/pubmed/?term=memphisfitkids) and FitWizard were developed by researchers at the University of Memphis to combat the sedentary habits and childhood obesity that threaten many students’ scholastic success. Researchers made teachers, students and parents aware about these tools. We will continue to work with MSE to guide parents, students and teachers to a healthy lifestyle, and we look forward to including the proposed MSE Cordova campus in our efforts to improve health for all students and their families. Sincerely, Gerhild Ullmann, PhD, CPH Research Assistant Professor, Div. Social and Behavioral Sciences School of Public Health The University of Memphis 339 Robison Hall, Memphis, TN 38152 USA 901.678.1340 ullmann1@memphis.edu https://www.memphis.edu/sph/people/faculty_profiles/ullmann.php An Equal Opportunity · Affirmative Action University Page 108 To Whom it May Concern: Please accept this letter of support on behalf of the Memphis School of Excellence Cordova (MSE). As you are aware, MSE has submitted an application to establish and open a charter school in our area in order to better serve the needs of our students. MSE’s STEM-focused education will provide students in Cordova with a strong educational opportunity. As a Recruiter, I know that there are many parents and students in my neighborhood who are interested in a quality public school option. After meeting with MSE administrators, I am confident that MSE history of success in Hickory Hill will enable them to provide the same experience to students in Cordova. I am pleased to give my support to Memphis School of Excellence Cordova. We look forward to welcoming them to the neighborhood. Sincerely, Shenay Nolan Page 109 Shelby County Schools Office of Charter Schools 160 S. Hollywood Street Memphis, TN 38111 To Whom It May Concern: On behalf of the Tennessee Charter School Center, I am writing to express our support of the proposed Memphis School of Excellence Cordova charter schools. At the Tennessee Charter School Center, we are committed to developing and supporting high-performing public charter schools while advocating for autonomy, accountability, and choice across public education in Tennessee. Over the years, Memphis School of Excellence has proven its ability to demonstrate meaningful growth and success for Shelby County students. MSE has earned Level 4 or 5 TVAAS score for six out of the last seven years. With a 100% graduation rate in 4 of the last 5 years and a 98% college acceptance rate, it is clear that MSE has discovered a method to move the needle for students in Memphis. Memphis School of Excellence’s mission is to provide a safe and collaborative environment by utilizing programs and strategies as well as math, science and technology tools to promote academic excellence, lifelong learning, and strong character development. MSE is a school that places an emphasis on developing creative approaches to problem solving and preparing students for secondary school and for their future careers as skilled professionals. TCSC is passionately committed to our belief that all families deserve access to high-quality public education options and opportunities. As the state’s primary charter school support organization, we have witnessed first-hand the transformative work that is happening in our charter school sector. We feel optimistic that Memphis School of Excellence’s new campuses will provide those high-quality seats for students in Cordova based on their performance over the last several years. Sincerely, Maya Bugg Chief Executive Officer Page 110 21118 Concordia Park Ln. Richmond, TX 77407 (512) 993-1893 davidcakdemir@harmonytx.org David C Akdemir, Ed.D Experience 2016 - Current Harmony Public Schools - Central Office Director of Leadership Development Houston, TX • Sets the vision and priorities of the leadership development team • Manages all work streams toward the vision • Collaborates closely with chiefs and area superintendents to implement leadership development programs • Uses data to drive decision-making about program content and structure • Ensures full implementation of leadership development initiatives in schools and districts • Leads group workshops and coaches individual rising leaders in select topics • Leads to organize annual leadership summit and regional development events, seminars, and workshops for leaders • Facilitates performance management systems for leaders that include TPESS (Texas Principal Evaluation and Support System) and HPESS (Harmony Performance Evaluation and Support System) • • • • • • Facilitates new leadership academies such as New Principals Academy Facilitates leadership coaching programs Facilitates organizational assessment programs for campus leaders Leads to maintain TEA required charter officer and administrator training Facilitates succession management system Facilitates online learning management system with assistants 2014 - 2016 Harmony Public Schools - Austin Area Superintendent Austin, TX • Functioned as the Superintendent for assigned cluster • Managed of human resources, maintenance, plant operations, facilities planning/management, construction and support services • Implemented selection, training, and supervision of personnel • Supervised school operations • Supervised and evaluated principals; serves as liaison between principals and the Superintendent and Chiefs; works with principals to resolve school-based concerns and problems; assists principals and teachers in striving for maximum student achievement • Supervised and conducted personnel administration duties for principals, including evaluating, assigning special duties, monitoring attendance and travel reports Page 111 • Supervised principals in analyzing school achievement data and to discuss implications for curriculum and instructional needs • Developed and administered the district/cluster budget in cooperation with Finance Department using sound fiscal practices • Ensured implementation of federal, state, and local mandated programs in relation to school site instructional and operational programs • Provided professional and leadership development to principals and leadership teams in conjunction with the Human Resources Department • Hired principals and cluster office personnel • Holds regular meetings with school Principals, cluster directors/coordinators and other administrators to discuss the progress and problems of the cluster • Directly monitored the work of cluster office personnel • Visited campuses regularly to coordinate support services with principals • Initiated and maintained ongoing and effective communication with community and parents regarding student achievement and school programs; supports schoolbased parent outreach programs and strategies to engage parents in student learning • Resolved conflict with administrators, parents, teachers, staff, and community regarding extracurricular activities • Assisted in determining school plant needs of the district by utilizing pupil projections, demographic studies, educational requirements, facilities requirements, and financial projections • Served as district resource person in dealing with legal issues regarding staff members • Implemented policies established by federal and state laws, State Board of Education rule, and local board policies • Supported the alignment of functions between schools and central office divisions • Worked with various committees and school administrative teams to review school’s staffing allocations and forecasted enrollments • Attended board meetings, and make presentations to the board 2010 - 2014 LISA Academy Principal/Superintendent Little Rock, AR • Coordinated and assisted teachers and students in implementing Arkansas Standards and Frameworks. • Provided professional development for teacher on state assessment standards. • Maintained and monitored records for ESL, GT and Special Education students. • Assisted an efficiency study to analyze how campus could be more fiscally resourceful. • Provided leadership and mentoring opportunities to assistant principals • Provided instructional resources and materials to support teachers in accomplishing instructional goals • Communicated and promoted expectations for high-level performance to staff and students. • Built common vision for school improvement with staff Page 112 • Directed planning activities and put programs in place with staff to ensure attainment of school’s mission. • Observed employee performance, recorded observations, and conducted evaluation conferences with staff. • Used student achievement data to recommend improvement in the purpose, design, materials, and implementation of the instructional program • Supervised maintenance of facilities to ensure a clean, orderly, and safe campus. • Ensured that school rules are uniformly observed and that student discipline is appropriate and equitable in accordance with Student Code of Conduct and Student Handbook. • Developed master schedule based on campus data. • Attended conferences, workshops, seminars, and disseminated relevant information to instructional team leaders and members • Used appropriate and effective techniques to encourage community and parent involvement. • Ensured the effective and quick resolution of conflicts. • Implemented Staff Hiring – Personnel Issues/Resolutions/Supervision/Staff Development – Planning and Execution 2009- 2010 LISA Academy Vice Principal/System Manager • • • • • • • • Little Rock, AR Managed academic programs for middle and high school classes Created and maintained class schedules Supervised teachers as Curriculum Director Provided High School Counseling for 8th grade and High School Students Managed Professional Development and Appraisal System Managed Student report cards and transcripts Managed Practice Mock Tests and State Tests Provided IT supports for servers, printers, computers and network 2008-2009 LISA Academy – North Little Rock Vice Principal/System Manager • • • • • • • • Sherwood, AR Managed academic programs for elementary and middle school classes Created and maintained class schedules Supervised teachers as Curriculum Director Provided High School Counseling for 8th graders Managed Professional Development and Appraisal System Managed student report cards and transcripts Managed practice mock tests and state tests Provided IT supports for servers, printers, computers and network Page 113 2004-2008 Dove Science Academy – Tulsa Computer Science Teacher/System Manager Tulsa, OK • Taught 6th, 7th and 8th grade Computer Classes including Keyboarding and Microsoft Office • Taught High School Computer Science classes including Desktop Publishing, Visual Basic, Video Production, Digital Graphics and Animation • Provided IT supports for servers, printers, computers and network 2003-2004 Dove Science Academy - OKC Oklahoma City, OK Computer Science Teacher Taught 6th, 7th and 8th grade Computer Classes including Keyboarding and Microsoft Office Education 2014 - 2016 Lamar University Beaumont, TX • Doctorate in Educational Leadership and Administration • Dissertation Titled “Perceptions of Teachers in a Charter School District Regarding Administrator Strategies That Contribute to Teacher Retention” 2011- 2012 University of Arkansas in Little Rock Little Rock, AR • Master in Educational Leadership and Administration 1997-2003 Middle East Technical University Ankara, TURKEY • B.S., Computer Education 1993-1997 Kartal Technical High School Istanbul, TURKEY • High School Diploma from Computer Science Interests Education, Educational Leadership, Leadership Development, Computers, Networking, IT, Programming, Soccer Licensure Areas Superintendent (EC-12) – Texas, Principal (EC-12) – Texas, Principal (EC-12) – Arkansas, Math Teacher (7-12) – Texas, Math Teacher (5-12) – Arkansas, Math Teacher (5-12) - Oklahoma Page 114 VEDA V. T. CHERRY 3228 Whisperwind Cove Memphis, TN 38125 404-277-5787 EDUCATION The George Washington University School of Law Juris Doctor, May 1995 Washington, DC The Georgia Institute of Technology Bachelor of Electrical Engineering, September 1991 Atlanta, GA Tougaloo College Bachelor of Science in Physics, Magna Cum Laude, May 1991 Tougaloo, MS LEGAL EXPERIENCE Cherry & Cherry, LLC Atlanta, GA (1/05-present) Member (Managing Partner) Established law firm in 2005. The firm’s primary practice areas are intellectual property law, business transactions, and entertainment law. The Institute of Paper Science and Technology, Inc. Atlanta, GA (6/98-12/04) General and Patent Counsel/Board of Trustees Secretary Reported to the President. Managed the intellectual property portfolio. Provided legal counsel, advice, and training in general and intellectual property matters. Outsourced projects to general and patent law firms and managed outside general and patent counselors. Performed in-house patent prosecution and oversaw outside patent prosecution. Drafted, reviewed, and monitored IPST service contracts, technology licenses, material transfer, secrecy and research agreements. Negotiated general and technology licensing agreements. Established, reviewed, and approved company policies. Chaired the IPST intellectual property management council that determines intellectual property strategy. Monitored and advised on anti-trust compliance at IPST industry meetings. Served as Secretary on the Board of Trustees, provided guidance in corporate compliance, and prepared the minutes for board meetings. Jones & Askew (merged with Kilpatrick-Stockton in 2000) Associate Atlanta, GA (9/95-5/98) Prepared and prosecuted patent applications in the fields of software and telecommunications and in the electrical and mechanical arts. Prepared patentability and non-infringement opinions and IP licenses. Handled trademark prosecution and trademark opposition matters. Prepared and negotiated intellectual property agreements. Advised and counseled clients in intellectual property matters. LICENSES AND MEMBERSHIPS State Bar of Georgia License, Registered U.S. Patent Attorney. State Bar of Georgia Association, Atlanta Bar Association. Page 115 BYLAWS Read Foundation 4450 S. Mendenhall Rd. St 1 Memphis, TN, 38141 ARTICLE 1 OFFICES Principal Office 1.01. The principal office of the Read Foundation (“Corporation”) shall be located at 4450 S Mendenhall Rd. St 1 Memphis, TN 38141. The Corporation may have such other offices, either in Tennessee or elsewhere, as the Board of Directors may determine. The Board of Directors may change the location of any office of the Corporation. Registered Office and Registered Agent 1.02. The Corporation shall comply with the requirements of the Act and maintain a registered office and registered agent in Tennessee. The registered office may, but need not, be identical with the Corporation’s principal office in Tennessee. The Board of Directors may change the registered office and the registered agent as provided in the Act. ARTICLE 2 BOARD OF DIRECTORS Management of the Corporation 2.01. The affairs of the Corporation shall be managed by the Board of Directors. Number Qualifications and Tenure of Directors 2.02. The number of Directors shall be no less than three (3). The number of the directors may be increased or decreased as needed by amendments by majority vote of the directors. Number of Directors may never be less than three (3). Directors need not be residents of Tennessee. Nomination of Directors 2.03. At any meeting at which the election a director occurs, a director may nominate a person with the second of any other director. In addition to nominations made at meetings, a nominating committee shall consider possible nominees and, make nominations for each election of directors. The secretary shall include the names nominated by the nomination committee, and any report of the committee, with the notice of the meeting at which the election occurs. Election of Directors 2.04. A person who meets any qualification requirements to be a director and who has been duly nominated may be elected as director. Directors shall be elected by the vote of the majority of the Board of Directors. Each director shall hold office until a successor is elected and qualified. A director may- [if desired, add: not] be elected to succeed himself or herself as director. Read Foundation Bylaws (Adopted on 4/13/2019) Page 116 Vacancies 2.05. Any vacancy occurring in the board of directors, and any director position to be filled due to an increase in the number of directors, shall be filled by the affirmative vote of a majority of the remaining board of directors. When a vacancy on the Board exists, nominations for new members may be received from present board members one week in advance of a board meeting. Annual Meeting 2.06. The annual meeting of the Board of Directors shall be held in the first two week of July of each year. The date of the annual meeting may be changed with a written notice by the President who shall also set the time and place of that delayed meeting. The president or the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Regular meeting 2.07. Regular meetings of the board shall be held at the principal office as noted online. Meetings days, hours and locations for the upcoming year will be posted in December of the previous year. The number of meetings may be increased or decreased by a resolution of the board. The president or the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Special Meetings 2.08. Special meetings of the Board of Directors may be called by or at the request of the president or any two directors. A person or persons authorized to call special meetings of the Board of Directors may fix any place for holding a special meeting. The person or persons calling a special meeting shall notify the secretary of the information required to be included in the notice of the meeting. Then, the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Notices 2.09. All meeting (Annual, Regular, and Special Meetings) notices must be in writing. The written notices must be posted and must be readily accessible by the general public at all times for at least 72 hours before the scheduled time of the meeting. The written notice shall include agenda items, day, time, and the location of the meeting. The written notice shall use plain, concise English. Quorum 2.10. A majority of the number of directors then in the office shall constitute a quorum for the transaction of business at any meeting of the Board of Directors. Directors present by proxy may not be counted toward a quorum. The directors present at a duly called or held meeting at which a quorum is present may continue the meeting even if enough directors leave the meeting so that less than a quorum remains. However, no action may be approved without the vote of at least a majority of the number of directors required to constitute a quorum. If less than a quorum is present at any meeting, a majority of the directors present may adjourn the meeting at any time without further notice. Duties of Directors 2.11. Directors shall exercise ordinary business judgments in managing the affairs of the Corporation. Directors shall act as fiduciaries with respect to the interests of the members. In acting in their official capacity as directors of this corporation, directors shall act in good faith and take actions they reasonably believe to be in not take any action that they should reasonably believe would be opposed to the Corporation’s best interests or would be unlawful. A director shall not be liable if, in the exercise of ordinary care, the director acts in good faith relying on written financial and legal statements provided by an account or attorney retained by the Corporation. Read Foundation Bylaws (Adopted on 4/13/2019) Page 117 Actions of Board of Directors 2.12. The Board of Directors shall try to act by consensus. The act of a majority of the Directors present at a meeting at which a quorum is present shall be the act of the Board unless the act of a greater number is required by law or these bylaws. If a quorum is present but thereafter a sufficient number of Directors leave such meeting so that a quorum no longer present, then any action taken by the remaining Directors shall not be the act of the Board. Proxies 2.13. Board of Directors may not issue a proxy or may not be represented by a proxy. Compensation 2.14. Directors shall not receive salaries for their services. The Board of Directors may adopt a resolution providing for a reimbursement payment according to the state law to the Directors for their expenses of attendance, if any, for attendance at each meeting of the Board of Directors. Removal of Directors 2.15. The Board of Directors or members may vote to remove a director at any time, only for good cause. Good cause for removal of a director shall include the unexcused failure to attend four consecutive meetings of the Board of Directors. A meeting to consider the removal of a director may be called and noticed following the procedures provided in the bylaws. The notice of the meeting shall state the issue of possible removal of the director that will be on the agenda the notice shall state the possible cause for removal. The director shall have the right to be represented by an attorney at and before the meeting. At the meeting, the Corporation shall consider possible arrangements for resolving the problems that are I the mutual interest of the Corporation and the director. A director may be removed by the affirmative vote of fifty one (51) percent of the Board of Directors. ARTICLE 3 OFFICERS Officer Positions The officers of the Corporation shall be a president, vice president, a secretary, a treasurer. The Board of Directors may create additional officer positions, define the authority and duties of each such position, and elect or appoint persons to fill the positions. Any two or more offices may by the same person, except the offices of president and secretary. Election and Term of Office 3.02 The officers of the Corporation shall be elected annually by the Board of Directors at the regular annual meeting of the Board of Directors. If the election of officers is not held at this meeting, the election shall be held as soon thereafter as conveniently as possible. Each officer shall hold office until a successor is duly selected and qualified. An officer may be elected to succeed himself or herself in the same office. Removal 3.03 Any officer elected or appointed by the Board of Directors may be removed by the Board of Directors with or without good cause. The removal of an officer shall be without prejudice to the contract rights, if any, of the officer. Vacancies 3.04. A vacancy in any office may be filled by the Board of Directors for the unexpired portion of the officer’s term. Read Foundation Bylaws (Adopted on 4/13/2019) Page 118 President 3.05. The president shall be the chief executive officer of the Corporation. The president shall supervise and control all of the business and affairs of the Corporation. The president shall preside at all meetings of the members and of the Board of Directors. The president may execute any deeds, mortgages, bonds, contracts, or other instruments that the Board of Directors has authorized to be executed. However, the president may not execute instruments on behalf of the Corporation if this power is expressly delegated to another officer or agent of the Corporation by the Board of Directors, the bylaws, or statute. The president shall perform other duties prescribed by the Board of Directors and all duties incident to the office of president. Vice President 3.06. When the president is absent, is unable to act, or refuses to act, a vice president shall perform the duties of the president. When a vice president acts in place of the president, the vice president shall have all the powers of and be subject to all the restrictions upon the president. If there is more than one vice president, the vice presidents shall act in place of the president in the order of the votes received when elected. A vice president shall perform other duties as assigned by the president or board of directors. Treasurer 3.07. The treasurer shall: (a) Have charge and custody of and be responsible for all funds and securities of the Corporation. (b) Receive and give receipts for moneys due and payable to Corporation from any source. (c) Deposit all moneys in the name of Corporation in banks, trust companies, or other depositories as provided in the bylaws or as directed by the Board of Directors or president. (d) Write checks and disburse funds to discharge obligations of the Corporation. (e) Maintain the financial books and record of the Corporation. (f) Prepare financial reports at least annually. (g) Perform other duties as assigned by the president or by the Board of Directors. (h) If required by the Board of Directors, give a bond for the faithful discharge of his or her duties in a sum and with a surety as determined by the Board of Directors. (i) Perform all of the duties incident to the office of treasurer. Secretary 3.08 The secretary shall: (a) Give all notices as provided in the bylaws or as required by law. (b) Take minutes of the meetings of the members and the Board of Directors and keep the minutes as part of the corporate records. (c) Maintain custody of the corporate records and of the seal of the Corporation. (d) Affix the seal of the Corporation to all documents as authorized. (e) Keep a register of the mailing address of each [if corporation has members, add: member], director, officer, and employee of the Corporation. (f) Perform duties as assigned by the president or by the Board of Directors. (g) Perform all duties incident to the office of secretary. ARTICLE 4 COMMITTEES Establishment of Committees 4.01. The Board of Directors may adopt a resolution establishing one or more committees delegating specified authority to a committee, and appointing or removing members of a committee. A committee shall include two or more directors and may include persons who are not directors. If the Board of Directors delegates any of its authority to a committee, the majority of the committee shall consist of directors. Read Foundation Bylaws (Adopted on 4/13/2019) Page 119 The Board of Directors may establish qualifications for membership on a committee. The Board of Directors may delegate to the president its power to appoint and remove members of a committee that has not been delegated any authority to it shall not relieve the Board of Directors, or any individual director, of any responsibility imposed by the Bylaws or otherwise imposed by law. No committee shall have the authority of the Board of Directors to: (a) Amend the articles of incorporation. (b) Adopt a plan of merger or a plan of consolidation with another corporation. (c) Authorize the sale, lease, exchange, or mortgage, of all or substantially all of the property and assets of the Corporation. (d) Authorize the voluntary dissolution of the Corporation. (e) Revoke proceedings for the voluntary dissolution of the Corporation. (f) Adopt a plan for the distribution of the assets of the Corporation. (g) Amend, alter, or repeal the bylaws. (h) Eject, appoint, or remove a member of a committee or a director or officer of the Corporation. (i) Approve any transaction to which the Corporation is a party and that involves a potential conflict of interests as defined in paragraph 5.04, below. (j) Take any action outside the scope of authority delegated to it by the Board of Directors. Authorization of Specific Committee 4.02. There shall be the following committees: Academic and Finance Committees. The Board of Directors shall define the activities and scope of authority of each committee by resolution. Term of Office 4.03. Each member of a committee shall continue to serve on the committee until the next annual meeting of the Directors of the Corporation and until a successor is appointed. However, the term of a committee member may terminate earlier if the committee is terminated or if the member dies, ceases to qualify, resigns, or, is removed as a member. A vacancy on a committee may be filled by an appointment made in the same manner as an original appointment. A person appointed to fill a vacancy on a committee shall serve for the unexpired portion of the terminated committee member’s term. Chair and Vice-Chair 4.04. One member of each committee shall be designated as the chair of the committee and the other member of each committee shall be appointed by the president of the Corporation. The chair and vicechair shall be appointed by the president of the Corporation. The chair shall call and preside at all meetings of the committee. When the chair is absent, is unable to act, or refuses to act, the vice-chair shall perform the duties of the chair. When a vice-chair acts in place of the chair, the vice-chair shall have all the powers of and be subject to all the restrictions upon the chair. Notice of Meetings 4.05. Written or printed notice of a committee meeting shall be delivered to each member of a committee not less than, seven nor more than 30 days before the date of the meeting. The notice shall state the place, day, and time of the meeting, and the purpose or purposes for which the meeting is called. 4.06. A majority of the number of persons shall constitute a quorum of a committee for the transaction of business at any meeting of the committee. The directors present at a duly called or held meeting at which a quorum is present may continue the meeting even if enough directors leave the meeting so that less than a quorum remains. However, no action may be approved without the vote of at least a majority of the number of directors required to constitute a quorum. If less than a quorum is present at any meeting, a majority of the directors present may adjourn the meeting at any time without further notice. Actions of Committees 4.07. Committees shall try to take action by consensus. However, the vote of a majority of committee members present and voting at a meeting at which a quorum is present shall be sufficient to constitute the act of the committee unless the act of a greater number is required by law or the bylaws. A Read Foundation Bylaws (Adopted on 4/13/2019) Page 120 committee member who is present at a meeting and abstains from a vote is not considered to be present and voting for the purpose of determining the act of the committee. Proxies 4.08. A committee member may not vote by a proxy. Compensation 4.09. Committee members shall not receive salaries for their services. The Board of Directors may adopt a resolution providing for the payment to committee members of a fixed sum and expenses of attendance, if any, for attendance at each meeting of the committee. A committee member may serve the Corporation in any other capacity and receive compensation for those services. Any compensation that the Corporation pays to a committee member shall be commensurate with the services performed and shall be reasonable in amount. However, the Board of Directors is highly encouraged to provide services on a voluntary basis and request no compensation. Rules 4.10. Each committee may adopt rules for its own operation not inconsistent with the bylaws or with rules adopted by the Board of Directors. ARTICLE 5 TRANSACTIONS OF THE CORPORATION Contracts 5.01. The Board of Directors may authorize any officer or agent of the Corporation to enter into a contract or execute and deliver any instrument in the name of and on behalf of the Corporation. This authority may be limited to a specific contract or instrument or it may extend to any number and type of possible contracts and instruments. Deposit 5.02. All funds of the Corporation shall be deposited to the credit of the Corporation in banks, trust companies or other depositaries that the Board of Directors selects. Gifts 5.03. The Board of Directors may accept on behalf of the Corporation any contribution, gift, bequest, or devise for the general purposes or for any special purpose of the Corporation. The Board of Directors may make gifts and give charitable contributions that are not prohibited by the bylaws, the articles of incorporation, state law, and any requirements for maintaining the Corporation’s federal and state tax status. Potential Conflicts of Interest 5.04. The corporation shall not make any loan to a director or officer of the corporation. The Corporation shall not borrow money from or otherwise transacts business with a member, director, officer, or, committee member of the Corporation unless the transaction is described fully in a legally binding instrument and is in the best interests of the Corporation. The Corporation shall not borrow money from or otherwise transact business with a director, officer, or committee member of the Corporation without full disclosure of all relevant facts and without the approval of the Board of Directors, not including the vote of any person having a personal interest in the transaction. Annual Statements Regarding Conflict of Interest Policy 5.05. Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person: (a) Has received a copy of the conflicts of interest policy, Read Foundation Bylaws (Adopted on 4/13/2019) Page 121 (b) (c) (d) Has read and understands the policy, Has agreed to comply with the policy, and Understands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes. Records of Proceedings 5.06. The minutes of the governing board and all committees with board delegated powers shall contain: (a) The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed. (b) The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings. Violations of the Conflicts of Interest Policy 5.07. If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the governing board or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action. Prohibited Acts 5.08. As long as the Corporation is in existence, and except with the prior approval of the Board of Directors, no director, officer or committee member shall: (a) Do any act in violation of the bylaws or a binding obligation of the Corporation. (b) Do any act with the intention of harming the Corporation or any of its operations. (c) Do any act that would make it impossible or unnecessarily difficult to carry on the intended or ordinary business of the Corporation. (d) Receive an improper benefit from the operation of the Corporation. (e) Use the assets of the Corporation, directly or indirectly, for any purpose other than carrying on the business of the Corporation. (f) Wrongfully transfer or dispose of Corporation property, including intangible property such as good will. (g) Use the name of the Corporation (or any substantially similar name) or any trademark or trade name adopted by the Corporation, except on behalf of the Corporation in the ordinary course of the Corporation’s business. (h) Disclose any of the Corporation business practices, trade secrets, or any other information not generally known to the business community to any person not authorized to receive it. ARTICLE 6 BOOKS AND RECORDS Required Books and Records 6.01. The Corporation shall keep complete books and records of account. The Corporation’s books and records shall include: (a) A file-endorsed copy of all documents filed with Tennessee Secretary of State relating to the Corporation, including, but not limited to, the articles of Corporation, and any articles of Read Foundation Bylaws (Adopted on 4/13/2019) Page 122 amendment, restated articles, articles of merger, articles of consolidation, and statement of change of registered office or registered agent. (b) A copy of the bylaws, and any amended versions or amendments to the bylaws. (c) Minutes of the proceedings of the Board of Directors, and committees having any of the authority of the Board of Directors. (d) A list of the names and addresses of the directors, officers and any committee members of the Corporation. (e) A financial statement showing the assets, liabilities and not worth of the Corporation at the end of the three most recent fiscal years. (f) A financial statement showing the income and expenses of the Corporation for the three most recent fiscal years. (g) All rulings, letters, and other documents relating to the Corporation’s federal, state, and local tax status. ARTICLE 7 FISCAL YEAR 7.01 The fiscal year of the Corporation shall begin on the first day of July and end on the last day in June in each year. ARTICLE 8 INDEMNIFICATION When Indemnification is Required, Permitted, and Prohibited 8.01. (a) The Corporation shall indemnify a director, officer, committee member, employee or agent of the Corporation who was, is or may be named defendant or respondent in any proceeding as a result of his or her actions omissions within the scope of his or her official capacity in the Corporation. For the purposes of this article, an agent includes one who is or was serving at the request of the Corporation as a director, officer, partner, venturer, proprietor, trustee, partnership, joint venture, sole proprietorship, trust, employee benefit plan, or other enterprise. However, the Corporation shall indemnify a person only if he or she acted in good faith and reasonably believed that the conduct was in the Corporation’s best interests. In a case of criminal proceeding, the person may be indemnified only if he or she had no reasonable cause to believe that the conduct was unlawful. The Corporation shall not indemnify a person who is found liable to the Corporation or is found to be liable to another on the basis of improperly receiving a personal benefit. A person is conclusively considered to have been found liable in relation to any claim, issue, or matter if the person has been adjudged liable by a court of competent jurisdiction and all appeals have been exhausted. (b) The termination of a proceeding by judgment, order, settlement, conviction, or on a plea of polo contendere or its equivalent does not necessarily preclude indemnification by the Corporation. (c) The Corporation shall pay or reimburse expenses incurred by a director, officer, committee member, employee, or agent of the Corporation in connection with the person’s appearance as a witness or other participation in a proceeding involving or affecting the Corporation when the person is not a named defendant or respondent in the proceeding. (d) In addition to the situations otherwise described in this paragraph, the Corporation may indemnify a director, officer, committee member, employee, or agent of the Corporation to the extent permitted by law. However, the Corporation shall not indemnify any person in any situation in which indemnification is prohibited by the terms of paragraph 8.01., above. Read Foundation Bylaws (Adopted on 4/13/2019) Page 123 (e) Before the final disposition of a proceeding, the Corporation may pay indemnification expenses permitted by the bylaws and authorized by the Corporation. However, the Corporation shall not pay indemnification expenses to a person before the final disposition of a proceeding. If the person is a named defendant or respondent in a proceeding brought by the Corporation; or the person is alleged to have improperly received a personal benefit or committed other willful or intentional misconduct. (f) If the Corporation may indemnify a person under the bylaws, the person may be indemnified against judgment, penalties, including excise and similar taxes, fines, settlements, and reasonable expenses (including attorney’s fees) actually incurred in connection with the proceeding. However, if the proceeding was brought by or on behalf of the Corporation, the indemnification is limited to a reasonable expenses actually incurred by the person in connection with the proceeding. Procedures Relating to Indemnification Payments 8.02. (a) Before the Corporation may pay any indemnification expenses (including attorney’s fees), and determine that expenses to be reimbursed are reasonable, except as provided in paragraph 8.02(c), below. The Corporation may make theses determinations and decisions by any one of the following procedures: (i) Majority vote of the quorum consisting of directors who, at the time of the vote, are not named defendants or respondents in the proceeding. (ii) If such a quorum cannot be obtained, by a majority vote of committee of the Board of Directors, designated to act in the matter by a majority vote of all directors, consisting solely of two or more who at the time of the vote are not named defendants or respondents in the proceeding. (iii) Determination by special legal counsel selected by the Board of Directors by votes as provided in paragraph 10.02(a)(I) or 10.02(a)(ii), or if such a quorum cannot be obtained and such a committee cannot be established, by a majority vote of all directors. (b) The Corporation shall authorize indemnification and determine that expenses to be reimbursed are reasonable in the same manner that it determines whether indemnification id permissible. If the determination that the facts then known to those making the determination would not preclude indemnification and authorization of payment shall be made in the same manner as a determination that indemnification is permissible under paragraph 8.02(a), above. The person’s written affirmation shall state that he or she has met the standard of conduct necessary for indemnification under the bylaws, The written undertaken shall provide for repayment of the month paid or reimbursed by the Corporation if it is ultimately determined that the person has not met the requirements for indemnification. The undertaken shall be an unlimited general obligation of the person, but it need not be secured and it may be accepted without reference to financial ability to make repayment. ARTICLE 9 NOTICES Notice by Mail, Telegram, email 9.01. Any notice required or permitted by the bylaws to be given to a director, officer or member of a committee of the Corporation may be given by mail, telegram or email. If mailed a notice shall be deemed to be delivered when deposited in the United States mail addressed to the person at his or her address as it appears on the records of the Corporation, with postage prepaid. If given by telegram, a notice shall be deemed to be delivered when accepted by the Telegram Company and addressed to the person at his or her address as it appears on the records of the Corporation. A person may change his or her address by giving written notice to the secretary of the Corporation. Read Foundation Bylaws (Adopted on 4/13/2019) Page 124 Signed Waiver of Notice 9.02. Whenever any notice is required to be given under the provisions of the act or under the provisions of the articles of incorporation or the bylaws, a waiver in writing signed by a person entitled to receive a notice shall be deemed equivalent to the giving of the notice. A waiver of the notice shall be effective whether signed before or after the time stated in the notice being waived. Waiver of Notice by Attendance 9.03. The attendance of a person at a meeting shall constitute a waiver of notice of the meeting unless the person attends for the express purpose of objecting to the transaction or any business because the meeting is not lawfully called or convened. ARTICLE 10 SPECIAL PROCEDURES CONCERNING MEETINGS Meeting by Telephone or Internet 10.01. A. Subject to the provisions required or permitted by the Tennessee Open Meetings Act or notice of meetings, unless otherwise restricted by the articles of incorporation or bylaws, members of the board of directors of the corporation, or members of any committee designated by such board may participate in and hold a meeting of such members, board, or committee by means of: (1) conference telephone or similar communications equipment by which all persons participating in the meeting can hear each other; or (2) another suitable electronic communications system, including videoconferencing technology or the Internet, only if: (a) each member entitled to participate in the meeting consents to the meeting being held by means of that system; and (b) the system provides access to the meeting in a manner or using a method by which each member participating in the meeting can communicate concurrently with each other participant. B. Participation in a meeting pursuant to this Article shall constitute presence in person at such meeting, except where a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting is not lawfully called or convened. ARTICLE 11 AMENDMENTS TO BYLAWS 11.01 The bylaws may be altered, amended, or repealed, and new bylaws may be adopted a majority vote by the Board of Directors. The notice of any meeting at which the bylaws are altered, amended, or repealed, or at which new bylaws are adopted shall include the text of the proposed bylaw provisions as well as the text of any existing provisions proposed to be altered, amended, or repealed. Alternatively, the notice may include a fair summary of those provisions. Read Foundation Bylaws (Adopted on 4/13/2019) Page 125 ARTICLE 12 MISCELLANEOUS PROVISIONS AND CLAUSES Dissolution Clause 12.01. Upon the dissolution of this organization, assets shall be distributed for one or more exempt purposes within the meaning of section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal code, or shall be distributed to the federal government, or to a state or local government, for a public purposes. Legal Authorities Governing Constructions of Bylaws 12.02. The bylaws shall be construed in accordance with the laws of the State of Tennessee. All references in the bylaws to statutes, regulations, or other sources of legal authority shall refer to the authorities cited, or their successors, as they may be amended from time to time. Legal Construction 12.03. If any bylaw provision is held to be invalid, illegal, or unenforceable in any respect, the invalidity, illegality, or unenforceability shall not any other provision and the bylaws shall be construed as if the invalid, illegal, or unenforceable provision had not been included in the bylaws. Headings 12.04. The headings used in the bylaws are used for inconvenience and shall not be considered in contouring the terms of the bylaws. Gender 12.05. Wherever the context requires, all words in the bylaws in the male gender shall be deemed to include female or neuter gender, all singular words shall include the plural, and all plural words shall include the singular. Seal 12.06 The Board of Directors may provide for a corporate seal such a seal would consist of two concentric circles containing the words Read Foundation, “Tennessee,” in on encircle and the word “Incorporated” together with the date of incorporation of the Corporation in the other circle. Power of Attorney 12.07. A person may execute any instrument related to the Corporation by means of a power of attorney if an original executed copy of the Corporation to be kept with the Corporation records. Parties Bound 12.08. The bylaws shall be binding upon and inure to the benefits of the directors, officers, committee members, employees, and agents of the Corporation and their respective heirs, executors, administrators, legal representatives, successors, and assigns except as otherwise provided in the bylaws. ARTICLE 13 THE NON-DISCRIMINATORY STATEMENT 13.01. It is the policy of Read Foundation not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, gender, veteran status, or political affiliation, in its educational programs and/or activities. Read Foundation Bylaws (Adopted on 4/13/2019) Page 126 CERTIFICATE OF APPROVAL I certify that I am the duly elected and acting president of Read Foundation and that the foregoing Bylaws constitute the Bylaws of the Corporation. These Bylaws were duly adopted at a meeting of the Board of Directors held on ____________________, 20___. ___________________________________________ _____ / _____ /________ [Signature] Date (mm/dd/yyyy) ___________________________________________ [Name] Read Foundation Bylaws (Adopted on 4/13/2019) Page 127 Board of Directors Organizational Chart Board President Dr. Cem Akkus Board Member Board Member Board Member Secretary Dr. David Akdemir Dr. Richard Potts Veda V.T. Cherry Bayram Demirbuga Vice President and Treasurer Patty Farmer Page 128 Attachment G: School Organizational Chart Special Education Coordinator! Teacher Business Manager Academic Coordinator Dean of Students ESL CoordinatorfTeacher Teachers and Support Staff Page 129 Read Foundation Financial Statements June 30, 2018 Page 130 READ FOUNDATION Title Page June 30, 2018 ANNUAL FINANCIAL REPORT TENNESSEE PUBLIC CHARTER SCHOOLS OPERATED BY the READ FOUNDATION MEMPHIS SCHOOL OF EXCELLENCE MEMPHIS SCHOOL OF EXCELLENCE ELEMENTARY SCHOOL Page 131 READ FOUNDATION Table of Contents June 30, 2018 Page Governance Officials .................................................................................................................................................. 4 Independent Auditor’s Report .................................................................................................................................... 5 Management’s Discussion and Analysis .................................................................................................................... 7 Basic Combined Financial Statements Government-Wide Financial Statements: Combined Statement of Net Position ........................................................................................................... 11 Combined Statement of Activities ................................................................................................................. 12 Combined Fund-Financial Statements: Combined Balance Sheet - Governmental Funds ........................................................................................ 13 Reconciliation of the Combined Balance Sheet to the Combined Statement of Net Position – Governmental Activities .............................................................................. 14 Combined Statement of Revenues, Expenditures, and Changes in Fund Balances Governmental Funds ............................................................................................................................... 15 Reconciliation of the Combined Statement of Revenues, Expenditures, and Changes in Fund Balance of Governmental Funds to the Combined Statement of Activities .................................... 16 Notes to the Combined Financial Statements ................................................................................................... 17 Required Supplementary Information Schedule of Proportionate Share of the Net Pension Liability (Asset) – Teacher Legacy Pension Plan of the TCRS ................................................................................................. 36 Schedule of Contributions – Teacher Legacy Pension Plan of the TCRS......................................................... 37 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of the TCRS – Non Teacher ........................................ 38 Schedule of Contributions Based Upon Participation in the Public Employee Pension Plan of the TCRS – Non Teacher ................................................................................................... 40 Schedule of Proportionate Share of the Net Pension Liability (Asset) Teacher Retirement Plan of the TCRS ......................................................................................................... 41 Schedule of Contributions – Teacher Retirement Plan of the TCRS ................................................................. 42 Other Supplementary Information Combining Schedule of Assets, Liabilities, and Fund Balances – Governmental Funds .................................. 44 2 Page 132 READ FOUNDATION Table of Contents June 30, 2018 Page Combining Schedule of Revenues, Expenditures, and Changes in Fund Balances – Governmental Funds .................................................................................................................................... 45 Schedule of Combined Expenditures of Federal Awards and State Financial Assistance................................ 46 Non-Financial Information Independent Auditor’s Report on Internal Control over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards ................................................................................... 48 Schedule of Findings and Responses ............................................................................................................... 50 Schedule of Prior Year Findings and Responses .............................................................................................. 51 3 Page 133 READ FOUNDATION Governance Officials June 30, 2018 BOARD OF DIRECTORS Dr. Cem Akkus, President Patty Farmer, Treasurer Bayram Demirbuga, Secretary Dr. Richard Potts ADMINISTRATIVE OFFICIALS Muhammet Turkay, Executive Director 4 Page 134 INDEPENDENT AUDITOR’S REPORT To the Board of Directors Read Foundation Memphis, Tennessee Report on the Combined Financial Statements We have audited the accompanying combined financial statements of the governmental activities and the major fund of the Read Foundation as of and for the year ended June 30, 2018, and the related notes to the combined financial statements, which collectively comprise the Read Foundation’s basic combined financial statements as listed in the table of contents. Management’s Responsibility for the Combined Financial Statements Management is responsible for the preparation and fair presentation of these combined financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of combined financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express opinions on these combined financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the combined financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the combined financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the combined financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the combined financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the combined financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions. Opinions In our opinion, the combined financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and the major fund of the Read Foundation as of June 30, 2018, and the respective changes in financial position for the year then ended in accordance with accounting principles generally accepted in the United States of America. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 135 Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis and the required supplementary information, as listed in the table of contents, be presented to supplement the basic combined financial statements. Such information, although not a part of the basic combined financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic combined financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the management’s discussion and analysis and the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic combined financial statements, and other knowledge we obtained during our audit of the basic combined financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Other Information Our audit was conducted for the purpose of forming opinions on the combined financial statements that collectively comprise the Read Foundation’s basic combined financial statements. The governance officials schedule, the combining financial statements of the governmental funds, and the schedule of combined expenditures of federal awards and state financial assistance are presented for purposes of additional analysis and are not a required part of the basic combined financial statements. The combining schedules of the governmental funds and the schedule of combined expenditures of federal awards and state financial assistance are the responsibility of management and were derived from and relate directly to the underlying accounting and other records used to prepare the basic combined financial statements. Such information has been subjected to the auditing procedures applied in the audit of the basic combined financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic combined financial statements or to the basic combined financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the combining financial statements of the governmental funds and the schedule of combined expenditures of federal awards and state financial assistance are fairly stated, in all material respects, in relation to the basic combined financial statements as a whole. The governance officials schedule has not been subjected to the auditing procedures applied in the audit of the basic combined financial statements and, accordingly, we do not express an opinion or provide any assurance on it. Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report, dated November 16, 2018, on our consideration of the Read Foundation’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is soley to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the Read Foundation’s internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the Read Foundation’s internal control over financial reporting and compliance. Memphis, Tennessee November 16, 2018 6 Page 136 READ FOUNDATION Management’s Discussion and Analysis June 30, 2018 The following Management’s Discussion and Analysis (MD&A) of the Read Foundation’s (“the Foundation”) activities and financial performance provides the reader with an introduction and overview to the financial statements of the Foundation for the year ended June 30, 2018. This information should be considered within the context of the accompanying financial statements and note disclosures. OVERVIEW OF THE FINANCIAL STATEMENTS Financial Highlights  The assets of the Read Foundation exceeded its liabilities at the end of the fiscal year by $3,854,089 (net position).  The Read Foundation’s total net position increased by $735,376.  The Read Foundation’s total expenses increased by $1,120,588, primarily due to increase in salaries and for the addition of several new teachers and office expenses. This financial report consists of a series of financial statements, notes to those statements, and required supplementary information. The statements are organized so that the reader can understand the Read Foundation as a whole and then proceed to a detailed look at specific financial activities of the Read Foundation. Reporting the Read Foundation as a Whole The Statement of Net Position and Statement of Activities: In general, users of these financial statements want to know if the Foundation is better off or worse off as a result of the year’s activities. The Statement of Net Position and Statement of Activities report information about the Foundation as a whole and about the Foundation’s activities in a manner that helps to answer that question. These statements include all assets and liabilities using the accrual basis of accounting. Under the accrual basis, all of the current year’s revenue and expenses are taken into consideration regardless of when cash is received or paid. The Statement of Net Position reports the Foundation’s net position (total assets less total liabilities). Private sector entities would report retained earnings. The Foundation’s net position balance at year-end represents available resources for future growth. The Statement of Activities reports the change in net position as a result of activity during the year. Private sector entities have a similar report titled the statement of operations, which reports net income. It provides the user a tool to assist in determining the direction of the Foundation’s financial health during the year. Users will want to consider non-financial factors as well as the financial data in arriving at a conclusion regarding the overall health of the Foundation. Reporting the Read Foundation’s Funds Fund Financial Statements: The Read Foundation’s governmental fund financial statements, the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances, provide detailed information about the Foundation’s most significant funds, not the Foundation as a whole. Funds are established by the Foundation to help manage money for particular purposes and compliance with various grant provisions. The Read Foundation funds are categorized as “governmental funds.” Governmental funds focus on how money flows into and out of the funds and the balances left at year-end that are available for spending in future periods. Fund financial statements are reported using an accounting method called “modified accrual” accounting, which measures cash and other financial assets that can readily be converted to cash. This basis of accounting is different from the accrual basis used in the government – wide financial statements to report on the Foundation as a whole. The modified accrual basis of accounting treats capital assets purchased and debt payments as expenses and new debt as income. There is no depreciation expense since the capital assets are expensed when acquired. Capital assets acquired during the current year were $524,331. The relationship between governmental activities, as reported in the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances is reconciled following the basic financial statements. 7 Page 137 READ FOUNDATION Management’s Discussion and Analysis June 30, 2018 FINANCIAL ANALYSIS A summary of the Read Foundation’s financial position for its governmental activities is as follows: 2018 Assets and deferred outflows of resources $ Increase (Decrease) 2017 5,941,523 $ 5,334,692 $ 606,831 Liabilities and deferred inflows of resources 2,087,434 2,215,579 (128,145) Net position Invested in capital assets Unrestricted 2,394,355 1,459,734 2,491,801 626,912 (97,446) 832,822 Total net position $ 3,854,089 $ 3,118,713 $ 735,376 A summary of the Read Foundation’s operations from governmental activities is as follows: 2018 Revenues $ 6,105,225 Expenses Change in net position $ 4,642,451 5,369,849 $ 735,376 Increase (Decrease) 2017 $ 1,462,774 4,249,261 $ 393,190 1,120,588 $ 342,186 Revenues Funding for the Read Foundation comes primarily through the per-pupil allocation from the Shelby County Schools’ Board of Education. An analysis of the changes between the current year and prior year governmental activity revenues are as follows: 2018 Shelby County Schools Operating and capital grants and contributions Other charges for services Total $ 5,222,408 $ 813,887 68,930 $ 6,105,225 Increase (Decrease) 2017 4,076,530 $ 462,780 103,141 $ 4,642,451 1,145,878 351,107 (34,211) $ 1,462,774 8 Page 138 READ FOUNDATION Management’s Discussion and Analysis June 30, 2018 The variance for the Foundation’s per-pupil allocation is due to the increase in the Foundation’s enrollment, from an average of 475 students in the prior year to an average of 600 students in the current year plus an increase in the per-pupil allocation from $8,506 to $8,707 per-pupil. Federal awards increased due to the Foundation being awarded a Planning and Implementation grant for Memphis School of Excellence Elementary. The Capital Outlay funds are based on student enrollment. Because of the increase in student enrollment in the current year, the Foundation received more capital outlay funding than in the previous year. The Foundation also received $185,000 from a new capital outlay grant for the purpose of assisting public charter schools in acquiring and improving property to educate students. Expenses An analysis of the changes between the current year and prior year governmental activities funds expenses are as follows: Salaries, wages, and benefits Instructional General and administrative Other instructional General and administrative Debt service Total Increase (Decrease) 2018 2017 $ 2,499,440 724,507 1,717,394 346,158 82,350 2,141,182 301,136 1,406,913 356,515 43,515 $ $ 5,369,849 4,249,261 $ $ 358,258 423,371 310,481 (10,357) 38,835 1,120,588 The increase in salaries, wages, and benefits and other instructional expenses is due to more teachers and other instructional staff employed during the current year because of the increase in enrollment. ECONOMIC FACTORS Significant economic factors affecting the Read Foundation are as follows:  The amount of State funding received per student for the year. This amount per student can fluctuate from year to year based on total funds available to the State and the number of students enrolled during the school year.  The continued funding of other programs and grants.  Inflationary pressure on utility rates, supplies, insurance, and other costs.  Local labor supply and demand, which can affect salary and wage rates. REQUEST FOR INFORMATION This financial report is designed to provide a general overview of the Foundation’s finances for all those with an interest in the Foundation. Questions concerning any of the information provided in this report may be addressed to the office of: Read Foundation 4450 South Mendenhall Road, Suite 1 Memphis, Tennessee 38141 Telephone (901) 367-7814 9 Page 139 Basic Combined Financial Statements Page 140 READ FOUNDATION Combined Statement of Net Position June 30, 2018 Governmental Activities Assets Cash Grants receivable Prepaid expenses Net pension asset Non-depreciable capital assets Depreciable capital assets, net of accumulated depreciation $ Total assets 5,507,576 Deferred outflows of resources - pensions 433,947 Total assets and deferred outflows of resources 5,941,523 Liabilities Accounts payable Accrued liabilities Notes payable - due in one year Notes payable - due in more than one year 17,929 73,344 89,754 1,697,215 Total liabilities 1,878,242 Deferred inflows of resources - pensions 209,192 Total liabilities and deferred inflows of resources 2,087,434 Net position Net investment in capital assets Unrestricted Total net position 1,108,748 34,113 105,785 77,606 779,900 3,401,424 2,394,355 1,459,734 $ 3,854,089 See independent auditor’s report and notes to the combined financial statements 11 Page 141 READ FOUNDATION Combined Statement of Activities For the Year Ended June 30, 2018 Functions Total Instructional and Student Services $ 3,223,947 258,644 326,616 1,166,830 110,940 14,184 96,458 8,411 81,205 264 82,350 $ 2,499,440 313,551 1,120,157 105,349 6,512 96,038 75,523 264 - 5,369,849 4,216,834 1,070,665 82,350 Program revenues: Operating grants and contributions Capital grants and contributions Charges for services 365,887 448,000 68,930 365,887 448,000 68,930 - - Total program revenues 882,817 882,817 - - Governmental Activities Program expenses: Employee compensation Office Depreciation Occupancy Supplies Staff development Travel Advertising Other Student services Interest Total expenses Net program expenses General revenues: SCS per pupil allocations Change in net position Net position - beginning of year Net position - end of year General and Administrative Debt Service $ 724,507 258,644 13,065 46,673 5,591 7,672 420 8,411 5,682 - $ (4,487,032) $ (3,334,017) $ (1,070,665) $ 82,350 (82,350) 5,222,408 735,376 3,118,713 $ 3,854,089 See independent auditor’s report and notes to the combined financial statements 12 Page 142 READ FOUNDATION Combined Balance Sheet – Governmental Funds June 30, 2018 General Fund ASSETS Cash Grants receivable Prepaid expenses Total assets $ 1,108,748 34,113 105,785 $ 1,248,646 $ 17,929 73,344 LIABILITIES AND FUND BALANCE Liabilities Accounts payable Accrued liabilities Total liabilities 91,273 Fund balance Non-spendable Unassigned 105,785 1,051,588 Total fund balance Total liabilities and fund balance 1,157,373 $ 1,248,646 See independent auditor’s report and notes to the combined financial statements 13 Page 143 READ FOUNDATION Reconciliation of the Combined Balance Sheet to the Combined Statement of Net Position – Governmental Activities June 30, 2018 General Fund Total governmental fund balance $ 1,157,373 Amounts reported for governmental activities in the Statement of Net Position are different because: Net pension asset/liability is not carried on the General Fund Balance Sheet Long-term debt is not due and payable in the current period and, therefore, is not reported in the general fund 77,606 (1,786,969) Capital assets used in governmental activities are not financial resources and, therefore, are not reported in the funds. 4,181,324 Deferred outflows/inflows related to pensions are not reported in the General Fund Balance Sheet 224,755 Net position of governmental activities $ 3,854,089 See independent auditor’s report and notes to the combined financial statements 14 Page 144 READ FOUNDATION Combined Statement of Revenues, Expenditures, and Changes in Fund Balance – Governmental Fund For the Year Ended June 30, 2018 General Fund Revenues: Shelby County Schools Operating grants and contributions Capital grants and contributions Charges for services $ Total revenues 5,222,408 365,887 448,000 68,930 6,105,225 Expenditures: Current: Salaries, wages and benefits: Instructional General and administration Instructional General and administration Capital outlay: Current expenditures Debt service: Principal payments on notes payable Interest 2,550,028 779,929 1,403,843 333,093 524,331 218,258 82,350 Total expenditures 5,891,832 Revenues over (under) expenditures 213,393 Other financial sources Issuance of notes payable 513,419 Change in fund balance 726,812 Fund balance - beginning of year 430,561 Fund balance - end of year $ 1,157,373 See independent auditor’s report and notes to the combined financial statements 15 Page 145 READ FOUNDATION Reconciliation of the Combined Statement of Revenues, Expenditures, and Changes in Fund Balance of Governmental Funds to the Combined Statement of Activities For the Year Ended June 30, 2018 General Fund Net change in fund balance - governmental funds $ 726,812 Amounts reported for governmental activities in the Statement of Activities are different because: GASB 68 negative pension expense is not reported in the Statement of Revenues, Expenditures, and Changes in Fund Balance 106,010 Repayment of the principal of long-term debt consumes the current financial resources of governmental funds. These transactions do not have an effect on net position 218,258 Issuance of long-term debt provides the current financial resources to governmental funds. These transactions do not have an effect on net position (513,419) Capital outlays, reported as expenditures in governmental funds, are shown as capital assets on the Statement of Net Position 524,331 Depreciation expense on capital assets is included only in the governmental activities in the Statement of Activities Change in net position of governmental activities (326,616) $ 735,376 See independent auditor’s report and notes to the combined financial statements 16 Page 146 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Note 1 - Summary of Significant Accounting Policies Reporting Entity The Read Foundation was formed as a Tennessee non-profit corporation. The Read Foundation (the “Foundation”), is the sponsor of Memphis School of Excellence and Memphis School of Excellence Elementary School. Pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-12-101, et seq., Memphis School of Excellence has been approved as a public charter school. Pursuant to the Act, public charter schools are part of the state’s public education program offering an alternative means within the public school system for accomplishing necessary outcomes of education. Memphis School of Excellence, through the Read Foundation, as sponsor, entered into a Charter School Agreement with the Board of Education of the Shelby County Schools to operate a charter school in Memphis, Tennessee, for the purpose of operating an alternative school to improve the learning of students with special needs as specified in the Federal Individuals with Disabilities Education Act. The School began classes in September 2010, with grades sixth through ninth. The initial Charter School Agreement expires in October 1, 2020, and is subject to renewal at the discretion of the Board of Education for the Shelby County Schools. Memphis School of Excellence Elementary School was formed pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-12-101, et seq. Memphis School of Excellence Elementary School, through the Read Foundation, as sponsor, entered into a Charter School Agreement with the Board of Education of the Shelby County Schools to operate a charter school in Memphis, Tennessee. Memphis School of Excellence Elementary School began classes in August 2017, with kindergarten through second grade. The initial Charter School Agreement expires on June 30, 2026, and is subject to renewal at the discretion of the Board of Education for the Shelby County Schools. Measurement focus, basis of accounting and presentation The Foundation, in accordance with the applicable Governmental Accounting Standards Board (GASB) statement, are considered a special-purpose governmental entity and is not a component unit of another governmental entity. Therefore, the financial statements have been prepared in the same manner as generalpurpose governments. The Foundation’s basic financial statements include both government-wide and fund financial statements. The combined government-wide financial statements (i.e., the combined statements of net position and the combined statements of activities) report information on all the non-fiduciary activities of the primary government. Governmental activities normally are supported by taxes and inter-governmental revenues and are paid to the Foundation through the Board of Education of the Shelby County Schools. The combined government-wide financial statements of the Foundation have been prepared on the accrual basis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recognized when incurred. The combined governmental fund financial statements are presented on the modified accrual basis of accounting. Revenues under the modified accrual basis are recognized when measurable and available. Revenues are considered available when they are collectible within the current period or soon enough thereafter to pay liabilities of the current period. For this purpose, the Foundation considers revenues available if they are collected within 60 days of the end of the current fiscal period. Expenditures generally are recorded when the related liability is incurred, as under accrual accounting. Combined Government-wide Financial Statements In the combined government-wide statement of net position, activities are reported on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long-term debt and obligations. The combined statement of net position presents the financial condition of the Foundation at year-end. GASB regulations require the classification of net position into three components: invested in capital assets, net of related debt; restricted; and unrestricted. These classifications are defined as follows: Net investment in capital assets – This component of net position consists of capital assets, including restricted capital assets, net of accumulated depreciation and reduced by outstanding balances (if any) of bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction or improvement of those assets. 17 Page 147 READ FOUNDATION Notes to the Financial Statements June 30, 2018 If there are significant unspent related debt proceeds at year end, the portion of the debt attributable to the unspent proceeds is not included in the calculation of invested in capital assets, net of related debt. Rather, that portion of the debt is included in the same net position component as the unspent proceeds. Restricted – This component of net position consists of constraints placed on net position use through external constraints imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. Unrestricted – This component of net position consists of net position that do not meet the definition of restricted or invested in capital assets, net of related debt. When both restricted and unrestricted assets are available for use, it is the Foundation’s policy to utilize restricted assets first, then unrestricted assets as needed. The government-wide statement of activities demonstrates the degree to which the direct expenses of a given function or program is offset by program revenues. Direct expenses are those that are clearly identifiable with a specific function or segment. Program revenues include 1) charges to students for lunches, school supplies, after school care, athletic programs, and other services; 2) grants and contributions that are restricted to meeting the operational or capital requirements of a particular function or segment; and 3) contributions that are generally unrestricted. The primary sources of the Foundation’s revenue is from the following: Shelby County Schools – the Foundation receives funds from Shelby County Schools (SCS) based on a perpupil allocation. The Foundation received $8,707 per-pupil and had an average of 534 students in the High School and 66 students in the Elementary School for the year ended June 30, 2018. The per-pupil allocation received for the year ended June 30, 2018, totaled $5,222,408 and is included in the Shelby County Schools revenue. Federal Awards – the Foundation is a recipient of Title I and Planning and Implementation federal grant awards. The Foundation recognizes grant income when it is earned. The Foundation recognized $365,887 in federal grant revenue for the year ended June 30, 2018. The Foundation also received $448,000 from the State of Tennessee Capital Outlay Grant, which was disbursed through the Board of Education of the Shelby County Schools. Contributions – Contributions are recognized as support when they are pledged or received. The Foundation report gifts of cash and other assets as unrestricted support unless they are received with donor stipulations that limit the use of the donated assets. Governmental Combined Fund Financial Statements The financial transactions of the Foundation are reported in individual funds in the fund financial statements. Each fund is accounted for by providing a separate set of self-balancing accounts that comprise its assets, liabilities, reserves, fund equity, revenues and expenditures. The Foundation reports the following major governmental fund: The General Fund is the primary operating fund of the Foundation and accounts for all financial resources of the general government, except those required to be accounted for in another fund, if any. The governmental funds’ focus is upon the determination of financial resources, their balance, sources and use, rather than upon net income. In accordance with the applicable GASB statement, the Foundation classifies governmental fund balances as: non-spendable, restricted, committed, assigned and unassigned based on the level of constraints on the fund balances. When an expenditure is incurred in which both restricted and unrestricted funds are available for use, it is the Foundation’s policy to spend restricted funds first, then unrestricted funds. When an expenditure has been incurred for purposes in which multiple categories of unrestricted funds are available, it is the Foundation’s policy to spend funds in the following order, committed, then assigned, and lastly unassigned funds. The classifications of fund balances are defined as follows: Non-spendable – This classification consists of fund balances that cannot be spent because they are either not in spendable form, for example, noncash amounts that are not expected to be converted to cash, or the funds are legally or contractually required to be maintained intact. 18 Page 148 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Restricted – This classification consists of fund balances with external constraints on use imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. Committed – This classification consists of fund balances that can only be used for specific purposes established by formal action of the Foundation’s Board of Directors, its highest level of decision making authority. Such commitments should include contractual obligations of fund assets. Fund balance commitments can only be removed by the same process of the same body employed to previously commit those amounts. Assigned – This classification consists of all fund balances that are not in the general fund or classified as non-spendable, restricted, or committed. In addition, general fund balances that the Foundation intends to use for specific purposes are classified as assigned. The Foundation gives the authority to assign amounts for specific purposes to the Schools’ office manager and personnel under the supervision of the schools’ office manager tasked with financial recording responsibilities. Unassigned – This classification consists of all fund balances in the general fund that are not reported as non-spendable, restricted, committed or assigned. Other Accounting Policies Cash and Cash Equivalents The Foundation consider deposits that can be redeemed on demand and investments that have original maturities of less than three months, when purchased, to be cash equivalents. Grants Receivable Grants Receivable represents amounts due from the State of Tennessee for reimbursement of expenses allocated to the Title I and Capital Outlay grants. An allowance for doubtful accounts is maintained based upon collection experience and a review of the collectability of specific outstanding receivables. Receivables are charged against the allowance when they are determined to be uncollectible by management. There is no allowance for doubtful accounts as of June 30, 2018, as management believes all amounts are collectible. Capital Assets Capital assets acquired by the Foundation are considered to be owned by the Foundation. However, State funding sources may maintain equitable interest in the capital assets purchased with grant monies as well as the right to determine the use of any proceeds from the sale of these assets. The State’s equitable interest is in capital assets with an acquisition cost which equals or exceeds $5,000 and an estimated useful life of more than one year. The costs of normal maintenance and repairs that do not add to the value of the asset or materially extend assets’ lives are not capitalized. Capital assets purchased are stated at cost, if purchased, or the estimated value on the date received, if donated. Depreciation is computed using the straight-line method over the estimated useful lives of the assets and over the term of the lease for leasehold improvements, ranging from 3 to 39 years. The Foundation follows the practice of capitalizing all expenditures for property and equipment items over $1,500. Accrued Compensated Absences No accrual of compensated absences is necessary for the Foundation’s faculty/staff because the summer months, during which classes are not in session, are considered employees’ vacation. The administrative employees of the Foundation follow the same schedule as the instructors of the charter schools; therefore, no compensated absences accrual for any of the employees of the Foundation is appropriate. Income Taxes The Foundation has been determined to be exempt from federal income taxes under Section 501(c)(3) of the Internal Revenue Code (IRC) as evidenced by a letter of determination dated September 17, 2009. As an exempt corporation, the Foundation must operate in conformity with the IRC in order to maintain its tax-exempt status. The Foundation is also exempt from state income tax. As of June 30, 2018, the following tax years remain open due to the applicable tax authority’s ability to review and assess previously issued returns: federal – June 30, 2015, 2016, and 2017. 19 Page 149 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Pensions (Teacher Legacy Pension Plan; Teacher Retirement Plan; Public Employee Retirement Plan) For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the above named plans in the Tennessee Consolidated Retirement System (TCRS) and additions to/deductions from the plan’s fiduciary net position have been determined on the same basis as they are reported to the TCRS. For this purpose, benefits (including refunds of employee contributions) are recognized when due and payable in accordance with the benefits terms of the pension plans named above. Investments are reported at fair value. Deferred Outflows / Inflows of Resources As defined in GASB statement 63, in addition to assets, the statement of financial position will sometimes report a separate section for deferred outflows of resources. This separate financial statement element, Deferred Outflows of Resources, represents a consumption of net position that applies to a future period and so will not be recognized as an expense or expenditure until then. As defined in GASB statement 63, in addition to liabilities, the statement of net position will sometimes report a separate section for deferred inflows of resources. This separate financial statement element, Deferred Inflows of Resources, represents an acquisition of net position that applies to a future period and so will not be recognized as revenue until then. Obligations In the government-wide financial statements, debt and other obligations are reported as liabilities in the applicable governmental activities and statement of net position. In the fund financial statements, any obligations secured by capital assets would not be reflected as a liability. Estimates and Uncertainties The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect certain reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates. Concentrations Approximately 86% of the Foundation’s funding during the year ended June 30, 2018, was from the Board of Education of Shelby County Schools for their per-pupil allocation. Events occurring after reporting date The Foundation has evaluated subsequent events for potential recognition and disclosure through November 16, 2018, the date that the combined financial statements were approved for issuance. Note 2 – Deposits with Financial Institutions At June 30, 2018, the Foundation’s carrying amount of deposits was $1,108,748 and the bank balances totaled $1,165,341. Accounts at the institution are insured by the Federal Deposit Insurance Company up to an aggregate of $250,000, therefore, the Foundation maintains its bank accounts at a banking institution that is included as a Collateral Pool Participant, which provides collateral coverage for public funds deposits in excess of $250,000 20 Page 150 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Note 3 – Capital Assets Capital asset activity for the year ended June 30, 2018, was as follows: Balance June 30, 2017 Non-depreciable capital assets: Land Construction in progress Total non-depreciable capital assets Depreciable capital assets: Leasehold improvements Building Furniture and equipment Total depreciable capital assets Less accumulated depreciation: Leasehold improvements Building Furniture and equipment Total accumulated depreciation Total depreciable capital assets, net Total capital assets, net $ 2,564,714 2,564,714 Additions $ 355,116 355,116 Transfers/ Disposals Balance June 30, 2018 $ 779,900 $ (2,919,830) (2,139,930) 779,900 779,900 2,567,332 335,278 169,215 2,139,930 - 2,567,332 2,139,930 504,493 2,902,610 169,215 2,139,930 5,211,755 (1,244,079) (239,636) (220,266) (50,297) (56,053) - (1,464,345) (50,297) (295,689) (1,483,715) (326,616) - (1,810,331) 1,418,895 (157,401) 2,139,930 3,401,424 - $ 4,181,324 $ 3,983,609 $ 197,715 $ Depreciation expense was $326,616 for the year ended June 30, 2018. The allocation of this expense is as follows: Governmental Activities: Instructional General and Administrative $ 313,551 13,065 Total depreciation expense - governmental activities $ 326,616 Note 4 – Operating Leases The Foundation leases office and instructional facilities under a lease agreement which will expire July 2020. Rent expenses under this lease totaled $537,592 for the year ended June 30, 2018. The Foundation also leases certain equipment which will expire between August 2019 and June 2021. Rent expense under these leases totaled $20,399 for the year ended June 30, 2018. Future minimum lease payments required under these leases for the years ending June 30 are as follows: Year Ending June 30: 2019 2020 2021 $ 581,713 592,475 56,650 $ 1,230,838 21 Page 151 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Note 5 – Notes payable The Foundation has a $1,680,000 non-revolving line of credit with a financial institution for construction. The line has been fully drawn, bears interest at 4.66%, is secured by real estate, and matures on June 21, 2020. At June 30, 2018, the amount outstanding under this non-revolving line of credit was $1,641,515. The line of credit is payable in monthly principal and interest installments of $10,774. The Foundation also has a $61,567 note payable to a financial institution. The note bears interest at 4.55%, is secured by certain equipment, is payable in monthly principal and interest installments of $1,493, and matures on March 8, 2022. The Foundation also has an $83,887 promissory note with a financial institution for construction. The note bears interest at 5.10%, is secured by certain equipment, is payable in monthly principal and interest installments of $1,804, and matures on October 1, 2022. Beginning Balance Additions Notes payable transactions for the year $ 1,491,808 $ Reductions 513,419 $ Ending Balance (218,258) $ 1,786,969 Due Within One Year $ 89,754 Principal and interest payments required to maturity for the long-term debt agreements mentioned above for the years ending June 30 are as follows: Principal 2019 2020 2021 2022 2023 $ Interest 89,754 1,620,407 36,618 33,638 6,552 $ 79,101 77,362 2,947 1,153 66 $ 1,786,969 $ 160,629 Total $ 168,855 1,697,769 39,565 34,791 6,618 $ 1,947,598 Note 6 – Commitments On July 1, 2013, the Foundation entered into an educational professional services agreement with Harmony Public School, a Texas-based non-profit organization, to provide management and consulting services, training and providing ongoing professional development to the schools in all areas within the charter school system. The contract is a three year agreement which expired June 30, 2016. The Foundation agreed to pay Harmony Public School an annual fee of $15,000 per year. As of June 30, 2016, the contract has been extended an additional three years which will expire on June 30, 2019, with all of the above terms and annual fee remaining the same. On December 31, 2014, the Foundation entered into an educational professional services agreement with Teach for America, a Connecticut-based non-profit organization for recruiting, selecting, training and providing ongoing professional development to teachers within the charter school system. As of June 30, 2018, the contract has been extended an additional two years and will expire on May 31, 2020. The revised terms to the extended agreement are the Foundation agrees to hire a minimum of six (6) teachers from the Teach for America program for the academic years ending 2018, 2019, and 2020 and pay Teach for America an annual fee of $5,000 per teacher for each year the teachers are employed. The Foundation paid $65,000 under this agreement for the year ended June 30, 2018. Note 7 - Teacher Legacy Pension Plan General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014 of the Foundation are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed 22 Page 152 READ FOUNDATION Notes to the Financial Statements June 30, 2018 to new membership on June 30, 2014, but will continue providing benefits to existing members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by the Foundation after June 30, 2014. The Teacher Retirement Plan is a separate cost-sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 3437. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Legacy Pension Plan are eligible to retire with an unreduced benefit at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 55 and vested. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Legacy Pension Plan, benefit terms and conditions, including COLAs, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Teachers contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. By law, employer contributions for the Teacher Legacy Pension Plan are required to be paid. TCRS may intercept the state shared taxes of the sponsoring governmental entity of the Foundation if the required employer contributions are not remitted. Employer contributions by the Foundation for the year ended June 30, 2018, to the Teacher Legacy Pension Plan were $91,330 which is 9.08 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2018, the Foundation reported a liability (asset) of ($7,511) for its proportionate share of net pension liability (asset). The net pension liability (asset) was measured as of June 30, 2017, and the total pension liability used to calculate the net pension liability (asset) was determined by an actuarial value as of that date. The Foundation’s proportion of the net pension liability was based on the Foundation’s share of contributions to the pension plan relative to the contributions of all participating LEAs. At the measurement date of June 30, 2017, the Foundation’s proportion was 0.022962 percent. The proportion measured as of June 30, 2016, was 0.021745 percent. Pension expense (negative pension expense). For the year ended June 30, 2018, the Foundation recognized pension expense (negative pension expense) of $52,169. 23 Page 153 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2018, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ 4,529 Changes in assumptions $ 155,105 63,629 - Net difference between projected and actual earnings on pension plan investments 1,140 - Changes in proportion of Net Pension Liability (Asset) 180,664 32,866 91,330 (not applicable) Read Foundation's contributions subsequent to the measurement date of June 30, 2017 Total $ 341,292 $ 187,971 The Foundation’s employer contributions of $91,330, reported as pension related deferred outflows of resources subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ended June 30, 2019. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2019 2020 2021 2022 2023 Thereafter $ (1,677) 75,181 32,720 (44,233) - In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. Actuarial assumptions. The total pension liability in the June 30, 2017, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 2.5 percent Graded salary ranges from 8.75 to 3.45 percent based on age, including inflation, averaging 4.00 percent 7.25 percent, net of pension plan investment expenses, including inflation 2.25 percent Mortality rates were based on actual experience including an adjustment for some anticipated improvement. 24 Page 154 READ FOUNDATION Notes to the Financial Statements June 30, 2018 The actuarial assumptions used in the June 30, 2017, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2012 through June 30, 2016. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. Changes of assumptions. In 2017, the following assumptions were changed: decreased inflation rate from 3.00 percent to 2.50 percent; decreased the investment rate of return from 7.50 percent to 7.25 percent; decreased the cost-of-living adjustment from 2.50 percent to 2.25 percent; decreased salary growth graded ranges from an average of 4.25 percent to an average of 4.00 percent; and modified mortality assumptions. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2016 actuarial experience study. A blend of future capital market projections and historical market returns was used in a building-block method in which a best-estimate of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) is developed for each major asset class. These best-estimates are combined to produce the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding expected inflation of 2.5 percent. The best-estimates of geometric real rates of return and the TCRS investment policy target asset allocation for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 5.69% 5.29% 6.36% 5.79% 2.01% 4.32% 0.00% Target Allocation 31% 14% 4% 20% 20% 10% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.25 percent based on a blending of the factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.25 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 25 Page 155 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents the Foundation’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.25 percent, as well as what the Foundation’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.25 percent) or 1percentage-point higher (8.25 percent) than the current rate: 1% Decrease (6.25%) Read Foundation's proportionate share of the net pension liability (asset) $ 674,115 Current Discount Rate (7.25%) $ (7,511) $ 1% Increase (8.25%) (570,923) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2018, the Foundation reported a payable of $41,850 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2018. Note 8 – Non-Teacher Retirement Plan General Information about the Pension Plan Plan description. Employees of the Foundation are provided a defined benefit pension plan through the Public Employee Retirement Plan, an agent multiple-employer pension plan administered by the TCRS. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. The chief legislative body may adopt the benefit terms permitted by statute. Members are eligible to retire with an unreduced benefit at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. Reduced benefits for early retirement are available at age 55 and vested. Members vest with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. 26 Page 156 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Employees covered by benefit terms. At the measurement date of June 30, 2017, the following employees were covered by benefit terms: Inactive employees or beneficiaries currently receiving benefits Inactive employees entitled to but not yet receiving benefits Active employees Total Employees 4,452 7,154 3,921 15,527 Contributions. Contributions for employees are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Employees contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. For the year ended June 30, 2018, the employer contributions for the Foundation were $16,182 based on a rate of 7.00 percent of covered payroll. By law, employer contributions are required to be paid. The TCRS may intercept the Foundation’s state shared taxes if required employer contributions are not remitted. The employer’s ADC and member contributions are expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. Net Pension Liability (Asset) The Foundation’s net pension liability (asset) was measured as of June 30, 2017, and the total pension liability used to calculate net pension liability (asset) was determined by an actuarial valuation as of that date. Actuarial assumptions. The total pension liability in the June 30, 2017, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 2.5 percent Graded salary ranges from 8.75 to 3.45 percent based on age, including inflation, averaging 4.00 percent 7.25 percent, net of pension plan investment expenses, including inflation 2.25 percent Mortality rates were based on actual experience including an adjustment for some anticipated improvements. The actuarial assumptions used in the June 30, 2017, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2012 through June 30, 2016. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. Changes in assumptions. In 2017, the following assumptions were changed: decreased inflation rate from 3.00 percent to 2.50 percent; decreased the investment rate of return from 7.50 percent to 7.25 percent; decreased the cost-of-living adjustment from 2.50 percent to 2.25 percent; decreased salary growth graded ranges from an average of 4.25 percent to an average of 4.00 percent; and modified mortality assumptions. 27 Page 157 READ FOUNDATION Notes to the Financial Statements June 30, 2018 The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2016 actuarial experience study. A blend of future capital market projections and historical market returns was used in a building-block method in which a best-estimate of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) is developed for each major asset class. These best-estimates are combined to produce the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding expected inflation of 2.5 percent. The best-estimates of geometric real rates of return and the TCRS investment policy target asset allocation for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return Target Allocation 5.69% 5.29% 6.36% 5.79% 2.01% 4.32% 0.00% 31% 14% 4% 20% 20% 10% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.25 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.25 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the longterm expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 28 Page 158 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Changes in the Net Pension Liability (Asset) Increase (Decrease) Total Pension Plan Fiduciary Net Pension Liability Net Position Liability (Asset) (a) (b) (a) - (b) Balance at 6/30/16 $ 406,732 Changes for the year: Service cost Interest Differences between expected and actual experience Changes in assumptions Contributions - employer Contributions - employees Net investment income Benefit payments, including refunds of employee contributions Administrative expense Other changes Net changes Balance at 6/30/17 $ $ 426,624 $ (19,892) 8,265 30,174 - 8,265 30,174 2,182 9,001 - 8,583 4,635 47,649 2,182 9,001 (8,583) (4,635) (47,649) (25,347) 24,275 (25,347) (197) 62 35,385 197 (62) (11,110) 431,007 $ 462,009 $ (31,002) Sensitivity of the net pension liability (asset) to changes in the discount rate. The following presents the net pension liability (asset) of the Foundation calculated using the discount rate of 7.25 percent, as well as what the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.25 percent) or 1-percentage-point higher (8.25 percent) than the current rate: 1% Decrease (6.25%) Read Foundation's proportionate share of the net pension liability (asset) $ 20,379 Current Discount Rate (7.25%) $ (31,002) $ 1% Increase (8.25%) (73,914) Pension Expense (Negative Pension Expense) and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension expense (negative pension expense). For the year ended June 30, 2018, the Foundation recognized pension expense (negative pension expense) of ($3,867). 29 Page 159 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2018, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ Net difference between projected and actual earnings on pension plan investments Changes in assumptions Contributions subsequent to the measurement date of June 30, 2017 Total $ 1,746 $ 14,783 18 - 7,201 - 16,182 (not applicable) 25,147 $ 14,783 The amount shown above for "Contributions subsequent to the measurement date of June 30, 2017," will be recognized as a reduction (increase) to net pension liability (asset) in the following measurement period. Amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2019 2020 2021 2022 2023 Thereafter $ (6,270) 505 932 (986) - In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. Payable to the Pension Plan At June 30, 2018, the Foundation reported a payable of $3,053 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2018. 30 Page 160 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Note 9 – Teacher Retirement Plan (After June 30, 2014) General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of the Foundation are provided with pensions through the Teacher Retirement Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by the Foundation after June 30, 2014. T he Teacher Retirement Plan is a separate cost sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Retirement Plan are eligible to retire with an unreduced benefit at age 65 with 5 years of service credit or pursuant to the rule of 90 in which the member’s age and service credit total 90. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 60 and vested or pursuant to the rule of 80. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Retirement Plan, benefit terms and conditions, including COLAs, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly or by automatic cost controls set out in law. Teachers contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. Per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except for in years when the maximum funded level, approved by the TCRS Board of Trustees, is reached. By law, employer contributions for the Teacher Retirement Plan are required to be paid. The TCRS may intercept the state shared taxes of the sponsoring governmental entity of the Foundation if the required employer contributions are not remitted. Employer contributions by the Foundation for the year ended June 30, 2018, to the Teacher Retirement Plan were $58,120 which is 4.00 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2018, the Foundation reported a liability (asset) of ($39,093) for its proportionate share of net pension liability (asset). The net pension liability (asset) was measured as of June 30, 2017, and the total pension asset used to calculate the net pension liability (asset) was determined by an actuarial value as of that date. The Foundation’s proportion of the net pension liability (asset) was based on The 31 Page 161 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Foundation’s share of contributions to the pension plan relative to the contributions of all participating LEAs. At the measurement date of June 30, 2017, the Foundation’s proportion was 0.148179 percent. The proportion measured as of June 30, 2016, was 0.189570 percent. Pension expense (negative pension expense). For the year ended June 30, 2018, the Foundation recognized pension expense (negative pension expense) of $17,940. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2018, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ 1,370 Net difference between projected and actual earnings on pension plan investments $ 2,940 - 2,104 Changes in assumptions 3,435 - Changes in proportion of Net Pension Liability (Asset) 4,583 1,394 Read Foundation's contributions subsequent to the measurement date of June 30, 2017 58,120 (not applicable) Total $ 67,508 $ 6,438 The Foundation’s employer contributions of $58,120, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase of net pension liability (assets) in the year ended June 30, 2019. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2019 2020 2021 2022 2023 Thereafter $ 21 21 (100) (641) 351 3,298 In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. 32 Page 162 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Actuarial assumptions. The total pension liability in the June 30, 2017, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 2.5 percent Graded salary ranges from 8.75 to 3.45 percent based on age, including inflation, averaging 4.00 percent 7.25 percent, net of pension plan investment expenses, including inflation 2.25 percent Mortality rates are customized based on actual experience including an adjustment for some anticipated improvement. The actuarial assumptions used in the June 30, 2016, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2012 through June 30, 2016. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. Changes of assumptions. In 2017, the following assumptions were changed: decreased inflation rate from 3.00 percent to 2.50 percent; decreased the investment rate of return from 7.50 percent to 7.25 percent; decreased the cost-of-living adjustment from 2.50 percent to 2.25 percent; and decreased salary growth graded ranges from an average 4.25 percent to an average of 4.00 percent. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2016 actuarial experience study. A blend of future capital market projections and historical market returns was used in a building-block method in which a best-estimate of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) is developed for each major asset class. These best-estimates are combined to produce the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding expected inflation of 2.5 percent. The best-estimates of geometric real rates of return and the TCRS investment policy target asset allocation for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 5.69% 5.29% 6.36% 5.79% 2.01% 4.32% 0.00% Target Allocation 31% 14% 4% 20% 20% 10% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.25 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.25 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 33 Page 163 READ FOUNDATION Notes to the Financial Statements June 30, 2018 Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents the Foundation’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.25 percent, as well as what the Foundation’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.25 percent) or 1percentage-point higher (8.25 percent) than the current rate: 1% Decrease (6.25%) Read Foundation's proportionate share of the net pension liability (asset) $ 7,800 Current Discount Rate (7.25%) $ 1% Increase (8.25%) (39,093) $ (73,493) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2018, the Foundation reported a payable of $6,691 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2018. 401(k) Plan The Teacher Retirement Plan provides a combination of a defined benefit plan and a defined contribution plan. The defined benefit portion of the Teacher Retirement Plan is managed by TCRS. The defined contribution assets are deposited into the State’s 401(k) plan where the employees manage the investments within the 401(k) plan. Contributions are made on a tax-deferred basis. Employer contributions by the Foundation for the year ended June 30, 2018, to the 401(k) plan were $72,650 which is 5 percent of covered payroll. Note 10 – Reconciliation of Net Pension Assets and Liabilities at June 30, 2018 Net Pension Asset Teacher Legacy Pension Plan 7,511 $ 341,292 Non-Teacher Retirement Plan 31,002 Teacher Retirement Plan (After June 30, 2014) Total assets and liabilities $ Deferred Outflows of Resources $ Net Pension Liability $ Deferred Inflows of Resources - $ 187,971 25,147 - 14,783 39,093 67,508 - 6,438 77,606 $ 433,947 - $ 209,192 $ Note 11 – Risk Management The Foundation is exposed to the normal risks of loss related to torts; theft or damage to, and destruction of assets; errors and omissions; injuries to employees; and natural disasters. The Foundation’s policy is to minimize these risks through the purchase of commercial insurance. Settled claims have not exceeded the commercial insurance coverage in the past three years. 34 Page 164 Required Supplementary Information Page 165 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Proportionate Share of the Net Pension Liability (Asset)* Teacher Legacy Pension Plan of the TCRS Last Fiscal Year Ended June 30 2017 Memphis School of Excellence's proportion of the net pension liability (asset) $ Memphis School of Excellence's proportionate share of the net pension liability (asset) Memphis School of Excellence's covered payroll 2016 (7,511) $ 135,893 2015 $ 2014 - 0.022962% 0.021745% 0.000000% $ 811,701 $ 784,941 $ - $ 5,648 0.034755% $ 1,364,143 Memphis School of Excellence's proportionate share of the net pension liability (asset) as a percentage of its covered payroll -0.93% 17.31% 0.00% 0.41% Plan fiduciary net position as a percentage of the total pension liability 100.14% 97.14% 0.00% 100.08% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 36 Page 166 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Contributions Teacher Legacy Pension Plan of the TCRS Last Fiscal Year Ended June 30 2018 Contractually required $ Contribution in relation to the contractually required contribution 2017 91,330 $ 91,330 2016 73,378 73,378 Contribution deficiency (excess) $ - $ - Memphis School of Excellence's covered payroll $ 1,005,837 $ 811,704 Contributions as a percentage of Memphis School of Excellence's covered payroll 9.08% $ 9.04% 2015 70,959 $ 70,959 $ - $ 784,941 9.04% $ 2014 91,917 $ 121,136 91,917 121,136 - $ 1,016,779 9.04% $ - $ 1,364,144 8.88% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 37 Page 167 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios* Based on Participation in the Public Employee Pension Plan of the TCRS – Non Teacher Last Fiscal Year Ending June 30 2017 Total pension liability Service cost Interest Changes in benefit terms Differences between actual & expected experience Change of assumptions Benefit payments, including refunds of employee contributions Net change in total pension liability Total pension liability - beginning Total pension liability - ending (a) $ $ 2016 2015 2014 8,265 $ 30,174 2,182 9,001 (25,347) 24,275 406,732 431,007 $ 5,620 $ 19,995 (7,217) (16,445) 1,953 269,202 271,155 $ 5,728 $ 19,398 (412) (16,860) 7,854 261,347 269,201 $ 8,757 24,997 (20,101) (22,997) (9,344) 336,028 326,684 5,405 $ 2,917 7,455 (16,445) (115) 386 (397) 284,814 284,417 $ 5,289 $ 2,853 8,653 (16,860) (77) (142) 284,956 284,814 $ 7,579 4,241 51,507 (22,997) (106) 40,224 315,972 356,196 Plan fiduciary net position Contributions - employer Contributions - employee Net investment income Benefit payments, including refunds of employee contributions Administrative expense Other Net change in plan fiduciary net position Plan fiduciary net position - beginning Plan fiduciary net position - ending (b) $ 8,583 $ 4,635 47,649 (25,347) (197) 61 35,384 426,624 462,008 $ Net Pension Liability (Asset) - ending (a) - (b) $ (31,001) $ (13,262) $ (15,613) $ (29,512) 107.19% 104.89% 105.80% 109.03% $ Plan fiduciary net position as a percentage of total pension liability Covered payroll Net pension liability (asset) as a percentage of covered payroll $ 92,489 -33.52% $ 58,527 -22.66% $ 53,898 28.97% $ 84,344 34.99% See independent auditor’s report 38 Page 168 READ FOUNDATION Required Supplementary Information June 30, 2018 Notes to Schedule: Changes of assumptions . In 2017, amounts reported as changes of assumptions resulted from changes to the inflation rate, investment rate of return, cost-of-living adjustment, salary growth and mortality improvements. ** GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68 . The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from TCRS GASB website for prior years' data, if needed. See independent auditor’s report 39 Page 169 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Contributions* Based Upon Participation in the Public Employee Pension Plan of the TCRS – Non Teacher Last Fiscal Year Ending June 30 2018 Actuarially determined contribution $ Contributions in relation to the actuarially determined contribution 2017 16,182 $ 16,182 2016 8,583 $ 8,583 2015 5,405 $ 5,405 2014 4,038 $ 4,038 7,579 7,579 Contribution deficiency (excess) $ - $ - $ - $ - $ - Covered payroll $ 231,171 $ 92,489 $ 58,527 $ 43,560 $ 84,344 Contributions as a percentage of covered payroll 7.00% 9.28% 9.24% 9.27% 8.99% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. Notes to Schedule Valuation date: Actuarially determined contribution rates for fiscal year 2018 were calculated based on June 30, 2017, actuarial valuation. Methods and assumptions used to determine contribution rates: Actuarial cost method Amortization method Remaining amortization period Asset valuation Inflation Salary increases Investment Rate of Return Retirement age Mortality Cost of Living Adjustments Entry age normal Level dollar, closed (not to exceed 20 years) Varies by Year 10-year smoothed within a 20 percent corridor to market value 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation 7.50 percent, net of investment expense, including inflation Pattern of retirement determined by experience study Customized table based on actual experience including an adjustment for some anticipated improvement 2.50 percent See independent auditor’s report 40 Page 170 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Proportionate Share of the Net Pension Liability (Asset)* Teacher Retirement Plan of the TCRS Last Fiscal Year Ended June 30 2017 Memphis School of Excellence's proportion of the net pension liability (asset) 0.148179% Memphis School of Excellence's proportionate share of the net pension liability (asset) $ Memphis School of Excellence's covered payroll $ 1,001,284 Memphis School of Excellence's proportionate share of the net pension liability (asset) as a percentage of its covered payroll Plan fiduciary net position as a percentage of the total pension liability 2016 2015 2014 0.189570% 0.000000% 0.000000% (39,093) $ (19,735) $ $ 834,118 $ - $ - - $ - -3.90% -2.37% 0.00% 0.00% 126.81% 121.88% 0.00% 0.00% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 41 Page 171 READ FOUNDATION Required Supplementary Information June 30, 2018 Schedule of Contributions Teacher Retirement Plan of the TCRS Last Fiscal Year Ended June 30 2018 Contractually required contribution $ Contribution in relation to the contractually required contribution 2017 58,120 58,120 Contribution deficiency (excess) $ Memphis School of Excellence's covered payroll $ 1,453,000 Contributions as a percentage of Memphis School of Excellence's covered payroll $ - 4.00% 2016 38,902 38,902 $ - $ 1,001,284 3.89% $ 20,880 33,365 2015 $ 287 2014 $ 11,486 - - $ (12,485) $ (11,199) $ - $ 834,118 - 4.00% $ 287,166 4.00% $ 0.00% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 42 Page 172 Other Supplementary Information Page 173 READ FOUNDATION Combining Schedule of Assets, Liabilities, and Fund Balances – Governmental Funds June 30, 2018 Governmental Activities ASSETS Cash Grants receivable Prepaid expenses TOTAL ASSETS LIABILITIES Accounts payable Accrued liabilities TOTAL LIABILITIES Memphis School of Excellence Memphis School of Excellence Elementary School $ 837,865 34,113 105,785 $ 270,883 - $ - $ 1,108,748 34,113 105,785 $ 977,763 $ 270,883 $ - $ 1,248,646 $ $ $ - $ 17,929 73,344 - Elimination TOTAL 17,929 73,344 91,273 - - 91,273 105,785 780,705 270,883 - 105,785 1,051,588 TOTAL FUND BALANCE 886,490 270,883 - 1,157,373 TOTAL LIABILITIES AND FUND BALANCE $ 977,763 $ 270,883 - $ 1,248,646 FUND BALANCE Non-spendable Unassigned $ See independent auditor’s report 44 Page 174 READ FOUNDATION Combining Schedule of Revenues, Expenditures, and Changes in Fund Balances – Governmental Funds For the Year Ended June 30, 2018 General Funds Memphis School of Excellence Memphis Elementary School of School Excellence Revenues: Shelby County Schools Operating grants and contributions Capital grants and contributions Charges for services Elimination $ 4,647,771 365,887 424,000 76,059 574,637 24,000 6,121 5,513,717 604,758 (13,250) 6,105,225 2,208,904 740,501 1,317,173 269,198 341,124 39,428 86,670 77,145 (13,250) 2,550,028 779,929 1,403,843 333,093 524,331 - - 524,331 218,258 82,350 - - 218,258 82,350 5,360,715 544,367 153,002 60,391 - 213,393 Other financial sources Issuance of notes payable Transfers 513,419 (70,336) 70,336 - 513,419 - Change in fund balance 596,085 130,727 - 726,812 Fund balance - beginning of year 290,405 140,156 - 430,561 886,490 $ 270,883 - $ 1,157,373 TOTAL REVENUES Expenditures: Current: Salaries, wages, and benefits: Instructional General and administrative Instructional General and administrative Capital Outlay: Current expenditures Debt Service: Principal payments on long-term debt Interest Total expenditures Revenue over (under) expenditures Fund balance - end of year $ $ TOTAL - $ 5,222,408 365,887 448,000 (13,250) 68,930 (13,250) $ 5,891,832 See independent auditor’s report 45 Page 175 READ FOUNDATION Schedule of Combined Expenditures of Federal Awards and State Financial Assistance Federal Grantor / Pass-through Grantor / Program Title For the Year Ended June 30, 2018 CFDA Contract Number Number Expenditures Federal Awards U.S. Department of Education / Board of Education of Shelby County Schools / Title I Grants to Local Educational Agencies 84.010 N/A U.S. Department of Education / Office of Innovation and Improvement / Charter Schools Program 84.282 N/A $ 222,251 143,636 Total Federal Awards 365,887 State Financial Assistance Tennessee Department of Education / Board of Education of Shelby County Schools / ADA Per-Pupil Funding Allocation N/A N/A 5,222,408 Tennessee Department of Education / Board of Education of Shelby County Schools / Capital Outlay Funding N/A N/A 263,000 Tennessee Department of Education / Board of Education of Shelby County Schools / High-Quality Charter School Facilities Program N/A N/A 185,000 Total State Financial Assistance Total Federal Awards and State Financial Assistance 5,670,408 $ 6,036,295 Note 1 - Basis of Presentation The Schedule of Combined Expenditures of Federal Awards and State Financial Assistance includes the federal and state grant activity of the Read Foundation for the year then ended June 30, 2018, and is presented on the accrual basis of accounting. The information in this schedule is presented in accordance with the requirements of the State of Tennessee Department of Audit, Audit Manual. Therefore, some amounts presented in the schedule may differ from amounts presented in, or used in the preparation of, the basic combined financial statements. See independent auditor’s report 46 Page 176 Non-Financial Information Page 177 INDEPENDENT AUDITOR’S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS To the Board of Directors Read Foundation Memphis, Tennessee We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the combined financial statements of the governmental activities and the major fund of the Read Foundation as of and for the year ended June 30, 2018, and the related notes to the combined financial statements, which collectively comprise the Read Foundation’s basic combined financial statements, and have issued our report thereon dated November 16, 2018. Internal Control over Financial Reporting In planning and performing our audit of the combined financial statements, we considered the Read Foundation’s internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the combined financial statements, but not for the purpose of expressing an opinion on the effectiveness of the Read Foundation’s internal control. Accordingly, we do not express an opinion on the effectiveness of the Read Foundation’s internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity’s combined financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or, significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified. Compliance and Other Matters As part of obtaining reasonable assurance about whether the Read Foundation’s combined financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of combined financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 178 Purpose of this Report The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity’s internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity’s internal control and compliance. Accordingly, this communication is not suitable for any other purpose. Memphis, Tennessee November 16, 2018 49 Page 179 READ FOUNDATION Schedule of Findings and Responses For the Year Ended June 30, 2018 There were no findings and/or responses for the fiscal year ended June 30, 2018. 50 Page 180 READ FOUNDATION Schedule of Prior Year Findings and Responses June 30, 2018 There were no findings and/or responses for the fiscal year ended June 30, 2017. 51 Page 181 Read Foundation Financial Statements June 30, 2017 Page 182 READ FOUNDATION Title Page June 30, 2017 ANNUAL FINANCIAL REPORT TENNESSEE PUBLIC CHARTER SCHOOLS OPERATED BY the READ FOUNDATION MEMPHIS SCHOOL OF EXCELLENCE MEMPHIS SCHOOL OF EXCELLENCE ELEMENTARY SCHOOL Page 183 READ FOUNDATION Table of Contents June 30, 2017 Page Governance Officials ............................................................................................................................................... 4 Independent Auditor’s Report ................................................................................................................................ 5 Management’s Discussion and Analysis ............................................................................................................... 8 Basic Combined Financial Statements Government-Wide Financial Statements: Combined Statement of Net Position ........................................................................................................... 12 Combined Statement of Activities ................................................................................................................. 13 Combined Fund-Financial Statements: Combined Balance Sheet - Governmental Funds ........................................................................................ 14 Reconciliation of the Combined Balance Sheet to the Combined Statement of Net Position – Governmental Activities .............................................................................. 15 Combined Statement of Revenues, Expenditures, and Changes in Fund Balances Governmental Funds ............................................................................................................................... 16 Reconciliation of the Combined Statement of Revenues, Expenditures, and Changes in Fund Balance of Governmental Funds to the Combined Statement of Activities .................................... 17 Notes to the Combined Financial Statements ................................................................................................... 18 Required Supplementary Information Schedule of Proportionate Share of the Net Pension Liability (Asset) – Teacher Legacy Pension Plan of TCRS ....................................................................................................... 37 Schedule of Contributions – Teacher Legacy Pension Plan of TCRS ............................................................... 38 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS – Non Teacher............................................... 39 Schedule of Contributions Based Upon Participation in the Public Employee Pension Plan of TCRS – Non Teacher ......................................................................................................... 40 Schedule of Proportionate Share of the Net Pension Liability (Asset) Teacher Retirement Plan of TCRS ............................................................................................................... 41 Schedule of Contributions – Teacher Retirement Plan of TCRS ....................................................................... 42 Other Supplementary Information Combining Schedule of Assets, Liabilities, and Fund Balances – Governmental Funds .................................. 44 2 Page 184 READ FOUNDATION Table of Contents June 30, 2017 Page Combining Schedule of Revenues, Expenditures, and Changes in Fund Balances – Governmental Funds .................................................................................................................................... 45 Schedule of Combined Expenditures of Federal Awards and State Financial Assistance................................ 46 Non-Financial Information Independent Auditor’s Report on Internal Control over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards ................................................................................... 48 Schedule of Findings and Responses ............................................................................................................... 50 Schedule of Prior Year Findings and Responses .............................................................................................. 51 3 Page 185 READ FOUNDATION Governance Officials June 30, 2017 BOARD OF DIRECTORS Dr. Cem Akkus, President Patty Farmer, Treasurer Dr. Fatih Sen, Secretary Dr. Richard Potts Bayram Demirbuga ADMINISTRATIVE OFFICIALS Muhammet Turkay, Executive Director 4 Page 186 INDEPENDENT AUDITOR’S REPORT To the Board of Directors Read Foundation Memphis, Tennessee Report on the Combined Financial Statements We have audited the accompanying combined financial statements of the governmental activities and the major fund of the Read Foundation as of and for the year ended June 30, 2017, and the related notes to the combined financial statements, which collectively comprise the Read Foundation’s basic combined financial statements as listed in the table of contents. Management’s Responsibility for the Combined Financial Statements Management is responsible for the preparation and fair presentation of these combined financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of combined financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express opinions on these combined financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the combined financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the combined financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the combined financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the combined financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the combined financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions. Opinions In our opinion, the combined financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and the major fund of the Read Foundation as of June 30, 2017, and the respective changes in financial position for the year then ended in accordance with accounting principles generally accepted in the United States of America. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 187 Emphasis of Matter As discussed in Note 1 of the combined financial statements, the Read Foundation follows GASB Statement No. 68, Accounting and Financial Reporting for Pensions. As a result of the continuing implementation, the Read Foundation increased their governmental activities net position by $299,534 as of June 30, 2016. This restatement was necessary to continue the transition of this accounting guidance. Our opinion is not modified with respect to this matter. Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis and the required supplementary information as listed in the table of contents be presented to supplement the basic combined financial statements. Such information, although not a part of the basic combined financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic combined financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the management’s discussion and analysis and the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic combined financial statements, and other knowledge we obtained during our audit of the basic combined financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Other Information Our audit was conducted for the purpose of forming opinions on the combined financial statements that collectively comprise the Read Foundation’s basic combined financial statements. The governance officials schedule, the combining financial statements of the governmental funds, and the schedule of combined expenditures of federal awards and state financial assistance are presented for purposes of additional analysis and are not a required part of the basic combined financial statements. The combining financial statements of the governmental funds and the schedule of combined expenditures of federal awards and state financial assistance are the responsibility of management and were derived from and relate directly to the underlying accounting and other records used to prepare the basic combined financial statements. Such information has been subjected to the auditing procedures applied in the audit of the basic combined financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic combined financial statements or to the basic combined financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the combining financial statements of the governmental funds and the schedule of combined expenditures of federal awards and state financial assistance are fairly stated, in all material respects, in relation to the basic combined financial statements as a whole. The governance officials schedule has not been subjected to the auditing procedures applied in the audit of the basic combined financial statements and, accordingly, we do not express an opinion or provide any assurance on it. 6 Page 188 Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report, dated November 13, 2017, on our consideration of the Read Foundation’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the Read Foundation’s internal control over financial reporting and compliance. Memphis, Tennessee November 13, 2017 7 Page 189 READ FOUNDATION Management’s Discussion and Analysis June 30, 2017 The following Management’s Discussion and Analysis (MD&A) of the Read Foundation’s (“the Foundation”) activities and financial performance provides the reader with an introduction and overview to the financial statements of the Foundation for the year ended June 30, 2017. This information should be considered within the context of the accompanying financial statements and note disclosures. OVERVIEW OF THE FINANCIAL STATEMENTS Financial Highlights  The assets of the Read Foundation exceeded its liabilities at the end of the fiscal year by $3,118,713 (net position).  The Read Foundation’s total net position increased by $692,724, due to an operating profit of $393,190 plus a pension related adjustment of $299,534 to beginning net position.  The Read Foundation’s total expenses increased by $741,930, primarily due to increase in salaries and for the addition of several new teachers and office expenses. This financial report consists of a series of financial statements, notes to those statements, and required supplementary information. The statements are organized so that the reader can understand the Read Foundation as a whole and then proceed to a detailed look at specific financial activities of the Read Foundation. Reporting the Read Foundation as a Whole The Statement of Net Position and Statement of Activities: In general, users of these financial statements want to know if the Foundation is better off or worse off as a result of the year’s activities. The Statement of Net Position and Statement of Activities report information about the Foundation as a whole and about the Foundation’s activities in a manner that helps to answer that question. These statements include all assets and liabilities using the accrual basis of accounting. Under the accrual basis, all of the current year’s revenue and expenses are taken into consideration regardless of when cash is received or paid. The Statement of Net Position reports the Foundation’s net position (total assets less total liabilities). Private sector entities would report retained earnings. The Foundation’s net position balance at year-end represents available resources for future growth. The Statement of Activities reports the change in net position as a result of activity during the year. Private sector entities have a similar report titled the statement of operations, which reports net income. It provides the user a tool to assist in determining the direction of the Foundation’s financial health during the year. Users will want to consider non-financial factors as well as the financial data in arriving at a conclusion regarding the overall health of the Foundation. Reporting the Read Foundation’s Funds Fund Financial Statements: The Read Foundation’s governmental fund financial statements, the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances, provide detailed information about the Foundation’s most significant funds, not the Foundation as a whole. Funds are established by the Foundation to help manage money for particular purposes and compliance with various grant provisions. The Read Foundation funds are categorized as “governmental funds.” Governmental funds focus on how money flows into and out of the funds and the balances left at year-end that are available for spending in future periods. Fund financial statements are reported using an accounting method called “modified accrual” accounting, which measures cash and other financial assets that can readily be converted to cash. This basis of accounting is different from the accrual basis used in the government – wide financial statements to report on the Foundation as a whole. The modified accrual basis of accounting treats capital assets purchased and debt payments as expenses and new debt as income. There is no depreciation expense since the capital assets are expensed when acquired. Capital assets acquired during the current year were $1,734,885. The relationship between governmental activities, as reported in the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances is reconciled following the basic financial statements. 8 Page 190 READ FOUNDATION Management’s Discussion and Analysis June 30, 2017 FINANCIAL ANALYSIS A summary of the Read Foundation’s financial position for its governmental activities is as follows: 2017 Assets $ 5,334,692 Increase (Decrease) 2016 $ 4,477,959 $ 856,733 Liabilities 2,215,979 2,051,970 164,009 Net position Invested in capital assets Unrestricted 2,491,801 626,912 1,484,255 941,734 1,007,546 (314,822) Total net position $ 3,118,713 $ 2,425,989 $ 692,724 A summary of the Read Foundation’s operations from governmental activities is as follows: 2017 Revenues $ Expenses Change in net position 4,642,451 $ 4,249,261 $ 393,190 Increase (Decrease) 2016 4,159,192 $ 3,507,331 $ 651,861 483,259 741,930 $ (258,671) Revenues Funding for the Read Foundation comes primarily through the per-pupil allocation from the Shelby County Schools’ Board of Education. An analysis of the changes between the current year and prior year governmental activity revenues are as follows: 2017 Shelby County Schools Federal and state awards and contributions Other charges for services Total $ 4,076,530 2016 $ 462,780 103,141 $ 4,642,451 Increase (Decrease) 3,480,342 $ 377,428 301,422 $ 4,159,192 596,188 85,352 (198,281) $ 483,259 9 Page 191 READ FOUNDATION Management’s Discussion and Analysis June 30, 2017 The variance for the Foundation’s per-pupil allocation is due to the increase in the Foundation’s enrollment, from an average of 446 students in the prior year to an average of 475 students in the current year plus an increase in the per-pupil allocation from $7,735 to $8,506 per-pupil. The Capital Outlay funds are based on student enrollment. Because of the increase in student enrollment in the current year, the Foundation received more capital outlay funding than in the previous year. The above revenue increases were offset by a drop in contributions due to a $250,000 contribution that was received in the prior year. Expenses An analysis of the changes between the current year and prior year governmental activities funds expenses are as follows: Salaries, wages, and benefits Instructional General and administrative Other instructional Food services General and administrative Debt service Total Increase (Decrease) 2017 2016 $ 2,141,182 301,136 221,323 939 1,541,166 43,515 1,855,937 199,258 91,121 1,345 1,340,005 19,665 $ 285,245 101,878 130,202 (406) 201,161 23,850 $ 4,249,261 3,507,331 $ 741,930 $ The increase in salaries, wages, and benefits and instructional expenses is due to more teachers and other instructional staff employed during the current year because of the increase in enrollment. The current year increase in general and administration expense is due primarily to the increase in occupancy, office expenses, and travel expenses. ECONOMIC FACTORS Significant economic factors affecting the Read Foundation are as follows:  The amount of State funding received per student for the year. This amount per student can fluctuate from year to year based on total funds available to the State and the number of students enrolled during the school year.  The continued funding of other programs and grants.  Inflationary pressure on utility rates, supplies, insurance, and other costs.  Local labor supply and demand, which can affect salary and wage rates. REQUEST FOR INFORMATION This financial report is designed to provide a general overview of the Foundation’s finances for all those with an interest in the Foundation. Questions concerning any of the information provided in this report may be addressed to the office of: Read Foundation 4450 South Mendenhall Road, Suite 1 Memphis, Tennessee 38141 Telephone (901) 367-7814 10 Page 192 Basic Combined Financial Statements Page 193 READ FOUNDATION Combined Statement of Net Position June 30, 2017 Governmental Activities Assets Cash Grants receivable Prepaid expenses Net pension asset Non-depreciable capital assets Depreciable capital assets, net of accumulated depreciation $ Total assets 4,811,985 Deferred outflows of resources 522,707 Liabilities Accounts payable Accrued liabilities Net pension liability Notes payable - due in one year Notes payable - due in more than one year 334,588 30,230 135,893 241,854 1,249,954 Total liabilities 1,992,519 Deferred inflows of resources 223,460 Net position Net investment in capital assets Unrestricted Total net position 722,238 14,504 58,637 32,997 2,564,714 1,418,895 2,491,801 626,912 $ 3,118,713 See independent auditor’s report and notes to the financial statement 12 Page 194 READ FOUNDATION Combined Statement of Activities For the Year Ended June 30, 2017 Total Instructional and Student Services $ 2,442,318 260,180 260,818 1,008,618 75,194 19,311 94,568 19,151 25,429 159 43,515 $ 2,141,182 250,385 968,273 67,013 2,896 94,568 23,619 159 - 4,249,261 3,548,095 657,651 43,515 Program revenues: Operating grants and contributions Capital grants and contributions Charges for services 257,780 205,000 103,141 257,780 205,000 103,141 - - Total program revenues 565,921 565,921 - - Governmental Activities Program expenses : Employee compensation Office Depreciation Occupancy Supplies Staff development Travel Advertising Other Student services Interest Total expenses Net program expenses General revenues: SCS per pupil allocations Change in net position $ (3,683,340) $ (2,982,174) $ 301,136 260,180 10,433 40,345 8,181 16,415 19,151 1,810 - $ (657,651) $ 43,515 (43,515) 4,076,530 393,190 Net position: Beginning of year GASB 68 adjustments 2,425,989 299,534 Beginning of year, as restated 2,725,523 Net position, end of year General and Administrative Debt Service $ 3,118,713 See independent auditor’s report and notes to the financial statement 13 Page 195 READ FOUNDATION Combined Balance Sheet – Governmental Funds June 30, 2017 General Fund ASSETS Cash Grants receivable Prepaid expenses Total assets $ 722,238 14,504 58,637 $ 795,379 $ 334,588 30,230 LIABILITIES AND FUND BALANCE Liabilities: Accounts payable Accrued liabilities Total liabilities 364,818 Fund balance: Non-spendable Unassigned 58,637 371,924 Total fund balance Total liabilities and fund balance 430,561 $ 795,379 See independent auditor’s report and notes to the financial statement 14 Page 196 READ FOUNDATION Reconciliation of the Combined Balance Sheet to the Combined Statement of Net Position – Governmental Activities June 30, 2017 General Fund Total governmental fund balance $ 430,561 Amounts reported for governmental activities in the Statement of Net Position are different because: Net pension asset/liability is not carried on the General Fund Balance Sheet Long-term debt is not due and payable in the current period and, therefore, is not reported in the general fund (102,896) (1,491,808) Capital assets used in governmental activities are not financial resources and, therefore, are not reported in the funds. 3,983,609 Deferred outflows/inflows related to pensions are not reported in the General Fund Balance Sheet 299,247 Net position of governmental activities $ 3,118,713 See independent auditor’s report and notes to the financial statement 15 Page 197 READ FOUNDATION Combined Statement of Revenues, Expenditures, and Changes in Fund Balance – Governmental Fund For the Year Ended June 30, 2017 General Fund Revenues: Shelby County Schools Federal awards and contributions Capital outlay Other charges for services $ Total revenues 4,642,451 Expenditures: Current: Salaries, wages and benefits: Instructional General and administration Instructional General and administration Capital outlay: Current expenditures Debt service: Principal payments on notes payable Interest 2,164,265 316,416 1,156,528 346,082 1,734,885 115,079 43,515 Total expenditures 5,876,770 Revenues over (under) expenditures (1,234,319) Other financial sources Issuance of note payable 581,600 Net change in fund balance (652,719) Fund Balance: Beginning of year Fund balance - end of year 4,076,530 257,780 205,000 103,141 1,083,280 $ 430,561 See independent auditor’s report and notes to the financial statement 16 Page 198 READ FOUNDATION Reconciliation of the Combined Statement of Revenues, Expenditures, and Changes in Fund Balance to the Combined Statement of Activities For the Year Ended June 30, 2017 General Fund Net change in fund balance - governmental funds $ (652,719) Amounts reported for governmental activities in the Statement of Activities are different because: GASB 68 negative pension expense is not reported in the Statement of Revenues, Expenditures and Changes in Fund Balance 38,363 Repayment of the principal of long-term debt consumes the current financial resources of governmental funds. These transactions do not have any effect on net assets 115,079 Issuance of long term debt provides the current financial resources to governmental funds. These transactions do not have an effect on net assets. (581,600) Capital outlays, reported as expenditures in governmental funds, are shown as capital assets on the Statement of Net Position 1,734,885 Depreciation expense on capital assets is included only in the governmental activities in the Statement of Activities Change in net position of governmental activities (260,818) $ 393,190 See independent auditor’s report and notes to the financial statement 17 Page 199 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Note 1 - Summary of Significant Accounting Policies Reporting Entity The Read Foundation was formed as a Tennessee non-profit corporation. The Read Foundation (the “Foundation”), is the sponsor of Memphis School of Excellence and Memphis School of Excellence Elementary School. Pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-12-101, et seq., Memphis School of Excellence has been approved as a public charter school. Pursuant to the Act, public charter schools are part of the state’s public education program offering an alternative means within the public school system for accomplishing necessary outcomes of education. Memphis School of Excellence, through the Read Foundation, as sponsor, entered into a Charter School Agreement with the Board of Education of the Shelby County Schools to operate a charter school in Memphis, Tennessee, for the purpose of operating an alternative school to improve the learning of students with special needs as specified in the Federal Individuals with Disabilities Education Act. The School began classes in September 2010, with grades sixth through ninth. The initial Charter School Agreement expires in October 1, 2020, and is subject to renewal at the discretion of the Board of Education for the Shelby County Schools. Memphis School of Excellence Elementary School was formed pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-12-101, et seq. Memphis School of Excellence Elementary School, through the Read Foundation, as sponsor, entered into a Charter School Agreement with the Board of Education of the Shelby County Schools to operate a charter school in Memphis, Tennessee. Memphis School of Excellence Elementary School began classes in August 2017, with kindergarten through second grade. The initial Charter School Agreement expires on June 30, 2026, and is subject to renewal at the discretion of the Board of Education for the Shelby County Schools. Measurement focus, basis of accounting and presentation The Foundation, in accordance with the applicable Governmental Accounting Standards Board (GASB) statement, are considered a special-purpose governmental entity and is not a component unit of another governmental entity. Therefore, the financial statements have been prepared in the same manner as generalpurpose governments. The Foundation’s basic financial statements include both government-wide and fund financial statements. The combined government-wide financial statements (i.e., the combined statements of net position and the combined statements of activities) report information on all the non-fiduciary activities of the primary government. Governmental activities normally are supported by taxes and inter-governmental revenues and are paid to the Foundation through the Board of Education of the Shelby County Schools. The combined government-wide financial statements of the Foundation have been prepared on the accrual basis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recognized when incurred. The combined governmental fund financial statements are presented on the modified accrual basis of accounting. Revenues under the modified accrual basis are recognized when measurable and available. Revenues are considered available when they are collectible within the current period or soon enough thereafter to pay liabilities of the current period. For this purpose, the Foundation considers revenues available if they are collected within 60 days of the end of the current fiscal period. Expenditures generally are recorded when the related liability is incurred, as under accrual accounting. Combined Government-wide Financial Statements In the combined government-wide statement of net position, activities are reported on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long-term debt and obligations. The combined statement of net position presents the financial condition of the Foundation at year-end. GASB regulations require the classification of net position into three components: invested in capital assets, net of related debt; restricted; and unrestricted. These classifications are defined as follows: Net investment in capital assets – This component of net position consists of capital assets, including restricted capital assets, net of accumulated depreciation and reduced by outstanding balances (if any) of bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction or improvement of those assets. 18 Page 200 READ FOUNDATION Notes to the Financial Statements June 30, 2017 If there are significant unspent related debt proceeds at year end, the portion of the debt attributable to the unspent proceeds is not included in the calculation of invested in capital assets, net of related debt. Rather, that portion of the debt is included in the same net position component as the unspent proceeds. Restricted – This component of net position consists of constraints placed on net position use through external constraints imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. Unrestricted – This component of net position consists of net position that do not meet the definition of restricted or invested in capital assets, net of related debt. When both restricted and unrestricted assets are available for use, it is the Foundation’s policy to utilize restricted assets first, then unrestricted assets as needed. The government-wide statement of activities demonstrates the degree to which the direct expenses of a given function or program is offset by program revenues. Direct expenses are those that are clearly identifiable with a specific function or segment. Program revenues include 1) charges to students for lunches, school supplies, after school care, athletic programs, and other services; 2) grants and contributions that are restricted to meeting the operational or capital requirements of a particular function or segment; and 3) contributions that are generally unrestricted. The primary sources of the Foundation’s revenue is from the following: Shelby County Schools – the Foundation receives funds from Shelby County Schools (SCS) based on a perpupil allocation. The Foundation received $8,506 per-pupil and had an average of 475 students for the year ended June 30, 2017. The per-pupil allocation received for the year ended June 30, 2017, totaled $4,076,530 and is included in the Shelby County Schools revenue. Federal Awards – the Foundation is a recipient of Title I federal grant monies. The Foundation recognizes grant income when it is earned. The Foundation recognized $257,780 in federal grant revenue for the year ended June 30, 2017. The Foundation also received $205,000 from the State of Tennessee Capital Outlay Grant, which was disbursed through the Board of Education of the Shelby County Schools. Contributions – Contributions are recognized as support when they are pledged or received. The Foundation report gifts of cash and other assets as unrestricted support unless they are received with donor stipulations that limit the use of the donated assets. Governmental Fund Financial Statements The financial transactions of the Foundation are reported in individual funds in the fund financial statements. Each fund is accounted for by providing a separate set of self-balancing accounts that comprise its assets, liabilities, reserves, fund equity, revenues and expenditures. The Foundation reports the following major governmental fund: The General Fund is the primary operating fund of the Foundation and accounts for all financial resources of the general government, except those required to be accounted for in another fund, if any. The governmental funds’ focus is upon the determination of financial resources, their balance, sources and use, rather than upon net income. In accordance with the applicable GASB statement, the Foundation classifies governmental fund balances as: non-spendable, restricted, committed, assigned and unassigned based on the level of constraints on the fund balances. When an expenditure is incurred in which both restricted and unrestricted funds are available for use, it is the Foundation’s policy to spend restricted funds first, then unrestricted funds. When an expenditure has been incurred for purposes in which multiple categories of unrestricted funds are available, it is the Foundation’s policy to spend funds in the following order, committed, then assigned, and lastly unassigned funds. The classifications of fund balances are defined as follows: Non-spendable – This classification consists of fund balances that cannot be spent because they are either not in spendable form, for example, noncash amounts that are not expected to be converted to cash, or the funds are legally or contractually required to be maintained intact. 19 Page 201 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Restricted – This classification consists of fund balances with external constraints on use imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. Committed – This classification consists of fund balances that can only be used for specific purposes established by formal action of the Foundation’s Board of Directors, its highest level of decision making authority. Such commitments should include contractual obligations of fund assets. Fund balance commitments can only be removed by the same process of the same body employed to previously commit those amounts. Assigned – This classification consists of all fund balances that are not in the general fund or classified as non-spendable, restricted, or committed. In addition, general fund balances that the Foundation intends to use for specific purposes are classified as assigned. The Foundation gives the authority to assign amounts for specific purposes to the Schools’ office manager and personnel under the supervision of the schools’ office manager tasked with financial recording responsibilities. Unassigned – This classification consists of all fund balances in the general fund that are not reported as non-spendable, restricted, committed or assigned. Other Accounting Policies Cash and Cash Equivalents The Foundation consider deposits that can be redeemed on demand and investments that have original maturities of less than three months, when purchased, to be cash equivalents. Grants Receivable Grants Receivable represents amounts due from the State of Tennessee for reimbursement of expenses allocated to the Title I grant. An allowance for doubtful accounts is maintained based upon collection experience and a review of the collectability of specific outstanding receivables. Receivables are charged against the allowance when they are determined to be uncollectible by management. There is no allowance for doubtful accounts as of June 30, 2017, as management believes all amounts are collectible. Capital Assets Capital assets acquired by the Foundation are considered to be owned by the Foundation. However, State funding sources may maintain equitable interest in the capital assets purchased with grant monies as well as the right to determine the use of any proceeds from the sale of these assets. The State’s equitable interest is in capital assets with an acquisition cost which equals or exceeds $5,000 and an estimated useful life of more than one year. The costs of normal maintenance and repairs that do not add to the value of the asset or materially extend assets’ lives are not capitalized. Capital assets purchased are stated at cost, if purchased, or the estimated value on the date received, if donated. Depreciation is computed using the straight-line method over the estimated useful lives of the assets and over the term of the lease for leasehold improvements, ranging from 3 to 20 years. The Foundation follows the practice of capitalizing all expenditures for property and equipment items over $1,500. Accrued Compensated Absences No accrual of compensated absences is necessary for the Foundation’s faculty/staff because the summer months, during which classes are not in session, are considered employees’ vacation. The administrative employees of the Foundation follow the same schedule as the instructors of the charter schools; therefore, no compensated absences accrual for any of the employees of the Foundation is appropriate. 20 Page 202 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Income Taxes The Foundation has been determined to be exempt from federal income taxes under Section 501(c)(3) of the Internal Revenue Code (IRC) as evidenced by a letter of determination dated September 17, 2009. As an exempt corporation, the Foundation must operate in conformity with the IRC in order to maintain its tax-exempt status. The Foundation is also exempt from state income tax. As of June 30, 2017, the following tax years remain open due to the applicable tax authority’s ability to review and assess previously issued returns: federal – June 30, 2014, 2015, and 2016. Pensions (Teacher Legacy Pension Plan; Teacher Retirement Plan; Public Employee Retirement Plan) For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the above named plans in the Tennessee Consolidated Retirement System (TCRS) and additions to/deductions from the plan’s fiduciary net position have been determined on the same basis as they are reported to the TCRS. For this purpose, benefits (including refunds of employee contributions) are recognized when due and payable in accordance with the benefits terms of the pension plans named above. Investments are reported at fair value. Deferred Outflows / Inflows of Resources As defined in GASB statement 63, in addition to assets, the statement of financial position will sometimes report a separate section for deferred outflows of resources. This separate financial statement element, Deferred Outflows of Resources, represents a consumption of net position that applies to a future period and so will not be recognized as an expense or expenditure until then. As defined in GASB statement 63, in addition to liabilities, the statement of net position will sometimes report a separate section for deferred inflows of resources. This separate financial statement element, Deferred Inflows of Resources, represents an acquisition of net position that applies to a future period and so will not be recognized as revenue until then. Obligations In the government-wide financial statements, debt and other obligations are reported as liabilities in the applicable governmental activities and statement of net position. In the fund financial statements, any obligations secured by capital assets would not be reflected as a liability. Estimates and Uncertainties The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect certain reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates. Concentrations Approximately 88% of the Foundation’s funding during the year ended June 30, 2017, was from the Board of Education of Shelby County Schools for their per-pupil allocation. Recent accounting pronouncements and restatement of net position The provisions of GASB Statement No. 68 were implemented during the year ended June 30, 2015. As a result of the continuation of implementing this new standard, the Foundation increased governmental activities net position by $299,534 as of June 30, 2016. Events occurring after reporting date The Foundation has evaluated subsequent events for potential recognition and disclosure through November 13, 2017, the date that the financial statements were approved for issuance. 21 Page 203 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Note 2 – Deposits with Financial Institutions At June 30, 2017, the Foundation’s carrying amount of deposits was $722,238 and the bank balances totaled $742,629. Accounts at the institution are insured by the Federal Deposit Insurance Company up to an aggregate of $250,000, therefore the Foundation maintains its bank accounts at a banking institution that is included as a Collateral Pool Participant, which provides collateral coverage for public funds deposits in excess of $250,000. Note 3 – Capital Assets Capital asset activity for the year ended June 30, 2017, was as follows: Non-depreciable capital assets: Construction in progress Balance June 30, 2016 Additions $ 1,012,063 $ 1,552,651 2,404,782 315,594 Depreciable capital assets: Leasehold improvements Furniture and equipment Total depreciable capital assets Less accumulated depreciation: Leasehold improvements Furniture and equipment Total accumulated depreciation Total depreciable capital assets, net Total capital assets, net Balance June 30, 2017 Disposals - $ 2,564,714 162,550 19,684 - 2,567,332 335,278 2,720,376 182,234 - 2,902,610 (1,027,426) (195,471) (216,653) (44,165) - (1,244,079) (239,636) (1,222,897) (260,818) - (1,483,715) 1,497,479 (78,584) - 1,418,895 - $ 3,983,609 $ 2,509,542 $ 1,474,067 $ $ Depreciation expense was $260,818 for the year ended June 30, 2017. The allocation of this expense is as follows: Governmental Activities: Instructional General and Administrative $ 250,385 10,433 Total depreciation expense - governmental activities $ 260,818 Note 4 – Operating Leases The Foundation leases office and instructional facilities under a lease agreement which will expire July 2020. Rent expenses under this lease totaled $521,337 for the year ended June 30, 2017. The Foundation also leases certain equipment which will expire between June 2018 and June 2020. Rent expense under these leases totaled $20,880 for the year ended June 30, 2017. 22 Page 204 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Future minimum lease payments required under these leases for the years ending June 30 are as follows: 2018 2019 2020 2021 $ 557,991 567,101 577,863 47,685 $ 1,750,640 Note 5 – Notes payable The Foundation has a $153,771 note payable to a construction company with $50,000 due July 3, 2017, and the remaining balance due on December 30, 2017. The note bears interest at 4% per annum, matures December 30, 2017, and is collateralized by certain equipment. The Foundation also has a $1,680,000 non-revolving line of credit with a financial institution for construction. The line bears interest at 4.66%, is secured by real estate, and matures on June 21, 2020. At June 30, 2017, the amount outstanding under this non-revolving line of credit was $1,261,768. The line of credit is payable in monthly principal and interest installments of $10,774. The Foundation also has a $76,269 note payable to a financial institution. The note bears interest at 4.55%, is secured by certain equipment, is payable in monthly principal and interest installments of $1,493, and matures on March 8, 2022. Beginning Balance Increases Notes payable transactions for the year $ 1,025,287 $ Decreases 581,600 $ Ending Balance (115,079) $ 1,491,808 Due Within One Year $ 241,854 Principal and interest payments required to maturity for the long-term debt agreements mentioned above for the years ending June 30 are as follows: Principal 2018 2019 2020 2021 2022 $ Interest 241,854 90,951 1,128,849 16,901 13,253 $ 61,017 56,251 51,938 1,012 245 $ 1,491,808 $ 170,463 Total $ 302,871 147,202 1,180,787 17,913 13,498 $ 1,662,271 Note 6 – Commitments On July 1, 2013, the Foundation entered into an educational professional services agreement with Harmony Public School, a Texas-based non-profit organization, to provide management and consulting services, training and providing ongoing professional development to the schools in all areas within the charter school system. The contract is a three year agreement which expired June 30, 2016. The Foundation agreed to pay Harmony Public School an annual fee of $15,000 per year. As of June 30, 2016, the contract has been extended an additional three years which will expire on June 30, 2019, with all of the above terms and annual fee remaining the same. On December 31, 2014, the Foundation entered into an educational professional services agreement with Teach for America, a Connecticut-based non-profit organization for recruiting, selecting, training and providing ongoing professional development to teachers within the charter school system. The Foundation agrees to hire a minimum of five (5) teachers from the Teach for America program for the academic years ending 2016, 2017, and 2018 and pay Teach for America an annual fee of $5,000 per teacher for each year the teachers are employed. The Foundation paid $50,000 under this agreement for the year ended June 30, 2017. 23 Page 205 READ FOUNDATION Notes to the Financial Statements June 30, 2017 On October 11, 2016, the Foundation signed a contract with Ybos & Sons Construction, Inc. for construction on the building purchased at 4921 Winchester Road. The total amount of the contract is $1,585,656. As of June 30, 2017, the total construction completed and stored to date was $1,433,347. Note 7 - Teacher Legacy Pension Plan General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of the Foundation are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to existing members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by the Foundation after June 30, 2014. The Teacher Retirement Plan is a separate cost-sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 3437. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Legacy Pension Plan are eligible to retire with an unreduced benefit at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 55 and vested. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Legacy Pension Plan, benefit terms and conditions, including COLAs, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Teachers contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. By law, employer contributions for the Teacher Legacy Pension Plan are required to be paid. TCRS may intercept the state shared taxes of the sponsoring governmental entity of the Foundation if the required employer contributions are not remitted. Employer contributions by the FoundationRead Foundation for the year ended June 30, 2017, to the Teacher Legacy Pension Plan were $69,878 which is 9.04 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. 24 Page 206 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2017, the Foundation reported a liability of $135,893 for its proportionate share of net pension liability. The net pension liability was measured as of June 30, 2016, and the total pension liability used to calculate the net pension liability was determined by an actuarial value as of that date. The Foundation’s proportion of the net pension liability was based on the Foudnation’s share of contributions to the pension plan relative to the contributions of all Local Education Agencies (LEAs). At the measurement date of June 30, 2016, the Foundation’s proportion was 0.021745 percent. The proportion measured as of June 30, 2015, was 0.027161 percent. Pension expense. For the year ended June 30, 2017, the Foundation recognized negative pension expense of $65,885. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2017, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ 5,719 $ 164,521 Net difference between projected and actual earnings on pension plan investments 151,726 - Changes in proportion of Net Pension Liability (Asset) 232,348 41,082 69,878 - Read Foundation's contributions subsequent to the measurement date of June 30, 2016 Total $ 459,671 $ 205,603 The Foundation’s employer contributions of $69,878, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ended June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2018 2019 2020 2021 2022 Thereafter $ 24,443 24,443 97,226 57,016 (18,937) - In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. 25 Page 207 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Actuarial assumptions. The total pension liability in the June 30, 2016, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2016, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% Target Allocation 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the actuarially determined contribution (ADC) rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 26 Page 208 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents the Foundation’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what the Foundation’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentagepoint higher (8.5 percent) than the current rate: 1% Decrease (6.5%) Read Foundation's proportionate share of the net pension liability (asset) $ 746,211 Current Discount Rate (7.5%) $ 135,893 1% Increase (8.5%) $ (369,667) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2017, the Foundation reported a payable of $20,204 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017. Note 8 – Non-Teacher Retirement Plan General Information about the Pension Plan Plan description. Employees of the Foundation are provided a defined benefit pension plan through the Public Employee Retirement Plan, an agent multiple-employer pension plan administered by the TCRS. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. The chief legislative body may adopt the benefit terms permitted by statute. Members are eligible to retire with an unreduced benefit at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. Reduced benefits for early retirement are available at age 55 and vested. Members vest with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. nd A COLA is granted each July for annuitants retired prior to the 2 of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. 27 Page 209 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Contributions. Contributions for employees are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Employees contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. For the year ended June 30, 2017, the employer contributions for the Foundation were $7,439 based on a rate of 9.27% percent of covered payroll. By law, employer contributions are required to be paid. The TCRS may intercept the Foundation’s state shared taxes if required employer contributions are not remitted. The employer’s ADC and member contributions are expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. Net Pension Liability (Asset) The Foundation’s net pension liability (asset) was measured as of June 30, 2016, and the total pension liability used to calculate net pension liability (asset) was determined by an actuarial valuation as of that date. Actuarial assumptions. The total pension liability in the June 30, 2016, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates were based on actual experience from the June 30, 2012, actuarial experience study adjusted for some of the expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2016, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. 28 Page 210 READ FOUNDATION Notes to the Financial Statements June 30, 2017 The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return Target Allocation 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the ADC rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 29 Page 211 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Changes in the Net Pension Liability (Asset) Increase (Decrease) Total Pension Plan Fiduciary Net Pension Liability Net Position Liability (Asset) (a) (b) (a) - (b) Balance at 6/30/15 $ 269,202 Changes for the year: Service cost Interest Differences between expected and actual experience Contributions - employer Contributions - employees Net investment income Benefit payments, including refunds of employee contributions Administrative expense Other changes Net changes Balance at 6/30/16 $ 284,814 5,620 19,995 $ $ - (15,612) 5,620 19,995 (7,217) - 5,405 2,917 7,455 (7,217) (5,405) (2,917) (7,455) (16,445) 1,953 (16,445) (115) 386 (397) 115 (386) 2,350 271,155 $ 284,417 $ (13,262) Sensitivity of the net pension liability (asset) to changes in the discount rate. The following presents the net pension liability (asset) of the Foundation calculated using the discount rate of 7.5 percent, as well as what the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate: 1% Decrease (6.5%) Read Foundation's proportionate share of the net pension liability (asset) $ 18,644 Current Discount Rate (7.5%) $ (13,262) $ 1% Increase (8.5%) (39,976) 30 Page 212 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Negative Pension Expense and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Negative pension expense. For the year ended June 30, 2017, the Foundation recognized negative pension expense of $2,161. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2017, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ - $ 14,061 Net difference between projected and actual earnings on pension plan investments 9,288 - Contributions subsequent to the measurement date of June 30, 2016 7,439 - Total $ 16,727 $ 14,061 The amount shown above for "Contributions subsequent to the measurement date of June 30, 2016," will be recognized as a reduction (increase) to net pension liability (asset) in the following measurement period. Amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2018 2019 2020 2021 2022 Thereafter $ (3,523) (3,523) 994 1,279 - In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. Payable to the Pension Plan At June 30, 2017, the Foundation reported a payable of $0 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017. 31 Page 213 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Note 9 – Teacher Retirement Plan (After June 30, 2014) General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of the Foundation are provided with pensions through the Teacher Retirement Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by the Foundation after June 30, 2014. T he Teacher Retirement Plan is a separate cost sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Retirement Plan are eligible to retire with an unreduced benefit at age 65 with 5 years of service credit or pursuant to the rule of 90 in which the member’s age and service credit total 90. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 60 and vested or pursuant to the rule of 80. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Retirement Plan, benefit terms and conditions, including COLAs, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly or by automatic cost controls set out in law. Teachers contribute 5 percent of salary. The Foundation makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. Per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except for in years when the maximum funded level, approved by the TCRS Board of Trustees, is reached. By law, employer contributions for the Teacher Retirement Plan are required to be paid. TCRS may intercept the state shared taxes of the sponsoring governmental entity of the Foundation if the required employer contributions are not remitted. Employer contributions by the Foundation for the year ended June 30, 2017, to the Teacher Retirement Plan were $41,166 which is 4 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. 32 Page 214 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2017, the Foundation reported an asset of $19,735 for its proportionate share of net pension asset. The net pension asset was measured as of June 30, 2016, and the total pension asset used to calculate the net pension asset was determined by an actuarial value as of that date. The Foundation’s proportion of the net pension asset was based on The Foundation’s share of contributions to the pension plan relative to the contributions of all participating LEAs. At the measurement date of June 30, 2016, the Foundation’s proportion was 0.189570 percent. The proportion measured as of June 30, 2015, was 0.135356 percent. Pension expense. For the year ended June 30, 2017, the Foundation recognized pension expense of $16,396. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2017, the Foundation reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ 1,912 Net difference between projected and actual earnings on pension plan investments Changes in proportion of Net Pension Liability (Asset) Read Foundation's contributions subsequent to the measurement date of June 30, 2016 $ $ 2,275 3,231 - - 1,521 41,166 - 46,309 $ 3,796 Total The Foundation’s employer contributions of $41,166, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase of net pension liability (assets) in the year ended June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2018 2019 2020 2021 2022 Thereafter $ 672 672 672 518 (174) (1,013) In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. 33 Page 215 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Actuarial assumptions. The total pension liability in the June 30, 2016, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2015, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% Target Allocation 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 34 Page 216 READ FOUNDATION Notes to the Financial Statements June 30, 2017 Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents the Foundation’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what the Foundation’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentagepoint higher (8.5 percent) than the current rate: 1% Decrease (6.5%) Read Foundation's proportionate share of the net pension liability (asset) $ 9,319 Current Discount Rate (7.5%) $ 1% Increase (8.5%) (19,735) $ (41,142) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2017, the Foundation reported a payable of $188 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017. 401(k) Plan The Teacher Retirement Plan provides a combination of a defined benefit plan and a defined contribution plan. The defined benefit portion of the Teacher Retirement Plan is managed by TCRS. The defined contribution assets are deposited into the State’s 401(k) plan where the employees manage the investments within the 401(k) plan. Contributions are made on a tax-deferred basis. Employer contributions by the Foundation for the year ended June 30, 2017, to the 401(k) plan were $51,458 which is 5 percent of covered payroll. Note 10 – Reconciliation of Net Pension Assets and Liabilities at June 30, 2017 Net Pension Asset Deferred Outflows of Resources Net Pension Liability Deferred Inflows of Resources - $ 459,671 $ 135,893 $ 205,603 Non-Teacher Retirement Plan 13,262 16,727 - 14,061 Teacher Retirement Plan (After June 30, 2014) 19,735 46,309 - 3,796 32,997 $ 522,707 $ 135,893 $ 223,460 Teacher Legacy Pension Plan Total assets and liabilities $ $ Note 11 – Risk Management The Foundation is exposed to the normal risks of loss related to torts; theft or damage to, and destruction of assets; errors and omissions; injuries to employees; and natural disasters. The Foundation’s policy is to minimize these risks through the purchase of commercial insurance. Settled claims have not exceeded the commercial insurance coverage in the past three years. 35 Page 217 Required Supplementary Information Page 218 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Proportionate Share of the Net Pension Liability (Asset)* Teacher Legacy Pension Plan of TCRS Last Fiscal Year Ended June 30 2016 Memphis School of Excellence's proportion of the net pension liability (asset) 0.021745% Memphis School of Excellence's proportionate share of the net pension liability (asset) $ 135,893 Memphis School of Excellence's covered payroll $ 784,941 Memphis School of Excellence's proportionate share of the net pension liability (asset) as a percentage of its covered payroll 17.31% Plan fiduciary net position as a percentage of the total pension liability 97.14% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 37 Page 219 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Contributions Teacher Legacy Pension Plan of TCRS Last Fiscal Year Ended June 30 2016 Contractually required $ Contribution in relation to the contractually required contribution 2017 70,959 $ 70,959 69,878 69,878 Contribution deficiency (excess) $ - $ - Memphis School of Excellence's covered payroll $ 784,941 $ 772,987 Contributions as a percentage of Memphis School of Excellence's covered payroll 9.04% 9.04% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 38 Page 220 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios* Based on Participation in the Public Employee Pension Plan of TCRS – Non Teacher Last Fiscal Year Ending June 30 2016 Total pension liability Service cost Interest Changes in benefit terms Differences between actual & expected experience Change of assumptions Benefit payments, including refunds of employee contributions Net change in total pension liability Total pension liability - beginning Total pension liability - ending (a) Plan fiduciary net position Contributions - employer Contributions - employee Net investment income Benefit payments, including refunds of employee contributions Administrative expense Other Net change in plan fiduciary net position Plan fiduciary net position - beginning Plan fiduciary net position - ending (b) Net Pension Liability (Asset) - ending (a) - (b) Plan fiduciary net position as a percentage of total pension liability Covered payroll Net pension liability (asset) as a percentage of covered-employee payrol $ 5,620 19,995 (7,217) (16,445) 1,953 269,202 271,155 $ 5,405 2,917 7,455 (16,445) (115) 386 (397) 284,814 284,417 $ (13,262) 104.89% 58,527 -22.66% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 39 Page 221 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Contributions* Based Upon Participation in the Public Employee Pension Plan of TCRS – Non Teacher Last Fiscal Year Ending June 30 2016 Actuarially required contribution $ Contributions in relation to the actuarially determined contribution 2017 5,405 $ 5,405 7,439 7,439 Contribution deficiency (excess) $ - $ - Covered payroll $ 58,527 $ 80,248 Contributions as a percentage of covered payroll 9.24% 9.27% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. Notes to Schedule Valuation date: Actuarially determined contribution rates for 2017 were calculated based on June 30, 2015, actuarial valuation. Methods and assumptions used to determine contribution rates: Actuarial cost method Amortization method Remaining amortization period Asset valuation Inflation Salary increases Investment Rate of Return Retirement age Mortality Cost of Living Adjustments Frozen initial liability Level dollar, closed (not to exceed 20 years) Varies by Year 10-year smoothed within a 20 percent corridor to market value 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation 7.5 percent, net of investment expense, including inflation Pattern of retirement determined by experience study Customized table based on actual experience including an adjustment for some anticipated improvement 2.5 percent See independent auditor’s report 40 Page 222 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Proportionate Share of the Net Pension Liability (Asset)* Teacher Retirement Plan of TCRS Last Fiscal Year Ended June 30 2016 Memphis School of Excellence's proportion of the net pension liability (asset) 0.189570% Memphis School of Excellence's proportionate share of the net pension liability (asset) $ Memphis School of Excellence's covered payroll $ 834,118 Memphis School of Excellence's proportionate share of the net pension liability (asset) as a percentage of its covered payroll Plan fiduciary net position as a percentage of the total pension liability (19,735) -2.37% 121.88% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 41 Page 223 READ FOUNDATION Required Supplementary Information June 30, 2017 Schedule of Contributions Teacher Retirement Plan of TCRS Last Fiscal Year Ended June 30 2016 Contractually required contribution $ Contribution in relation to the contractually required contribution 20,880 2017 $ 33,365 41,166 Contribution deficiency (excess) $ (12,485) $ Memphis School of Excellence's covered payroll $ 834,118 Contributions as a percentage of Memphis School of Excellence's covered payroll 4.00% 41,166 - $ 1,029,150 4.00% * GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date. Please refer to previously supplied data from the TCRS GASB website for prior year's data, if needed. See independent auditor’s report 42 Page 224 Other Supplementary Information Page 225 READ FOUNDATION Combining Schedule of Assets, Liabilities, and Fund Balances – Governmental Funds June 30, 2017 Governmental Activities ASSETS Cash Grants receivable Prepaid expenses TOTAL ASSETS LIABILITIES Accounts payable Accrued liabilities TOTAL LIABILITIES Memphis School of Excellence Memphis School of Excellence Elementary School $ 582,082 14,504 58,637 $ 140,156 - $ - $ 722,238 14,504 58,637 $ 655,223 $ 140,156 $ - $ 795,379 $ 334,588 30,230 $ $ - $ 334,588 30,230 - Elimination TOTAL 364,818 - - 364,818 58,637 231,768 140,156 - 58,637 371,924 TOTAL FUND BALANCE 290,405 140,156 - 430,561 TOTAL LIABILITIES AND FUND BALANCE $ 655,223 $ 140,156 - $ 795,379 FUND BALANCE Non-spendable Unassigned $ See independent auditor’s report 44 Page 226 READ FOUNDATION Combining Schedule of Revenues, Expenditures, and Changes in Fund Balance – Governmental Funds For the Year Ended June 30, 2017 General Funds Memphis School of Excellence Memphis Elementary School of School Excellence REVENUES: Shelby County Schools Federal awards and contributions Capital outlay Other charges for services $ 4,076,530 257,780 205,000 116,391 TOTAL REVENUES EXPENDITURES: Current: Salaries, wages, and benefits: Instructional General and administrative Instructional General and administrative Capital Outlay: Current expenditures Debt Service: Principal payments on long-term debt Interest TOTAL EXPENDITURES REVENUE OVER (UNDER) EXPENDITURES OTHER FINANCIAL SOURCES Issuance of long-term debt FUND BALANCE, End of year - $ 4,076,530 257,780 205,000 (13,250) 103,141 (13,250) 4,642,451 2,164,265 272,076 1,138,122 303,268 44,340 18,406 56,064 (13,250) 2,164,265 316,416 1,156,528 346,082 1,734,885 - - 1,734,885 115,079 43,515 - - 115,079 43,515 5,771,210 118,810 (1,115,509) (118,810) 1,083,280 $ $ - (533,909) FUND BALANCE, Beginning of year - TOTAL 4,655,701 581,600 NET CHANGE IN FUND BALANCE $ Elimination 549,371 (118,810) $ (118,810) $ (13,250) - 5,876,770 (1,234,319) - 581,600 - (652,719) - 1,083,280 - $ 430,561 See independent auditor’s report 45 Page 227 READ FOUNDATION Schedule of Combined Expenditures of Federal Awards and State Financial Assistance Federal Grantor / Pass-through Grantor / Program Title For the Year Ended June 30, 2017 CFDA Number Contract Number 84.010 N/A Tennessee Department of Education / Board of Education of the Shelby County Schools / ADA Per-Pupil Funding Allocation N/A N/A 4,076,530 Tennessee Department of Education / Board of Education of the Shelby County Schools / Capital Outlay Funding N/A N/A 205,000 Expenditures Federal Awards U.S. Department of Education / Board of Education of the Shelby County Schools / Title I Grants to Local Educational Agencies $ 257,780 State Financial Assistance Total State Financial Assistance Total Federal Awards and State Financial Assistance 4,281,530 $ 4,539,310 Note 1 - Basis of Presentation The Schedule of Expenditures of Federal Awards and State Financial Assistance includes the federal and state grant activity of the Read Foundation and is presented on the accrual basis of accounting. The information in this schedule is presented in accordance with the requirements of the State of Tennessee Department of Audit, Audit Manual. Therefore, some amounts presented in the schedule may differ from amounts presented in, or used in the preparation of, the basic financial statements. See independent auditor’s report 46 Page 228 Non-Financial Information Page 229 INDEPENDENT AUDITOR’S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS To the Board of Directors Read Foundation Memphis, Tennessee We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities and the major fund of the Read Foundation as of and for the year ended June 30, 2017, and the related notes to the financial statements, which collectively comprise the Read Foundation’s basic financial statements, and have issued our report thereon dated November 13, 2017. Internal Control over Financial Reporting In planning and performing our audit of the financial statements, we considered the Read Foundation’s internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of the Read Foundation’s internal control. Accordingly, we do not express an opinion on the effectiveness of the Read Foundation’s internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity’s financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or, significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified. Compliance and Other Matters As part of obtaining reasonable assurance about whether the Read Foundation’s financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 230 Purpose of this Report The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity’s internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity’s internal control and compliance. Accordingly, this communication is not suitable for any other purpose. Memphis, Tennessee November 13, 2017 49 Page 231 READ FOUNDATION Schedule of Findings and Responses For the Year Ended June 30, 2017 There were no findings and/or responses for the fiscal year ended June 30, 2017. 50 Page 232 READ FOUNDATION Schedule of Prior Year Findings and Responses June 30, 2017 There were no findings and/or responses for the fiscal year ended June 30, 2016. 51 Page 233 Memphis School of Excellence Financial Statements June 30, 2016 Page 234 MEMPHIS SCHOOL OF EXCELLENCE Table of Contents June 30, 2016 PAGE Governance Officials…………………………………………………………………………………………………………..3 Independent Auditor’s Report………………………………………………………………………………………………...4 Management’s Discussion and Analysis……………………………………………………………………………………6 Basic Financial Statements Government-Wide Financial Statements: Statement of Net Position……………………………………………………………………………………………..11 Statement of Activities…………………………………………………………………………………………………12 Fund-Financial Statements: Balance Sheet – Governmental Funds………………………………………………………………………………13 Reconciliation of the Balance Sheet to the Statement of Net Position – Government Activities……..………………………............................................................................14 Statement of Revenues, Expenditures, and Changes in Fund Balance – Government Fund………………………………………………………………………………………………………...15 Reconciliation of the Statement of Revenues, Expenditures, and Change in Fund Balances of Governmental Funds to the Statement of Activities………………………………16 Notes to the Financial Statements…………………………………………………………………………......................17 Required Supplemental Schedules Schedule of Memphis School of Excellence’s Proportionate Share of the Net Pension Asset – Teacher Legacy Pension Plan of TCRS………………………………………………………………..37 Schedule of Memphis School of Excellence’s Contributions – Teacher Legacy Pension Plan of TCRS……………………………………………………………………………………………………………...38 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS – Non Teacher………………………………………………………………………………………………………...39 Schedule of Contributions Based upon Participation in the Public Employee Pension Plan of TCRS – Non Teacher……………………………………………………………………………………..40 Schedule of Contributions – Teacher Retirement Plan of TCRS…………………………………………………41 Supplemental Schedules Schedule of Expenditures of Federal Awards and State Financial Assistance………………………………….43 Non-Financial Information Independent Auditor’s Report on Internal Control over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards…………………………………46 Schedule of Findings and Responses……………………………………………………………………………….48 Schedule of Prior Year Findings and Responses…………………………………………………………………..49 Page 235 MEMPHIS SCHOOL OF EXCELLENCE Governance Officials June 30, 2016 BOARD OF DIRECTORS Cem Akkus, President Patty Farmer, Treasurer Fatih Sen, Secretary Dr. Richard Potts Bayram Demirbuga ADMINISTRATIVE OFFICIALS Muhammet Turkay, Executive Director 3 Page 236 INDEPENDENT AUDITOR’S REPORT To the Board of Directors Memphis School of Excellence Memphis, Tennessee Report on the Financial Statements We have audited the accompanying financial statements of the governmental activities and the major fund of Memphis School of Excellence as of and for the year ended June 30, 2016, and the related notes to the financial statements, which collectively comprise Memphis School of Excellence’s basic financial statements as listed in the table of contents. Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions. Opinions In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and the major fund of Memphis School of Excellence, as of June 30, 2016, and the respective changes in financial position for the year then ended in accordance with accounting principles generally accepted in the United States of America. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 237 Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis as listed in the table of contents be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Other Information Our audit was conducted for the purpose of forming opinions on the financial statements that collectively comprise Memphis School of Excellence’s basic financial statements. The governance officials schedule and the schedule of expenditures of federal awards and state financial assistance are presented for purposes of additional analysis and are not a required part of the basic financial statements. The schedule of expenditures of federal awards and state financial assistance is the responsibility of management and was derived from and relates directly to the underlying accounting and other records used to prepare the basic financial statements. Such information has been subjected to the auditing procedures applied in the audit of the basic financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic financial statements or to the basic financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the schedule of expenditures of federal awards and state financial assistance is fairly stated, in all material respects, in relation to the basic financial statements as a whole. The governance officials schedule has not been subjected to the auditing procedures applied in the audit of the basic financial statements and, accordingly, we do not express an opinion or provide any assurance on it. Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report, dated December 8, 2016, on our consideration of Memphis School of Excellence’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering Memphis School of Excellence’s internal control over financial reporting and compliance. Memphis, Tennessee December 8, 2016 5 Page 238 MEMPHIS SCHOOL OF EXCELLENCE Management’s Discussion and Analysis June 30, 2016 The following Management’s Discussion and Analysis (MD&A) of Memphis School of Excellence’s (the “School”) activities and financial performance provides the reader with an introduction and overview to the financial statements of the School for the year ended June 30, 2016. This information should be considered within the context of the accompanying financial statements and note disclosures. OVERVIEW OF THE FINANCIAL STATEMENTS Financial Highlights  The assets of the School exceeded its liabilities at the end of the fiscal year by $2,425,989 (net position).  The School’s total net position increased by $651,861.  The School’s total expenses increased by $460,794, primarily due to increase in general salaries and the addition of several new teachers during the fiscal year. This financial report consists of a series of financial statements, notes to those statements, and required supplementary information. The statements are organized so that the reader can understand the School as a whole and then proceed to a detailed look at specific financial activities of the School. Reporting the School as a Whole The Statement of Net Position and Statement of Activities: In general, users of these financial statements want to know if the School is better off or worse off as a result of the year’s activities. The Statement of Net Position and Statement of Activities report information about the School as a whole and about the School’s activities in a manner that helps to answer that question. These statements include all assets and liabilities using the accrual basis of accounting. Under the accrual basis, all of the current year’s revenue and expenses are taken into consideration regardless of when cash is received or paid. The Statement of Net Position reports the School’s net position (total assets less total liabilities). Private sector entities would report retained earnings. The School’s net position balance at year-end represents available resources for future growth. The Statement of Activities reports the change in net position as a result of activity during the year. Private sector entities have a similar report titled the statement of operations, which reports net income. It provides the user a tool to assist in determining the direction of the School’s financial health during the year. Users will want to consider non-financial factors as well as the financial data in arriving at a conclusion regarding the overall health of the School. Reporting the School’s Funds Fund Financial Statements: The School’s governmental fund financial statements, the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances, provide detailed information about the School’s most significant funds, not the School as a whole. Funds are established by the School to help manage money for particular purposes and compliance with various grant provisions. The School’s funds are categorized as “governmental funds.” Governmental funds focus on how money flows into and out of the funds and the balances left at year-end that are available for spending in future periods. Fund financial statements are reported using an accounting method called “modified accrual” accounting, which measures cash and other financial assets that can readily be converted to cash. This basis of accounting is different from the accrual basis used in the school – wide financial statements to report on the School as a whole. The relationship between governmental activities, as reported in the Balance Sheet and the Statement of Revenues, Expenditures, and Changes in Fund Balances is reconciled following the basic financial statements. 6 Page 239 MEMPHIS SCHOOL OF EXCELLENCE Management’s Discussion and Analysis June 30, 2016 FINANCIAL ANALYSIS A summary of the School's financial position for its Governmental Activities is as follows: 2016 Assets $ 4,477,959 Increase (Decrease) 2015 $ 2,782,062 $ 1,695,897 Liabilities 2,051,970 1,007,934 1,044,036 Net position Invested in capital assets Unrestricted 1,484,255 941,734 1,052,814 721,314 431,441 220,420 Total net position $ 2,425,989 $ 1,774,128 $ 651,861 A summary of the School’s operations from governmental activities is as follows: 2016 Revenues $ Expenses Change in net position 4,159,192 $ 3,507,331 $ 651,861 Increase (Decrease) 2015 3,877,941 $ 3,046,537 $ 831,404 281,251 460,794 $ (179,543) Comparisons of the Statement of Revenue, Expenditures and Changes in Fund Balance – Governmental Funds are as follows: Revenues Funding for the School comes primarily through the per-pupil allocation from the Shelby County Schools’ Board of Education. An analysis of the changes between the current year and prior year governmental activity revenues are as follows: 2016 Shelby County Schools Federal and state awards and contributions Other charges for services Total $ 3,480,342 $ 377,428 301,422 $ 4,159,192 Increase (Decrease) 2015 3,412,449 $ 393,132 72,360 $ 3,877,941 67,893 (15,704) 229,062 $ 281,251 7 Page 240 MEMPHIS SCHOOL OF EXCELLENCE Management’s Discussion and Analysis June 30, 2016 The variance for Memphis School of Excellence’s per-pupil allocation is due to the increase in the School’s enrollment, from an average of 441 students in the prior year to an average of 446 students in the current year. The Capital Outlay funds are based on student enrollment. Because of the increase in student enrollment in the current year, the School received more funding than in the previous year. Federal awards consist of a Title I Grant for Tennessee Public Charter Schools. The School’s Title I funding allocation increased in the current year. Expenses An analysis of the changes between the current year and prior year governmental funds expenses are as follows: Salaries, wages, and benefits Instructional General and administrative Other instructional Food services General and administrative Debt service Total Increase (Decrease) 2016 2015 $ 1,855,937 199,258 91,121 1,345 1,340,005 19,665 1,569,995 193,791 157,809 1,263 1,095,547 28,132 $ 285,942 5,467 (66,688) 82 244,458 (8,467) $ 3,507,331 3,046,537 $ 460,794 $ The increase in salaries, wages, and benefits is due to more teachers and other instructional staff employed during the current year because of the increase in enrollment. Other instructional expenses increased in the current year due primarily to the increased need for the purchases of instructional supplies during the current year because of the increase in enrollment. General and administration expenses include professional fees for accounting and other contracted services, professional development expenses, marketing, advertising, telephone and internet expense, repairs and maintenance, lease expenses, printing and office supplies. The current year decrease in general and administration expense is due to decreases in salaries. ECONOMIC FACTORS Significant economic factors affecting the School are as follows:  The amount of State funding received per student for the year. This amount per student can fluctuate from year to year based on total funds available to the State and the number of students enrolled during the school year.  The continued funding of other programs and grants.  Inflationary pressure on utility rates, supplies, insurance, and other costs.  Local labor supply and demand, which can affect salary and wage rates. 8 Page 241 MEMPHIS SCHOOL OF EXCELLENCE Management’s Discussion and Analysis June 30, 2016 REQUEST FOR INFORMATION This financial report is designed to provide a general overview of the School’s finances for all those with an interest in the School. Questions concerning any of the information provided in this report may be addressed to the office of: Memphis School of Excellence 4450 South Mendenhall Road, Suite 1 Memphis, Tennessee 38141 Telephone (901) 367-7814 9 Page 242 Basic Financial Statements Page 243 MEMPHIS SCHOOL OF EXCELLENCE Statement of Net Position June 30, 2016 Governmental Activities Assets Cash Grants receivable Prepaid expenses Net pension asset Non-depreciable capital assets Depreciable capital assets, net of accumulated depreciation $ Total assets 1,078,283 36,156 50,000 21,598 1,012,063 1,497,479 3,695,579 Deferred outflows of resources 782,380 Liabilities Accounts payable Accrued liabilities Note payable - due in one year Note payable - due in more than one year 27,127 54,032 940,000 85,287 Total liabilities 1,106,446 Deferred inflows of resources 945,524 Net position Net investment in capital assets Unrestricted Total net position 1,484,255 941,734 $ 2,425,989 See independent auditor’s report and notes to the financial statement 11 Page 244 MEMPHIS SCHOOL OF EXCELLENCE Statement of Activities June 30, 2016 Total Instructional and Student Services $ 2,055,195 141,418 239,983 933,064 44,674 15,436 11,936 21,360 24,065 535 19,665 $ 1,855,937 230,384 895,741 34,185 1,231 11,936 22,711 535 - 3,507,331 3,052,660 435,006 19,665 Program revenues: Operating grants and contributions Capital grants and contributions Charges for services 192,428 185,000 301,422 192,428 185,000 301,422 - - Total program revenues 678,850 678,850 - - Governmental Activities Program expenses : Employee compensation Office Depreciation Occupancy Supplies Staff development Travel Advertising Other Student services Interest Total expenses Net program expenses General revenues: SCS per pupil allocations Change in net position Net position: Beginning of year Net position, end of year General and Administrative Debt Service $ (2,828,481) $ (2,373,810) $ 199,258 141,418 9,599 37,323 10,489 14,205 21,360 1,354 - $ (435,006) $ 19,665 (19,665) 3,480,342 651,861 1,774,128 $ 2,425,989 See independent auditor’s report and notes to the financial statement 12 Page 245 MEMPHIS SCHOOL OF EXCELLENCE Balance Sheet – Governmental Funds June 30, 2016 General Fund Assets Cash Grants receivable Prepaid expenses Total assets $ 1,078,283 36,156 50,000 $ 1,164,439 $ 27,127 54,032 Liabilities and Fund Balance Liabilities: Accounts payable Accrued liabilities Total liabilities 81,159 Fund balance: Non-spendable Unassigned 50,000 1,033,280 Total fund balance Total liabilities and fund balance 1,083,280 $ 1,164,439 See independent auditor’s report and notes to the financial statements 13 Page 246 MEMPHIS SCHOOL OF EXCELLENCE Reconciliation of the Balance Sheet to the Statement of Net Position – Governmental Activities June 30, 2016 General Fund Total governmental fund balance $ 1,083,280 Amounts reported for governmental activities in the Statement of Net Position are different because: Net pension asset is not carried on the General Fund Balance Sheet Long-term debt is not due and payable in the current period and, therefore, is not reported in the general fund Capital assets used in governmental activities are not financial resources and, therefore, are not reported in the funds. Deferred outflows/inflows related to pensions are not reported in the General Fund Balance Sheet Net position of governmental activities 21,598 (1,025,287) 2,509,542 (163,144) $ 2,425,989 See independent auditor’s report and notes to the financial statement 14 Page 247 MEMPHIS SCHOOL OF EXCELLENCE Statement of Revenues, Expenditures, and Changes in Fund Balance – Governmental Fund For the Year Ended June 30, 2016 General Fund Revenues: Shelby County Schools Federal awards and contributions Capital outlay Other charges for services $ Total revenues 3,480,342 192,428 185,000 301,422 4,159,192 Expenditures: Current: Salaries, wages and benefits: Instructional General and administration Instructional expenses General and administration Capital outlay: Current expenditures Debt service: Principal payments on notes payable Interest 1,943,581 210,950 966,339 226,149 1,245,358 186,066 19,665 Total expenditures 4,798,108 Revenues over (under) expenditures (638,916) Other financial sources Issuance of note payable 760,000 Net change in fund balance 121,084 Fund Balance: Beginning of year Fund balance - end of year 962,196 $ 1,083,280 See independent auditor’s report and notes to the financial statement 15 Page 248 MEMPHIS SCHOOL OF EXCELLENCE Reconciliation of the Statement of Revenues, Expenditures, and Changes in Fund Balance of Governmental Funds to the Statement of Activities For the Year Ended June 30, 2016 General Fund Net change in fund balance - governmental funds $ 121,084 Amounts reported for governmental activities in the Statement of Activities are different because: GASB 68 negative pension expense is not reported in the Statement of Revenues, Expenditures and Changes in Fund Balance 99,336 Repayment of the principal of long-term debt consumes the current financial resources of governmental funds. These transactions do not have any effect on net assets 186,066 Issuance of long term debt provides the current financial resources to governmental funds. These transactions do not have an effect on net assets. (760,000) Capital outlays, reported as expenditures in governmental funds, are shown as capital assets on the Statement of Net Position 1,245,358 Depreciation expense on capital assets is included only in the governmental activities in the Statement of Activities Change in net position of governmental activities (239,983) $ 651,861 See independent auditor’s report and notes to the financial statement 16 Page 249 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 1 - Summary of Significant Accounting Policies Reporting Entity Memphis School of Excellence (the “School”) was formed on September 3, 2009, as a Tennessee non-profit corporation. The Read Foundation (the “Foundation”), a Tennessee non-profit corporation, is the sponsor of the School. Pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-12-101, et seq., the School has been approved as a public charter school. Pursuant to the Act, public charter schools are part of the state’s public education program offering an alternative means within the public school system for accomplishing necessary outcomes of education. The School, through the Read Foundation, as sponsor, entered into a Charter School Agreement with the Board of Education of the Shelby County Schools to operate a charter school in Memphis, Tennessee, for the purpose of operating an alternative school to improve the learning of students with special needs as specified in the Federal Individuals with Disabilities Education Act. The School, located at 4450 S. Mendenhall Road, Suite 1, Memphis, TN 38141, began classes on September 3, 2010 with grades sixth through ninth. The initial Charter School Agreement expires in October 1, 2020, and is subject to renewal at the discretion of the Board of Education for the Shelby County Schools. Measurement focus, basis of accounting and presentation The School, in accordance with the applicable Governmental Accounting Standards Board (GASB) statement, is considered a special-purpose governmental entity and is not a component unit of another governmental entity. Therefore, the financial statements have been prepared in the same manner as general-purpose governments. The School’s basic financial statements include both government-wide and fund financial statements. The government-wide financial statements (i.e., the statements of net position and the statement of activities) report information on all the non-fiduciary activities of the primary government. Governmental activities normally are supported by taxes and inter-governmental revenues and are paid to the School through the Board of Education of the Shelby County Schools. The government-wide financial statements of the School have been prepared on the accrual basis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recognized when incurred. The governmental fund financial statements are presented on the modified accrual basis of accounting. Revenues under the modified accrual basis are recognized when measurable and available. Revenues are considered to be available when they are collectible within the current period or soon enough thereafter to pay liabilities of the current period. For this purpose, the School considers revenues to be available if they are collected within 60 days of the end of the current fiscal period. Expenditures generally are recorded when the related liability is incurred, as under accrual accounting. Government-wide Financial Statements In the government-wide statement of net position, activities are reported on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long-term debt and obligations. The statement of net position presents the financial condition of the School at year-end. GASB Statement 63 requires the classification of net position into three components: invested in capital assets, net of related debt; restricted; and unrestricted. These classifications are defined as follows: Net investment in capital assets – This component of net position consists of capital assets, including restricted capital assets, net of accumulated depreciation and reduced by outstanding balances (if any) of bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction or improvement of those assets. If there are significant unspent related debt proceeds at year end, the portion of the debt attributable to the unspent proceeds is not included in the calculation of invested in capital assets, net of related debt. Rather, that portion of the debt is included in the same net position component as the unspent proceeds. 17 Page 250 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Restricted – This component of net position consists of constraints placed on net position use through external constraints imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. Unrestricted – This component of net position consists of net position that do not meet the definition of restricted or invested in capital assets, net of related debt. When both restricted and unrestricted assets are available for use, it is the School’s policy to utilize restricted assets first, then unrestricted assets as needed. The government-wide statement of activities demonstrates the degree to which the direct expenses of a given function or program is offset by program revenues. Direct expenses are those that are clearly identifiable with a specific function or segment. Program revenues include 1) charges to students for lunches, school supplies, after school care, athletic programs, and other services; 2) grants and contributions that are restricted to meeting the operational or capital requirements of a particular function or segment; and 3) contributions that are generally unrestricted. The primary sources of the School’s revenue are from the following: Shelby County Schools – The School receives funds from Shelby County Schools (SCS) based on a per-pupil allocation. The School received $7,735 per-pupil and had an average of 446 students for the year ended June 30, 2016. The per-pupil allocation received for the year ended June 30, 2016, totaled $3,480,342 and is included in the Shelby County Schools revenue. Federal Awards – The School is a recipient of Title I and Planning and Implementation federal grant monies. The School recognizes grant income when it is earned. The School recognized $192,428 in federal grant revenue for the year June 30, 2016. The School also received $185,000 from the State of Tennessee Capital Outlay Grant, which was disbursed through the Board of Education of the Shelby County Schools. Contributions – Contributions are recognized as support when they are pledged or received. The School reports gifts of cash and other assets as unrestricted support unless they are received with donor stipulations that limit the use of the donated assets. Governmental Fund Financial Statements The financial transactions of the School are reported in individual funds in the fund financial statements. Each fund is accounted for by providing a separate set of self-balancing accounts that comprise its assets, liabilities, reserves, fund equity, revenues and expenditures. The School reports the following major governmental fund: The General Fund is the primary operating fund of the School and accounts for all financial resources of the general government, except those required to be accounted for in another fund, if any. The governmental funds’ focus is upon the determination of financial resources, their balance, sources and use, rather than upon net income. In accordance with the applicable GASB statement, the School classifies governmental fund balances as: non-spendable, restricted, committed, assigned and unassigned based on the level of constraints on the fund balances. When an expenditure is incurred in which both restricted and unrestricted funds are available for use, it is the School’s policy to spend restricted funds first, then unrestricted funds. When an expenditure has been incurred for purposes in which multiple categories of unrestricted funds are available, it is the School’s policy to spend funds in the following order, committed, then assigned, and lastly unassigned funds. The classifications of fund balances are defined as follows: Non-spendable – This classification consists of fund balances that cannot be spent because they are either not in spendable form, for example, noncash amounts that are not expected to be converted to cash, or the funds are legally or contractually required to be maintained intact. Restricted – This classification consists of fund balances with external constraints on use imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation. 18 Page 251 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Committed – This classification consists of fund balances that can only be used for specific purposes established by formal action of the School’s Board of Directors, its highest level of decision making authority. Such commitments should include contractual obligations of fund assets. Fund balance commitments can only be removed by the same process of the same body employed to previously commit those amounts. Assigned – This classification consists of all fund balances that are not in the general fund or classified as non-spendable, restricted, or committed. In addition, general fund balances that the School intends to use for specific purposes are classified as assigned. The School gives the authority to assign amounts for specific purposes to the School’s office manager and personnel under the supervision of the school office manager tasked with financial recording responsibilities. Unassigned – This classification consists of all fund balances in the general fund that are not reported as non-spendable, restricted, committed or assigned. Other Accounting Policies Cash and Cash Equivalents The School considers deposits that can be redeemed on demand and investments that have original maturities of less than three months, when purchased, to be cash equivalents. Grants Receivable Grants Receivable represents amounts due from the State of Tennessee for reimbursement of expenses allocated to the Title I grant. An allowance for doubtful accounts is maintained based upon collection experience and a review of the collectability of specific outstanding receivables. Receivables are charged against the allowance when they are determined to be uncollectible by management. There is no allowance for doubtful accounts as of June 30, 2016, as management believes all amounts are collectible. Capital Assets Capital assets acquired by the School are considered to be owned by the School. However, State funding sources may maintain equitable interest in the capital assets purchased with grant monies as well as the right to determine the use of any proceeds from the sale of these assets. The State’s equitable interest is in capital assets with an acquisition cost which equals or exceeds $5,000 and an estimated useful life of more than one year. The costs of normal maintenance and repairs that do not add to the value of the asset or materially extend assets’ lives are not capitalized. Capital assets purchased are stated at cost, if purchased, or the estimated value on the date received, if donated. Depreciation is computed using the straight-line method over the estimated useful lives of the assets and over the term of the lease for leasehold improvements, ranging from 3 to 20 years. The School follows the practice of capitalizing all expenditures for property and equipment items over $1,500. Accrued Compensated Absences No accrual of compensated absences is necessary for the School’s faculty/staff because the summer months, during which classes are not in session, are considered employees’ vacation. The administrative employees of the School follow the same schedule as the employees of the charter school; therefore, no compensated absences accrual for any of the employees of the School is appropriate. Income Taxes The School has been determined to be exempt from federal income taxes under Section 501(c)(3) of the Internal Revenue Code (IRC) as evidenced by a letter of determination dated September 17, 2009. As an exempt corporation, the School must operate in conformity with the IRC in order to maintain its tax-exempt status. The School is also exempt from state income tax. As of June 30, 2016, the following tax years remain open due to the applicable tax authority’s ability to review and assess previously issued returns: federal – June 30, 2013, 2014, 2015 and 2016. 19 Page 252 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Pensions (Teacher Legacy Pension Plan; Teacher Retirement Plan; Public Employee Retirement Plan) For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the above named plans in the Tennessee Consolidated Retirement System (TCRS) and additions to/deductions from the plan’s fiduciary net position have been determined on the same basis as they are reported to the TCRS. For this purpose, benefits (including refunds of employee contributions) are recognized when due and payable in accordance with the benefits terms of the pension plans named above. Investments are reported at fair value. Deferred Outflows / Inflows of Resources As defined in GASB statement 63, in addition to assets, the statement of financial position will sometimes report a separate section for deferred outflows of resources. This separate financial statement element, Deferred Outflows of Resources, represents a consumption of net position that applies to a future period and so will not be recognized as an expense or expenditure until then. The School has no items that meet this criterion. As defined in GASB statement 63, in addition to liabilities, the statement of net position will sometimes report a separate section for deferred inflows of resources. This separate financial statement element, Deferred Inflows of Resources, represents an acquisition of net position that applies to a future period and so will not be recognized as revenue until then. The School has no items that meet the criterion for this category. Obligations In the government-wide financial statements, debt and other obligations are reported as liabilities in the applicable governmental activities and statement of net position. In the fund financial statements, any obligations secured by capital assets would not be reflected as a liability. Estimates and Uncertainties The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect certain reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates. Concentrations Approximately 83% of the School’s funding during the year ended June 30, 2016, was from the Board of Education of Shelby County Schools for their per-pupil allocation. Events occurring after reporting date The School has evaluated subsequent events for potential recognition and disclosure through December 8, 2016, the date that the financial statements were approved for issuance. Note 2 – Deposits with Financial Institutions At June 30, 2016, the School’s carrying amount of deposits was $1,078,283 and the bank balances totaled $1,085,452. Accounts at the institution are insured by the Federal Deposit Insurance Company up to an aggregate of $250,000, therefore the school maintains its bank account at a banking institution that is included as a Collateral Pool Participant, which provides collateral coverage for public funds deposits in excess of $250,000. 20 Page 253 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 3 – Capital Assets Capital asset activity was as follows: June 30, 2015 Non-depreciable capital assets: Construction in process $ Total depreciable capital assets Less accumulated depreciation: Leasehold improvements Furniture and equipment Total accumulated depreciation Total depreciable capital assets, net Total capital assets, net - $ 1,012,063 - Disposals $ 1,012,063 1,012,063 - 1,012,063 2,231,697 255,384 173,085 60,210 - 2,404,782 315,594 2,487,081 233,295 - 2,720,376 (822,868) (160,046) (204,558) (35,425) - (1,027,426) (195,471) (982,914) (239,983) - (1,222,897) (6,688) - 1,497,479 - $ 2,509,542 1,504,167 $ 1,504,167 $ 1,005,375 $ June 30, 2016 - Total non-depreciable capital assets, net Depreciable capital assets: Leasehold improvements Furniture and equipment Additions $ Depreciation expense was charged to: Governmental Activities: Instructional General and Administrative $ 230,384 9,599 Total depreciation expense - governmental activities $ 239,983 Note 4 – Operating Leases The School leases office and instructional facilities under a lease agreement which will expire July 2020. Rent expenses under this lease totaled $496,465 for the year ended June 30, 2016. The School also leases certain equipment which will expire between June 2018 and April 2020. Rent expense under these leases totaled $12,883 for the year ended June 30, 2016. Future minimum lease payments required under these leases for the years ending June 30 are as follows: 2017 2018 2019 2020 2021 $ 536,586 552,841 556,780 573,173 47,685 $ 2,267,065 21 Page 254 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 5 – Note payable The School has a $265,287 note payable to a construction company payable in monthly installments of $14,800 including interest at 4% per annum, maturing December 2017, collateralized by certain equipment. The School also has a $760,000 short-term payable to bank that will be due January 1, 2017, which is currently being renegotiated into a construction loan and has yet to be finalized (see note 12). Note payable transactions for the year Beginning Balance Increase $ 451,353 $ 760,000 Decrease Ending Balance $ (186,066) $ 1,025,287 Due within One Year $ 940,000 Future minimum principal payments for the years ending June 30 are as follows: 2017 $ 940,000 2018 85,287 $ 1,025,287 Note 6 – Commitments On July 1, 2013, the School entered into an educational professional services agreement with Harmony Public School, a Texas-based non-profit organization, to provide management and consulting services, training and providing ongoing professional development to the School in all areas within the charter school system. The contract is a three year agreement which expired June 30, 2016. The School agreed to pay Harmony Public School an annual fee of $15,000 per year. As of June 30, 2016, the contract has been extended an additional three years which will expire on June 30, 2019, with all of the above terms and annual fee remaining the same. On December 31, 2014, the School entered into an educational professional services agreement with Teach for America, a Connecticut-based non-profit organization for recruiting, selecting, training and providing ongoing professional development to teachers within the charter school system. The School agrees to hire a minimum of five (5) teachers from the Teach for America program for the academic years ending 2016, 2017, and 2018. The School agrees to pay Teach for America an annual fee of $5,000 for each year that teacher is employed. The School paid $45,000 under this agreement for the year ended June 30, 2016. 22 Page 255 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 7 - Teacher Legacy Pension Plan General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of Memphis School of Excellence are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to existing members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by the School after June 30, 2014. The Teacher Retirement Plan is a separate cost-sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Legacy Pension Plan are eligible to retire with an unreduced benefit at age 65 with 5 years of service credit or pursuant to the rule of 90 in which the member’s age and service credit total 90. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 60 and vested or pursuant to the rule of 80. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after nd retirement. A COLA is granted each July for annuitants retired prior to the 2 of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than onehalf percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Legacy Pension Plan, benefit terms and conditions, including COLAs, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly or automatic cost controls set out by law. Teachers contribute 5 percent of salary. The School makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. Per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except in years when the maximum funded level, as established by the TCRS Board of Trustees, is reached. By law, employer contributions for the Teacher Legacy Pension Plan are required to be paid. TCRS may intercept the state shared taxes of the sponsoring governmental entity of the School if the required employer contributions are not remitted. Employer contributions by Memphis School of Excellence for the year ended June 30, 2016, to the Teacher Legacy Pension Plan were $91,917 which is 9.04 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. 23 Page 256 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2016, Memphis School of Excellence reported a liability of $11,126 for its proportionate share of net pension liability. The net pension liability was measured as of June 30, 2015, and the total pension liability used to calculate the net pension liability was determined by an actuarial valuation as of that date. Memphis School of Excellence’s proportion of the net pension liability was based on Memphis School of Excellence’s share of contributions to the pension plan relative to the contributions of all LEAs. At the measurement date of June 30, 2015, Memphis School of Excellence’s proportion was 0.027161 percent. The proportion measured as of June 30, 2014 was 0.000000 percent. Negative pension expense. For the year ended June 30, 2016, Memphis School of Excellence recognized negative pension expense of $9,393. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2016, Memphis School of Excellence reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ 8,929 $ 173,181 Net difference between projected and actual earnings on pension plan investments 200,904 272,738 Changes in proportion of Net Pension Liability (Asset) 290,435 - 43,893 - Memphis School of Excellence's contributions subsequent to the measurement date of June 30, 2015 Total $ 544,161 $ 445,919 Memphis School of Excellence employer contributions of $135,810, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ended June 30, 2017. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2017 $ (15,450) 2018 (15,450) 2019 (15,450) 2020 75,463 2021 25,237 Thereafter In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. 24 Page 257 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Actuarial assumptions. The total pension liability in the June 30, 2015 actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2015, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% Target Allocation 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from the all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the 25 Page 258 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents Memphis School of Excellence’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what Memphis School of Excellence’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate: 1% Decrease (6.5%) $ 758,545 Current Discount Rate (7.5%) $ 11,126 1% Increase (8.5%) $ (607,649) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2016, Memphis School of Excellence reported a payable of $43,599 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2016. Note 8 – Non-Teacher Retirement Plan General Information about the Pension Plan Plan description. Employees of Memphis School of Excellence are provided a defined benefit pension plan through the Public Employee Retirement Plan, an agent multiple-employer pension plan administered by the TCRS. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. The chief legislative body may adopt the benefit terms permitted by statute. Members are eligible to retire with an unreduced benefit at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of service credit. Reduced benefits for early retirement are available at age 55 and vested. Members vest with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement. nd A COLA is granted each July for annuitants retired prior to the 2 of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. 26 Page 259 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Employees covered by benefit terms. At the measurement date of June 30, 2015, the following employees were covered by the benefit terms: Inactive employees or beneficiaries currently receiving benefits Inactive employees entitled to but not yet receiving benefits Active employees 4,069 6,771 4,268 15,108 Contributions. Contributions for employees are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Employees contribute 5 percent of salary. Memphis School of Excellence makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. For the year ended June 30, 2015, the Actuarially Determined Contribution (ADC) for Memphis School of Excellence was $11,692 based on a rate of 9.27% percent of covered payroll. By law, employer contributions are required to be paid. The TCRS may intercept Memphis School of Excellence’s state shared taxes if required employer contributions are not remitted. The employer’s ADC and member contributions are expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. Net Pension Liability (Asset) The School’s net pension liability (asset) was measured as of June 30, 2015, and the total pension liability used to calculate net pension liability (asset) was determined by an actuarial valuation as of that date. Actuarial assumptions. The total pension liability in the June 30, 2015 actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates were based on actual experience from the June 30, 2012, actuarial experience study adjusted for some of the expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2015, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. 27 Page 260 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return Target Allocation 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from the School will be made at the ADC rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 28 Page 261 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Changes in the Net Pension Liability (Asset) Increase (Decrease) Total Pension Plan Fiduciary Net Pension Liability Net Position Liability (Asset) (a) (b) (a) - (b) Balance at 6/30/14 $ Changes for the year: Service cost Interest Differences between expected and actual experience Contributions - employer Contributions - employees Net investment income Other Benefit payments, including refunds of employee contributions Administrative expense Net changes Balance at 6/30/15 261,347 $ 284,956 5,728 19,398 - (412) - (16,860) 7,854 $ 269,201 $ $ (23,609) 5,728 19,398 5,289 2,853 8,653 - (412) (5,289) (2,853) (8,653) - (16,860) (77) (142) 77 7,996 284,814 $ (15,613) Sensitivity of the net pension liability (asset) to changes in the discount rate. The following presents the net pension liability (asset) of the School calculated using the discount rate of 7.5 percent, as well as what the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate: 1% Decrease (6.5%) Memphis School of Excellence's proportionate share of the net pension liability (asset) $ 16,573 Current Discount Rate (7.5%) $ (15,613) $ 1% Increase (8.5%) (42,536) 29 Page 262 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Negative Pension Expense and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Negative pension expense. For the year ended June 30, 2016, Memphis School of Excellence recognized negative pension expense of $3,493. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2016, Memphis School of Excellence reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ - $ (330) Net difference between projected and actual earnings on pension plan investments 9,911 7,197 Contributions subsequent to the measurement date of June 30, 2015 6,403 - Total $ 16,314 $ 6,867 The amount shown above for "Contributions subsequent to the measurement date of June 30, 2015," will be recognized as a reduction (increase) to net pension liability (asset) in the following measurement period. Amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2017 2018 2019 2020 2021 Thereafter $ (4,802) (4,802) (4,802) (285) - In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. Payable to the Pension Plan At June 30, 2016, Memphis School of Excellence reported a payable of $0 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2016. 30 Page 263 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 9 – Teacher Retirement Plan (After June 30, 2014) General Information about the Pension Plan Plan description. Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of Memphis School of Excellence are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by LEAs after June 30, 2014. T he Teacher Retirement Plan is a cost sharing, multiple-employer defined benefit plan. The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of all employer pension plans in the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publically available financial report that can be obtained at www.treasury.tn.gov/tcrs. Benefits provided. Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. Members of the Teacher Retirement Plan are eligible to retire with an unreduced benefit at age 65 with 5 years of service credit or pursuant to the rule of 90 in which the member’s age and service credit total 90. B e n e f i t s a r e d e t e r m i n e d b y a f o r m u l a u s i n g t h e m ember’s highest five consecutive year average compensation and the member’s years of service credit. A reduced early retirement benefit is available at age 60 and vested or pursuant to the rule of 80. Members are vested with five years of service credit. Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and nonservice related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria. Member and beneficiary annuitants are entitled to automatic cost of living adjustments nd (COLAs) after retirement. A COLA is granted each July for annuitants retired prior to the 2 of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Retirement Plan, benefit terms and conditions, including COLA, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis. Contributions. Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly or by automatic cost controls set out in law. Teachers contribute 5 percent of salary. The School makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. Per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except for in years when the maximum funded level, approved by the TCRS Board of Trustees, is reached. By law, employer contributions for the Teacher Retirement Plan are required to be paid. TCRS may intercept the state shared taxes of the sponsoring governmental entity of the School if the required employer contributions are not remitted. Employer contributions by Memphis School of Excellence for the year ended June 30, 2016, to the Teacher Retirement Plan were $11,486 which is 4 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability. 31 Page 264 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions Pension liabilities (assets). At June 30, 2016, Memphis School of Excellence reported an asset of $5,560 for its proportionate share of net pension asset. The net pension asset was measured as of June 30, 2015, and the total pension asset used to calculate the net pension asset was determined by an actuarial valuation as of that date. Memphis School of Excellence’s proportion of the net pension asset was based on Memphis School of Excellence’s share of contributions to the pension plan relative to the contributions of all p a r t i c i p a t i n g LEAs. At the measurement date of June 30, 2015, Memphis School of Excellence’s proportion was 0.138209 percent. Pension expense. For the year ended June 30, 2016, Memphis School of Excellence recognized pension expense of $7,287. Deferred outflows of resources and deferred inflows of resources. For the year ended June 30, 2016, Memphis School of Excellence reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Outflows Deferred Inflows of Resources of Resources Differences between expected and actual experience $ Net difference between projected and actual earnings on pension plan investments $ (1,810) 449 Memphis School of Excellence's contributions subsequent to the measurement date of June 30, 2015 Total - - (7,164) $ - (6,715) $ (1,810) Memphis School of Excellence’s employer contributions of $4,322, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase of net pension liability (assets) in the year ended June 30, 2017. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows: Year Ended June 30: 2017 2018 2019 2020 2021 Thereafter $ (38) (38) (38) (38) (151) (1,056) In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense. 32 Page 265 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Actuarial assumptions. The total pension liability in the June 30, 2015 actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement: Inflation Salary increases Investment rate of return Cost-of Living Adjustment 3.0 percent Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent 7.5 percent, net of pension plan investment expenses, including inflation 2.5 percent Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy. The actuarial assumptions used in the June 30, 2015, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience. The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012 actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS at June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table: Asset Class U.S. equity Developed market international equity Emerging market international equity Private equity and strategic lending U.S. fixed income Real estate Short-term investments Long-Term Expected Real Rate of Return 6.46% 6.26% 6.40% 4.61% 0.98% 4.73% 0.00% Target Allocation 33% 17% 5% 8% 29% 7% 1% 100% The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above. Discount rate. The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from the all LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. 33 Page 266 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate. The following presents Memphis School of Excellence’s proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what Memphis School of Excellence’s proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate: 1% Decrease (6.5%) Memphis School of Excellence's proportionate share of the net pension liability (asset) $ 986 Current Discount Rate (7.5%) $ (5,560) $ 1% Increase (8.5%) (10,361) Pension plan fiduciary net position. Detailed information about the pension plan’s fiduciary net position is available in a separately issued TCRS financial report. Payable to the Pension Plan At June 30, 2016, Memphis School of Excellence reported a payable of $7,106 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2016. Note 10 – Reconciliation of Net Pension Assets and Liabilities at June 30, 2016 Asset Liability Net Deferred Deferred Pension Outflows of Inflows of Asset (Liability) Resources Resources Begininng balance July 1, 2015 $ 35,160 $ 228,620 $ (504,662) (445,919) Teacher Legacy Pension Plan (11,126) 544,161 Non-Teacher Retirement Plan (7,996) 16,314 6,867 5,560 (6,715) (1,810) Teacher Retirement Plan (After June 30, 2014) Total assets and liabilities $ 21,598 $ 782,380 $ (945,524) 34 Page 267 MEMPHIS SCHOOL OF EXCELLENCE Notes to the Financial Statements June 30, 2016 Note 11 – Risk Management The School is exposed to the normal risks of loss related to torts; theft or damage to, and destruction of assets; errors and omissions; injuries to employees; and natural disasters. The School’s policy is to minimize these risks through the purchase of commercial insurance. Settled claims have not exceeded the commercial insurance coverage in the past three years. Note 12 – Subsequent Events As of December 8, 2016, the School is still negotiating a construction loan with a bank that would incorporate the $760,000 short-term debt that will become due January 1, 2017. The total amount of the loan would be approximately $2,000,000. The School is also in the final stages with an architecture firm to renovate the newly purchased elementary school building for approximately $1,500,000. 35 Page 268 Required Supplemental Schedules Page 269 MEMPHIS SCHOOL OF EXCELLENCE Required Supplemental Schedule June 30, 2016 Schedule of Memphis School of Excellence’s Proportionate Share of the Net Pension Asset Teacher Legacy Pension Plan of TCRS 2016 Memphis School of Excellence's proportion of the net pension liability (asset) 0.271610% Memphis School of Excellence's proportionate share of the net pension liability (asset) $ Memphis School of Excellence's covered payroll $ 1,016,779 Memphis School of Excellence's proportionate share of the net pension liability (asset) as a percentage of its covered payroll Plan fiduciary net position as a percentage of the total pension liability 11,126 1.094257% 99.81% *The amounts presented were determined as of June 30 of the prior fiscal year. This is a 10-year schedule. However, the information in this schedule is not required to be presented retroactively. Years will be added to this schedule in future years until 10 years of information is available. See independent auditor’s report 37 Page 270 MEMPHIS SCHOOL OF EXCELLENCE Required Supplemental Schedule June 30, 2016 Schedule of Memphis School of Excellence’s Contributions Teacher Legacy Pension Plan of TCRS 2015 Contractually required $ Contribution in relation to the contractually required contribution 2016 91,917 $ 135,810 91,917 135,810 Contribution deficiency (excess) $ Memphis School of Excellence's covered payroll $ 1,016,779 Contributions as a percentage of Memphis School of Excellence's covered payroll - 9.04% $ - $ 1,502,323 9.04% This is a 10-year schedule. However, the information in this schedule is not required to be presented retroactively. Years will be added to this schedule in future years until 10 years of information is available. See independent auditor’s report 38 Page 271 MEMPHIS SCHOOL OF EXCELLENCE Required Supplemental Schedule June 30, 2016 Schedule of Changes in Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS – Non Teacher 2015 Total pension liability Service cost $ Interest 5,728 19,398 Changes in benefit terms - Differences between actual & expected experience (412) Change of assumptions - Benefit payments, including refunds of employee contributions (16,860) Net change in total pension liability 7,854 Total pension liability - beginning 261,347 Total pension liability - ending (a) $ 269,201 Plan fiduciary net position Contributions - employer $ 5,289 Contributions - employee 2,853 Net investment income 8,653 Benefit payments, including refunds of employee contributions (16,860) Administrative expense Net change in plan fiduciary net position (77) (142) Plan fiduciary net position - beginning 284,956 Plan fiduciary net position - ending (b) $ 284,814 Net Pension Liability (Asset) - ending (a) - (b) $ (15,613) Plan fiduciary net position as a percentage of total pension liability Covered payroll Net pension liability (asset) as a percentage of covered-employee payroll 105.80% $ 53,898 28.97% This is a 10-year schedule; however, the information in this schedule is not required to be presented retroactively. Years will be added to this schedule in future fiscal years until 10 years of information is available. See independent auditor’s report 39 Page 272 MEMPHIS SCHOOL OF EXCELLENCE Required Supplemental Schedule June 30, 2016 Schedule of Contributions Based on Participation in the Public Employee Pension Plan of TCRS – Non Teacher 2015 Contractually required contribution $ Contributions in relation to the contractually required contribution 2016 4,038 4,038 Contribution deficiency (excess) $ - Covered payroll $ 43,560 Contributions as a percentage of covered payroll $ 9.27% 11,692 11,692 $ - $ 126,127 9.27% This is a 10-year schedule; however, the information in this schedule is not required to be presented retroactively. Years will be added to this schedule in future fiscal years until 10 years of information is available. See independent auditor’s report 40 Page 273 MEMPHIS SCHOOL OF EXCELLENCE Required Supplemental Schedule June 30, 2016 Schedule of Contributions – Teacher Retirement Plan of TCRS 2015 Contractually required $ 287 2016 $ 4,322 Contribution in relation to the contractually required contribution 11,486 Contribution deficiency (excess) $ Memphis School of Excellence's covered payroll $ 287,166 4,322 (11,199) $ - $ 108,050 Contributions as a percentage of Memphis School of Excellence's covered payroll 4.00% 4.00% This is a 10-year schedule. However, the information in this schedule is not required to be presented retroactively. Years will added to this schedule in future fiscal years until 10 years of information is available See independent auditor’s report 41 Page 274 Supplemental Schedules Page 275 MEMPHIS SCHOOL OF EXCELLENCE Schedule of Expenditures of Federal Awards and State Financial Assistance Federal Grantor / Program Title / Pass-through Grantor Federal Awards U.S. Department of Education / Board of Education of the Shelby County Schools / Title I Reimbursement For the Year Ended June 30, 2016 (Receivable) Federal Payable Contract CFDA Balance at Number Number June 30, 2015 - 84.010 $ Total Federal Awards State Financial Assistance Tennessee Department of Education / Board of Education of the Shelby County Schools / ADA Per-Pupil Funding Allocation Capital Outlay Funding - n/a n/a Total State Financial Assistance Total Federal Awards and State Financial Assistance $ Receipts (18,167) $ 174,439 (18,167) (Receivable) Payable Disbursements Balance at or Expenditures June 30, 2016 (192,428) $ (36,156) 174,439 (192,428) (36,156) - 3,480,342 185,000 (3,480,342) (185,000) - - 3,665,342 (3,665,342) - (18,167) $ 3,839,781 $ $ (3,857,770) $ (36,156) See independent auditor’s report 43 Page 276 MEMPHIS SCHOOL OF EXCELLENCE Schedule of Expenditures of Federal Awards and State Financial Assistance For the Year Ended June 30, 2016 NOTE 1 - BASIS OF PRESENTATION The Schedule of Expenditures of Federal Awards and State Financial Assistance includes the federal and state grant activity of Memphis School of Excellence and is presented on the accrual basis of accounting. The information in this schedule is presented in accordance with the requirements of the State of Tennessee Department of Audit, Audit Manual. Therefore, some amounts presented in the schedule may differ from amounts presented in, or used in the preparation of, the basic financial statements. See independent auditor’s report 44 Page 277 Non-Financial Information Page 278 INDEPENDENT AUDITOR’S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS To the Board of Directors Memphis School of Excellence Memphis, Tennessee We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities and the major fund of Memphis School of Excellence as of and for the year ended June 30, 2016, and the related notes to the financial statements, which collectively comprise the School’s basic financial statements, and have issued our report thereon dated December 8, 2016. Internal Control over Financial Reporting In planning and performing our audit of the financial statements, we considered Memphis School of Excellence’s internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of Memphis School of Excellence’s internal control. Accordingly, we do not express an opinion on the effectiveness of Memphis School of Excellence’s internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity’s financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or, significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified. Compliance and Other Matters As part of obtaining reasonable assurance about whether Memphis School of Excellence’s financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. CANNON WRIGHT BLOUNT PLLC PHONE 901.685.7500 756 RIDGE LAKE BLVD FAX 901.685.7569 MEMPHIS TN 38120 WWW.CANNONWRIGHTBLOUNT.COM Page 279 Purpose of this Report The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity’s internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity’s internal control and compliance. Accordingly, this communication is not suitable for any other purpose. Memphis, Tennessee December 8, 2016 47 Page 280 MEMPHIS SCHOOL OF EXCELLENCE Schedule of Findings and Responses For the Year Ended June 30, 2016 No matters were reported as findings and/or responses for the fiscal year ended June 30, 2016. 48 Page 281 MEMPHIS SCHOOL OF EXCELLENCE Schedule of Prior Year Findings and Responses June 30, 2016 No matters were reported as findings and/or responses for the fiscal year ended June 30, 2015. 49 Page 282 Year One Staffing Chart 2020-2021 Director of Dperations Human Resources E. Power School Federal Programs Engagement Manager Coordinator Te ch nolog1.r Coordinator Director of Academics Principal MSE Hickon Principal - MSE High Principal - MSE Elementary Principal - MSE Cordan lrrsouciional Coach 6-12 Hill Hickory Hill Cordan Business Manager Business Manager Mama-1.2 Academic Coordinator Acacl emic Coordinator Academic Coordinator Acacl emic Coordinator lnsouc:tional lIlloach Science 6-1.2 Dean of Students Coach Social Studies 6-1.2 Special Education Special Education Coordinatorf'l'eacher CoordinatorfTeacher Special Education Coordinatorf'l'eacher l2} CoordinatorfTeacher l2:- Coordinatorf'l'eacher Teachers and Support Staff Teachers and Support Teachers and Support Staff Teachers and Support Staff Staff Secretanlr Secretary Secretary Secretary Page 283 Year Three Staffing Chart 2022-2023 Shelby County Schools MSE Board of Directors Advisory Committee Executive Director Director of Operations Director of Academics Principal MSE K-8 Hickory Hill Principal - MSE High Hickory Hill Principal - MSE Elementary Cordova Business Manager Business Manager Academic Coordinator Academic Coordinator Academic Coordinator Academic Coordinator Instructional Coach Science 6-12 Dean of Students (2) Dean of Students Dean of Students Dean of Students Instructional Coach Social Studies 612 Counselor (2) Counselor Counselor Counselor (2) Instructional Coach K-5 Special Education Coordinator/Teacher (2) Special Education Coordinator/Teacher Special Education Coordinator/Teacher (2) SPED Coordinator ESL Coordinator/Teacher (2) ESL Coordinator/Teacher ESL Coordinator/Teacher (2) Principal - MSE Cordova Business Manager Teachers and Support Staff (49) Teachers and Support Staff (17) Teachers and Support Staff (19.5) Teachers and Support Staff (27.5) Secretary (3) Secretary (2) Secretary (2) Secretary (2) Technology Coordinator Director of Finance Human Resources & Federal Programs Manager Power School & Engagement Coordinator Instructional Coach ELA 6-12 Instructional Coach Math 6-12 Page 284 Year Five Staffing Chart 2024-2025 Shelby County Schools MSE Board of Directors Advisory Committee Executive Director Director of Operations Director of Academics Principal MSE K-8 Hickory Hill Principal - MSE High Hickory Hill Principal - MSE Elementary Cordova Business Manager Business Manager Academic Coordinator Academic Coordinator Academic Coordinator Academic Coordinator Instructional Coach Science 6-12 Dean of Students (2) Dean of Students Dean of Students Dean of Students Instructional Coach Social Studies 612 Counselor (2) Counselor Counselor Counselor (2) Instructional Coach K-5 Special Education Coordinator/Teacher (2) Special Education Coordinator/Teacher Special Education Coordinator/Teacher (2) SPED Coordinator ESL Coordinator/Teacher (2) ESL Coordinator/Teacher ESL Coordinator/Teacher (2) ESL Coordinator RTI Coordinator Principal - MSE Cordova Business Manager Teachers and Support Staff (49) Teachers and Support Staff (17) Teachers and Support Staff (21.5) Teachers and Support Staff (35.5) Secretary (3) Secretary (2) Secretary (2) Secretary (2) Technology Coordinator Director of Finance Human Resources & Federal Programs Manager Power School & Engagement Coordinator Instructional Coach ELA 6-12 Instructional Coach Math 6-12 Page 285 Attachment O Budget Narrative for Memphis School of Excellence Elementary Cordova The budget for Memphis School of Excellence Elementary Cordova has been carefully developed to ensure the fiscal stability of the school, as well as ensure students have access to excellent teachers, support services, curricular materials, and other elements that will ensure their success. The budget reflects leadership’s experience in operating schools in Tennessee and is based on both historical data and the elements necessary to run the school. Student Enrollment Memphis School of Excellence Elementary Cordova will begin with 190 students in grades K-5, and grow to 310 students at capacity. Enrollment growth is detailed in the table below. Memphis School of Excellence Elementary Cordova Enrollment Summary Memphis School of Excellence Elementary Cordova Planning Year 2019-2020 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Total Enrollment Year 1 2020-2021 Year 2 2021-2022 Year 3 2022-2023 Year 4 2023-2024 Year 5 2024-2025 45 45 25 25 25 25 190 40 40 40 40 50 50 260 40 40 40 40 50 75 285 40 40 40 40 75 75 310 40 40 40 40 75 75 310 Revenue The primary source of revenue for Memphis School of Excellence Elementary Cordova will be from the Basic Education Program (BEP). The school has used the current BEP funding levels in 2018-2019 ($9,000 per student) and assumed 1.5% growth year over year to conservatively project budget revenues for its first operational year (2020-2021) and expects to receive approximately $9,272 per student -- which includes the transportation allocation. Additionally, MSE Elementary Cordova has budgeted to receive BEP capital funds in the amount of $485 per student per year (based on historical funding levels) and Federal Title I funds of $400 per student per year. We have assumed a 1.5% increase year over year for BEP funds and no increases in Title I funding. While MSE Elementary Cordova will apply for startup funds from the Charter School Planning grant program from the TN Department of Education as well as startup funding from the Walton Family Foundation, we recognize these funds are a part of competitive grant processes and are not guaranteed. As such, the school has not included these amounts in its budget. Additionally, the school will pursue philanthropic funds – as needed – to close any budget shortfalls. Page 286 Expenses Salaries and Benefits Memphis School of Excellence Elementary Cordova has included the following positions for the planning year and its first five years of operation (see Staffing Chart table below). Memphis School of Excellence Elementary Cordova Staffing and Salaries Chart Memphis School of Excellence Elementary Cordova Starting Annual Salary Principal Academic Coordinator Dean of Students Business Manager Guidance Counselor Secretary Total Administrators $85,000.00 $60,000.00 $60,000.00 $60,000.00 $55,000.00 $30,000.00 Classroom Teachers Kindergarten teachers 1st grade teachers 2nd grade teachers 3rd grade teachers 4th grade teachers 5th grade teachers Total Classroom Teachers $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 Other Teachers Teacher Aides PE Art Music Computer Interventionist/RTI ESL Coordinator/Teacher SPED Coordinator/Teacher Total Other Teachers $25,000.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $50,000.00 Total FTEs Planning Year Year 1 Year 2 Year 3 Year 4 Year 5 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 0.5 1 1 0.5 1 0.5 0.5 2 5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 0 2 2 1 1 1 1 8 2 2 2 2 2 2 12 2 2 2 2 3 3 14 2 2 2 2 3 3 14 2 2 2 2 3 3 14 0 1 1 0.5 0.5 1 1 0.5 1 6.5 1 1 0.5 0.5 1 1 1 1 7 1 1 1 0.5 1 1 1 1 7.5 2 1 1 0.5 1 1 1 2 9.5 2 1 1 0.5 1 1 1 2 9.5 1 19.5 25.5 28 30 30 A 1.5% annual increase has been budgeted for salaries. Benefits include standard employer payroll taxes, such as FICA and Medicare; $250 per employee per year for unemployment insurance; and employer contributions to the Tennessee Consolidated Retirement System (TCRS) at an average of 9% of salaries. Health insurance per employee is based on costs incurred in the past by MSE and is budgeted at $5,400 per employee per year. Additional benefits include life insurance (budgeted at $96 per employee per year) and workers’ comp (budgeted at $60 per employee per year). Page 287 Programmatic and Operating Expenses The table below outlines assumptions for the programmatic and operating expenses of MSE Elementary Cordova. Contracted Services Substitute Teachers Nurse Service Well Child Cleaning /Janitorial Services Trash Removal Services Transportation SCS Administrative Services TFA Database Fee Phone/Internet Fees Professional Development Contracted Services - SPED Supplies & Materials Computers (classrooms/labs) Curricular Materials (Textbooks, software) Office Supplies/Copy Paper Assumes 5 days per teacher for needed substitutes (at $130 per day). $5,400 per year (based on historical costs). $40,000 per year (based on historical costs). $6,000 per year (based on historical costs). Assumes one bus route is shared with MSE Cordova in year one ($30,000 per school and $60,000 total); 1 bus route at $60,000 per year in years 2 and 3; and 2 bus routes at $120,000 per year in years 4 and 5. 3% of BEP or $35,000 cap. $5,000 fee per corp member. Assumes MSE Elementary Cordova will have 3 corps members in year 1, 5 in year 2, 7 in year 3, 8 in year 4, and 8 in year 5. $5,000 per year for the licensing of an assessment/data management software. $6,000 per year (based on historical costs). $500 per full-time staff member (professional development fees and travel). $15,000 per year for contracted services with licensed providers. $20,000 during the planning year for the purchase of laptops for faculty and staff. $15,000 per year is budgeted for each year thereafter for replacement costs and purchases of computers for computer labs. Should MSE secure funding from the CSP grant, it would consider additional purchases of chromebooks (or other similar student computers) for instructional purposes. $20,000 during the planning year for the purchase of curricular materials and supplies (including software). $10,000 per year is budgeted for each year thereafter for replacement costs and/or additional curricular materials purchases. $10,000 per year (includes office supplies and copy paper). Based on historical costs. Page 288 Testing/Evaluation Copier Janitorial/Cleaning Supplies School Furniture Security Equipment (i.e. cameras and related equipment) Facility Related Expenses Rent/Debt Service Utilities Facilities Maintenance Security Services Advertisement Insurance $5,000 per year (includes interim assessments and state assessments) for years 1-2; $10,000 per year for years 3-5. Based on historical costs. $6,000 per year (based on historical costs). $8,000 per year (based on historical costs). $50,000 during the planning year and $25,000 in year one for initial furniture purchases. $15,000 per year is budgeted for each year thereafter for replacement costs. MSE anticipates that there will already by some furniture available in the facility it is seeking to purchase (described below). $15,000 during the planning year for the purchase of equipment. $5,000 per year is budgeted for each year thereafter for replacement costs. Memphis School of Excellence has entered into a purchase agreement for the Harding Academy Cordova campus, and is projecting to secure a loan of approximately $6M. The budget assumes MSE Elementary Cordova would share debt service costs with MSE Cordova. Assumptions include a $6M loan with a 20-year amortization schedule at 5% interest. $4,000 per month or $48,000 per year for the MSE Elementary Cordova building. $12,000 per year for routine maintenance repairs. $3,000 per year (based on historical costs). $10,000 per year for student recruitment and advertising. Based on historical costs. $15,000 per year (based on historical costs). Costs for accounting, audit, and legal services will be incurred at the network office. Special Education Services MSE Elementary Cordova will have a special education coordinator/teacher on staff in years 1-3 and will add a second special education teacher in year 4. In addition, MSE has budgeted $15,000 per year to contract for additional services as needed (i.e. speech therapy, behavioral services). All other special education services will be delivered internally at the school or through the use of Shelby County Schools professionals. Page 289 Facilities As mentioned in the assumptions above, Memphis School of Excellence has entered into a purchase agreement for the Harding Academy Cordova campus, which would provide a long-term home for MSE Elementary Cordova. The school would co-locate on the campus with MSE Cordova. The Cordova campus has two buildings on the property, totaling 90,000 square feet: an elementary building, comprised of approximately 35,000 square feet, and a middle/high building, comprised of approximately 55,000 square feet. MSE is in conversations with local banks to secure financing for the property, which will require up to $6M to purchase and prepare for opening. MSE Elementary will share debt services costs with MSE Cordova and has included debt service costs in its budget. Please see the summary table below for debt service cost assumptions. Loan Amount Amortization Period Interest Rate Monthly Payment Annual Payment Annual Shared Debt Service Payments Planning Year (2019-2020) Interest Only Year 1 (2020-2021) Year 2 (2021-2022) Year 3 (2022-2023) Year 4 (2023-2024) Year 5 (2024-2025) $6,000,000 20 years 5% $39,597 $475,168 (split between MSE Elementary Cordova and MSE Cordova by student enrollment). MSE Elementary Cordova MSE Cordova $60,000 $217,547 $220,614 $205,186 $193,819 $187,646 $90,000 $257,621 $254,554 $269,982 $281,350 $287,522 Should MSE Elementary Cordova not be able to secure the Harding Academy Cordova Campus, it will pursue other facilities options in the Cordova area, including an option to lease space or the purchase and renovation of a facility. MSE believes, though, that the costs included in the table above (which contemplates financing $6M) will be adequate to address other facility scenarios it might face. Network Fees As part of the MSE network of schools, MSE Elementary Cordova will share in the costs of the network office, based on the school’s percentage of the network’s total student enrollment. The table below summarizes these costs for MSE Elementary Cordova over its first five years of operation. Page 290 MSE Total Enrollment MSE Elementary MSE Elementary Cordova Across Cordova Enrollment as % to Total Network Office Network Enrollment Enrollment Costs Year 1 (2020-2021) Year 2 (2021-2022) Year 3 (2022-2023) Year 4 (2023-2024) Year 5 (2024-2025) 1,272 1,445 1,545 1,645 1,670 190 260 285 310 310 14.9% 18.0% 18.4% 18.8% 18.6% $1,073,816 $1,243,795 $1,333,433 $1,505,064 $1,517,312 MSE Elementary Cordova Share of Network Office Costs $160,397 $223,797 $245,973 $283,629 $281,657 The table on the following page summarizes revenues and expenses for Memphis School of Excellence Elementary Cordova during the planning year and its first five years of operation. Page 291 MSE recognizes that the Elementary Cordova campus will have an operating deficit in the planning year (due to initial startup costs and not receiving BEP funding until year one). Because MSE has a strong balance sheet (approximately $1.5M in cash is projected to be on the balance sheet at the end of the 2018-2019 fiscal year, and the organization will have operating surpluses at its current charter schools), MSE, as an organization, will be financially strong. In addition, MSE will be applying for startup funds from the TN Department of Education as well as startup funds from the Walton Family Foundation, which, if awarded, would significantly decrease deficits from initial school startup expenses. Page 292 Attachment P Please see Attachment O and Attachment Q for detailed revenue and expense assumptions for MSE Elementary Cordova as well as the Network back-office. These assumptions are also included below. Student Enrollment Memphis School of Excellence Elementary Cordova will begin with 190 students in grades K-5, and grow to 310 students at capacity. Enrollment growth is detailed in the table below. Memphis School of Excellence Elementary Cordova Enrollment Summary Memphis School of Excellence Elementary Cordova Planning Year 2019-2020 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Total Enrollment Year 1 2020-2021 Year 2 2021-2022 Year 3 2022-2023 Year 4 2023-2024 Year 5 2024-2025 45 45 25 25 25 25 190 40 40 40 40 50 50 260 40 40 40 40 50 75 285 40 40 40 40 75 75 310 40 40 40 40 75 75 310 Revenue The primary source of revenue for Memphis School of Excellence Elementary Cordova will be from the Basic Education Program (BEP). The school has used the current BEP funding levels in 2018-2019 ($9,000 per student) and assumed 1.5% growth year over year to conservatively project budget revenues for its first operational year (2020-2021) and expects to receive approximately $9,272 per student -- which includes the transportation allocation. Additionally, MSE Elementary Cordova has budgeted to receive BEP capital funds in the amount of $485 per student per year (based on historical funding levels) and Federal Title I funds of $400 per student per year. We have assumed a 1.5% increase year over year for BEP funds and no increases in Title I funding. While MSE Elementary Cordova will apply for startup funds from the Charter School Planning grant program from the TN Department of Education as well as startup funding from the Walton Family Foundation, we recognize these funds are a part of competitive grant processes and are not guaranteed. As such, the school has not included these amounts in its budget. Additionally, the school will pursue philanthropic funds – as needed – to close any budget shortfalls. Page 293 Expenses Salaries and Benefits Memphis School of Excellence Elementary Cordova has included the following positions for the planning year and its first five years of operation (see Staffing Chart table below). Memphis School of Excellence Elementary Cordova Staffing and Salaries Chart Memphis School of Excellence Elementary Cordova Starting Annual Salary Principal Academic Coordinator Dean of Students Business Manager Guidance Counselor Secretary Total Administrators $85,000.00 $60,000.00 $60,000.00 $60,000.00 $55,000.00 $30,000.00 Classroom Teachers Kindergarten teachers 1st grade teachers 2nd grade teachers 3rd grade teachers 4th grade teachers 5th grade teachers Total Classroom Teachers $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 Other Teachers Teacher Aides PE Art Music Computer Interventionist/RTI ESL Coordinator/Teacher SPED Coordinator/Teacher Total Other Teachers $25,000.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $47,500.00 $50,000.00 Total FTEs Planning Year Year 1 Year 2 Year 3 Year 4 Year 5 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 0.5 1 1 0.5 1 0.5 0.5 2 5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 1 1 1 0.5 1 2 6.5 0 2 2 1 1 1 1 8 2 2 2 2 2 2 12 2 2 2 2 3 3 14 2 2 2 2 3 3 14 2 2 2 2 3 3 14 0 1 1 0.5 0.5 1 1 0.5 1 6.5 1 1 0.5 0.5 1 1 1 1 7 1 1 1 0.5 1 1 1 1 7.5 2 1 1 0.5 1 1 1 2 9.5 2 1 1 0.5 1 1 1 2 9.5 1 19.5 25.5 28 30 30 A 1.5% annual increase has been budgeted for salaries. Benefits include standard employer payroll taxes, such as FICA and Medicare; $250 per employee per year for unemployment insurance; and employer contributions to the Tennessee Consolidated Retirement System (TCRS) at an average of 9% of salaries. Health insurance per employee is based on costs incurred in the past by MSE and is budgeted at $5,400 per employee per year. Additional benefits include life insurance (budgeted at $96 per employee per year) and workers’ comp (budgeted at $60 per employee per year). Programmatic and Operating Expenses Page 294 The table below outlines assumptions for the programmatic and operating expenses of MSE Elementary Cordova. Contracted Services Substitute Teachers Nurse Service Well Child Cleaning /Janitorial Services Trash Removal Services Transportation SCS Administrative Services TFA Database Fee Phone/Internet Fees Professional Development Contracted Services - SPED Supplies & Materials Computers (classrooms/labs) Curricular Materials (Textbooks, software) Office Supplies/Copy Paper Assumes 5 days per teacher for needed substitutes (at $130 per day). $5,400 per year (based on historical costs). $40,000 per year (based on historical costs). $6,000 per year (based on historical costs). Assumes one bus route is shared with MSE Cordova in year one ($30,000 per school and $60,000 total); 1 bus route at $60,000 per year in years 2 and 3; and 2 bus routes at $120,000 per year in years 4 and 5. 3% of BEP or $35,000 cap. $5,000 fee per corp member. Assumes MSE Elementary Cordova will have 3 corps members in year 1, 5 in year 2, 7 in year 3, 8 in year 4, and 8 in year 5. $5,000 per year for the licensing of an assessment/data management software. $6,000 per year (based on historical costs). $500 per full-time staff member (professional development fees and travel). $15,000 per year for contracted services with licensed providers. $20,000 during the planning year for the purchase of laptops for faculty and staff. $15,000 per year is budgeted for each year thereafter for replacement costs and purchases of computers for computer labs. Should MSE secure funding from the CSP grant, it would consider additional purchases of chromebooks (or other similar student computers) for instructional purposes. $20,000 during the planning year for the purchase of curricular materials and supplies (including software). $10,000 per year is budgeted for each year thereafter for replacement costs and/or additional curricular materials purchases. $10,000 per year (includes office supplies and copy paper). Based on historical costs. Page 295 Testing/Evaluation Copier Janitorial/Cleaning Supplies School Furniture Security Equipment (i.e. cameras and related equipment) Facility Related Expenses Rent/Debt Service Utilities Facilities Maintenance Security Services Advertisement Insurance $5,000 per year (includes interim assessments and state assessments) for years 1-2; $10,000 per year for years 3-5. Based on historical costs. $6,000 per year (based on historical costs). $8,000 per year (based on historical costs). $50,000 during the planning year and $25,000 in year one for initial furniture purchases. $15,000 per year is budgeted for each year thereafter for replacement costs. MSE anticipates that there will already by some furniture available in the facility it is seeking to purchase (described below). $15,000 during the planning year for the purchase of equipment. $5,000 per year is budgeted for each year thereafter for replacement costs. Memphis School of Excellence has entered into a purchase agreement for the Harding Academy Cordova campus, and is projecting to secure a loan of approximately $6M. The budget assumes MSE Elementary Cordova would share debt service costs with MSE Cordova. Assumptions include a $6M loan with a 20-year amortization schedule at 5% interest. $4,000 per month or $48,000 per year for the MSE Elementary Cordova building. $12,000 per year for routine maintenance repairs. $3,000 per year (based on historical costs). $10,000 per year for student recruitment and advertising. Based on historical costs. $15,000 per year (based on historical costs). Costs for accounting, audit, and legal services will be incurred at the network office. Special Education Services MSE Elementary Cordova will have a special education coordinator/teacher on staff in years 1-3 and will add a second special education teacher in year 4. In addition, MSE has budgeted $15,000 per year to contract for additional services as needed (i.e. speech therapy, behavioral services). All other special education services will be delivered internally at the school or through the use of Shelby County Schools professionals. Page 296 Facilities As mentioned in the assumptions above, Memphis School of Excellence has entered into a purchase agreement for the Harding Academy Cordova campus, which would provide a long-term home for MSE Elementary Cordova. The school would co-locate on the campus with MSE Cordova. The Cordova campus has two buildings on the property, totaling 90,000 square feet: an elementary building, comprised of approximately 35,000 square feet, and a middle/high building, comprised of approximately 55,000 square feet. MSE is in conversations with local banks to secure financing for the property, which will require up to $6M to purchase and prepare for opening. MSE Elementary will share debt services costs with MSE Cordova and has included debt service costs in its budget. Please see the summary table below for debt service cost assumptions. Loan Amount Amortization Period Interest Rate Monthly Payment Annual Payment Annual Shared Debt Service Payments Planning Year (2019-2020) Interest Only Year 1 (2020-2021) Year 2 (2021-2022) Year 3 (2022-2023) Year 4 (2023-2024) Year 5 (2024-2025) $6,000,000 20 years 5% $39,597 $475,168 (split between MSE Elementary Cordova and MSE Cordova by student enrollment). MSE Elementary Cordova MSE Cordova $60,000 $217,547 $220,614 $205,186 $193,819 $187,646 $90,000 $257,621 $254,554 $269,982 $281,350 $287,522 Should MSE Elementary Cordova not be able to secure the Harding Academy Cordova Campus, it will pursue other facilities options in the Cordova area, including an option to lease space or the purchase and renovation of a facility. MSE believes, though, that the costs included in the table above (which contemplates financing $6M) will be adequate to address other facility scenarios it might face. Network Fees As part of the MSE network of schools, MSE Elementary Cordova will share in the costs of the network office, based on the school’s percentage of the network’s total student enrollment. The table below summarizes these costs for MSE Elementary Cordova over its first five years of operation. Page 297 MSE Total Enrollment MSE Elementary MSE Elementary Cordova Across Cordova Enrollment as % to Total Network Office Network Enrollment Enrollment Costs Year 1 (2020-2021) Year 2 (2021-2022) Year 3 (2022-2023) Year 4 (2023-2024) Year 5 (2024-2025) 1,272 1,445 1,545 1,645 1,670 190 260 285 310 310 14.9% 18.0% 18.4% 18.8% 18.6% $1,073,816 $1,243,795 $1,333,433 $1,505,064 $1,517,312 MSE Elementary Cordova Share of Network Office Costs $160,397 $223,797 $245,973 $283,629 $281,657 The table on the following page summarizes revenues and expenses for Memphis School of Excellence Elementary Cordova during the planning year and its first five years of operation. Page 298 MSE recognizes that the Elementary Cordova campus will have an operating deficit in the planning year (due to initial startup costs and not receiving BEP funding until year one). Because MSE has a strong balance sheet (approximately $1.5M in cash is projected to be on the balance sheet at the end of the 2018-2019 fiscal year, and the organization will have operating surpluses at its current charter schools), MSE, as an organization, will be financially strong. In addition, MSE will be applying for startup funds from the TN Department of Education as well as startup funds from the Walton Family Foundation, which, if awarded, would significantly decrease deficits from initial school startup expenses. Page 299 Memphis School of Excellence - Elementary Cordova Rev&Exp Pre-Opening Year Year 1 20202019-2020 2021 Year 4 20232024 Year 5 20242025 0) 0) 0) 0) 0) 0) 45) 45) 25) 25) 25) 25) 40) 40) 40) 40) 50) 50) 40) 40) 40) 40) 50) 75) 40) 40) 40) 40) 75) 75) 40) 40) 40) 40) 75) 75) Total 0) 190) 260) 285) 310) 310) 10.00% 19.00) 5.00% 10.00) 10.00% 26.00) 5.00% 13.00) 10.00% 29.00) 5.00% 14.00) 10.00% 31.00) 5.00% 16.00) 10.00% 31.00) 5.00% 16.00) 14.5) 5.0) 19.5) 19.0) 6.5) 25.5) 21.5) 6.5) 28.0) 23.5) 6.5) 30.0) 23.5) 6.5) 30.0) Year 2 20212022 Year 3 20222023 Year 4 20232024 Year 5 20242025 Staffing Instructional Non-Instructional Total 0.0) 1.0) 1.0) Pre-Opening Year Year 1 20202019-2020 2021 REVENUE Basic Education Program BEP - SCS Transportation Allocation Capital Allocation (SCS) Total Basic Education Program $0.00 $0.00 $0.00 $0.00 PreK Funding $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 Title I $0.00 $76,000.00 $104,000.00 $114,000.00 $124,000.00 $124,000.00 Title III $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 IDEA B $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 USDA - SNP $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 Other Income Contributions & Gifts School Fundraising Charter School Startup Grant Interest Income $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 TOTAL REVENUE Per Student Grant Code Year 3 20222023 Student Enrollment K 1st 2nd 3rd 4th 5th % SPED Number of SPED Students % ELL Number of ELL Students Grant Code Year 2 20212022 $0.00 $1,761,733.69 $2,446,955.37 $2,722,473.13 $3,005,705.86 $3,050,791.45 $0.00 $0.00 $0.00 $0.00 $0.00 $92,150.00 $126,100.00 $138,225.00 $150,350.00 $150,350.00 $1,853,883.69 $2,573,055.37 $2,860,698.13 $3,156,055.86 $3,201,141.45 $1,929,883.69 $2,677,055.37 $2,974,698.13 $3,280,055.86 $3,325,141.45 $10,157.28 $10,296.37 $10,437.54 $10,580.83 $10,726.26 EXPENSES Personnel Salaries Principal Assistant Principals/Deans Operations Office/Clerical Social Worker $45,000.00 $0.00 $0.00 $15,000.00 $0.00 $85,000.00 $60,000.00 $30,000.00 $60,000.00 $0.00 $86,275.00 $121,800.00 $30,450.00 $60,900.00 $0.00 $87,569.13 $123,627.00 $30,906.75 $61,813.50 $0.00 $88,882.66 $125,481.41 $31,370.35 $62,740.70 $0.00 $90,215.90 $127,363.63 $31,840.91 $63,681.81 $0.00 Page 300 Memphis School of Excellence - Elementary Cordova Rev&Exp Guidance Other Non-Instructional Teachers Educational Aides/Interventionists Total Salaries Benefits Social Security Medicare Health State Retirement Unemployment Workers Comp Life Insurance Total Benefits % of salary Pre-Opening Year Year 1 2020- Year 2 2021- Year 3 2022- Year 4 2023Year 5 20242019-2020 2021 2022 2023 2024 2025 $0.00 $27,500.00 $55,825.00 $56,662.38 $57,512.31 $58,375.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $596,250.00 $822,150.00 $956,821.47 $1,023,457.71 $1,038,809.58 $0.00 $72,500.00 $73,587.50 $74,691.31 $101,953.64 $103,482.95 $60,000.00 $931,250.00 $1,250,987.50 $1,392,091.53 $1,491,398.78 $1,513,769.76 $3,720.00 $870.00 $7,000.00 $5,400.00 $250.00 $60.00 $96.00 $17,396.00 28.99% $57,737.50 $13,503.13 $105,300.00 $83,812.50 $3,900.00 $1,170.00 $1,872.00 $267,295.13 28.70% $77,561.23 $18,139.32 $137,700.00 $112,588.88 $6,375.00 $1,530.00 $2,448.00 $356,342.42 28.48% $86,309.67 $20,185.33 $151,200.00 $125,288.24 $7,000.00 $1,680.00 $2,688.00 $394,351.24 28.33% $92,466.72 $21,625.28 $162,000.00 $134,225.89 $7,500.00 $1,800.00 $2,880.00 $422,497.90 28.33% $93,853.73 $21,949.66 $162,000.00 $136,239.28 $7,500.00 $1,800.00 $2,880.00 $426,222.67 28.16% $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $9,425.00 $5,400.00 $0.00 $0.00 $0.00 $40,000.00 $6,000.00 $30,000.00 $35,000.00 $15,000.00 $5,000.00 $6,000.00 $9,750.00 $15,000.00 $176,575.00 $12,350.00 $5,400.00 $0.00 $0.00 $0.00 $40,000.00 $6,000.00 $60,000.00 $35,000.00 $25,000.00 $5,000.00 $6,000.00 $12,750.00 $15,000.00 $222,500.00 $13,975.00 $5,400.00 $0.00 $0.00 $0.00 $40,000.00 $6,000.00 $60,000.00 $35,000.00 $35,000.00 $5,000.00 $6,000.00 $14,000.00 $15,000.00 $235,375.00 $15,275.00 $5,400.00 $0.00 $0.00 $0.00 $40,000.00 $6,000.00 $120,000.00 $35,000.00 $40,000.00 $5,000.00 $6,000.00 $15,000.00 $15,000.00 $302,675.00 $15,275.00 $5,400.00 $0.00 $0.00 $0.00 $40,000.00 $6,000.00 $120,000.00 $35,000.00 $40,000.00 $5,000.00 $6,000.00 $15,000.00 $15,000.00 $302,675.00 Supplies & Materials Computers (classrooms/labs) Curricular Materials (Textbooks, software) Office Supplies/Copy Papers Testing/Evaluation Copier Copy Paper Janitorial/Cleaning Supplies School Furniture Security Equipment Total Supplies & Materials $20,000.00 $20,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $50,000.00 $15,000.00 $105,000.00 $15,000.00 $10,000.00 $10,000.00 $5,000.00 $6,000.00 $0.00 $8,000.00 $25,000.00 $5,000.00 $84,000.00 $15,000.00 $10,000.00 $10,000.00 $5,000.00 $6,000.00 $0.00 $8,000.00 $15,000.00 $5,000.00 $74,000.00 $15,000.00 $10,000.00 $10,000.00 $10,000.00 $6,000.00 $0.00 $8,000.00 $15,000.00 $5,000.00 $79,000.00 $15,000.00 $10,000.00 $10,000.00 $10,000.00 $6,000.00 $0.00 $8,000.00 $15,000.00 $5,000.00 $79,000.00 $15,000.00 $10,000.00 $10,000.00 $10,000.00 $6,000.00 $0.00 $8,000.00 $15,000.00 $5,000.00 $79,000.00 Facility Related Expenses Rent/Debt Service Utilities Facility Maintenance Security Services Total Facility Related Expenses $60,000.00 $6,000.00 $6,000.00 $0.00 $72,000.00 $217,546.86 $48,000.00 $12,000.00 $3,000.00 $280,546.86 $220,613.78 $48,000.00 $12,000.00 $3,000.00 $283,613.78 $205,186.24 $48,000.00 $12,000.00 $3,000.00 $268,186.24 $193,818.58 $48,000.00 $12,000.00 $3,000.00 $256,818.58 $187,646.01 $48,000.00 $12,000.00 $3,000.00 $250,646.01 Other Charges Advertisement Insurance Total Other Charges $0.00 $0.00 $0.00 $10,000.00 $15,000.00 $25,000.00 $10,000.00 $15,000.00 $25,000.00 $10,000.00 $15,000.00 $25,000.00 $10,000.00 $15,000.00 $25,000.00 $10,000.00 $15,000.00 $25,000.00 Network Fee $0.00) $160,397.04) $223,797.00) $245,973.05) $283,629.17) $281,656.66) 1,925,064.02) 2,436,240.69) 2,639,977.06) 2,861,019.43) 2,878,970.11) Contracted Services Substitute Teachers Nurse Service Well Child Accounting/Payroll Services Audit Services Legal Services Cleaning/Janitorial Services Trash Removal Services Transportation SCS Admin Fee TFA Database Fee Phone/Internet Fees Professional Development Contracted Services - SPED Total Contracted Services TOTAL EXPENSES SURPLUS / (DEFICIT) 254,396.00) ($254,396.00) $4,819.66) $240,814.68) $334,721.06) $419,036.43) $446,171.34) Page 301 MEMPHIS SCHOOL OF EXCELLENCE INTERNAL CONTROL PROCESSES, POLICIES AND PROCEDURES Updated August, 2018 Page 302 1 Page TABLE OF CONTENTS SECTION 1 – INTRODUCTION SECTION 2 – RESPONSIBILITIES 1. –Director 1.1 - Principal 1.2 -Business Manager 1.3 – Front Office secretaries 1.4 - Outside Vendor SECTION 3 – INTERNAL CONTROL PROCESSES AND PROCEDURES 2. – Internal Control Processes and Procedures 2.1 - Checks 2.2 – Payroll Preparation, and Payments 2.3 – Purchasing and Reimbursement Page 303 2 Page SECTION 1 INTRODUCTION Purpose This manual has been prepared to document the Internal Control Processes, Policies and Procedures for Memphis School of Excellence. Its purpose is to ensure that schools’ assets and finances are managed responsibly. Page 304 3 Page SECTION 2 RESPONSIBILITIES 1. – Executive Director & Director of Operations Duties of the Directors:  Approve all requisition forms more than $1,000. Any purchase more than $10,000 requires Board approval.  Sign checks and approve online payments and purchases.  Set the budget development program.  Present the monthly financial reports, Annual Financial Report, Form 990, and audit report to the board.  Approve all Capital Improvement Plans  Review monthly transaction lists for schools and email related documents to accounting firm. 1.1- Principal Duties of the Principal  Approve all requisition forms up to $1,000.  Sign activity fund checks and approve online payments and purchases. 1.2- Staff Position  Business Manager Responsible for the development and control of the school’s budget and daily business operations. Duties of the Business Manager:  Receive collected cash from the secretaries daily with Tabulations of Monies Form, signed by minimum 2 staff.  After receiving the Tabulation of Monies form from the secretaries, review and approve the form.  Fill out deposit slips base on the Tabulation of Monies Form and take deposits to the bank.  Prepare monthly transaction lists for schools‘ accounts and report it to the director. Page 305 4 Page  Calculate monthly gross pays and present them to the Director. After approval, its Business Manager responsibility to send them to the contracted third party accounting firm for preparation of the schools payroll.  Purchase requested and approved items and place orders.  Send approved, stamped, and signed invoices to the accounting firm.  Review and process the Capital Improvement Project and related documents.  Review and process the grant documents and invoices.  Review and process the Payroll and benefits files. 1.3- Front Office Secretaries  Minimum of two secretaries (if needed with Business Manager/Principal) open the mail and distribute it.  Mail the checks to the vendors.  Return the collected cash with the Tabulation of Monies form to the Business Manager/Principal, daily. 1.4- Outside Vendor/ Contracted Third Party Accounting Firm In order to get financial statements prepared in conformity with generally accepted accounting principles and state laws, Memphis School of Excellence outsources financial services from third party accounting firm. This outsourced accounting firm is required to provide following services;  Consult the school in establishing basic financial structure based on district, the state foundation school program, and federal funding.  Enter the transaction list into the accounting system, prepare and review the bank reconciliations and prepare monthly financial statements.  Prepare and cut the A/P checks when requested.  Prepare and process the payroll and tax returns  Record and track the depreciation expenses  Prepare the financial audit documents  Prepare W2 and 1099 forms Page 306 5 Page SECTION 3 2. Main Internal Control Processes and Procedures It is the policy of Memphis School of Excellence to create and maintain accounting, billing, and cash control policies, procedures, and records which are consistent with generally accepted accounting principles, using the accrual basis of accounting and tax exemption 501 (c) (3) that meet the requirements of state and federal statutes, regulations, and governmental reports. 2.1- Checks  Check Writing Procedures; All checks are written through Memphis School of Excellence’s accounts and require two signatures. Individuals generally authorized to sign checks include:  Director  Board President  Principals (Only the Activity Fund Checks)  Check Approval Process This procedure is designed to ensure that all checks have adequate documentation and authorization and that there are no missing checks or checks written to phantom vendors. A copy of each check, plus any other documentation, such as purchase orders, is attached to the invoice, and filed in check number order in the respective Memphis School of Excellence file. Checks which are not deposited within the 180 days of the written date will be voided. Checks are mailed to vendors. If a check is picked up, the person picking up the checks must provide identification which matches the payee on the check or must have verifiable authorization from the payee to pick up the check. There should be two signatures on the vendor invoices. The approved invoice with the “Received [dated], I received that I have firsthand knowledge that the goods/services listed in this invoice have been received by our campus. [Two signatures required (Secretaries, Principal, Directors, Board President)]” stamp should be present on all of the invoices to be paid. Page 307 6 Page 2.2 - Payroll Preparation, and Payment Memphis School of Excellence pays its employees twice a month, usually the last and middle of the business day of the following month. The payroll dates will be published annually during the teacher orientation week. Payroll is prepared from employee data gained from the school’s database which is also reviewed by the director and business manager. Memphis School of Excellence requires all its employees to have a direct deposit. After all employees’ monthly gross salaries’ are prepared by the business manager and approved by the director, approved payroll file will be sent to the outside vendor who sets up and prepares payroll for each employee. When the payroll is ready, the accounting firm starts to make direct deposits with the approval of the director. Employees can access the paystubs, W2s, and W4 forms online through the accounting firm portal. 2.3 - Purchasing and Reimbursements Purchasing Procedures: All requests for purchases must be submitted to the business office with official school’s online google purchase order (PO) form with the appropriate approvals. The online Google Form will be shared with the staff at the beginning of the year. No purchases, charges, or commitments to buy goods or services for the school can be made without a PO number. The school will not reimburse employees or assume responsibility for purchases made without authorization. Employees are not permitted to purchase supplies or equipment for personal use through the schools’ business office. Contact the business office for additional information on purchasing procedures. Reimbursement for Purchases, Travel, Expenses: MSE will honor reimbursement requests only if the expenditure has had prior approval from their supervisors and requested according to established procedures. All reimbursement requests must be submitted with 60 days of the relevant travel or purchase. All requests of this nature must have original receipts attached. Staff members should consult with the Principal or Director regarding matters of this nature in order to prevent misunderstandings, assumptions, etc. Before any travel expenses are incurred by an employee, the employee’s supervisor must give written approval. For approved travel, employees will be reimbursed for mileage and other travel expenditures according to the current rate schedule authorized by the School Board and the Internal Revenue Service if a personal vehicle is used. All employees are entitled to reimbursement up to the per diem rate or the sum of their itemized receipts, whichever is less. Memphis School of Excellence uses federal per Page 308 7 Page diem rates, published at www.gsa.gov to calculate the employees’ allowable hotel, lodging, and meal expenses with the exception of Directors. Employees must submit original receipts to be reimbursed for expenses other than mileage. Memphis School of Excellence prohibits the use of gift cards and debit cards for the disbursement of MSE funds. Non-Reimbursable Expenses: MSE will not reimburse the following expenses.  Any expense unrelated to official MSE business  Meal and lodging expenses incurred more than one night before or after an approved               event/conference/workshop Personal incidental expenses, such as the rental or purchase of a videotape for personal entertainment, dry cleaning, or laundry Expenses solely for the personal convenience of the employee, such as airport express check-ins Expenses for alcoholic beverages Expenses for in-room internet service Expenses for the employee’s spouse, children, or guests Valet parking (unless incurred by a MSE executive officer or director) Excess baggage charges beyond the first bag Transportation or lodging purchased using the employee’s personal accumulated miles, points, or other non-monetary credit, unless the credit belongs to MSE Expenses incurred by or on behalf of another employee or a person who is not employed by Memphis School of Excellence Expenses deemed unreasonable by the employee’s immediate supervisor Any kind of tickets/fines issued by public officers like traffic fines/tickets, toll violations, etc. Un-itemized receipts cannot be used to as a proof of purchase Air flight tickets, hotel and rental car expenses can be only reimbursed after the travel takes place Per Diem rates are limited to IRS’s daily rates cannot be combined for multiple days. Page 309 8 Page Attachment Q Network-Wide Budget The tables below include the consolidated budget for the entire network, the network office (back-office) as well as each school in the MSE network. Memphis School of Excellence: Network-wide Budget Page 310 MEMPHIS SCHOOL OF EXCELLENCE 2019-2020 CASH FLOW STATEMENT NETWORK-WIDE 2019-2020 Fiscal Year (July 1, 2019 - June 30, 2020) July August Budget Budget September October November December Budget Budget Budget January February March April May June Total Budget Budget Budget Budget Budget Budget Budget Budget REVENUE Basic Education Program $0 Title I $0 TOTAL REVENUE $0 Salaries Benefits Total Personnel $731,883 $731,883 $731,883 $731,883 $731,883 $731,883 $731,883 $731,883 $731,883 $0 $109,225 $0 $0 $109,225 $0 $109,225 $731,883 $731,883 $731,883 $731,883 $841,108 $731,883 $731,883 $841,108 $731,883 $109,225 $731,883 $7,646,504 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $329,019 $3,948,233 $91,093 $91,093 $91,093 $91,093 $91,093 $91,093 $91,093 $91,093 $91,093 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $420,113 $5,041,354 $0 $0 $0 $0 $731,883 $7,318,829 $0 $327,675 Per Student EXPENSES Personnel $91,093 $91,093 $91,093 $1,093,121 Contracted Services Substitute Teachers $0 $0 $4,444 $4,444 $4,444 $4,444 $4,444 $4,444 $4,444 $4,444 $4,444 $0 $40,000 Nurse Service Well Child $0 $0 $2,222 $2,222 $2,222 $2,222 $2,222 $2,222 $2,222 $2,222 $2,222 $0 $20,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $60,000 Accounting/Payroll Services Audit Services $20,000 $20,000 Legal Services $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,000 Cleaning/Janitorial Services $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $9,550 $114,600 Trash Removal Services $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,000 Transportation $0 $0 $13,333 $13,333 $13,333 $13,333 $13,333 $13,333 $13,333 $13,333 $13,333 $0 $120,000 SCS Admin Fee $0 $0 $0 $0 $35,000 $0 $0 $0 $35,000 $0 $0 $0 $70,000 TFA $0 $0 $0 $35,000 $0 $0 $0 $35,000 $0 $0 $0 $0 $70,000 Database Fee $0 $0 $0 $0 $0 $0 $7,500 $0 $0 $7,500 $0 $0 $15,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 Professional Development $417 $2,417 $2,417 $2,417 $2,417 $2,417 $2,417 $2,417 $2,417 $2,417 $2,417 $417 $25,000 Contracted Services - SPED $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $30,000 Total Contracted Services $21,633 $23,633 $43,633 $78,633 $78,633 $63,633 $51,133 $78,633 $78,633 $51,133 $43,633 $21,633 $634,600 $40,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $40,000 Phone/Internet Fees Supplies & Materials Computers (classrooms/labs) Page 311 MEMPHIS SCHOOL OF EXCELLENCE 2019-2020 CASH FLOW STATEMENT NETWORK-WIDE 2019-2020 Fiscal Year (July 1, 2019 - June 30, 2020) Curricular Materials (textbooks, software) July August Budget Budget September October November December Budget Budget Budget Budget January February March April May June Total Budget Budget Budget Budget Budget Budget Budget $50,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $50,000 $917 $917 $917 $917 $917 $917 $917 $917 $917 $917 $917 $917 $11,000 Testing/Evaluation $3,500 $3,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $7,000 Copier $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $25,000 Office Supplies Copy Paper $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $6,000 Janitorial/Cleaning Supplies $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $75,000 School Furniture $70,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $70,000 Security Equipment $21,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $21,000 Total Supplies & Materials $194,250 $13,250 $9,750 $9,750 $9,750 $9,750 $9,750 $9,750 $9,750 $9,750 $9,750 $9,750 $305,000 Rent/Debt Service $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $81,288 $975,459 Utilities $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $144,000 Facility Maintenance $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $2,250 $27,000 Security Services $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $30,000 Total Facility Related Expenses $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $98,038 $1,176,459 Advertisement $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $25,000 Insurance $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $4,000 $48,000 Total Other Charges $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $6,083 $73,000 Facility Related Expenses Other Charges TOTAL EXPENSES $740,118 $561,118 $577,618 $612,618 $612,618 $597,618 $585,118 $612,618 $612,618 $585,118 $577,618 $555,618 $7,230,413 SURPLUS / (DEFICIT) -$740,118 $170,765 $154,265 $119,265 $119,265 $243,490 $146,765 $119,265 $228,490 $146,765 -$468,393 $176,265 Beginning Cash Balance Ending Cash Balance $1,500,000 $759,882 $930,647 $1,084,913 $1,204,178$1,323,443 $1,566,933 $1,713,698 $1,832,963 $2,061,454 $2,208,219 $1,739,826 $1,916,091 $416,091 Page 312 MEMPHIS SCHOOL OF EXCELLENCE 2020-2021 CASH FLOW STATEMENT NETWORK-WIDE 2019-2020 Fiscal Year (July 1, 2019 - June 30, 2020) July August September October Budget Budget Budget Budget November December Basic Education Program $0 $1,230,402 Title I $0 $0 TOTAL REVENUE $0 $1,230,402 Salaries $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 $551,686 Benefits $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $154,676 $1,856,112 Total Personnel $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $706,362 $8,476,345 Substitute Teachers $0 $0 $6,683 $6,683 $6,683 $6,683 $6,683 $6,683 $6,683 $6,683 $6,683 $0 $60,150 Nurse Service Well Child $0 $0 $3,422 $3,422 $3,422 $3,422 $3,422 $3,422 $3,422 $3,422 $3,422 $0 $30,800 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $100,000 Legal Services $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,000 Cleaning/Janitorial Services $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $17,883 $214,600 Trash Removal Services $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $2,667 $32,000 Transportation $0 $0 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $0 $180,000 SCS Admin Fee $0 $0 $0 $0 $70,000 $0 $0 $0 $70,000 $0 $0 $0 $140,000 TFA $0 $0 $0 $55,000 $0 $0 $0 $55,000 $0 $0 $0 $0 $110,000 Database Fee $0 $0 $0 $0 $0 $0 $10,000 $0 $0 $10,000 $0 $0 $20,000 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $22,000 Budget Budget January February March April May June Total Budget Budget Budget Budget Budget Budget Budget REVENUE $1,230,402 $1,230,402 $1,230,402 $1,230,402 $1,230,402 $1,230,402 $1,230,402 $1,230,402 $0 $0 $0 $169,600 $0 $0 $169,600 $0 $0 $169,600 $1,230,402 $12,304,024 $0 $508,800 $1,230,402 $1,230,402 $1,230,402 $1,400,002 $1,230,402 $1,230,402 $1,400,002 $1,230,402 $169,600 $1,230,402 $12,812,824 Per Student EXPENSES Personnel $6,620,233 Contracted Services Accounting/Payroll Services Audit Services Phone/Internet Fees $30,000 $30,000 Professional Development $833 $4,883 $4,883 $4,883 $4,883 $4,883 $4,883 $4,883 $4,883 $4,883 $4,883 $833 $50,500 Contracted Services - SPED $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $60,000 Total Contracted Services $38,217 $42,267 $72,372 $127,372 $142,372 $102,372 $82,372 $127,372 $142,372 $82,372 $72,372 $38,217 $1,070,050 $30,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $30,000 Supplies & Materials Computers (classrooms/labs) Page 313 MEMPHIS SCHOOL OF EXCELLENCE 2020-2021 CASH FLOW STATEMENT NETWORK-WIDE 2019-2020 Fiscal Year (July 1, 2019 - June 30, 2020) July August September October Budget Budget Budget Budget November December Budget Budget January February March April May June Total Budget Budget Budget Budget Budget Budget Budget Curricular Materials (Textbooks, software) $30,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $30,000 Office Supplies $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $2,583 $31,000 Testing/Evaluation $8,500 $8,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $17,000 Copier $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $3,083 $37,000 Copy Paper $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $14,000 Janitorial/Cleaning Supplies $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $58,000 School Furniture $35,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $35,000 Security Equipment $11,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $11,000 Total Supplies & Materials $126,167 $20,167 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $263,000 Rent/Debt Service $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $108,386 $1,300,627 Utilities $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $240,000 Facility Maintenance $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $3,917 $47,000 Security Services $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $3,167 $38,000 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $135,469 $1,625,627 Advertisement $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $3,750 $45,000 Insurance $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $6,500 $78,000 Total Other Charges $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $10,250 $123,000 TOTAL EXPENSES $1,016,464 $914,514 $936,120 $991,120 $1,006,120 $966,120 $946,120 $991,120 $1,006,120 $946,120 $936,120 $901,964 $11,558,022 SURPLUS / (DEFICIT) -$1,016,464 $315,888 $294,283 $239,283 $284,283 $239,283 Beginning Cash Balance Ending Cash Balance $1,916,091 $899,627 $1,215,515 Facility Related Expenses Total Facility Related Expenses Other Charges $224,283 $433,883 $393,883 $284,283 -$766,520 $328,438 $1,254,802 $1,509,797 $1,749,080 $1,973,363 $2,407,245 $2,691,528 $2,930,810 $3,324,693 $3,608,975 $2,842,455 $3,170,893 Page 314 Network Office (back-office) Revenue Because the network office serves as a support system and provides support services to MSE’s schools, revenue from the network office includes fees from each of the schools (paid through BEP funds). Each school shares in the network office costs based on pro rata enrollment. For example, if a school in the network has 25% of the network’s total enrollment, that school would incur 25% of the network office costs. Page 315 Expenses Staffing The table below details staffing positions and salaries for the network office. Memphis School of Excellence - Network Staff Executive Director Director of Operations Director of Academics Director of Finance Technology Coordinator Power School & Engagement Coordinator Human Resources & Federal Programs Manager Instructional Coach - ELA (6-12) Instructional Coach - Math (6-12) Instructional Coach - Science (6-12) / STEM Coordinator Instructional Coach - Social Studies (6-12) Instructional Coach K-5 RTI Coordinator ESL Coordinator SPED Coordinator Total FTEs Annual Salary 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 $113,300.00 $97,200.00 $75,000.00 $63,000.00 $70,000.00 $60,536.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 5 10 1 12 1 13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 Operational Expenses Other expenses in the network office include: • • • • • • Professional Development – Budgeted at $1,000 per FTE per year. Accounting/Bookkeeeping - $60,000 in 2019-2020; and $100,000 per year in each year thereafter. Audit - $20,000 in 2019-2020; and $30,000 per year in each year thereafter. Legal services - $20,000 per year. Office supplies - $5,000 per year. Office space – The MSE network office will be housed at one of MSE’s schools, so will not incur rent expense. Page 316 REVENUE 355i: E::lu:e :iI:Ir1 Fragrar?: Title TIIJTAL REVENUE EHPE HE E5 Salaries Eer'el'its Contracted Services Supplies 5 Materials :E-Eilit'lu' Related Expenses I:Ither Charges Hath-Curl: Fee TIIJTAL EHPE E5 IHEDME School Level Budget Summaries Memphis School of Excellence: Grades K-8 Hickory Hill 25152525 2525-2521 2521-2522 2522-2523 2523-2524 2524-2525 54,221,212 55,551,453 53,545,555 55,531,235 55,115,525 55,255,255 55 55 55 55 55 55 5152,555 5242455 5242.455 5242.455 5242.455 5242.455 54,455,552 55,153,553 55,155,555 55,223,535 55,355,425 55,445,555 52,544,555 52,515,555 52,225,525 53,145,515 53,152,115 53,234,523 5525,525 5242522 5223.555 5555.441 5553.253 5551.243 5225,s 55 5255,555 5255,555 5255,555 5255,555 5255,555 545,555 545,555 543,555 543,555 543,555 543,555 5235,154 523 5,154 523 5.154 5235.154 5235.154 523 5,154 535,351 53 5,555 535,555 535,555 535,555 535,555 53523 53 5311552 5521.515 5523.515 553 4,445 553 5,553 54,555,555 54,544,422 55,154,552 55,525,522 55,214,452 55,255,353 5343.352 51,155,522 515553.255 5545,551 $545,515 5552, 242 Page 317 REVENUE 3215i: E::lu:e tier: Prugrer?: Title TIIJTAL HE'lul'El'll-IE EHPE HE E5 Eel-5 riee 3er' e?ts Contracted Services Supplies 51 Materials Zaeilitllr Related Expenses IElt her Charges Hetwerk Fee TIIJTAL EHPE HE E5 INCDME Memphis School of Excellence: Grades 9-12 Hickory Hill 1019-1321] 55,052,51225 $1 55,525-00 $5,252,442.25 $1,552,525.00 $522, 545-5 5 $255,100.00 $45,000.00 $222, 55500 $55,500.00 $255, 22 2-52 $2,522,555.40 $505,555.55 EDIE-21111 $2,555,545-55 $100,400.00 $2,455,245.55 $1,254,225-00 $5 45,551.20 $25 $45,000.00 $222,555.00 $5 5,500.00 $211,552.54 $2,452,525.54 $50,220.05 1011-2022 52, 555,5 55.55 $111,500-00 $2,510,155.55 255,250.55 $545,010-45 $255,500.00 $45,000.00 $222,555-00 $55,500.00 $240,151-55 $2,455,552.52 $525,255.22 l?lE-E?lli 52,252,5 21.54 $111,500-00 $2,545,521.54 $1,555,455.05 $550,452-55 $255,500.00 $45,000 .00 $222,555-00 $55,500 .00 $240,254-52 $2,542,205.54 254.20 1023-20211 $2,225,252.51 $111,500. 00 $2,555,5 52.51 $1,555,450.52 $555,555.24 $25 5,500. 00 $45 ,-000-00 $222,555.00 $5 5,500-00 $255,255. 25 $55,045.41 $505,512.50 $2,515,255.22 $111,500.00 $2,525,555.22 $1,525,525.25 $552,215.55 $255,500.00 $45,000.00 $222,555.00 $5 $255,451.00 $2,505,552.55 $521,542.42 Page 318 Memphis School of Excellence Elementary Cordova Detailed budget assumptions have been included in Attachment O. Page 319 Memphis School of Excellence Cordova Detailed budget assumptions have been included in Attachment O in the Memphis School of Excellence Cordova application. Page 320 Attachment R: Student Achievement/Growth Results Post- Sec:ondary Graduatio Pro?ciency Rates ACT Enrollment Rate State Report Card College 8: Stu dent Ch ronically Achievement rowth Career Climate Z?year Z?year Z?year Z?year Z?yea Z?year Z?year Academic Academic Out of Progress Rea dy rad. Cha rter School Com p. Com p. Category Category Category Category Com p. CompComp. Comp. Comp. Achievement rowth School ELL Prof. Era duate Rate Memphis Rise Acad emy 4. 50 4.48 5.00 4.00 4.55 4.3 3 5 5 23.Freedom Prepa ratory Acad emy 4.45 4.38 4. ?5 3.5? 4.?5 5.00 5 5 21.1% 20.9% 51.4% 21.5% 19.4 90.Power Center Academy Middle 3.4? 4.28 4.25 4.13 NA 4.5? 1 5 14.0% 24.3% 43.Soulsvi ll Ch arter 4.11 4.19 4. ?5 3.1? NA 4.5? 5 5 12.1% 53.2% 22. 5% 19. 2 98.1% 1.0 4.0 4.0 NA 4.0 4.0 Memphis Academy of Sci en ce 8 Engineering 4.51 4.11 4.50 3.51 4.50 4.5? 5 1 12.3% 2% 15.1% 1?.0 59.0% 92. 0.4 1.8 2.0 4.0 3.0 4.0 Memphis School of Excellence 4. 25 3.95 4. ?5 3.00 NA 3.33 5 3 15.57.0% 98.8% 0.0 1.1 3.9 1.0 4.0 4.0 Memphis Grizzlies Preparatory 4.03 3.83 4.00 3.?5 NA 3.5? 5 5 12.2% 19.1% 51.5% 44.Southwest Ea rly College High NA 3.?5 3. 25 4.40 4.00 3.3 3 NA 5 1.City niversity 2. ?9 3.44 2. 50 3.3 3 3.00 4.3 3 1 5 2.1% 12. 1% 23.1% 3.8% 15.4 5% 2.4 3.5 4.0 NA 2.0 4.0 Memphis Business Academy High 3.?2 3.23 3.50 2.1? NA 4.00 3 1 4.4% 15.1% 25.1% 13.5% 1?.2 50.0% 0.0 0.4 2.8 2.0 0.4 4.0 Memphis Academy of Health Sciences 2.30 3.04 1.?5 3.59 NA 4.33 1 5 5.5% 8.1% 40.Kaleidoscope School of Memphis NA 2.98 2. ?5 2.20 NA 5.00 NA 2 5.8% 18. 2% 48.9% 11.KIPP Memphis Collegiate High 3.2? 2.95 3.00 2.28 4.25 4.00 3 1 4.9% 11. 1% 18.9% 8.5% 1?.4 1.0 0.0 NA 0.0 2.2 Power Center Academy High 2.53 2.85 2. ?5 1.44 2.33 4.33 1 1 4.4% 11.4% 20.0% 4.5% 18.4 98.3% 1.0 0.5 0.0 0.8 1.4 4.0 Memphis Academy of Health Sciences High 3.50 2.?9 3.00 2.22 3.50 3.5? 4 1 3.4% 12.5% 21.1% 5.9% 1?.1 55.0% 89.2% 0.0 0.3 4.0 NA 0.0 4.0 KIPP Memphis Middle Academy 2.23 2.?3 2.50 3.00 NA 2.5? 1 5 10.1% 34.9% 22.City University School Girls Prep 2.1? 2.54 1.25 3.19 NA 4.33 1 4 4.5% 11. 1% 4.DuBois Middle? Leadership 81 Public Policy 1.83 2.54 1.50 3.19 NA 3.33 1 3 2.3% 11.DuBois High - Leadership Public Policy 0.5% 5.8% 20.DuBois High Arts 3t Technology 0.8% 14.Veritas College Preparatory 2.4? 2.48 2.00 2.38 NA 3.5? 2 4 8.1% 28. 5% 13.Memphis Busin ess Acad emy 3 . 2? 2.48 2. ?5 1.94 NA 3.00 3 1 14.9% 13 41. 11.City University School Boys Prep 2. 23 2.44 1. ?5 2.19 NA 4.33 1 2 14.2% 25.City University School of Independence 2.80 2.25 2. 25 1.85 4.?5 3.5? 2 2 0.0% 8.8% 35.0% 5.Power Center Academy Middle School South east 2. 30 2.23 2. 50 1.55 NA 3.00 1 1 12.8% 15.5% 34.5% 10.KIPP Memphis Collegiate Middle 2.?3 2.19 1.?5 2.55 4.50 2.33 4 5 9.5% 8.2% 39.0% 8.DuBois Middle? Arts 81 Technology 2.0? 2.09 1. 25 2.31 NA 3.33 2 4 2.1% 3.3% 28.0% 2.Excel Center 1.58 1.89 1.00 1.83 NA 4.33 1 1 0.0% 3.9% 1.8% 0.9% 11Gateway University NA 1.54 1.00 1.50 NA 4.33 NA 1 0.0% 1.Page 321 Page 322 9 Northwest Prep Academy I 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% Gateway University I Trezevant High Excel Center - Hamilton High - B. T. Washington High - Melrose High - DuBois High - Leadership Public Policy Douglass High Kirby High Mitchell High Oakhaven High DuBois High - Arts at Technology Sheffield High Manassas High Westwood High City University School of Independence Raleigh-Egypt High Wooddale High KIPP Memphis Collegiate High Southwest Early College High Power Center Academy High Ridgeway High Craigmont High City University Kingsbury High Memphis Academy of Health Sciences High Southwind High East High Memphis Business Academy High Bolton High Memphis Academy of Science Cordova High Soulsville Charter Overton High Whitehaven High Freedom Preparatory Academy I Memphis School of Excellence Legacy Leadership Academy Memphis Rise Academy Central High Germantown High Hollis F. Price Middle College High White Station High Middle Collage High English Language Arts Proficiency 2 Year Composite Scores (2016-2018) Memphis Scheel of Excellence WAAS Scores: 2013-2013 2013-2014 2014-2015 2015-2015 2015-201? 201?-2013 Page 323 Memphis School of Excellence ACT Scores 2013-2014 2014-2015 2015-2016 2016-201? EDIT-2013 +Memphis School of Excellence Page 324 Page 325 B. T. Washington High Bolton High Douglass High Excel Center Hamilton High Hollis F. Price Middle College.. Ma nassas High Melrose High Mitchell High Northwest Prep Academy Dakhaven High Raleigh-Egypt High Sheffield High Trezevant High Westwood High Wooddale High City University Kirby High Kingsbury High MAHS High East High Craigmont High MBA High Southwind High KIPP Memphis Collegiate High Ridgeway High Dverton High MASE Cordova High Whitehayen High Power Center Academy High Freedom Preparatory.. Central High Memphis School of Excellence Soulsville Charter Germantown High White Station High Middle College High 0.0% 10.0% 20.0% 30.0% 50.0% 60.0% T0095 Ready Graduate Percentage School Name Memphis School of Excellence Middle and High School Memphis School of Excellence Elementary School Year Opened City State Grades Served Total Enrollment 2010 Memphis TN 6-12 510 2017 Memphis TN K-5 165 Page 326 Demographics and Socioeconomics % African American % Hispanic % White % Other Race/ Ethnicity % FRPL 63% 35% 0 2% 95% 62% 38% 0 0 95% % SPED 4.20% % ELL 8.36% 2% 16.70% Page 327 School Contact Info Contact Name Contact Title Contact Email Contact Phone Muhammet Turkay Executive Director mturkay@sememphis.org 901-491-6854 Muhammet Turkay Executive Director mturkay@sememphis.org 901-491-6854 Page 328 Authorizer Contact Information Authorizing Organization Contact Name Contact Title Shelby County Schools Daphne Robinson Director of Charter Schools Shelby County Schools Daphne Robinson Director of Charter Schools Page 329 on Contact Email Contact Phone ROBINSOND5@scsk12.org 901-416-5321 ROBINSOND5@scsk12.org 901-416-5321 Page 330 Attachment U: School Financials Refer Attachment L: Network Annual Audits for last two audited financial statements. Page 331 READ FOUNDATION dba MEMPHIS SCHOOL OF EXCELLENCE FINANCIAL STATEMENTS AND SUPPLEMENTAL INFORMATION JANUARY 31, 2019 Page 332 FINANCIAL STATEMENTS Page 333 Whitehorn Tankersley & ~ Davis, PllC CERTIFIED PUBLIC ACCOUNTANTS 670 Oakleaf Office Lane Memphis, TN 38117-4811 (901) 767-5080 • (901) 767-5263 FAX www.wtdcpa.com ACCOUNTANT'S COMPILATION REPORT The Board of Directors Read Foundation dba Memphis School of Excellence Menrrphis, Tennessee Management is responsible for the accompanying financial statements of Read Foundation, Inc. (a nonprofit organization) which comprise the Statement of Net Position·· as of January 31, 2019 and the related Statenrrents of Activities - Actual and Budgeted for the month and the year to date periods then ended in accordance with accounting principles generally accepted in the United States of America. We have performed a compilation engagement in accordance with Statements on Standards for Accounting and Review Services promulgated by the Accounting and Review Services Committee of the AICPA. We did not audit or review the accompanying fmancial statements, nor were we required to perform any procedures to verify the accuracy or completeness of the information provided by nrranagement. Accordingly, we do not express an opinion, a conclusion, nor provide any form of assurance on these financial statements. Accounting principles generally accepted in the United States of America require that capital assets which have future value and use be capitalized on the statenrrent of net position and have depreciation recorded in the statements of activities. The organization capitalizes its current year capital asset additions and records depreciation expense in connection with its annual audit. In addition, categories of net position are required to be presented for each period presented. The organization chooses to adjust these categories of net position only in connection with its annual audit. Also, deferred inflows and outflows related to pension assets and liabilities are adjusted only in connection with the annual audit. Management has not determined the effects of these departures on the fmancial statements. Management has elected to omit substantially all of the disclosures required by accounting principles generally accepted in the United States of America. If the omitted disclosures were included in the financial statenrrents, they might influence the user's conclusions about the organization's financial position and changes in net assets. Accordingly, these financial statements are not designed for those who are not informed about such matters. AMERICAN INSTITUTE OF CERTIFIED PUBLIC ACCOUNTANTS AICPA DIVISION OF FIRMS: PRIVATE COMPANIES PRACTICE SECTION TENNESSEE SOCIETY OF CERTIFIED PUBLIC ACCOUNTANTS Page 334 The accompanying budgeted statements of activities for the month ended January 31, 2019 and for the year ending June 30, 2019 and the schedules of activities- actual and budgeted by school are presented for purposes of additional analysis and are not a required part of the basic financial statements. This information is the responsibility of management. The information was not subject to our compilation engagement. We have not audited or reviewed the supplementary budgeted information and, accordingly, we do not express an opinion, a conclusion, nor provide any form of assurance on such supplementary information. Management has elected to omit the summaries of significant assumptions and accounting policies required under established guidelines for presentation of prospective financial statements. If the omitted summaries were included with the annual budgeted information, they might influence the user's conclusions abut Read Foundation dba Memphis School of Excellence's budgeted information. Accordingly, this budgeted information is not designed for those who are not informed about such matters. We are not independent with respect to Read Foundation, Inc. March 4, 2019 Memphis, Tennessee Page 335 READ FOUNDATION MEMPHIS SCHOOL OF EXCELLENCE STATEMENT OF NET POSITION As of January 31, 2019 ASSETS CURRENT ASSETS Cash in Bank-Checking Cash in Bank-Activity Fund Accounts Receivable Prepaid Insurance Prepaid Rent Prepaid Expenses $ 1,622,365.16 33,118.96 1,952.46 16,967.94 54,852.56 165.07 Total Current Assets 1 729 422.15 CAPITAL ASSETS Building 2,139,929.67 Land 779,900.00 Furniture & Equipment-G&A Accum Depr-Furniture & Equipment-G&A 119,161.81 Accum Depr - Building (50,297.00) Building Improvements (81,993.03) 2,567,331.81 Accum Depr-Leasehold Improvement Furniture, Fixtures & Equipment (1 ,464,345.09) 369,709.68 Accum Depr-F&E-Instruction (206,912.01) Food Service Equipment 15,620.77 Accum Depr-F &E-Food Service (6.784.31 ) Net Capital Assets 4 181 322.30 OTHER ASSETS Prepaid Security Deposit Net Pension Asset 77.606.00 Total Other Assets 127 606.00 50,000.00 DEFERRED OUTLOWS OF RESOURCES-PENSION TOTAL ASSETS AND DEFERRED OUTFLOWS OF RESOURCES 433 947.00 $ 6.472.297.45 See Accountant's Compilation Report Page 336 READ FOUNDATION MEMPHIS SCHOOL OF EXCELLENCE STATEMENT OF NET POSITION As of January 31, 2019 LIABILITIES AND NET POSITION CURRENT LIABILITIES Accounts Payable Income Tax WH & Unpaid State Income Tax Withheld Social Security Tax Medicare Tax Retirement-TCRS Retirement-Hybrid 401 (k) Contributions Roth 401(k) After Tax Insurance Deductions Current Portion-Regions Construction Loan Current Portion of Regions Promissory Note Current Portion of Regions Loan for HS Gym 30,230.54 (102.66) 855.13 (115.22) (26.94) 50,282.81 5,345.41 861.85 107.29 (254.86) 55,997.00 15,608.86 18 148.42 Total Current Liabilities 176 937.63 LONG-TERM LIABILITIES Mortgage Payable-Regions Regions Promissory Note 1,553,983.63 37,071.80 Regions-Loan for HS Gym Building Work 55,433.33 Total Long-Term Liabilities 1646 488.76 Total Liabilities 1,823.426.39 DEFERRED INFLOWS OF RESOURCES-PENSION 209,192.00 NET POSITION Investment in Capital Assets, net 2,445,079.26 Restricted 121,985.57 Unrestricted 1,287,022.70 Change in Net Position 585.591.53 Total Net Position 4 439 679.06 TOTAL LIABILITIES, DEFERRED INFLOWS OF RESOURCES AND NET POSITION 6 472 297.45 See Accountant's Compilation Report Page 337 READ FOUNDATION dba MEMPIDS SCHOOL OF EXCELLENCE STATEMENTS OF ACTIVITIES- ACTUAL AND BUDGETED 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 Actual January 31, 2019 Budget January 31, 2019 Actual Annual Budget Budget Variance Revenues Community Services-Day Care Lease/Rentals Sale of Materials & Supplies Contributions & Gifts Other Local Revenue Basic Education Program Other State Grants Other State Revenues Title I - Grants to Local Education Agencies Total Revenue $ -$ 416.67 $ 1,646.00 $ 5,000.00 $ (3,354.00) - 8,000.00 - 96,000.00 (96,000.00) 3,830.40 5,166.67 59,055.22 62,000.00 (2,944.78) - 208.34 - 2,500.00 (2,500.00) 780.00 - 3,597.08 - 633,251.68 502,283.92 3,574,986.10 6,027,407.00 (2,452,420.90) - 38,028.67 - 456,344.00 (456,344.00) 28,700.00 19,250.01 526,764.28" 231,000.00 295,764.28 - 23,272.84 134!333.28 279,274.00 (144,940.72) 666,562.08 596,627.12 4,300,381.96 7,159.525.00 (2,~143.04) 33,175.26 24,395.24 205,583.12 292,743.00 87,159.88 190,884.17 219,370.75 1,166,407.82 2,632,449.00 1,466,041.18 5,250.00 5,250.00 36,765.00 63,000.00 26,235.00 9,975.92 9,975.91 61,280.52 119,711.00 58,430.48 16,750.00 10,125.00 103,320.00 121,500.00 18,180.00 10,000.00 5,000.00 60,075.00 60,000.00 (75.00) 9,581.82 15,416.66 70,444.52 185,000.00 114,555.48 1,701.18 - 4,252.95 - 233.33 - 2,800.00 2,800.00 2,379.50 2,500.00 14,352.00 30,000.00 15,648.00 3,597.08 Program Expenses Principal Teachers Accountants/Bookkeepers Guidance Personnel Assistant Principal Assistant Principal Secretary Educational Assistants Bonus Payments Other Salaries & Wages Social Security State Retirement Medical Insurance Dental Insurance Unemployment Compensation Employer Medicare Other Fringe Benefits Advertising Audit Services - (4,252.95) 16,271.58 18,530.16 101,732.09 222,362.00 120,629.91 32,345.50 29,435.73 177,319.38 353,229.00 175,909.62 24,470.41 13,799.49 211,104.14 165,594.00 (45,510.14) 222.61 93.16 3,302.61 1,118.00 (2,184.61) 2,745.23 854.41 4,275.82 10,253.00 5,977.18 3,805.47 3,474.49 23,792.24 41,694.00 17,901.76 36.86 25.00 1,269.96 300.00 2,038.50 4,166.66 5,570.06 50,000.00 - 1,641.66 19,700.00 19,700.00 See Accountant's Compilation Report (969.96) 44,429.94 Page 338 READ FOUNDATION dba MEMPIDS SCHOOL OF EXCELLENCE STATEMENTS OF ACTIVITIES- ACTUAL AND BUDGETED Communication Contracts with Other School Systems Data Processing Services Data Processing Services Dues & Memberships Janitorial Services Operation Lease Payments Legal Services Maintenance & Repair Serv-Building Maintenance & Repair Services-Building Maintenance & Repair Serv-Equipment Payments to Schools-Lunch Postal Charges Rentals Travel Disposal Fees Contracts for Substitute Teachers-Non-certified Other Contracted Services Other Contracted Services Plant Oper-Electricity Instructional Supplies & Materials Office Supplies Textbooks Other Supplies & Materials Liability Insurance Premium on Corporate Surety Bonds Workers' Compensation Insurance Workers' Compensation Insurance In Services/Staff Development Other Charges Interest on Notes Administrative Equipment Building Construction 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 Adual January 31, 2019 Budget January 31, 2019 Actual Annual Budget Budget Variance 378.46 2,083.33 7,337.34 25,000.00 17,662.66 - 2,916.66 - 35,000.00 35,000.00 - 83.33 770.00 1,000.00 230.00 - 84.00 - (84.00) 105.00 70.82 6,105.46 850.00 (5,255.46) 9,640.00 11,791.66 67,480.00 141,500.00 74,020.00 - - (0.18) - 0.18 2,916.66 4,353.00 35,000.00 30,647.00 10,681.00 - 87,445.36 - (87,445.36) - 5,000.00 - 60,000.00 60,000.00 - 416.66 - 5,000.00 5,000.00 - 83.33 - 1,000.00 1,000.00 500.00 2,916.66 1,300.00 35,000.00 33,700.00 46,275.30 57,570.16 322,564.68 690,842.00 368,277.32 724.08 12,916.65 76,102.66 155,000.00 78,897.34 929.16 1,000.00 6,463.40 12,000.00 5,536.60 - 4,166.66 - 50,000.00 50,000.00 24,709.53 16,867.81 149,902.79 202,414.00 - (37,000.00) 156,000.00 83,630.94 (94,627.58) 52,511.21 - - 9,327.50 13,000.00 37,000.00 72,369.06 936.66 7,083.33 179,627.58 85,000.00 72.96 166.66 7,075.66 2,000.00 (5,075.66) - 8,750.00 41,713.94 105,000.00 63,286.06 8,813.14 12,916.66 37,763.95 155,000.00 117,236.05 2,603.01 448.00 15,618.06 5,376.00 (10,242.06) 187.50 482.83 787.50 5,794.00 5,006.50 1,825.81 1,510.41 8,897.04 18,125.00 9,227.96 (11,125.11) - - 11,125.11 - 4,385.44 4,583.33 18,891.42 55,000.00 36,108.58 19,497.69 29,456.48 147,456.79 353,478.00 206,021.21 6,800.05 8,750.00 47,772.06 105,000.00 57,227.94 - - 1,503.07 - (1,503.07) - 7,500.00 12,000.00 90,000.00 78,000.00 See Accountant's Compilation Report Page 339 READ FOUNDATION dba MEMPIDS SCHOOL OF EXCELLENCE STATEMENTS OF ACTIVITIES- ACTUAL AND BUDGETED Building Improvements Furniture & Fixtures Regular Instruction Equipment Total Program Expenses Change in Net Position $ 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 Actual January 31,2019 Budget January 31, 2019 Actual Annual Budget Budget Variance - 5,224.41 - 62,693.00 62,693.00 - - 64,728.33 - (64,728.33) 7,198.50 11.666.66 10,005.12 140,000.00 129,994.88 517,224.80 596,626.81 3,714,790.43 7,159,525.00 3,444,734.57 - 585,591.53 149,337.28 $ 0.31 $ See Accountant's Compilation Report 585,591.53 $ Page 340 SUPPLENIENTAL INFORMATION Page 341 READ FOUNDATION dba MEMPIDS SCHOOL OF EXCELLENCE SCHEDULE OF ACTIVITIES -ACTUAL AND BUDGETED MIDDLE & IDGH SCHOOL 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 January 31, 2019 January 31, 2019 Annual Actual Budget Actual Budget Budget Variance Revenues Sale ofMaterials & Supplies $ 3,830.40 $ 4,166.67 $ 49,601.63 $ 50,000.00 $ (398.37) Contributions & Gifts - Other Local Revenue 780.00 - 3,597.08 - 438,682.93 431,581.17 2,628,401.12 5,178,974.00 22,300.00 17,333.34 129,000.00 208,000.00 (79,000.00} - 20,907.67 99,333.28 250,892.00 (151,558.72) 465,593.33 474,155.52 2,909,933.11 5,689,866.00 (2,779,932.89} Basic Education Program Other State Revenues Title I - Grants to Local Education Agencies Total Revenue 166.67 - 2,000.00 (2,000.00} 3,597.08 (2,550,572.88) Program Expenses Principal Teachers Accountants/Bookkeepers Guidance Personnel Assistant Principal Secretary Bonus Payments Other Salaries & Wages Social Security State Retirement Medical Insurance Dental Insurance Unemployment Compensation Employer Medicare Other Fringe Benefits Advertising Audit Services Communication Data Processing Services Dues & Memberships Janitorial Services Operation Lease Payments 21,346.05 17,026.58 116,140.61 204,319.00 88,178.39 140,716.41 179,995.75 866,069.58 2,159,949.00 1,293,879.42 4,593.75 5,250.00 36,108.75 63,000.00 26,891.25 5,250.00 5,250.00 32,925.00 63,000.00 30,075.00 16,750.00 10,125.00 103,320.00 121,500.00 18,180.00 9,581.82 12,916.66 61,531.30 155,000.00 93,468.70 - 233.33 2,800.00 2,500.00 - 2,800.00 - 30,000.00 30,000.00 11,494.30 14,756.08 71,615.75 177,073.00 105,457.25 23,115.08 23,382.24 127,635.41 280,587.00 152,951.59 17,319.38 10,299.49 146,787.22 123,594.00 (23,193.22) 1,753.43 1,118.00 (635.43} 48.62 93.16 1,941.91 620.33 2,952.75 7,444.00 4,491.25 2,688.22 2,766.83 16,748.90 33,202.00 16,453.10 (466.65} 17.48 25.00 766.65 300.00 1,867.01 2,500.00 3,622.87 30,000.00 26,377.13 - 1,083.33 19,700.00 13,000.00 (6,700.00) 378.46 1,250.00 6,521.43 15,000.00 8,478.57 - 83.33 770.00 1,000.00 230.00 105.00 29.16 5,525.28 350.00 (5,175.28) 7,640.00 9,166.66 50,450.00 110,000.00 59,550.00 - - (0.18) See Accountant's Compilation Report - 0.18 Page 342 READ FOUNDATION dba MEMPHIS SCHOOL OF EXCELLENCE SCHEDULE OF ACTIVITIES -ACTUAL AND BUDGETED MIDDLE & HIGH SCHOOL Legal Services Maintenance & Repair Serv-Building Maintenance & Repair Services-Building Maintenance & Repair Serv-Equipment Payments to Schools-Lunch Postal Charges Rentals Travel Disposal Fees Contracts for Substitute Teachers-Non-certified Other Contracted Services Other Contracted Services Plant Oper-Electricity Instructional Supplies & Materials Office Supplies Textbooks Other Supplies & Materials Liability Insurance Premium on Corporate Surety Bonds Workers' Compensation Insurance Workers' Compensation Insurance In Services/Staff Development Other Charges Interest on Notes Administrative Equipment Building Construction Building Improvements Furniture & Fixtures Regular Instruction Equipment 1 Month Ended 7 Months Ended January 31,2019 Adual January 31, 2019 Budget January 31, 2019 Actual $ Annual Budget Budget Variance - 2,500.00 4,353.00 30,000.00 25,647.00 9,477.41 - 76,790.86 - (76,790.86) - 5,000.00 - 60,000.00 60,000.00 5,000.00 5,000.00 416.66 - 83.33 - 1,000.00 1,000.00 - 1,666.66 150.00 20,000.00 19,850.00 46,275.30 47,570.16 322,564.68 570,842.00 248,277.32 531.17 8,749.99 52,530.78 105,000.00 52,469.22 929.16 1,000.00 4,044.48 12,000.00 7,955.52 - 4,166.66 - 50,000.00 50,000.00 23,608.98 14,999.98 118,298.74 180,000.00 61,701.26 - - 19,500.00 - (19,500.00) 9,327.50 10,000.00 70,373.06 120,000.00 49,626.94 809.72 5,000.00 19,900.11 60,000.00 40,099.89 72.96 - 2,811.76 - - 5,000.00 4,048.29 60,000.00 55,951.71 2,890.15 7,500.00 13,194.85 90,000.00 76,805.15 1,301.51 223.00 7,809.06 2,676.00 (5,133.06) 187.50 274.50 1,010.41 787.50 - 3,294.00 12,125.00 2,506.50 12,125.00 - 5,562.57 - (5,562.57) - Total Program Expenses Change in Net Position 1 Month Ended (2,811.76) 675.44 3,458.33 8,179.26 41,500.00 33,320.74 19,289.18 28,041.65 136,159.96 336,500.00 200,340.04 6,800.05 8,750.00 47,772.06 105,000.00 57,227.94 - - 1,503.07 - (1,503.07) 7,500.00 12,000.00 90,000.00 78,000.00 - 5,224.41 - 62,693.00 62,693.00 - - 7,196.00 - (7,196.00) 7,198.50 6,666.66 7,393.38 80,000.00 72,606.62 394,228.02 474,155.33 2,613,868.22 5,689,866.00 3.075,997.78 - 296,064.89 71 ,365.31 $ 0.19 $ See Accountant's Compilation Report 296,064.89 $ Page 343 READ FOUNDATION dba MEMPHIS SCHOOL OF EXCELLENCE SCHEDULE OF ACTIVITIES -ACTUAL AND BUDGETED ELEMENTARY SCHOOL 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 Actual January 31,2019 Budget January 31, 2019 Actual Annual Budget Budget Variance Revenues Community Services-Day Care $ 416.67 $ -$ 1,646.00 $ 5,000.00 $ (3,354.00) Lease/Rentals 8,000.00 - 96,000.00 (96,00Q.OO) Sale of Materials & Supplies 1,000.00 9,453.59 12,000.00 (2,546.41) 41.67 - 500.00 (500.00) Contributions & Gifts Basic Education Program 194,568.75 Other State Grants Other State Revenues 6,400.00 Title I - Grants to Local Education Agencies Total Revenue _ _ _ _2_00 ~ ,9_68_.7_5 70,702.75 946,584.98 848,433.00 98,151.98 38,028.67 - 456,344.00 (456,344.00) 1,916.67 397,764.28 23,000.00 374,764.28 2,365.17 35,000.00 28,382.00 6,618.00 &--·.471.60 . 1,390,448.85 1,469,659.00 (79,210.15) 1?? Program Expenses Principal Teachers Accountants/Bookkeepers Guidance Personnel Assistant Principal Secretary Educational Assistants Other Salaries & Wages Social Security State Retirement Medical Insurance Dental Insurance Unemployment Compensation Employer Medicare Other Fringe Benefits Advertising Audit Services Communication Contracts with Other School Systems Data Processing Services 11,829.21 7,368.66 89,442.51 88,424.00 (1,018.51) 50,167.76 39,375.00 300,338.24 472,500.00 172,161.76 656.25 - 656.25 - 4,725.92 4,725.91 28,355.52 56,711.00 5,000.00 60,075.00 60,000.00 (75.00) 2,500.00 8,913.22 30,000.00 21,086.78 10,000.00 (656.25) 28,355.48 1,701.18 - 4,252.95 2,379.50 - 14,352.00 - 4,777.28 3,774.08 30,116.34 45,289.00 15,172.66 9,230.42 6,053.49 49,683.97 72,642.00 22,958.03 7,151.03 3,500.00 64,316.92 42,000.00 (22,316.92) 173.99 - 1,549.18 - (1,549.18) (4,252.95) (14,352.00) 803.32 234.08 1,323.07 2,809.00 1,485.93 1,117.25 707.66 7,043.34 8,492.00 1,448.66 19.38 - 503.31 - 171.49 1,666.66 1,947.19 20,000.00 (503.31) 18,052.81 558.33 - 6,700.00 6,700.00 833.33 815.91 10,000.00 9,184.09 - 35,000.00 35,000.00 84.00 - (84.00) 2,916.66 See Accountant's Compilation Report Page 344 READ FOUNDATION dba MEMPHIS SCHOOL OF EXCELLENCE SCHEDULE OF ACTIVITIES -ACTUAL AND BUDGETED ELEMENTARY SCHOOL Dues & Memberships Janitorial Services Legal Services Maintenance & Repair Serv-Building Postal Charges Rentals Travel Disposal Fees Other Contracted Services Other Contracted Services Plant Oper-Electricity Instructional Supplies & Materials Office Supplies Textbooks Other Supplies & Materials Liability Insurance Premium on Corporate Surety Bonds Workers' Compensation Insurance Workers' Compensation Insurance In Services/Staff Development Other Charges Furniture & Fixtures Regular Instruction Equipment Total Program Expenses Change in Net Position $ 1 Month Ended 1 Month Ended 7 Months Ended January 31, 2019 Adual January 31, 2019 Budget January 31, 2019 Actual Annual Budget Variance Budget - 41.66 580.18 500.00 (80.18) 2,000.00 2,625.00 17,030.00 31,500.00 14,470.00 - 416.66 - 5,000.00 5,000.00 1,203.59 - 10,654.50 - (1 0,654.50) 500.00 1,250.00 1,150.00 15,000.00 13,850.00 - 10,000.00 - 120,000.00 120,000.00 192.91 4,166.66 23,571.88 50,000.00 26,428.12 - - 2,418.92 - (2,418.92) 1,100.55 1,867.83 31,604.05 22,414.00 (9,190.05) - - 17,500.00 - (17,500.00) - 3,000.00 1,996.00 36,000.00 34,004.00 126.94 2,083.33 159,727.47 25,000.00 (134,727.47) - 166.66 4,263.90 2,000.00 (2,263.90) 3,750.00 37,665.65 45,000.00 7,334.35 5,922.99 5,416.66 24,569.10 65,000.00 40,430.90 1,301.50 225.00 7,809.00 2,700.00 (5,109.00) - 208.33 - 2,500.00 2,500.00 1,825.81 500.00 8,897.04 6,000.00 (2,897.04) (5,562.54) 2,787.84 - - 5,562.54 3,710.00 1,125.00 10,712.16 13,500.00 208.51 1,414.83 11,296.83 16,978.00 5,681.17 - - 57,532.33 - (57,532.33) - 5,000.QO 2,611.74 60,000.00 57,388.26 122,996.78 122,471.48 1,100.922.21 1,469,659.00 368,736.79 - 289,526.64 77,971.97 $ 0.12 $ See Accountant's Compilation Report 289,526.64 $ Page 345 Memphis School of Excellence Elementary Memphis, Tennessee A Charter School Proposal Submitted by Read Foundation April 1, 2015 Page 346 Contents ASSURANCES................................................................................................................................................................................................................................................ 3 1. ACADEMIC PLAN DESIGN AND CAPACITY ......................................................................................................................................................................................... 4 1.1. Mission and Goals ..................................................................................................................................................................................................... 4 1.2. School Development ............................................................................................................................................................................................... 11 1.3. Academic Focus and Plan ........................................................................................................................................................................................ 17 1.4. Academic Performance Standards and Assessments ............................................................................................................................................... 28 1.5. School Calendar and Schedule................................................................................................................................................................................. 36 1.6. Special Populations and At-Risk Students ................................................................................................................................................................ 38 1.7. Marketing, Recruitment and Enrollment ................................................................................................................................................................. 47 1.8. Community Involvement and Parent Engagement .................................................................................................................................................. 49 2. OPERATIONS PLAN AND CAPACITY ............................................................................................................................................................................................... 58 2.1. Governance ............................................................................................................................................................................................................. 58 2.2. Start-Up Plan ........................................................................................................................................................................................................... 61 2.3. Facilities .................................................................................................................................................................................................................. 64 2.4. Personnel/Human Capital ....................................................................................................................................................................................... 66 2.5. Professional Development ...................................................................................................................................................................................... 69 2.6. Insurance................................................................................................................................................................................................................. 76 2.7. Transportation ........................................................................................................................................................................................................ 76 2.8. Food Service ............................................................................................................................................................................................................ 77 2.9. Additional Operations ............................................................................................................................................................................................. 77 2.10. Waivers ............................................................................................................................................................................................................................. 79 3. 4. FINANCIAL PLAN AND CAPACITY .................................................................................................................................................................................................. 83 3.1. Charter School Financing ......................................................................................................................................................................................... 83 3.2. Public Charter School Planning and Budget Worksheet (Attachment 13) ................................................................................................................ 83 3.3. Budget Narrative ..................................................................................................................................................................................................... 83 ATTACHMENTS ........................................................................................................................................................................................................................ 84 Attachment 1: ............................................................................................................................................................................................................................ 85 Attachment 2: ............................................................................................................................................................................................................................ 86 Attachment 3: ............................................................................................................................................................................................................................ 97 Attachment 4: ............................................................................................................................................................................................................................ 99 Attachment 5: .......................................................................................................................................................................................................................... 142 Attachment 6: .......................................................................................................................................................................................................................... 144 Attachment 7: .......................................................................................................................................................................................................................... 146 Attachment 8: .......................................................................................................................................................................................................................... 184 Attachment 9: .......................................................................................................................................................................................................................... 189 Attachment 10: ........................................................................................................................................................................................................................ 230 Attachment 11: ........................................................................................................................................................................................................................ 240 Attachment 12: ........................................................................................................................................................................................................................ 242 Attachment 13: .............................................................................................................................................................................................................................. Attachment 14: .............................................................................................................................................................................................................................. Attachment 15: .............................................................................................................................................................................................................................. Page 1 of 243 Page 347 GENERAL INFORMATION NAME OF PROPOSED CHARTER SCHOOL: _Memphis School of Excellence Elementary School CHARTERING AUTHORITY FOR PROPOSED CHARTER SCHOOL: __Shelby County Schools______ SPONSOR/SPONSORING AGENCY:____Read Foundation_______________________ THE SPONSOR IS A NOT-FOR-PROFIT ORGANIZATION WITH 501(c)(3) STATUS: Yes_X__ No____ In Process___ MODEL OR FOCUS OF PROPOSED SCHOOL:__Math, Science, and Technology____________ Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application. NAME OF CONTACT PERSON:__Muhammet Turkay____________________ MAILING ADDRESS: _4450 S Mendenhall Rd St 1 Memphis TN 38141__________________ PRIMARY TELEPHONE: (901) 491-6854__ ALTERNATE TELEPHONE: (901) 367-7814 Ex:102_____ EMAIL ADDRESS: ___mturkay@sememphis.org__________________________ NAME OF PROPOSED SCHOOL LEADER (if any): _Muhammet Turkay_____________________ REPLICATION APPLICATION: Yes _________ No __X___________ Projected Year of School Opening: __2016_____ Page 2 of 243 Page 348 ASSURANCES As the authorized representative of the sponsor, I hereby certify that the information submitted in this application for a charter for Memphis School of Excellence Elementary is true to the best of my knowledge and belief, realizing that any misrepresentation could result in disqualification from the application process or revocation after award; 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 Tennessee Public Charter Schools 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?1 3?105; 3. Will provide special education services for students as provided in Tennessee Code Annotated Title 49, Chapter 10, Part 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 Tennessee Public 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.; 10- 7-503, 504) (guidance is available from the Office of Open Records Counsel); 0. not charging tuition, except for students transferring from another district to the school pursuant to the local boards out-of-district enrollment policy and 49?6?3003; d. following state financial (budgeting and audit) procedures and reporting requirements according to T.C.A. 49?13?1 1 1, 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 8?19-101; and 7. Will, at all times, maintain all necessary and appropriate insurance coverage. Signal?'e Cem Akkus Printed Name of Authorized Signer Board President Title of Authorized Signer Page 3 of 243 Page 349 CHARTER SCHOOL APPLICATION 1. ACADEMIC PLAN DESIGN AND CAPACITY 1.1. Mission and Goals Provide a mission statement for the proposed charter school. Note: the mission statement should indicate in measureable terms what the school intends to do, for whom and to what degree. A school’s mission statement provides the foundation for the entire application. Describe the vision and goals of the proposed school and how they will help achieve the school’s mission. In this section describe:     How the mission and vision of this school will meet the prescribed purposes for charter schools found in T.C.A. § 49-13-102. How the mission and vision of this school addresses any priorities set by the chartering authority. Specific barriers and/or school needs that may impact student achievement. Explain how this school will help students overcome those specific barriers. What the school will look like when it is achieving its mission. The mission of Memphis School of Excellence-Elementary (MSE-E) is to prepare students for higher learning in a safe, caring, and collaborative atmosphere through a quality learner-centered educational program with a strong emphasis on science, technology, engineering, and mathematics. MSE-E believes an effective and adequate education is necessary for the citizens of the future and relies heavily on a multidimensional academic curriculum in which all core subjects are blended together through various teaching methods while promoting the development of a strong character that supports and respects society. MSE-E’s mission statement and our outlined goals relate to the Shelby County Schools’ strategic plan, which is based on student achievement, accountability, parent and community involvement, healthy youth development, safety, and diversity. MSE-E aims to develop responsive, productive, and civic-minded youth by inspiring them to follow their dreams while making the world a better place for themselves and others. MSE-E is focused on core knowledge and essential skills so that children may achieve the mastery upon which further learning will be built. The purpose of MSE-E is to foster productive attitudes toward work, family, and community. When students have a positive attitude toward school, their perception of “school” transforms. Every effort will be made to humanize and personalize the environment in which students learn and to maintain a friendly and wholesome atmosphere that encourages creative expression and a desire to acquire knowledge. The emphasis of the entire instructional program is aimed at meeting the individual needs of each student in order to allow children to develop to their fullest potential. The school establishes an atmosphere in which students develop abilities to generate new thoughts, to think analytically, to draw logical conclusions, and to express thoughts in written and verbal form. It is a function of the school to develop the well-rounded child by fostering aesthetic as well as academic growth through increased awareness and appreciation of the arts and sciences. By instilling in the student a knowledge and appreciation of one’s heritage as a member of the American community, as an American citizen, and as a member of a family, the school strives to make the student aware of accountability to oneself and to others. Since adolescents thrive in an environment of diversity, we will strive to create a diverse learning environment. Diversity is not only a motivating factor, but also an essential element in a well-rounded education. It serves as a key to success in our diverse American society, institutions of higher learning, and inter-connected global economy. Each and every student at MSE-E will be regarded as a unique, valuable, and vital member of the school community. Individual attention in the form of one-on-one tutoring, intensive counseling, and Page 4 of 243 Page 350 individualized goals is key to motivating our students. Cooperation with area universities is an effective means toward enhancing the effectiveness of our tutoring system. While cherishing the individual choice of each student, the school will focus on core knowledge and essential skills so that children may achieve the mastery upon which further learning will be built. The school's strong academic program will reduce achievement gaps by eliminating an important cause: the insufficient mastery of basic knowledge and skills required for further academic achievement. MSE-E will use a variety of teaching methods to ensure mastery of appropriate skills, ideas, and knowledge for all students, regardless of race, gender, disability, and/or socioeconomic background. There are specific elements required to accomplish our vision. These include; 1) enriched curricula and authentic assessment, 2) effective school management, 3) parental involvement, 4) technology integration, 5) sound fiscal management, 6) leadership and character development, and 7) safety. The founders envision an environment where families, teachers, and students communicate on a regular basis in order to optimize the students’ educational opportunities, in addition to activities that contribute to the complete personal and social development and personal esteem, such as recreation, athletics and co-curricular and/or extracurricular activities. Affective, cognitive, and linguistic needs of each student will be met; individualized and differentiated educational plans will be developed for each student and collaboration among teachers will be rigorously monitored. Learning and applying Science, Math, and Technology through projects that are linked to community and family is the means by which students experience personal academic success and emotional growth. Students at MSE-E will have an extended health curriculum that will involve nutrition, health, and fitness. Students will be educated on healthy and safe nutritional habits in our school in order to develop a fit and healthy generation. MSE-E founders believe that leading by example is the best way to inspire change. Through the development of a school with challenging standards of academic excellence, which results in higher achievement scores; through the inclusion of all students regardless of racial, ethnic background, language barriers, educational classifications, or socio-economic status; and through the demonstrated satisfaction of students and families alike, the impetus for change in the region public schools will be realized. Strategic Vision of The experienced Operator’s existing organization MSE-E’s and Memphis School of Excellence’s (MSE) visions are to enable students to succeed in secondary school, college and in the workplace, and to provide an option for students to enter math, science, and engineering careers after college education. This will lead to students becoming productive and responsible citizens, and even Nobel laureates. MSE-E will achieve this through a three-phased approach as outlined below (Figure 1). MSE attributes its strong outcomes to three core principles within the school model: a challenging STEM curriculum supported by theory; a focus on assessment; and a culture of constructive competition, discipline and parental engagement. MSE-E will focus math and science centered curriculum by utilizing technology across all of these dimensions to reinforce its school model and curriculum to prepare students to STEM focused consecutive secondary school education. MSE-E will codify its science/math curriculum for other schools in the state to replicate successful school model with reliability in the highest need area of Tennessee. To do this MSE-E will build its organizational engine, as well as choose school locations carefully. The MSE-E approach will help other schools to serve the goal of indirectly influencing how science and math are taught in the US. A recent report prepared for members of Congress by the Congressional Research Service highlights a growing concern that the United States is not preparing a sufficient number of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics (STEM). A large majority Page 5 of 243 Page 351 of secondary school students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge. Figure 1: MSE-E and MSE Approach to transforming Education Challenging curriculum      MSE’s core curriculum rigorous and inquiry based and offers honors and GT coursework. The Piaget, Vygotsky, and Gardner-influenced curriculum challenges students just above their current level and provides a basic infrastructure. Students are given personalized goals and educational plans to maximize educational outcomes. Students experience project-based learning (PBL) as part of core curriculum (math, science, ELA, Social Studies) and in the context of a year-long interdisciplinary project MSE’s STEM PBL Curriculum will be modified for proposed MSE-E elementary school. The existing STEM PBL Curriculum is available on http://pbl.MSE-Etx.org/ (Password is required). Ongoing assessment    MSE’s ongoing assessment system that includes NWEA MAP, College Board Readistep, and Benchmark assessments closely monitors the academic progress of students. The same assessment system which is available for elementary school will be used or modified for MSE-E. MSE-E teachers are given flexibility in teaching and are not constrained by the testing focus. The mandatory use of the technology-enabled student database by teachers allows for information to be consistently updated. Culture of high expectations     Focus on constructive competition enables academic achievement to be the primary student focus. The “discipline point system” allow teachers to focus on instruction, not on discipline. The student database allows students, teachers and parents to access and monitor discipline history. Character education cultivates a community of respect. MSE strengthened its school model by further developing and codifying its college-preparatory curriculum, fine-tuning its method of grouping students according to their learning styles, bolstering the professional development available to teachers/administrators, and outlining a consistent parental Page 6 of 243 Page 352 engagement strategy. MSE-E will allocate responsibilities for these initiatives and constantly monitors progress in the proposed elementary school. There are a limited number of schools in Memphis that offer a comprehensive elementary and secondary program emphasizing mathematics, science, and technology. MSE tries to strive to play a role in satisfying this need since it was established. MSE offers programs to develop the necessary skills for its students to enroll in Science and Engineering departments in local and national universities; to compete in the increasingly demanding workplace of science and technology; and to contribute to the long-term economic development of the region. MSE-E will prepare elementary students with strong math, science and technology foundation to make them ready continues STEM education in the secondary school. As seen in the following table (Table 1.1 and Table 1. 2) Tennessee is now within one point of the th national average on Mathematics and Reading core tests for 4 graders. In 2013, the average score of fourth-grade mathematics students in Tennessee was 240. This was not significantly different from the average score of 241 for public school students in the nation. th Table 1.1: Comparison of Tennessee 4 grade Mathematics and Reading Average scores with National Average scores. As seen in the following table (Table 1.2 ), the average score for students in Tennessee in 2013 (240) was higher than their average score in 2011 (233) and in 1992 (211).The score gap between higher performing students in Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (41 points).The percentage of students in Tennessee who performed at or above the NAEP Proficient level was 40 percent in 2013. This percentage was greater than that in 2011 (30 percent) and in 1992 (10 percent).There was a constant improvement based on the years. This low performance means that majority of students do not receive program emphasizing mathematic and reading to reach national average level. Table 1. 2. The Nations Report Card for 4th Grade Mathematics 2013 State Snapshot Report As seen in the following table (Table 1. 3), the average score of fourth-grade reading students in Tennessee was 220. This was not significantly different from the average score of 221 for public school students in the nation. The average score for students in Tennessee in 2013 (220) was higher than their average score in 2011 (215) and in 1992 (212).The score gap between higher performing students in Page 7 of 243 Page 353 Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (46 points).The percentage of students in Tennessee who performed at or above the NAEP Proficient level was 34 percent in 2013. This percentage was greater than that in 2011 (26 percent) and in 1992 (23 percent). The percentage of students in Tennessee who performed at or above the NAEP Basic level was 67 percent in 2013. This percentage was greater than that in 2011 (60 percent) and in 1992 (57 percent). Table 1. 3. The Nations Report Card for 4th Grade Reading 2013 State Snapshot Report Table 1.4 through Table 1.7 the data shows Tennessee Department of Education Report Cards 2012 to analyze gap data for mathematics and Reading/ Language art. They also compare the percentages of rd student populations that are proficient, below and advance in 3 grade mathematics, reading tests. As it is seen, African American and economically disadvantage student populations have very big gap data % with a low target gap reduction (Table 1.4 and 1.5). Similarly African American, Hispanic and rd economically disadvantage student populations are below the target percentages of proficiency in 3 grade Mathematics and very Reading (Table 1.6 and 1.7). Because majority of student population in Shelby County schools made up of African American students and Hispanic students (Table 1.9). Tennessee Department of Education Report Cards 2012 shows that schools did not meet AYP in elementary school grades Reading test for African American and Economically Disadvantaged students. rd In overall , state school didn’t met targeted goals in 3 grade and 3-8 grade reading test (Table 1.8).It is important to offer a high achieving, goal oriented, and rigorous academic program for all students in elementary schools. Table 1. 4. Tennessee Department of Education Gap Data for Mathematics Page 8 of 243 Page 354 Table 1. 5. Tennessee Department of Education Gap Data for Reading/ Language Art Table 1. 6. Tennessee Department of Education AYP Summary Table for Grade 3 Mathematics Table 1. 7. Tennessee Department of Education AYP Summary Table for Grade 3 Reading Page 9 of 243 Page 355 Table 1. 8. Tennessee Department of Education Achievement Summary Data for Goal Met Table 1.9. Shelby City School Student Body Demographics. MSE-E will provide alternatives for parents, especially for those who would like their children to be educated with an orientation in a particular subject area. Because of its small size and friendly environment, MSE-E will draw parents to school in larger numbers more than a traditional public school. Specifically, MSE-E will offer parents and students more options to participate in an academic setting in a more dynamic manner. MSE-E will allow room for flexibility, creativity, and fine tuning in school policies, curriculum, and management based on local needs. While keeping state standards and benchmarks as a guiding tool, MSE-E will implement additional programs to meet the individualized needs of their students, parents and teachers. The small classroom and school size will help to maintain a low faculty: student ratio (1:15) to achieve targeted performance goals. In order to ensure academic success for all students, MSE-E will enlist the support of all stakeholders, including parents, teachers, students and community members, whether that success involves the struggling student who needs targeted assistance or the advanced student with a strong foundation ready to excel. When considering academic success, this can include the support of struggling students, as well as advanced classes for those with a strong foundation and who are ready to excel. Students are provided with a mentor to regularly review academic successes and challenges, and to discuss any obstacles. Struggling students are immediately assigned to tutorials, either one-on-one or small group sessions that provide guided instruction to close learning deficits. In addition to mentors and tutoring, home visits are an integral part of developing a strong relationship between teachers, students and parents or guardians. All MSE-E students are given the option of a home visit by at least one staff member. These visits provide the teacher and/or administrator with a clear picture of the students’ home life, often leading to an ability to better understand and offer support before, during and after school. Parents are able to ask questions of the visiting staff members, often sharing challenges and concerns as a result of the trust developed. Many students are very excited and energized when teachers take the time to connect with students during the home visits. The connection to the home and student accountability is reinforced with our discipline point system and school database. Teachers and administrators assign points to students for infractions such as discipline matters, improper dress, and failing to return homework assignments. Each infraction is assigned points, with the points being totaled and reported to parents each week. If students reach a certain number of points they will receive detention or a greater punishment, depending on the severity. Students who do not receive any points receive a notice indicating their positive behavior. Page 10 of 243 Page 356 Character Education classes are currently offered at MSE secondary school, a practice that will continue at MSE-E. Specific character education plans and expectations are set into place for MSE-E. Through character development, students will foster strong character skills to guide strong academic, emotional, and social behavior. The objective of the Character Education Program is to encourage students to take responsibility for their actions, to familiarize them with good character traits, to place role models before them, and to help develop good citizens with high ethical values. The program will utilize five widely used resource guides: Second Step, Character Counts, Good Character, Project Wisdom, and Character Education Partnership. All students will receive weekly character education classes. Formal classes will take place once per week; however, all campus staff members will always seize opportunities for an impromptu character education class when life’s teachable moments arise. Specifically, the character education program will focus on the following main principles:  Your character is defined by what you do, not what you say or believe.  Every choice you make helps define the kind of person you are choosing to be.  Good character requires doing the right thing, even when it is costly or risky.  You don’t have to take the worst behavior of others as a standard for yourself.  You can choose to be better than that.  What you do matters and one person can make a big difference?  The payoff for having good character is that it makes you a better person and it makes the world a better place. Additionally, the campus will choose a specific character trait as a focal point for the week, including these traits and topics in classroom discussions, family communication. The staff and students will recognize and highlight peers and faculty members as these traits are put into action. Enrollment Summary Complete the enrollment chart below and provide a rationale for the grades served and grades served upon opening, and an enrollment growth plan. GRADE LEVEL K 1 2 3 4 5 YEAR 1 2016-2017 75 75 75 ANTICIPATED DEMOGRAPHICS 85% African American 13% Hispanic, 1% White, 1% Asian NUMBER OF STUDENTS YEAR 3 YEAR 4 YEAR 2 75 75 75 75 75 75 75 75 75 % OF ECONOMICALLY DISADVANTAGED STUDENTS 85 75 75 75 75 75 75 AT CAPACITY 2022__ 75 75 75 75 75 75 % OF STUDENTS WITH DISABILITIES % OF ENGLISH LANGUAGE LEARNERS 10 10 75 75 75 75 75 75 YEAR 5 1.2. School Development Provide an overview of the design and development of your proposed school.    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.)]. Detail who participated on the design team and explain the specific roles, responsibilities and contributions of each design team member. 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. Page 11 of 243 Page 357 Table 1.8.a: Time Table and Tasks for Implementation(Application,Governance,Educational Prog.) Page 12 of 243 Page 358 Table 1.8.b: Time Table and Tasks for Implementation (Financial, Operation) Page 13 of 243 Page 359 Table 1.8.c: Time Table and Tasks for lm lementation Facil 11er TABLE AND TASKS FUR DIPLBIEXTAIIDF oE THE CHARTER AREA Facility ATEGURY Identify sites Plan for selected site Arrange ?nancing for Selected Site Ren ovate elected ite afetv Plan ite et?L'p Identify possible sites Continue monitoring allematives Submit letter ofintent Negotiate contract Conduct feasibility study Review co des din an ces Obtain permits Contract with architect Preview with regulatory office Develop architectural plan Finalize renovation cost Coordinate with site own er Meet with ossible bank ers Investigate bond ?nancing Hire contractl?s) Hire project manager Required code changes Major construction.-" renovation Plumbing HVAC iring ighting in dows afety glass Kitchen Facility Locate design play area Landscaping Signage Acoustics Final building inspection Obtain certi?cate ofo ancy Identify all safety needs Fire safety in ection Fire drill policy Drinking water Drinking water test Cafeteria Health Inspection raf?c management raf?c signs echnology installation Move in Wish up ssrooms Page 14 of 243 Page 360 Table 1.8.d: Time Table and Tasks for lm lementation Personne TABLE an: TASKS FDR Is-IPLrs-Icnanorv or THE CHARTER AREA Personnel ATEGDRY Personnel Policies Princi al Search Teacher and Other Staff Search Hiring Process Identify? Obtain other Staff! Services Professional Bevel ment Recruitment and Enrollment Determin ex act benefits package Z'v?lod'fj; salar}r schedule Niode rform an ce assessm ent sv Devel modifv contracts Devel op modifv st aff an cboolc Begin search in the system Devel crit eria Devel rocess details Advertise position Screen resum es Int ervi evv can (i dat es lDiffer osition Begin svor d? of?m outh sear ch Devel op crit eria Devel Process Details Advertise position S:reen Resum es Interview can d' dates ll3?osen=ein classroom Call references Back oundcheclc Offer osition Hire andmalce at?will agreement erationsl?v?lan er aaecial Education Social work Nursin Emergencyr health Plan programs Iclaentifj.r obtain trainers Obtain space Ehool orientation &anfords?driven curriculum Core Knosvl Direct Instruction First Aid and CPR Develop materials Undertake mass mailin Poll ow? to ailin Page 15 of 243 Page 361 Table 1.8.e: Time Table and Tasks for Implementation (Personnel cont., School Polc. Fundraising) Coordinate with community partners Train volunteer corps Speak at designated meetings Advertisement Receive applications Enrollment Application deadline Receive application Hold lottery if necessary Announce the lottery results. Mail out letter for winners Registration deadline for winners. Mail out letters for waiting list Receive intent to enroll forms Collect student records School Policies and Procedures Policies Develop student policies Develop instruction policies Develop policies about school finance Develop school operation policies Develop employment policies O rientations Hold summer orientation Hold fall orientation Parent Involvement Define volunteering roles Refine parent buddy details Draft PTO Organization bylaws Fundraising Create Materials Create logo Create sch. website,reserve the name Format explanatory materials Develop website Set up fundraisings Develop fundraising strategy Research individuals Talk to individuals Research foundations Write grant proposals Hold large fundraising event Page 16 of 243 Page 362 1.3. Academic Focus and Plan Academic Focus: Describe the academic focus of the school. Tennessee law describes an academic focus as “a distinctive, thematic program such as math, science, arts, general academics, or an instructional program such as Montessori or Paideia.” (T.C.A. § 49-13-104). Academic Plan: Outline the school’s academic plan, defined by the law as “a platform that supports the academic focus of the charter school and will include instructional goals and methods for the school, which, at a minimum, shall include teaching and classroom instruction methods, materials and curriculum that will be used to provide students with knowledge, proficiency and skills needed to reach the goals of the school.” (T.C.A. § 49-13-104). In this section:          Articulate how the academic focus supports the school’s mission. Describe the most important characteristics of the academic plan, including any specific educational philosophy, instructional methods, or other important features of the proposed school. Describe research supporting the academic plan and how the plan will drive academic improvement for all students and help close achievement gaps. Detail the proposed instructional goals and methods. List specific requirements for implementing the particular approach used, such as co-teaching or aides, technology needs, physical space, etc. Explain why the instructional strategies are well-suited for the targeted student population. Explain how the academic plan will meet the needs of students with disabilities, English language learners and accelerated or gifted students. Explain how the academic plan aligns with Tennessee’s academic standards. Describe how the school will implement Response to Instruction and Intervention (RTI²) procedures, including a plan for how data will be collected, progress will be monitored, and instructional decisions made related to student performance. MSE-E believes that each and every child has a natural curiosity and love of learning and also each and every child has a distinct intelligence, level of aptitude, and learning style. Academic focus in MSE-E will help students develop their essential skills and ethical values and learn how to meet their potential. MSE-E places strong emphasis on STEM education (Science, Technology, Engineering, and Mathematics); therefore, several programs have been incorporated into the mainstream curriculum to promote STEM education among the underserved populations. Project Based Learning, Robotics and Engineering, and other programs have been integrated into the campus programs to provide distinct graduation pathways and career opportunities for MSE-E students. MSE-E will build on the powerful programs and college-preparatory focus which is already in place at MSE to create even more personalized learning environments for students that will facilitate deep learning and responsive, targeted instruction required to ensure all of our students will be graduate from high school and will be college & career ready. To accomplish this, MSE-E will implement the following three new key strategies: 1. Implement a cross-disciplinary, multi-sensory, technology-enabled blended curriculum that integrates standards-based learning and project-based learning (PBL) 2. Institute a “custom day” schedule whereby students receive 2 hours a day of targeted instruction on three flexibly tracked paths: receive remediation and extra support in math and English Language Arts; choose math or ELA enrichment; or pursue electives in areas of interest; 3. Develop and build out our data system and dashboards to provide real-time data to inform the first two strategies (and our system more broadly), and to support students in setting goals and creating personal learning plans. Blending standards-based and project-based learning: The MSE-E educational model addresses the need we identified for our students to engage even more deeply with content in core subjects. Highlighting the STEM areas, we believe that instituting a cross-disciplinary multi-sensory approach will lead to higher levels of student engagement in core subjects through students being able to determine the focus of their intellectual exploration and the specifics of their products based on their own unique interests. The student-driven projects will align to Tennessee’s academic standards and require students Page 17 of 243 Page 363 to go deep into the content and apply their knowledge using higher-order skills such as analysis and interpretation as they engage in the complex tasks and performance assessments that will be required in this project. The academic program aims to prepare students for college. It is imperative that our students are prepared for upper grades with the skills that will take them to college and career success. Each and every student will be regarded as a unique, valuable, and vital member of the school community. Individual attention in the form of differentiation, interventions, blended learning strategies, intensive counseling, and personalized goals is the key to motivating our students. While cherishing the individual choice of each student, the school will focus on core knowledge and essential skills so that children may achieve the mastery upon which further learning will be built. The school's strong academic program will reduce achievement gaps by eliminating an important cause: the insufficient mastery of basic knowledge and skills required for further academic achievement. The school will use a variety of teaching methods to ensure mastery of appropriate skills, ideas, and knowledge for all students, regardless of race, gender, disability, and/or socioeconomic background. There are specific elements required to accomplish our academic vision, which include; 1) enriched curriculum 2) standardized and authentic assessment tools used together, 3) an effective intervention model 4) technology integration and blended learning, 5) professional development 6) instructional supervision through frequent class visits 7) parental involvement The founders envision an environment where families, teachers, and students communicate on a regular basis, in order to optimize the students’ educational opportunities in addition to activities that contribute to the complete personal and social development and personal esteem, such as recreation, athletics and co-curricular and/or extracurricular activities. Affective, cognitive, and linguistic needs of each student will be met; individualized and differentiated educational plans will be developed for each student and collaboration among teachers will be rigorously monitored. There is research showing how the seven key components of the academic plan increase student academic performance. 1. Enriched curriculum: The purpose of enriched learning environment is to provide all students with access to an engaging and stimulating curriculum where they could thrive and grow (Beecher & Sweeny, 2008). Accordingly, when students’ interests and choices are related to their own learning, their engagement and learning increase (Reis & Fogarty, 2006; Siegle & McCoach, 2005). 2. Standardized and authentic assessment tools used together: Most standardized tests are summative and measure how well students have already met pre-established benchmarks of learning at specific point in time. Some of them are formative and give the teacher the information needed to adjust curriculum for each and every student in the class. Authentic assessment falls most closely into the formative category but focuses on the documentation and analysis of a student’s actual work collected over time in his or her real world environment (Little Prints, 2012). It emphasizes students’ successes rather than failures. The key point in authentic assessment is that teachers collect student work samples combined with their observations in each student’s portfolios. These help teachers adjust their instructions and assess student performances. There is evidence that the use of an alternative assessment can positively impact child outcomes (Grisham-Brown et al., 2006). 3. An effective intervention model A recent meta-analysis of Response to Intervention research found large effects for both systemic (e.g., reductions in special education referrals) and student outcomes (e.g., increased reading scores) (Burns, Appleton, & Stehouwer, 2005) 4. Technology integration and blended learning A recent research showed that use of blended learning in classrooms increase in-depth learning and extend the learning beyond the classroom (Gupta, 2014). In addition, students take the ownership of their Page 18 of 243 Page 364 learning as well as they developed some important skills such as time management, metacognition, and learning to learn. 5. Professional development Research indicates that traditional workshop-style training sessions during a school year does not help teachers in terms of teaching and student learning (Darling-Hammond et al., 2009). On the other hand, professional development works when it occurs over time and regularly during a school year. For example, teachers transfer skills when they are coached often (Banilower, 2007). 6. Instructional supervision through frequent class visits There has always been a continual emphasis on student outcomes and state and national standards. Therefore, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. Indeed, when it is done properly, instructional supervision has been linked to the overall improvement in the quality of educational environment (Drake & Roe, 2003). 7. Parental involvement There is a sizable body of research supporting the involvement of parents in educational settings and activities because when parents are involved in their children’s learning and school activities, students improved their academic success and attitude towards their schools and teachers (Hara & Burke, 1998). References Little Prints. (2012). Authentic assessment and early childhood education and update and resources. Little Prints 6(1), 2-3. Retrieved from https://ec.thecenterweb.org/sites/ec.thecenterweb.org/files/uploads/lp_spring-12_1-6_lr.pdf Banilower, E. (2002). Results of the 2001-2002 study of the impact of the local systemic change initiative on student achievement in science. Arlington, VA: National Science Foundation. Beecher, M. & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation. Journal of Advanced Academics, 19(3), 502-530. Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analysis of response-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381–394. Darling-Hammond, L., Chung Wei, R., Andree, A., & Richardson, N. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: National Staff Development Council. Drake, T. L., & Roe, W. H. (2003). The principalship (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Grisham-Brown, J., Hallam, R., & Brookshire, R. (2006). Using authentic assessment to evidence children's progress toward early learning standards. Early Childhood Education Journal, 34(1), 45-51, Retrieved from EBSCOhost. Gupta, K. (2014). Increase student engagement & extend beyond the classroom using the blended learning model. Retrieved from http://www.edutopia.org/discussion/increase-student-engagement-extendbeyond-classroom-using-blended-learning-model Hara, S. R. & Burke, D. J. (1998). Parent involvement: The key to improved student achievement. School Community Journal, 8(2), 9-19. Reis, S. M., & Fogarty, E. A. (2006). Savoring reading, schoolwide. Educational Leadership, 64(2), 32– 36. Siegle, D., & McCoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22–27. The mission of Memphis School of Excellence is to provide a safe and collaborative environment which will cultivate the academic and social development of its students by emphasizing math, science, and technology for the purpose of students setting and meeting higher education goals. Memphis School of Excellence’s school model is rigorous (prepares students for college), relevant (reinforces math and science skills) and is underpinned by a tight web of relationships (a strong culture reinforced by teachers Page 19 of 243 Page 365 and parents). Student achievement/outcome will be built on 3 core principles within the school model: a challenging math and science curriculum supported by theory; a focus on assessment; and a culture of constructive competition, discipline and parental engagement. Memphis School of Excellence will utilize technology across all of these dimensions to reinforce its school model and curriculum. Methods of instruction At the Memphis School of Excellence, students will be exposed to a wide range of instructional methods based on student needs, nature of the lesson, and availability of resources. Students will always be at the center of education. Students will be provided with opportunities to expand their mental and physical abilities in socially acceptable activities. Students and teachers will be considered as partners in the student's educational program, where there will be mutual respect and support. We believe that addressing students’ successes and setbacks are equally important for the students’ growth. Because thought and expression develop out of experience, learning should nurture a sense of caring for other people and the environment. The following list is examples of teaching methods that will be utilized by the instructional staff throughout the year at the Memphis School of Excellence. The Thematic Approach will be used as the basis for planning the academic year. The theme topic will be driven by student interest and group consensus. Once a theme topic is chosen, a variety of core activities across the curriculum will be brainstormed by group members. Students will then examine these activities and choose several to complete, based on time constraints, group and individual interest, availability of camp and community resources, and general compatibility with the school program. The group will then set a schedule of completion with input from program, education, and other support staff. Cooperative learning will be integral and essential to all learning experiences. Success will be measured at the group level as well as the individual level. Group work and portfolio work will be an essential part of the program, so it will become a natural part of instructional opportunities as well. Goal-setting will be another strategy; students will be expected to write long-term and short-term goals for every aspect of their education. Educational goals will be evaluated during every semester. Goals will be expected to be realistic, reliable, and measurable. Individualized instruction will be one of the most important instructional strategies of HSE School, which will be provided to students all the time they need. It will be accommodated in group settings because of the favorable student/teacher ratio. Each student’s education plan will be individualized according to his or her education, emotional, and psychological needs. By using a multi-sensory approach to learning, students will be provided opportunities to learn through auditory, visual, tactile, and kinesthetic activities. Students will be guided through the process of determining which learning style is best suited to their needs. In role modeling, teachers will actively participate in the daily routine and educational process of the group. The power of role modeling is especially important in demonstrating a respect for others and the environment. Modular Instruction; A learner-centered and self-directed learning experience will be designed for individuals or for small teams in the school. Learning teams will be randomly assigned so cooperation will be required of students who may be from diverse backgrounds or groups. Simulation is a learning process that involves students as participants in role-playing presentations and/or problem-solving games imitating real-life situations or workplace environments will be used as instructional strategies. Integration of technology into curriculum and constructivist learning: A recent change in the area of learning and teaching is due to the emerging concept of human, knowledge and learning that refers to cognition-based views on learning and to constructivism in particular. If constructivist principles are implemented in teaching practices, they will certainly have an effect on teachers' and students' roles. The Page 20 of 243 Page 366 modern concepts of learning emphasize the students' responsibility for their own learning and their active role in seeking and using information. The role of the teacher changes from being an informationtransmitter into being an instructor who guides the students. This innovation is a great step towards individualizing education. Technology will contribute to (1) student learning through involvement with authentic, challenging tasks; (2) professionalization of teachers; and (3) creation of a culture that supports learning both in the classroom and beyond the school walls. The Memphis School of Excellence believes that each child has a natural curiosity and love of learning and that each child has a unique intelligence, level of capability and learning style. The school will have a strong emphasis on STEM education and therefore several programs have been incorporated into the mainstream curriculum to promote STEM education among the underserved populations. Each classroom will have learning systems in place for teachers to have effective small group interventions. The classrooms will be of adequate space for the teachers to group students. The Memphis School of Excellence’s school model allows room for flexibility, creativity, and fine tuning in school policies, curriculum, and management based on local needs. While keeping state standards and benchmarks as a guiding tool, Memphis School of Excellence will implement additional programs to meet the individualized needs of their students, parents and teachers. The small classroom and school size helps to maintain a low faculty: student ratio to achieve certain performance goals listed above. The educational philosophy and specialized mission of Memphis School of Excellence is aiming to foster an entrepreneurial spirit that will create a productive educational community. The small number of students and a small sized campus will enable the administration to implement a firm discipline policy, provide supervision on campus, and avoid circumstances that jeopardize safety by applying measures to take certain precautions in an unlikely emergency situation. While implementing the academic plan, MSE-E will consider diverse needs of all students and differentiate the instruction based on the specific needs. For ELLs, the cognitive, affective and language needs will be addressed. The acquisition of language will take place in a structured, non-threatening environment where each student’s language and culture are valued, and where confidence and self-assurance are instilled; lessons will include controlled vocabulary allowing students to gradually acquire the necessary language and content skills to succeed in grade level objectives and become lifelong learners. For students with disabilities, the MSE-E campus will provide support services based on their Section 504 plans and IEPs. This instructional support will include a wide array of services such as targeted accommodations, small group instruction, resource room services, inclusion and other support services which may include related services implemented in a continuum. MSE-E will also service the needs of gifted and talented students in a variety of settings using various instructional strategies discussed in the academic plan. For instance, project based learning will be utilized so that these students will be challenged to foster their critical thinking skills. K-5 Mathematics Curriculum Memphis School of Excellence uses a curriculum which is aligned to the Common Core State Standards. Teachers use a variety of supplemental and instructional materials to produce a curriculum which is rich in hands-on and higher level learning opportunities for students. The math instruction provides the students with regular opportunities to make real-life applications to daily math lessons. The K-5 mathematics standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications. K-5 Mathematics Resources All of the following primary and supplemental resources are based on the Common Core standards. These resources are organized to provide teacher support for a variety of students including English Page 21 of 243 Page 367 language learners, special needs, gifted and talented students, and a variety of learning styles. Memphis School of Excellence encourages the use of technology within these resources and materials to create a 21st century skills classroom environment.  Houghton Mifflin Harcourt Go Math - This is our guiding curriculum used for initial instruction.  Rocket Math (K-5) – This resource builds fact fluency in addition, subtraction, multiplication, and division.  Motivation Math (1-5) – This resource provides content support to build problems solving skills and reinforce the concepts being taught.  Measuring Up (3-5) – This resource provides reteach lessons for intervention and additional support for students.  Activities to Undo Math Misconceptions (K-2) – This is a helpful resource for teachers to help a student who is having trouble with a particular math objective. It gives activities and helpful hints.  Connecting Arithmetic to Algebra (K-5) – This is a resource for teachers to help with connecting arithmetic to algebra.  Good Questions: Ways to Differentiate Mathematics by Marian Small This is a resource for teachers that will help to facilitate higher level thinking skills through open ended questions that can be adapted to fit the math objective. English Language Arts Our academic plan for English Language Arts aligns with Tennessee’s academic standards as the resources we will be using are aligned with the Common Core State Standards, which are the foundation for Tennessee’s State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Comprehending a text involves actively creating meaning by building relationships among ideas in text, and between the text and one’s knowledge, beliefs, and experiences (Wittrock, 1990). In Memphis School of Excellence Elementary, our goal is to develop students with strong literacy skills, allowing for reading and writing in multiple genres, and in all modes of communication. In accordance with the National Council of Teachers of English position statement on the 21st Century Literacies, we expect MSE-E students to: • Develop Proficiency with the tools of technology • Build relationships with others to pose and solve problems collaboratively and cross-culturally • Design and share information for global communities to meet a variety of purposes • Manage, analyze, and synthesize multiple streams of simultaneous information • Create, critique, analyze, and evaluate multi-media texts • Attend to the ethical responsibilities required by these complex environments To support this goal, we provide students with high-quality instruction in a variety of texts, genres, and various modes of access to these texts. Our approach to reading instruction follows the National Reading Panel Report which emphasizes the Five Essential Components of Effective Reading Instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension. Teachers deliver lessons using the gradual release model of instruction, first modeling skills and strategies in reading and writing, followed by a scaffolded instruction phase where students and teachers work in collaboration toward student independence. Through the gradual release method of instruction, students gain the skills and confidence necessary for independent work. Our reading and writing curriculum instruction are based on locally developed curriculum and instructional resources which are aligned with the Common Core State Standards. K-5 ELA Resources Journeys Common Core Reading Curriculum – Houghton Mifflin Harcourt Page 22 of 243 Page 368 Students in Grades K-5 utilize this program, which provides multiple resources for effective instruction that includes explicit foundational reading and language arts skills and strategies. Journeys also provides a close reading format with a variety of authentic texts, where students learn in a format that facilitates deep comprehension through reading various grade level appropriate texts, authors and engaging topics. It also provides multiple opportunities for differentiation with whole and small group instructional material. Empowering Writers – Empowering Writers, LLC K-1 students use the “Getting Ready to Write, Building Foundational Skills for the Common Core” Guide; Grades 2-3 use the “Comprehensive Narrative Writing Guide” and Grades 4-5 utilize the “Comprehensive Narrative and Expository Writing Guides” to support writing instruction. The K-1 guide lays the foundation for recognizing genre and purpose (narrative, expository and opinion writing) and teaches students how to express their ideas through writing. The “Comprehensive Narrative Writing Guide” provides a comprehensive narrative writing curriculum for teaching the character/problem/solution, personal experience, imaginative and creative narrative stories. It provides teachers with explicit techniques for teaching organization, entertaining beginnings, in-depth/engaging details and memorable conclusions. The “Comprehensive Expository Writing Guide” also provides teachers with explicit techniques, unique to expository writing for teaching: introductions with effective lead and topic sentences, tools for helping students maintain organization through powerful main idea and detail building techniques, along with strategies for writing “how to” and compare/contrast pieces. After receiving a great deal of modeling and guided practice, students begin to successfully employ the techniques in their own writing. Kamico Connection to Literature - Kamico Instructional Media, Inc. K-5 students use the “Connection to Literature” series. “KAMICO® Instructional Media, Inc.'s study guides provide support for integrated learning, academic performance, and positive behavior. Students become active participants in the learning process as they gain an appreciation of literature. Vocabulary and spelling development, reading comprehension, writing composition, math problem solving, social studies activities, science investigations, fine arts activities, and technology applications are all created around content contained in a popular children's book or young adult novel.” – Kamico Instructional Media, Inc. Guided Reading Libraries – Leveled libraries are provided with texts ranging from the most basic level, through eighth grade. Students receive instruction in and opportunities to participate in guided reading lessons, literature circles, and book clubs. Classroom Libraries – All classrooms contain an extensive collection of trade books and magazines to provide ample opportunities for students to find and read books they want to and are able to read independently. Some of these titles may also be used for the Accelerated Reader program. K-5 Science Curriculum & Approach to STEM Education According to the National Academic Press, “Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. … has the ability to describe, explain, and predict natural phenomena. … is able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. … can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. … is able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. … has the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.” (National Science Education Standards) As stated in the Tennessee Science Curriculum Center, “Science education … is aimed at helping students to capture the enthusiasm and sense of discovery … from kindergarten through high school”. As a STEM-focused school, Memphis School of Excellence – Elementary (MSE-E) will align its goals to support Future-Ready Tennessee in developing STEM talent and scientifically literate students. The following goals and strategies from Tennessee STEM Innovation Network (TSIN) strategic plan will form the basis of our approach to STEM education at Memphis School of Excellence: Page 23 of 243 Page 369 Goal 1: Increase student interest, participation, and achievement in STEM Strategies:  MSE-E will continually leverage partnerships and benefits of regional STEM innovation hubs established by TSIN.  MSE-E will meet requirements and demands for becoming a STEM platform school.  MSE-E will ensure all students have access to rigorous STEM courses.  MSE-E will identify, develop, and share STEM curriculum tools. Goal 2: Expand student access to effective STEM teachers and leaders Strategies:  MSE-E will recruit, train, and retain effective STEM teachers and leaders.  MSE-E will replicate proven STEM teacher training programs.  MSE-E will use STEM schools as learning labs.  MSE-E will enhance STEM teacher capacity and reach. Goal 3: Reduce the state’s STEM talent and skills gap Strategies:  MSE-E will promote accelerated STEM learning opportunities.  MSE-E will establish partnerships with institutes of higher education, businesses, and industries.  MSE-E will contribute to increase of STEM post-secondary readiness and success. Goal 4: Build community awareness and support for STEM Strategies:  MSE-E will build communication tools, develop messages, and identify delivery channels.  MSE-E will leverage media outreach channels.  MSE-E will create and organize innovative STEM showcase public events.  MSE-E will increase STEM stakeholder engagement. To support these goals and strategies, emphasis will be placed on student-centered learning, with applications in real life situations. Students will engage in research and investigation activities conducted individually and in small groups. Teachers will provide a framework within which students will meet engineering challenges and design solutions to everyday life problems, while developing academic language. This framework is based on a curriculum influenced by the Next Generation Science Standards (NGSS) and STEM education. While instruction will focus on laboratory experiences, the curriculum includes assessments to gauge student progress, intervention tools, acceleration materials, and teacher support resources. Technology will be used as a tool to help all students actively learn scientific concepts. In the Elementary science classrooms, we will focus on building scientific process and literacy skills, as well as communication and collaboration skills. In order to create a sustainable and replicable STEM education model, MSE-E will promote a project based learning approach in STEM classrooms, where rigorous projects are integrated into our curriculum, that are standards-aligned, inter-disciplinary and multi-sensory, technology-enabled, and grounded in “real world” concepts. With this framework, our teachers will promote “deeper learning” for all students, which is a mix of knowledge, skills, and dispositions that include 21st century skills like critical thinking and problem solving, effective communication, collaboration and teamwork, an academic mindset, and the ability to learn how to learn – all applied to the mastery of academic content. K-5 Science Resources  STEMscopes - NGSS Comprehensive online K-12 science curriculum which allows students to authentically experience science. As students dive in, they can explore content aligned from the ground up to the NGSS Disciplinary Core Ideas, Performance Expectations, Cross Cutting Concepts, Science and Engineering Practices, and Common Core Math & ELA/Literacy standards. Page 24 of 243 Page 370   Discovery Education Streaming Plus A cross-curricular resource designed to simultaneously engage students and provide educators with instructional support to implement the Common Core State Standards. Learning objects, tools, and assessment activities encourage student content creation, critical thinking, and collaboration. Study Island (Science, Grade 5) An instructional and diagnostic tool that help students master state standards and prepare for standardized tests K-5 Social Studies Curriculum “The purpose of elementary school social studies is to enable students to understand, participate in, and make informed decisions about their world. Social studies content allows young learners to explain relationships with other people, to institutions, and to the environment, and equips them with knowledge and understanding of the past. It provides them with skills for productive problem solving and decision making as well as for assessing issues and making thoughtful value judgments. Above all, it integrates these skills and understandings into a framework for responsible citizen participation locally, nationally, and globally. The teaching and learning processes within social studies are uniquely organized to develop these capacities, beginning with the youngest learners in our schools.” (This position statement was prepared by the Task Force on Early Childhood/Elementary Studies and members of the NCSS Board of Directors, and was approved by the NCSS Board of Directors in June 2009). “When children are empowered by knowledgeable and skillful teachers with the ideas, skills, values, questions, and attitudes that compose the social studies curriculum, their judgment is improved. Consequently, they can reason historically, help solve community problems, appreciate diversity, protect the environment, and, with deep understanding, empathize with the hopes, dreams, and struggles of people everywhere.” (Parker, Social Studies in Elementary Education, 2001). In Memphis School of Excellence, our goal is to develop students with the social studies skills that will allow students to experience and explore the social sciences. A key focus for the academic structure of our social studies curriculum examines the needs for students to build the skill necessary for the 21st Century skills, we expect our students to: • • • • • Communicate effectively Be innovative Collaborate with peers Present ideas in a clear concise way Use technology efficiently in all aspects of the above skills To support these goals, our Social Studies curriculum and framework is based and aligned with the Common Core Curriculum Standards. (CCCS) As a base for our instruction we use the TCI Social Studies Alive program for kindergarten to fifth grade. The curriculum is built around six teaching strategies: Visual Discovery, Social Studies Skill Builders, and Experiential Exercises, Writing for Understanding, Response Groups, and Problem Solving Group Work. Each of these is designed to bring learning to life and to support the 21st century skills we expect our students to take with them when they graduate from Memphis School of Excellence. The developed curriculum uses many research-based instructional designs including Understanding by Design, Multiple Intelligences, and Spiral Curriculum. Each lesson contains an interactive presentation that teachers can use in a traditional format or can use with interactive whiteboards or smart boards. In addition to tying each lesson to literacy standards there are also recommendations for English Language Learners and for Enrichment. In our Elementary Social Studies classrooms, students will collaborate with their peers, research and discover social studies concepts through the hands on and project based instruction and lessons provided by the TCI SS Alive Program. Page 25 of 243 Page 371 Technology and Digital Literacy Curriculum Technology and digital literacy are the keys to the 21st century. Memphis School of Excellence integrates 21st century skill building into teaching. This curriculum helps students and teachers efficiently learn technology skills, digital literacy, and higher-order thinking as they study and learn core curriculum. A comprehensive curriculum provides classroom teachers with resources and tools needed to engage 21st century learners. This curriculum meets standards with (National Educational Technology Standards for Students (NETS-S), and International Society for Technology in Education (ISTE). Students have the opportunity to participate in the following software programs:       Reasoning Mind (Math Grades 2-4) Software program that has a comprehensive approach with instruction in teaching mathematics. A quality curriculum that is coherent and challenging to students while supporting them as they build skills. Aleks (Math Grade 5) an adaptive, online math program that uses artificial intelligence and openresponse questioning to identify precisely what each student knows and doesn’t know. Reading Eggs (Grade K-2) an online software program where kids learn to read. It supports each child’s learning by offering individual, one-on-one lessons that allow children to progress at their own rate Accelerated Reader- (ELA Grades K-5) A software program used to monitor the practice of reading Istation- (ELA Grades K-5) an online comprehensive reading and intervention program for grades K-5 that delivers research based individualized instruction and provides teachers and parents with information, resources, and materials needed to help students become successful readers. Study Island (ELA Grades 3-5) An instructional and diagnostic tool that help students master state standards and prepare for standardized tests Elementary Elective Courses Memphis School of Excellence provides enrichment classes which expand core learning and strengthen college readiness. All students have the chance to partake in the following classes: · · · · Visual Arts Technology Physical Education and Languages other than English (grade 4 and above) The instruction in these classes adheres to state standards and is designed to respond to student and school needs and interests. Students participate in field studies throughout the year, including in and out of school field trips, guest performances, and school music and drama productions. These opportunities allow our students to explore personal interests and experience the joy of creative and physical growth in a rich variety of activities. In addition to in-class supports, we also offer after school programming as well as Saturday school for all students. Opportunities vary at each campus and include small group and individual tutoring in math and/or reading, games-based programs in both reading and math, enrichment for students who are working well above grade level, as well as additional enrichment activities such as sports and clubs. Memphis School of Excellence - Elementary will implement Response to Instruction and Intervention (RTI²) plan created by the Tennessee Department of Education. We believe that this model will have a significant impact on all student learners by building the infrastructure and empowering our teachers. Students in an RTI model will have the opportunity to experience prevention of instructional gaps and early intensive intervention as a best practice, prior to failure, and prior to identification. We believe that all students should have every opportunity to be successful and RTI provides for those circumstances to be realized. Below are the guiding principles for the Response to Instruction and Intervention (RTI²) initiative:  District and school leadership is essential for ensuring the success for all students throughout the (RTI²) initiative. Page 26 of 243 Page 372   Include educators, families, and communities in creating a culture of collaboration that is focused on student achievement for both struggling and advancing students. (RTI²) is a process focused on prevention and early intervention that uses assessment data for instruction, intervention, and transitions between tiers. RTI² method will be used by MSE-E to determine whether a child has a specific learning disability in basic reading skills, reading comprehension, reading fluency, mathematics calculation, mathematics problem solving, or written expression for students in grades K- 5. RTI² initiative is a framework that promotes recommended practices for an integrated system connecting General and Special Education by the use of high-quality, scientifically research-based instruction and intervention. The RTI² framework is a 3-Tier model that provides an ongoing process of instruction and interventions that allow students to make progress at all levels, particularly those who are struggling or advancing.    Tier I: All students receive research-based, high quality, general education instruction that incorporates ongoing universal screening and ongoing assessment to inform instruction. Tier II: In addition to Tier I, interventions are provided to students that fall below the 25th percentile on universal screening and are struggling academically. Research-based interventions will be provided to students within their specific areas of deficit. These students are progress monitored every other week to measure the rate of improvement in their deficit area. Tier III: In addition to Tier I and Tier II, increasingly intensive interventions are provided to students that have not made significant progress in Tier II, are 1.5-2.0 grade levels behind or are below the 10th percentile. Research-based interventions will be provided to students within their specific areas of deficit. These students are progress monitored every other week to measure the rate of improvement in their deficit area. Memphis School of Excellence - Elementary will implement the Response to Instruction and Intervention (RTI²) program with these key components: (1) District & School Level Support Teams, (2) Universal Screening Procedures, (3) Data-driven Decision Making Procedures, (4) Students Entering Mid-term, (5) Contact with Parents, (6) Procedures to be used with ELLs. (1) District & School Level Support Teams To ensure success of the RTI² initiative, we will establish a school level RTI² support team who will collaborate with the district RTI² leadership team. This team will meet regularly to ensure the fidelity of the instruction and interventions, as well as make data-driven decisions regarding appropriate student placement in interventions. When placing students in interventions, it will require reviewing and discussing student data and student attendance in interventions. Interventions must be matched to specific area of deficit for each student. Our school team will include the principal, classroom teachers, reading/math coaches, school psychologist, guidance counselor, ESL teachers, SPED teachers, and other staff as necessary. School level RTI² support team will meet as needed and at least once a month. School level team will also meet with district level RTI² support team as frequently as deemed necessary by the district. The focus will not be on compliance, but rather on effective implementation for successful results. (2) Universal Screening Procedures MSE-E will administer a Universal Screener as a brief screening assessment of academic skills administered to all students to determine whether students are meeting benchmark standards. Universal screening reveals which students are performing at or above the level considered necessary for achieving long-term success (benchmark levels). This data can also serve as a benchmark for measuring the improvement of a group, class, grade, school or district. When a student begins an intervention, a more precise assessment will be needed to determine the specific areas of deficit. In grades K-5, the Universal Screener be administered three times a year: at the beginning, middle and end of the school year. (3) Data-driven Decision Making Procedures Page 27 of 243 Page 373 MSE-E will follow a data-driven decision making process to inform and drive each instructional decision. We will establish cut scores based on the universal screening and national norms to identify students who are at-risk. Students below the 25th percentile will be considered “at-risk.” Students who exceed grade level expectations may be considered advanced. (4) Students Entering Mid-term MSE-E will put procedures in place for students who enroll mid-term, or any time after the Universal Screening is completed. Our school level RTI² support team will create a plan for administering the Universal Screening for these students. This plan will include how decisions will be made based on the screening data and also how we will secure the records from the previous school. Every effort will be made quickly to obtain educational records from the previous school. (5) Contact with Parents To reinforce the culture of collaboration, MSE-E will use a variety of means to reach parents including automated phone systems, electronic mail, US Mail, and student-delivered communications. We will designate a person to coordinate and/or make contact with parents at the school level. Designated personnel will contact parents for a number of RTI² related matters such as before initiating or discontinuing tiered interventions, to communicate progress monitoring data in writing every month for students receiving tiered interventions, in the event there is a referral to special education, and regarding the dates and duration of Universal Screenings. (6) Procedures to be used with ELLs MSE-E will consider procedures for administering universal screeners for English Language Learners (ELL) and how data from such screeners will be used. ELL students will also benefit from the tiered intervention system. An ELL teacher will be part of the school level RTI² team at MSE-E. 1.4. Academic Performance Standards and Assessments Charter schools should have a strong plan for evaluating their school’s performance, especially regarding the academic performance of students. Academic Performance:       Describe the proposed charter school’s annual and long-term academic achievement goals, in measurable terms. Describe process for setting, monitoring and revising academic achievement goals. Describe corrective action plans if school falls below state and/or district academic achievement expectations. Explain how students will matriculate through the school (i.e., promotion/retention policies and graduation requirements). 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. 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. High School Graduation and Postsecondary Readiness (high schools only)  Explain how the school will meet Tennessee graduation requirements. Describe how students will earn credits, how grade-point averages will be calculated, what information will be on transcripts, and what elective courses will be offered. If graduation requirements will exceed those required by the State, explain the additional requirements.  Describe how graduation requirements will ensure readiness for college or other postsecondary opportunities (i.e., technical centers, community colleges, military, or workforce). Page 28 of 243 Page 374  Outline systems or structures the school will use to assist students at risk of dropping out and/or not meeting graduation requirements throughout the term of the charter. Assessments Charter school students must take the same State mandated assessments as students in other public schools. Charter schools also administer additional interim assessments. In this section:       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. Explain how the school 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. 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. Explain how school will evaluate data to inform instruction and evaluate academic progress for atrisk students, students with disabilities and English Language Learners. Describe the process for collecting data, interpreting it for classroom teachers, and leading or coordinating professional development to improve student achievement. Explain the training and support that school leadership and teachers will receive in analyzing, interpreting, and using performance data. Academic performance and assessment are integral parts of the curriculum at MSE-E. Students will be tested periodically throughout the school year to measure academic progress. For interim assessments NWEA-MAP test and locally prepared benchmark assessments will be used. NWEA offers assessments that accurately measure student growth and learning needs, professional development that fosters educators’ ability to accelerate student learning, and research that supports assessment validity and data interpretation. The benchmark assessments will be administered monthly in writing, reading and mathematics in all grade levels. Memphis School of Excellence-Elementary (MSE-E) will be in the top half in the state when compared with schools with similar student demographics at the end of the second year in operation. MSE-E will be in the top quartile in the state when compared to schools with similar student demographics at the end of the fifth year in operation and will stay in the top quartile then on. Below is a sample projection of MSE-E’s ranking in the state when compared to schools with similar student demographics: Years in Operation Projected %ile 2 50 3 60 4 70 5 75 6+ 75+ Furthermore, MSE-E will set Annual Measurable Objectives (AMOs) similar to the state set AMOs for the districts. In the case of MSE-E will have the following AMOs. Page 29 of 243 Page 375 Achievement Gap Closure Subgroup For the following subject / grade levels*, targets will be set for all students: For the following subject/grade levels*: For the following subject/grade levels*: 3-5 Reading 3-5 Math 3 Reading 3 Math 3-5 Reading 3-5 Math 3-5 Reading 3-5 Math Gap targets will be set for these subgroup* vs. comparison groups* gaps: Achievement targets will be set for these subgroups*: BHN vs. All Students ED vs. Non-ED LEP vs. Non-LEP SWD vs. Non- SWD BHN ED LEP SWD Asian Black Hawaiian Pacific Islander Hispanic Native American White Non-ED Non-LEP Non-SWD Abbreviations: BHN: Black/Hispanic/Native American ED: Economically Disadvantaged LEP: Limited English Proficient SWD: Students with Disabilities *: Applicable if minimum size of 30 students is met. Same target setting methodology as currently used by the state will be used. Another goal that MSE-E will have is not to be classified as a Priority School or a Focus School at any time in its existence. Lastly, MSE-E will have a locally developed goal using a norm-referenced test. We are planning to partner with Northwest Evaluation Association (NWEA) for this purpose. NWEA offers assessments that accurately measure student growth and learning needs, professional development that fosters educators’ ability to accelerate student learning, and research that supports assessment validity and data interpretation. To better inform instruction and maximize every learner’s academic growth, educators currently use NWEA assessments and items with nearly 10 million students. Measures of Academic Progress (MAP) is a research-based computer-adaptive test and it has both Achievement and Growth national norms. MPG is the Primary Grades version of the MAP test Below is a table showing the planned tests three times a year namely, in Fall, Winter and Spring. Subject / Grade Mathematics Reading Kinder MPG MPG 1st Gr. MPG MPG 2nd Gr. MPG MPG Language Science MAP Page 30 of 243 Page 376 3rd Gr. MAP MAP MAP MAP 4th Gr. MAP MAP MAP MAP 5th Gr MAP MAP MAP MAP Using these results we are going to set Achievement and Growth Goals for Students, Teachers and the School. The methodology will be explained in the next section. State assessment based AMOs will be determined at the beginning of each year based on the results from the previous year. Practice tests will be given once a year in February to monitor the estimate progress to the set AMO goals. NWEA MAP tests will be given in three times a year in fall, winter and spring. Tentatively, the fall administration is planned for early to mid-September, the winter administration is planned for mid to late January and the spring administration is planned for May. Fall administration results will be used as the base line from which goals will be set, winter administration will be used to monitor if we are on-track to achieve those goals and Spring administration results will be used to determine if the set goals have been achieved. Results from fall and winter administrations will also be used to guide in identifying students who need additional interventions. At or above grade level Achievement goal will be set for each subject and Subject/Grade as Formula: Goal for spring= fall % + (100- fall %) * 5/100 For example, if the percent of students in fall for the school at or above grade level is 40 % the goal for the school in the Spring is 43% [40+ (100-40) * 5/100 = 40 + 60 * 5/100 = 40 + 3 = 43] Growth goal will be set across the board as more than 50% of the students will meet their typical growth and the overall averaged growth of the students will be at or above 100%. Example: Starting RIT Typical RIT Growth Actual RIT Growth Grew Y/N Student 1 190 8 10 Y Student 2 195 8 7 N Student 3 200 7 7 Y Student 4 205 9 11 Y Student 5 210 6 4 N 38 39 3/5=60% Aggregate data Overall averaged growth 39/38=102.6% RIT: Rasch unIT is the equidistance scale used by NWEA to report MAP Results for each students. In the example above both of the growth goals are achieved. If the school falls below state and/or district academic achievement expectations, corrective action plan will be developed in order to maximize student achievement. A director or a consultant will be hired to plan, monitor, and implement corrective action plan. The corrective action plan will include the following supplemental strategies to promote student learning and achievement. Page 31 of 243 Page 377 Tutorial services. Tutorial services will be provided before school, after school, and on Saturday to extend the learning time. Through the use of benchmark and other assessment data, students will be supported through tutorial services free of charge. Tutorial services will be available all year long starting in September. School administration will make sure that struggling students will have access to tutorial services. Tutorial services will be designed in a way to offer one-on-one or small group sessions that will provide guided instruction to close learning deficits. Peer‐tutoring and Mentorship Programs. Successful students will be encouraged to be peer tutors for their friends and mentors for the younger students (with their parents’ consent). Students contribute to the success of the school and their friends through these programs. School administration will make sure that struggling students will have access to peer‐tutoring and mentorship programs. Reading specialist and tutor. Full time or part time tutors and/or reading specialists will hired for pull out programs were struggling students will be provided additional support in small groups not exceeding four students throughout the school day. The additional staff will responsible in analyzing student data to provide targeted instruction based on weaknesses and learning deficits. This support will be closely monitored by school administration to increase effectiveness of the program. These pull out classes will utilize a variety of instructional approaches to support competency-based progress specific to each student’s needs and abilities. Parent communication. Home visits will be an integral part of developing a strong relationship between teachers, students and parents or guardians. Struggling students will be given the option of a home visit by at least two or more staff members. These visits provide the teacher and/or administrator with a clear picture of the students’ home life, often leading to an ability to better understand and offer support before, during and after school. Parents are able to ask questions of the visiting staff members, often sharing challenges and concerns as a result of the trust developed. Many students are very excited and energized when teachers take the time to connect with students during the home visits. Professional Development and Mentoring Program. Teachers will be provided high quality targeted professional development services aligned with campus corrective action plan. First year teachers will be provided mentors to ensure that the teachers will be prepared to meet the needs of all students including the struggling students. The focus of PD and mentoring will be to provide individualized assistance to the teachers in need. Individualized learning plans and blended learning strategies. Individualized learning plans and blended learning strategies will be used to expand intervention and enrichment to all students in reading and mathematics. This will be a part of school day schedule for at least once a day through educational software programs such as ALEKS, Study Island, Accelerated Reading, Reading Eggs, etc. Students in each grade will be subject to promotion and retention policies as set by Tennessee State Board of Education (3.300 Promotion and Retention). School will identify students with problems early in the school year to provide remediation and avoid retention. School will inform parents at a conference before retaining a student at least six weeks before the end of school year. School will take into consideration the following factors in making decision on retention. a. b. c. d. e. f. Students should have mastered essential skills sufficiently to ensure a likelihood of success at the next grade level. Students who have been identified as having special problems, including high risk students, students with IEP's, and other students with special needs, should be given special consideration. Retention should not be a substitute for special education, counseling intervention, or social services. Educators should consider the use of conditional promotion, remedial summer programs, assignment to transitional classes, and other approaches to meeting the needs of students. It is relevant to consider attendance when excessive absenteeism becomes an educational problem. Unusual cases involving medical, special education, or religious circumstances may call for special consideration. Retention should not be used as a disciplinary measure. In general, students should not be retained more than once in the same grade. Page 32 of 243 Page 378 g. h. a) A B C D F I Retention is most appropriate in the early grades. The teacher's decision to promote or retain a student should not be reversed unless the teacher is consulted. Grading. MSE-E has set 70 as a minimum passing grade. The grading system is as follows: 93-100 (Excellent) 85-92 (Good) 75-84 (Satisfactory) 70-74 (Poor but passing) 69-and below (not achieving mastery) Incomplete Conduct Grades: E S N P I Excellent Satisfactory Needs Improvement Poor Incomplete b) Promotion and Retention. Promotion or retention will be considered on the basis of what is in the best interest of the student. The final determination of whether a student is promoted or retained in the grade shall be made by appropriate school officials. K-5 grade promotion shall be based on the following criteria:  A student who has not maintained a grade average for a school year equivalent to at least 70 on a scale of 100 may not be advanced from one grade level to the next.  A student must maintain a yearly average of 70 in English.  A student must maintain a yearly average of 70 in Mathematics.  A student must maintain a yearly average of 70 in Social Studies.  A student must maintain a yearly average of 70 in Science.  A student must attend at least 90% of the classes throughout the year in order to be promoted to the next grade level. After a decision on retention, school will develop an appropriate instructional program for the student so that student will not start over in the grade and repeat material that has already been learned. School will explore alternate materials, staffing, and instructional strategies. The school should keep a list of the students retained each year. This list should include a grade level, reasons for retention, and placement of each student. The school should monitor the progress of retained students. c) Appeals. Parent/Guardian may appeal a decision for retention. This appeal must be in writing and be made to principal. Principal will make the decision within five school days after the appeal made. Parent/Guardian has the right to appeal principal’s decision to the superintendent or school board within five school days after principal’s decision. th The school’s exit standards for 5 grade students reflect the latest adopted academic standards by the State Board of Education (SBE) for reading and mathematics. To name some, here are several exit th academic standards for 5 grade students. Page 33 of 243 Page 379 a. By the end of the year, the 5th grade students will be able to read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. b. By the end of the year, the 5th grade students will be able to read with sufficient accuracy and fluency to support comprehension. c. By the end of the year, the 5th grade students will be able to relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. d. By the end of the year, the 5th grade students will be able to apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. th Promotion standards mentioned above applies to 5 grade students as well. No additional requirements th are set for 5 grade students. Memphis School of Excellence - Elementary will have a school wide intervention and remediation plan to address academic underperformance of students and close the achievement gap. Our school will leverage the Response to Instruction and Intervention (RTI²) initiative described earlier to identify potential at risk students and provide early interventions as needed. An ongoing identification process will be in place to implement the right strategies to the right population at the right time. A variety of data points will be utilized such as common assessments, practice tests, NWEA MAP assessments, STAR reading/math assessments, and teacher input to identify students and group them dynamically based on their academic needs and readiness for certain skills. MSE-E will use a number of intervention and remediation forms such as pull-outs, small groups within the classroom, Saturday tutorials, before and after school tutorials, and online tutorials. During these intervention settings, teachers will implement different strategies based on the needs of students such as reteach of concepts and skills, vocabulary building, focus on learning standards, benchmark clean-up strategies, and test taking strategies. A number of digital and paper based curriculum materials will be used as resources during the intervention and remediation sessions. Adaptive learning technologies will be used to boost student knowledge and skills in numeracy and literacy. Tutorial services will be provided before school, after school, and on Saturday to extend the learning time. Through the use of benchmark and other assessment data, students will be supported through tutorial services free of charge. Tutorial services will be available all year long starting in September. School administration will make sure that struggling students will have access to tutorial services. Tutorial services will be designed in a way to offer one-on-one or small group sessions that will provide guided instruction to close learning deficits. Full time or part time tutors and/or reading specialists will hired for pull out programs were struggling students will be provided additional support in small groups not exceeding four students throughout the school day. The additional staff will responsible in analyzing student data to provide targeted instruction based on weaknesses and learning deficits. This support will be closely monitored by school administration to increase effectiveness of the program. These pull out classes will utilize a variety of instructional approaches to support competency-based progress specific to each student’s needs and abilities. Individualized learning plans and blended learning strategies will be used to expand intervention and enrichment to all students in reading and mathematics. This will be a part of school day schedule for at least once a day through educational software programs such as ALEKS, Study Island, Accelerated Reading, Reading Eggs, etc. The Memphis School of Excellence’s school will strive for equity by providing a rigorous, challenging STEM curriculum to serve all students, a focus on formative assessment, and a culture of high expectations and support. The curriculum is inquiry-based and student-centered and emphasizes of the understanding of the 21st century skills that all students will need to be successful in college and career. Page 34 of 243 Page 380 The Memphis School of Excellence will ensure that the standards are attainable for our English Language Learners (ELL) using three phases. In Phase I, ELP standards will be integrated into core curriculum scope and sequence documents and teachers will use differentiation strategies. English Language Learners will be mainstreamed. Phase I will be applicable to all ELL students. In Phase II, ELL students who need additional instruction will be given sheltered instruction. The ESL curriculum used during Phase II will be suited to the students’ developmental levels. In Phase III, the students will have independent study using educational software at their level to work at their own pace. The Memphis School of Excellence will ensure that the standards are attainable for students with disabilities. In Phase I, modifications will be integrated into core curriculum scope and sequence documents and teachers will use differentiation strategies based on individual students’ IEP. The Memphis School of Excellence’s special education department will develop IEP for each child with disabilities and train the teachers on IEP’s and modifications. Teachers will modify their lesson plans and curriculum materials for a child with disabilities based on his/her IEP. Students with special needs will be mainstreamed. Phase I will be applicable to all students with disabilities. In Phase II, students with disabilities who need additional instruction will be given sheltered instruction. The curriculum used during Phase II will be suited to the students’ developmental levels. The Memphis School of Excellence’s school will strive to ensure the basic needs for each student is met so that each student comes to school ready to learn. The Memphis School of Excellence will have a STEM rich curriculum. To facilitate the learning of all STEM content, the school will take specific steps to equip students with a strong foundation in Character Education as well as the development of literacy skills. In order to ensure success in all content areas, the students will have literacy development be an integral part of the instruction. Specifically the following will protocol will be use to ensure success:          All students will receive reading assessments at the beginning, middle and end of the school year. These assessments will determine the students’ reading level and any areas of weakness. Targeted intervention and instruction will be provided based on student needs. All students will receive a reading interest and reading behavior inventory. The campus will work to provide a wide variety of texts to include the interests and reading level of the student population. All classrooms will contain classroom libraries with an extensive collection of texts Independent reading time will be built in to the school day Students will receive instruction in all variety of genres, both for reading and writing. Teachers will regularly meet with students to conduct reading and writing conferences, offering support and specific focus skills. Students will receive reading instruction to build comprehension skills with a strong focus on nonfiction texts in order to build reading in all content areas. All content area teachers will receive training on literacy skills and development to ensure reading is taught in all content areas. Writing will be part of each content area, as students hone their skills in writing in genres appropriate for their grade level. The school principal will lead the data efforts as part of the campus needs assessment and campus improvement plan. The principal will attend workshops or work with a consultant on analyzing and interpreting campus data, school reports, and student performance based on standardized assessment results. The principal will establish a site-based decision making committee (SBDM) to interpret this data, bring additional data to the table such as report cards, attendance records, discipline records, parent surveys, teacher surveys, teacher evaluation reports, etc. The Principal and Assistant Principal will provide this training to the teachers. This will be done annually as part of campus improvement plan, and periodically after every benchmark assessment. Teachers will also work in collaborative groups to discuss data and give feedback so that they can also learn from each other. Page 35 of 243 Page 381 1.5. School Calendar and Schedule Describe how the school will use time strategically to support the vision, mission and education program to drive gains in academic achievement. In this section: Provide the annual academic calendar for the school as Attachment 1. Explain how the annual academic calendar reflects the needs of the academic program. Describe goal for student attendance and explain how the school will ensure high rates of student attendance.  Describe the structure of the school day and week. Include the number of instructional hours/minutes in a day for core subjects such as language arts, mathematics, science and social studies. Note the length of the school day including start and dismissal times. Explain why this schedule will be optimal for student learning. Provide the minimum number of hours/minutes per day and week the school will devote to academic instruction in each grade.  Summarize the number of hours/minutes and days allocated for tiered interventions, enrichment, tutoring and other academic activities.  Describe a typical school day for a teacher and a student.  Describe any proposed extra-curricular or co-curricular activities or any other student focused programming the school will offer; when will they begin, how often will they occur and how will they be funded?  If Saturday School or summer school will be offered, describe the program(s). Explain the schedule and length of the program, including the number of hours and weeks. Discuss the anticipated participants, including the number of students and the methodology used to identify them. For identified students, is the program mandatory? What are the anticipated resource and staffing needs for these programs? The annual calendar includes 5 in-service days for teachers and 4 administrative days, 2 before school starts: 1 after the first semester and 1 after the last day of school. The calendar includes 2 parent teacher conferences, and 1 meet and greet night. The calendar includes 180 student days. 180 days is required to cover all academic programs.    During the open houses and meet and greet nights, MSE-E staff will explain the importance of the students’ attendance to the parents. Parents will sign an agreement that they will bring the student to school every day on time. If a student has 5 or more unexcused absentees, then a letter will be sent to parent that they are truant. In order to ensure high students attendance MSE-E will honor perfect attendees per quarter. MSE-E will have extracurricular activities throughout the year so that students would like to come to school, including sprit weeks, pajama day, twin’s day, jeans day, etc. MSE-E will have 5 instructional days: Monday through Friday. MSE-E will have 390 minutes of instructional time every day. Math and English will have 95 minutes (2 periods per day/10 per week) every day. Science Classes will have 6 periods per week. 5 of them will be in class and 1 of them will be in the science lab. Social studies class will have 1 period, 45 minutes, per day. Art class will have 2 periods per week. Physical Education classes will be 2 periods, 90 minutes, per week. Foreign language classes will be optional and be 2 periods, 90 minutes, per week. If a student is identified as an at risk student, then foreign language class will be used as pull out sessions. Music classes will be 2 periods, 90 minutes, per week. Students will have 1 hour of computer in computer lab. MSE-E will offer several sports, computer club, music club, language club, and art club after school. Students can stay every day after school and participate in the clubs and activities. MSE-E would like to integrate computer usage in class, therefore teachers will use Chromebooks and laptops in their classes and teachers can reserve the computer lab for their classes. Periods per week Minutes Per week Mathematics (block) 10 475 RLA (block) 10 475 Science 6 270 Social Studies 5 225 Page 36 of 243 Page 382 Art 2 90 Computer 1 45 Physical Education 2 90 Foreign Language 2 90 Music 2 90 Homeroom 5 (20 minutes) 100 Total 45 1950 MSE-E will identify students based on bi weekly tests. After the tests, MSE-E admins and teachers will analyze the results and identify at risk students. At risk students are grouped based on the SPIs they missed. MSE-E will offer pull out sessions for those students, 3 periods a week for 45 minutes each period. Also, MSE-E will offer after school tutoring for identified students 4 times a week for 35 minutes each session. MSE-E will offer free Saturday tutoring from 8:00 am to noon for 12 weeks. Students arrive to school between 7:30 to 7:50 am. They report to cafeteria to have breakfast. At 7:50 they leave cafeteria and go to their lockers and classes. Classes start at 8:00 am. There are 8 periods in a day and each period is 45 minutes. Students will have lunch between 11:15 to 12:15. Each class has a different lunch start time. After lunch, students will have 4 more periods. Students are dismissed at 3:15 pm. All students are dismissed from assigned location by their teachers. Parent cars will have a school provided tag for their child. All remaining students will stay in cafeteria after 3:25 pm with adults’ supervision. After 3:25, after school activities start. Teachers pick up their club students. Teachers will pick up after school tutoring students. All club days, hour, and locations are listed at the school’s web site and in the front office. Any parent come to school after 3:30 can report to the office and the student will be called from the after school activity. Teachers arrive to school at or before 7:30. If they have outside or cafeteria duty they report to their assigned duty place. Teachers will prepare for their classes till 8:00 am. Teachers will have a maximum of 6 periods of class and 2 periods of preparation time every day. Based on the teachers’ schedule they will have 30 or more minutes of lunch time between 11:15 am and 12:40pm. They may have their lunch in cafeteria or in the teachers’ lounge. Classes are dismissed at 3:15 pm. Teachers take their students to pick up location. Teachers will start after school activities after 3:25 pm. Most of the activities are finished before 4:00 pm. MSE-E will sponsor several clubs and activities. Most of the clubs and activities are scheduled between 3:25 to 4:00 pm. Teachers are required to stay till 4:00 pm, therefore there won’t be any additional fund required for those activities. However, MSE-E will pay extra for some sports and activities. (Attachment 9, Compensation for Sports and Activities) Boys& Girls Basketball, Student Council, Art Club, After School Tutoring, Chess Club, Show Choir, Parent Teacher Association (PTA), Robotics, Volleyball, Science Olympiad, Cross Country, Softball, Soccer, Track, Baseball, Cheerleading, Computer Club, MSE-E will not offer summer school. MSE-E will offer optional Saturday tutoring. Saturday tutoring is scheduled between 8:00 am and noon. MSE-E is planning to offer 12 Saturday Tutoring sessions throughout the year. Saturday tutoring is open to all students. Information about Saturday tutoring will be posted on the web site and mailed to the parents. Although students are not required to attend Saturday tutoring, MSE-E will encourage some students to participate to the program. MSE-E will do SPI/chapter tests every other week. Based on test results, teachers and administrators will identify at risk students. At risk students’ parents will be inform that their child would benefit most from the program. Program is not mandatory for identified students. Highly qualified teachers will provide tutoring based on what students’ missed on chapter tests. Compensation for Saturday tutoring will be paid through Title I funds. Page 37 of 243 Page 383 1.6. Special Populations and At-Risk Students Provide a detailed a comprehensive plan to serve students with special needs including but not limited to those students with federally recognized disabilities; students with Section 504 Plans; English Language Learners; students identified as intellectually gifted; and students at risk of dropping out. In this section describe: Special Education:  The extent to which one or more of the founding school team (founding board, instructional leader, etc.) has experience working with special populations.  Methods for identifying students with special needs and avoiding misidentification. ok  How the school will handle over-identification of special education needs. ok  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. ok  Plans for monitoring and evaluating the progress and success of special education students, including coordination with the LEA’s monitoring and evaluation. ok  Processes and procedures aligned with IDEA law to exit students who demonstrate sufficient progress.  Plans for promoting graduation for students with special needs (high school only).  How the daily schedule, staffing plans and support strategies (i.e. service providers, nursing and educational assistants) will meet or be adjusted for the diverse needs of the students. English Language Learners (ELL):  Methods for identifying ELL students (and avoiding misidentification).  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.  Plans for monitoring and evaluating the progress and success of ELL students, including exiting students from ELL services.  Means for providing qualified staff for ELL students. At-Risk Students:  Methods for identifying at-risk students through academic and behavioral processes.  How the proposed school will 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 campus leader has 10 years of experience working with special populations, 5 years as a teacher and 5 years as an administrator. MSE has been in 100% compliance over the last 5 years. MSE-E plans to support and enhance the social and emotional functioning of all students, as well as their academic growth. It will provide a large learning environment that promotes a strong sense of self and community that fosters positive relationships among peers and staff and practices effective communication and peaceful conflict resolution. Its small size will allow for personal relationships among students, staff, administration, and families, ensuring that no student ever ‘falls between the cracks’. MSE-E’s Referral Process for special education services consists of Response to Intervention (RTI) followed by evaluation for Section 504 and/or Special Education if tiered interventions are unsuccessful. According to referral and identification process, there are three main intervention categories (Tier I, Tier II and Tier III). These categories include research-based scientific interventions that are applied prior to special education or 504 evaluation. In MSE-E, Student Support team (SST), which is composed of special education teacher, administrator and general education teachers, coordinates RTI implementation. The SST meets regularly to review the implementations of the RTI and the progress students make. When interventions in tier III are not successful, the SST refers student to special education evaluation. During the evaluation process intensive interventions are continued to be implemented until evaluation report is ready and IEP or Section 504 meeting is conveyed to determine eligibility for special education or Section 504 services. Referral, initial evaluation and eligibility determination will be completed within the federal and state guidelines. Page 38 of 243 Page 384 As a part of Child Find requirements, staff will screen each student upon entering the school to determine his or her particular learning style, academic strengths and weaknesses. The staff will also conduct a student and parent interview. They will review records from previous schools, along with any relevant evaluations, other agencies to insure that any previous special needs will be addressed as well as identify the needs which had previously been left unidentified. Teachers will be requested to monitor their students’ academic and behavioral performance continuously to ensure early identification of any potential academic, behavioral, or emotional issues. Teachers will be required to implement Response to Intervention (RTI) process by consulting student support team (SST). Once tiered interventions are not successful, SST may refer the student for special education evaluation. During the evaluation process intensive interventions are continued to be implemented until evaluation report is ready and IEP or Section 504 meeting is conveyed to determine eligibility for special education or Section 504 services. Referral, initial evaluation and eligibility determination will be completed within the federal and state guidelines. MSE-E follow RTI model to identify the students with disabilities as summarized in the following table: Tier I These interventions are universal and available to all students. Teachers often deliver these interventions in the classroom. They include the strategies that instructors are likely to put into place at the first sign that a student is struggling. Tier II Tier II interventions are individualized to the unique needs of struggling learners. They are reserved for students with significant skill gaps who have failed to respond successfully to Tier I strategies. There are two different methods that can be used to deliver Tier II interventions: a) Problem-solving (Classroom-based) interventions: The classroom teacher is often responsible for carrying out these interventions. In this approach, the interventions are customized to the student’s needs. b) Standard-protocol (Stand-alone) interventions: In this method, group intervention programs based on scientifically valid instructional practices are created to address frequent students referral concerns. These services are provided outside of the classroom. Large numbers of students can be put into these group interventions. Tier III Special Education or Section 504 referral and eligibility determination These interventions are the most intensive academic supports available in school and are generally reserved for students with severe and chronic academic delays or behavioral problems. When interventions in tier III are not successful, the Student Success Team refers student to special education evaluation. During the evaluation process intensive interventions are continued to be implemented until evaluation report is ready and IEP or Section 504 meeting is conveyed to determine eligibility for special education or Section 504 services. Referral, initial evaluation and eligibility determination will be completed within the federal and state guidelines. Identification steps of a student with disabilities are as follows in a more detailed way: 1. Classroom teacher notices the sign of academic difficulty. Page 39 of 243 Page 385 2. Teacher independently puts Tier I interventions into place and monitors/documents the performance. 3. If the student fails Tier I, the teacher refers him/her to SST for Tier II interventions by completing a referral form. 4. SST starts collecting data and meets with the teacher in order to brainstorm about interventions (must be scientific, research-based interventions) likely to meet the needs of the referred student. 5. The student is observed/monitored with Tier II by SST for a reasonable period of time (Ex: 6 weeks). If the student fails, change the intervention. 6. A student, who continues to show chronic and significant academic deficits despite a history of intervention attempts need to be referred to Tier III. 7. If a child continues to experience difficulty in general education after above interventions, school personnel may refer the child for an evaluation for special education services. 8. A parent may directly ask for an evaluation for special education services. A parent may begin this process of referral by indicating in writing to the teacher or administrator that he or she believes that the child is in need of special education services. 9. During the initial referral process, notice of procedural safeguards should be given to the parent and receipt should be signed by parent. 10. If a parent makes a referral for an evaluation and the school decides an evaluation is not needed, the school must give prior written notice to the parent of its refusal to evaluate. Evaluation Process 1. School must ask for consent from the parent to conduct evaluation. 2. IEP team reviews observations and additional data collected from teachers and parent. 3. Within 40 school days, necessary evaluations should be completed. 4. IEP initiation meeting must be conducted within 10 calendar days after evaluation in order to discuss child’s eligibility for special education and provision of appropriate instructional and/or related services. The meeting committee includes the following members: a. b. c. d. e. f. the parents of the child; not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); not less than one special education teacher of the child or when appropriate, not less than one special education provider of the child; a representative of the public agency (LEA) who:  is qualified to provide or supervise the provision of specially designed  instruction to meet the unique needs of children with disabilities;  is knowledgeable about the general education curriculum; and  is knowledgeable about the availability of resources of the public agency (LEA); g. an individual who can interpret the instructional implications of evaluation results; h. at the discretion of the parent or the agency (LEA), other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and i. whenever appropriate, the child with a disability. 5. Parental consent to initiate special education and related services must be separately obtained from the parent. If parent refuses consent, no special education and related services will be provided. IEP team collects data from various sources including the following documents before evaluation: 1. 2. 3. 4. 5. 6. 7. 8. Parent Consent for Evaluation Oral Language Rating Scale Behavior Rating Scale Vision and Hearing Screening Sociological Data Classroom Observation Form Classroom Based Assessment Referral Letter to the Parent (for initial evaluation only) Section 504 and Special Education regulations require the use of evaluation procedures to ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed, based on inappropriate selection, administration, or interpretation of evaluation materials. Therefore, MSE-E will have standards and procedures in Page 40 of 243 Page 386 effect for referral process, initial evaluations and periodic re-evaluations of students who need or are believed to need special education and/or related services because of disability. MSE-E will ensure that a medical diagnosis of an illness does not automatically mean a student can receive services under Section 504 or Special Education. A physician's medical diagnosis may be considered among other sources (include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior) in evaluating a student with suspected impairment. School personnel will be trained on the requirements of Section 504 and Special Education and the characteristics of the students who may be eligible for Section 504 or Special Education services. They are also requested to refer any student with a suspected disability to Section 504 or Special Education coordinator. Once a student is identified as being eligible for services under Section 504 or Special Education, to provide a free appropriate public education, Section 504 service plan or IEP is developed by considering the needs of the students. A copy of this plan is disseminated to the applicable teachers and service providers for implementation. MSE-E ensures that the school staff is trained on Section 504 and Special Education and implements the provisions of Section 504 plans and IEPs. The school will have very specific referral and evaluation process for students with disabilities as summarized above. The related teachers, staff members and administrators will be trained on the research based interventions and their implementation. The principal will closely monitor the implementation of evidence based interventions to prevent over identification. MSE-E hires its own staff to provide an array of Special Education Services so that children with a wide variety of disabilities and different education plans can be placed in a program that works for them. These services include: Instructional Services General Education Classroom Placement The needs of the students with disabilities are met in a general education classroom with no additional outside help. The special education teacher monitors the performance of the student periodically and supports the general education teacher outside the classroom. Classroom teachers are provided the student’s IEP and implement accommodations and modifications accordingly to ensure academic growth through the provision of meaningful access to the general education curriculum. If the student does not make expected academic progress, IEP meeting is conducted to discuss and update student’s placement and IEP. Resource Room Placement Students spend most of their day in general education classrooms but then participate in resource room programs for the other part of the day. Resource room will include a small number of students working with a special education teacher on reading, language, math and other subjects. Special education teacher and general education teachers work collaboratively in designing the instruction for the students. If the student does not make expected academic progress, IEP meeting is conducted to discuss and update student’s placement and IEP. Special Education Placement with Part Time Inclusion Special education students are taught by a special education teacher for most of the day but join their peers for subjects such as physical education, art, and music. Related Services Speech and language therapy Speech Language Pathologists (SLP) work with the students who have communication problems like articulation, language, fluency and pragmatics that affect their social interaction, literacy and learning. Students generally receive Page 41 of 243 Page 387 services based on their IEPs either in small groups or within the classroom setting. SLPs provide support to general education teachers in meeting the needs of the students during classroom activities and monitoring their progress. Occupational therapy Occupational therapists (OT) work with the students to improve their cognitive, physical, and motor skills. Students generally receive services individually or in groups depending on their IEPs. When needed OTs meet with the teachers to determine strengths and the areas to be improved. Physical therapy Physical therapists (PT) work with the students to improve their muscle control, balance and to promote sensory motor development and independence in functional mobility skills. PTs work with the teachers in implementing the skills practiced during therapy sessions. Dyslexia services For students identified with reading difficulties, a multisensory, structured language instruction in decoding, comprehension, and fluency is provided. Counseling services Counselors work with the students to develop a positive self-concept, increase self-awareness, learn appropriate social skills and develop coping and organizational skills. Assistive technology Assistive technology is used by the students with disabilities in order to perform functions that are difficult or impossible for them. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software or other electronic devices. Each and every student with disabilities will have Individualized Education Plan with attainable and measurable annual goals. The related special and general education teachers will implement students’ IEP by using various teaching strategies and resources to ensure that the students with disabilities make meaningful progress towards their annual goals. Students will be assigned progress grades for the goals every nine weeks and these specific progress reports for the IEP goals and regular report cards will be shared with the parents and school administrators quarterly. Emergency IEP meetings will be conveyed for the students failing a class or the ones with insufficient progress towards their annual goals. The campus principal will monitor the progress and success of special education students closely. MSE-E will be part of Shelby County School district. MSE-E special education staff and administrators will attend the related special education district trainings. Also, the MSE-E campus will submit special education progress data to the district office and will use their special education professionals for consulting and yearly program evaluation purposes. IEP meetings are to be conducted at least once in a school year. Eligibility of the student with disability for special education will be one of the agenda items for the IEP team. If the IEP team decides that the student demonstrated sufficient progress and no longer needs special education services, the student may be exited from special education and placed in an appropriate general education setting. A variety of instructional arrangements and settings is provided along a continuum from the least restrictive to the most restrictive environment. The IEP team, when placing a student in special education, considers all available options in the process of determining the most appropriate instructional setting(s) for the student. Each student with disabilities will have available a six-hour instructional day and seven-hour school day as provided for all other students. The IEP team shall determine the appropriate instructional setting and length of the instructional day as appropriate for each student with disabilities. As determined by the IEP meeting, students may be served in a combination of appropriate instructional arrangements during any given semester. Some of these arrangements are: Mainstream, Resource Room, Self-contained, Mild and Moderate, Regular Campus, Self-contained, Severe, Regular Campus, Vocational Adjustment Class, Homebound, Hospital Class, and Speech Therapy. Page 42 of 243 Page 388 In addition to these arrangements, MSE-E will provide direct services such as inclusive support, instructional modifications/accommodations, content mastery support, physical and occupational therapy, and consultation with special education staff. The above mentioned service types and arrangements will determine the need for the special education staffing. The school will initially have one special education teacher who will be part time Section 504 and Special Education Coordinator. Additional special education teachers or aides will be hired depending on the service needs as determined by the IEP teams. Also, the MSE-E campus will use related service providers, diagnosticians, SLPs, LSSPs and etc. from the Shelby County School district. Furthermore, for medical services, the school will have a part time or full time nurse based on the needs. MSE-E will follow state requirements to identify English Language learners (ELLs). Each parent enrolling a child in MSE-E will be given a home language survey to fill out. The Home Language Survey consists of three questions: 1. What is the first language this child learned to speak? 2. What language does this child speak most often outside of school? 3. What language do people usually speak in this child’s home? If the answer to any of the questions is a language other than English, the child will be classified as NonEnglish Language Background (NELB) and assessed in the four domains language (listening, speaking, reading and writing) through a state approved proficiency screener test to determine whether they are limited English proficient (LEP). If a NELB student has documentation from a previous district of meeting the definition of Fluent English Proficient (FEP), the student is not assessed for English proficiency. All NELB students who are determined to be LEP will be identified as ELL, and ESL services will be provided through an allowable service delivery model. Parents of ELLs who are eligible for services will be informed, in a language they can understand, about the available programs. Parents of ELLs will be informed of the right to refuse placement of their children in ESL programs. MSE-E will ensure all identified LEP students will be provided English as a Second Language (ESL) program through following:  Sheltered English is an approach to teaching content area subject matter through specific teaching techniques to homogeneous language leveled groups. Sheltered English teaching techniques facilitate the acquisition of the second language through content area curriculum. Teachers use challenging materials at appropriate reading levels, which help the student acquire the content, as well as vocabulary in the target language. The teacher uses clear concrete language with plenty of visuals, supporting clues, and relevant teaching strategies combined with appropriate manipulatives allowing the students to have real world experiences. Teachers control their speech speed and vocabulary and use few idiomatic expressions.  ELL Class Period: Students receive ELL instruction during a regular class period and also receive course credit for the class. Students may be grouped for instruction according to their second language proficiency level. Instruction is delivered by an endorsed ESL teacher using the ESL curriculum. The ESL curriculum is a general set of English language acquisition standards that should be used in conjunction with content standards.  ELL Resource Center is a variation of the pull out design bringing students from several classroom or schools to a central location. The resource center, which will be located in the campus, concentrates material and staff in one place and is generally staffed by at least one certified ESL/ELL teacher. A resource center can also provide services for recent arrival, such as general school and community orientation classes for students and parents. In all of these instructional models, the acquisition of English will take place in a structured, nonthreatening environment where each student’s language and culture are valued, and where confidence and self-assurance are instilled; lessons will include controlled vocabulary allowing students to Page 43 of 243 Page 389 gradually acquire the necessary language skills to succeed in grade level objectives and become lifelong learners. Our teachers will support the ELLs in core subject areas by addressing their affective, cognitive, and linguistic needs. Therefore,           ELLs will be encouraged to participate in class while the teachers have high expectations, give necessary wait time and scaffold each skill and expectation. Cooperative learning strategies will be used and ELLs will be put in groups with English speaking students who are nurturing and accommodating. Content and language objectives will be taught through visual aids, body language, models, films and graphic organizers to make the content comprehensible for ELLs. The language of instruction will be simplified, not the concept being taught. Content area vocabulary and concepts will be presented using realia, pictures, files, visual aids, sentence stems, manipulative, and other hands-on activities. Teachers will scaffold student learning by demonstrating and providing necessary background vocabulary in order to connect prior linguistic knowledge to the lessons of the day. Teachers will use a variety of auditory, visual, and kinesthetic activities. Through the use of the gradual release model of instruction, students will be able to learn language skills while lessons begin with a high level of teacher support. English language development will be closely monitored through teacher observation, including anecdotal record keeping, student work portfolio, curriculum based assessments, state and district-wide assessments. According to the results of the on-going assessments, academic interventions will be put in place if needed, including small group tutoring and one on one instruction sessions as needed. ESL teachers will act as a resource to regular classroom teachers. MSE-E will work with the Shelby County School district closely in monitoring and evaluating the progress and success of ELL students including exiting students from ELL services. The district staff will continuously analyze the campus ELL progress data and inform the campus about the actions that need to be taken to ensure ELL students are placed in appropriate ESL program settings, provided effective ELL instruction to meet their learning needs and exited to general education in compliance with state and federal guidelines and regulations. Upon exiting the ESL program, students will be monitored for two years to evaluate their academic success in the general education program, these students will be called Transitional LEP students (T1, T2). Transitional LEP students will continue to receive appropriate accommodations on the state assessments. If a T1 or T2 student begins to have difficulty in classes, s/he will receive intervention immediately. If this intervention is not successful, the student may be re-entered into ESL program. Furthermore, the Shelby County School district will evaluate the effectiveness of MSE-E campus’ ESL program and provide the campus with recommendations for improvement. Aligned with Tennessee’s standards, the MSE-E’s policy will also require ESL teachers to have ESL endorsement. Also, MSE-E’s hiring process will require highly qualified staff recruitment for instructing ELLs. The campus will attend job fairs and conduct activities to attract the best candidates for ELL teaching positions. The school will initially have one ESL teacher. Additional ESL teachers will be hired depending on the needs of the ELLs for effective implementation. Through continuous analysis of benchmarks, state assessment results, STAR, ITBS, grades, demographics, discipline, teacher input and other applicable data, the MSE-E campus will identify the students who are at-risk. After this identification, the campus will arrange appropriate supportive programs for these students. Each individual student’s growth will be carefully monitored through RTI process by SST. At risk students will be provided extra support as detailed below so that their learning and behavioral needs are met. Page 44 of 243 Page 390 a) Tutorial services. Tutorial services will be provided before school, after school, and on Saturday to extend the learning time. Through the use of benchmark and other assessment data, students will be supported through targeted tutorial services free of charge. Tutorial services will be available all year long starting in September. School administration will make sure that struggling students will have access to tutorial services. Tutorial services will be designed in a way to offer one-on-one or small group sessions that will provide guided instruction to close learning deficits. b) Peer‐tutoring and Mentorship Programs. Successful students will be encouraged to be peer tutors for their friends and mentors for the younger students (with their parents’ consent). Students contribute to the success of the school and their friends through these programs. School administration will make sure that struggling students will have access to peer‐tutoring and mentorship programs. c) Reading specialist and tutor. Full time or part time tutors and/or reading specialists will hired for pull out programs were struggling students will be provided additional support in small groups not exceeding four students throughout the school day. The additional staff will responsible in analyzing student data to provide targeted instruction based on weaknesses and learning deficits. This support will be closely monitored by school administration to increase effectiveness of the program. These pull out classes will utilize a variety of instructional approaches to support competency-based progress specific to each student’s needs and abilities. d) Parent communication. Home visits will be an integral part of developing a strong relationship between teachers, students and parents or guardians. Struggling students will be given the option of a home visit by at least two or more staff members. These visits provide the teacher and/or administrator with a clear picture of the students’ home life, often leading to an ability to better understand and offer support before, during and after school. Parents are able to ask questions of the visiting staff members, often sharing challenges and concerns as a result of the trust developed. Many students are very excited and energized when teachers take the time to connect with students during the home visits. e) Professional Development and Mentoring Program. Teachers will be provided high quality targeted professional development services aligned with campus corrective action plan. First year teachers will be provided mentors to ensure that the teachers will be prepared to meet the needs of all students including the struggling students. The focus of PD and mentoring will be to provide individualized assistance to the teachers in need. f) Individualized learning plans and blended learning strategies. Individualized learning plans and blended learning strategies will be used to expand intervention and enrichment to all students in reading and mathematics. This will be a part of school day schedule for at least once a day through educational software programs such as ALEKS, Study Island, Accelerated Reading, Reading Eggs, etc. School Culture and Discipline 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. In this section:    Explain how the school’s culture will reflect high levels of both academic expectation and support. 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. 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. Describe the philosophy for student discipline that supports your proposed school’s model. Provide the student discipline policy as Attachment 2. Mission of MSE-E is to prepare students for secondary school learning in a safe, caring, and collaborative atmosphere through a quality learner-centered educational program with a strong emphasis on science, technology, engineering, and mathematics. This environment will promote high expectations for all students while focusing on differentiated instruction to meet each student’s needs. This mission drives Page 45 of 243 Page 391 each MSE-E stakeholder to reach out and replicate its school model for expanding innovation and personalization in education. That’s why Read Foundation intends to establish and operate a science, technology, engineering, and mathematics (STEM) oriented K-5 elementary charter school to extend MSE 6-12 STEM focused curriculum to the elementary school in Memphis. MSE-E will accomplish this by working with nationwide the other charter school system and public schools which have STEM oriented curriculum with mathematics, science and technology focused education. The proposed school curriculum will be project oriented, interdisciplinary, and thematic. MSE’s 6-12 school model is rigorous (prepares students for college), relevant (reinforces math and science skills) and is underpinned by an interrelated web of relationships (a strong culture reinforced by teachers and parents).The new elementary school, MSE-E, will provide strong foundation to prepare students to continue STEM oriented program in MSE and the other secondary schools. Student achievement/outcome will be built on 3 core principles within the school model: a challenging math and science curriculum supported by theory; a focus on assessment; and a culture of constructive competition, discipline and parental engagement. The proposed school will utilize technology across all of these dimensions to reinforce its school model and curriculum. When one considers the ethnicity and socio-economic level of the population, Tennessee faces a need for increased academic, emotional and social support for their students. Students from a low socioeconomic background are at a disadvantage when compared to their financially advantaged peers. The majority of the students in Memphis face an added challenge due to the compounded effects of being both economically disadvantaged and minority. Students from Memphis and those from similar backgrounds, face a host of challenges that ultimately impact the chance for academic success. These students experience a lack of home support, often due to working parents and/or guardians and an absence of role models, often gender biases, limited resources from monetary to print resources, absence of technology, lack of meaningful conversations, limited vocabulary, basic needs such as food and shelter, lack of consistency, lack of role models, exposure to a reactionary versus a logical response, much greater sense of urgency and immediacy in outcomes versus long-term goal setting, perpetuating cycle of poverty, making it difficult for students to break the cycle, undiagnosed learning disabilities and health related difficulties. MSE-E will strive to ensure the basic needs for each student are met so that each student comes to school ready to learn. To facilitate the learning of all STEM content, the school will take specific steps to equip students with a strong foundation in Character Education as well as the development of literacy skills. In order to ensure success in all content areas, and because many of the students are lacking in literacy skills, both reading and writing, literacy development will be an integral part of the instruction. Specifically the following will occur:          All students will receive reading assessments at the beginning, middle and end of the school year. These assessments will determine the students’ reading level and any areas of weakness. Targeted intervention and instruction will be provided based on student needs. All students will receive a reading interest and reading behavior inventory. The campus will work to provide a wide variety of texts to include the interests and reading level of the student population. All classrooms will contain classroom libraries with an extensive collection of texts. Independent reading time will be built in to the school day. Students will receive instruction in all a variety of genres, both for reading and writing. Teachers will regularly meet with students to conduct reading and writing conferences, offering support and specific focus skills. Students will receive reading instruction to build comprehension skills with a strong focus on nonfiction texts in order to build reading in all content areas. All content area teachers will receive training on literacy skills and development to ensure reading is taught in all content areas. Writing will be a part of each content area, as students hone their skills in writing in genres appropriate for their grade level. MSE-E’s instructional approach will strive for equity by providing a rigorous, challenging STEM curriculum to serve all students, a focus on formative assessment, and a culture of high expectations and support. While Tennessee has not yet adopted the Common Core State Standards (CCSS), MSE-E is committed to ensuring all of our programs are aligned to the CCSS as well as the State standards. Page 46 of 243 Page 392 Our curriculum is inquiry-based and student-centered and matches the focus of the CCSS on rigor, depth, and higher-order skills such as conceptual understanding and application. In addition, we emphasize mastery of 21st century skills that all students will need to be successful in college and career. Attainable standards for ELL MSE-E will ensure that the standards are attainable for English language Learners (ELLs) using three phases. In Phase I, ELP standards will be integrated into core curriculum scope and sequence documents and teachers will use differentiation strategies. ELL students will be mainstreamed. Phase I will be applicable to all ELL students. In Phase II, ELL students who need additional instruction will be given sheltered instruction. The ESL curriculum used during Phase II will be suited to the students’ developmental levels. In Phase III, the students will have independent study using educational software at their level to work at their own pace. Attainable standards for students with disabilities MSE-E will ensure that the standards are attainable for students with disabilities. In Phase I, modifications will be integrated into core curriculum scope and sequence documents and teachers will use differentiation strategies based on individual students’ IEP. MSE-E special education department will develop IEP for each child with disabilities and train the teachers on IEP’s and modifications. Teachers will modify their lesson plans and curriculum materials for a child with disabilities based on his/her IEP. Students with special needs will be mainstreamed. Phase I will be applicable to all students with disabilities. In Phase II, students with disabilities who need additional instruction will be given sheltered instruction. The curriculum used during Phase II will be suited to the students’ developmental levels. 1.7. Marketing, Recruitment and Enrollment Describe the marketing, recruitment and enrollment practices of the proposed school.       Describe how parents and other members of the community will be informed about the school. Describe your plan to recruit students in your pre-opening year, including the strategies, activities, events, responsible parties and benchmarks and timelines that will demonstrate suitable progress over time. Describe student recruitment after the school has opened. How will it differ from preopening recruitment? Describe 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, students with disabilities, English Language learners, and other students at risk of academic failure. If your school has a specific area of focus, describe the plan to market that focus. Provide as Attachment 3 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.  Nondiscriminatory admission policies, pursuant to T.C.A. § 49-13-107.  Any proposed articulation plans or agreements, pursuant to T.C.A. § 49-13-113.  An explanation of the purpose of any pre-admission activities for students or parents; and  Policies and procedures for student waitlists, withdrawals, re-enrollment and transfers. What school zones within the LEA will the school target? Why were these schools selected? What outside groups would you target for marketing and recruitment? Consider pre-schools, civic groups, camps, summer programs, faith-based institutions, etc. Recruitment of students shall be the responsibility of MSE-E. The recruitment process will include public notice through newspaper advertisements, direct mail, community information sessions, and announcements in local newsletters as well as notices on the school’s website to outreach to families in poverty, academically low-achieving students, students with disabilities, English Language learners and other students at risk of academic failure. Open houses, school tours and presentations are also part of the recruitment activities. During this recruitment process, MSE-E will provide parents of potential Page 47 of 243 Page 393 students with accurate information about the programs, services and amenities available at MSE-E, and will highlight the unique characteristics. MSE-E will recruit the students who are eligible to attend the Memphis City Schools. Similar recruitment techniques will be utilized every school year during the recruitment season. Except for the initial year of operation, MSE-E agrees to complete registration for the upcoming school year and provide the names and addresses of all accepted students to the school no later first day of August. MSE-E will enroll eligible students defined below; Requirements for students to be able to attend Tennessee charter schools are the priorities in MSE-E admission policy. T.C.A. 49-13-106 defines eligible public charter school students as: 1. Students who were previously enrolled in a charter school; 2. Students who are assigned to, or were previously enrolled in, a school failing to make adequate yearly progress, as defined by the state’s accountability system, giving priority to at-risk students; 3. Students who, in the previous school year, failed to test proficient in the subjects of language arts/reading or mathematics in grades three through eight (3-8) on the Tennessee comprehensive assessment program examinations; 4. Students who, in the previous school year, failed to test proficient on gateway examinations in language arts/reading or mathematics; 5. (i) Students who are eligible for free or reduced-price lunch and who are enrolled in LEAs that have an average daily membership (ADM) of fourteen thousand (14,000) students or more and three (3) or more schools which have missed the same benchmark for adequate yearly progress for two (2) or more consecutive years resulting in such schools being designated as high priority schools. (ii) Notwithstanding the provisions of subdivision (E)(i) to the contrary, any LEA operating in this state may choose by a two-thirds (2/3) majority vote of local board of education to allow students eligible for free and reduced-price lunch to be eligible to attend charter schools. MSE-E will implement a student recruitment strategy that includes the following strategies to ensure fairness and diversity in the MSE-E admissions process: 1) An enrollment process that is scheduled and adopted to include a timeline that allows for a broad based recruiting and application process. Page 48 of 243 Page 394 2) The informational and promotional materials development that appeals to all of the various racial and ethnic groups 3) The appropriate development of these materials in languages other than English to appeal to limited English proficient populations. The distribution of these materials reaches variety of community groups and agencies that serve the diverse racial, ethic, and interest groups in the district. So, MSE-E governing board has come up with the following targeted MSE-E student population based on the district demographics. Projected Student Population Subgroups Asian Black Hispanic White Economically Disadvantaged Student with Disabilities Percentage ~1 ~85 ~13 ~1 ~95 ~10 1.8. Community Involvement and Parent Engagement Describe how parents and community members have been and will continue to be involved and engaged in the development of the proposed school. In this section:       Describe any programs you will offer to parents and/or the community and how they may benefit students and support the school mission and vision. Provide as Attachment 4 the Student Handbook and/or forms that will be provided to or required of students and families, including any “contracts” with students and parents. Describe how parents will be informed and educated on all school policies and any commitments or volunteer opportunities the school will seek from, offer to, or require of, parents. 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. 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 5. Include, as Attachment 6, 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. Community involvement and parent engagement refer to activities that improve the quality of life in a community while honoring the culture, traditions, values and relationships in that community. By including activities that shape students’ sense of identity and culture, schools can build a sense of community in each student. Thus schools have a role to play in promoting both personal growth and cultural renewal. Suggested Strategies Page 49 of 243 Page 395 An Action Team/Working Group can plan to build community through the school – for example:  consider and implement ways in which the school can become a community resource e.g., for adult learning and community meetings;  provide a place for potential parents and students of the school to meet and participate in programs e.g., for early literacy learning, health care, etc.;  assist the resettlement of new migrants, through the work of English as a Second Language teachers and families;  invite people in the community to attend school functions;  invite local civic and service groups to become involved in the school in a variety of ways such as mentoring students and speaking to classes Efforts The following are a few of the efforts put forth by MSE-E to ensure robust family involvement. a. Parent-Teacher Organizations (PTO) The purpose of the PTO will be to enhance and support the educational experience at our schools, to develop a closer connection between school and home by encouraging parent involvement, and to improve the environment at our school through volunteer and financial support. Parents are encouraged and invited to join the Parent Teacher Organizations at each campus prior to the start of the school year. Elected officers of PTO can include President, First Vice President, Second Vice President, Secretary, Treasurer, Assistant Treasurer, and Parliamentarian and Liaison Officers and terms are to last one year. In addition, the school’s administration will select a PTO chairman from among active and respected community members and parents. The Liaison Officers positions (which consist of two (2) Teacher Liaisons and an Administrative Liaison) shall act as conduits between the PTO and campus faculty. The principal shall appoint faculty members to these positions. The Liaison Officers shall perform such other duties as assigned by the PTO President or a Vice President. The PTO will meet monthly during the school year. b. Access to Information Parents have a right to know what is occurring in their child’s school. All school administrators have an obligation to see that all parents are kept systematically and adequately informed about school’s nonacademic, academic and fiscal performance in a transparent way. Informative sessions will be held regarding. The school will annually hold a public informative meeting for and with parents, family, and school community members to inform, explain, and discuss yearly school and student progress data, Annual Performance Reports (the PCSB’s Performance Management Framework and the State’s accountability index), school program plans, and other legally required public meetings including financial program information. Parents, families, and school community members will annually assess the effectiveness of its school program, including the family and community engagement component. Some of the avenues available to parents looking to acquire this type of information from their child’s MSE-E campus include: 1. MSE-E Parent Mobile Application is a great tool for parents to keep in contact with the school and track their child's progress, including student grades, homework, discipline points, attendance, school bell schedule, lunch payments, school event calendar and newsletter by receiving push notifications. 2. Teacher-Parent Conferences are another option available to parents looking to be more involved their children’s educational life. Parents are encouraged to attend and participate in at least one parent-teacher conference every ninety (90) days during the academic year. 3. Home visits are an excellent way to improve the relationship between staff, parents and students. Sharing student progress through lively, face-to-face dialogue and discussing college opportunities are the main reasons for conducting home visits but MSE-E teachers and staff also conduct these visits to celebrate birthdays as well as offer condolences to a family experiencing difficulties. These efforts to Page 50 of 243 Page 396 connect with our students’ families definitely increases trust. The benefits of building trust in this way have and continue to be reflected in the classroom and beyond. 4. Online MSE-E Database Access provides a great way for parents to monitor their children’s attendance, grades, and class grade averages and can be accessed through the school web site. This interactive, password-protected, web-based system provide parents with a method to communicate with classroom teachers, ask questions, share their suggestions/complaints, and most importantly, receive updates about school activities. As yet another show of its commitment to parent involvement and development and to increase computer literacy among parents, MSE-E will provide free computer classes throughout the academic year. 5. Progress and Grades Reports will be sent to home regularly to inform parents about their children’s progress. 6. Curriculum Nights will play an important role into MSE-E’ school life. Parents have the right to receive up-to-date information about each academic discipline within the school’s curriculum. Curriculum Nights are excellent opportunities for parents to review and share their concerns about the curriculum during the curriculum nights. 7. Morning and Afternoon Short Conservations that take place between school staff and parents during drop off and dismissal, as MSE-E does not provide bus service to its students, go a long way in keeping communication flowing. MSE-E firmly believes that not offering transportation actually strengthens the connections between parents and school personnel. 8. Parent Information Room provides parents with an invaluable means to closely monitor their children’s progress. This room will be equipped with a kiosk machine, computer and printer with internet. Parents can print day to day progress report at their convenience. 9. Newsletters will be issued weekly. This will keep the parents up to date about school events. E-mail circulation, school web site and the school’s weekly newsletter will play an important role in keeping parents informed of upcoming events and encourage participation in activities such as field trips, talent shows, fundraising, classroom projects, and attending legally required meetings. 10. Suggestion Boxes will be installed in each campus’ lobby so that parents and other family members always have a method of expressing their opinions, thoughts and concerns about general school operations. 11. Most Common LOTE (Language Other Than English) will be used to translate all documents into the languages most frequently spoken at that campus so the school can communicate freely with ESL and non-English speaking parents as well. At least one of the front office personnel will be bilingual in the most frequently used LOTE language at that particular campus. School officials will also use a translator in meetings when necessary. 12. Social Events such as MSE-E Back-2-School Bash, Fall Family Festival, Thanksgiving Banquet & Food Drive, Holiday Dinner & Winter Clothing Drive, Muffins with Mom and Donuts with Dad and Six Honor Roll and Recognition Assemblies will increase the school spirit and parental involvement, as well as offering access to information. All events help create comfortable environments where school staff interact and speak informally with parents. 13. FERPA will be fully enforced at MSE-E. Parents will have access to all public documents such as teachers’ credentials. Schools will share their Highly Qualified Teacher Report, as required under the NCLB statute in a timely manner. At the beginning of each school year, the school will notify the parent of each student attending with information regarding the professional qualifications of their student's classroom teachers. The school will also provide this information upon request from a parent. The notification will include, at a minimum:  1. Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; Page 51 of 243 Page 397    Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived; Undergraduate and graduate degree majors, graduate certifications, and the field of study of the certification or degree; and 4. Whether the child is provided services by paraprofessionals and, if so, their qualifications. c. Volunteering Parents will be asked to volunteer upon enrolling their child at a MSE-E campus. It will be optional but creates another way for parents to be involved in school life. Classroom teachers will have the opportunity to improve the curriculum in the classroom because of the presence of volunteers to take care of tasks such as copying, reading books to students and helping to provide certain accommodations for students who need them. Each classroom teacher will prepare and share a monthly wish list so that parents will know how they can help. In conclusion, a school can’t perform well without parental involvement. Students’ successes will be diminished without parent support and active participation. MSE-E will seek all opportunities to involve parents in school life. Parents who are involved the most will be publicly acknowledged and appreciated at special celebration events and are also given recognition by our Board of Directors. Parents will be included all decision making processes. The School Board and all committees, such as the Title I School Improvement Plan Committee, will have parental representation to ensure that parents are involved in the school’s operations at every level. d. Reaching out to non-English speaking parents Reaching out to parents with limited English language skills and helping them to feel welcome at school is one of the biggest challenges for schools. Self-transportation will provide a great opportunity to MSE-E staff members to interact with parents during dropping off or picking up their children by a warm smile and a friendly greeting. During all interactions with those parents, MSE-E will hire multilingual staff and use bilingual students to help translate and provide access to translated documents, and send home correspondence in different colors to make those simple. e. Parents with disable student MSE-E values all parental involvement because it is crucial for the education of the students. To ensure effective communication with families with disable students, MSE-E will have a transparent and accountable communication with parents. MSE-E will conduct parent, student and teacher conference to go over their rights and opportunities that students will have at MSE-E. During the conference, parents will be informed about their child's rights through Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities .This document will inform the parents about their specific rights under the Individuals with Disabilities Education Act (IDEA) and responsibilities in special education process. Notice of Parents Rights will also be provided to the parents of the students with 504 Plan to inform them about their rights and MSE-E’s responsibilities under Section 504. f. Reaching out Parents during emergencies Communication is the key element to involve all parents in the school’s operations at every level. Parents will be notified in case of school closure, early releases, and late starts due to inclement weather or emergencies through voice calls, texting, e-mailing, campus social media and website, local radio and TV stations. g. Community Participation Everyone in a community gains benefit from a successful school. Success depends not just on one individual, such as a principal or teacher, but lies in the hands of many. Parental and community involvement will help and support a healthy, joyful, collaborative school environment. Schools and communities are mirrors to each other; a thriving school will result in a thriving community. This is achieved by a constant exchange of giving and taking between the two entities. Page 52 of 243 Page 398 Other efforts on this front include but are not limited to: hosting business breakfasts/dinners, luncheons, involving community events, organizing career days, developing partnerships and collaborations with local community colleges and universities, organizing fundraising events that benefit people affected by natural disasters such. Working to develop and expand external relations for each campus, school staff regularly attends local Chamber of Commerce luncheons and network events, work to develop rapport with all community stakeholders such as state senators, and representatives, as well as civic organizations. Upcoming are panel discussion series that tangibly bring together students, staff, parents and community leaders will be hosted in each major city on topics such as Bullying and Obesity, while the upcoming STEM (Science, Technology, Engineering, Mathematics) Conference and Expo will help to bring community awareness of the academically rigorous and successful programs offered at MSE-E. Community members will be asked to support our proposed program and advertise it to larger community. In addition, the sponsoring entity will invite many community leaders, government officials, and law makers to the school to share their experiences with school officials, students, and their parents. School Partnerships MSE-E fully recognizes the importance of active parental involvement and works to ensure that this is given the utmost attention. It is our belief that truly successful students are a result of the unified efforts of school staff/administration, teachers, parents and the community at large. Parents, local business owners/officers, faculty and staff from local universities and community colleges will be invited to the school to discuss our proposed mission and educational programs by current school staff before establishing the new school. According to a recent study by the National Coalition for Parent Involvement in Education, when schools and families work together to support learning, everyone benefits:  Students do better in school and in life  Parents become empowered  Teacher morale improves  Schools perform better  Communities grow stronger To close any gaps among students, parents and staff, MSE-E actively seeks ways to bring these stakeholders together very often so that all students will achieve success emotionally, socially and academically. A student succeeds best when there is a strong partnership between home and school, a partnership that thrives on communication. Parental involvement in this partnership will include: a. Encouraging your student to put a high priority on education and working with your student on a daily basis to make the most of the educational opportunities the school provides. b. Becoming familiar with all of your student's school activities and academic programs, including special programs, offered in the school. Discuss with the teacher or Principal any questions you may have about the options and opportunities available to your student. c. Monitoring your student's academic progress and contact teachers as needed. d. Attending scheduled conferences and requesting additional conferences as needed. e. Becoming a school volunteer or participating in campus parent organizations. In order to create the conditions that enable effective programs of family-school partnerships to be developed and sustained, the following supporting structures need to be in place at both systemic and school levels: I. Written policies and administrative support for family involvement; II. Accountability to the community, to report on outcomes and drive improvement in partnership programs; III. Support networks, to enable school communities to share ideas, issues and best practice; IV. Parent/staff action teams for partnerships to plan, organize, implement and evaluate partnerships programs. Page 53 of 243 Page 399 a. Family- School Action Teams Any successful partnership program will involve parents, careers and families at the local level in its preparation, planning, implementation and review. A dedicated family-school Action Team of teachers, administrators and parents to develop and coordinate partnership plans and activities, can provide the basis for improving family-school links. School communities are encouraged to review their current supporting structures and develop new structures where necessary. This may include establishing a dedicated family-school Action Team of administrators, teachers and parents or using an existing working group – to develop and coordinate the partnership plans and activities. This Action Team would:  audit existing arrangements and practices and collect information on the views, experiences and wishes of teachers, parents, administrators and students;  confirm that the school administrators and the parent network endorse the concept of partnership and inform the school community;  develop plans for implementation, setting goals, timelines and success indicators;  arrange training for the Action Team and appoint class coordinators;  implement selected and agreed activities;  evaluate the effectiveness of the partnership initiatives;  continue to improve and coordinate practices for the seven dimensions of family-school partnerships identified in the following section; and  explore options for new partnerships. Key Dimensions of Family-School Partnerships and Strategies The Family-School Partnerships Program identifies seven dimensions as guidelines for planning parent and family participation in all its forms. These seven dimensions are: I. understanding of roles; II. connecting home and school learning; III. communicating; IV. participating; V. decision-making; VI. collaborating beyond the school; and VII. building community and identity. A brief description of each dimension and suggested strategies or approaches under each key dimension to develop family-school partnerships are outlined below. These strategies provide practical pointers for schools not only about how to initiate partnerships, but also about how to make it possible for families to initiate partnerships and to have their perspectives – on family-school relations, parents' responsibility in education and the needs of diverse families – represented in these partnerships. They are designed to support school communities in developing family-school partnerships, to assist them to reflect on their existing practices and plan for improvement. The different strategies are designed to build on each other; none of them is a ‘cure-all’ by itself. They are not intended to be exhaustive but are examples of good practice to help school communities’ move towards partnerships. Strategies can be added or modified for each key dimension. They will also overlap across key dimensions. Skills-building for families, school leaders and teachers is a crucial strategy for each key dimension. I. Understanding roles As primary educators of their children, parents/careers and families have a lasting influence on their children’s attitudes and achievements at school. They can encourage their children’s learning in and out of school and are also in a position to support school goals, directions and ethos. Parents look to schools to provide secure and caring environments for their children. Families and schools can reach mutual understanding of each other’s roles and priorities in partnerships by: Page 54 of 243 Page 400      exploring the nature of the parent role in the education of their children to develop mutual understanding; offering strategies for parent/career support and encouragement of their children’s learning at school; organizing workshops/discussions/meetings and demonstrations around areas such as literacy and numeracy, home and classroom work, raising resilience and confidence in young people, transitions and careers and so on, depending on local needs and priorities; ensuring families understand school goals, curriculum and the social objectives of schooling; and ensuring schools understand family, parent and community priorities.  Suggested Strategies Consider establishing a dedicated Family-School Partnership Action Team of parents, teachers and school leaders  Assess whether school arrangements meet good practice for partnership between families and the school  Survey parents, families and community members to determine their needs and priorities  Develop and distribute a written policy, in consultation with the school community, on familyschool partnerships  Conduct forums which discuss: o parents’ role as the first educators of their children; o the research which links parental support and involvement at school with improved learning outcomes for children and improved school culture  Identify parents/groups of parents to present the forums to their parent peers  Organize discussions/meetings/workshops around areas of school goals (e.g., resilience, literacy and numeracy) which allow parents to share their experience and understandings of parenting, school goals and school culture II. Connecting home and school learning This dimension involves:  families and schools creating positive attitudes to learning in each child;  ensuring families are informed about and understand their child’s learning progress;  families and schools valuing and using the skills and knowledge children bring from the home to the school and from the school to the home;  families and schools recognizing and using literacy and numeracy learning opportunities in the home environment; and  parents working with teachers in the educational decision-making process for their individual child.  Suggested Strategies An Action Team/Working Group can plan and implement initiatives that explore links between home and school learning through newsletters, discussions, class meetings, etc. such as:  the ways in which parents and families can encourage, motivate and reinforce children’s learning at school;  the links between home learning activities and learning in the classroom;  the literacy/numeracy learning opportunities in the home;  the ways in which classroom practice recognizes the family environments of the students and uses texts and activities from home and the wider community;  the school’s homework policy, with homework designed to assist parental support and tips for parents on how they can monitor and discuss schoolwork at home;  the involvement of families in setting student goals each year and in career planning;  information for families on the skills required for students in all subjects at each Year level;  additional opportunities for discussions about student progress between home and school III. Communicating This dimension emphasizes that effective communication:  is a two-way exchange between families and schools; Page 55 of 243 Page 401    involves not only an exchange of information, but also an opportunity for schools and families to learn about each other; needs to take into account cultural and linguistic diversity and not assume that all families prefer, or are able, to communicate in the same way; is multi-dimensional – it may be: o formal or informal, o happen in different places (both in the school and in other sites such as community centers), and o use different modes (oral, written, face-to-face, phone, email, etc). Family-school communication needs to be taken seriously – it must be valued, recognized, and rewarded by schools and education systems. It is essential to provide teachers and school leaders with education and training programs to prepare them to communicate effectively with families. It is equally important to empower and encourage families to communicate effectively with schools.  Suggested Strategies An Action Team/Working Group can plan for effective two-way communication between school and home for example:  conduct a survey to assess communication needs;  review the newsletter for relevance and ease of language and promote feedback;  consider the placement of ‘welcome’ signs around the school;  review current school practice on inviting parent and family participation and consider how this can be improved;  consider working with parents and families to develop a parent handbook of information on school rules, policies, mission and goals, curriculum standards and assessment procedures, hold a launch event, put it on the website;  find out parent/family time availability for participation in events, workshops, etc.  examine good ‘front desk’ reception practice, including bilingual office staff where appropriate;  set in place alternative methods of parent-teacher interviews when personal circumstances prevent parents from attending a face-to-face meeting;  consider the appointment of a school contact person/s to assist and support parents in their interactions with the school (i.e. home/school liaisons);  education and training programs for teachers/administrators that prepare them to communicate with parents effectively and extend their reporting skills;  programs to welcome new families;  folders of student work sent home regularly for review and comment IV. Participating Families’ time, energy and expertise can support learning and school programs in many ways. This may involve family members:  working with students on learning activities in classrooms,  participating in other school activities outside the classroom, or  participating in activities outside the school itself. Families participate in the school in a wide variety of ways and all contributions are valuable.  Suggested Strategies An Action Team/Working Group can plan the support of volunteers and greater participation of parents – for example:  assess volunteer needs of schools and list the many ways parents and families can participate and interact with school and the school community;  develop a policy for recruitment, training, goal setting and recognition for volunteers;  ask family members how they would like to participate at their child’s school and respond in a timely manner to those indications, i.e. establish a skills bank;  invite family and community members to become involved as guest teachers, guest speakers about their jobs/career opportunities, excursion chaperones, tutors/mentors, sport coaches, and so on; Page 56 of 243 Page 402     implement flexible schedules for volunteers, assemblies and events, so that all are able to participate; invite parents to volunteer to have students ‘work shadow’ them; arrange working parties or committees for parent leadership and participation (e.g., on safety or student behavior); make sure parental involvement in children’s learning is a recognized topic of staff meetings, professional development and in the induction of new staff. V. Decision- making Parents are entitled to be consulted and allowed to participate in decisions concerning their own children. Parents can play meaningful roles in the school decision-making processes. Training and information to make the most of those opportunities can be conducted as part of the partnership programs and processes of the school. An inclusive approach to school decision-making and parental involvement creates a sense of shared responsibility among parents, community members, teachers and administrators. In turn, shared responsibility:  ensures that parents’ values and interests are heard and respected, and  makes the school more accountable to its community.  Suggested Strategies An Action Team/Working Group can foster family involvement in decision-making – for example:  arrange for the school community to be consulted on new school policies e.g., assessment, reporting and curriculum changes;  encourage participation in the Parents and Friends organization and school council and provide appropriate induction and training;  seek out and include parent leaders from all racial, ethnic, socioeconomic and other groups at the school;  include students (along with parents) in decision-making groups;  provide for parent input to formal school reviews;  offer training and support to parent leaders;  establish networks to link all families with parent representatives VI. Collaborating beyond the school This dimension involves identifying, locating and integrating community resources. The wider community provides services to strengthen and support schools, students and their families. Schools, families and students can assist the community in return. Schools are increasingly relying on collaborative efforts with partners such as:  local businesses,  after-school care providers,  higher education,  foundations, and  other community-based agencies.  Suggested strategies An Action Team/Working Group can plan for interaction with the wider community – for example:  gather and provide information and access for students and families on community health, cultural, recreational, social support and other programs/services;  gather and provide information on community activities that link to learning skills and talents, including summer programs for students;  establish partnerships with other service agencies e.g., student health nurse;  inform families of community programs for students e.g., tutoring, mentoring and business partnerships;  invite past students to participate in school programs for students;  establish partnerships with local businesses to provide work experience and structured work placements for students; Page 57 of 243 Page 403  develop an outreach community service program by schools and families e.g., recycling, musical performances and voluntary work with seniors Attachment 4: School Handbook Attachment 5: Documentation of pledged support from prospective partners Attachment 6 : Letters of support from Community 2. OPERATIONS PLAN AND CAPACITY 2.1. Governance Explain the governance philosophy that will guide the board, including the nature and extent of involvement by key stakeholder groups. In this section:       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 and will ensure the school will be an educational and operational success. Describe how the board will evaluate the success of the school, the school leader and its own performance. Describe plans for increasing the capacity of the governing board. How will the board expand and develop over time? 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. Describe the training or orientation new board members will receive. What kinds of ongoing development will existing board members receive? How will this board handle complaints? This process should be clear and follow an appropriate route for resolution of concerns raised by students, parents and/or stakeholders. List all current and identified board members and their areas of focus or expertise roles on the table below (adding rows as needed). FULL NAME CHAIR: DR. CEM AKKUS CURRENT JOB AND EMPLOYER GIS Analyst at School of Public Health – University of Memphis VICE-CHAIR: EMIN KUSCU Program Manager at Biomedical Informatics – University of Tennessee N/A PATTY FARMER FATIH SEN BioMedical Informatics – Le Bonheur Children’s Hospital AREA OF FOCUS/EXPERTISE Community Service/Outreach/Organizational Experience/ Fundraising Community Service/Outreach/Fundraising Parent/Community Involvement/Fundraising Community Service/Outreach/ Fundraising The sponsoring entity, Read Foundation (RF), is a non-profit corporation that was established according to Federal and Tennessee non-profit corporation laws. The board of directors of the RF is dedicated to quality education and promotes science, mathematics, and engineering, and technology in school environments. The primary purpose of the foundation is to organize and operate exclusively for charitable, educational, scientific and literary purposes. No part of its net earnings shall inure to the benefit of any private shareholder or individual, no substantial part of its activities shall conduct propaganda or otherwise attempting to influence legislation, and it shall not participate in or intervene in (including the publishing or distributing of statements), any political campaign on behalf of or in opposition to any candidate for public office. The board of directors of the Read Foundation will be the governing body of the MSE-E. The current board will be the governing board of MSE-E, and there will be no transition. The members of the RF are made up of dedicated educators and distinguished community members. The RF members possess Page 58 of 243 Page 404 expertise in education, finance, management, and non-profit governance. In addition, the RF members have a great deal of experience in school administration, medicine, science, mathematics, and computer education at a national as well as at an international level. Members of this unique board are volunteers and no member is paid for the services he or she provides. In addition, MSE-E is supported by various community members and business people in the City of Memphis. The RF members are inspired by the opportunity that will be given to them to prepare students for a future that will ask much of them. Individually and collectively, each member of the RF has the outstanding experience and qualifications that are necessary to govern a successful charter school. Mr. Cem Akkus is an educator and consultant to a charter school and helped to create after school programs for underprivileged students. Mr. Kuscu is a computer specialist who helped hundreds of students during after school programs. Dr. Sen has been helping students with science fair projects and science Olympiads. Mrs. Farmer has been serving in school PTA’s for several years. She has sponsored several fundraising activities. Recently she organized an open house to all community members, and more than 150 families visited MSE campus. a. final authority to approve, adopt and/or amend the budget of the charter school, b. final authority to approve direct disposition or safekeeping of public records; and c. final authority to approve audit reports. Number of directors may never be less than four (4): The number of the directors may be increased or decreased as needed by amendments. The proposed school’s principal shall sit in the board meetings as a non-voting member to inform them of daily operations. The board of directors protects the public interest and upholds the public’s trust by applying the highest standards of service in governing the school according to its by-laws, and relevant state and federal statutes. It is the duty of the board to make plans, establish policies, and assess the performance of the school as a whole. The board members’ main goal is to ensure that all necessary resources are available to accomplish the mission and goals of the organization. Thus, the board will delegate to the appointed principal authority and decision making responsibility for day-to-day operations of the school, including but not limited to: hiring and firing school staff, designing the school’s curriculum, and creating the school’s annual budget (subject to board approval). The board members’ responsibilities include but are not limited to:  Affirm the mission, goals and objectives,  Attend regular and special board meetings,  Provide leadership to board sub-committees,  Help preparing the budget along with the principal and business manager  Commit time to developing financial resources for the charter school,  Evaluate the performance of the principal,  Establish and maintain all policies governing the operation of the charter school,;  Ensure that the school adheres to the mission and goals outlined in the charter,  Hold the principal accountable for the academic success and fiscal responsibility of the school;  Provide support to the school for additional fund-raising, marketing and other services as needs arise,  Hear and render decisions on issues brought to the board’s attention,  Participate in disputes that are brought to the board’s attention as they relate to the school’s discipline policy, especially disputes arising in the areas of expulsion and long-term suspension,  Handle complaints submitted to the board in a timely manner per the complaints process detailed in the charter application.  Responsibly review and act upon sub-committee recommendations,  Assist in identifying resources and attract resourceful people, and  Advocate on behalf of the school by working to establish partnerships with community organizations, institutions of higher learning, nonprofit foundations Board members will play an active role in the activities of the sub-committees listed below: 1. Academic Policy: Reviews curriculum to ensure compliance with the mission of the school; recommends policy changes to the RF board where appropriate; and participates in the development of program development and evaluation. Page 59 of 243 Page 405 2. Personnel: Reviews and recommends job descriptions to the RF board; reviews principal’s recommendations for hiring and firing employees and makes recommendations to the RF board; and provides advice on personnel matters to the RF board and the principal. 4. Finance: Drafts annual operating and capital budgets for approval by the RF board (sponsoring entity); reviews monthly actual revenues and expenditures of the operating, capital, and enterprise activities and presents the same to the RF board; and provides advice on financial matters to the RF board and the principal. 5. Facilities and Equipment: Determines space and equipment needs and costs associated therewith; develops plans for any necessary renovations to site; monitors ongoing compliance with regulations; and oversees maintenance of building and equipment. MSE-E will provide an atmosphere of caring and respect for its students and staff. The fundamentals of a productive relationship between the teachers and the administration will be laid out during the hiring process by effectively communicating the goals and objectives of the school to the teachers. The RF Board will be responsible for making sure that both the administration and the faculty are aware of being part of the same team and the only way to become successful is if everyone does his or her job with integrity and efficacy. Members of the RF board recognize the fact that parental involvement is a key element in overall student success. The parents will always be encouraged to participate in any part of the school activities and board meetings. A parent will be nominated and elected to be a member of the RF board within six months of the beginning of school operation. Board Member Training: In order to establish a strong board, orientation and training is necessary for board members to understand the school laws, accountability and compliance requirements, and their overall responsibilities. Upon approval of the charter proposal, the Board president and the secretary will organize an orientation program along with the campus principals. The goals of the Board orientation will be to:  Discuss the mission, vision, and goals of the proposed school ;  Communicate the mission, goals, and values of the proposed school;  Define the roles and responsibilities of the Board;  Provide an overview of the proposed school’s educational program; and  Discuss the bylaws of the Board. In addition to initial board orientation, board members along with outside professional consultants and legal advisors will be responsible for developing and implementing an effective training for all board members. Board members will receive ten (10) hours of training during his or her first year of service. The Board members training will include six major topics. These topics are: School law, public records, open meetings, school finance, health and safety, and public accountability. The subsequent years, the board training will be three (3) hours for returning members. Board trainings will be on-going and will address issues pertinent to non-profit governance, school management, and administration. The board training will address the following topics; A. School law B. Public Records C. Open Meetings D. School Finance E. Health and Safety F. Public Accountability. To complete this ten hour training, Board members will participate in workshops, seminars, and conferences at local and national levels. Additionally professional consultants, lawyers, educators who have extensive knowledge and expertise in those six areas listed above will be hired to provide board training workshops. There will be on-going opportunities for additional training and professional Page 60 of 243 Page 406 development for the board including, but not limited to visits to other top performing public and private schools in the area. The governing board will request quarterly student growth report and annual academic growth assessment report from executive director of the schools. MSE-E will administer several national standardized tests like the Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) assessments and measure student progress periodically. These assessments and their reports will allow the board to see and monitor the academic growth of each individual student. Each student will an individual growth goal for making at least one year or more of progress annually. Growth assessment data will be an important metric as MSE-E looks forward over the next five years. The board is committed to providing a safe and productive work environment, free of threats to the health, safety, and well-being of the employees. School administrators encourage employees to discuss their concerns and complaints as described in MSE-E staff handbook. School administrators will try to reach a quick and fair solution by the guidance of this manual. All complaints will be handled as confidentially as possible. The complaints which were not solved in the pressing levels in the grievance procedure ( or the first step would start immediately from level 3- Complaint to the board) , will be questioned and concluded at level 3 by the board. The Board shall hear the complaint and may request that the administration provide an explanation for the decisions at the preceding levels. In addition to any other record of the Board meeting required by law, the Board shall prepare a separate record of the Level 3 presentation. The Level 3 presentation, including the presentation by the employee or the employee’s representative, parent or parent or parent representative ,any presentation from the administration, and questions from the Board with responses, shall be recorded by audio recording, video/audio recording, or court reporter. The Board shall then consider the complaint. It may give notice of its decision orally or in writing at any time up to and including the next regularly scheduled Board meeting. If the Board does not make a decision regarding the complaint by the end of the next regularly scheduled meeting, the lack of a response by the Board upholds the administrative decision at Level 2. Please include the following governance documents as Attachment 7: 7a. Articles of Incorporation 7b. Proof of non-profit and tax exempt status 7c. By-laws 7d. Code of Ethics 7e. Conflict of Interest Policy 7f. Organizational charts delineating the relationship between the board, lead administrator, subcommittees and advisory committees 7g. Board member resumes (including references) 7h. Board policies (including policies on open meetings and open records) 2.2. Start-Up Plan Provide a detailed start-up plan for the school, specifying tasks, timelines, and responsible individuals (including compensation for those individuals). Describe what you anticipate will be the challenges of starting a new school and how you expect to address these challenges. This plan should align with the Start-Up (Year 0) Budget in the Budget Workbook. The detailed startup plan is listed in the following table in chronological order. Timeline is tentative. ACTIVITY TIMELINE Approval of charter by the Board of Education of the Memphis City Schools 06/30/2015 Locating a suitable school facility and bringing it to closure for rental 12/15/2015 School Board forms a hiring/firing committee 12/15/2015 − 2/15/2016 Page 61 of 243 Page 407 Hire of principal by board human resources committee 3/15/2016 − 4/15/2016 Hire of key officers by principal and board human resources committee 12/15/2015 − 1/29/2016 Web site set up 12/15/2015 − 1/12/2016 School Board approves start up budget 12/15/2015 Professional insurance package purchase 12/15/2015 − 1/5/2016 Opening bank account for the school 12/15/2015 − 1/5/2016 Opening account with the BlueCross BlueShield of Tennessee 12/15/2015 − 1/15/2016 12/15/2015 − 1/15/2016 12/15/2015 − 1/15/2016 Opening EFTPS account with IRS 12/15/2015 − 1/5/2016 Asset register set up 12/15/2015 − 8/9/2016 Depository contract agreement with Memphis City Schools 12/15/2015 − 2/15/2016 Hire of bookkeeping firm 12/15/2015 − 1/15/2016 Line of credit application 12/15/2015 − 1/29/2016 Office furniture and computer/technology supplies order for the admissions office 12/15/2015 − 1/15/2016 Administrative forms 1/4/2016 − 1/8/2016 Applying for public charter (PCS) school start up grant 1/4/2016 − 1/11/2016 Maintenance supplies account established 1/4/2016 − 1/29/2016 Office supplies account established 1/4/2016 − 1/29/2016 Photocopier lease 1/4/2016 − 1/29/2016 School Board adopts updated accounting policies and procedures manual 1/4/2016 School Board approves Year 1 budget 1/4/2016 Addresses obtained from Memphis City Schools 1/11/2016 − 2/15/2016 Background check of staff members 1/11/2016 − 8/2/2016 Development of architectural plans for the school facility 1/15/2016 − 3/1/2016 Asbestos management plan obtained 1/25/2016 − 2/15/2016 Opening account with the Tennessee Consolidated Retirement System Opening account with the Tennessee Department of Labor & Workforce Development Page 62 of 243 Page 408 Classroom and office furniture order 2/1/2016 − 3/1/2016 Computers and technology supplies order 2/1/2016 − 4/5/2016 Design, print, and distribution of school brochures for student recruitment 2/1/2016 − 3/15/2016 Student recruitment 2/1/2016 − 8/2/2016 Textbook designation and order 2/1/2016 − 3/1/2016 Student uniforms ordered 2/8/2016 − 3/8/2016 Hire of secretaries 2/15/2016 − 3/8/2016 Hire of teachers and other ancillary staff 2/15/2016 − 6/14/2016 Renovation of school facility 2/15/2016 − 7/5/2016 School Board adopts special programs handbooks (special ed, LEP, gifted talented) 2/12/2016 School Board approves school calendar 2/12/2016 School Board adopts health and safety policy 2/12/2016 Utilities set up (water, electric, gas, internet) 2/15/2016 − 2/19/2016 Enrollment filing system established 3/1/2016 − 3/30/2016 Hire of facility cleaning and maintenance services 3/1/2016 − 3/31/2016 Students database set up 3/1/2016 − 3/22/2016 School Board adopts attendance policy 3/12/2016 School Board adopts student and faculty handbooks 3/12/2016 School Board adopts curriculum 3/12/2016 Open houses in school facility, community centers, churches for student recruitment 3/15/2016 − 7/16/2016 Classroom supplies ordered 5/3/2016 − 5/28/2016 Students documents requested from previous schools 6/1/2016 − 7/19/2016 Security related installations (alarm, cameras, secure door opener) 6/7/2016 − 7/5/2016 Extracurricular activities established 6/7/2016 − 7/16/2016 Back up files on server established 7/5/2016 − 7/26/2016 Development of staff duty roster 7/5/2016 − 7/9/2016 Page 63 of 243 Page 409 Fire drill procedures posted in classrooms, hallways, cafeteria, offices, and gym Identification of special education and LEP students before school starts 7/5/2016 − 7/23/2016 7/5/2016 − 8/2/2016 7/5/2016 − 8/2/2016 Fire alarm installation by 7/5/2016 Certificate of occupancy obtained and posted in school's lobby by 7/12/2016 Immunization records checked before school starts IT network set up tied to the main server 7/5/2016 − 7/23/2016 Required posters (FERPA, gun free, work place posters, etc.) obtained and posted 7/5/2016 − 7/23/2016 Master key system at the school facility 7/12/2016 − 7/16/2016 Applying for federal IDEA(B) and Title grants 7/19/2016 − 8/9/2016 Free/Reduced lunch and federal program forms mailed to parents 7/19/2016 − 7/23/2016 Staff development for teachers and other ancillary staff 7/20/2016 − 7/30/2016 Orientation day for students and parents 7/23/2016 First day of school 8/1/2016 2.3. Facilities This section does not require a formal agreement for a facility; however, viable options should be explained. Include in your explanation reasonable space requirements, a plan for space utilization, a discussion of potential costs including build-out, and a timeline for when a facility will be ready for student use. Please list your plan for facilities and include the following:      Describe the school’s facility needs based on the educational program and projected enrollment, including number of classrooms, square footage per classroom, classroom types, common areas, overall square footage and amenities. Discuss both short-term and long-term facility plans. Demonstrate that the estimate included in your budget is reasonable. Additional classroom needs including; science labs, art room, computer labs, library/media center, performance/dance room, auditorium, main office and satellite offices, work room/copy room, supplies/storage, teacher work rooms, and other spaces. The process for identifying and securing a facility, including any brokers or real estate consultants you are employing to assist in finding a facility. A plan for compliance with all Americans with Disabilities Act (ADA) requirements, all applicable city planning review procedures and all health and safety requirements per T.C.A. § 49-13-107. Timeline with reasonable assumptions for facility occupation. The sponsoring board of directors of MSE-E has been working closely with local real estate companies to secure a building with the best options. Leasing will be the first option to acquire a school facility. Leasing from a third party commercial landlord will obviate any needs for capital to purchase. However, we are seriously considering many other options (lease-to-purchase, direct lending, credit enhancement, etc.) to obtain a school building. Our school board believes that a school building should have minimum of 30,000 SQFT available space to be able to meet the needs of its students and staff in considering educational, operational, safety, and other manners. MSE-E is actively seeking an adequate facility to meet all statutory requirements that the facility will be ready before the first day of school. MSE-E is anticipating Page 64 of 243 Page 410 the per SQFT cost construction prices to be around $110 for a renovation project including architectural and engineering costs, city permit fees, and other unforeseen costs. MSE-E intends to prepare the st building ready for August 1 , 2016 that is the first day of the school. Please see the details provide within the table below. # 1 2 3 4 5 6 7 Procedural Steps Architect Advertisement Identfy New Campus Location Project Architectural Plan Draws City Plan Review Project Bid Precedures & Board Approval Contract Execution Project Construction MSE Campus Project Timeline Estimated Needed Minimum Time Frame in Days 15 30 70 60 30 7 130 Timeline August 1, 2015 - August 23, 2015 August 23, 2015 - September 23, 2015 September 23, 2015 - November 23, 2015 November 23, 2015 - January 23, 2016 January 23, 2016 - February 23, 2016 February 23, 2016 -March 1, 2016 March 1, 2016 -July 11, 2016 MSE-E is planning to have about 400 students at grades Kindergarten – 8th at the new campus location that the facility is planned to include classrooms, offices, teacher’s lounge, student and staff restrooms, science and technology labs, ESL and special education class, front office, library, cafeteria, and other small needed spaces such as storage room, janitorial storage, and etc. Please see the detailed facility information below;          At least 15-20 classroom space, each having ~500-800 SQFT. At least 7-10 office spaces for principal, deans, etc., each having 150-300 SQFT. Cafeteria space about 2000-3000 SQFT space and meeting room space with 300 SQFT At least 1000-1500 SQFT library space. 2-3 labs (accessible to water) with size similar to a large classroom ~800 SQFT for each room. ART and Music rooms for about 700 – 800 SQFT Having an optional gymnasium space. If the ceiling is high enough, it can be converted to a gymnastic space as well. Meeting room at least 300 SQFT Adequate parking space In a short-term MSE-E plans to have the facility stay as proposed for 400 students. However MSE may plan to expand the facility size if the selected facility allows MSE for expansion of its facility in a long-term. MSE-E will offer extracurricular activities to its students. In that regard, the new school facility is already planned to have science labs, art room, computer labs, library/media center, performance/dance room, main office and satellite offices, work room/copy room, supplies/storage, teacher work rooms, and other spaces. However auditorium space may be planned in the second phase facility improvement if the selected vacant facility has enough space. MSE-E has been working with a real estate broker to determine appropriate school facility in the area that may be selected as possible facility. Ones the possible locations identifies, MSE-E board will make decision in selecting one of the best options in considering the location, facility size, facility durability, facility conditions, and needed expenditure to bring the building in a good educational facility for MSE-E students and staff. MSE-E will make sure the hired architectural and engineering firm is following the local, state and federal guidelines for health, safety, and other code requirements. MSE-E hopes that the building renovation will start latest in March 1, 2016 and end in July 11, 2016. The following actions will be taken to prepare the new MSE-E campus to the first day of the school; Page 65 of 243 Page 411 ACTIVITY TIMELINE (beginning and Ending) School Building Renovation 3/1/2016 − 7/11/2016 Utilities set up (water, electric, gas, internet) 3/7/2016 − 6/1/2016 Hiring cleaning and maintenance services 5/2/2016 − 6/15/2016 Open houses in school and/or community centers 3/15/2016 − 7/15/2016 Security installations (alarm, cameras, secure door opener) 6/1/2016 − 7/20/2016 Network and Server Installation 7/5/2016 − 7/26/2016 Posting Fire Drill Plans 7/5/2016 − 7/25/2016 Fire alarm installation by 6/25/2016 Certificate of Occupancy Approval by 7/11/2016 First day of school 8/1/2016 2.4. Personnel/Human Capital Describe the school’s proposed leadership structure, and the school’s plan for recruiting and selecting faculty and other staff. In this section sponsors should:           Give a thorough description of the process for hiring the school leader. Explain how the school leader will be supported, developed, and explain the evaluation model used for the school leader. Describe your strategy, plans and timeline for recruiting and hiring additional key staff, including, but not limited to, operational staff, administrators and teachers. Include school’s plan for hiring appropriately licensed “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. Describe the capacity of school leadership in terms of skills, experience, and available time to identify and respond to the needs of the staff and students. Provide resumes for school leadership and previous student achievement data for the individual responsible for academic programming (if available) as Attachment 8. 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. Explain how teachers will be supported and developed. Describe the policies and procedures for evaluating staff, providing feedback and celebrating excellence. List any positions that will be grant funded. Include the purpose of these positions and how they will be sustained following the grant period. Describe how the proposed school intends to handle unsatisfactory leadership or teacher performance, as well as leadership/teacher changes. Define and elaborate on the procedures for hiring and dismissing school personnel, including conducting criminal background checks. Include a copy of the school’s employee manual and or personnel policies as Attachment 9. Include a copy of the school’s organizational chart and highlight the areas of this structure that relate directly to the school’s vision and mission as Attachment 10. The organizational chart should clearly delineate the roles and responsibilities of – and lines of authority and reporting among – the Board, staff, any related bodies (such as advisory bodies or parent/educator councils), and any external organizations that will play a role in managing the school. 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 ASSISTANT PRINCIPAL DEAN(S) START-UP 1 YEAR 1 1 YEAR 2 1 YEAR 3 1 YEAR 4 1 YEAR 5 1 1 1 1 1 1 Page 66 of 243 Page 412 ADDITIONAL SCHOOL LEADERSHIP ADDITIONAL SCHOOL LEADERSHIP CLASSROOM TEACHERS 9 12 15 19 20 CLASSROOM TEACHERS (NONCORE – SPECIAL EDUCATION, ELL, FOREIGN LANGUAGE, ETC.) 2 3 3 3 3 STUDENT SUPPORT POSITION (SPECIFY – E.G. SOCIAL WORKER, PSYCHOLOGIST, ETC.) STUDENT SUPPORT POSITION 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 SPECIALIZED SCHOOL STAFF SPECIALIZED SCHOOL STAFF TEACHING AIDES OR ASSISTANTS 1 SCHOOL OPERATIONS SUPPORT STAFF 1 Hiring Standards MSE-E believes that the quality of the professional staff determines the quality of education offered in the school. It is therefore the responsibility of the school Principal to locate, recruit and hire the best-qualified teachers to meet the school's educational needs. Staff evaluation and selection shall be based on;  Strong academic preparation,  Professional competence,  Intellectual rigor,  Emotional maturity,  Enthusiastic professional attitude,  Knowledge of instructional practices, and  Ability to contribute to the furtherance of the school's educational goals. Attention shall be paid, among other factors, to the candidate's academic records, and his/her previous relevant experience. Staff must demonstrate that they are aware that children have many different family circumstances and that they are willing and able to provide the educational support that a diverse student population needs in school. MSE-E teaching staff members must fulfill their individual responsibilities and work in concert with the other members of the teaching team. The Principal of the school will be responsible for evaluation of the teachers and also advertising available jobs and soliciting applications from new qualified candidates. The Principal will evaluate the teachers and screen all applicants for vacancies and make recommendations to The Personnel Committee for hiring/rehiring. By a majority of votes, the Board shall approve employment for hiring/rehiring with the salary. MSE-E is committed to hire/rehire the individuals who are best qualified for the job without regard to race, gender, religion, nationality or handicap unrelated to the job. The Board of Directors will have the ultimate responsibility of hiring and evaluating the principal. Principal/ Executive director will have at least a Bachelor’s degree, preferably in education, educational leadership, or related field or two years of administration at a public or private school with a track record of success. There will be other factors to be taken into account when deciding the principal, such as Tennessee Principal License, former administrative experience, innovative capabilities, teamwork/communication skills, and nationwide/statewide success stories. Page 67 of 243 Page 413 Administrative Assistant/ Secretarial positions will be hired with a minimum of high school diploma; former experience; computer skills; and teamwork/communication skills. The following table shows the number of staff to be hired for the initial of school, based on 300 student enrollments. As the enrollment increase it will be adjusted accordingly. All personnel will be required to have licenses as laws state in addition to the qualifications mentioned above. Type of Employees Initial School Year Grade Levels Served K-2 Enrollment (expected) 225 Principal 1 Assistant Principals 0 Business Manager 0 Counselor 1 Computer Programmer 0 Full-Time Teachers* 10 Sp. Ed. Teacher 1 Librarian 0 Secretary 1 Nurse 0 Custodian 0 *Full time teachers in Mathematics, Science, English Language Arts, Social Studies, PE/Health, Art, Music, and Foreign Language. T.C.A. 49-13-111(i) states, “All teachers in a public charter school must have a current valid Tennessee teaching license, or meet the minimum requirements for licensure defined by the State Board of Education.” MSE-E will hire teachers with current valid Tennessee teaching license, or meet the minimum requirements for licensure as defined by the state board of education. MSE-E will meet the highly qualified staff requirements per NCLB Act. It is the responsibility of Principal to validate teaching licenses with Tennessee Department of Education. Contribution to the MSE-E Mission Each MSE-E personnel hired regardless of his/her title will have a firm commitment to 1) supporting high-quality standards in education for all students, 2) be an individual and/or team-work participant toward the MSE-E goals, and 3) respect for all members of the MSE-E community. Recruitment and Hiring Process The recruitment will start by advertising at local newspapers, school web site and other teacher/ staff recruitment web sites, if necessary local radio stations as well. Tennessee Teacher Employment Resource Web site, the Tennessee Department of Education's recruitment and referral site, will be one of the best tools that MSE-E will utilize to recruit qualified personnel. Candidates will be asked to submit a cover letter that states their qualifications and their educational philosophy (if applicable), as well as a resume and names of three business references, possibly online. MSE-E executive director/principal will select from this pool of applicants a list of candidates who meet the minimum requirements. Executive director/principal may also recruit specific individuals who come to his/her attention and who possess experience or expertise considered especially valuable to the school. MSE-E principal will call candidates and arrange an interview. The first interview will consist of conversation and a question and answer exchange. General provisions of all contracts and benefits will be provided to the candidates. MSE-E principal shall use an interview score sheet for each candidate and follow a preset question format to ensure a standardized and fair process. Principal may request the Page 68 of 243 Page 414 second interview for some candidates before making decision to offer the position. References will be taking into account as well. Principal then shall offer the best candidate an employment contract. Other personnel such as accountant, media specialist, tech specialist, and classified employees will have working knowledge of their respective areas, and a certification/licensure and college diploma will be an extra credential for their hiring process. Evaluation of Staff Principal will be responsible evaluating his/her staff (i.e., assistant principals, special education coordinator, and teachers). Together they will to work to assess progress of students and teachers in meeting the program and academic goals for the school. The principal and school leaders are ultimately responsible to enact the goals of the proposed school. The school officers will be evaluated according to the degree to which those goals are achieved. The nature of MSE-E will permit teacher/staff evaluation to be both informal and formal. Informal evaluation of teachers will be ongoing during staff meetings, parent-teacher conferences, and daily interaction among students, teachers, and parents. The degree to which teachers are able to work compatibly towards MSE-E mission with other staff, students, parents, administration, and school volunteers is the major element in the informal evaluation. A detailed list of formal responsibilities and the job description will be provided to teachers in MSE-E employee manual, which may be amended by MSEE Governing Board from time to time in a manner consistent with the applicable laws and this charter. Formal evaluation will be overseen by the principal or a designee and will be conducted according to TN evaluation guidelines. The Principal will use a Tennessee Educator Acceleration Model (TEAM). The board of directors will have the ultimate responsibility of evaluating the principal. The board of directors will develop an evaluation process for principal and school officers. The school officer evaluation criteria will be based on job performance, professionalism, and officer’s efforts to contribute to the positive learning environment of the school. Additionally, board of directors will adopt a procedure evaluating school officers. The following main domains will be part of evaluation criteria for principal and school leaders; 1) Instructional management, 2) School or organization morale, 3) School or organization improvement, 4) Personnel management, 5) Management of administrative, fiscal and facilities, 6) Student management, 7) School or community relations, 8) Professional growth and development, 9) Academic excellence indicators and campus performance, 10) School Board relations, 11) A student performance domain. Employment Contracts The terms of employment for teaching, administrative, and support staff of MSE-E will be determined by contracts. MSE-E faculty and staff will be required to enter into individual term employment agreements resembling those used in business but explicitly stating that all requirements of the Tennessee Charter Law are made part of the agreement. Specifically, employment agreements shall expressly state that each employee acknowledges that he or she is subject to termination with or without cause and employment at the School shall not constitute any basis for tenure under any applicable law. Teaching staff may be obligated to provide services during the school academic year, in-service days, or during the entire year depending upon their role in the school. The agreement affirms that any material created by staff members for use by MSE-E, or produced using the staff or resources of the school are works-for-hire and all intellectual property rights are vested in the school. 2.5. Professional Development Describe the proposed school’s professional development plan and opportunities and how they relate to the chosen academic focus and plan. In this section:   Describe the core components of your professional development plan and how those components will support effective implementation of the academic plan. 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. Page 69 of 243 Page 415      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. Describe professional development plan in the areas of special education and English Language Learners, including implementation of IEP’s, discipline of students with disabilities and communication with ELL families Describe how the school’s culture and leadership team will support professional growth. Describe the plan to cultivate future leadership capacity. Explain how the school’s staff will demonstrate a spirit of collaboration to share innovative practices across the entire district. We believe that professional development opportunities provide teachers the skills to maximize student learning. Thus, MSE-E will make every effort to provide best possible professional developments opportunities for teachers. Professional development will be essential in core subject areas and will be emphasized throughout the school year. MSE-E administration will bring colleagues, mentors, and outside experts to the school to provide up to date and research based professional development. Faculty and staff will also be encouraged to participate in professional development workshops at outside educational Institutions and online webinars. The principal will be committed to pursue of a new and innovative instructional strategies and pedagogy that support the philosophy of the school. There will be two major components of the professional development programs with their subcomponents. Here are the major components with their sub-components 1. Workshops/In-Service Programs a) Summer Workshops b) Yearlong Professional Developments c) Contracted Service Providers d) Online Training Opportunities 2. MSE-E Mentoring Program a) Yearlong Mentor Support b) Intervention Opportunity 1) WORKSHOPS/IN-SERVICE PROGRAMS: Every year, all faculty members and administrators will be required to attend designated professional developments workshops and seminars hosted by the school and the outside educational institutions. Minimum yearly credit/hour requirements will be as follow: a) Summer Workshops: Administrators: At least 18 hours (or three full days) for the administrators before the school starts. First Year Teachers: At least 18 hours (or three days) for the administrators before the school starts. Experienced Teachers (3 years or more): At least 18 hours (or three full days) for the administrators before the school starts. b) Yearlong Professional Developments: Administrators: At least 18 hours (or three full days) for the administrators during the school year. First Year Teachers: At least 18 hours (or three four full days) for school-wide in-service programs. Experienced Teachers (2 years or more): Page 70 of 243 Page 416 At least 18 HOURS (or three four full days) for school-wide in-service programs. c) Contracted Service Providers: Administrators: At least 18 hours (or three full days) from workshops at Outside Educational Institutions (e.g. Universities, Educational Service Centers) First Year Teachers: At least 18 hours (or three full days) from workshops at Outside Educational Institutions (e.g. Universities, Educational Service Centers) Experienced Teachers (2 years or more): At least 12 HOURS (or two full days) from workshops at Outside Educational Institutions (e.g. Universities, Educational Service Centers) d) Online Training Opportunities: Every learner—no matter how old or young—needs more than just lectures in order to learn. That is why School MSE-E implements PD360 as an integrated product in a system built specifically for educator effectiveness. PD360 is a single sign-in portal for Common Core 360, our Common Core integration tool. PD360 is available to all teachers and educational leaders in MSE-E. With over 2,000 training videos on more than 125 topics and powerful training tools, PD360 can provide an on-demand, personalized professional development experience for any teacher or administrator. Independent research has documented a strong correlation between PD360 usage and improved student learning. Benefits:  On-demand access anytime, anywhere on a desktop or a mobile device  Personalized professional learning with videos and resources for any situation  Peer collaboration in an educators-only community with over 900,000 members  Seamless integration with Observation 360, Common Core 360, and other tools in the Teacher Effectiveness System 2- MSE-E MENTORING PROGRAM: MSE-E Mentoring Program will be implemented at the proposed school campus. MSE-E Mentoring Program will be an ongoing professional development activity. The overall focus of the program is to provide individualized assistance to teachers (entry-year teachers and experienced teachers having serious difficulty in the classroom) and create a positive ongoing professional development atmosphere where everybody can learn from each other. The components of the program offer a useful professional development program model and also serve as an effective evaluation tool to assess teacher performance. a) Yearlong Mentor Support: The main focus at MSE-E regarding teacher's professional development is based upon teachers’ specific needs in their classroom environment. Teacher is not in a passive position in the group. He/She takes active roles in decision making process. Teacher and the consulting teacher discuss and pick the appropriate method and related instrument together. Initial actions will be taken by the consulting teacher are; initial discussion with the teacher observation of the classroom completing a needs assessment survey, and using the teacher's responses as a basis for further discussion  completing a goal-setting agreement with the teacher, where specific goals are written and become a major focus over the next few weeks and months. The consulting teacher then uses this information as a basis for observations, feedback, and conferences with the teacher. Implementation a. Formation of teams:    Page 71 of 243 Page 417 Each team consists of one consulting teacher (Mentor Teacher) and one regular teacher. Minimum Qualifications for a consulting teacher are;  Earned Tennessee Academy for School Leaders (TASL) Credits  Two years of outstanding teaching service;  Proven outstanding classroom teaching ability;  Proven talent in written and oral communications;  Proven ability to work cooperatively and effectively with other professional staff members;  Extensive knowledge of a variety of classroom management and instructional techniques. b. Training Consulting Teachers: The two-day workshop is intended to prepare the consulting teacher for his or her new role as a mentor. The workshop focuses on the organizational, technical, and affective knowledge and skills of mentoring. Since not all of the demands of serving as a consulting teacher can be addressed in a three day workshop, it is important that on-going and regularly scheduled seminars be conducted. These seminars should reflect the current needs and concerns of the consulting teachers. c. Preparation Time Line for Class Visits: Consulting teachers are supposed to conduct monthly;      Conference with the assigned teacher. Observation, evaluation, and feedback to the teacher. Monitor progress toward goals. Professional development through observation of other consulting teacher/teacher teams. Communicate with the principal. b) Intervention Opportunity: Just as students who take ownership in their own learning experience success, teachers who take an active role in their own growth through professional learning communities, professional reading, and quality professional development set a foundation for success in the classroom. MSE-E supports the professional growth of teachers through the dissemination of high-quality articles that support the MSE-E beliefs and practices. MSE-E supports its teachers by mentoring program who finished the first year but still needs to be assigned a mentor based on recommendation made through the appraisal system. Professional Development Schedule (prior to school opening) Day Year 1 Welcome Back State Mandated Activities Day 1Bloom’s Afternoon Taxonomy & Lesson Planning Day 1Morning Year 3 Year 4 Year 5 Welcome Back State Mandated Activities Welcome Back State Mandated Activities 5E Model 5E Model Welcome Back State Mandated Activities Technology Integrated Learning Welcome Back State Mandated Activities Technology Integrated Learning/Best Practices Year 2 Day 2morning Classroom Management Classroom Management Classroom Management Classroom Management Classroom Management Day 2Afternoon 5E Model & Lesson Planning Project Based Learning Project Based Learning Technology Integrated Learning Technology Integrated Learning/Best Practices Day 3morning Day 3Afternoon Curriculum Curriculum Curriculum Curriculum Curriculum Motivation/ Reinforcement Theory Technology Integrated Learning Project Based Learning Technology Integrated Learning Campus Improvement Plan/ Team Page 72 of 243 Page 418 Staff Development Model: MSE-E supports the professional development of its teachers by conducting professional development workshops that support the work teachers are doing in their classrooms and offers them opportunities to experience lessons and activities that they can transfer to their own classrooms. MSE-E supports the professional growth of its teachers by recommending and supporting teachers in their participation in high-quality professional development conferences and conventions. MSE-E supports the professional growth of its teachers by recommending professional books and journals and by building libraries of professional development books on campuses. MSE-E seeks opportunities for its teachers to present at conferences, publish journal articles, mentor other teachers, and participate in writing projects and other professional development growth opportunities. The teachers of HSE will be trained on the following instructional practices to deliver quality of education for all students. The model includes instructional management and behavioral management practices. a. Bloom’s Taxonomy b. Motivation and Reinforcement Theories c. Lesson Cycle d. 5E model (engage, explore, explain, elaborate, evaluate) e. Cooperative Learning f. Project Based Learning (PBL) g. Technology Integrated learning (using current technology in the classroom) Trainings on those practices will be delivered in campus wide trainings throughout the years as well as teachers will have access to PD360 online tool to improve their skills in these areas. Teachers will also attend the related workshops at outside educational instructions to establish the skills. Regular Teacher Orientation: Each regular teacher receives an orientation folder and a local education association handbook. Agenda items for teacher orientation program include the following:          Introductions MSE-E Mentoring Program description. Background information sheet filled out by the teacher Observation and conference forms Professional growth opportunities Specific information on the first workshop opportunity for new teachers Organizing for the first day of school How to prepare a student centered classroom, setting the tone Ideas for structuring lesson plans          Management plan and creating a discipline plan before school begins Advice for the first week: over prepared, flexible, consistent, respectful Discussion of teacher presence Lesson pacing Staff as a resource Lists of first day ideas, a checklist of first day musts Conveying teacher expectations Preparing a substitute folder Parent communication Professional Development Schedule (throughout the school year) Day Year 1 Year 2 Year 3 Year 4 Year 5 Day 1morning Curriculum Curriculum Curriculum Curriculum Curriculum Day 1Afternoon Classroom Management 5E Model & Best Practices 5E Model & Best Practices Project Based Learning/Best Practices Campus Improvement Plan/Team Day 2morning Curriculum Curriculum Curriculum Curriculum Curriculum Page 73 of 243 Page 419 Day2Afternoon Cooperative Planning /Best Practices Cooperative Planning /Best Practices Cooperative Planning /Best Practices Cooperative Planning /Best Practices Campus Improvement Plan/Team MSE-E will dedicate two days for professional development for its staff throughout the year. Mainly administrators will be responsible to conduct the training as well as they may get support from outside resources. During collaborative planning time grade level teachers will get together and review the pass time and plan the rest of the year. Professional Development for Special Education services: All factuality will receive training on policy and special education law and the Special Education Framework of 2014 during the onboarding summer training. The components will highlight general special education issues, evaluation and eligibility, functional behavior assessments (FBA), interventions, and accommodations and modifications in the general education classroom. In addition, throughout the school year, staff will receive training consistent with the state guidelines. The Special Education Coordinator will be responsible for tracking the components of staff training and provide opportunities for staff to gain needed training from outside sources. Professional Development for E.L.L. The campus staff at MSE-E will be required to complete training on identifying and providing resources for English Language Learners. Each staff member will be trained on the information resources for “ACCESS for ELL’s 2.0”. In addition, the staff will be given information regarding resources from the Department of Education. During the summer training, a special focus is placed on identification, intervention, implementing IEP’s in the classroom, and title III requirements set forth by NCLB. Professional Development on discipline of students with disabilities All staff will be required to complete training conducted by the special education coordinator on discipline procedures of students with disabilities. This training will highlight the procedures regarding IEP’s and BIP’s for Manifestation and Determination, as well as the appeal process for IDEA students, compliance with IDEA regulations, behavior management techniques for IDEA students, and documentation procedures. In addition, school staff will focus on “Maintaining a Safe Environment Conducive to Learning”, “Responsibility to Teach Code of Discipline to All Students”, “The IEP as Vehicle for Effective Behavior Management”, “Addressing and Preventing Behavior Problems”, “Behavioral IEP Goals”, “Parent Involvement and Services, Problematic Patterns of Behavior and Prevention”, and Behavior "Likely to Result in Injury" as topics for professional development during the school year. Reaching out to non-English speaking parents Reaching out to parents with limited English language skills and helping them to feel welcome at school is one of the biggest challenges for schools. Self-transportation will provide a great opportunity to MSE-E staff members to interact with parents during dropping off or picking up their children by a warm smile and a friendly greeting. During all interactions with those parents, MSE-E will hire multilingual staff and use bilingual students to help translate and provide access to translated documents, and send home correspondence in different colors to make those simple. Parents with disabled students MSE-E values all parental involvement because it is crucial for the education of the students. To ensure effective communication with families with disabled students, MSE-E will have a transparent and accountable communication with parents. MSE-E will conduct parent, student and teacher conference to go over their rights and opportunities that students will have at MSE-E. During the conference, parents will be informed about their child's rights through Notice of Procedural Safeguards: Rights of Parents of Students with Disabilities .This document will inform the parents about their specific rights under the Individuals with Disabilities Education Act (IDEA) and responsibilities in special education process. Page 74 of 243 Page 420 Notice of Parents Rights will also be provided to the parents of the students with 504 Plan to inform them about their rights and MSE-E’s responsibilities under Section 504. MSE-E school leaders will hire teachers and support personnel who will work with them to meet the high expectations of the school program. Prior the school start day and during school year, teacher and administrators will be train to set high goals and expectation for their students and will keep them accountable. High expectations and excellence become a common theme among faculty, staff and students with daily conversation and activities. Cooperation, collaboration, and total commitment to teamwork are common values that MSE-E. Additionally, access to opportunities for professional development will make our teachers and staff stronger and even more prepared to meet all the needs of the students including students with disabilities and ELLs. All students who enter the school mid-year or after the first year of enrollment or who are ELL or have disabilities will go through an orientation sessions to ensure that they are aware of MSE-E’s high expectations and culture after registration. Different assessment tools will be used to identify those student’s needs so that they can be supported. Teachers will work together and with administration to create a warm, student-centered environment at MSE-E campus, supported by strong parental involvement and a family-like setting that extends from the front office secretary to the superintendents. Furthermore, all students will be required to exhibit a caring, responsible, accountable, and value-creating attitude and outlook throughout their journey at MSE-E. Positive reinforcement and incentives will be used to create pleasant environment for all students to observe positive examples of behavior as well as allow them the opportunity to excel. Character Education classes will play an important role in equipping students with necessary tools, values and skills for acquiring and maintaining a positive outlook. We believe that possessing a positive attitude will drive all to success. Professional Growth Plan Teachers who take an active role in their own growth through professional learning communities, professional reading, and quality professional development set a foundation for success in the classroom. MSE-E supports the professional growth of teachers through the dissemination of high-quality articles that support MSE-E’s beliefs and practices. MSE-E supports the professional growth of its teachers by recommending and supporting teachers in their participation in high-quality professional development conferences and conventions. MSE-E supports the professional development of its teachers by conducting professional development workshops that support the work teachers are doing in their classrooms and offers them opportunities to experience lessons and activities that they can transfer to their own classrooms. MSE-E supports its teachers by allowing its teachers to develop as professionals and to, in turn, share their expertise with other teachers. MSE-E seeks opportunities for its teachers to present at conferences, publish journal articles, mentor other teachers, and participate in writing projects and other professional development growth opportunities. MSE-E will put in place a “Grow your own Administrator” model that will encourage teachers to advance from new teacher to mentor teacher, to department head, then to administration. The first generation of campus administrators will identify those with leadership abilities and promote the staff to view education as a “craft” rather than as a job. With this outlook, the staff will be looking to improve their abilities inside and outside of the classroom. Furthermore, they will demonstrate this model for the students as they work to improve overtime. Those educators that fully embrace this philosophy will be looked upon to lead the campus in years to come, so that this belief system will be integral to the organization of the campus Because it is necessary for teachers to collaborate on teaching strategies and current pedagogy, the teachers will have a common planning time built into the weekly schedule. It will be a duty of the grade level department chairs to ensure teachers use this time to work together to share ideas and plan common lessons. In addition, successful practices will be shared school wide during general staff meetings as well as professional developments throughout the year. Book studies, reports on recent professional development trainings and useful tips and tricks can also be shared during this common time to further develop teacher abilities. Page 75 of 243 Page 421 2.6. Insurance Charter schools must have appropriate insurance coverage. This includes workers compensation, employer liability, insurance for the facility and its contents, professional liability (directors and officers and teachers) and sexual abuse. Applicants should check with their local districts to determine the necessary coverage amounts and if the local entity has additional insurance requirements. Include a letter of required coverage from an insurance company stating they will provide the required coverage upon approval of the charter application as Attachment 11. NOTE: if the proposed school intends to have sports teams, additional liability coverage will be required. MSE-E will provide appropriate level of insurance to comply with all applicable laws and regulations as well as minimizing business risk. Following is a schedule of insurance policies and coverages. General Liability General Aggregate Products & Complete Operations Aggregate Personal/Advertising Injury Rented To You Medical Expense Employee Benefits Liability – Aggregate Employee Benefits Liability – Each Occurrence Abuse and Molestation – Aggregate Abuse and Molestation – Each Occurrence Educators Protection Professional Educators Legal Liability – Aggregate Professional Educators Leal Liability – Per Claim Defense Reimbursement – Aggregate Defense Reimbursement – Per Claim Commercial Auto Liability Hired Car Liability Non-Owned Liability Workers Compensation Bodily Injury by Accident – Each Accident Bodily Injury by Disease – Policy Bodily Injury by Disease – Each Employee Umbrella (Excess) Liability Products/Completed Operations Each Incident Aggregate Property Insurance Blanket Building and Personal Property $2,000,000 $2,000,000 $1,000,000 $ 100,000 $5,000 $1,000,000 $1,000,000 $1,000,000 $1,000,000 $2,000,000 $2,000,000 $300,000 $100,000 $1,000,000 $1,000,000 $1,000,000 $1,000,000 $1,000,000 $4,000,000 $4,000,000 $4,000,000 $1,000,000 2.7. Transportation If applicable, outline your proposed transportation plan as follows:   How will you transport the students to and from your school? Include extracurricular activities and Saturday school if applicable. Also include budgetary assumptions and the impact of transportation on the overall budget. Describe the plan for oversight of transportation operations (e.g., whether the school will provide its own transportation, contract out for transportation, request that a district provide transportation, or a combination thereof) and who on the school staff will provide this daily oversight. Page 76 of 243 Page 422 Describe how the school will transport students with special transportation needs and how that will impact your budget.  Describe how school will ensure compliance with state and federal laws and regulations related to transportation services. MSE-E will not provide transportation  2.8. Food Service Describe the school’s proposed food service plan and include the following:      A clear description of how the school will offer food service to the students, including how it will adhere to all nutritional guidelines. Include any plans to meet the needs of low-income and academically low-achieving students. How the school intends to collect free and reduced price lunch information from qualified families (including those schools that will participate in the Community Eligibility Provision). If the school plans to contract for meals, identify the contractor, if known, and describe the services to be provided. How the school will ensure compliance with applicable state and federal regulations. MSE-E will use the district’s nutrition service program. MSE-E will not cook on its premises. MSE-E will only heat the food and serve it to the students. All students in Shelby County receive free breakfast and lunch. MSE-E will ask parents to fill out Household Information Survey during the registration and update the information on PowerSchool SMS. Please see the attachment 4 Household Information Survey. Our current facility is in compliance with all state and federal regulations. Health department regularly visits the cafeteria and inform our staff if anything is needed. 2.9. Additional Operations Describe the school’s plan for supporting operational needs of the following:       Technology:  Describe how the school will ensure student access to technology required for state mandated assessments.  Describe how technology will be integrated into the school’s academic plan. Student information management:  Describe how the school will ensure compliance with the Family Education Rights and Privacy Act (FERPA) and state regulations regarding student privacy and disclosure of student data and records. School health and nursing services:  Describe your plan for compliance with the Coordinated School Health Program, including the plan to hire a School Nurse and a description of his/her role in the school. Include who at the school will supervise the School Nurse and his/her role in ensuring compliance with health regulations. Safety and security:  Describe your plan for safety and security for students, staff, guests, and property. School maintenance.  Discuss the plan for school maintenance, including maintenance staff or plans to contract for maintenance services. Any additional operations as applicable. If you intend to contract with specific educational service providers, such as a charter management organization (CMO), please detail:    The name of the CMO or other partner organization if known. Selection process and criteria. Division of roles between the board and the service provider, and how conflicts of interest will be checked. Page 77 of 243 Page 423     How performance of the provider will be measured. Conditions for renewal and termination of the agreement. Any monetary obligations of the CMO agreement. Include a copy of the CMO agreement as Attachment 12 if available. MSE-E will have one computer lab and at least 1 set of Chromebooks and or laptop set. Current tests can be given in a computer lab or in any class with Chromebooks or laptops. MSE-E will use Student Information Management System (SIMS) for parents, students, administrators and teachers. SIMS allows teachers to update the grades, tests, attendance, and discipline to the system that parents and students can see either with their smart phone application or with a computer. Teachers and administrators will give tests through SIMS database. That will allow us to analyze the tests and students’ needs. MSE-E will use several online programs; Accelerated Math, Accelerated Reader, Study Island, IReady, etc. Teachers will use the computer lab or mobile laptop or Chromebook stations. Every classroom will have a teacher computer and an overlap projector. Overlap projectors will allow teachers to use power point presentation and educational clips to explain the subjects. MSE-E will install smart boards to some of the classes. During the registration parents will sign consent forms for military recruitment, media release form, and student check out forms. All files and personal information are kept in a lock area in the office. Students and parents cannot enter office area. School secretaries are trained prior to school opening about the FERPA. Teachers cannot see detailed information about students. School will not provide information to a third party without a written consent form. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."  Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records.  MSE-E will have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): o o o o o o o o o School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law. MSE-E will notify parents and eligible students annually of their rights under FERPA. All students in the State of Tennessee are required to have certain shots prior to enrollment. School secretaries and administrators are checking each student’s file prior to enrollment. MSE-E has been working with the district approved Well Child services. Well Child provides nurses and trainings to the schools and monitors school level compliance. Principal will supervise the activities of the nurses. Page 78 of 243 Page 424             MSE-E will have fire drills once a month and 2 intruder drills a year. MSE-E has a uniform policy for students so that school staff can recognize visitors in the campus. All visitors are required to sign in at the front office. If they enter the building they will have a visitor badge. MSE-E is a closed campus all doors from outside are locked during the school hours. Front office has 2 access doors. All doors are opened with a magnet that visitors cannot pass without a permit from the front office. MSE-E will have panic button at the front office and in admin offices. During in service days prior to school openings, MSE-E will have training to its entire staff about the safety procedures. MSE-E will provide first aid training to its entire staff. MSE-E will install cameras in and outside of the school. Parents need to show an ID to check out their students. The name and the picture on the ID will be compared with the student check out form. During enrollment parents may choose to add a password to check out the students. After school all students will be in cafeteria or in the main lobby. An adult will supervise the students till their parents pick them up. There will be several teachers outside and inside the cafeteria before the school starts. MSE-E will do random searches. Landlord will provide general maintenance of the facility. However, MSE-E will have contract for the followings: janitorial services, AC maintenance services. Principal / school leader is responsible for any other maintenance issues in the building. 2.10. Waivers Charter applicants should include a list of waivers in the application on the chart below. State laws are available at this site: http://www.lexisnexis.com/hottopics/tncode and State Board of Education rules are available at http://tn.gov/sos/rules/0520/0520/htm. Pursuant to T.C.A. § 49-13-105, neither the local board of education nor the commissioner may waive regulatory or statutory requirements related to:  Federal and state civil rights  Federal, state and local health and safety regulations  Federal and State public records  Immunizations  Possession of weapons on school grounds  Background checks and fingerprinting of personnel  Federal and state special education services  Student due process  Parental rights  Open meetings  At least the same equivalent time of instruction as required in regular public schools Rows may be added as necessary. STATE STATUTE DESCRIPTION OF STATUTE PROPOSED REPLACEMENT POLICY OR PRACTICE HOW WILL WAIVER OF Teachers will have more preparation time for their classes. Teachers presence at cafeteria will improve the 0520-1-3-.03 Teacher Assignment Teachers can be on duty less than 7 hours per day 0520-1-3-.03(4)(a) 49-1-302(e)(1) Duty Free Lunch Period Teachers can have their lunch in cafeteria along with other students. THIS STATUTE HELP STUDENT ACHIEVEMENT? Page 79 of 243 Page 425 0520-1-3-.03(4) School Term Vacation Teachers will have 2.5 hours duty free planning time in a week in a study hall. 49-5-5002-5010, 49-5-5206-5209, 49-5-5301, 49-55304-5306, 49-55401, 49-5-5405, 49-55406, 49-5-5501, 49-5-5504-5506 0520-2-2 Career Ladder MSE-E will renew contract on a yearly based. 49-5-101(a) 0520-1-2-.03(6) Licensed Principals Teacher without a principal license can work as a principal. 0520-1-3-.07(2) Library Information Center Personnel RLA teachers or trained personnel can serve as library information center personnel. School should not hire additional staff for library. 0520-1-3-.07(3) Library Information Center Collection MSE-E will use online resources and e book readers (tablet/chromebook/laptop) 49-6-3004(f) School Year Commencement MSE-E will update the academic calendar and supervision and help the education climate of the school During study hall or teachers are not instructing to the students, however students can ask questions to the teachers. Teachers’ contracts are renewed every year based on the student achievement performance during the school year. Effective teachers will be able to serve as principals. Effective teachers can perform as effective principal that will improve the student achievement. MSE-E will use Accelerated Reader (AR). All RLA teachers are providing resources to all students along with AR program. Students have double period of RLA class every day. Class teachers have enough time and knowledge to provide library services along with online resources. Students can access more information online. School will purchase laptops, chromebooks, or tablets that students can go online and search classwork or read books. Based on students’ academic needs, Page 80 of 243 Page 426 start times may vary. 49-6-4012 Formulation and Administration of Behavior and Discipline Codes 49-6-1003 Bicycle Safety Curriculum 49-6-2206 Use of Unapproved Textbook 49-6-2004 MSE-E will formulate behavior and discipline policy. MSE-E will provide transportation safety trainings as a part of class assignment. MSE-E textbook committee will recommend books for the class. Custody of School Property Read Foundation will have the custody of all school property. 49-3-311 Capital Outlay Capital outlay can be used for any school building 49-3-306(a) 0520-1-2-.02 Licensed Personnel Salaries Read Foundation will have a salary scale for its campuses. 8-23-206(a) Longevity Pay School will use its pay scale along with retention bonus system 49-5-5205 0520-1-1-.01 General Requirements for MSE has been using the Team model to evaluate the personnel. Evaluation MSE-E may start school early or after the labor day. Discipline codes will be formulated and updated based on students’ needs. A disciplined environment is vital to student success. Students can learn more by class assignments. New books are published all the time and schools should not wait them to be approved. Students and teachers will have the newest books along with the updated curriculum that will improve the student achievement. All school properties will be used for student achievement. Capital Outlay money will be used to improve school buildings that will lead a better learning environment for all students. School will use its funds efficiently and effectively to hire and retain highly qualified personnel. Public money will be used effectively to hire and retain effective teachers. Team model provides valuable feedback to the personnel. Personnel can improve their practices that will improve the student achievement. Page 81 of 243 Page 427 0520-2-1-.03 Evaluation of Third-Year Apprentice Educators 49-5-5302, 49-55402, 49-5-5408, 495-5502, 0520-2-2-.01 Evaluation of Principals, Assistant Principals, and Supervisors MSE has been evaluating all its personnel 4 times a year. School board and charter office evaluates the administrators. 49-5-501-513 Tenure MSE-E does not grant tenure positon to any of its employee. 0520-1-2-04 49-5-702-713 49-5-806-810 Leave Staff will take leave days based on the agreement signed every year. Evaluation Contracts and School signs an at-will agreement with all employees. 0520-2-2-.01 49-5-408-409 Termination of Contracts Team model provides valuable feedback to all levels of teachers. Administrators have additional duties than regular public school principals. Evaluation from the school board and charter office will help administrators to improve their daily practices. Teachers are evaluated on a yearly basis performance that will motivate everyone to improve their practices every year. Teacher attendance is vital for student achievement. At-will agreement gives flexibility to all teachers and to the school. Page 82 of 243 Page 428 3. FINANCIAL PLAN AND CAPACITY 3.1. Charter School Financing The budget worksheet and narrative should be provided as Attachments 13 and 14. They do not count toward the 250 page limit for the application. The budget worksheet is attached. MSE-E used the template provided for Year zero to year five budget projection. 3.2. Public Charter School Planning and Budget Worksheet (Attachment 13) The budget and financial plan for the charter school must include all anticipated revenues and expenditures. Public charter schools are required to operate under an annual budget on a July 1 – June 30 fiscal year. For purposes of this application, the proposed charter school must submit the Public Charter School Planning and Budget Worksheet which is provided on the department’s website. The financial plan including all anticipated revenues and expenditures is presented in the attachment. 3.3. Budget Narrative (Attachment 14) Present a budget narrative including detailed descriptions of budget assumptions, revenue and expenditure projections reflecting proposed growth over time. In this section include:             A plan for compliance with state and federal accounting and reporting requirements. How the proposed budget is adequate to ensure your proposed school model can be implemented fully and how it supports your theory of action concerning student achievement. Student enrollment and BEP projections. All anticipated funding sources, including grants, state, federal and local per pupil eligibility, other government resources, private fundraising, eRate, student fees, donations, etc. All anticipated expenditures including salaries and benefits, yearly pay increases, instructional materials and supplies, equipment and furniture, technology for both student and instructional use, professional development, special education services, student activities and field trips, contracted services (ex. CMO, audit, payroll, IT, etc.), rent and utilities, office supplies and equipment, management fees, capital, contingency and insurance reserve funds. 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. The procedures governing the deposit and investment of idle funds and comprehensive travel regulations. Describe how the school will provide an independent annual audit of organizational and school level financial and administrative operations. Describe your team’s individual and collective qualifications for implementing the financial plan successfully. Discuss the school’s contingency plans to meet financial needs if anticipated revenues are not received or are lower than expected. Discuss how one or more high needs student with disabilities might affect the budget and your plan to meet student needs that might be more than anticipated. If there is a plan to outsource any or all financial management areas such as payroll, benefits, audits, fundraising, accounting, etc., include a statement on how you will choose the vendors and how you will oversee their activities to ensure fidelity and compliance. Page 83 of 243 Page 429 4. ATTACHMENTS Please include attachments numbered according to the following schedule. Attachment 1: Annual Academic Calendar Attachment 2: Student Discipline Policy Attachment 3: Student Enrollment Policy Attachment 4: Student Handbook / Required Forms Attachment 5: Pledged Support from Prospective Partners Attachment 6: Letters of Support / MOUs / Contracts Attachment 7: Board Governance Documents 7a. Articles of Incorporation 7b. Proof of non-profit and tax exempt status 7c. By-laws 7d. Code of Ethics 7e. Conflict of Interest Policy 7f. Organizational charts 7g. Board member resumes 7h. Board policies, including policies on open meetings and open records Attachment 8: School Leader Resumes / Student Achievement Data (if applicable) Attachment 9: Employee Manual / Personnel Policies Attachment 10: School Organizational Chart Attachment 11: Insurance Coverage Attachment 12: CMO Agreement (if applicable) Attachment 13: Public Charter School Planning and Budget Worksheet Attachment 14: Budget Narrative Attachment 15: Shelby County Schools Capacity Information Page 84 of 243 Page 430 Attachment 1: Annual Academic Calendar Memphis School of Excellence Elementary 2616-2617 Academic Calendar Students Teachers BeforeSchool Begins July 25 6.5365 PDfAdministratWe Dayr July26 1 Day July 2? 6.51565 PDfAdministratWe Day July 26 1 Professional Development Day July 26 1 Professional Development Day First Semester Total Instructional Days august 1 Monday Day for Students In In august 11 Thursday Open House - MeetEtGreet {5:66-2:66} In In September5 Monday Labor Day Out Out September 15 Thursday Parerrt- Teacher Conference pm} In In September 16 Friday District Learning Day Out In October Friday End of I.veeks In IN October 16-14 Monday-Fridayr Fall Break Out Out November 11 Wednesday 'v'etera ns Day Out Out November 21-25 Monday-Fridayr Thanksgiving Break Out Out December3 Saturday SchoolWide Science In December 15-16 Wednesday - Friday Semester Exams In In End of 2nd Quarter 1f2 day for students 84. December 16 Friday Administrative Day day} In {132 day} In December 19 Januaryr 2 Monday - Friday Winter Break Out Out Second Semester Total Instructional Days JanuaryS Tuesday Aministrative Day Out In January4 Wednesday Students Return In In January 16 Monday MLK Jr. Day Out Out February 6 Thursday Parent- Teacher Conference {at-T pm} In In February 16 Friday District Learning Day Out In February 26 Monday Presidents' Day Out Out March 16 Friday End of 3rd Quarter In In March 13-1?r Monday-Fridayr Spring Break Out Out hpril 14 Friday Good Friday Out Out May 23-25 Tuesday-Thursday Semester Exams In In May25 Thursday Last Daytor Day{1_f2] In {1,52 day} In Total Num her of Instructional Days ?nding Periods PD Admin. Cent. 3? days 1st Semester July 25 July 25 September 15 93 days 2nd Semester July 2? July 26 February 9 July 23 July 2? Report Cards issued July 29 December 16 October December 16 September 16 January 3 March 1t}r May 254 February May 25 Page 85 of 243 Page 431 Attachment 2: Student Discipline Policy STUDENT CODE OF CONDUCT The Student Code of Conduct includes sample violations and sample disciplinary measures and interventions for students. This Code serves as a guide for students, parents/guardians, teachers and administrative personnel. The Code also includes examples of the rights and responsibilities of students, teachers and parents and a parent contract that a parent/guardian must sign to indicate that he/she received and read the Code and will abide by its contents. A. Level 1 Violations Violations 1. Excessive excused tardiness to school/early releases (excluding medically documented and school sponsored events) 2. Excessive unexcused tardiness to school or early releases (more than 3 times) 3. Unexcused/excessive tardiness to class (more than 5 times) 1st occurrence results in Saturday detention; 2nd occurrence result in 1-3 day suspension 4. Class cutting. Students who are tardy to class (including the first periods) more than 5 times a week will receive Saturday Detention. Students who are late to class more than 5 minutes without excuse will also receive Saturday Detention. 5. Possession of cellular phones/electronics. Students are not allowed to use cell phones/electronics before or after school in hallways, restrooms, lobby, and inside the classes. Students may use cell phones after school in cafeteria or outside the school. 6. Possession of objects such as laser pointers (non-use) 7. Failure to wear district-adopted school uniform or violation of the school’s dress code 8. Misconduct-level 1 (other Level 1 incidents not specifically listed, such as running in the hall or throwing a pencil) 9. Cyber bullying (myspace, facebook, twitter, etc.) Intervention Strategies and Disciplinary Measures a. Classroom and school-wide intervention strategies b. Confiscation and/or loss of privileges. Confiscated items (e.g., cell phones) shall be returned to the parent Page 86 of 243 Page 432 Within 72 hours during a conference with the parent and teacher/administrator. c. After school or Saturday detention d. In school suspension e. Overnight suspension/parent or guardian conference in lieu of suspension B. Level 2 Violations Violations 1. Continuing to engage in Level 1 violations 2. Defiance of school personnel’s authority, disrespect, insubordination, refusing punishment or following directions. 3. Leaving campus without permission 4. Gambling 5. Misuse of locker/storage privilege (student is responsible for own property in assigned locker) 6. Obscene, immoral, indecent and/or offensive material, behavior, language, gestures, pictures, writings, or propositions 7. Profanity, provocative and/or abusive language directed at a student (such as checking or name calling) 8. Horseplay (running, chasing, hitting) in classroom, hallway, cafeteria 8. Theft ($500 or less) 9. Possession/use of matches, lighters, or fireworks 10. Unauthorized parking/reckless driving on or near campus 11. False accusations against a student 12. Giving false ID 13. Failure to present/surrender Student IDs 14. Misuse, intentional damage, or theft of Student IDs 15. Cheating/plagiarism or forgery 16. Posting/distributing unauthorized materials 17. False fire alarm 18. Possession/use of tobacco product (student must be issued a citation) 19. Refusal to surrender electronics (phones, games, etc.) 20. Possession/use of over-the-counter medications (e.g., aspirin, cough medicine) without school approval 21. Not being in assigned location 22. Students are not allowed to eat, drink or carry foods in hallways, classrooms, restrooms and lobby. Food and drink includes; gum, chips, candy, energy drinks, soft drinks, milk, popcorn, sports drinks …etc 23. Skipping mandatory Saturday school or detention 24. Misconduct-level 2 (other Level 2 incidents not specifically listed, such as shoving a student in line—no injury, or throwing a football in the hall—no injury) Intervention Strategies and Disciplinary Measures a. Classroom and school-wide intervention strategies b. Confiscation and/or loss of privileges. Confiscated items (e.g., cell phones) shall be returned to the parent within 72 hours during a conference with the parent and teacher/administrator. c. After school or Saturday detention d. In school suspension e. Overnight suspension/parent or guardian conference in lieu of suspension Page 87 of 243 Page 433 f. 1-3 day suspension (Sessions that focus on ending the student’s negative or harassing behavior may replace suspension.) C. Level 3 Violations Violations 1. Continuing to engage in Level 2 violations 2. Public Display of Affection (PDA) 3. Trespass or loitering (includes suspended students) 4. False statements or false accusations toward another student or teacher 5. Participation in activities related to non-school sponsored/non-sanctioned organizations 6. Unauthorized or inappropriate use of the internet, computers, or computer software 7. Disruptive behavior (other level 3 incidents not specifically listed, such as throwing a chair or a food fight) 8. Field trip misconduct 9. Bringing inappropriate materials (pornographic, criminal, hate related, water balloon etc.) Intervention Strategies and Disciplinary Measures a. School- and district-wide intervention strategies b. Confiscation and/or loss of privileges. Confiscated items (e.g., cell phones) shall be returned to the parent within 72 hours during a conference with the parent and teacher/administrator. c. Saturday detention d. In school suspension e. Overnight suspension/parent or guardian conference in lieu of suspension f. 1-5 day suspension D. Level 4 Violations Violations 1. Continuing to engage in Level 3 violations 2. Arson 3. Hazing/initiation: non-school sponsored/non-sanctioned organizations, societies, clubs, or teams 4. Breaking and entering/burglary, theft over $500, or motor vehicle theft 5. Vandalism/graffiti (damage will be assessed and will be student/parent monetary responsibility for replacement or repair) 6. Possession of drug paraphernalia 7. Under the influence of an unauthorized substance at school (no actual possession or use at school) – Mandatory referral to Alcohol and Drug Counseling (A & D) 8. Possession of electronic pagers or beepers (excluding cell phones) 9. Possession/use of alcohol 10. Assault against a student (resulting in minor injury) 11. Threats against a student (non serious) 12. Refusal to produce an object identified by metal detectors 13. Profanity, provocative and/or abusive language directed at school personnel 14. Discrimination based on sex, race, religion, ethnicity, national origin, disability, or sexual orientation 15. Sexual harassment 16. Bullying, intimidation and harassment Page 88 of 243 Page 434 17. Extortion 18. Distribution of over-the-counter medications (e.g., aspirin, cough medicine) 19. Felony per juvenile court, where the student’s continued presence in school poses a danger to person or property or disrupts the educational process 20. Disruptive behavior with prior unsuccessful interventions 21. Making a threat, including a false report, to use a bomb, dynamite, any other deadly explosive or destructive device including chemical weapons on school property or at a school sponsored event 22. Refusal to follow administration’s directions 23. Fighting (minor injury and non gang-related) Intervention Strategies and Disciplinary Measures a. School- and district-wide strategies b. Generally, 5-10 day suspension or an expulsion for cases involving middle and high school students. D. Level 5 Violations Violations 1. Fighting (serious injury, weapon used or gang-related) 2. Aggravated assault against students (resulting in serious injury) 3. Assault against designated visitors 4. Possession of a dangerous weapon (including a bowie knife, hawk bill knife, ice pick, dagger, switchblade or a weapon of like kind) 5. False imprisonment or kidnapping 6. Sexual battery 7. Serious threats against a student 8. Threats (serious and non-serious) or false accusations against school personnel 9. Middle/high school students engaging in activities implying gang affiliation/membership including gang fights, gestures, actions, signals, literature, colors, drawings, signs, jewelry, apparel, manner of grooming, writings, gang graffiti, verbal or nonverbal communication, possessing/distributing gang information, participating in gang recruitment, solicitation, or hazing/initiation activities, coordinating/ordering gang activities at school, gang-related threats, intimidation, and extortion, and other gang activity or acts that imply gang affiliation or membership 10. Other major incidents and behaviors which have high potential for causing serious injury and/or death (e.g., throwing bricks at an occupied school bus) Intervention Strategies and Disciplinary Measures a. School- and district-wide strategies b. Suspension 8-10+ days c. Expulsion (11-180 days) State-Mandated Zero Tolerance Violations 11. Assault (injury or extremely offensive or provocative physical contact)/aggravated assault (serious injury) against school personnel 12. Possession/sale/distribution of illegal drugs or unauthorized prescription drugs 13. Possession/concealment/use/sale/distribution of explosive devices and firearms (assembled or unassembled parts), except toy guns – real/look alike Page 89 of 243 Page 435 Intervention Strategies and Disciplinary Measures d. School-wide strategies and district-wide strategies (adjustment transfer and remand/alternative placement) e. Mandatory expulsion for one calendar year. The Superintendent may modify the expulsion on a case-by-case basis. NOTE: LAST TWO WEEKS OF SCHOOL ALL PUNISHMENTS DOUBLE (NO SATURDAY DETENTIONS). DUE PROCESS The Code of Conduct and all local rules which furnish the basis for discipline shall be published and made available to students, parents/guardians, teachers, counselors and administrative staff. They are to be posted in conspicuous places within each school throughout the school year. Reasonable efforts shall be made to keep parents/guardians informed of basic rules and regulations governing the conduct of their children while they are at school or are participating in school-related activities. The issuing and handling of disciplinary measures, including suspensions, forced adjustment transfers, withdrawals, and expulsions, shall be governed by the following procedures of due process. A. In-school Suspensions and Suspensions 1. The principal, acting principal, or assistant principal of each school shall have sole power to suspend up to ten (10) consecutive school days and to refer students to the In School Suspension Program. Principals have the authority to designate the length of a suspension within guidelines established by the Code of Conduct. Parents/guardian must clear an in school suspension with the principal or his/her designated representative by the end of the in school suspension period. If a student is suspended, students and their parents/guardians have the right to appeal it. The application to appeal must be made in writing to the Principal. This appeal must be made within 3 school day of the suspension. The suspension and its circumstances will be reviewed by a panel of 3-4 teachers not associated with the suspension or by the discipline committee in the presence of the student and parent/guardian. The student may not attend classes until the appeal is heard. All panel hearings will be held within two (2) school days of the appeal being made. No lawyers and/or representatives other than the parent/guardian may be present during short term suspension proceedings. The decision of the disciplinary committee is final. The decision of the panel will be final. There are 3 possible outcomes for an appeal (only suspensions more than 3 days may be appealed. a) The suspension may be canceled and removed from the student’s record. All work may be made up. b) The suspension may be shortened. c) The suspension will stand as assigned. B. Expulsion The decision to expel any student will be made in writing and will include the reason for the expulsion by the principal after hearing about the events involved in a situation. Student and student’s parent/guardian may appeal the expulsion within two (5) school days of the suspension being issued. This appeal will be made to the principal. The student may not attend classes until Page 90 of 243 Page 436 the appeal is heard. All Disciplinary MSE Committee on expulsions will be held within ten (10) school days of the appeal being made. The decision of the MSE Disciplinary Committee is final. GLOSSARY Listed below are commonly-used terms that will lead to a greater understanding of the Code of Conduct. All offenses listed in the Code of Conduct are not defined After-School Detention This detention is served with the teacher or administrator who assigns it. It may be assigned for the same day or the following day. The detention is for an infraction such as disturbing the class, continuous tardiness to class, cafeteria misbehavior etc. The student will serve from 15 minutes to 45 minutes depending on the number of detentions already served. Parents will be notified of any after-school detentions that are longer than 15 minutes. Teachers are not required to notify parents of a 15 minute detention. Parents can see their child’s discipline record, including any after-school detentions on the school database. Answering an In-School Suspension A parent/guardian consulting with school officials to discuss the reasons for a student’s in school suspension and how the parent/guardian can work with the student, the teachers and other school personnel to improve the student’s behavior or actions. Arson The actions of an individual who knowingly damages school property or the property of another by means of a fire or explosion without consent of the property owners and with the intent to destroy or damage for any unlawful purpose. Assault The actions of an individual who intentionally, knowingly or recklessly causes bodily injury to another intentionally or knowingly causes another to reasonably fear imminent bodily injury, or causes physical contact with another and a reasonable person would regard the contact as extremely offensive or provocative. Aggravated Assault is committed by an individual who intentionally, knowingly or recklessly commits an assault and also causes ―serious bodily injury to another or uses or displays a deadly weapon. Assault on Designated Visitors The actions of an individual who intentionally, knowingly or recklessly causes bodily injury to persons who are legitimately present on school property or attending school-sponsored activities/ events. This would typically include parents/guardians, other family members, guests, volunteers and chaperons. Assault/Aggravated Assault (formerly Battery) on a Teacher or Other School Personnel The actions of an individual who intentionally, knowingly or recklessly causes bodily injury on any elected official or school district employee whether it is committed on school property, on school-sponsored transportation, during a school-sponsored activity or while the elected official or employee is on official school business. Breaking and Entering/Burglary An individual who enters a building not open to the public with the intent to commit a felony, theft or assault or remains concealed in a building with the intent to commit a felony, theft or assault. Bullying, Harassment and Intimidation Any act that substantially interferes with a student's educational benefits, opportunities or performance that takes place on school grounds, at any school-sponsored activity, on school provided transportation, or at any official school bus stop and that has the effect of: Page 91 of 243 Page 437 (1) Physically harming a student or damaging a student's property; (2) Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student's property; or (3) Creating a hostile educational environment. Examples include, but are not limited to, name calling or ―checking, making negative comments about a person’s race, ethnicity, sexual orientation, sex, religion or disability; extortion; and following students to and from school with intent to intimidate. Bullying, Harassment and Intimidation includes Cyber Bullying, which is bullying through the use of the Internet or through telecommunications technologies, such as computers, telephones, cell phones and text messaging. Cheating/Plagiarism Taking credit for oneself and not giving credit to the source for written and oral expression authored and/or prepared by another, cheating on exams, etc. Clearing a Suspension Terms and conditions of a student’s return to school after being suspended. The principal (or designee) will set the terms. Cyber Bullying See Bullying, Harassment and Intimidation Designated Visitors Persons who are legitimately present on school property or attending school-sponsored activities/events. This would typically include parents/guardians, other family members, guests, volunteers and chaperons. Disruptive Behavior Conduct that significantly interferes with all or portions of the campus activities, school sponsored events and school bus transportation. Behavior that poses a serious threat to the learning environment or to the health, safety, and/or welfare of others. Drug Any controlled substance, marijuana, alcohol, legend drug or any other substance whose possession or use is regulated in any manner by any governmental authority, including the school system. Early Release Early release means leaving school or class before the end of the school day with the knowledge of parents and school authorities Electronics Radios, Tape or CD Players, MP3 Players, Electronic Games, and/or similar devices Excessive Tardiness/Class Cutting Excessive tardiness means continuing to come to school after the school day begins or to the classroom after classes have started. Class cutting is absence from scheduled classes or scheduled activity without prior knowledge of parents and school authorities. Expel/Expulsion Removed from the pupil’s regular school program at the location where a violation occurred or removal from school attendance altogether. Suspensions of more than 10 days are expulsions. Extortion A person who uses coercion upon another person with the intent to obtain property, services, any advantage or immunity; or restrict unlawfully another’s freedom of action Page 92 of 243 Page 438 Coercion is a threat of kidnapping, extortion, force or violence to be performed immediately or in the future. False Accusation The intentional making of untrue statements that may jeopardize the reputation, employment or professional certification of a teacher, member of the staff or student. False Fire Alarm The intentional activation of a fire alarm, fire bell, or other signaling device with intent to deceive, mislead or otherwise misinform a school/center function concerning the presence of a fire or other disaster. False Imprisonment Knowingly removing or confining another person unlawfully so as to interfere substantially with the person’s liberty. Kidnapping is false imprisonment under circumstances that expose a person to substantial risk of bodily injury. Aggravated Kidnapping is false imprisonment committed to facilitate commission of a felony or flight after committing a felony or interfere with the performance of any governmental or political function, with the intent to inflict serious bodily injury, or terrorize the victim or another, or where the victim suffers bodily injury, or while in possession of a deadly weapon or threatened use of a deadly weapon. Felony per Juvenile Court Off-campus criminal behavior that results in the student being legally charged with a felony and the student’s continued presence in school poses a danger to persons or property or disrupts the educational process. Field Trip Misconduct Failure to comply with rules of safety or field trip conduct behavior as laid down by the teacher in charge. Fighting Minor injury and non gang-related - Mutual combat and mutual altercation, including when two or more persons mutually participate in physical violence that may require physical restraint and/or results in minor or no injury. (Level 3 violation) Serious injury, weapon used or gang-related - Mutual combat and mutual altercation, including when two or more persons mutually participate in physical violence, that requires physical restraint and results in serious injury and/or weapons are used. (Level 5 violation) Firearm or Destructive Device Any weapon designed, made or adapted to expel a projectile by the action of an explosion or any device readily convertible to that use. Forgery To alter, make, complete, execute or authenticate any writing that attempts to: (1) Be the act of another who did not authorize that act; (2) Have been executed at a time or place or in a numbered other than was in fact the case; or (3) Be a copy of an original when no such original existed. Gambling Gambling includes but is not limited to card playing, dice shooting, and sports pools and involves the transfer of money or personal belongings or assistance from one person to another. Gang A formal or informal ongoing organization, association, or group consisting of three (3) or more persons that has as one (1) of its activities the commission of criminal acts; and has two (2) or Page 93 of 243 Page 439 more members who, individually or collectively, engage in or have engaged in a pattern of criminal gang activity. Harassment See Bullying, Harassment and Intimidation and Sexual Harassment Hazing Any intentional or reckless act by one student acting alone or with others which is directed against any other student, that endangers the mental or physical health or safety of that student, or which induces or coerces a student to endanger such student’s mental or physical health or safety. In-School Suspension Prohibiting a student from attending his/her regular class for a specified period of time. Indecent Exposure The display of parts of the human body without clothing in a manner that is contrary to local custom and law. Interventions Programs, curricula, strategies or activities designed to prevent, reduce or eliminate negative behaviors or actions in students or to support academic achievement. Insubordination/Defiance Refusing to follow a reasonable request, direction or instruction of an adult through disobedience, defiance, unruliness or noncompliance. Includes walking away when being addressed by an adult and refusal to work in class. Intimidation See Bullying, Harassment and Intimidation Locker Misuses Intentionally using, without proper permission, property belonging to another or the school, in a manner likely to damage the property or using another person’s locker without authorization. Applying profane, obscene, sexist, racist or other decorations to a locker or any area or surface which disrupts the educational process, interferes with teaching and learning, and defaces or devalues school property. Making a Threat (with a Destructive Device) or False Report (Bomb) Threatening to throw, project, place, or discharge any destructive device, including chemical weapons, with intent to do bodily harm to any person or with intent to do damage to any property of any person; or making a false report, with intent to deceive, mislead or otherwise misinform any person, concerning the placing or planting of any destructive device, bomb, dynamite, or any other deadly explosive. Misconduct Level 1 Conduct that interferes with the school or classroom environment, but has little potential for causing harm to others or destruction of property. Misconduct Level 2 Conduct that interferes with the school or classroom environment, and has high potential for causing harm to other persons or destroying property. Not being in assigned location All students need to be in their assigned location during lunch time, break time or while class is in session. Obscene Material Material of a sexual nature which offends common decency and morals. Participation in Activities Related to Non-School Sponsored/Non-Sanctioned Organizations Page 94 of 243 Page 440 Participation in organizations at school that are not approved by the school’s administration. Includes failure to register a non-school-sponsored organization with the school or participation in the activities of a non-school-sponsored organization while at school. Posting/Distributing Unauthorized Material Posting or distributing leaflets or other materials that have not been approved for posting or distribution by the school and/or the district or that are not in accordance with law or policy. Profanity Vulgar or irreverent speech or action. Public Display of Affection It includes hugging, holding hands, kissing, cuddling, caressing, and any other forms of display of affection with any other student Reckless Driving Driving any vehicle on or near school grounds with an intentional reckless disregard for the safety of persons or property. Robbery Intentional or knowing theft of property from another person by violence or by putting the person in fear. Aggravated robbery is theft of property with a deadly weapon or what is believed to be a deadly weapon or where the victim suffers serious bodily injury. Saturday Detention All students attending Saturday detention must arrive by 7:55 a.m., ready to serve. Failing to attend a Saturday Detention without any confirmed excuse may result in a 2 days out of school suspension. Students must wear school uniforms during Saturday Detention. If a student does not wear the school uniform they will be asked to leave and return the following scheduled Saturday Detention. Serious Bodily Injury Bodily injury that involves (a) a substantial risk of death; (b) protracted unconsciousness; (c) extreme physical pain; (d) protracted or obvious disfigurement; or (e) protracted loss or substantial impairment of a function of a bodily member, organ or mental faculty. Serious injury generally includes injuries requiring medical attention. Examples of serious injury include, but are not limited to, such harm as: assault which, if more forceful or differently targeted, would result in substantial risk of death loss or impairment of the functioning of a body member or organ being stabbed being shot being rendered unconscious loss of life Sexual Battery – Unlawful sexual contact with a victim accompanied by force or coercion, or without the victim’s consent or with a person who is mentally incapacitated or physically helpless, or by fraud Aggravated Sexual Battery unlawful sexual contact with a victim by: - force or coercion; or - with a weapon or any article used or fashioned in a manner to lead the victim to reasonably believe it to be a weapon; or - causes bodily injury to the victim; or - by more than one (1) person through use of force or coercion; or Page 95 of 243 Page 441 - by more than one (1) person who knows or has reason to know that the victim is mentally defective, mentally incapacitated or physically helpless; - or the victim is less than thirteen (13) years of age. Sexual Harassment (Student to Student) Unwelcome actions which cause a reasonable person to feel uncomfortable or unsafe resulting in a learning environment which is offensive, hostile and/or intimidating. Suspension Prohibiting a student from attending school for a specified period of time. Theft Intending to deprive an owner of his/her property by knowingly exercising control over the property without the owner’s consent. Threat A pattern of conduct or statements expressing intent to do harm or act violently against someone or something. Trespass and Loitering Students with an unauthorized absence from their home school and who are found present without permission at another school or on other MCS school property. Loitering is remaining in or around the school building without permission and staff supervision. Truancy/Unlawful Absence Being absent from school without permission. Unauthorized/Inappropriate Use of the Internet, Computers or Computer Software Any action that violates the Policy on Access to Telecommunications Networks (#4.406) or local, state and federal law. This includes using the Internet or e-mail for non-educational purposes, transmitting personally identifiable or personal contact information without authorization, using inappropriate language, and using the network to personally attack or harass another person. Unauthorized Parking Parking in an area or a space officially designated for another person or persons; parking in an illegal space, as designated by a school or government authority; or parking in an area not designated for students. Unauthorized Possession or Use of Prescription Drugs Possession or use of prescription drugs for which the student is not the named recipient of a bona fide prescription or for which school approval to carry or use the prescription has not been given. It also applies to any student who is selling or otherwise distributing his/her prescribed medication. [School policy states that students should be allowed to carry their own emergency medication (e.g., asthma inhalers and EpiPens®). However, this should be cleared with the school principal.] Use of Provocative Language Obscene language, profanity, and/or inflammatory statements. Vandalism The intentional destruction, damage or defacement of property without consent of the owner or the person having custody or control of the property. Weapon/Dangerous Weapon Any dangerous instrument or substance which is capable of inflicting any injury on any person. Zero Tolerance Specific acts committed by students that require mandatory expulsion for one year under state law (e.g., possession of a firearm). Page 96 of 243 Page 442 Attachment 3: Student Enrollment Policy ENROLLMENT POLICY Diverse recruitment efforts will be performed to give students equal opportunity to attend MSE-E. We will go into the community and advertise our school to everyone. This will be done by giving presentations at local churches, town hall meetings, public libraries, etc. Direct mailing of the school flyer is one of the most effective methods to recruit students. Advertisements in newspapers and word of mouth are some other ways to attract students. The following timetable will be followed, as amended by MSE-E administration, for student recruitment and admission process. Nov-Feb Feb-May Early May Late May May-July Recruitment activities Applications from prospective students Lottery and Winner’s registration Waiting List Registration Waiting List Registration continues until the capacity is filled. Memphis School of Excellence - Elementary will follow all federal and state laws and constitutional provisions prohibiting discriminations on the basis of race, sex, disability, creed, religion, color, nationality, ancestry, or need for special education services. To be eligible for admission, the student must provide 1) proof of residence in the city, and 2) proof of minimum age and completed application form. Application forms will require a student’s name; date of birth; grade level; address; names, addresses, and phone numbers of parents/guardians and child’s pediatrician; immunization record; names of siblings also applying; and a signature verifying that the information is correct and the parents/guardians are choosing education at MSE-E for their child. Application forms must be submitted to the school by the annual deadline determined by the governing board. A student may withdraw without penalty from MSE-E at any time and enroll in a local school district or in a school in the system in which the student resides, pursuant to the rules and regulations of that school system. However, MSE-E will actively recruit and admit students who have at risk characteristics and transfers students who attend the MCS’s failing schools throughout the year based on the availability of MSE-E. Page 97 of 243 Page 443 MSE-E will conduct an initial student application period of at least thirty (30) days. During the initial student application period, students meeting the requirements of T.C.A. 49-13-106(a) (1) (A)-(D) will be given priority. If MSE-E eligible applications exceed the planned capacity of the public charter school, all eligible applicants will have an equal chance of being admitted through a random selection process which will be done at an announced location/time in front of the prospective parents/students. Waiting lists will also be generated by a random selection process. If the number of students seeking to be enrolled who meet the requirements of T.C.A. 49-13-106(a) (1)(A)-(D) does not exceed the capacity of program, class, grade level or building, then after the initial student application period, the MSE-E will enroll students in such program, class, grade, or building who meet the requirements of T.C.A 49-13-106(a)(1)(E). Due to the Tennessee Public Charter School Act of 2002, Chapter 13, section 113, MSE-E will give preference to the siblings of a pupil who is already enrolled and to the children of a teacher, sponsor or member of the governing body of the MSE-E, not to exceed ten percent (10%) of total enrollment or twenty-five (25) students, whichever is less. Returning students (students who currently attended the school and intend to return the next school year) are given priority in admission, if they notify the school of their intent to return for the next school year by February 1st of the each school year. Page 98 of 243 Page 444 Attachment 4: Student Handbook/ Required Forms 45 Tel: (901) 367 7814 Fax: (901) 367 7816 School Address: 4450 Mendenhall Rd Memphis, TN 38141 MEMPHIS SCHOOL OF EXCELLENCE AGREEMENT I support this form of parent involvement. Therefore, I shall strive to do the following: 0 Provide a supportive, safe, and effective learning environment that allows for positive communication between the teacher, parent, and student. 0 Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction. 0 Provide ways parents will be responsible for supporting their child?s learning. 0 Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children to meet the state?s academic achievement standards. 0 Provide multiple/?exible opportunities for parent-teacher conferences to discuss the compact as it relates to the individual child?s achievement. 0 Ensure parents have access to staff. 0 Provide time to listen parent concerns. 0 Encourage teacher to regularly provide homework assignments that are an extension of classroom instructions. 0 Provide parent opportunities to volunteer, participate, and observe in their child?s class. 0 Encourage teachers and students to have high expectations academically, socially, emotionally, and physically. 0 Make expectations Widely known When students and parents enter the doors of Memphis School of Excellence. 0 Maintain open communication with parents (phone calls, conferences, parent meetings, parent Visitations. Involve parents as assistants in the school day-to-day business. 0 Provide parents with reasonable access to staff, to volunteer, participate, and observe in their child?s class. Name: Signature: Page 100 of 243 Page 446 Tel: (901) 367 7814 Fax: (901) 367 7816 School Address: 4450 Mendenhall Rd Memphis, TN 38141 MEMPHIS SCHOOL OF EXCELLENCE TEACHER AGREEMENT It is important that I work to the best of my ability. Therefore, I shall strive to do the following: 0 Provide meaningful homework assignments for students. 0 Provide necessary assistance to parents so that that they can help with the assignments and understand the importance of parent/teacher communication. 0 Provide frequent progress reports to the parents in a timely manner. 0 Use special activities in the classroom to make learning enjoyable. 0 Inform parents of homework and classroom policies and procedures. 0 Encourage parents to Visit and/or observe their child?s classroom regularly. - Hold parent/teacher conferences regularly. 0 Provide instruction that fosters high academic expectation and provide challenging and exciting class assignments. 0 Maintain ongoing communication with parents by providing information about student progress. 0 To show the importance of teacher/parent communication. 0 Use awards and incentives to motivate students. 0 Determine the student?s educational needs and adjust the instruction to accommodate those needs. 0 Discuss the school-parent compact in relationship to individual child?s achievement. umber N?le: S_ubiects: Signature: Page 101 of 243 Page 447 Tel: (901) 367 7814 Fax: (901) 367 7816 School Address: 4450 Mendenhall Rd Memphis, TN 38141 MEMPHIS SCHOOL OF EXCELLENCE STUDENT AGREEMENT It is important that I work to the best of my ability. Therefore, I shall strive to do the following: 0 Attend school regularly. 0 Arrive at school on time and attend all classes daily. 0 Wear uniforms every day. 0 Come to school each day with pens, pencils, paper, and other necessary tools for learning. 0 Perform at my highest level of learning each day. 0 Complete and return homework assignments. 0 Observe regular study hours. 0 Respect others. 0 Follow all rules that govern student conduct at Memphis School of Excellence. 0 Observe and follow classroom policies and procedures. 0 Take responsibility for my actions and grades and to cooperate with others that I may receive a quality education. Student Name: Grade: Signature: Page 102 of 243 Page 448 School Address: 4450 Mendenhall Rd Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE AGREEMENT Memphis School of Excellence has jointly developed and outlines how parents/school/staff/students will share the responsibility for improving student academic achievement by providing high quality curriculum and instruction in a supportive and effective learning environment and how the school and parents will build a partnership to hold children achieve. It?s important that I take a more responsible role for supporting my child?s learning. Therefore, I shall strive to do the following: (Any person who is interested in helping this student may sign in lieu of the parent) Parent Name: Parent Name: Monitor my child?s attendance and punctuality on a daily basis. Support the school in all of its efforts on behalf of my child, proper discipline, adherence to regulations, plans and programs for learning. Establish a time for homework and review it regularly for completion. Provide a quiet, well-lighted place for study. Encourage my child?s efforts and be available for questions. Check with my child for information sent home, read and sign it. Maintain an on-going and positive line of communication between parents and myself. Read with child and let my child my see me read. Make certain that my child wears the required uniform and wear it properly. Volunteer, participate, and observe in my child?s class. Develop a partnership with the school to help my child achieve the state?s high standards. Teach social skills to promote positive interactions with all. Provide necessary supplies for my child?s instruction. Communicate with the teachers frequently to discuss my child?s progress and behavior. Attend scheduled parent meetings, conferences, and workshops. Signature Signature Page 103 of 243 Page 449 School Address: 4450 Mendenhall Road Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE UNIFORM POLICY Memphis School of Excellence has a uniform policy to help create a safe and orderly environment, instill discipline, and eliminate the competition and distractions caused by varied dress styles. You are expected to arrive in dress code every day. You are expected to cooperate with these dress codes, display modesty and neatness, and take pride in maintaining a tidy and clean uniform. We rely on your good judgment and your parent?s and/ or guardian?s support in helping maintain this dress code. Students must purchase uniform shirts through Memphis School of Excellence. The student will purchase all other items from a retailer of their choice. PLEASE If you arrive at school in violation of the uniform code, your parents will be called, you will be kept out of class until you are dressed appropriately, and all class time you miss will count as an unexcused absence. All Students: 0 Students cannot wear anything over or covering the uniform. If jackets are worn, within school, must not have hood and must be unzipped where uniform is visible. 0 Solid navy blue, red, or white undershirts may be worn underneath the MSE uniform shirt. No part of the short-sleeve t-shirt may show from underneath the arms. No part of the long or short-sleeve t- shirt may show from underneath the hemline. The MSE shirt must be buttoned a minimum of one time at the top. 0 The MSE shirt must be tucked in at all time. Pants, Shorts and Capris: 0 Pants: Docker or Dickie style pants (Solid colors of navy, khaki, or black) 0 Pants/shorts/capris of dress casual material. N0 stretch pants. No iean_s. No designs or patterns on the fabric. 0 Belt: Plain brown or black colored and leather looking with a plain buckle. The belt should ?t properly. 0 Waist band should ?t at the waist. NO PERMITTED. 0 Shorts must be knee cap length. 0 NO SKIRT Additional Dress Code Requirements and Limitations: 0 In addition to ensuring that you are wearing the school uniform, Memphis School of Excellence requires that students follow these additional guidelines. Pants and Shorts: 1/3 Page 104 of 243 Page 450 Pants and shorts must ?t properly. Pants and shorts must not be tight ?tting. There must be ample room between the fabric of the pant and the skin. Pants and shorts may not be baggy or saggy (One?s underwear should not show above the top of the pants or shorts). Pants and shorts MUST not be torn, tattered or ripped. Belts must ?t properly and not hang down when buckled. Pants and short legs should not be rolled. Footwear/Leg Wear - Ladies and Gentlemen Shoes must have solid soles. Shoes should be closed toed/closed heeled. No sandals, clogs, high heels, platform shoes, boots, ?ip ?ops, Birkenstocks, tall wedge, house slippers, etc. Personal Appearance: Boys may not wear jewelry/accessories such as rings, bracelets, and necklaces. Religious necklaces are permitted. Jewelry and accessories for girls should be appropriate for school and not attract undue attention. One pair of matching earrings (not larger than quarter size) and one small bracelet is permitted for girls only! No hoops and no dangling earrings permitted. A plain watch is permitted. Facial and body piercing are not allowed. Students will be required to remove jewelry, bandages, etc. while in school if they do get body/face piercing. A doctor?s excuse will not override any rules related to body/face piercing. Tattoos, even temporary, are not allowed. Cosmetic make?up for girls should be light and natural looking. Extreme are not permitted spiked hair, tail, mo-hawk cuts, extreme colors or bleaches, shaved or cut-in designs, etc.). It is up to the administration to determine if hair styles are acceptable. Boys and girls hair should be kept neat, clean, and out of the face at all times. No facial hair is allowed. No designs in the eyebrows are allowed. No hair picks are allowed. Students should be neat and clean each day. Clothing should be neat, clean and free of stains, holes, lost buttons, tears, etc. If clothing needs to be mended, it is expected that the student will take care of it. Sunglasses are not permitted. PE uniforms are permitted only in PE class. (Students may arrive in PE uniform ONLY if 1st period is PE class.) Hats, caps, and other headgear may not be worn in the building or anywhere on the school campus. 2/3 Page 105 of 243 Page 451 Outerwear, such as jackets, hoods, Windbreakers, etc. are not allowed to be worn in the building or in class. Shoes should be clean, tidy, and free of markings. Shoe laces must be kept tied, and shoes must be kept on. No shoe polish allowed in school. Students are not allowed to write/draw/mark on themselves or anyone else?s skin or clothing. If another student marks on you, please notify the assistant principal immediately. Students must stay in uniform while on school premises, except during P.E. Free Dress Day: The same policies regarding overall good grooming apply to free dress days. Clothing must be neat and tidy no tears, no rips, no ragged edges, etc. Clothing must ?t properly not too tight or baggy. No mid-drift area skin may show if arms are raised or when bending. Tops must cover torso and waist. Necklines no lower than the collarbone. Undergarments may not show. Shoulders must be covered no tank tops, no sleeveless, no spaghetti straps, sleeves are not to be rolled). Pant/ short rules still apply, but may be of other materials. No spandex or tight ?tting clothing. Shorts must still be to the knees. Footwear remains the same except for socks and tights. No o?ensive/ inappropriate clothing allowed. If you?re in doubt about your clothing, ask the assistant principal before wearing it to school. No skirts or skorts. School uniforms can ONLY be nurchilsed MSE. MSE SCHOOL UNIFORM PRICE LIST: School shirt - $15 Should you have any questions regarding this matter, please call 901-367?78 14. The administration will make the final call on any uniform code Violation issues. Parents are expected to support the administration and school policies by ensuring that their student(s) complies with the uniform code. DRESS CODE EXPE CT A I ONS 0 NO SAGGING PANTS SHIRTS TUCKED AT ALL TIMES IF EXPECTATIONS ARE NOT MEET SATURDAY DETENTION OR SUSPENSION 3/3 Page 106 of 243 Page 452 School Address: 4450 Mendenhall Rd Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE Registration Information Registration Days Times: JulyXX, am - 4:00pm JulyXX, am - 5:00pm Items Needed for Registration: 1. Proof of Residence: At registration everyone needs to provide 2 of the following 7 items showing the parent/guardian?s name and address to prove residency: TN Driver?s License or State Issued ID ?Real Estate Tax Receipt a Current Memphis Light Gas Water bill ?Municipal Water Bill a Lease Rental Agreement ?Mortgage Statement or Deed - Public Assistance/ government bene?ts Shared Residency Veri?cation: Parents/ guardians who live with another person must provide a notarized Shared Residency Af?davit, along with two (2) proofs of residence during registration to the school. The homeowner must also be present and provide two (2) proofs of residence. 2. Immunization Records IMMUNIZATION REQUIREMENTS: K-12 students must have a TN School Immunization Certi?cate on ?le showing: Two (2) doses of MMR, Two (2) doses of Varicella or proof of Chickenpox, Four (4) doses of Polio and Four (4) doses of (all students); Two (2) doses of Hepatitis A (Grade Tdap (Grade Three (3) doses of Hepatitis (Grade 7). All students who are new to MSE or entering to the 7th grade need an updated certi?cate of immunization. Only TN Certi?cate of Immunization will be accepted. Please see the sample TN Certi?cate of Immunization. 3. Social Security Number: Bring student?s Social Security Card. (Recommended) 4. Birth Certi?cate 5. Report Card and/or Transcript (Transcript is required for all students who earned high school credit) Page 107 of 243 Page 453 Household Information Survey (Please provide only survey per household) ADDRESS Parent Nam e: Street: City: State: Zip: STU DENT ATTENDING SCH 00 Do not fill out this section. For School Use Only: Student ID: Student ID: El Student ID: El Student ID: El Student ID: El l] Student ID: El Please check boxes below: 1) Column 1 that Indicates the number of people in your household; and 2) Column 2 that represents your annual income. 3) Both check marks must be in the same row. Household Size Annual Gross lncom e: CI 1 El Between $0 - $21,590 OR El Above $21,590 2 Between $0 - $29,101 OR Above $29,101 Cl 3 El Between $0 - $36, 612 OR Above $36,612 4 El Between $0 - $44,123 OR El Above $44,123 CI 5 El Between $0 - $51,634 OR El Above $51,634 6 El Between $0 -$59,145 OR Cl Above $59,145 El 7 El Between $0 - $66,656 OR Above $66,656 8 El Between $0 - $74,167 OR El Above $74,167 SIGNATURE An adult household member must sign the application. icemfy (promise) that information on this appiication is true and that aii' income is reported. i understand that the schooiwii'i receive federaiand statefunding based on the information provided. iunderstand that schooio?'ciais may veri?/ (check) the information. Sign here: Date: Page 108 of 243 Page 454 PLEASE PRINT Student Name 20144015 Gender: or Date of Birth: Yr Race: Department of Coordinated School Health School: Con?dential Student Health Information Teacher Grade: General Info math 11: Ihe request for identi?able healthinfomationwill enable us to provide safe and appropriate health care ifqu childbecomes ill or injured at school or on the bus. Ihe information that you provide willbe maintained con?dentially and is limited to individuals thatworkwith your child withinthe scl'ool setting with a legitimate need to kmw. Ifyui have anyquestioms orwould like to discuss speci?c health issues with Health Services staff, please call yourschool directly during school ham or call the Department of Coordinated School Health at (9011 4732693. RELEASE OF HEALTHINEURMATIUN: INITIAL) Parent Menniuion to release health information to appropriate school system staff for medical alert noti?cationand health care management Parent prohibits disclosure of sens itive health information to so lnol staff unless medically rec essarywithmt speci?c request and school rmrse involvement PAREN TIGUARDIAN INFORMA (PLEASE PRINT) LastName FirstName Relationship Phone EMERGENCY CONTACTS (PLEASE PRINT) LastName FitstName Relationship Phone PHYSICIAN CONTACTS (PLEASE PRINT) Physician Name or Of?ce ClinicfPractice Name Addie 55 Phone PLEASE REVIEWTHE FOLLOWINGLIST AND CHECK ANY AND ALL THAT APPLY. (liter, inhaling ware PLEASE COMPLETE REVERSE um mud'nfm?m?mupmalh u:th ?In! a ?It. af?o'm. an. m? un??nblk. mu} 580? Page 109 of 243 Page 455 PAGE 2 of 2 ALLERGY INFORMATION: IS YOUR CHILD ALLERGIC TO ANY OF THE Medication (name) Environmental 4 (Trees Does your child require an epinephrine Name of medications your child takes in Grass)? for an allergic reaction? addition to the Epinephrine to treat an allergic reaction: or Food (Tree nuts 7 Peanuts Dyes (Red 7 Yellow) Fish Milk If Yes, what type and dose level: Insects (Bees 7 Wasps) Other Latex MEDICATION INFORMATION: DOES YOUR CHILD ROUTINELY TAKE MEDICINE AT HOME OR OR IF YES, PLEASE PROVIDE INFORMATION BELOW: DIAGNOSIS FOR NAME OF MEDICATION FORM (PILL, LIQUID, DOSAGE SPECIFIC TIME GIVEN GIVEN WHICH MEDICINE Is INHALER) (S) TO BE AT AT GIVEN GIVEN HOME SCHOOL GUARDLAN ACKNOWLEDGEMENT: I understand that my child may be allowed to take his/her medication according to SCS Health Care Management Policy #6043. I also understand that I must personally bring all medications that are deemed medically necessary for administration during the school day to the school and complete a Parent Authorization Form for Administration of Medication. This document will be placed on file in the school office. I understand that although a reasonable attempt will be made to remind the student about medications, it is expected that the student will be responsible for obtaining his/her medication if required for self-administration during the school day. I agree to indemnify and hold harmless SCS and its employees from claims relating to the possession or self-administration of asthma Inhalers, and understand that SCS, its employees and agents shall incur no liability as a result of injury to a student or any other person as a result of possession or self-administration of asthma inhalers. I also authorize the school nurse and district health services staff to consult with the prescribing physician to clarify medication orders, or, in the interest of the student?s health, to discuss his/her response to the prescribed medication. All health information will be kept confidential. Date Parent/ Guardian Signature I elephone FOR SCHOOL STAFF ONLY Note: The School Nurse will review this form to determine the level of disclosure and appropriate action: Medical Alert IHP to be developed Other School Nurse review date and signature: ?re/by 6., and without regard to race, color, religion, sex, need, age, disab??ymational origin,or genetic in?wmal?iun. 6/2013 Page 110 of 243 Page 456 SHELBY COUNTY SCHOOLS STUDENT RESIDENCY AFFIDAVIT This document is intended to address the McKinney-Vento Homeless Assistance Act. Your answers will help determine documents necessary to enroll your student. Student: Last am Sex: Birth Date:_ Grade: First Name Day Month Year Do you and your student live in a ?xed, regular adequate nighttime residency? (If ?Yes? stop here. You must provide proof of homeownership or rental documents along with two current utility bills in your name as proof of residency.) declare that my family meets one of the following conditions for the McKinney-Vento Homeless Assistance Act: (Please check all that apply). 1. Lack a ?xed, regular nighttime residence temporarily live with another family in a house, mobile home, or apartment because I cannot afford housing (Shared Resident Affidavit required): Live in a Motel/Hotel (Hotel/Motel Receipt required.) El Live in an emergency shelter, transitional shelter, or domestic violence shelter. El Live in a car, trailer, park, or campground. El Other location: 2. The student lives with: El One Parent El Two Parents El Legal Guardian (Proof oquardianship required) El Unaccompanied Youth 3. I am: CI The parent/legal guardian of the above-named student El Other: The district will actively investigate all cases where it has reason to believe false information has been provided on an af?davit; including the use of private investigators/SOS Security to verify residency status (veri?cation may include home visits). The district may refer cases in which false information has been provided to counsel for Shelby County Schools for further actions and/or ?le civil action to recover damages incurred as a result of providing false information. Investigations that reveal students have enrolled on the basis of providing false information will lead to immediate withdrawal from the district. I declare under penalty ofperjury under the laws of this state that the information provided here is true and correct and of my own personal knowledge. Signature: Printed Name: Date: Address/Current Location: Street City Zip Mailing Address: Street City Zip Telephone: Cell Phone: Other Phone: For Of?ce Use Only: School Assigned: Information Veri?ed by: Date: Shelby County Schools offers educational and employment opportunities without regard to race, color, creed, national origin, religion, age, gender, or disability. Page 111 of 243 Page 457 Exceptional Children and Health Services Breakthrough Leadership. Breakthrough Results. Immunization Re uirement Summar Tennessee De artment of Health Rule 1200-14-1-.29 (New Requirements Underlined, Effective Dates Italicized in Parentheses) Children enrolling in child care facilities, pre-school, pre-Kindergarten: Diphtheria-Tetanus-Pertussis or DT if appropriate) 0 Poliomyelitis (IPV or OPV) Measles, Mumps, Rubella (1 dose of each, usually given together as MMR) Varicella (1 dose or history of disease) - Haemophilus in?uenzae type (Hib): age younger than 5 years only (this requirement is resumed immediately, following suspension during a national Hib vaccine shortage 2008-2009) 0 Hepatitis (HBV) (July 1, 2010) Pneumococcal conjugate vaccine (PCV): age younger than 5 years only (July 1, 2010) Hepatitis A: 1 dose, required by 18 months of age or older (July 1, 2010) Children enrolling in Kindergarten: Diphtheria?Tetanus?Pertussis or DT if appropriate) - Hepatitis (HBV) - Measles, Mumps, Rubella (2 doses of each, usually given together as MMR) Poliomyelitis (IPV or OPV): final dose on or after the 4 birthday now required 0 Varicella (2 doses or history of disease): previously only one dose was required (July 1, 2010) Hepatitis A: total of 2 doses, spaced at least 6 months apart (July 1, 2011) th All children entering 7 grade (including currently enrolled students): lh Tetanus-diphtheria-pertussis booster not required if a Td booster dose given less than 5 years before 7 grade entry is recorded on the DTanf line (no later than October 1, 2010) - Verification of immunity to varicella: 2 doses or history of disease (July 1, 2010) th Children who are new enrollees in a TN school in grades otherthan Kindergarten or 7 Diphtheria-Tetanus-Pertussis or DT if appropriate) 0 Measles, Mumps, Rubella (2 doses of each, usually gitvhen together as MMR) - Poliomyelitis (IPV or OPV): final dose on or after the 4 birthday now required - Varicella (2 doses or history of disease): previously onhly one dose was required 0 Hepatitis (HBV): previously only for Kindergarten, 7 grade entry Children with medical or religious exemption to requirements: Medical: Physician or health department authorized to indicate specific vaccines medically exempted (because of risk of harm) on the new form. Other vaccines remain required. - Religious: Requires a signed statement by the parent/guardian that vaccination conflicts with their religious tenets or practices. If documentation of a health examination is required by the school, it must be noted by the healthcare provider on the immunization certificate. In that case, the provider should check the box that the parent has sought a religious exemption. Minimum ages or close intervals: Tennessee follows published CDC guidelines. For vaccines with critical minimum age requirements MMR, varicella) or minimum dose intervals, doses are considered valid if given up to 4 days before the minimum age or dose interval. Doses administered more than 4 days early are considered invalid and should be repeated as recommended. Alternative proof of im munity for certain diseases: A positive serology (year of test documented) is acceptable as an alternative to immunization for measles, mumps, rubella, hepatitis A, hepatitis or varicella. For varicella, documentation of provider diagnosed varicella (year) or provider-verified history of disease given by a parent or guardian (year) also is acceptable. By documenting a history of disease, the provider is asserting that he or she is convinced that the child has had chickenpox 2930 Airways Blvd. - Memphis, TN 38112 - (901) 416-5600 - Fax 416-7634 - vwvw.mcsk12.net Page 112 of 243 Page 458 Use required on or after July 1, 2010. Tennessee Department of Health CERTIFICATE OF IMMUNIZATION Child's Name (Last name. ?rst name. middle) Binhdate Parent/Guardian Name (Last name. first name, middle) Phone (please include area code Address City State Zip Code v} Section 1a. Religious Exemption Check here if religious exemption to immunization selected by parent/guardian 1b. Health Examination Documentation (If required) This child has been examined: Certified by (Signature/Stamp) 1c. Check if needed Dental Screening Vision Screening Unless specmcally exempted by law. Tennessee law requues a certificate on file for each child in attendance in any school or child care faculty in Tennessee. Detailed instructions torthis form and explanation of requurements are in "Instructions for Completion of Immunization Certificates" and the Immunization Schedule" at the Tennessee Department of Health website (htt :llhealth. te.tn.u I 0 re uired,htm and on the Tennessee Web Immunization System. VACCINE DATE DATE MM YY Hib Child Care Only yearsn DATE MM 00/ YY DATE for School or Child Care Attendance (Dates Pneumococcal (PCV) Child Care Only i-:5 yearsi DTP, DT, Td Poliomyelitis Hepatitis [ZIll?l'k ht?rt' II 1 Z-dusc schedule used DATE MM YY DATE MM 00/ Total Doses Diagnosed iYYl Required) l l I Hepatitis A Child Care Il\'t? 7/21) ll) liltt-(tiw Measles Mumps Ill Rubella Varicella Tdap Booster 7' GradeEnt om Rotavirus In?uenza Meningococcal HPV A) Temporary Certi?cate - Expires C) Complete for Child Care Pre-School* D) Complete Grade' ulfiils requuements. Kindergarten through 6 9/3th E) Complete Grade or Higher Fulfil/s requuements 7 grade Ornignei PH-4103 (Rev, 5/11) Section 3. Provider Assessment (/select one', not valid if blank) El El Expiration date one month alter date next catch-up immunization is due. B) Up to Date for Child Care Entry and <18 Months of Age Only if requirements incomplete, but up to date for age. Expires at 19 months of age Fulfil/s ail requuements forchild care/preschool or pie?K uncle/'5 years of age age 4 years and fulfills requirements for PreSchool and Kindergarten, check BOTH Boxes and D. Section 4. (Required) Printed or Stamped Name, Address. Phone of Quali?ed Healthcare Provider (MD, DO, PA, Advanced Practice Nurse or Health Department): Certi?ed by (Signature/Stamp) Date of Issue Page 113 of 243 MEDIA RELEASE FORM School Date Dear Parent or Guardian: Throughout the school year, the media may visit your school to cover special events. Shelby County Schools may also wish to use your child?s photograph, likeness, voice or student work for promotional and educational reasons, such as in publications, posters, brochures and newsletters; on the district website, radio station or Cable TV channel; or at community fairs or other special district events. Before your child?s photograph, likeness, voice or student work can be used by the media or by the school district, you must give your permission. Please sign and return this form to your child?s school, indicating your preference. Thank you for your cooperation. I give my permission for my child to be by the media during school events and for the district to use my child?s photograph/work/voice for promotional and educational purposes. Parent/Guardian signature Date 0 I do not give my permission for my child to be by the media during school events and for the district to use my child?s photograph/work/voice for promotional and educational purposes. Parent/Guardian signature Date Student?s Name (please print) If you have any questions about this form, please call your school or the Shelby County Schools Office of Communications and Broadcast Services at 416-5628. Page 114 of 243 Page 460 2016-2017 Memphis School of Excellence STUDENT-PARENT HANDBOOK 4450 S. Mendenhall Rd. St 1 Memphis, TN 38141 Phone: 901.367.7814 Please read the Student-Parent Handbook and discuss the policies and procedures with your child to ensure that each of you understands what is expected. Sign this form to verify that you and your child have received the handbook and have your child return it to school. Student: I, will read the Student- Parent Handbook to review my responsibilities as outlined in Student-Parent Handbook. Student's Signature Date Parent/Guardian: will read the Student- Parent Handbook, discuss the policies and procedures with my child and understand my responsibilities as outlined in the Student-Parent Handbook. Signature Date Memphis School of Excellence offers educational and employment opportunities without regard to race. color. religion. sex. creed. age. disability, national origin, or genetic information. Page 115 of 243 Page 461 School Address: 4450 Mendenhall Rd Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE Zeroes Are not Permitted (ZAP) Main Objectives: Improve academic performance by students Increase sense of responsibility for academic success Develop a better study habit and higher quality work Increase communication between school and home How this will be done: Provide students a "second chance? to turn in their work Providing a supervised study time during Saturday Detention Not allowing the students to "do nothing? Placing a higher expectation on student success How the program works: Step One: Student fails to turn in 3 or more assignments or projects on time. On time means the assignment is submitted on the day and period it is due. The teacher will notify the student that he or she must complete the assignment during ZAP time, Saturday between 8:00 and 11:00 am. Zapped students will be announced Mondays. Step Two: The Academic Coordinator will send ZAP reminders to students Monday. If students properly completes their work before Friday the they won?t need to serve Saturday ZAP detention. This paper needs to be signed and dropped to room 107(Mr. Demir?s room). Step Three: The assignment will be collected by the ZAP monitor and returned to the appropriate teacher by following Monday. Step Four: The teacher will review the assignment for completeness and quality of work. Teachers will determine the amount of Zapped credit. Student may get full credit or less credit. Rationale: We believe all students can learn if pushed and encouraged to do so. The ZAP program is just one more strategy to help a child experience more success in school. Preparing a student for high school and for life requires us to ensure each child knows the curriculum, and if a student is not completing assignments a teacher cannot possibly provide an accurate measure of that student?s knowledge. Student Responsibilities: Turn in your assignments on time, every time. If an assignment is not turned in on time, you are ZAPPED. Mark your planner for that assignment as ZAP. You will miss the next school day?s free dress day or activity. You will go to the ZAP room to work on that assignment. If you turn this assignment in before your ZAP time, you still go to ZAP, but you take other homework or a library book. Work on that assignment during ZAP and turn it in by end of the Zap period or you will be ZAPPED again. Any time a teacher feels effort was not applied on an assignment you can be ZAPPED. The teacher will let you know. Page 116 of 243 Page 462 Noti?cation of Penalties Form Shelby County Schools Dorsey E. Hopson, ll Esq. Superintendent Parent/ Court Appointed Guardian Caregiver: District Policy requires valid proof of residence for all students. Please read the following information carefully before signing and completing the affidavit. Sincerely, Z. .I my E. Hopson, II Esq. Superintendent Initials are required after each statement by each party. Shelby County Schools will actively investigate all cases where it has reason to believe false information has been provided on an af?davit; including the use of private investigators/8C8 Security to verify residency status (veri?cation may include home visits). (Initial) The District may refer cases in which false information has been provided to counsel for Shelby County Schools for further action and/or ?le civil action to recover damages incurred as a result of providing false information. (Initial) Investigations that reveal students have enrolled on the basis of providing false information will lead to immediate withdrawal from the District. (Initial) Signature of Parenthuardian Date Signature of Primary Resident/Owner Date Shelby County Schools offers educational and employment opportunities without regard to race. color, national origin, religion. age. gender. or disability. Page 117 of 243 Page 463 ENGLISH Migrant Education Program Occupational Survey STATE OF TENNESSEE DEPARTMENT OF EDUCATION BILL HASLAM FLOOR, ANDREW JOHNSON TOWER KEVIN HUFFMAN GOVERNOR 710 JAMES ROBERTSON PARKWAY COMMISSIONER NASHVILLE, TN 37243-0375 Student Information: Last Name First Name Gender Race District School: Grade Year Migrant students may be eligible for additional services and assistance. Please answer the following questions and return the survey to the school so that we can determine if your child qualifies for migrant services. 1. Did you or someone in your family come to Tennessee looking for temporary or seasonal work in agriculture, ?shing, dairy, or in any plant processing foods (examples: working with tobacco, tomatoes, cotton, strawberries, nurseries, trees, pork, chickens, vegetables, etc)? YES NO If yes, please mark which member of the family does or did this kind ofwork: Mother Father Children Other 2. Do you or someone in your family currently work in agriculture ?shing, dairy, or in any plant processing foods (examples: working with tobacco tomatoes, cotton, strawberries, nurseries, trees, pork, chicken, vegetables, etc). YES NO If yes, please mark which member of the family does this kind of work: Mother Father Children Other 3. If your current job is not temporary work in agriculture or ?shing, did you or someone in your family work in a temporary or seasonal agriculture of ?shing in the last 3 years? YES NO If yes, where? City State Country If you answered ?yes? to any of the questions above, please answer questions 4, 5 and 6. 4. How long have you been in this county? months years 5. What is your current address? 6. What is your current telephone number? NOTE TO THE LEA I?lEis?E RETI RV ONLY SI HS 7711 OR MORE T0 4660 H1115 CREEK R041). MCMIXXI 711E IN 3 71 10 (21111, 931-668-4139 IF my [1.4 1 0L'Es'1?10x23'. TN form Page 118 of 243 Page 464 SPANISH STATE OF TENNESSEE DEPARTMENT OF EDUCATION BILL HASLAM FLOOR, ANDREW JOHNSON TOWER KEVIN HUFFMAN GOVERNOR 71o JAMES ROBERTSON PARKWAY COMMISSIONER NASHVILLE. TN 37243-0375 Programa de Educaci?n para Estudiantes Migrantes Encuesta Ocupacional Nombre del Estudiante: Nombre Apellido Sexo Raza Distrito: Escuela Grado El Programa de Educacic?m para estudiantes migrantes a trav?s del Departamento de Educacic?m Publica del Estado provee servicios de apoyo a los ni?os familias que se han mudado Tennessee en los ultimos 3 a?os. Para calificar en el programa las familias deben de haberse mudado de un lugar a otro en busca de trabajo temporal en agricultura pesca. El Programa registra a ni?os jOvenes entre las edades de 3 a 21 a?os (asistan no a la escuela). Agradecemos que nos ayuden a determinar si su mm pariente califica para recibir servicios en este programa. Por favor, conteste las siguientes preguntar entre'guelas a la escuela. l. (,Vino usted alguien en su familia a buscar trabajo temporal en agricultura 0 en el campo (ejemplo: tabaco, papas, algod?n, fresas, viveros, trabajo con arboles, etc.), 0 de pesca (empacadora de pescados mariscos) alguna planta procesadora de alimentos (cerdos, pollos, vegetales, etc.)? SI N0 Si su contestaci?n es si por favor indique que miem bro de su familia hizo esta clase de trabajo. Madre Padre Hijos Otros 2. Ud. 0 alguien de su familia trabaja ahora en agricultu ra (ejemplos tabaco, papas, algod?n, fresas, viveros, trabajo con arboles, etc. 0 en una procesadora de pescado, lecheria, procesando comida (puerco, pollo, vegetales, etc.) SI NO Si su contestaci?n es si por favor indique que miembro de su familia trabaja en esta clase de trabajo. Madre Padre Hijos Otros 3. Si su trabajo actual no se relaciona a la agricultu ra pesca, (,Usted algun miem bro de su familia ha trabajado en dichas actividades en los ultimos 3 a?os? SI NO LD?nde? Ciudad Estado Pais Si usted contesto "si" a alguna de las preguntas anteriores, favor de contestar las preguntas 4, 5 6. 4. LHace cuanto tiempo se mud? a este condado? Mes A?o 5. LCual es su direcci?n actual? iudad Odigo Postal Tele?fono 6. LCual es su numero del tel?fono actual? NOTE TO THE LEA: P1151515 R1571 710' 111111 OR 1010; "ms '1'0 1.1 4660 H1115 CREEK Ram. TN 3 7/ [0 1111, 931-6684] 39 11* 1'01. 11.1 I TN Form ED-5438-S Page 119 of 243 Page 465 School Address: 4450 Mendenhall Road Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE Parent Noti?cation regarding ?Teacher Quali?cations and Personal Information Release? 07-29-2014 Dear Parent/Guardian: Memphis School of Excellence would like to inform you that you may request information about the quali?cations of teachers and paraprofessionals who instruct your children. And you have the right to request that your child?s name, address and telephone number not to be released to a military recruiter without prior written consent. Sincerely, Muhammet Turkay Director Memphis School of Excellence Page 120 of 243 Page 466 School Address: 4450 Mendenhall Rd Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE Parent Guide to Cyber bullying and Cyber threats Young people have fully embraced the Internet as both an environment and a tool for socializing. Via the Internet and other technologies, they send e-mail, create their own Web sites, post intimate personal news in blogs (online interactive journals), send text messages and images via cell phone, contact each other through IMs (instant messages, Facebook, myspace, twitter, google+), chat in chat rooms, post to discussion boards, and seek out new friends in teen sites. Unfortunately, there are increasing reports of teenagers (and sometimes younger children) using these technologies to post damaging text or images to bully their peers or engage in other aggressive behavior. There are also increasing reports of teens posting material that raises concerns that they are considering an act of violence toward others or themselves. This guide provides parents with insight into these concerns and guidelines to prevent your child from being victimized by or engaging in online harmful behavior. It also provides guidance on things you can do in either case. CYBER BULLYING Cyber bullying: is being cruel to others by sending or posting harmful material or engaging in other forms of social aggression using the Internet or other digital technologies. Cyber bullying can take different forms: Flaming: Online ?ghts using electronic messages with angry and vulgar language. Joe and Alec?s online exchange got angrier and angrier. Insults were flying. Joe warned Alec to watch his back in school the next day. Harassment: Repeatedly sending nasty, mean, and insulting messages. Sara reported to the principal that Kayla was bullying another student. When Sara got home, she had 35 angry messages in her e-mail box. The anonymous cruel messages kept coming?some from strangers. Denigration: ?Dissing? someone online. Sending or posting gossip or rumors about a person to damage his or her reputation or friendships. Some boys created a ?We Hate Joe? Web site where they posted jokes, cartoons, gossip, and rumors, all dissing Joe. Impersonation: Pretending to be someone else and sending or posting material to get that person in trouble or danger or to damage that person?s reputation or friendships. Laura watched closely as Emma logged on to her account and discovered her password. Later, Laura logged on to Emma?s account and sent a hurtful message to Emma?s boyfriend, Adam. Outing: Sharing someone?s secrets or embarrassing information or images online. Greg, an obese high school student, was changing in the locker room after class. Matt took a picture of him with his cell phone camera. Within seconds, the picture was ?ying around the phones at school. Trickery, talking someone into revealing secrets or embarrassing information, then sharing it online. Katie sent a message to Jessica pretending to be her friend and asking lots of questions. Jessica responded, sharing really personal information. Katie forwarded the message to lots of other people with her own comment, ?Jessica is a loser.? Page 121 of 243 Page 467 Exclusion: Intentionally and cruelly excluding someone from an online group. Millie tries hard to ?t in with a group of girls at school. She recently got on the ?outs? with a leader in this group. Now Millie has been blocked from the friendship links of all of the girls. Cyber Stalking: Repeated, intense harassment and denigration that includes threats or creates signi?cant fear. When Annie broke up with Sam, he sent her many angry, threatening, pleading messages. He spread nasty rumors about her to her friends and posted a sexually suggestive picture she had given him in a sex- oriented discussion group, along with her e-mail address and cell phone number. CYBERT HREATS Cyber threats are either threats or ?distressing material??general statements that make it sound like the writer is emotionally upset and may be considering harming someone else, harming himself or herself, or committing suicide. Sometimes when teens post what appears to be a threat, they are just joking. Other times, the threat could be very real. There are two very important things that your child must understand about online threats: Don?t make threats online. If you post a threat online, adults may not be able to tell whether the threat is real. There are criminal laws against making threats. If you make a cyber threat, even if you are just joking, you could be suspended, expelled, or even arrested. - Report threats or distressing material. If you see a threat or distressing material posted online, it could be very real. It is extremely imponant to report this to an adult. If the threat is real, someone could be seriously injured. HOW. WHO. AND WHY Cyber bullying or cyber threat material?text or images?may be posted on personal Web sites or blogs or transmitted via e-mail, discussion groups, message boards, chat, IM, or cell phones. A cyber bully may be a person whom the target knows or an online stranger. Or the cyber bully may be anonymous, so it is not possible to tell. A cyber bully may solicit involvement of other people who do not know the target? cyber bullying by proxy. Cyber bullying and cyber threats may be related to in-school bullying. Sometimes, the student who is victimized at school is also being bullied online. But other times, the person who is victimized at school becomes a cyber bully and retaliates online. Still other times, the student who is victimized will share his or her anger or depression online as distressing material. Cyber bullying may be based on hate or bias? bullying others because of race, religion, physical appearance (including obesity), or sexual orientation. IMPACT OF CYBERBULLYING It is widely known that face-to-face bullying can result in long-term harm to targets. This harm includes low self-esteem, depression, anger, school failure and avoidance, and, in some cases, school violence or suicide. It is possible that the harm caused by cyber bullying may be greater than harm caused by traditional bullying because . . . 0 Online communications can be extremely vicious. - There is no escape for those who are being cyber bullied?Victimization is ongoing, 24/7. Cyber bullying material can be distributed worldwide and is often irretrievable. 0 Cyber bullies can be anonymous and can solicit the involvement of unknown ?friends.? 0 Teens may be reluctant to tell adults what is happening online or through their cell phones because they are emotionally traumatized, think it is their fault, fear greater retribution, or fear online activities or cell phone use will be restricted. Page 122 of 243 Page 468 BULLY. TARGET. AND BYSTANDER If your child has been actively socializing online, it is probable that he or she has been involved in cyber bullying in one or more of the following roles: Bullies: ?Put-downers? who harass and demean others, especially those they think are different or inferior, or ?get-backers,? who have been bullied by others and are using the Internet to retaliate or vent their anger. Targets: The targets of the cyber bully, who in some cases may be the bullies at school and in other cases, the targets. Harmful Bystanders: Those who encourage and support the bully or watch the bullying from the sidelines, but do nothing to intervene or help the target. Helpful Bystanders: Those who seek to stop the bullying, protest against it, provide support to the target, or tell an adult. We need more of this kind of bystander! RELATED ONLINE RISKY BEHAVIOR There are other concerns about youth online behavior that parents should be aware of. Teens who do not have strong real-world connections appear to be the ones most attracted to these risky behaviors. Disclosing Personal Information: Young people are disclosing personal contact information and massive amounts of sensitive personal information in public online sites or through personal communications. Teens seem to be unaware of the public and permanent nature of these disclosures and the ability of others to send the material they place in electronic form to anyone, anywhere. Internet Addiction: Internet addiction is de?ned as an excessive amount of time spent using the Internet, resulting in lack of healthy engagement in other areas of life. The Internet offers a time-warped, 24/7 place where children and teens can get away from their real-world concerns. Suicide and Self-harm Communities: Depressed young people are interacting with sites and groups that provide information on suicide and self-harm methods and encouragement for such activities. Hate Group Recruitment and Gangs: Sites and groups that foster hatred against ?others? are actively recruiting angry, disconnected youth. Some youth informally use the Internet to coordinate troublesome and dangerous activities. Risky Sexual Behavior: Young people are using Internet communities and matching services to make connections with others for sexual activities, ranging from online discussions about sex to ?hook-ups.? They may post or provide sexually suggestive or explicit pictures or videos. Violent Gaming: Violent gaming frequently involves sexual or other bias-based aggression. Young people often engage in online simulation games, which reinforce the perception that all interactions online, including violent ones, are ?just a gamethat when people use the Internet or other technologies, they sometimes do things that they would never do in the real world? Here are some of the reasons: You Can ?t See Me: When people use the Internet, they perceive that they are invisible. The perception can be enhanced by creating anonymous accounts. People are not really invisible?online activities can be traced. But if you think you are invisible, this removes concerns about detection, disapproval, or punishment. 1 Can?t See You: When people use the Internet they do not receive tangible feedback about the consequences of their actions, including actions that have hurt someone. Lack of feedback interferes with empathy and leads to the misperception that no harm has resulted. Everybody Does It: The perception of invisibility and lack of tangible feedback support risky or irresponsible online social norms, including these: Page 123 of 243 Page 469 - ?Life online is just a game.? Allows teens to ignore the harmful real-world consequences of online actions and creates the expectation that others will simply ignore or dismiss any online harm. ?Look at me?I?m a star.? Supports excessive disclosure of intimate information and personal attacks on others, generally done for the purpose of attracting attention. - ?It?s not me. It?s my online persona.? Allows teens to deny responsibility for actions taken by one of their online identities. 0 ?What happens online stays online.? Supports the idea that one should not bring issues related to what has happened online into the outside world and should not disclose online activity to adults. - ?On the Intemet, I have the free-speech right to write or post anything I want, regardless of the harm it might cause to another.? Supports harmful speech and cruel behavior as a free-speech right. STAY INVOLVED Many parents think that if their children are home using a computer they are safe and not getting into trouble. Nothing could be further from the truth. Your child could be the target of cyber bullying or be causing harm to others from your own family room. Some parents think they have protected their children because they have installed ?ltering software. Filtering software provides a false sense of security. Not only can youth still access material parents don?t want them to access, ?ltering cannot prevent cyber bullying or address other concerns. - Make it your business to know what your child is doing online. Teenagers are likely to take the position that their online activities are their business. But parents have a moral, as well as Egg obligation to ensure that their children are engaged in safe and responsible behavior?including online behavior. Here are some ways to stay involved: 0 Keep the computer in a public place in the house. Periodically check on what your child is doing. Discuss the kinds of Internet activities your child enjoys. Find out who your child?s online friends are. Help your child distinguish between three kinds of personal information: 1.) Personal contact information: Name, address, phone number, and any other information that could allow someone to make contact in the real world. This information should be shared only in secure environments, when absolutely necessary, and with your permission. 2.) Intimate personal information: Private and personal information should only be discussed with a relative, close friend, or professional. This information should never be shared in public online communities or through public communications such as chat or discussion groups. Disclosures in private communications with trustworthy friends or in professional online support environments may be appropriate. 3.) Personal interest information: Non-intimate information about interests and activities. This kind of information can generally be safely shared on public community sites or communication environments, including blogs, personal Web pages, chat, and discussion groups. - Be sure you know the online communities your child participates in and your child?s usemames in these communities. Review your child?s public postings, including your child?s pro?les, Web pages, and blogs. Discourage active involvement in the kinds of environments that promote excessive self-disclosure of intimate information and rude behavior. Your child may object and claim that these postings should be considered private. A child who makes this argument simply does not understand. The material posted on these sites is not private?anyone can read it. If your child is uncomfortable about your review of the material, then this is a good clue that the material should not be posted. 0 Be up front with your child that you will periodically investigate the ?les on the computer, the browser history ?les and buddy lists, and your child?s public online activities. Tell your child that you may review his or her private communication activities if you have reason to believe that you will ?nd evidence of unsafe or irresponsible behavior. 0 Watch out for secretive behavior. It?s a danger sign if your child rapidly switches screens as you approach the computer or attempts to hide online behavior by emptying the history ?le. Page 124 of 243 Page 470 - You can install keystroke monitoring software that will record all of your child?s online activities. The use of such software raises trust concerns. The best way to use such software is as deterrence. Tell your child monitoring software has been installed but not yet activated and explain what actions on his or her part could lead to your investigation. These actions could include not being willing to talk about online activities, late night use, extensive use, decline in grades, evidence your child is seeking to cover his or her online tracks, report of inappropriate activity, appearing really upset after Internet use, and the like. If your child has engaged in unsafe or inappropriate behavior, the most appropriate consequence is the use of monitoring software and consistent review of all public and private online activity. Important Note: If you ever find any evidence that your child is interacting with a sexual predator, do not confront your chil_d. Your cl_1ild could warn or run off with the predator. Call your local police and ask for a youth or computer crimes expert. PREVENT YOUR CHILD FROM BEING A CYBERBULLY Talk with your child about the value of treating others with kindness and your expectation that your child will act in accord with this value online. 0 Make it clear that if your child engages in irresponsible online behavior, you will restrict Internet access, activate monitoring software, and review all online activity. Talk about the implications of cyber bullying that could lead to criminal arrest or civil litigation. Also, discuss the point that if your child misuses email or a cell phone that is on a family account, the entire account may be terminated. 0 Help your child develop self-awareness, empathy, and effective decision making by asking these questions: 1.) Am I being kind and showing respect for others and myself? 2.) How would I feel if someone did the same thing to me or to my best friend? 3.) How do I feel inside? 4.) What would a trusted adult, someone who is important in my life, think? 5.) Is this action in violation of any agreements, rules, or laws? 6.) How would I feel if others could see me? 7.) Would it be okay if I did this in my home or at school? 8.) How does this action re?ect on me? Warn against online retaliation. Some teens who engage in cyber bullying are retaliating against teens who are bullying them face-to-face. Help your child understand that retaliating is not smart because when targets lose their cool, it allows the bullies to justify their behavior. Further, your child could be mistaken as the source of the problem. Ask the school counselor for resources to help you bully-proof your child and assistance to stop any bullying that is occurring at school. IF YOUR CHILD IS CYBERBULLYING ANOTHER If you become aware that your child is engaged in cyber bullying through your own investigation or through a report from the school or another parent, it is essential that you respond in a firm and responsible manner. Like most parents, you will be motivated by a desire to stop your child from harming another. But you should also be aware that if you know your child is cyber bullying and fail to take action that stops your child from engaging in such harmful behavior?and that ensures the removal of material already posted?there is a signi?cantly increased potential that you can be held ?nancially liable for the harm caused by your child! Further, some cyber bullying could lead to criminal prosecution. Useful actions to take are as follows: 0 Establish very clear prohibitions about behaving in this manner. 0 Warn against taking any action in retaliation or asking anyone else to engage in retaliation. 0 Immediately install monitoring software, if you have not yet done so. Tell your child that all Internet activities will be monitored. Page 125 of 243 Page 471 - Direct your child not to access the Internet anywhere but at school or at home, and advice that evidence of access from other locations will lead to further loss of privileges. PREVENT YOUR CHILD FROM BECOMING A TARGET It is important to bully-proof your child by building his or her self-con?dence and resilience. Pay special attention if your child has traits that can lead to victimization, including obesity or the perception that your child is gay or lesbian. Your child may also be at risk if he or she is an alternative thinker, unwilling to play social games, and either wants desperately to be one of the ?in crowd? or is inclined to reject association with them. Ask your child whether he or she has been a target of cyber bullying or has witnessed it and what happened. Assure your child that you trust him or her to handle many of these kinds of situations, but that if a situation ever emerges that causes concerns, you are there to help. Make it clear that you will not respond by unilaterally restricting all Internet activities. SIGNS OF VICTIMIZATION If you are concerned that your child may be a target, try to engage your child in a conversation about bullying and cyber bullying and pay closer attention to what he or she is doing online. The following indicate that your child may be the target of cyber bullying: 0 Signs of depression, sadness, anxiety, anger, or fear, especially if nothing apparent could be causing this upset or if your child seems especially upset after using the Internet or cell phone. 0 Avoidance of friends, school, and activities, or a decline in grades, or both. 0 Subtle comments that re?ect emotional distress or disturbed online or in-person relationships. If your child is highly depressed, appears to be suicidal, or has made a suicide attempt, it is critically important to ?nd out what is happening to your child online. You may need the assistance of someone with greater technical expertise to help investigate. ENCOURAGE YOUR CHILD TO BE A HELPFUL BYSTANDER Cyber bullying is occurring in online environments where responsible adults are generally not present. Youth are also posting material that provides clues they are considering committing an act of violence against others or themselves in these online environments. Usually, the only people who know someone is being victimized or is depressed and considering violence or suicide are other teenagers. Increased teen intervention and reporting is essential! Your child may ask you, am just watching and am not part of the activity, then how could I be doing something wrong?? Good question. Here is an answer: ?Bullies crave an audience. By paying attention to their bullying, you are encouraging their behavior. You become part of the problem. I want you to be part of the solution.? 0 Help your child gain a sense of responsibility for the well-being of others and the willingness help another. Stress the importance of speaking out against bullies, or, if this is not safe, providing private help to the target or reporting such actions to you or another responsible adult. - Make sure your child knows how important it is to report any direct threats or distressing material he or she may witness online to you, the school, a school violence or suicide hotline, or the police. RESPONDING TO CYBERBULLYING Help your child to . . . 0 Understand the importance of NEVER RETALIATING online. Retaliating frequently gives the bully a ?win? because the bully?s intention was to make the target get upset. Retaliating can also lead someone to think that your child has caused or is part of the problem. Page 126 of 243 Page 472 Tell your child you expect that he or she can handle some of these incidents, but that it is important to contact an adult if: 1.) He or she is really upset and not sure what to do. 2.) If the attempts made to stop the cyber bullying have not worked. 3.) The cyber bullying could be a crime. 4.) Any cyber bullying is (or might be) occurring through the district Intemet system or Via a cell phone at school. 5.) He or she is being bullied by the same person at school. 6.) The cyber bully is anonymous. 7.) The cyber bully is bullying other teens who may be more vulnerable and too afraid to get help. CYBERBULLYING RESPONSE OPTIONS Save the Evidence. Save all e-mail and text messages, as well as records of chat or IM sessions. Download all Web pages. This should be done in all cases. Identify the Cyber bully. Identi?cation could require some detective work. Look for clues wherever the cyber bully is posting. Remember, a cyber bully may impersonate someone else or could be a proxy cyber bully. You may not need to know the identity of the cyber bully to take some actions. 0 Ask your Internet service (ISP) provider to identify the source or contact a company that traces the identity of people online. 0 If you can demonstrate that a student may be involved, have the district technology director search district Internet use records. 0 If you intend to ?le a lawsuit, an attorney can help identify the cyber bully. 0 If a crime has occurred, the police can identify the cyber bully. Tell the Cyber bully to Stop. Your child can send the cyber bully a non-emotional, assertive message telling the cyber bully to stop. Ignore the Cyber bully. Help your child block or ?lter all communications through his or her e-mail and IM contact list. Your child can also avoid going to the site or group where he or she has been attacked or change his or her e-mail address, account, username, or phone number. File a Complaint. Cyber bullying is a violation of the terms of use of most Web sites, ISPs, and cell phone companies. File a complaint by providing the harmful messages or a link to the harmful material and ask that the account be terminated and any harmful material removed. Make sure you keep all communications. Here are the steps: - Ifthe cyber bully is using e-mail, contact the ISP of the cyber bully (you can determine the ISP from the e-mail address), contact the company at or look on the site for ?Contact Us.? If the material appears on a third-party Web site (with a URL such as go to the site?s home page and ?le a complaint through ?Contact Us.? If the material is on a Web site with its own domain name go to Who is to ?nd the owner of the site and the host company. Go to the host company?s Web site and ?le a complaint through ?Contact Us.? If the cyber bully is using a cell phone, trace the number and contact the company. Contact Your School. Your school may not be able to discipline a student for totally off-campus actions because of free-speech protections. But, if the cyber bully is using the district Internet system or is also bullying your child at school, or if your child?s participation in school has been substantially disrupted, the school can intervene with formal discipline. Your school can also contact the parents of the cyber bully to get the cyber bullying to stop. Contact the Cyber bully?s Parents. The cyber bully?s parents may be totally unaware that their child has engaged in this kind of activity, concerned about it when they ?nd out, and both willing and able to get the cyber bullying to stop. Or they could become very defensive. Avoid meeting with them face-to-face. Instead, send the cyber bully?s parents a certi?ed letter that includes the downloaded material and requests Page 127 of 243 Page 473 that the cyber bullying stop and all harmful material be removed. Send a copy of this document also, so the parents understand the potential risks if they do not intervene. Contact an Attorney. Cyber bullying could meet the standards for defamation, invasion of privacy, or intentional in?iction of emotional distress. An attorney can send a letter to the cyber bully?s parents demanding that the cyber bullying stop. An attorney can also ?le a lawsuit against the cyber bully?s parents. Contact the Police. Ifthe cyber bullying appears to be a crime, contact the police. Criminal cyber bullying involves threats of violence, coercion, obscene or harassing text messages, harassment or stalking, hate or bias crimes, creating or sending sexually explicit pictures, sexual exploitation, or taking a picture of someone in a private place. Page 128 of 243 Page 474 Elementary and Secondary Education Act (ESEA) Parents? Right?To?Know All parents have the right to request the following: A teacher?s professional quali?cations, which includes: state quali?cations, licensure, grade/s certi?cation, waivers A teacher?s baccalaureate and /or graduate degree, ?elds of endorsement, previous teaching experience A paraprofessional?s quali?cations An assurance that their child?s name, address, and telephone listing not be released to military recruiters All parents will receive information on the following: 0 Their child?s level of achievement in each of the state academic assessments 0 Their option to request a transfer to another school within the district if their child is the victim of a Violent crime at school 0 Their right to timely noti?cation that their child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not highly quali?ed NINGUN NINO SE QUEDA ATRAS Derecho De los Padres de Familia a saber Todos los padres tienen derecho a solicitar lo siguiente: 0 Las cali?caciones profesionales de un maestro, que incluye: Cali?caciones del Estado, Licenciatura, graos de la certi?cacion, Renuncia a derecho 0 El Bachillerato a Titulo de graduacion del maestro, campos de especialidad, experiencia previa 0 La cali?caciones del profesional 0 Garantia que los datos de su hijo como nombre, direccion, numero de tel?fono, no se entregan a 10s reclutadores militares Todos los padres recibiran informacion sobre lo siguiente: 0 El nivel de rendimiento de su hijo en cada una de las evaluaciones acad?micas del estado 0 Su 0pcion de solicitar un traslado a otra escuela del distrito si su hij 0/ a es Victima de un crimen violento en la escuela 0 Su derecho a aviso con tiempo anticipado que su hijo/a ha sido asignado 0 ha estado bajo la ense?anza durante cuatro semanas consecutivas 0 mas, de un maestro que no esta altamente cuali?cado Page 129 of 243 Page 475 Parents? Right to Know Military Recruiters The No Child Left Behind Act of 2001 requires schools to release your child?s name. address and telephone number to military recruiters unless you request in writing that this information not be released for your child. If you would like for your child?s name to be omitted from the list which is released to military recruiters, please complete the information below and return to the school of?ce. Students eighteen or older may complete the form on their own. As a parent. I am exercising the right to request that you do not release the name. address and telephone number to the Armed Services. Military Recruiters. or Military Schools of the following student. As a student. I am requesting that my name. address and telephone number not be released to the Armed Forces, Military Recruiters or Military Schools. Student Name: Name of School: Print Name: (Parent?s name if student is under 18; student?s name if over 18) Signature: (Parent?s signature if student is under 18; student?s signature if over 18) Date: Parents/Students: Please return this form to the school office. Page 130 of 243 Page 476 Proof of Residence Form School Student? Name Grade According to Shelby County Board of Education Policy 6002, only students whose parents/1e gal guardians reside within the Shelby County Schools district may attend Shelby County Schools. Parent/ Guardian Home Phone Number Address Daytime Phone Number City Zip I have provided the following items as proof of my residence bearing the address of my current residence. Please check two (2) 0f the following items listed below. Driver?s license or other State/Government issued ID Lease/Rental Agreement Mortgage statement or deed Real Estate tax receipt Public assistance/ government benefits documents Municipal water bill Most recent MLGW bill Most recent previous address Street Number and Name City State Zip According to Shelby County Board of Education Policy 6002, parents/guardians who live with another person must provide additional information to the school during registration for Shared Residency Verification. Parents who move from the address provided at registration must submit an Eligible Circumstance Request for Transfer via an electronic process. Approval must be obtained through Student Services for continued enrollment. I do solemnly declare that the informationI have given is true and correct to the best of my knowledge and belief. I understand thatI may be charged for the cost of my child?s education if I do not live in the Shelby County School District. TCA 49?6?3003 Signed Date School Use Only Reviewed and approved by: Date of Approval If residency questions arise it will be necessary to request additional proof. Shelby County Schools offers educational and employment opportunities without regard to race, color, creed, national origin, religion, sex, age, disability, or genetic information. SCS adheres to the provisions of the Family Rights and Privacy Act (FERPA). Page 131 of 243 Page 477 Shelby County Schools Shared Residence Af?davit This form is to be completed if residency requirements cannot be provided due to the fact that the parent and child(ren) are sharing a home with another person SEVEN DAYS A WEEK YEAR ROUND. This affidavit must be re-certified through Student Services annually. All sections must be completed and signatures notarized. DO NOT SIGN THIS FORM IF ANY OF THE STATEMENTS ARE INCORRECT. Evidence of false information will result in immediate withdrawal of the student(s) from school. To be completed by Guardian?s}: Student: Sex: Birth Date: Grade: Last Name First Name Student: Sex: Birth Date: Grade: Last Name First Name (Please list additional students on a separate sheet.) Parent (5) Name: Last Name First Name Last Name First Name Address: Telephone: Cell Phone Other Phone: This living arrangement is: Temporary Duration: Permanent This address listed above is my only residence. I agree to notify Shelby County Schools if there is any change in the status of my residence. I understand that home visitation and/or residency veri?cation is part of the process When residency is established by an Af?davit of Shared Residence. Signature of Parent/Legal Court Appointed Guardian TN Driver?s License/ID Card Number Date TO BE COMPLETED BY HOMEOWNER: I, declare/ certify that I am the primary resident/owner at (Owner, Lease Holder, Qualified Relative, Friend, Neighbor, etc.) and that the above mentioned adult(s) and student(s) reside with me on a full- (Street) (City) (Zip) time basis (seven days aweek year round.) I agree to notify Shelby County Schools if there is any change in the status of residence of the persons listed above. I understand that home visitation and/or residence veri?cation is part of the process when residency is established by a Shared Residence Affidavit. I further agree to provide proof of residence to Shelby County Schools. Signature of Primary Resident/Owner(s) TN Driver?s License/ID Card Number Date State of Tennessee, County Of On before me Personally appeared Narne(s) of Signer(s) Place Notary Seal below who proved to me on the basis of satisfactory evidence to be the person(s) whose narne(s) is/are subscribed to the within instrument and acknowledged to me that he/she/they executed the same in his/her/their authorized capacity(ies), and that by his/her/their signature(s) on the instrument the person(s), or the entity upon behalf of which the person(s) acted, executed the instrument. I certify under PENALTY OF PERJURY under the laws of the State of Tennessee that the foregoing paragraph is true and correct. WITNESS my hand and of?cial seal. Signature Signature of Notary Public Shelby County Schools offers educational and employment opportunities without regard to race, color, creed, national origin, religion, age, gender, disability or genetic informaiton. Page 132 of 243 Page 478 Formulario de Matricula del Estudiante Estudiante ha asistido a una Escuela Pl'lblica en Tennessee? Si No ?El Estudiante ha asistido a Las Escuelas del Condado de Shelby (0 Ciudad de Memphis)? Si No UltimaEscuela que Asisti? Nombre dela Escuela Direccion Ciudad Estado - Seguro de Salud Escolar: Acepto No Acepto Si acepta e1 seguro de salud, [as padres deben completar el?nrmulan'o a?e ypagar iaprzma Numero del Seguro Social Ap ellido L991 del Estudiante Primer Nombre Segundo Nombre Fecha de Natimiento Generation (Jr, ll, etc.) (mes/dia/a?o) Sexo Categoria Federal de Etnicidad: Federal Race Category: Marque una mas razas para indicar lo queusted consuiera que raza es (Aunque ?Hisp am a Latino" ha Nivel del Sido marcado por enncidad, su hijola debe ser registrado con una mas de las Siguientes razas.) Grado Masculine Hispano Latino Asiatico Indio Americano Nativo de Alaska Negro/Africano-Americano Femenma No Hispano Latino Blanco Nativo de Hawai" Otras Islas del Paci?co Direccio?n Fisico del Estudiante (Direcci?n de los Padres/Guardianes Legal) Numero de Calle Nombre de Calle Ciudad Estado Codigo Postal Padre de Familial Guardian Legal #1 Titulo (Sn, Sn, etc.) Ap ellido Primer Nombre Segundo Nombre Generation Idioma Preferida Ingl?s Espa?ol Otro gNecesita Int?rprete? Si No Tel?fono de Tel?fono del Tel?fono Correo Casa Trabajo Celular Elec Estudiante Madre Los Dos Contrase?a para recogerlo: Relaci?n con Padre Otro Empleado por: ?Empleado Federal? Si No Padre de familia/Guardian Legal 0 Otro Contacto #2 Tituln (Sn, Sn, etc.) Apellido Primer Nombre Segundo Numbre Generacidn Idioma Preferida Ingl?s Espa?ol Otro (1 Necesita Int?rprete? Si No Tel?fono de Tel?fono del Tel?fono Correo Casa Trabajo Celular Elec Estudiante Madre Los Dos Contrase?a para recogerlo: Relaci?n con Padre Otro Empleado por: ?Empleado Federal? Si No Contacto Emergencia #1 Timlo (Sn, Sn, etc.) Apellido Primer Nombre Segundo Nombre Gelleracion Idioma Preferida Ingl?s Espa?ol Otro g, Necesita Int?rprete? Si No Tel?fono de Tel?fono del Tel?fono Correo Casa Trabajo Celular E16: 1 . Contrase?a para Re 3910" recogerlo: Ponga en lista los Nombre Fecha ?19 Nacmienm Genaro Grado Escuela hermanos que asisten a las Escuelas del Condado Shelby ?Hay alertas legales que la escuelatiene que saber? Si No Si marca Si, explique provee documentos apropiados (por ejemplo, ordenes judiciales). gHa sido e1 estudiante matriculado en una escuela de Educaci?n Especial/Recursos/504/Programa de Superdotados? Si No ?31 marca Si,qu?t1po de programa?? bCuando7 Lugar de Nacimiento (Ciudad) Estado Pais $1 es Fecha de Entrada a 105 A130 que empez? 1a Fecha por pnmeravez en una EE UU escuela escuela de EE UU mes/dia/aiio a?o mes/dja/aiio g) L) Nombre Apellido dc la Pals dc Ciudad de Madrc Nacimicnto Nacimicnto 5E5 Ingl?s el idioma principal del estudiante? Si No glIngl?s Limitado? Si No Idioma Matema Page 133 of 243 Page 479 Forma de Notificaci?n de Sanciones Escuelas del Condado de Shelby Dorsey E. Hopson, II Esq. Superintendente Padre de Familia/ Tutor Nombrado por el Corte/ Cuidador: La Politica del Distrito requiere una prueba valida de residen cia para todos los estudiantes. Por favor, lea atentamente la siguiente informacion antes de firmar completar la declaraci?n jurada. Atentamente, Dorsey E. Hopson, II Esq. Superintendent Las iniciales de cada persona interesada son necesarias despu?s de cada declaracion. Shelby County Schools investigara activamente a todos los casos en los que tiene razones para creer que informacion falsa se ha proporcionado en una declaracion jurada; incluyendo el uso de investigadores privados seguridad de SCS para verificar el estatus de residencia [verificaci?n puede incluirvisitas al hogar). (Iniciales) El distrito puede remitir los casos en que se haya proporcionado informaci?n falsa a los abogados de Shelby County Schools para la acci?n iniciar accion civil para recuperar los da?os sufridos como resultado de proporcionar informaci?n falsa. [Iniciales] Las investigaciones que revelan que los estudiantes se han inscrito en la base de proporcionar informaci?n falsa daran lugar a la retirada inmediata del Distrito. [lniciales) Firma del Padre dc Familia/Tutor Fecha Firma del Residente Principal /Due?o Fecha Shelby County Schools ofrece oportunidades educativas de empleo sin considerar raza, color, credo, origen nacional, religi?n, edad, sexo, discapacidad Page 134 of 243 Page 480 SHELBY COUNTY SCHOOLS - CUESTIONARIO DE RESIDENCIA DEL ESTUDIANTE DECLARACION JURADA PARA PE RSONAS SIN HOGAR Este documento tiene por objeto abordar la Ley de Ayuda para Personas sin Hogar McKinney-Vento. Sus respuestas ayudaran a determinarlos documentos necesan'os para inscribir a su hijo. Sexo: Fecha de Nacimiento: Nombre Dia Alumno: Grado: Mes A?o Apellido (,Viven usted el estudiante en una residencia nocturna ?ja, adecuada, regular? (Si responde pare aqui. Usted debe proporcionar prueba de la propiedad de vivienda documentos de alquilerjunto con dos facturas de sen/icios pL?Iblicos actuales en su nombre como prueba de residencia.) 1. Declaro que mi familia cumple con una de Ias siguientes condiciones para la Ley de Ayuda a Personas sin Hogar McKinney- Vento: (Favor de marcar todas Ias que correspondan) Carecer de una residencia fija, regular. Vivir temporal mente con otra familia en una casa, casa 0 un apartamento, porque no puedo pagar Ia vivienda. Vivir en un motel lhotel Vivir en un refugio de emergencia, vivienda de transicibn, refugio de violencia domestica. Vivir en un coche, caravana, parque, campamento. Otro lugar: EIDEID El 2. El Alumno(a) vive con: Uno de Ios padres de familia Padre madre Tutor Legal (Prueba de tutela requerida) 3. Yo Soy: El padre/madre/tutor legal del estudiante mencionado arriba Joven no acompa?ado Otro: El Distrito investigara activamente a todos los casos en Ios que haya razones para creer que ha sido proporcionada information falsa en una declaration jurada; incluyendo el uso de investigadores privados Seguridad de SCS para verificar el estatus de residencia (la verificacion puede incluir visitas a domicilio). El distrito puede remitir los casos en los que se haya otorgado informacion falsa a los abogados de las Shelby County Schools para futuras accionesy presentar una accio'n civil para recu perar da?os sufridos como resultado de proporcionar informacion falsa. Las investigaciones que revelen estudiantes que han sido inscritos a base 3 information falsa dara lugar a darlos de baja inmediatamente de la escuela. Declaro bajo pena de perjurio bajo las leyes de este estado que la informaciOn aqui proporcionada es verdadera correcta, de mi propio conocimiento. Firma: Nombre en letras de molde: Fecha: Direcci?n Lugar actual: Calle Ciudad Codigo Postal DirecciOn de Correo: Calle Ciudad Codigo Postal Tel efono: Cel ular: Otro tel ?fono Para el uso exclusivo de la o?cina: Escuela Asignada: InformaciOn Veri?cada por: Fecha: Shelby County Schools ofrece oportunidades educativas de empleo sin considerar raza, color, credo, origen nacional, religion, edad, sexo, discapacidad. Page 135 of 243 Page 481 Rev 7-13 Student Enrollment Form Has student ever attended another Tennessee Public School? DYes Has student ever attended a Shelby County (or Memphis City) school? DYes Last School Attended chool Name Address City State - School Insurance: DAccept DDecline [fstudent Insurance rs accepted, parent must complete insurance enrallmentform andpay premium. Studmt Social Security Number Student?s Leg] Last Name Fir? Name Middle Name Birth Date Gma'ation (Jr, ll, etc.) Gender Federal Ethnic Category: Federal Race Category: Mark one or more races to indicate what you consider your child to be (Even if?Hrsp am: or Latino? has Grade Level been chosen ?or ethnicrty, the child must be recorded as being one ormore ofthe followmg races) El Male El Hispanic or Latino Asian American Indian or AlaskaNative Black/African-American El Female Not Hispanic or Latino White Native Hawaiian and Other Paci?c Islander Student?s Physical Address (Address ofParent/Legal Guardian) Street Number Street Name Apartment Cg State ZR Parent/Legal Guardian #1 Title Mrs, ac.) Lag Name First Name Middle Name Generation Preferred Language DEnglish Spanish Other Translator Needed? Yes No Home Phone Work Phone Cell Phone Email Student Mother Both Pick-up phrase: Relationship Lives With El Father El Other Employed By Federal Employee Yes No Parent/Legal Guardian or Other Contact #2 Title Mrs, ac.) Lag Name First Name Middle Name Generation Preferred Language DEnglish Spanish Other Translator Needed? Yes No Home Phone Work Phone Cell Phone Email Student Mother Both Pick-up phrase: Relationship Lives with Father El Other Employed By Federal Employee Yes No Emergency Contact #1 Title Mrs, ac.) La: Name First Name Middle Name Generation Preferred Language EIEnglish Spanish Other Translator Needed? Yes No Home Phone Work Phone Cell Phone Email Relationship Pick up phrase: List siblings attending Name Birth Date Gender Grade School Shelby County Schools Are there any Legal Alerts the school needs to be aware of? Yes No lers, please explain and provide appropriate documents (for example, court orders). Has the student ever been enrolled in a Special Education/Resource/504/Gifted Program? Yes No If yes, What type ofprogram? Where? When? Student?s Birth Place (City) Birth State Birth Country IfImmigrant, Date Entered US. Year Started School First Date Enrolled in US. School Mother?s Maiden Name Birth County Birth City Is English primary language spoken by student? Yes No Is English language limited? Yes No List Home Language Page 136 of 243 Page 482 School Address: 4450 Mendenhall Road Memphis, TN 38141 Tel: (901) 367 7814 Fax: (901) 367 7816 MEMPHIS SCHOOL OF EXCELLENCE Student Drop-Off/ Pick-Up Procedures Over 400 students arrive at MSE each day with their parents/guardians by car. In order to make both the arrival and departure routines as safe and orderly as possible, it is terribly important that we have your cooperation with the following guidelines listed below: Morning Student Drag-Off: 7:25-8:00 a.m. All students should enter the building from cafeteria. Please see the map and use the highlighted route. If you want to park your car please park your car to the visitors' parking lot. Parents/Guardians are not allowed to use the student entrance. All visitors should enter the building through Staff-Visitor entrance. Student Drag-Off During School Hours Parents/Guardians and student will use the Staff?Visitors entrance. (Not the student Entrance near the cafeteria) Parent will sign in to the secretary. Secretary will send the student to the class. Student Pick-U2 During School Hours Parents/Guardians will use the Staff?Visitors entrance. (Not the student Entrance near the cafeteria) Parents/Guardians will sign in to the secretary. Parents/Guardians may be asked a password to pick-up the child or show identification. Secretary will send a note to the teacher or secretary will take the student from the class. Parents/Guardians are not allowed to enter the classroom. Afternoon Student Pick-U2 (THIS IS A ONE WA Y) All students should leave the building from student exit (Nearthe cafeteria). All parents should pick up their child(ren) right after the dismissal. Please see the map and use the highlighted route. If you want to park your car please park your car to the visitors? parking lot. All visitors should enter the building through Staff-visitor entrance. No students will be allowed to stay outside the building 10 minutes after dismissal time. All students will report to the cafeteria. There will be chaperon/teacher in the cafeteria. You may contact with the chaperon/teacher to pick up your child. TUDENTS MUST STAY ON DESIGNATED SCHOOL PROPERTY. NO WALKIN THE COMPLEX OF THE OTHER Page 137 of 243 Page 483 SHELBY COUNTY SCHOOLS PARENT PERMISSIONS A. Student User Agreement and Independent Internet Access (SCS Policy #6031) We are pleased to offer students of the Shelby County Schools access to district electronic resources. Our goal in providing this service is to promote educational excellence in our system by facilitating resource sharing, innovation, and communication. Electronic resources provide students with access to vast amounts of information and numerous opportunities for communication. Our intent is to make Internet access available to further educational goals and objectives. However, parents/guardians should be warned that if students disregard the guidelines of the school and/or system they may find ways to access other materials via the Internet which may contain items that are illegal, defamatory, inaccurate, or potentially offensive to some people. We believe that the benefits to students from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. Ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, Shelby County Schools support and respect each family?s right to decide whether or not to approve independent Internet access and communication. To gain independent access to the Internet, all students under the age of 18 must obtain parental/guardian permission and must sign and return the attached form to the Principal or designee. Students 18 and over may sign their own forms. Student Responsibilities Electronic resources are provided for students to enhance the learning experience. Access to services is given to students who agree to act in a responsible manner. Student use must be consistent with the educational objectives of Shelby County Schools. Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. Network storage areas will be treated like school lockers. Network and/or school administrators and teachers may review files, bookmarks, and communications under the same standards set for school lockers to insure the integrity of the electronic media. Privacy is not guaranteed for files stored on school district servers nor will files be maintained indefinitely. Students should also be advised that they should have no expectation of privacy for any information created or communicated using Shelby County Schools electronic resources. School and Parent Responsibility Within reason, freedom of speech and access to information will be honored. During school, teachers will guide students toward appropriate materials. Outside of school and with independent access, parents/guardians bear the same responsibility for such guidance as they exercise with information sources such as television, telephones, movies, and other potentially offensive media. Schools will insure that procedures for access and standards of conduct regarding Internet use are communicated to students. It is presumed that students given access will comply with district standards and will honor the agreements they have signed. The district cannot be responsible for ideas and concepts that a student may gain by his or her inappropriate use of the Internet. Page 138 of 243 Page 484 District Electronic Access and Internet Rules The following uses of SCS electronic resources are not permitted and may result in disciplinary action: Violating existing board policy or regulation or local, state, or federal statue; Violating copyright laws; Using electronic resources for non-instructional purposes; Using obscene language; Sending or displaying offensive messages or pictures; Harassing, insulting, or attacking others; Intentionally spreading viruses or malicious software; Sharing personal login information or using another person?s login; Publishing personal information (name; address; photograph) Without teacher/parent approval; Using an email account at school other that one provided by the district; Using district provided email for non-instructional purposes; Using personal electronic devices at school without appropriate permission; Attempting to bypass network security to gain unauthorized access to information; and Intentionally wasting limited resources. Sanctions The use of Shelby County Schools electronic resources is a privilege, not a right, and inappropriate use will result in cancellation of privileges. Access entails responsibility. System administrators will deem what is inappropriate use and their decision is final. Additional disciplinary action may be determined at the local school level in keeping with existing procedures and practices regarding inappropriate language or behavior. When applicable, law enforcement agencies or legal action may be involved. B. Web Publishing Web pages have been established for Shelby County Schools as a dynamic forum to educate and inform the public. This communication vehicle serves to publicize the goals, accomplishments, activities, and services of the District and of each school. Intended audiences include: students, parents, prospective parents, employees, prospective employees, and the community at large. All content contained on the web site is consistent with the educational aims of the Dis1rict. Student work and image will not be published or displayed on any Shelby County Schools web site without the express consent of the parent or guardian of a student under 18 years of age or from the student if 18 years of age or older. Permission is indicated on the attached form. Page 139 of 243 Page 485 In order to safeguard students, the following procedures have been established: 1. The name of a student will not be published in conjunction with a picture or video of that student on any Shelby County Schools web site. Likewise, personal information about students will not be published. 2. Contingent upon receiving signed releases from the minor student?s parent/guardian or from the student 18 years or older, student work may be published on 3 Shelby County Schools web site under the following guidelines: Grades K-8 Authors of electronically published work may be identified only by first name. Schools may choose to let students adopt ?net names.? 0 Grades 9-12 - Authors of electronically published work may be identified by first and last name. 0 All student work published must pertain to a class project, course, or other school-related act1v1ty. C. Media Coverage Shelby County Schools periodically distributes press releases to the media that highlight the achievements of students and schools, as well as interesting educational and extracurricular programs happening throughout the school system. SCS press releases are designed to offer newspapers and TV media an opportunity to cover these positive stories in schools and classrooms. Additionally, to recognize outstanding student/school achievements and promote the overall success of the school system, SCS may publicize press release information (including students? names, photographs and student/school accomplishments) on the district website. In accordance with the Family Education Rights Privacy Act (FERPA), no student?s personal information is shared with the media or published on a Shelby County Schools web site. Permission to allow this student to be included in positive media coverage (including the SCS district website) is indicated on the attached form. Page 140 of 243 Page 486 STUDENT USER AGREEMENT PERMISSIONS FORM As a student user of Shelby County Schools? electronic resources, I hereby agree to comply with the rules as outlined in the Acceptable Use Agreement and to communicate over the network in an appropriate fashion while honoring all relevant laws and restrictions. STUDENT SIGNATURE: I understand that some objectionable materials may be accessed even with District content ?ltering in place. I lmderstand that individuals and families may be held liable for violations. 1 will accept responsibility for guidance of lntemet use by setting and conveying standards for my son/daughter to follow when exploring on-line information and media on an independent basis. Shelby County Schools cannot be responsible for ideas and concepts that my child may gain by his or her inappropriate use of the Internet. I understand and accept the conditions stated and agree to release, indemnify, and hold harmless, Shelby County, Shelby County Board of Education, and/or their employees or agents from any and all claims and liability associated with or arising from the above student?s independent use and/or access to the Internet. As the parent or legal guardian of the minor student signing above or as a student 18 years of age or older, I have read this contract, theAcceptable Use Agreement and the descriptions for Web Publishing and Media Coverage. I grant permission for this student in the following areas: Agree Do NOT Agree A. This student has permission to independently access the Internet. 3"i grade or older) B. SCS has permission to publish this student?s work and image on the Internet. C. SCS has permission to include this student in positive media coverage of his/her class or school. Check one choice for each permission complete the following: AUTHORIZING SIGNATURE DATE (Parent, Guardian, or Student 18 or older) SCHOOL NAME OF STUDENT DATE OF BIRTH PLEASE RETURN THIS FORM TO SCHOOL WITHIN 4 SCHOOL DAYS OF RECEIPT For Of?ce Use Only: As the certifying of?cial, the above named student has been instructed on safe and acceptable use of the network. Date of Instruction Signature: Certifying Official Notice to School Of?cials: This form is to be placed in the student?s permanent file and the responses recorded in the appropriate ?elds on the demographic screen in PowerSchool. Form# 00421/1411 REV Shelby County Schools offers educational and employment opportunities without regard to race, color, national origin, religion, gender, or disability Page 141 of 243 Page 487 Attachment 5 Pledged Support from Prospective Partners Page 142 of 243 IV Public Schools Where Excellence Is Our Standard March 25, 2013 Soner Tarim, CEO, Harmony Public Schools 9321 W. Sam Houston Pkwy. S. Houston, TX 77099 To whom it may concern: I am pleased to write this letter for the support of proposed Memphis School of Excellence Elementary (MSE-E) charter schools. As stated in its mission: will provides a safe, nurturing and empowering environment by utilizing program, strategies as well as math, science and technology tools to promote academic excellence, lifelong learning, and strong character developmen A school that places an emphasis on developing creative approaches to problem solving, prepare students to secondary school and to their future careers as skilled professionals and provide an important option for Shelby county students. Harmony Public Schools (HPS) is a network of high performing K-12 public charter schools that focus on STEM education to provide opportunities for underserved communities. HPS is a non-pro?t organization headquartered in Houston. HPS has a replicable school model of academic success. Currently, HPS operates forty (44) campuses and it serves 30,000 students throughout Texas. HPS has been providing school support services to charter schools in different states in the area of project based learning, curriculum organization, STEM programs, educational technology solutions, coaching key leadership and teacher training, school personnel solutions. Memphis School of Excellence uses HPS STEM program in high school and it also receives support services in many area mentioned above. HPS will continues its support services to the new proposed MSE-E school especially in project based learning, curriculum organization, coaching leadership and teacher training areas. I am sure that MSE-E will exceed its expectation in all areas with their dynamic curriculum, STEM curriculum, Project Based learning strategies, rigorous academic program with intensive supports. This undertaking deserves the support of the Department of Education and the citizens of Tennessee for the approval of new charter agreement proposal for 2016-2017 school year. Sincerely, Soner Tarim, 9431 W. Sam Houston Pkwy S. Houston, TX 77099, Tel:[ 713 492-0214 Fax:(7l3) 640-5581, Page 143 of 243 Page 489 Attachment 6 Letters of Support Contracts 144 of 243 School of Public Health D1v1310nofSoc131 8L Behav10ral 201RobisonHall Memphis, Tennessee 38152 -3450 Office: 901-678-1706 Fax: 901-678-1715 Muhammet Turkay Memphis School of Excellence 4450 S. Mendenhall Road Memphis, TN 38141 March 30, 2015 Dear Mr. Turkay: We are happy to confirm our intent to support the application of the proposed Memphis School of Excellence Elementary Elementary] and our willingness to work with MSE on health-related educational efforts. We have two projects addressing the epidemic of childhood obesity: FitKids and FitWizard. FltKids is a web-based application to assess behavioral risk factors for obesity, provide evidence-based recommendations, and link parents to community resources that facilitate a The project is currently funded by the Tennessee Health Foundation. FitWizard is funded by the Tennessee Department of Health and strives to increase in-classroom physical activity. This free online-tool is developed by health and education researchers at the University of Memphis to combat the sedentary habits and childhood obesity problem that threaten many students? scholastic success. We attended Parent-Teacher conferences at the Memphis School of Excellence and made parents, students and teachers aware of FitKids and FitWizard. We will continue to work with the Memphis School of Excellence to guide parents, students and teachers to a heal thylifestyle, and we look forward to including the proposed MSE Elementaryin our efforts to improve health for all students and their families. Please contact us if you have any questions. Sincerely, a Kenneth [1 Ward Gerhild Ullmann, Principal Investigator, FitKids FitWizard ProjeCt Direcmr? FitKidS 8? FitWizard Professor and Director, School of Public Health Division of Social and Behavioral Sciences Phon?? 9016781340 school of Public Health E-ma11. Phone: 901.678.1702 E-mail: kdward@memphis.edu Page 145 of 243 Page 491 Attachment 7 Board Governance Documents Page 146 of 243 Page 492 7a. Articles of Incorporation Secretary of State Division of Business Services DATE: 09/04/09 312 Rosa Parks Avenue REQUEST NUMBER: 6590-2602 6th Floor, William R. Snodgrass Tower TELEPHONE CONTACT: (615) 741-2286 - FILE 09/03/09 1419 Nashv'lk? Tennessee 37243 EFFECTIVE 09/03/09 1419 CONTROL NUMBER: 0609537 TO: CEM AKKUS UNIV. OF MEMPHIS 001 JOHNSON HALL MEMPHIS, TN 38152 RE: READ FOUNDATION CHARTER - NONPROFIT CONGRATULATIONS UPON THE INCORPORATION OF THE ABOVE ENTITY IN THE STATE OF TENNESSEE, WHICH IS EFFECTIVE AS INDICATED. A CORPORATION ANNUAL REPORT MUST BE FILED WITH THE SECRETARY OF STATE ON OR BEFORE THE FIRST DAY OF THE FOURTH MONTH FOLLOWING THE CLOSE OF THE FISCAL YEAR. ONCE THE FISCAL YEAR HAS BEEN ESTABLISHED. PLEASE PROVIDE THIS OFFICE WITH THE WRITTEN NOTIFICATION. THIS OFFICE WILL MAIL THE REPORT DURING THE LAST MONTH OF SAID FISCAL YEAR TO THE CORPORATION AT THE ADDRESS OF ITS PRINCIPAL OFFICE OR TO A MAILING ADDRESS PROVIDED TO THIS OFFICE IN WRITING. FAILURE TO FILE THIS REPORT OR TO MAINTAIN A REGISTERED AGENT AND OFFICE WILL SUBJECT THE CORPORATION TO ADMINISTRATIVE DISSOLUTION. WHEN CORRESPONDING WITH THIS OFFICE OR SUBMITTING DOCUMENTS FOR FILING, PLEASE REFER TO THE CORPORATION CONTROL NUMBER GIVEN ABOVE. PLEASE BE ADVISED THAT THIS DOCUMENT MUST ALSO BE FILED IN THE OFFICE OF THE REGISTER OF DEEDS IN THE COUNTY WHEREIN A CORPORATION HAS ITS PRINCIPAL OFFICE IF SUCH PRINCIPAL OFFICE IS IN TENNESSEE. FOR: CHARTER - NONPROFIT 0N DATE: FEES FROM: RECEIVED: $0.00 00.00 TOTAL PAYMENT RECEIVED: 00.00 Filing fee paid via credit can RECEIPT NUMBER: using the State of ACCOUNT online One-Stop Busi'H-x? roe: 'I?Rli SECRETARY S?l?A'i?li Page147of243 Page493 FILED, Tre Hargett, Tennessee Secretary of State, 9/3/2009, 14:19:09 PM For Of?ce Use Only CHARTER (Nonprofit Corporation) Deportation oi Corporate Filings 312 Eighth Avenue North 6th Floor, William R. Snodgrass Tower Nashville, TN 37243 The undersigned acting as lncorporator(s) of a nonpro?t corporation under the Tennessee Nonpro?t Corporation Act adopts the following Articles of Incorporation. LII U3 1. The name of the corporation is: READ FOUNDATION i5) 2. Please complete all of the following sentences by checking one of the two boxes in each sentence: This corporation is a public bene?t corporation. This corporation is not a religious corporation. This corporation will not have members. PC) 3. The name and complete address of the corporation's initial registered agent and office located in the State of Tennessee is: CEM AKKUS Name 198 ISLAND BLUFF DR. MEMPHIS TN, 38103 Street Address Clty State/Zip Code SHELBY County 4. List the name and complete address of each incorporator: OZGENC AKTAS-KOCAK 198 ISLAND BLUFF DR., MEMPHIS, TN 38103 Name Street Address, City, State and Zip Code EMIN KUSCU 6928 NAPLES DR., CORDOVA, TN 38018 Name Street Address, City, State and Zip Code CEM AKKUS UNIV. OF MEMPHIS, 001 JOHNSON HALL, MEMPHIS, TN 38152 Name Street Address, City, State and Zip Code S. The complete address of the corporation's principal office is: 198 ISLAND BLUFF DR. MEMPHIS Street Address City TN, SHELBY, 38103 State/County/Zip Code 6. The corporation is not for profit. 7. If the document is not to be effective upon ?ling by the Secretary of State, the delayed effective date and time are: (Not to exceed 90 days.) Date and Time 8. Insert here the provisions regarding the distribution of assets upon dissolution: IN THE EVENT OF THE DISSOLUTION 0R LIQUIDATION OF THE CORPORATION, ANY ASSETS THEN REMAINING SHALL BE DISTRIBUTED AMONG SUCH ORGANIZATIONS AS SHALL QUALIFY AS EXEMPT ORGANIZATIONS DESCRIBED IN CODE SECTION AS THE DIRECTORS SHALL DETERMINE. 9. Other provisions: READ FOUNDATION IS A NON PROFIT CORPORATION TO PERFORM CHARITABLE ACTIVITIES WITHIN THE MEANING OF INTERNAL REVENUE CODE SECTION IT IS BEING FILED PURSUANT TO THE TENNESSEE NONPROFIT CORPORATION ACT, COMPILED IN CHAPTERS 51-68 OF TITLE 48, TCA. 09/03/2009 I Certify - Electronic Signature Slgnature Date lncorporator's Signature CEM AKKUS Incorporator's Name Page 148 of 243 Page 494 7b. Proof of non-profit and tax exempt status INTERNAL REVENUE SERVICE DEPARTMENT OF THE TREASURY P. 0. BOX 2508 CINCINNATI, OH 45201 Employer Identification Number: Date: DEC 1 4 2009 94-3487601 DLN: 17053260333019 READ FOUNDATION Contact Person: CEM AKKUS KAREN A BATEY 31641 198 ISLAND BLUFF DR Contact Telephone Number: MEMPHIS, TN 38103?9037 (877) 829?5500 Accounting Period Ending: June 30 Public Charity Status: 170(b)(l)(A)(Vi) Form 990 Required: Yes Effective Date of Exemption: September 3, 2009 Contribution Deductibility: Yes Addendum Applies: No Dear Applicant: We are pleased to inform you that upon review of your application for tax exempt status we have determined that you are exempt from Federal income tax under section 501(c)(3) of the Internal Revenue Code. Contributions to you are deductible under section 170 of the Code. You are also qualified to receive tax deductible bequests, devises, transfers or gifts under section 2055, 2106 or 2522 of the Code. Because this letter could help resolve any questions regarding your exempt status, you should keep it in your permanent records. Organizations exempt under section 501(c)(3) of the Code are further classified as either public charities or private foundations. We determined that you are a public charity under the Code section(s) listed in the heading of this letter. Please see enclosed Publication Compliance Guide for 501(c)(3) Public Charities, for some helpful information about your responsibilities as an exempt organization. Letter 947 Page 149 of 243 Page 495 READ FOUNDATION Enclosure: Publication Sincerely, Robert Choi Director, Exempt Organizations Rulings and Agreements Letter 947 Page 150 of 243 Page 496 7c. By-laws BYLAWS Read Foundation 4450 S. Mendenhall Rd. St 1 Memphis, TN, 38141 ARTICLE OFFICES Principal Of?ce 1.01 . The principal office of the Read Foundation (?Corporation?) shall be located at 4450 Mendenhall Rd. St 1 Memphisz TN 38141. The Corporation may have such other offices, either in Tennessee or elsewhere, as the Board of Directors may determine. The Board of Directors may change the location of any office of the Corporation. Registered Of?ce and Registered Agent 1.02. The Corporation shall comply with the requirements of the Act and maintain a registered office and registered agent in Tennessee. The registered office may, but need not, be identical with the Corporation?s principal office in Tennessee. The Board of Directors may change the registered office and the registered agent as provided in the Act. ARTICLE 2 BOARD OF DIRECTORS Management of the Corporation 2.01. The affairs of the Corporation shall be managed by the Board of Directors. Number Quali?cations and Tenure of Directors 2.02. The number of Directors shall be three (3). The number of the directors may be increased or decreased as needed by amendments by majority vote of the directors. Number of Directors may never be less than three (3). Directors need not be residents of Tennessee. Nomination of Directors 2.03. At any meeting at which the election a director occurs, a director may nominate a person with the second of any other director. In addition to nominations made at meetings, a nominating committee shall consider possible nominees and, make nominations for each election of directors. The secretary shall include the names nominated by the nomination committee, and any report of the committee, with the notice of the meeting at which the election occurs. Election of Directors 2.04. A person who meets any qualification requirements to be a director and who has been duly nominated may be elected as director. Directors shall be elected by the vote of the majority of the Board of Directors. Each director shall hold office until a successor is elected and qualified. A director may- [if desired, add: not] be elected to succeed himself or herself as director. Read Foundat/on By/aws (Adopted on 9/12/2009) Page 151 of 243 Page 497 Vacancies 2.05. Any vacancy occurring in the board of directors, and any director position to be filled due to an increase in the number of directors, shall be filled by the affirmative vote of a majority of the remaining board of directors. When a vacancy on the Board exists, nominations for new members may be received from present board members one week in advance of a board meeting. Annual Meeting 2.06. The annual meeting of the Board of Directors shall be held on the first Saturday of September of each year. The date of the annual meeting may be changed with a written notice by the President who shall also set the time and place of that delayed meeting. The president or the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Regular meeting 2.07. Regular meetings of the board shall be held at the principal office on the second Saturday of every other month starting September of each year. Number of meeting may be increased or decreased by a resolution of the board. The president or the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Special Meetings 2.08. Special meetings of the Board of Directors may be called by or at the request of the president or any two directors. A person or persons authorized to call special meetings of the Board of Directors may fix any place for holding a special meeting. The person or persons calling a special meeting shall notify the secretary of the information required to be included in the notice of the meeting. Then, the secretary shall give a written notice of the meeting to each director not less than five nor more than 30 days before the date of the meeting and shall post a written notice for general public as required in section 2.09 of this bylaw. Notices 2.09. All meeting (Annual, Regular, and Special Meetings) notices must be in writing. The written notices must be posted and must be readily accessible by the general public at all times for at least 72 hours before the scheduled time of the meeting. The written notice shall include agenda items, day, time, and the location of the meeting. The written notice shall use plain, concise English. Quorum 2.10. A majority of the number of directors then in the office shall constitute a quorum for the transaction of business at any meeting of the Board of Directors. Directors present by proxy may not be counted toward a quorum. The directors present at a duly called or held meeting at which a quorum is present may continue the meeting even if enough directors leave the meeting so that less than a quorum remains. However, no action may be approved without the vote of at least a majority of the number of directors required to constitute a quorum. If less than a quorum is present at any meeting, a majority of the directors present may adjourn the meeting at any time without further notice. Duties of Directors 2.11. Directors shall exercise ordinary business judgments in managing the affairs of the Corporation. Directors shall act as fiduciaries with respect to the interests of the members. In acting in their official capacity as directors of this corporation, directors shall act in good faith and take actions they reasonably believe to be in not take any action that they should reasonably believe would be opposed to the Corporation?s best interests or would be unlawful. A director shall not be liable if, in the exercise of ordinary care, the director acts in good faith relying on written financial and legal statements provided by an account or attorney retained by the Corporation. Read Foundat/on By/aws (Adopted on 9/12/2009) Page 152 of 243 Page 498 Actions of Board of Directors 2.12. The Board of Directors shall try to act by consensus. The act of a majority of the Directors present at a meeting at which a quorum is present shall be the act of the Board unless the act of a greater number is required by law or these bylaws. If a quorum is present but thereafter a sufficient number of Directors leave such meeting so that a quorum no longer present, then any action taken by the remaining Directors shall not be the act of the Board. Proxies 2.13. Board of Directors may not issue a proxy or may not be represented by a proxy. Compensation 2.14. Directors shall not receive salaries for their services. The Board of Directors may adopt a resolution providing for a reimbursement payment according to the state law to the Directors for their expenses of attendance, if any, for attendance at each meeting of the Board of Directors. Removal of Directors 2.15. The Board of Directors or members may vote to remove a director at any time, only for good cause. Good cause for removal of a director shall include the unexcused failure to attend four consecutive meetings of the Board of Directors. A meeting to consider the removal of a director may be called and noticed following the procedures provided in the bylaws. The notice of the meeting shall state the issue of possible removal of the director that will be on the agenda the notice shall state the possible cause for removal. The director shall have the right to be represented by an attorney at and before the meeting. At the meeting, the Corporation shall consider possible arrangements for resolving the problems that are the mutual interest of the Corporation and the director. A director may be removed by the affirmative vote of fifty one (51) percent of the Board of Directors. ARTICLE 3 OFFICERS Of?cer Positions The officers of the Corporation shall be a president, two] vice presidents, a secretary, a treasurer. The Board of Directors may create additional officer positions, define the authority and duties of each such position, and elect or appoint persons to fill the positions. Any two or more offices may by the same person, except the offices of president and secretary. Election and Term of Office 3.02 The officers of the Corporation shall be elected annually by the Board of Directors at the regular annual meeting of the Board of Directors. If the election of officers is not held at this meeting, the election shall be held as soon thereafter as conveniently as possible. Each officer shall hold office until a successor is duly selected and qualified. An officer may be elected to succeed himself or herself in the same office. Removal 3.03 Any officer elected or appointed by the Board of Directors may be removed by the Board of Directors with or without good cause. The removal of an officer shall be without prejudice to the contract rights, if any, of the officer. Vacancies 3.04. A vacancy in any office may be filled by the Board of Directors for the unexpired portion of the officer?s term. Read Foundat/on By/aws (A dopted on 9/12/2009) Page 153 of 243 Page 499 President 3.05. The president shall be the chief executive officer of the Corporation. The president shall supervise and control all of the business and affairs of the Corporation. The president shall preside at all meetings of the members and of the Board of Directors. The president may execute any deeds, mortgages, bonds, contracts, or other instruments that the Board of Directors has authorized to be executed. However, the president may not execute instruments on behalf of the Corporation if this power is expressly delegated to another officer or agent of the Corporation by the Board of Directors, the bylaws, or statute. The president shall perform other duties prescribed by the Board of Directors and all duties incident to the office of president. Vice President 3.06. When the president is absent, is unable to act, or refuses to act, a vice president shall perform the duties of the president. When a vice president acts in place of the president, the vice president shall have all the powers of and be subject to all the restrictions upon the president. If there is more than one vice president, the vice presidents shall act in place of the president in the order of the votes received when elected. A vice president shall perform other duties as assigned by the president or board of directors. Treasurer 3.07. The treasurer shall: Have charge and custody of and be responsible for all funds and securities of the Corporation. Receive and give receipts for moneys due and payable to Corporation from any source. Deposit all moneys in the name of Corporation in banks, trust companies, or other depositories as provided in the bylaws or as directed by the Board of Directors or president. Write checks and disburse funds to discharge obligations of the Corporation. Maintain the financial books and record of the Corporation. Prepare financial reports at least annually. Perform other duties as assigned by the president or by the Board of Directors. If required by the Board of Directors, give a bond for the faithful discharge of his or her duties in a sum and with a surety as determined by the Board of Directors. Perform all of the duties incident to the office of treasurer. Secretary 3.08 The secretary shall: Give all notices as provided in the bylaws or as required by law. Take minutes of the meetings of the members and the Board of Directors and keep the minutes as part of the corporate records. Maintain custody of the corporate records and of the seal of the Corporation. Affix the seal of the Corporation to all documents as authorized. Keep a register of the mailing address of each [if corporation has members, add: member], director, officer, and employee of the Corporation. Perform duties as assigned by the president or by the Board of Directors. Perform all duties incident to the office of secretary. AA ?3 ARTICLE 4 COMMITTEES Establishment of Committees 4.01 . The Board of Directors may adopt a resolution establishing one or more committees delegating specified authority to a committee, and appointing or removing members of a committee. A committee shall include two or more directors and may include persons who are not directors. If the Board of Directors delegates any of its authority to a committee, the majority of the committee shall consist of directors. Read Foundat/on By/aws (Adopted on 9/12/2009) Page 154 of 243 Page 500 The Board of Directors may establish qualifications for membership on a committee. The Board of Directors may delegate to the president its power to appoint and remove members of a committee that has not been delegated any authority to it shall not relieve the Board of Directors, or any individual director, of any responsibility imposed by the Bylaws or otherwise imposed by law. No committee shall have the authority of the Board of Directors to: Amend the articles of incorporation. Adopt a plan of merger or a plan of consolidation with another corporation. Authorize the sale, lease, exchange, or mortgage, of all or substantially all of the property and assets of the Corporation. Authorize the voluntary dissolution of the Corporation. Revoke proceedings for the voluntary dissolution of the Corporation. f) Adopt a plan for the distribution of the assets of the Corporation. Amend, alter, or repeal the bylaws. Eject, appoint, or remove a member of a committee or a director or officer of the Corporation. i) Approve any transaction to which the Corporation is a party and that involves a potential conflict of interests as defined in paragraph 5.04, below. Take any action outside the scope of authority delegated to it by the Board of Directors. Authorization of Specific Committee 4.02. There shall be the following committees: Membership, Nominating and Program Committees. The Board of Directors shall define the activities and scope of authority of each committee by resolution. Term of Of?ce 4.03. Each member of a committee shall continue to serve on the committee until the next annual meeting of the Directors of the Corporation and until a successor is appointed. However, the term of a committee member may terminate earlier if the committee is terminated or if the member dies, ceases to qualify, resigns, or, is removed as a member. A vacancy on a committee may be filled by an appointment made in the same manner as an original appointment. A person appointed to fill a vacancy on a committee shall serve for the unexpired portion of the terminated committee member?s term. Chair and Vice-Chair 4.04. One member of each committee shall be designated as the chair of the committee and the other member of each committee shall be appointed by the president of the Corporation. The chair and vice- chair shall be appointed by the president of the Corporation. The chair shall call and preside at all meetings of the committee. When the chair is absent, is unable to act, or refuses to act, the vice-chair shall perform the duties of the chair. When a vice-chair acts in place of the chair, the vice-chair shall have all the powers of and be subject to all the restrictions upon the chair. Notice of Meetings 4.05. Written or printed notice of a committee meeting shall be delivered to each member of a committee not less than, seven nor more than 30 days before the date of the meeting. The notice shall state the place, day, and time of the meeting, and the purpose or purposes for which the meeting is called. 4.06. A majority of the number of persons shall constitute a quorum of a committee for the transaction of business at any meeting of the committee. The directors present at a duly called or held meeting at which a quorum is present may continue the meeting even if enough directors leave the meeting so that less than a quorum remains. However, no action may be approved without the vote of at least a majority of the number of directors required to constitute a quorum. If less than a quorum is present at any meeting, a majority of the directors present may adjourn the meeting at any time without further notice. Actions of Committees 4.07. Committees shall try to take action by consensus. However, the vote of a majority of committee members present and voting at a meeting at which a quorum is present shall be sufficient to constitute the act of the committee unless the act of a greater number is required by law or the bylaws. A Read Foundat/on By/aws (Adopted on 9/12/2009) Page 155 of 243 Page 501 committee member who is present at a meeting and abstains from a vote is not considered to be present and voting for the purpose of determining the act of the committee. Proxies 4.08. A committee member may not vote by a proxy. Compensation 4.09. Committee members shall not receive salaries for their services. The Board of Directors may adopt a resolution providing for the payment to committee members of a fixed sum and expenses of attendance, if any, for attendance at each meeting of the committee. A committee member may serve the Corporation in any other capacity and receive compensation for those services. Any compensation that the Corporation pays to a committee member shall be commensurate with the services performed and shall be reasonable in amount. However, the Board of Directors is highly encouraged to provide services on a voluntary basis and request no compensation. Rules 4.10. Each committee may adopt rules for its own operation not inconsistent with the bylaws or with rules adopted by the Board of Directors. ARTICLE 5 TRANSACTIONS OF THE CORPORATION Contracts 5.01 . The Board of Directors may authorize any officer or agent of the Corporation to enter into a contract or execute and deliver any instrument in the name of and on behalf of the Corporation. This authority may be limited to a specific contract or instrument or it may extend to any number and type of possible contracts and instruments. Deposit 5.02. All funds of the Corporation shall be deposited to the credit of the Corporation in banks, trust companies or other depositaries that the Board of Directors selects. Gifts 5.03. The Board of Directors may accept on behalf of the Corporation any contribution, gift, bequest, or devise for the general purposes or for any special purpose of the Corporation. The Board of Directors may make gifts and give charitable contributions that are not prohibited by the bylaws, the articles of incorporation, state law, and any requirements for maintaining the Corporation?s federal and state tax status. Potential Con?icts of Interest 5.04. The corporation shall not make any loan to a director or officer of the corporation. The Corporation shall not borrow money from or otherwise transacts business with a member, director, officer, or, committee member of the Corporation unless the transaction is described fully in a legally binding instrument and is in the best interests of the Corporation. The Corporation shall not borrow money from or otherwise transact business with a director, officer, or committee member of the Corporation without full disclosure of all relevant facts and without the approval of the Board of Directors, not including the vote of any person having a personal interest in the transaction. Annual Statements Regarding Con?ict of Interest Policy 5.05. Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person: Has received a copy of the conflicts of interest policy, Read Foundat/on By/aws (Adopted on 9/12/2009) Page 156 of 243 Page 502 0' Has read and understands the policy, Has agreed to comply with the policy, and Understands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes. Q0 Records of Proceedings 5.06. The minutes of the governing board and all committees with board delegated powers shall contain: The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board?s or committee?s decision as to whether a conflict of interest in fact existed. The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings. Violations of the Con?icts of Interest Policy 5.07. If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. If, after hearing the member?s response and after making further investigation as warranted by the circumstances, the governing board or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action. Prohibited Acts 5.08. As long as the Corporation is in existence, and except with the prior approval of the Board of Directors, no director, officer or committee member shall: Do any act in violation of the bylaws or a binding obligation of the Corporation. Do any act with the intention of harming the Corporation or any of its operations. Do any act that would make it impossible or unnecessarily difficult to carry on the intended or ordinary business of the Corporation. Receive an improper benefit from the operation of the Corporation. Use the assets of the Corporation, directly or indirectly, for any purpose other than carrying on the business of the Corporation. Wrongfully transfer or dispose of Corporation property, including intangible property such as good will. Use the name of the Corporation (or any substantially similar name) or any trademark or trade name adopted by the Corporation, except on behalf of the Corporation in the ordinary course of the Corporation?s business. Disclose any of the Corporation business practices, trade secrets, or any other information not generally known to the business community to any person not authorized to receive it. ARTICLE 6 BOOKS AND RECORDS Required Books and Records 6.01 . The Corporation shall keep complete books and records of account. The Corporation?s books and records shall include: A file-endorsed copy of all documents filed with Tennessee Secretary of State relating to the Corporation, including, but not limited to, the articles of Corporation, and any articles of Read Foundat/on By/aws (A dopted on 9/12/2009) Page 157 of 243 Page 503 amendment, restated articles, articles of merger, articles of consolidation, and statement of change of registered office or registered agent. A copy of the bylaws, and any amended versions or amendments to the bylaws. Minutes of the proceedings of the Board of Directors, and committees having any of the authority of the Board of Directors. A list of the names and addresses of the directors, officers and any committee members of the Corporation. A financial statement showing the assets, liabilities and not worth of the Corporation at the end of the three most recent fiscal years. A financial statement showing the income and expenses of the Corporation for the three most recent fiscal years. All rulings, letters, and other documents relating to the Corporation?s federal, state, and local tax status. ARTICLE 7 FISCAL YEAR 7.01 The fiscal year of the Corporation shall begin on the first day of July and end on the last day in June in each year. ARTICLE 8 INDEMNIFICATION When Indemnification is Required, Permitted, and Prohibited 8.01. The Corporation shall indemnify a director, officer, committee member, employee or agent of the Corporation who was, is or may be named defendant or respondent in any proceeding as a result of his or her actions omissions within the scope of his or her official capacity in the Corporation. For the purposes of this article, an agent includes one who is or was serving at the request of the Corporation as a director, officer, partner, venturer, proprietor, trustee, partnership, joint venture, sole proprietorship, trust, employee benefit plan, or other enterprise. However, the Corporation shall indemnify a person only if he or she acted in good faith and reasonably believed that the conduct was in the Corporation?s best interests. In a case of criminal proceeding, the person may be indemnified only if he or she had no reasonable cause to believe that the conduct was unlawful. The Corporation shall not indemnify a person who is found liable to the Corporation or is found to be liable to another on the basis of improperly receiving a personal benefit. A person is conclusively considered to have been found liable in relation to any claim, issue, or matter if the person has been adjudged liable by a court of competent jurisdiction and all appeals have been exhausted. The termination of a proceeding by judgment, order, settlement, conviction, or on a plea of polo contendere or its equivalent does not necessarily preclude indemnification by the Corporation. The Corporation shall pay or reimburse expenses incurred by a director, officer, committee member, employee, or agent of the Corporation in connection with the person?s appearance as a witness or other participation in a proceeding involving or affecting the Corporation when the person is not a named defendant or respondent in the proceeding. In addition to the situations otherwise described in this paragraph, the Corporation may indemnify a director, officer, committee member, employee, or agent of the Corporation to the extent permitted by law. However, the Corporation shall not indemnify any person in any situation in which indemnification is prohibited by the terms of paragraph 8.01 ., above. Read Foundat/on By/aws (Adopted on 9/12/2009) Page 158 of 243 Page 504 Before the final disposition of a proceeding, the Corporation may pay indemnification expenses permitted by the bylaws and authorized by the Corporation. However, the Corporation shall not pay indemnification expenses to a person before the final disposition of a proceeding. If the person is a named defendant or respondent in a proceeding brought by the Corporation; or the person is alleged to have improperly received a personal benefit or committed other willful or intentional misconduct. If the Corporation may indemnify a person under the bylaws, the person may be indemnified against judgment, penalties, including excise and similar taxes, fines, settlements, and reasonable expenses (including attorney?s fees) actually incurred in connection with the proceeding. However, if the proceeding was brought by or on behalf of the Corporation, the indemnification is limited to a reasonable expenses actually incurred by the person in connection with the proceeding. Procedures Relating to Indemni?cation Payments 8.02. Before the Corporation may pay any indemnification expenses (including attorney?s fees), and determine that expenses to be reimbursed are reasonable, except as provided in paragraph below. The Corporation may make theses determinations and decisions by any one of the following procedures: Majority vote of the quorum consisting of directors who, at the time of the vote, are not named defendants or respondents in the proceeding. (ii) If such a quorum cannot be obtained, by a majority vote of committee of the Board of Directors, designated to act in the matter by a majority vote of all directors, consisting solely of two or more who at the time of the vote are not named defendants or respondents in the proceeding. Determination by special legal counsel selected by the Board of Directors by votes as provided in paragraph or or if such a quorum cannot be obtained and such a committee cannot be established, by a majority vote of all directors. The Corporation shall authorize indemnification and determine that expenses to be reimbursed are reasonable in the same manner that it determines whether indemnification id permissible. If the determination that the facts then known to those making the determination would not preclude indemnification and authorization of payment shall be made in the same manner as a determination that indemnification is permissible under paragraph above. The person?s written affirmation shall state that he or she has met the standard of conduct necessary for indemnification under the bylaws, The written undertaken shall provide for repayment of the month paid or reimbursed by the Corporation if it is ultimately determined that the person has not met the requirements for indemnification. The undertaken shall be an unlimited general obligation of the person, but it need not be secured and it may be accepted without reference to financial ability to make repayment. ARTICLE 9 NOTICES Notice by Mail or Telegram 9.01. Any notice required or permitted by the bylaws to be given to a director, officer or member of a committee of the Corporation may be given by mail or telegram. If mailed a notice shall be deemed to be delivered when deposited in the United States mail addressed to the person at his or her address as it appears on the records of the Corporation, with postage prepaid. If given by telegram, a notice shall be deemed to be delivered when accepted by the Telegram Company and addressed to the person at his or her address as it appears on the records of the Corporation. A person may change his or her address by giving written notice to the secretary of the Corporation. Read Foundat/on By/aws (Adopted on 59/12/2009) Page 159 of 243 Page 505 Signed Waiver of Notice 9.02. Whenever any notice is required to be given under the provisions of the act or under the provisions of the articles of incorporation or the bylaws, a waiver in writing signed by a person entitled to receive a notice shall be deemed equivalent to the giving of the notice. A waiver of the notice shall be effective whether signed before or after the time stated in the notice being waived. Waiver of Notice by Attendance 9.03. The attendance of a person at a meeting shall constitute a waiver of notice of the meeting unless the person attends for the express purpose of objecting to the transaction or any business because the meeting is not lawfully called or convened. ARTICLE 10 SPECIAL PROCEDURES CONCERNING MEETINGS Meeting by Telephone or Internet 10.01. A. Subject to the provisions required or permitted by the Tennessee Open Meetings Act or notice of meetings, unless otherwise restricted by the articles of incorporation or bylaws, members of the board of directors of the corporation, or members of any committee designated by such board may participate in and hold a meeting of such members, board, or committee by means of: (1) conference telephone or similar communications equipment by which all persons participating in the meeting can hear each other; or (2) another suitable electronic communications system, including videoconferencing technology or the Internet, only if: each member entitled to participate in the meeting consents to the meeting being held by means of that system; and the system provides access to the meeting in a manner or using a method by which each member participating in the meeting can communicate concurrently with each other participant. B. Participation in a meeting pursuant to this Article shall constitute presence in person at such meeting, except where a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting is not lawfully called or convened. ARTICLE 1 ?l AMENDMENTS TO BYLAWS 11.01 The bylaws may be altered, amended, or repealed, and new bylaws may be adopted a majority vote by the Board of Directors. The notice of any meeting at which the bylaws are altered, amended, or repealed, or at which new bylaws are adopted shall include the text of the proposed bylaw provisions as well as the text of any existing provisions proposed to be altered, amended, or repealed. Alternatively, the notice may include a fair summary of those provisions. Read Foundat/on By/aws (A dopted on 59/12/2009) Page 160 of 243 Page 506 ARTICLE 12 MISCELLANEOUS PROVISIONS AND CLAUSES Dissolution Clause 12.01 . Upon the dissolution of this organization, assets shall be distributed for one or more exempt purposes within the meaning of section 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal code, or shall be distributed to the federal government, or to a state or local government, for a public purposes. Legal Authorities Governing Constructions of Bylaws 12.02. The bylaws shall be construed in accordance with the laws of the State of Tennessee. All references in the bylaws to statutes, regulations, or other sources of legal authority shall refer to the authorities cited, or their successors, as they may be amended from time to time. Legal Construction 12.03. If any bylaw provision is held to be invalid, illegal, or unenforceable in any respect, the invalidity, illegality, or unenforceability shall not any other provision and the bylaws shall be construed as if the invalid, illegal, or unenforceable provision had not been included in the bylaws. Headings 12.04. The headings used in the bylaws are used for inconvenience and shall not be considered in contouring the terms of the bylaws. Gender 12.05. Wherever the context requires, all words in the bylaws in the male gender shall be deemed to include female or neuter gender, all singular words shall include the plural, and all plural words shall include the singular. Seal 12.06 The Board of Directors may provide for a corporate seal such a seal would consist of two concentric circles containing the words Read Foundation, ?Tennessee,? in on encircle and the word ?Incorporated? together with the date of incorporation of the Corporation in the other circle. Power of Attorney 12.07. A person may execute any instrument related to the Corporation by means of a power of attorney if an original executed copy of the Corporation to be kept with the Corporation records. Parties Bound 12.08. The bylaws shall be binding upon and inure to the benefits of the directors, officers, committee members, employees, and agents of the Corporation and their respective heirs, executors, administrators, legal representatives, successors, and assigns except as otherwise provided in the bylaws. ARTICLE 13 THE NON-DISCRIMINATORY STATEMENT 13.01 . It is the policy of Read Foundation not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, gender, veteran status, or political affiliation, in its educational programs and/ or activities. Read Foundat/on By/aws (Adopted on 9/12/2009) Page 161 of 243 Page 507 CERTIFICATE OF APPROVAL I certify that I am the duly elected and acting president of Read Foundation and that the foregoing Bylaws constitute the Bylaws of the Corporation. These Bylaws were duly adopted at a meeting of the Board of Directors held on 20_ [Signature] Date [Name] Read Foundat/on By/aws (A dopted on 9/12/2009) Page 162 of 243 Page 508 7d. Code of Ethics CODE OF ETHICS SHELBY COUNTY SCHOOLS DISTRICT Read Foundation Section 1. De?nitions. (1) ?School district? means Shelby County Schools District, which was duly created by a public or private act of the General Assembly; and which includes all boards, committees or commissions appointed or created by the school district or an of?cial of the school district. (2) ?Of?cials and employees? means and includes any official, whether elected or appointed, of?cer, employee or servant, or any member of any board, agency, commission, authority or corporation (whether compensated or not), or any of?cer, employee or servant thereof, of the school district. (3) ?Personal interest? means, for the purpose of disclosure of personal interests in accordance with this Code of Ethics, a ?nancial interest of the official or employee, or a ?nancial interest of the of?cial's or employee's spouse or child living in the same household, in the matter to be voted upon, regulated, supervised, or otherwise acted upon in an of?cial capacity. Section 2. Disclosure of personal interest in voting matters. An official or employee with the responsibility to vote on a measure shall disclose during the meeting at which the vote takes place, before the vote and to be included in the minutes, any personal interest that affects or that would lead a reasonable person to infer that it affects the official?s or employee's vote on the measure. In addition, the official or employee may, to the extent allowed by law, recuse himself or herself from voting on the measure. Section 3. Disclosure of personal interest in non-voting matters. An official or employee who must exercise discretion relative to any matter other than casting a vote and who has a personal interest in the matter that affects or that would lead a reasonable person to infer that it affects the exercise of the discretion shall disclose, before the exercise of the discretion when possible, the interest on the attached disclosure form and ?le the disclosure form with the school district's central of?ce. In addition, the of?cial or employee may, to the extent allowed by law, recuse himself or herself from the exercise of discretion in the matter. (Clicl_{ Here to download the Con?ict of Interest Disclosure Statement.) Page 163 of 243 Page 509 Section 4. Acceptance of gifts and other things of value. An official or employee, or an official?s or employee's spouse or child living in the same household, may not accept, directly or indirectly, any gift, money, gratuity, or other consideration or favor of any kind from anyone other than the school district that a reasonable person would understand was intended to in?uence the vote, of?cial action or judgment of the official or employee in executing decision-making authority affecting the school district. It shall not be considered a Violation of this policy for an official or employee to receive entertainment, food, refreshments, meals, health screenings, amenities, foodstuffs, travel, lodging, or beverages that are provided in connection with a conference sponsored by an established or recognized statewide association of school board officials or by an umbrella or affiliate organization of such statewide association of school board officials, or which are provided by any company, agency, or organization for the education or training of school district of?cers, employees, or elected of?cials. It shall also not be considered a Violation of this policy for any of?cer, employee or elected of?cial of the School District to accept from educational institutions, civic organizations, or nonpro?t organizations, tickets for sporting events, activities, performances, receptions, breakfasts, dinners, or luncheons that are sponsored by said educational institutions, civic organizations, or nonprofit organizations. Section 5. Ethics Complaints. The school district may create a School District Ethics Committee (the ?Ethics Committee?) consisting of three members who will be appointed to one-year terms by the Chairman of the Board of Education with confirmation by the board of education. At least two members of the committee shall be members of the board of education. The Ethics Committee shall convene as soon as practicable after its appointment and elect a chair and a secretary. The records of the Ethics Committee shall be maintained by the secretary and shall be ?led in the office of the director of schools, where they shall be open to public inspection. Questions and complaints regarding Violations of this Code of Ethics or of any violation of state law governing ethical conduct should be directed to the chair of the Ethics Committee. Complaints shall be in writing and signed by the person making the complaint, and shall set forth in reasonable detail the facts upon which the complaint is based. The School District Ethics Committee may investigate any credible complaint against an official or employee charging any violation of this Code of Ethics, or may undertake an investigation on its own initiative when it acquires information indicating a possible Violation, and make recommendations for action to end or seekr Page 164 of 243 Page 510 etributio for any activity that, in the Committee's judgment, constitutes a violation of this Code of Ethics. If a member of the Committee is the subject of a complaint, such member shall recuse himself or herself from all proceedings involving such complaint. The Committee may: (1) refer the matter to the Board Attorney for a legal opinion and/or recormnendations for action; (2) in the case of an official, refer the matter to the school board body for possible public censure if the board body finds such action warranted", (3) in the case of an employee, refer the matter to the official responsible for supervision of the employee for possible disciplinary action if the of?cial ?nds discipline warranted; (4) in a case involving possible violation of state statutes, refer the matter to the district attorney for possible ouster or criminal prosecution; The interpretation that a reasonable person in the circumstances would apply shall be used in interpreting and enforcing this Code of Ethics. When a violation of this Code of Ethics also constitutes a violation of a personnel policy, the violation shall be dealt with as a violation of the personnel provisions rather than as a violation of this Code of Ethics. T.C.A. ?8-17?101 etseq. Page 165 of 243 Page 511 Section 3 SHELBY COUNTY SCHOOLS DISTRICT CODE OF ETHICS CONFLICT OF INTEREST DISCLOSURE STATENIEN Instructions: This form is for reporting personal interests required to be disclosed under Section 3 of the Code of Ethics of this school district. Officials and employees are required to disclose personal interests in matters that affect or would lead a reasonable person to infer that it would affect the exercise of discretion of an official or employee. 1. Date of disclosure: 2. Name of of?cial or employee: 3. Office and position: 4. Description of personal interest (describe below in detail): Signature of Official or Employee Witness Signature Printed Name of Witness Page 166 of 243 Page 512 7e. Conflict of Interest Policy Read Foundation Conflict of interest policy Potential Conflicts of Interest 5.04. The corporation shall not make any loan to a director or officer of the corporation. The Corporation shall not borrow money from or otherwise transacts business with a member, director, officer, or, committee member of the Corporation unless the transaction is described fully in a legally binding instrument and is in the best interests of the Corporation. The Corporation shall not borrow money from or otherwise transact business with a director, officer, or committee member of the Corporation without full disclosure of all relevant facts and without the approval of the Board of Directors, not including the vote of any person having a personal interest in the transaction. Annual Statements Regarding Conflict of Interest Policy 5.05 (C) Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person: Has received a copy of the conflicts of interest policy, Has read and understands the policy, Has agreed to comply with the policy, and Understands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax- exempt purposes. Records of Proceedings 5.06. The minutes of the governing board and all committees with board delegated powers shall contain: The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board's or committee's decision as to whether a conflict of interest in fact existed. The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings. Violations of the Conflicts of Interest Policy 5.07. If the board of directors or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. If, after hearing the member?s response and after making further investigation as warranted by the circumstances, the board of directors or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action. Page 167 of 243 Page 513 7f. Organizational Charts Tennessee Department of Education State Board of Education and the Commissioner Shelby County Schools Board of Commissioner and the Superintendent Read Foundation (the Sponsor) Board of Directors Memphis School of Excellence Elementary School The School Principal/Director The board members’ main goal is to ensure that all necessary resources are available to accomplish the mission and goals of the organization. Thus, the board will delegate to the appointed principal authority and decision making responsibility for day-to-day operations of the school, including but not limited to: hiring and firing school staff, designing the school’s curriculum, and creating the school’s annual budget (subject to board approval). The board members’ responsibilities include but are not limited to:         Affirm the mission, goals and objectives, Attend regular and special board meetings, Provide leadership to board sub-committees, Help preparing the budget along with the principal and business manager Commit time to developing financial resources for the charter school, Evaluate the performance of the principal, Establish and maintain all policies governing the operation of the charter school,; Ensure that the school adheres to the mission and goals outlined in the charter, Page 168 of 243 Page 514         Hold the principal accountable for the academic success and fiscal responsibility of the school; Provide support to the school for additional fund-raising, marketing and other services as needs arise, Hear and render decisions on issues brought to the board’s attention, Participate in disputes that are brought to the board’s attention as they relate to the school’s discipline policy, especially disputes arising in the areas of expulsion and long-term suspension, Handle complaints submitted to the board in a timely manner per the complaints process detailed in the charter application. Responsibly review and act upon sub-committee recommendations, Assist in identifying resources and attract resourceful people, and Advocate on behalf of the school by working to establish partnerships with community organizations, institutions of higher learning, nonprofit foundations and corporate entities that support education through noncommercial relationships. Board members will play an active role in the activities of the sub-committees listed below: 1. Academic Policy: Reviews curriculum to ensure compliance with the mission of the school; recommends policy changes to the RF board where appropriate; and participates in the development of program development and evaluation. 2. Personnel: Reviews and recommends job descriptions to the RF board; reviews principal’s recommendations for hiring and firing employees and makes recommendations to the RF board; and provides advice on personnel matters to the RF board and the principal. 3. Finance: Drafts annual operating and capital budgets for approval by the RF board (sponsoring entity); reviews monthly actual revenues and expenditures of the operating, capital, and enterprise activities and presents the same to the RF board; and provides advice on financial matters to the RF board and the principal. 4. Facilities and Equipment: Determines space and equipment needs and costs associated therewith; develops plans for any necessary renovations to site; monitors ongoing compliance with regulations; and oversees maintenance of building and equipment. Memphis School of Excellence will provide an atmosphere of caring and respect for its students and staff. The fundamentals of a productive relationship between the teachers and the administration will be laid out during the hiring process by effectively communicating the goals and objectives of the school to the teachers. The RF Board will be responsible for making sure that both the administration and the faculty are Page 169 of 243 Page 515 aware of being part of the same team and the only way to become successful is if everyone does his or her job with integrity and efficacy. Members of the RF board recognize the fact that parental involvement is a key element in overall student success. The parents will always be encouraged to participate in any part of the school activities and board meetings. A parent will be nominated and elected to be a member of the RF board within a year of the beginning of school operation. Roles and Responsibilities: The officers of the RF shall be a president, a vice president, a secretary, and a treasurer. The board members may create additional officer positions, define the authority and duties of each such position, and elect or appoint persons to fill the positions. Any two or more offices may be held by the same person, except the offices of president and secretary. The officers of the RF and their roles and responsibilities of each of these positions are detailed below: President: The president shall be the chief executive officer of the foundation and is to ensure that the mission of the school is being fulfilled at all times. The president shall supervise and control all of the business affairs of the foundation. The president shall preside at all meetings of the members and of the RF. The president may execute any deeds, mortgages, bonds, contracts, or other instruments that the RF board members have been authorized to be executed. However, the president may not execute instruments on behalf of the school if this power is expressly delegated to another officer or agent of the school by the RF board members, the bylaws, or statute. The president shall perform other duties prescribed by the RF board members and all duties incident to the office of president. Vice President: The role of vice president is to serve as chief executive officer if the president is absent or unable to act, or refuses to act, a vice president shall perform the duties of the president. When a vice president acts in place of the president, the vice president shall have all the powers of and be subject to all the restrictions upon the president. If there is more than one vice president, the vice presidents shall act in place Page 170 of 243 Page 516 of the president in the order of the votes received when elected. A vice president shall perform other duties as assigned by the president or Board of directors. Secretary: The role of the Secretary is to administrate documentation and communication of RF board activities. The Secretary shall:       Give all notices as provided in the bylaws or as required by law; Take minutes of board meetings and keep the minutes as part of the corporate records.; Maintain custody of the corporate records and of the seal; Prepare any correspondence the Board deems necessary; Maintain a calendar of all scheduled board meetings; and Perform duties as assigned by the president. Treasurer: The role of the Treasurer is to oversee the financial processes of the foundation and the proposed school to ensure that: 1) the corporation is fiscally stable; and 2) all transactions are documented in accordance with GAAP principles. The treasurer shall:        Have charge and custody of and be responsible for all funds and securities of the foundation; Oversee the implementation and management of the foundation’s budget; Maintain the financial books and record of the foundation; Prepare financial reports; Perform other duties as assigned by the president; Review the school’s annual budget periodically; Oversee the preparation of monthly accounting statements. Page 171 of 243 Page 517 79. Board member resumes Cem Akkus 3607 Mynders Ave, Memphis, TN 38111 office: 3825 DeSoto, Room 119, Memphis, TN 38152 phone: 646?387-9885 e?mail: cakkus@memphis.edu EDUCATION University of Memphis, Memphis, TN expected graduation Major: Geographic Information Systems - Geography May 2015 Graduate Certificate in GIS, University of Memphis, Memphis, TN 2011 M.S., Yildiz Technical University, Istanbul, TURKEY 2005 Major: Geodesy and Photogrammetry (Mapping) Engineering 3.5., Karadeniz Technical University, Trabzon, TURKEY 2002 Major: Geodesy and Photogramrnetry (Mapping) Engineering PEER REVIEWED PUBLICATIONS Akkus, Ozdenerol, E. Exploring Childhood Lead Exposure through GIS: A Review of the Recent Literature. Int. I. Environ. Res. Public Health 2014, 11(6), 6314-6334. 0 Ozdenerol, Taff, Akkus, C. Exploring the Spatio-Temporal Dynamics of Reservoir Hosts, Vectors, and Human Hosts of West Nile Virus: A Review of the Recent Literature. Int. I. Environ. Res. Public Health 2013, 10, 5399-5432. WORK IN PROGRESS Akkus, Ozdenerol, Kocak, Russ, Krnet, I. Spatial Analysis of soil lead contamination and pediatric BLLs in Shelby County, TN. To be submitted to International Journal of Geographical Information Science. 0 Akkus, C. Ozdenerol, Kocak, M. Efficacy of lead abatement efforts in Shelby County, TN. To be submitted to Environmental Health Perspective. CONFERENCES POSTERS 0 Association of American Geographers 2012 Annual Meeting. New York, NY. Presentation: ?Spatial Analysis of Children's Blood Lead levels in Shelby County, Tennessee: A Case Study? 0 11th Annual Mid-South Geographic Information Systems Conference 2011, Memphis TN. Presentation: 1'Small Business Export Analysis in the United States?. 0 11th Annual Mid-South Geographic Information Systems Conference 2011, Memphis TN. Poster Presentation: ?One Map: Analysis for Centers of Export Excellence for Small and Medium-sized Enterprises 0 10th Annual Mid-South Geographic Information Systems Conference 2010, Memphis TN. Presentation: "Mapping History Through Server and Java Web Page 172 of 243 Page 518 0 10th Annual Mid-South Geographic Information Systems Conference 2010, Memphis TN. Poster Presentation: ?The Civil Rights Movement in the Mid-South: Mapping History". 0 Southeastern Division of the Association of American Geographers (SEDAAG) Annual Meeting (2009), Knoxville TN. Poster Presentation: ?Indian Woods, North Carolina: Mapping historical artifacts through 0 9th Annual Mid-South Geographic Information Systems Conference 2009, Memphis TN. Poster Presentation: ?Indian Woods 1585 to Present: At the Crossroads of Three Cultures?. WEB-BASED GIS PROJECTS Healthy Community Resource Map: http:/ [binflmemphisedu/ fitkids/ tools/ g?s/ 0 Civil Rights Movement in the US: CARTOGRAPHIC DESIGN IN TECHNICAL REPORTS Compatibility of Freight Transportation and Land Use in Memphis Aerotropolis (2012). Interim Report. Center for Intermodal Freight Studies, University of Memphis. 0 Shelby Farms Natural Resources Management Plan (2011). Final Report. Shelby Farms Conservancy. 0 An Assessment of Forested habitat at Shelby Farms Park, Memphis, Shelby County, Tennessee (2010). Final Report. Tennessee department of Agriculture Division of Forestry. 0 Shelby Farms Park Biological Inventory report (2010). Final Report. Shelby Farms Conservancy. 0 An Assessment of the Health Status of Mississippi Delta Region (2009). Final Report. Delta Regional Authority. TEACHING EXPERIENCE SUBJECT INSTITUTION [Undergraduate (U), Graduate (G), Graduate Assistant(GA)] ESC11020 Landforms (U) - Instructor 2012 Summer of Memphis (UM) Dept. of Earth Sciences ESCI 4515/6515 Intro GIS G) Instructor 2012 Spring UM Dept. of Earth Sciences ESCI 1020 Landforms Lab (U) - Instructor 2009-2012 UM Dept. of Earth Sciences ESCI 4515/ 6515 Intro GIS G) GA 2010-2012 UM Dept. of Earth Sciences ESCI 4525/ 6525 Advanced GIS G) - GA 2010?2012 UM Dept. of Earth Sciences ESCI 47613 GIS and Human Health (G) GA 2010?2012 UM Dept. of Earth Sciences WORK EXPERIENCE GIS Developer, School of Public Health 12/2013 - present University of Memphis Memphis TN Developing geodatabases, map documents, and GIS-based web pages for project. 2 Page 173 of 243 Page 519 Graduate Assistant, Department of Bioinformatics 1/2013 - 11/2013 University of Memphis Memphis TN Developed a prototype Server-based website for project grant proposal. Graduate Assistant, Department of Earth Sciences SAGE Lab 1/2009 - 12/2012 University of Memphis Memphis TN . Worked on health data for Delta Region Health Indicators and LeBonheur Hospital Emergency Services. . Developed first interactive mapping website for Civil Rights Movement in the Mid?South. . Worked on forest data on Shelby Farms Biodiversity Inventory and Natural Resources Management Plan . Conducted cartographic design for Indianwoods Historical Project and Book Series. GIS Intern, - Memphis TN 2011 Conducted market analysis on the export potential of small and medium size businesses in major metro markets. QC Engineer, Infoserve Technologies Corp. Glendale NY 2008 Worked on the project for the development of Master Merchant 2008 Point of Sale Systems. Analyst, EMI Mapping and Computing Inc. Istanbul, Turkey 2002? 2005 Worked as a project manager on 3-D mapping support for Urban Design in Istanbul. Other projects: . Cadastral and Parcel mapping of Istanbul Municipality Properties . Multistory GIS and cadastral mapping for development projects for Eminonu County in Istanbul - MEER Cadastral Renovation Project for Marmara Sea Earthquake Area Part in YALOVA GIS Intern, Global Mapping and Engineering Corp. Trabzon, Turkey 2000 Worked on georectification of raster data sets. Digitized cadastral parcels in CAD environment. GIS Intern, Land Registry and Cadastral Office Trabzon, Turkey 1999 Archived public parcel records. Participated in parcel surveying field works. TRAINING Iava Programming Web Design - Infoserve Technologies Inst, Flushing, NY 2007-2008 3 Page 174 of 243 Page 520 TECHNICAL SKILLS 0 Advanced Data Editing Experience in CAD and GIS environment 0 Extensions; Spatial Geostatistical Analyst, Network Analyst, Address Geocoding 0 Interactive Mapping Website Development and Maintenance using Arc GIS Server and JavaScript API 0 Data Development, Data Mining, and Integration on Database Geo-database Platforms including Microsoft SQL, Access, and 0 Advanced Cartographic Design (Arc GIS, Photoshop, Coral Draw) 0 Data Analysis with various data types including surveying, utility management, community development, urban planning, public health records, criminology, history, business, ecology, and transportation. 0 Software: Microsoft Office, ArcView, Desktop, ERDAS, Server, for SQL Server, SPSS, SAS, Eclipse IDE, Aptana IDE, Apache Tomcat, Microsoft SQL Server, Adobe Photoshop/ Illustrator CSX, Coral Draw, Micro Station SE V8, NotPad++ 0 Programming 6? Scripting Languages: C, Java, Python, Iavascript, Avenue AWARDS The Center for Academic Success Travel Enrichment Award as a presenter at the Association of American Geographers Annual Meeting for 2012 in New York. 0 Travel scholarship for the First International Conference on Geospatial Geocoding, 2011 Redlands CA. 0 "The Civil Rights Movement in the Mid?South: Mapping History?, Map Galery 2nd Place Student at Memphis Area Geographic Information Council Map Design Competition at 10th Annual Mid?South Geographic Information Systems Conference 2010, Memphis TN. 0 ?Indian Woods 1585 to Present: At the Crossroads of Three Cultures", Map Galery 1st Place Student at Memphis Area Geographic Information Council Map Design Competition at 9th Annual Mid?South Geographic Information Systems Conference 2009, Memphis TN. Page 175 of 243 Page 521 6350 Uncle Remus Rd. Apt. 4 Memphis, TN 38115 9015040817 PATTY FARMER Objective: Laboratory Technician with expertise in procuring and processing more than 2000 specimens per month. Highly ef?cient and detail-oriented with advance knowledge of medical testing and experimentation. Skills Abilities: Medical Assisting Specialist. Talent in obtaining/charting vital signs. certi?ed. Patient/Family focused. Extensive medical terminiolgy knowledge. Enthusiastic caregiver. Extensive ER experience. Quali?ed im specimen collection/processing. Blood withdrawal certi?cation.Competency in procedure development. Experience: RESPONSE EDT, SAINT FRANCIS HOSPITAL NOVEMBER 1986 to June 2010 Blood withdrawal. CPR Help physicians examine and treat patients by assisting with intstuments, injections. Recorded patients?vita statistics and test results in medical records. Administered 12-lead electrocardiogram and monitoring. Provided life support services during medical emergecies. Ensured HIPPA ompliance. Education: WOODALE DIPLOMA, BAPTIST SCHOOL OF Certi?cation in Phlebotomy, License in Medical Assistant, Certi?cation in CPR, Certi?cation in EKG Technician Communication: Served as a New-Hired Employee Trainer Educator. Motivated Speaker to various Youths. Leadership: Volunteer on the Memphis School Of Excellence Board of Directors. Volunteer for The Women Heart Association, Volunteer for Saint Francis Hospital Health-Fairs, Volunteer for Morning Grove Baptist Church Youth Ministries and Health-F airs, Volunteer for Various Memphis Shelby County Schools. References: REFERENCES AVAILABLE UPON REQUEST Page 176 of 243 Page 522 Emin Kuscu 3607 Mynders Ave Memphis TN, 38125 Phone: +1 (315) 628 1788 Email ekuscu@uthsc.edu (Alt eminkuscutr@gmail.com OBJECTIVE Advance my capabilities as a senior software developer in a challenging, professional environment where I can apply my substantial so?ware and management experience. EDUCATION batman canyon; unwary means, Memphis, TN, U. m. 201?22013 Master of Engineering (Robotics), Tennessee State University, Nashville, TN, USA. 2005-2009 Bachelor Degree in Computer Engineering, Sakarya University, Sakarya, Turkey 1997-2002 PROFESSIONAL EXPERIENCE Senior Program Manager, UTHSC, Memphis, TN, USA. June 2008 - (Present) I WebApplication (Unity) Supervised and assisted in the development of a clinical database management application, Unity, which is written in Python and uses the PostgreSQL relational database system. Unity runs on an OS-independent Apache/Python/PostgreSQL (XAPP) stack, and can thus be deployed in any server running Apache with Python (2.7 or the Django web framework and a PostgreSQL database server. Core functionality is deliberately lightweight with major functions implemented as plug-ins. This infrastructure allows ?exibility and functional expansion without interrupting core systems. For example, Unity comes preloaded with standard medical ontologies g. but new vocabularies can be uploaded into dynamically generated tables and immediately used as new lookup tables. Combining the essential features of a clinical data management system, Unity features audit-logs to capture all user activities, total access control with privileges based on user-defined roles, and a drag and drop data export and reporting tool with customizable ?lterng that can export to Excel and PDF. I WebApplication (Slim-Prim) Supervised and assisted in the development of a clinical research application, which is called Slim-Prim, using PHP, JavaScript, Ajax, and Oracle for clinical studies. Slim-Prim provides ?exible components to create related tables and does analyses of data in those tables. Slim-Prim is a clinical database management system that gives clinical researchers the opportunity to create their own modules using research data. I Web Application (Slim-Prim report management tool) Supervised the development of a report management tool for Slim-Prim that creates customizable reports for clinical data. Every table and field is available for individual selection and results are provided according to the relationships between tables. This tool supplies the user with all of the SQL ability in a graphical interface. I Web Application (http://academic. uthsc. edu?asmelw ikz'/) Created the KismetWiki application, which is intended to create and share medical documentation and discussion boards within various access levels. It was created using PHP and Oracle 11g (LDAP Authentication Backend). It gives medical students and clinical researchers the opportunity to share and collaborate on their medical studies and research. Page 177 of 243 Page 523 Web Developer, Horizon Trade Inc., Nashville, TN, USA. 2007? 2008 I Web Application chefsdeal. com): Created Chefsdeal. com, which is a shopping portal website that uses PHP, for B2B, B2P and B2C. .Net Application Developer, ITIVIRL (Intelligent Tactical Mobility Research Lab), Nashville, TN, USA. 2005?2007 I Speech Recognition Application Designed and implemented applications for Visual Telerobotics: Speech Recognition and Robot-Human (H-R) Dialogue: The application provides intelligent H-R interactions using speech to text and text to speech components. Used Skills: Microsoft SDK Library for speech recognition, Text to Speech and Speech to Text. I Robot Localization Application Created Robot Localization System utilizing Indoor GPS. This application finds the position and orientation of the mobile robot. Used Skills: SQL Server 2000, HTML, XML, CSS, JavaScript, information fusion using mathematical calculations. I Landmark Application This application ?nds the position and orientation of the mobile robot using surveillance cameras. Used Skills: Information fusion using mathematical calculations, Back Propagation algorithms for object recognition. I Face Recognition Application This application is used to recognize a speci?c person among a group of people using face recognition algorithms. Used Skills: MS Access, Back Propagation algorithms for object recognition. I Navigation Application This application provides full control of Trilobot, enabling it to navigate intelligently using sensors and provided components. Used Skills: Java 1.5, JDBC, Oracle, serial communication libraries, provided navigation, and control of compass, grabber, sonar sensors, camera, and laser. Web Developer, Toksu Chase Inc., Istanbul, Turkey 2002-2004 I Web Application otoalsat. com): Assisted in developing this portal using PHP, for B2B, B2P and B2C for used and new car trading. SKILLS Languages: VB.NET, Java, Python Internet: PHP 5, JavaScript, HTML, CSS, AJAX, script.aculo.us, JQuery, Bootstrap, ASP.NET MVC Database: ADO.NET, Oracle 11g, MS SQL 2000 and 2005, MS Access, Stored Procedures, Entity Framework IDE: Visual Studio .NET 2003/2005, Eclipse, NetBeans, SublimeText Page 178 of 243 Page 524 CERTIFICATION Sun Certi?ed Java Programmer (SCJP), 2007 Java Boot Camp, Tennessee State University. Two weeks, 2007 2007 Devlink Conferences, Nashville, Tennessee, USA. Personal Improvement and NLP (Neuro-Linguistic Programming) Conference, Sakarya Turkey, 2002 HONORS AWARDS Member of Of?ce of Biomedical Informatics team that was named a 2013 Computerworld Honors Laureate for visionary application of information technology to promote positive social, economic and educational change. PUBLICATIONS Somchan Vuthipadadon, Mark Sakauye, Emanuel Villa, Emin Kuscu, Netasha Bowers, Teresa Franklin, Linda Moses-Simmons, Ian Brooks. The BLUES database: A health disparities registry for pregnant mothers. BMC Bioinformatics. 10/2013; 14( 17). Teeradache Viangteeravat, Matthew Anyanwu, Venkateswara Ra Nagisetty, Emin Kuscu, Mark Eijiro Sakauye, Duojiao Wu. Clinical data integration of distributed data sources using Health Level Seven (HL7) v3 -RIM mapping. Journal of Clinical Bioinformatics. 11/2011', 1:32. Aaron R. Rababaah, Emin Kuscu, Amir Shirkhodaie. Vision-based Indoor Mobile Robot Localization Technique Compared with Cricket Technology. 2011 MTMI-NIT International Conference, New Carrollton, MD, (20-22 October, 201 1). Kamel Boulos MN, Viangteeravat T, Anyanwu MN, Ra Nagisetty V, Kuscu E. Web GIS in practice IX: a demonstration of geospatial visual analytics using Microsoft Live Labs Pivot technology and WHO mortality data. International Journal of Health Geographies 03/2011', 10:19. Teeradache Viangteeravat, Venkateswara Ra Nagisetty, Emin Kuscu and Matthew N. Anyanwu. Automated Generation of Massive Image Knowledge Collections using Microso? Live Labs Pivot to Promote Neuroimaging and Translational Research. Journal of clinical bioinformatics 01/2011', 18. Teeradache Viangteeravat, Naga Nagisetty, Anyanwu Matthew, Emin Kuscu, Ian M. Brooks, Chanchai S. McDonald, PRIME - the Protected Research Information Management Environment. BMC Bioinformatics 01/2010', 12: 1- 1. Matthew Nwokejizie Anyanwu, Venkateswara Ra Nagisetty, Emin Kuscu, Teeradache Viangteeravat. Real Time Web-based Data Monitoring and l\/Ianipulation System to Improve Translational Research Quality. International Journal of Biometrics and Bioinformatics (IJBB - Volume 4 Issue 6) Feb 2011. Aaron R. Rababaah, Emin Kuscu, Amir Shirkhodaie, Indoor Mobile Robot Localization Using IPS Cricket Technology, 2010 MTMI-NIT International Conference ON Global Issues in Business Technology, (December 22 December 24, 2010). Page 179 of 243 Page 525 Teeradache Viangteeravat, Matthew N. Anyanwu, Venkateswara Ra Nagisetty, Emin Kuscu, Ian M. Brooks, An Image Knowledge and Information- Sharing System for a Biomedical Informatics database to Promote Translational Research. Journal of Computing Science and Engineering, Vol 2, Issue 2, Aug 2010. Teeradache Viangteeravat, Ian Brooks, Somchan uthipadadon, Emin Kuscu, Naga Nagisetty, Ebony Smith, Ramin Homayouni and Chanchai McDonald, Slim-Prim: an integrated data system for clinical and translational research. BMC Bioinformatics 01/2010 REFERENCES Available upon request. Page 180 of 243 Page 526 Resume Fatih Sen (Shen) Primary Address: 3245 Glendoro Dr., Apt:4, San Mateo, CA 94403 Current Address: 205 Pryor St., Little Rock, AR 72205 501-765 4057, fatihsen23@gmail.com or fxsen ualr.edu Education Doctor of Philosophy Teaching Assistant, Instructor, Integrated Computing/Computer Science, University of Arkansas at Little Rock, 2009-2014, Little Areas of Interest: data mining, machine learning, bioinforrnatics, computational biology, social networks, social media, diffusion in social networks, algorithms, network data visualization, entrepreneurship, innovation Dissertation: Focal Structures Analysis (F SA) in Social and Complex Networks (Identifying relevant key sets of individuals rather than sets of key individuals in a network) Master of Science (M.S.), Integrated Science and Technology, Southeastern Louisiana University, 2006-2008, Hammond, LA, USA Bachelor of Science (BS), Computer Science, June, 1998-2003, Yeditepe University, Istanbul, Turkey Publications 1. Fatih Sen, Rolf T. Wigand, Nitin Agarwal, Rafal Identifying Focal Structures in Complex Networks (J ournal-In Progress), Social Network Analysis and Mining (SNAM) 2014 2. aysal Ahmed, Nitin Agarwal, Alika P. Nichols, Fatih Sen, Learning Paradigms: Revolution of Learning Paradigms in Education (J ournal-In Progress) 3. Fatih Sen, Rolf T. Wigand, Nitin Agarwal, Rafal Focal S1Iucture Analysis in Large Biological Networks (Presented), ICBBT 2014, Gdansk, Poland 4. Fatih Sen, Rolf T. Wigand, Nitin Agarwal, Debanjan Mahata, Halil Bisgin, Identifying Focal Patterns in Social Networks (Short Paper-Presented). In Procof 2012, Sao Carlos, Brazil 5. E. Ermisoglu, F.Sen, S. Kockara, T. Halic, C. Bayrak, R. Rowe, A Scooping Simulation Framework for Artificial Cervical Disc Replacement Surgery (Conf. Paper-Presented), 2009 International Conference on Systems, Man, and Cybernetics 6. Ghassan Alkadi, Theresa Beaubouef, atih Sen, Student Internship: Developing Real World Skills For Real World Problem Solutions (Conf. Paper-Presented), CCSC: SC, 2008 Presentations 1. Fatih Sen, Modeling Diffusion and Network Robustness through Focal Structures in Social Networks, Sunbelt Social Network Conference, Hamburg, May 2013 2. Fatih Sen, Mehmet Sen, A Project Proposal of an Interest-based Social Networking Site (Yetiketcom), Arkansas Small Business and Technology Center, UALR, Little Rock, 2013 3. atih Sen, Carissa Noriega, A Project Proposal of Flashtrain (Social Networking-based Smartphone Photo- Sharing App), Center for Innovation and Commercialization, UALR, Little Rock, 2012 Experience Acxiom Inc. 9/16/2013-12/6/2013, Software Engineering-Internship, Little Rock, Arkansas, USA Yetiket, 2011-2012, Entrepreneur,Co-founder of interest-based social networking site for the people in Turkey. 0 Yetiket.com: -Assisted Mehmet Sen (Founder) in analyzing, designing and developing the networking site using PHP, jquery, HTML, and CS S. -Worked on cloud servers? settings for the web site. University of Arkansas at Little Rock Teaching Assistant and Instructor, Little Rock, Arkansas, USA -T aught ?Computer Literacy? class for two years as an instructor. ?As a teaching assistant, assisted students with their studies in Information Science and Computer Science departments. -Organized social events for the Turkish Club as a President at the campus and taught Turkish classes as a volunteer -Has been working on academic researches such as social networking analysis, data mining, and diffusion in social networks. Doing some fun events, such as acting in a short film of a Gangnam Style Parody called Style?: Page 181 of 243 Page 527 University of Arkansas at Medical Sciences (UAMS) 06/2011-08/2012, Intemship, Little Rock, Arkansas, USA -Implemented a social search engine, called SWiki to give the user the ability to search for medical research publications by a non-scientific and meaningful topic rather than by a keyword matching and link-analysis techniques. GCR Associates Inc 02/2008?10/2008, Software Developer, New Orleans, Louisiana, USA. 0 Aviation System Manager: Implemented web forms, reports, web services and console application using VBNET and Used T-SQL scripts on Server and scripts on Oracle database. 0 NCTCOG: Designed and implemented web forms and reports for a ?ight tracking system using VBNET and analytical services based on OLAP (Online Analytical Processing) concept. Southeastern Louisiana University (SLU) 01/2006-01/2008, Graduate Assistant, Hammond, Louisiana, USA -Worked on the Educational Leadership and Technology department's web site, and assisted students and professors in their work.- Gathered the required documents, analyzed the work-flow, designed and implemented them using Collage Web Tool software program. -Installed and configured Linux and windows servers, and helped the students in networking class. Saint James Technology, Inc., 02/2007?01/2008, Internship, Software Engineer, Louisiana, USA. 0 Live Video Encoder Application: ?Developed the encoder server application by using windows media encoder and DirectShow library. 0 Laser Drafting Tool: -Modified ?PHPReports? open source project and integrated it to the ?Laser Drafting Tool? system for generating statistical reports using PHP, AJAX, database. 0 Formula Problem: -Analyzed the formula problem for dynamically generated web reports and solved this problem using the ?Evaluating Postfix?Notations for Arithmetic Expressions? algorithm. Sentim Software A.S. 06/2004 05/2005, Software Engineer, Istanbul, Turkey - LIS (Laboratory Information Systems): ?Designed an interface for the laboratory module -Implemented the ASP.NET based project using Visual Basic.NET and Infragistics ASPNET Components. -Designed and implemented statistical reports using Report Designer. 0 TQM (Total Quality Management): -Analyzed and implemented the work-flow of the Document Management, Organization, and Customer Relationship Management (CRIVI) modules using -Increased the team?s performance by applying the Object Oriented Programming (OOP) design to the project. 4T Information Systems, A.S., 10/2003 04/2004, Software Developer, Istanbul, Turkey. 0 DSI (ERP Project): -Implemented a stock and a hum an resources module using and scripts. -Designed statistical reports for the modules using Component One Web Report Designer. - MEDIN 2.0 (Health Care Project): ?Analyzed and gathered all requirements and developed the pharmacy and stock modules using and scripts. Technical Skills PHP, VENET Java, Eclipse, MS SQL Server, Oracle, Cloud Server Management, Gephi, Pajek, ASPNET, Linux CentOS, Mac OS X, Web Services, Script, Object Oriented Programming References Nitin Agarwal, Assistant Professor, Information Science Department, UALR, Email: nxagarwal@ualr.edu, Web site: 1, Dr. Rolf. T. Wigand, Departments of Information Science and Management, UALR, Email: rtwigand@ualr.edu, Web site: http://ualredu/rtwigand/ Page 182 of 243 Page 528 7h. Board Policies, including policies on open meetings and open records NOTIFICATION OF BOARD MEETINGS (T.C.A. § 49-2-202) Regular Business Meetings and Work Sessions shall be held on the scheduled day. Dates of Regular Business Meetings shall be provided in annual announcements made available to the news media, the public, and all Board Members. Except in rare emergencies, the notification for all Special Called and/or rescheduled Regular Business Meetings shall be sent to the media and posted on the website at least twenty-four (24) hours in advance, except when Board Work Sessions are changed to Special Called Meetings for emergencies. Board Members shall be contacted by telephone and via e-mail as soon as the necessity for the Special Called and/or rescheduled meeting is determined, unless the Board Members have been notified of the date and time of the Special Called and/or rescheduled meeting during a Board Work Session or Regular Business Meeting. In emergencies, notice shall be given to all appropriate parties as is practical. The Board Chairman or the Chairman's designee shall give reasonable notice of the time and location of all meetings subject to the Tennessee Open Meetings Law. MINUTES (T.C.A. § 49-2-301 T.C.A. § 49-2-203) The Secretary shall keep, or cause to be kept, a complete and accurate record of the proceedings of all meetings of the Board. Copies of the minutes of each meeting of the Board shall be provided to the members of the Board within five (5) days of the meeting at which they are to be approved. Corrections in the minutes may be made at the meeting at which they are to be approved. Following approval by the Board, the minutes shall be signed by the Secretary and Chairman of the Board. The minutes will become permanent records of the Board and will be in the custody of the Secretary, who will make them available to interested citizens and the news media upon request. Page 183 of 243 Page 529 Attachment 8 School Leader Resumes Student Achievement Data Page 184 of 243 8079 Waterford Circle Apt 207 Memphis, TN 38125 Phone: (901) 491-6854 MUHAMNIET TURKAY ~mfturkay@yahoo.com~ EDUCATION Master of Science, Educational Leadership Awarded Aug 2013 Christian Brothers University, Memphis, Tennessee Master of Science, Industrial Engineering, emphasis in Engineering Management Awarded Dec 2005 University of Houston, Houston, Texas Bachelor of Science, Industrial Engineering Awarded June 2003 EXPERIENCE CERTIFICATIONS REFEREN ESS Istanbul University, Istanbul, Turkey Director/ Principal Memphis School of Excellence Memphis, TN 8/2014-Current 0 Federal Programs/Title Coordinator 0 Account Manager 0 School Business Coordinator 0 Building Construction Coordinator 0 Data Management Coordinator 0 Testing Coordinator 0 State Reporting Coordinator Principal Memphis School of Excellence Memphis, TN 8/201 0-8/2014 0 Memphis School of Excellence is a public Charter School serves grades 6?12. Total Enrollment: 440 Free/Reduced Lunch: 95% Attracted more than 700 students every year for the last 4 years. 0 Served as Human Resource Coordinator Hired all school staff for the last 4 years. 0 Served as Teacher Evaluator Evaluated all staff using TEAM model. 0 Served as Academic Coordinator. Most improved school in Shelby County School?s district out of 256 schools. I- Served as Discipline Committee head. 0 Served as AP Coordinator Mathematics Teacher Department Head 8/2006-8/2010 Dove Science Academy Tulsa, 0K 0 Coach of Math Counts and American Math Competition teams for 4 consecutive years. 0 Teacher of the year in 2007 and 2008 0 Was in charge of the DSA Alumni organization. Discovery School of Tulsa, Tulsa, OK Summer 2009 0 Was in charge of enrollment for a new school. Attracted more than 500 students in 1 month. Dove Science Academy Elementary School, Oklahoma City, OK Summer 2008 0 Was in charge of enrollment for a new school. Attracted more than 600 students in 1 month. Assistant Student Spring 2005 University of Houston Houston, TX Tennessee- ILL-B Beginning Administrator valid through 8/31/20] 9 Tennessee Out of State Teacher, Mathematics Teacher valid through 8/31/2020 Certified to evaluate all staff using Tennessee TEAM model. Certi?ed to evaluate administrators using State required TEAM model. Furnished upon request Page 185 of 243 Page 531 Tel: (901) 367 7814 School Address: 4450 Mendenhall Rd Fax: (901) 367 _7816 Memphis, TN 38141 MEMPHIS SCHOOL OF EXCELLENCE 2014-2015 School Pro?le The School Memphis School of Excellence (MSE) is a public charter school serving 440 students in grades 6 through 12. MSE has been serving its community since the 2010-2011 school year. School Demographics Student to Teacher Ratio: 13 to 1 83% African American Average Class Size: 24 15% Hispanic Graduation Rate: 100% 1% Asian Attendance Rate: 96% 1% White Economically Disadvantaged Rate: 92% Our Staff and Students Our stalf is committed to excellence as they work to prepare our students to achieve their future educational and career goals. 100% of our courses are taught by teachers who are certi?ed and highly quali?ed in the subject area. Our teachers have earned the highest score from the state over the last 3 years. Hume 1 Search 1 {intactle Signln Reports Schools Tests @Print Help Report: School-Level Evaluation Composites School: Memphis School of Excellence Year: 2014 District: Shelby County Uni?ed Test: 2013-2014 Composite Trends One-Year Trend? Two-Year Trend' Three-Year Trend? Composite Type Index Level Index Level Index Level Overall 746 5 7.42 5 11.24 5 Literacy 3.84 5 2.41 5 3.27 5 Numeracy 9.013 5 10.55 5 15 4B 5 Literacy and Numeracy 8.11 5 7.90 5 11 17 5 Rules for Effectiveness Level Determination Level 5, Most Effective: Schools whose students are making substantially more progress than the Standard for Academic Growth (the school?s index is 2 or greater). Page 186 of 243 Page 532 The Curriculum MSE follows the state curriculum. MSE offers extra periods for Math, Science, and English classes. MSE regularly tests students to see progress. MSE provides after school tutoring, pull out tutoring, Saturday tutoring, and evening tutoring. MSE does not offer summer school. MSE offers several Honors Courses for all high school students. Honor classes are weighted 4.5 credits on students? GPA. MSE offers 2 AP classes currently and plans to increase the number of AP classes every year. AP students will earn 5 credits. During the 2013-2014 school year, 12 students were enrolled in AP classes. During the 2014-2015 school year, 55 students are enrolled in AP classes. Extracurricular Activities MSE offers several sports and after school activities. Middle High, Boys Girls Basketball Middle High School Student Council Art Club ACT Tutoring Chess Club Show Choir Parent Teacher Association (PTA) Robotics Volleyball Science Olympiad Cross Country Softball Soccer Middle High School Track Baseball Cheerleading Computer Club Tutoring 2013?2014 Testing Results MSE improved its test results every year. Based on Spring 2014 test results MSE ranks in the top 10% among Shelby County Schools. MSE Test Results over the yea rs Proficient Advanced Subject 2011 2012 2013 2014 6-8 Math 2.45% 22.40% 34.30% 55.19% 6-8 Reading 8.82% 25.40% 29.88% 42.32% 6-8 Science 8.82% 26.03% 40.66% 60.17% 6-8 Social St. 38.91% 80.09% 75.10% 77.20% Algebra 1 5.56% 27.91% 41.67% 78.43% English 1 27.78% 34.88% 53.97% 82.69% English 2 NA 31.30% 37.50% 47.83% Biology NA 17.65% 66.67% 71.74% English 3 NA NA NA 25.00% US History NA NA NA 96% Algebra 2 NA NA NA 17.60% Memphis School of Excellence met all Annual Measurable Objectives (AMO) set by the state and the district over the last 4 years. Page 187 of 243 Page 533 Memphis School of Excellence School Value Added Data Grade 6 7 8 Growth Standard Math 2012 Growth Measure 2.9 9.6 11.9 8.1 Math 2013 Growth Measure -4.1 1.3 11.5 2.9 Math 2014 Growth Measure 0.4 9.3 14.6 8.1 Math 3 Year Ave Growth Measure -0.3 6.7 12.6 6.4 Reading/Language 2012 Growth Measure -2.1 -0.7 7.8 1.6 Reading/Language 2013 Growth Measure -7.3 -2.2 4.2 -1.8 Reading/Language 2014 Growth Measure -3.7 0.5 6.2 1 Reading/La nguage 3 Year Ave Growth Measure -4.4 -0.8 6 0.3 Science 2012 Growth Measure 2.2 3.6 4.9 3.5 Science 2013 Growth Measure -0.7 -3.5 7 0.9 Science 2014 Growth Measure 4.3 -2.9 16.5 6 Science 3 Year Ave Growth Measure 1.9 -0.9 9.5 3.5 Social Studies 2012 Growth Measure -2.8 6.3 13.6 5.7 Social Studies 2013 Growth Measure -6.5 0.3 5.7 -0.2 Social Studies 2014 Growth Measure -3.2 -3.7 1.5 -1.8 Social Studies 3 Year Ave Growth Measure -4.2 1 6.9 1.2 TCAP Composite 2012 Growth Measure 0 4.7 9.5 4.8 TCAP Composite 2013 Growth Measure -4.7 -1 7.1 0.5 TCAP Composite 2014 Growth Measure -0.5 0.8 99.7 3.3 TCAP Composite 3 Year Ave Growth Measure -1.7 1.5 8.8 2.8 Algebra I 2012 Growth Measure -4.3 Algebra I 2013 Growth Measure 4.7 Algebra I 2014 Growth Measure 22.3 Algebra I 3 Year Ave Growth Measure 7.6 Biologyl 2012 Growth Measure -21.5 Biology 2013 Growth Measure 24.5 Biology 2014 Growth Measure 19.5 Biology 3 Year Ave Growth Measure 7.5 English 2012 Growth Measure 2.9 English 2013 Growth Measure 5 English 2014 Growth Measure 12.5 English 3 Year Ave Growth Measure 6.8 English II 2012 Growth Measure 0.8 English II 2013 Growth Measure 4.9 English II 2014 Growth Measure 5.3 English II 3 Year Ave Growth Measure 3.7 Page 188 of 243 Page 534 Attachment 9: Employee Manual Personnel Policies Page 189 of 243 Page 535 2014?2015 Personnel Handbook. RI Foundation, (1.1121. Memphis School of I 4450 S. Road Ste 1 Memphis, 'l?N 38141 Page 190 of 243 Page 536 Table of Contents Notice of Nondiscrimination .. 3 Purpose .. 3 Code of Ethics .. 3 Reporting Child Abuse or Neglect .. 4 Staff Dress and Grooming .. 4 Drug-Free Workplace .. 6 Workplace Searches and Video Surveillance .. 7 Harassment Prohibition Policy .. 8 Solicitation and Distribution .. 12 Confidentiality and Intellectual Property Rights .. 12 Hiring and Rehiring Standards .. 13 Personnel Files .. 14 Pay and Compensation .. 15 Employee Leave .. 16 Leaving School during School Hours .. 18 Discipline and Termination .. 18 Health Services .. 20 Lesson Plans .. 20 Grading Policy .. 21 Extra Duties ..22 School Activities .. 22 Student Attendance .. 23 Bad Weather Make-up .. 23 Employee Acceptable Use .. 23 Building Use .. 28 Technology Use and Data Management .. 28 Copyrighted Materials .. 32 Employee Arrests and Convictions .. 33 Page 191 of 243 Page 537 Dietary Supplements .. 33 Emergencies .. 33 Family Educational Rights and Privacy Acts (FERPA) .. 33 Instructional Supplies .. 33 Name and Address Change .. 34 Outside Employment and Tutoring .. 34 Parent/Guardian Communications .. 34 Parent and Student Complaints .. 34 Possession of Firearms and Weapons .. 34 Professional Staff Accountability .. 34 Purchasing and Reimbursements .. 36 Staff development ..38 Student Discipline .. 36 Substitute Teachers (Responsibilities of the Regular Classroom Teacher) .. 37 Textbook Responsibilities .. 37 Tobacco Use .. 37 Workload and Work Schedules .. 37 Work Hours .. 38 Visitors in the Workplace .. 38 Acknowledgement of Receipt of Staff Handbook .. 39 READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 2 Page 192 of 243 Page 538 Notice of Nondiscrimination It is the policy of READ Foundation, dba Memphis School of Excellence not to discriminate on the basis of race, color, national origin, sex, or handicap in its vocational programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. It is the policy of READ Foundation, dba Memphis School of Excellence not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; Section 504 of the Rehabilitation Act of 1973, as amended and Part of the Individuals with Disabilities Education Act. READ Foundation, dba Memphis School of Excellence will take steps to as sure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. Purpose READ Foundation, d.b.a. Memphis School of Excellence has adopted certain employment policies and procedures, which are contained in this personnel handbook. This personnel handbook is effective as of the 28th day ofJuly 2014. The policies in this handbook are a source of information for employees who have questions about MSE's personnel practices. These policies are not contractual in nature and may be unilaterally rescinded, revised, or added to by MSE from time to time. Additionally, although management generally will follow these policies, the Principal/ Director may, in his or her sole discretion, authorize deviations from or exceptions to these policies if, in the Principal?s/Director?s opinion, such a deviation or exception is warranted under the circumstances. The provisions of this handbook control over any contrary statements, representations, or assurances by any supervisory personnel. This handbook is not to be construed as or declared to be a contract of employment by any employee of MSE. Absent awritten contract, READ Foundation, d.b.a. Memphis School of Excellence is an at? will employer. As an at?will employee, any employee may voluntarily leave employment or may be terminated by MSE at any time, for any or no reason. This personnel handbook is the property of MSE. All employees and trainees will be provided with a copy of the handbook and will be required to read and abide by it. While MSE intends to notify employees whenever there has been a signi?cant modi?cation or addition to any of the policies in the handbook, the policies are subject to change at any time, with or without notice, at MSE's sole discretion. Code of Ethics An effective educational program requires the services of men and women of integrity, high ideals, and human understanding. To maintain and promote these essentials, MSE expects all professional staff members to maintain high standards in their working relationships, and in the performance of their professional duties, to: Recognize basic dignities of all individuals with whom they interact in the performance of duties; READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 3 Page 193 of 243 Page 539 Represent accurately their quali?cations Exercise due care to protect the mental and physical safety of students, colleagues, and subordinates; Understand and apply the knowledge and skills appropriate to assigned responsibilities; Keep in confidence legally con?dential information as they may secure; Ensure that their actions or those of another on their behalf are not made with the specific intent of advancing private economic interests; Refrain from using position or public property, or permitting another person to use an employee's position or public property for partisan political or religious purposes. (This will in no way limit constitutionally or legally protected rights as a citizen); Avoid accepting anything of value offered by another for the purpose of in?uencing judgment. Reporting Child Abuse or Neglect If you suspect that any student has been physically abused, you are required to report the suspected abuse immediately to the abuse hotline. This suspected abuse should also be reported to the principal. In the event the principal is unavailable, you must report the suspicion to the school counselor. You are not to: 0 Question the student. 0 Discuss the suspected abuse with co?workers. 0 Contact the parent Once you have made the report to the principal or designee listed above, the Department of Human Services will be contacted. er no circumstances ar 0 re ort the sus ecte abuse to arents. Staff Dress and Grooming The School Board (READ Foundation) (the Board) believes that all staff members set an example in dress and grooming for their students to follow. A professional staff member who understands this precept and adheres to it enlarges the importance of his her task, presents an image of dignity, and encourages respect for authority. These factors act in a positive manner toward the maintenance of discipline. The Board retains the authority to specify the following dress and grooming guidelines for staff that will prevent such matters from having an adverse impact on the educational process. Faculty and staff members are expected to dress in a professional and appropriate manner. The campus principal and/ or supervisor will be solely responsible for initially interpreting and enforcing the faculty/ staff dress requirements; questions concerning dress requirements may be appealed as provided by Board Policy. Employees will keep themselves neatly groomed and dressed and will keep their hair neat and clean. Grooming and dress that will disturb, interfere with, or detract from the educational process will not be allowed. ?Neatly groomed and dressed? shall be defined as dress and grooming that is standard and conforms to local community and school etiquette and decorum. It is within these principles that READ Foundation; READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2 015 Page 4 Page 194 of 243 Page 540 d.b.a. Memphis School of Excellence will enforce the following dress code items, speci?cally but not limited to: No Shorts, Wind Pants/Shorts, or Warm?Ups may be worn on any school?day a day for which a person is being paid) except for: P. E. class (but not worn in the regular classroom) Campus Designated Days (designation is done by the administration); and Field?based, Class Activity Days. No Jeans of any color may be worn on any school?day a day for which a person is being paid) except for: Workdays and Campus Designated Days (designation is done by the administration); and Field?based Activities (but not worn in the regular classroom). Male Grooming: Hair length is the same as student grooming code and must be neatly trimmed. Female Dress: Skirt and dress length should fall below the knee cap. When seated or having your legs crossed/uncrossed, your thighs should not be exposed. Mini?skirts are prohibited. Fitted leggings and spandex?type legings are not permitted as outer wear; they may be worn under a dress, skirt or tunic top provided that outer wear meets the student skirt and dress code length requirements. Loose? fitting stirrup pants and are permitted Dress culottes, skorts, and split skirts must meet the student dress and skirt code length requirements. These are clothes that have the appearance of a skirt in the front but are split. Dresses and skirts should contain only small slits. Slits shall not be revealing. It should be easy to walk comfortably in your skirt. Appropriate undergarments must be worn at all times. Clothing that exposes cleavage, private parts, the midriff or undergarment is prohibited. Capri pants are not acceptable on any school day except on a workday and field day. Shirts, Blouses, and Tops All shirts shall cover the back and stomach areas. You should be able to move freely without exposing any portion of your waist area. Shirts and blouses must be buttoned appropriately and should not be low cut or expose any type of cleavage. Clothing should never be see?through. Any clothing that reveals cleavage, private parts, the midriff or undergarments is prohibited. Clothing Materials such as spandex are prohibited. Shoes No open toe shoes, high heels chunky heels, slippers, ?ip??ops or clogs. Shoes should be polished and clean. Shoes made of leather or microfiber are preferable. Pants Slacks Pants must be worn with a belt, unless designed without belt loops. Pants/slacks must fall at ankle length. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 5 Page 195 of 243 Page 541 Capri pants are prohibited. Jeans are prohibited unless exceptions are made for Blue Jean Days or special events by your Principal/Administration. Tights and spandex pants are prohibited. Jewelry and Other Accessories All tattoos shall be covered and hidden from view. Jewelry used in conjunction with body piercing (such as nose rings, eyebrow or tongue studs) is prohibited. Employees who desire exceptions from the dress code for religious reasons should submit their requests to their principals. All employees need to dress in Business Attire on all school days of the year! Note: Any employee who fails to adhere to this dress code will be subject to ?rst a written warning and then for repeat occurrences will be subject to further disciplinary action, up to and including possible termination. Drug-Free Workplace The board believes that quality education is not possible in an environment affected by drugs. It will seek, therefore, to establish and maintain an educational setting which is not tainted by the use or evidence of use of any controlled substance. The board shall not permit the manufacture, possession, use, distribution, or dispensing of any controlled substance, including alcohol, by any member of the professional staff at any time while on school property or while involved in any school?related activity or event. Any staff member who violates this policy shall be subject to disciplinary action in accordance with Board policy. The School prohibits the unlawful distribution, possession, or use of illicit drugs and alcohol on school premises or as part of any of the School?s activities. READ Foundation, d.b.a. Memphis School of Excellence is committed to maintaining a drug?free environment and will not tolerate the use of illegal drugs in the workplace. Employees who use or are under the in?uence of alcohol or illegal drugs during working hours shall be subject to disciplinary sanctions. Such sanctions may include referral to drug and alcohol counseling or rehabilitation programs or employee assistance programs, termination from employment with the School, and referral to appropriate law enforcement of?cials for prosecution. Compliance with these requirements and prohibitions is mandatory and is a condition of employment. Board policy establishes standards of conduct for employees. (This notice complies with notice requirements imposed by the federal Drug?Free Schools and Communities Act Amendments of 1989, 20 U.S.C. 3224a and 34 CFR 86.201.) Liability-Report of Drug Offense: Teachers, school administrators, or school employees are not liable in civil damages for reporting to a school administrator or governmental authority a student whom the teacher suspects of using, passing, or selling on school property, marijuana or a controlled substance, a dangerous drug, an abusable glue or aerosol paint, a volatile chemical, or an alcoholic beverage. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 6 Page 196 of 243 Page 542 Workplace Searches and Video Surveillance Searches Memphis School of Excellence reserves the right to conduct searches to monitor compliance with rules concerning safety of employees, security of company and individual property, drugs and alcohol, and possession of other prohibited items. ?Prohibited items? include, without limitation, illegal drugs; alcoholic beverages; prescription drugs or medications not used or possessed in compliance with a current valid prescription; weapons; any items of obscene, harassing, demeaning, or violent nature; and any property in the possession or control of an employee who does not have authorization from the owner of such property to possess or control the property. ?Control? means knowing where a particular item is, having placed an item where it is currently located, or having any in?uence over its continued placement. In addition to premises, MSE may search employees, their work areas, lockers, and other personal items such as bags, purses, briefcases, backpacks, lunch boxes, and other containers. In requesting a search, MSE is by no means accusing anyone of theft, some other crime, or any other variety of improper conduct. There is no general or specific expectation of privacy in workplace, either on school premises, or while on duty. In general, employees should assume that what they do while on duty or on premises is not private. All employees and all of the areas listed above are subject to search at any time; if an employee uses a locker or other storage area at work, including a locking desk drawer or locking cabinet, MSE will either furnish the lock and keep a copy of the key or combination, or else allow the employee to furnish a personal lock, but the employee must give MSE a copy of the key or combination. The areas in question may be searched at any time, with or without the employee being present. As a general rule, with the exception of items relating to personal hygiene or health, no employee should ever bring anything to work or store anything at work that he would not be prepared to show and possibly turn over to officials and/ or law enforcement authorities. All MSE employees are subject to this policy. However, any given search may be restricted to one or more speci?c individuals, depending upon the situation. Searches may be done on a random basis or based upon reasonable suspicion. ?Reasonable suspicitui? means circumstances sugesting to a reasonable person that there is a possibility that one or more individuals may be in possession of a prohibited item as de?ned above. Any search under this policy will be done in a manner protecting employee privacy, confidentiality, and personal dignity to the greatest extent possible. MSE will respond severely to any unauthorized release of information concerning individual employees. No employee will ever be physically forced to submit to a search. However, an employee who refuses to submit to a search request by MSE will face disciplinary action, up to and possibly including immediate termination of employment. Video Surveillance In order to promote the safety of employees, students, and visitors, as well as the security of its facilities, MSE may conduct video surveillance of any portion of its premises at any time. The only areas excepted from video surveillance are private areas of restrooms, showers, and dressing rooms. All video cameras will be positioned in appropriate places in and around MSE buildings and used to promote the safety and security of people and property. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 7 Page 197 of 243 Page 543 Harassment Prohibition Policy Because READ Foundation, d.b.a. Memphis School of Excellence believes in the of each person and values working in conditions that enhance that dignity, READ Foundation, d.b.a. Memphis School of Excellence views sexual harassment and coercive sexual advances as unacceptable in the school workplace. Such behavior will not be tolerated or condoned. Harassment Employees shall not engage in prohibited harassment, including sexual harassment, of other employees or students. \X/hile acting in the course of their employment, employees shall not engage in prohibited harassment of other persons, including Board members, vendors, contractors, volunteers, parents or students. A substantiated charge of harassment will result in disciplinary action, up to and including termination. Memphis School of Excellence will make every effort to provide a work environment free from all forms of sexual harassment or intimidation. It is illegal under Title VII of the Civil Rights Act of 1964 and against MSE policy for any employee to make any unwelcome sexual advances, request sexual favors, engage in verbal or physical conduct of a sexual nature and/ or demonstrate any sexually harassing conduct that creates an intimidating/ hostile work environment for another MSE employee, volunteer, student, parent, or visitor. Sexual harassment of students is also a form of sex discrimination prohibited by Title IX of the Education Amendments of 1972. This policy applies to the actions of all Administrators, co?workers, outsiders and any other persons who come in contact with MSE employees. MSE recognizes that the question of whether a particular action, incident or general course of action is sexual harassment, or simply a socially acceptable action, is sometimes a difficult factual determination. MSE also recognizes that any and all such events will demand a prompt, complete and unbiased investigation that protects the rights of the complaining employee(s) and the alleged harasser(s). Sexual Harassment Prohibited MSE will not tolerate sexual harassment, nor will it tolerate reprisals against any employee who makes a sexual harassment complaint. All employees, Principals Supervisors and others who violate this policy are subject to disciplinary action, including discharge. (1) Sexual harassment constitutes discrimination and is illegal under federal, state, and local laws. For purposes of this policy, sexual harassment is defined by the Equal Employment Opportunity Commission Guidelines as unwelcome verbal, visual or physical conduct, including sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when, for example: Submission to such conduct is made either explicitly or implicitly a term or condition of an individual?s employment; (ii) Submission to or rejection of such conduct by an individual is used as the basis for employment decisions; or READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2 015 Page 8 Page 198 of 243 Page 544 Such conduct has the purpose of affecting or unreasonably interfering with an individual?s work performance or creating an intimidating, hostile, or offensive work environment. (iv) Sexual harassment may include a range of subtle and not so subtle behaviors, and may involve individuals of the same or different gender. Depending on the circumstances, these behaviors may include, but are not limited to, unwanted sexual advances or request for sexual favors, sexual jokes and innuendo, verbal abuse of a sexual nature, commentary about an individual? 3 body, sexual prowess or sexual deficiencies, leering, catcalls, touching, insulting or obscene comments or gestures, display or circulation in the workplace of sexually sugestive objects or pictures (including through e?mail); and other physical, verbal or visual conduct of a sexual nature. Sex?based harassment that is harassment not involving sexual activity or language (example: male manager hollers only at female employees and not males) may also constitute discrimination if it is severe or pervasive and directed at employees because of their sex. Sexual harassment of a student constitutes discrimination and is illegal under federal. state, and local laws. For purposes of this policy, sexual harassment of a student is de?ned by the U. S. Department of Education Office for Civil Rights Revised Sexual Harassment Guidance as unwelcome conduct of a sexual nature, including unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual harassment of a student occurs when, for example: (ii) A teacher or other employee conditions an educational decision or benefit on the student?s submission to unwelcome sexual conduct. A teacher or employee engages in sexually?oriented conversations for purposes of personal sexual gratification. (iv) A teacher employee contacts students at home or elsewhere to solicit inappropriate social relationships. A teacher or other employee engages in physical contact that would reasonably be construed as sexual in nature. (vi) A teacher or other employee engages in conduct that is sufficiently serious to limit or deny a student?s ability to participate in or benefit from the school?s prograrn(s) based on sex. (2) Harassment on the basis of any other protected characteristic is also strictly prohibited. Under this policy, harassment is verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his/ her gender, race, color, religion, national origin, age, disability, pregnancy, alien or citizenship status, marital status, creed, genetic predisposition or carrier status, sexual orientation, or any other characteristic protected by law. It may also include any such conduct aimed toward an employee?s relatives, friends, or associates, and that: Is unwelcome; (ii) Has the purpose or effect of creating an intimidating, hostile, or offensive work environment; Has the purpose or effect of unreasonably interfering with an individual?s work performance; READ Foundation. d.b.a. Memphis School of Excellence Staff Handbook 2014-2 015 Page 9 Page 199 of 243 Page 545 (iv) Otherwise adversely affects an individual?s employment opportunities; (V) May adversely in?uence, directly or indirectly, a person?s employment, promotion or employment opportunities. Harassing conduct includes, but is not limited to epithets, slurs, stereotyping, threats, intimidation, hostile acts, denigrating jokes, and display or circulation in the workplace of written or graphic material that denigrates or shows hostility or aversion toward an individual or group (including through e?mail). Any Principal/ Supervisor who receives a complaint of sexual harassment and fails to take corrective action pursuant to this policy shall also be subject to disciplinary action, including immediate termination. Complaint Procedures MSE takes allegations of sexual harassment very seriously and intends to investigate all of?cial complaints. MSE will take appropriate actions against all substantiated allegations. Employees who believe they are being sexually harassed are requested to take the following actions: 0 In the event you feel you are a victim of harassment, you should contact your Administrator immediately. In the event your Administrator is the alleged harasser, you should contact the next level of management immediately. 0 Any employee who is uncomfortable with face?to?face interaction may write down their complaints in a memo and submit them to the appropriate Administrator or the Title IX Coordinator. 0 Campus Administrators are expected to contact the Title IX Coordinator immediately upon receiving a complaint of sexual harassment. Administrators are not to try and handle the situation alone. All complaints of harassment must be turned over to the Title IX Coordinator. 0 All complaints will be handled in a timely manner. The complaint will be handled in as confidential to the extent possible. Under no circumstances will information concerning any employee? 5 complaint be released by MSE to any third person or to anyone within MSE who is not involved in the investigation. The purpose of this provision is to maintain impartiality and confidentiality. Both the complaining individual and the alleged harasser have equal privacy rights under the law. Retaliation against any person who in good faith reports or complains about sexual harassment is illegal and will not be tolerated. Employees who take part in any retaliatory action will be terminated immediately. Retaliation may include, but is not limited to: 0 Dernotion; 0 Poor performance appraisals; 0 Transfers; 0 Assignment of demeaning tasks; or 0 Taking any kind of adverse action against a person who complains of sexual harassment. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 10 Page 200 of 243 Page 546 In addition to using complaint process, an employee may ?le a formal complaint with the United States Equal Employment Opportunity Commission (EEOC). Additional information may be found by visiting Conducting the Investigation MSE recognizes all of?cial complaints as a serious matter and will follow through with an investigation of the allegations. All complaints must be investigated. At no time will an employee who ?les a complaint be required or allowed to handle the problem themselves. All investigations into sexual harassment will follow these guidelines: 0 The complainant will be asked for speci?cs about what happened, where it happened, when it happened and why. 0 Co?workers can often be questioned, as they themselves may often be victims or may have witnessed the harassment. The accused harasser will be questioned. 8/ he will be informed of who is complaining and be warned not to retaliate or to discuss the matter with the complainant. Failure to abide by this by the accused harasser will be grounds for disciplinary action, up to and including, termination. Corrective Action MSE will take prompt, effective action to end the any harassment and to deter future harassment. After all the circumstances of the complaint, including responses of the alleged perpetrator and witnesses, have been documented in detail, a determination will be made as to whether or not a sexual harassment has occurred. The complainant and other directly involved persons will be served notice of disposition in the matter. Prompt corrective action, if warranted, will follow immediately. This may include discipline or termination of the perpetrator or the complainant in the case that a falsi?ed complaint or contributory behavior was dis covered. Whenever any disciplinary action is taken against an accused harasser, the victim will be informed only that ?corrective action was taken.? It shall be an ongoing policy of MSE that all prior complainants be contacted by authorized employees of MSE, on a periodic basis; to be certain they are currently working in an environment free from all forms of sexual harassment or intimidation. Either the complaining employee or the alleged harasser has the right to appeal the determination of the investigation if he indicates so in writing, and delivers the appeal to the principal within ten calendar days of the determination. Liability for Harassment MSE accepts no liability for harassment of any student or employee by another employee. Any employee of MSE, whether a co-worker or Administrator, who is found to have engaged in prohibited harassment is subject to disciplinary action, up to and including termination. Any Administrator who knew about harassment and took no action to stop it or failed to report the harassment to the Title IX Coordinator may READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 11 Page 201 of 243 Page 547 also be subject to discipline up to and including discharge. MSE does not consider conduct in violation of this policy to be within the course and scope of employment or the direct consequences of the discharge of one?s duties. Accordingly, to the extent permitted by law, MSE reserves the right not to provide a defense or pay damages assessed against employees for conduct in violation of this policy. Solicitation and Distribution Any solicitation of employees by other employees or any person anywhere on MSE property or any distribution of literature is prohibited at all times. Trespassing, soliciting or distribution of literature by non? employees on school premises is prohibited at all times. Con?dentiality and Intellectual Property Rights Definitions a) "Con?dential Information" shall include but not be limited to: i. information relating to MSE's ?nancial, regulatory, personnel or operational matters, ii. information relating to MSE's clients, customers, bene?ciaries, suppliers, donors, employees, volunteers, sponsors or business associates and partners, trade secrets, know-how, inventions, discoveries, techniques, processes, methods, formulae, ideas, technical data and speci?cations, testing methods, research and development activities, computer programs and designs, iv. contracts, product plans, sales and marketing plans, business plans and v. all information not generally known outside of MSE regarding MSE and its business, regardless of whether such information is in written, oral, electronic, digital or other form and regardless of whether the information originates from MSE or its agents. vi. The term "Con?dential Information" does not include the following types of information: 1. Information available to the public through no wrongful act of the receiving party; 2. Information which has been published; or 3. Information required in response to a subpoena, court order, court ruling, or by law. b. "Intellectual Property" shall include but not be limited to: i. all inventions, discoveries, techniques, processes, methods, formulae, ideas, technical data and speci?cations, testing methods, teaching, curriculum and instruction methods, research and development activities, computer programs and designs (including improvements and enhancements and regardless of patentability), ii. trade secrets and know?how, all copyrightable material that is conceived, developed, or made by me, alone or with others, iv. trademarks and service marks and v. all other intellectual property. vi. Intellectual Property shall include any intellectual property created by me: 1. in the course of employment or volunteer service with MSE or using MSE time, equipment, information or materials, and READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 12 Page 202 of 243 Page 548 2. within one (1) year after termination of employment or volunteer service with MSE and relating directly to work done during work with MSE. vii. Intellectual Property may be in any form, including but not limited to written, oral, electronic, digital or other form. Ownership and Return of Material(s) All materials, including but not limited to business information, ?les, research, records, memoranda, books, lists, computer disks, hardware, software, cell phones and other wireless devices, documents, drawings, models, apparatus, sketches, designs and any other embodiment of Con?dential Information or Intellectual Property received by me during employment or volunteer service, and any tangible embodiments of such materials created by me, alone or with others, whether con?dential or not, are the property of MSE. Employee shall return to MSE all such materials, including copies thereof, in my possession or under my control upon termination of employment or of volunteer service for whatever reason or upon the request of MSE. The return of such materials shall take place within twenty?four (24) hours of notice of termination or upon request of MSE, whichever comes ?rst. In the event of the termination of my work or service, Employee agrees to sign and deliver the "Termination Certi?cations". Any materials created by staff members for use by MSE, or produced using the staff or resources of the school, are works?for?hire and all intellectual property rights are vested in the school. Hiring and Rehiring Standards MSE believes that the quality of the professional staff determines the quality of education offered in the school. It is therefore the responsibility of the school Principal/ Director to locate, recruit and rehire the best quali?ed teachers to meet the school's educational needs. Staff evaluation and selection shall be based on; ?Strong academic preparation, 'Professional competence, ?Intellectual rigor, 'Emotional maturity, 'Enthusiastic professional attitude, ?Knowledge of instructional practices, 'Ability to contribute to the furtherance of the school's educational goals. Attention shall be paid, among other factors, to the candidate's academic records, and his/her previous relevant experience. Staff must demonstrate that they are aware that children have many different family circumstances and that they are willing and able to provide the educational support that a diverse student population needs in school. MSE teaching staff members must ful?ll their individual responsibilities and work in concert with the other members of the teaching team. The Principal/ Director of the school will be responsible for evaluation of the teachers and also advertising available jobs and soliciting applications from new quali?ed candidates. The Principal/ Director will evaluate the teachers and screen all applicants for vacancies and make all decisions regarding hiring/rehiring. MSE is committed to hire/rehire the individuals who are best quali?ed for the job without regard to race, sex, religion, age, nationality or handicap unrelated to the job. Criminal Record READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 13 Page 203 of 243 Page 549 MSE shall not employ an applicant who: is a convicted felon; is convicted of a misdemeanor involving moral turpitude. "Moral turpitude" is an act of baseness, vileness, or depravity in the private or social duties that a person owes another member of society in general and that is contrary to the accepted rule of right and duty between persons. is charged with a felony or misdemeanor involving moral turpitude, until there is a ?nal disposition of the charge; or is on probation for any offense (including deferred adjudication probation) that would otherwise restrict employment. Persons charged with a criminal offense that was dismissed through deferred adjudication may be considered for employment except when the charge was for capital murder; murder; voluntary or involuntary manslaughter; any felony theft offense; indecency with a child; injury to a child, elderly, or disabled individual; kidnapping; agravated kidnapping; aggravated sexual assault; aggravated assault causing serious bodily injury; sexual assault of a child; aggravated robbery; any felony where a deadly weapon was used or exhibited; any felony related to the manufacture, delivery, or possession of marijuana, a controlled substance, or a dangerous drug. Performance Evaluation Evaluation of an employee?s job performance should be a continual process that focuses on improvement. Performance evaluation is based on an employee?s assigned job duties and other job?related criteria. All employees will participate in the evaluation process with their assigned supervisor at least annually. Written evaluations will be completed on forms approved by the school. Reports, correspondence, and memoranda also can be used to document performance information. All employees will receive a copy of their written evaluation, have a performance conference with their supervisor, and get the opportunity to respond to the evaluation. Personnel Files Personnel File. MSE maintains an official permanent record file for each employee. Contents: Only that information which pertains to the professional role of the employee and is submitted by duly authorized school administrative personnel and the Board may be entered in the official record file. This file should contain the following items and other employment documents and records: ?Application for professional employment; ?Employment At?Will Agreement; ?Employee Information Form; Retirement Information form; ?Resurne; Signed Consent Form for Fingerprinting Records Checks; 'Certificates (copies); Immigration Form (completed after employment); forms; ?Direct Deposit form Void Check Copy; 'Copy of Disclaimer/ Receipt of Staff Handbook; ?Employee agreement form for Technology use; ?Driver?s License and SSN Copies Test Scores; 'Diploma; 'College Transcript Employment References: MSE provides references regarding former employment only if MSE receives written authorization and release from the former employee. Otherwise, MSE will only verify dates of employment, the position held, and rate of pay. Requests for references should be directed to the Principal Director. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 14 Page 204 of 243 Page 550 Pay and Compensation Payroll: Professional and paraprofessional staff members receive their pay in twelve (12) equal payments based upon the total contracted salary. All employees are required to be on automatic payroll deposit for the 2014?2015 school year. With direct deposit, an employee?s pay is immediately available on the pay date. During the school year direct deposit slips are delivered to Principals. Payments for substitute teachers, hourly and part?time staff members will cover the period from every 3rd Saturday of the current month to every 3rd Saturday of the next month. Any substitute, extra duty, hourly and overtime (for nonexempt employees) payments accrued after 3? Saturday of the current month will be included in next month?s payroll. Automatic payroll deductions for the Tennessee Consolidated Retirement System (TCRS) and federal income tax are required for all full?time employees. Medicare tax deductions are also required for all employees. Temporary and part?time employees who are not eligible for TCRS membership must have their Social Security contributions deducted. Salary deductions are automatically made for unauthorized or unpaid leave. Overtime: The school compensates overtime for nonexempt (hourly and paraprofessional) employees in accordance with Federal Minimum Wage and Hour Laws. Professional and administrative employees are ineligible for overtime compensation. Nonexempt employees who work in excess of 40 hours per seven day workweek are entitled to overtime compensation at a rate equal one and a half the employee?s regular hourly rate of pay. At option, nonexempt employees may receive compensatory time off, rather than overtime pay, for overtime work. The employee shall be informed in advance if overtime hours will accrue compensatory time rather than pay. Employees accrue compensatory time off at a rate of one and one?half hours for each hour of employment in excess of the 40 hour in seven day work week. Note: 7 day workweek begins 12:01am Sunday and ends at 11:59pm midnight Saturday. The limit to accrual of compensatory time off is generally 240 hours. If an employee has a balance of more than 240 hours of overtime, the employee will be required to use compensatory time or, at option, will receive overtime pay. Employees who accrue compensatory time off are entitled to payment for unused compensatory time upon termination. Advance approval from a supervisor is required for overtime work that will result in additional compensation. Unauthorized use of compensated overtime hours may result in disciplinary action being taken, up to and including termination. Exceptions are granted for advanced approval if the overtime is in support of unforeseeable or emergency circumstances and approval is obtained within one working day of the event. Payment for hours worked in excess of 40 hours per seven day workweek is made at a rate equal to one and a half. If the scheduled seven day workweek is less than 40 hours, extra hours up to 40 are paid at the regular rate. Health Insurance: Health insurance coverage is available to all employees. The School?s contribution to employee insurance premiums is determined annually by the School Board. An employee may pay to add his her spouse, children, or family at group rates. Detailed descriptions of insurance coverage, prices, and eligibility requirements are provided to all employees in a separate booklet. The insurance plan year is from September through August 31st. New employees must complete enrollment forms within the first 30 days of employment. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 15 Page 205 of 243 Page 551 Supplemental Insurance Bene?ts: At their own expense, employees may enroll in supplemental insurance programs for Dental, Vision, Disability, Group Life, and Accidental Death and Dismemberment. Premiums for these programs cannot be paid by payroll deduction. Employees have to arrange their payments methods and frequencies on their own (ach debit from a personal checking account, online bill pay, check etc.) Employees should contact the Principal for more information. Employee Leave Leaves and Absences: Employee?s accumulated personal leave days from other School Districts cannot be transferred in or out. READ Foundation, d.b.a. Memphis School of Excellence offers employees paid and unpaid leaves of absence in times of personal need. Employees who take an unpaid leave of absence may continue their insurance bene?ts at their own expense. Health care bene?ts for employees on leave authorized under the Family and Medical Leave Act will be paid by the school as they were when they were working. Otherwise, the school does not make benefit contributions for employees who are not on active payroll status. Employees must follow the school procedures to report or request any leave of absence and complete appropriate leave request form. Any employee who is absent more than two (2) consecutive days because of a personal or family illness must submit a medical certi?cation form from a quali?ed health care provider confirming the speci?c dates of the illness, the reason for the illness, and in the case of personal illness, the employee?s ?tness to return to work. Medical certi?cation shall be made by a health care provider as de?ned by the Family and Medical Leave Act. Upon request for farmin and medical leave for the employee?s serious health condition or that of a spouse, parent, or child, and at 30?day intervals thereafter, the employee shall provide medical certi?cation of the illness or disability. Local Leave: The school grants ?ve (5) local leave days annually to all school employees. The school also grants (one) 1 local leave day for each quarter. Local leave is earned at a rate of one?half a workday for each eighteen (18) workdays of employment. A day of earned local day is equivalent to an assigned workday. Local leave is earned on an accrual basis. Leave is available for the employee?s use as anticipated and unanticipated leave. If an employee leaves the school before the end of the work year, the cost of any unearned leave days taken shall be deducted from the employee?s ?nal paycheck. There are two types of local leave anticipated and unanticipated: Anticipated: Leave that is taken at an employee?s discretion and that can be scheduled in advance is considered anticipated leave. Unanticipated: Leave that is taken for personal and family illness, emergency, a death in the family, or active military service is considered unanticipated leave. This type of leave allows very little or no advance planning. An employee wishing to take anticipated local leave must submit a written notice of the request (5) days in advance of the anticipated absence to his or her principal or supervisor. The reasons for which local leave may be used shall not be limited by MSE. In deciding to approve anticipated local leave, however, the READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 16 Page 206 of 243 Page 552 Principal/ Director shall consider the effect of the employee?s absence on the educational program, as well as the availability of substitutes. Anticipated local leave will be granted on a ?rst?come ?rst~served basis. Anticipated local leave may not be taken for more than three consecutive days, except in extenuating circumstances as determined by the Principal. Anticipated local leave shall not be allowed in the following circumstances except in extenuating circumstances as determined by the Principal: The day before a school holiday. The day after a school holiday. Days scheduled for end?of?semester or end-of?year exams. Days scheduled for TCAP tests. District norm?reference testing days. Professional or staff development days. Parent Teacher Conferences Leave Charts: The following charts are used to calculate Local Leave for employees who work 100% of the day. No. Days Employed/ Worked Days Earned (Up to max 5 days) 0?17 0.0 18?35 0.5 36?59 1.0 54?71 1.5 72-89 2.0 90?107 2.5 108?125 3.0 126?143 3.5 144?161 4.0 162?179 4.5 180+ 5.0 Posting of Employee Leave: Leave records for all personnel are posted in eight total periods using the method shown below: Leave used by personnel working 8 periods hours a day: 0 4 periods hours - 1/2 day 0 8 periods hours 1 day 0 More than 4 periods /hours (1 day/8) periods used READ Foundation. d.b.a. Memphis School of Excellence Staff Handbook 2014-2015 Page 17 Page 207 of 243 Page 553 0 Less than 4 periods/hours (1 day/8) periods used Periods used is not related with scheduled classes. Teachers should report to school on time even if they do not have ?rst periods. If a teacher does not have first 2 periods of class and arrives before 3d period, teacher will be counted as absent for the ?rst 2 periods. Family and Medical Leave: Please see the attached updated FMLA policy. (Attachment A) Jury Duty/ Other Court Appearances: Employees will receive leave with pay and without loss of accumulated leave for jury duty. Employees must present docurnenmtion of the service. Employees will be granted paid leave to comply with a valid subpoena to appear in a civil, criminal, legislative, or administrative proceeding. Absences for court appearances related to an employee?s personal business must be taken as local leave or leave without pay (if no local leave is available). Employees may be required to submit documentation of their need for leave for court appearances. Substitute Teacher?s Pay: Substitute teachers/ aides should have prior authorization and training from the Principal/ Director before being used on the campus level. Substitute's paperwork must be processed by the Principal through the business of?ce in order to be paid. Teachers are not permitted to employ a substitute without the proper authorization and going through the proper procedures. The daily Substitute rate for READ Foundation, d.b.a. Memphis School of Excellence for 2014 2015 School year is between $80.00 and $100.00. Leaving School during School Hours I All staff members should obtain authorization from the Principal when leaving assigned school campuses during work hours. This procedure will prevent many misunderstandings, etc., as well as protect the professional employee. Discipline and Termination I Absent a written employment contract, employment with MSE is terminable at will, meaning that the employment relationship can be terminated by either the employee or MSE at any time. The at?will nature of an individual's employment with MSE may not be modified except by a written document approved by MSE's Principal/ Director. Any express or implied agreements or assurances concerning the terms, conditions, or duration of an individual's employment with MSE are not binding upon MSE unless they are in writing, approved by the Principal/ Director. Nothing in this Staff Handbook is intended to modify the at? will employment status of any employees. With the exception of substitute employees and temporary employees (one year or less), these policies apply to all employees of MSE, including certified, classified, and administrative personnel, and apply to all job? related activities of such employees. Bases for Disciplinary Action: The following acts or omissions, among others which evidence unfitness to perform duties, by an employee in the scope of employment are prohibited and shall constitute grounds for disciplinary action: Insubordination, including the willful refusal of an employee to perform an assignment or to comply with a directive given by the employee's supervisor. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 18 Page 208 of 243 Page 554 Unprofes sional job?related conduct. Incompetence or inefficiency in the performance of duties. Corporal punishment of students. Improper conduct toward students and other employees. Conduct in violation of any School policy or established expectation of performance. Conviction of a felony related to the employee's employment, or which seriously impairs the employee's ability to perform his or her assigned duties. Serious misconduct related to the employee's job. Abuse of MSE's sick leave policy. Excessive tardiness. Excessive absenteeism. Unexcused absences from work. Gross negligence or gross carelessness in the performance of duties. Use of School policy or property for personal gain. Negligent or willful damage to School property. Gross waste of School supplies or equipment. Dishonesty or falsi?cation of any infomation involving MSE, including grades, credits, data on employee records, or any other information involving MSE. Possession of alcohol or other intoxicants or illegal narcotics, or other controlled substances without prescription on school property or at any school function. The use of or being under the in?uence of alcohol or other intoxicants or illegal narcotics, or other controlled substances without prescription on school property or at any school function. Deliberate conduct which has the apparent purpose of exposing MSE to censure, ridicule, or reproach (this prohibition is not intended to deprive employees of any free speech rights guaranteed by the United States). Verbal and/ or physical ?ghting on school premises or at any school related activities. Falsi?cation of records or data with intent to defraud. Sexual misconduct which deviates from the ordinary standards of morality prevalent in the area served by MSE. Persons Authorized to Initiate and Carry Out Disciplinary Actions: Verbal and written warnings may be issued by the School Board, Principal/ Director, supervisor, administrator, or other supervisory personnel relative to employees under their jurisdiction. Suspensions with and without pay, final warnings, probation, and dismissal may be administered only by the Principal/ Director and the School Board. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 19 Page 209 of 243 Page 555 Suspension With or Without Pay. An employee may be suspended with or without pay as a disciplinary technique short of termination. The length of the suspension will depend on the severity of the employee?s misconduct. An employee may be suspended with or without pay for other reasons as well, such as during an investigation and prior to the ?nalization of a termination. Termination of Employment Resignation Employees who resign from MSE should give at least two weeks' notice. The letter of resignation should be turned in to the employee's supervisor. Resigning employees will be given their final paychecks no later than the next regularly scheduled payday if the resignation date is prior to the 3rd Saturday of the current month. Final paychecks will be given next month if the resignation date is after the 3"1 Saturday of the current month. All applicable mandatory and optional, authorized deductions will be made from the employee's last paycheck. MSE reserves the right to pay the resigning employee for the notice period and accept the resignation immediately. Dismissal of Employees Unless otherwise provided in a written employment contract with an employee, employees are employed at will and may be dismissed without notice, a description of the reasons for dismissal, or a hearing. It is unlawful for the school to dismiss any employee for reasons of race, religion, sex, national origin, disability, military status, any other basis protected by law, or in retaliation for the exercise of certain protected legal rights. Employees who are dismissed have the right to grieve the termination. The dismissed employee must follow the school process outlined in this handbook when pursuing the grievance Health Services The following procedure should be followed in case of serious accidents, injuries, or sudden illness: Accidents, Injuries, or Sudden Illness: The following procedures should be followed in case of serious accidents, injuries, or sudden illness: Administer first aid. Notify administrators. If indicated, call an ambulance to transport to the emergency room of local hospital. MSE does not assume the responsibility for the payment of ambulance, hospital, or doctor?s fees. Complete an incident form. Administering Medication to Students: Only designated employees can administer medication to students. A student who must take medicine during the school day must bring a written request from his or her parent and the medicine, in its original, properly labeled container. Contact the Principal or school nurse for information on procedures that must be followed when administering medication to students. Lesson Plans The lesson plan is the basic teaching tool. It is valuable to the teacher because it tells where the learners are going, how they will get there, and when they will arrive. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 20 Page 210 of 243 Page 556 All teachers are expected to write lesson plans. Lesson plans shall be made available to the supervisor upon request. Procedure: 1. Overall yearly plan: Provides an overview of the course in harmony with MSE Curriculum. 2. The daily lesson plan: A written account of what a teacher would like to have happen during a certain lesson or class period. 3. Substitute teacher plan: Lesson plans for substitute teachers should be carefully planned and written in detail. Detailed plans give the substitute teacher a feeling of confidence and security. The lesson plans should be placed on the teacher's desk in plain view. 4. Teachers should follow the lesson plan submission format requested by their administrator. 5. The degree to which a teacher needs to engage in detailed lesson planning will depend upon the teacher's knowledge of the subject matter and the familiarity with course objectives. The first year teacher must realize that as a general rule, it will be necessary to plan in considerable more detail than the teacher with more experience and training. 6. Depending on the grade level and subject matter, teachers may be required to follow curriculum designated by administration. The plan should be practical and usable, be economical in terms of teacher time, and strengthen the educational program. Important Parts of a Lesson Plan: 1. Concept or objectives to be taught (tells the student what they will learn). 2. Time block (approximate time you expect to devote to lesson). 3. Procedure to be used (design for instruction). 4. Materials needed (student/ teacher). 5. Questions (to check student understanding). 6. Independent practice (student time on task). 7. Evaluation (student understanding application). Grading Policy Rubrics It is strongly recommended that students should be informed how they will be assessed on assignments. Recording Grades All grades should be recorded in the school database. Grades should be recorded no later than a week after the due date for all homework and other assignments. Peer Grading Peer grading is acceptable, however students should not be allowed to write or issue a grade on any as signrnent. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 21 Page 211 of 243 Page 557 Students shall not average the grades of their peers, nor should they be allowed to view the ?nal averages of peers. Conduct Conduct issues should be designated and communicated by the student?s conduct grade. At no time shall a conduct infraction be used to affect the student?s academic grade. Extra. Credit All extra credit is to be academic. Extra credit awarded will not account for more than 5% of the reporting period. Zero Policy Teachers have the discretion of entering another number instead of a zero if an assignment is not turned in. Parents guardians should be notified about the missing assignment. 6-12 Maximum Weight of Grades Maximum weight of grades: When calculating a nine?week average, it is strongly recommended no single as sigmnent/ asses sment grade may count more than 20% of the total average regardless of the grade category. Parental Noti?cation Teachers should regularly contact parents guardians to discuss failing students. Tutorials Tutorials should be offered, both to students who request assistance, and to students performing below expectations. Extra Duties Each campus has extra duties which must be performed in order to ensure the proper supervision of students outside the classroom. Professional and paraprofessional staff members are expected to assume and perform these responsibilities in a professional manner. Tutorials: Each professional staff member shall assume responsibility for providing tutorial services to students in his her classes. Students who are failing or in danger of failing shall be given priority regarding tutorial services. It is the responsibility of the staff member to notify when a student is in need of tutorial assistance. A student whose grade in a subject for a grade reporting period is lower than 70 on a scale of 100 is required to attend any tutorials. School Activities Staff members should attend and participate in as many school activities as possible. A teacher?s presence projects support and interest to the students, the school, and the community. Many staff members will be involved in school related organizations, clubs, etc. No activities may be scheduled by school personnel the night before TCAP. Staff members should receive permission from Principal regarding the use of school facilities for meetings, etc. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 22 Page 212 of 243 Page 558 Extracurricular Vehicle Trips: Staff members should initiate with the principal, requests for ?eld trips and excursions. The principal, in turn, may approve or disapprove the request. Student Attendance Punctual and regular school attendance is expected. Excessive absenteeism and/or tardiness shall be reported by the teacher to the principal as this problem may not be recognized in the school?s of?ce. The absence shall be recorded in the teacher(s) grade book. No student should ever be excused from a class or school unless authorized by the principal or his her designee. A student shall not be given credit for a class if he or she has been in attendance less than 95 percent of the days the class is offered, unless an attendance committee established according to school policy gives credit because there were extenuating circumstances for the absences. The school shall establish guidelines for determining what constitutes extenuating circumstances and shall establish alternative ways for students to make up work or regain credit lost because of absences for extenuating circumstances. Bad Weather Make-up I MSE may close because of bad weather or emergency conditions. \X/hen such conditions exist, the principals will make the of?cial decision concerning the closing of MSE. Employee Acceptable Use I Introduction With the use of technology, including the Internet, Intranet, hardware and software, Memphis School of Excellence is expanding learning access for students, staff, and parents. With this opportunity comes the responsibility for appropriate use. The MSE Acceptable Use Policy explains and de?nes responsible and ethical use of educational and administrative technology for all employees. All rules embodied herein are designed to guide employees in appropriate and acceptable use of MSE technology, and are designed to protect both the employee and MSE. This policy also governs the use of MSE electronic mail accounts and employee?owned personal electronic devices, including laptops, portable and handheld computing devices, and cellular telephones. Computers electronic communications systems, including its network and access to the Internet, are primarily for administrative and instructional purposes. Limited personal use of the system is permitted if the use: 1) Does not result in any direct cost paid with State funds, or if Charter Holder is reimbursed for any direct costs involved; 2) Does not relate to private commercial purposes; and 3) Involves only incidental amounts of employee time, comparable to reasonable coffee breaks during the day. Electronic Network Use Guidelines and Safety Policy The operation of technology in the MSE system relies heavily on the proper conduct of users. Every MSE user has the responsibility to respect and protect the rights of every other user. MSE users are expected to act in a responsible, ethical and legal manner, in accordance with the missions and purposes of the school. computer systems are for use by authorized individuals only. Any unauthorized access to these systems is prohibited, and is subject to criminal and civil penalties. Use of any network or computing resources must be consistent with the rules appropriate to that network. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 23 Page 213 of 243 Page 559 All network users are expected to use moral and ethical guidelines in making appropriate decisions regarding network use. Use of the MSE network is a privilege, not a right, and inappropriate use will result in cancellation of that privilege, disciplinary action, and/ or prosecution. Prior to participation, a potential network user will receive information pertaining to the proper use of the network and sign a user agreement. MSE administrators will decide what constitutes inappropriate use of the network; their decision is final. Violations will be dealt with in accordance with the MSE Student Code of Conduct or Staff Handbook, or local, state, or federal law. Unacceptable conduct on the MSE network includes, but is not limited to: 0 Using the network for any illegal activity including, but not limited to, ?hacking,? copyright infringement, obscenity, libel, slander, fraud, defamation, plagiarism, intimidation, forgery, impersonation, illegal gambling, soliciting for illegal pyramid schemes, and computer tampering. 0 Transmitting material in violation of any federal, state, or local law or MSE policy. 0 Using MSE technology for ?nancial or commercial or personal gain. 0 Degrading or disrupting equipment or system performance. 0 Vandalizing hardware. 0 Viewing, copying, altering, or destroying data, software, documentation, or data communications belonging to MSE or another individual without authorized permission. 0 Unauthorized use of MSE resources, including hardware digital camera, projector, etc.) and printers for reasons other than job?related duties or MSE business. 0 Adding personal computers, printers, and software to the MSE network. 0 Gaining unauthorized access to resources or entities. lnvading the privacy of individuals. 0 Using another individual?s user-narne and password. 0 Disclosing a system password to another employee or student, or attempting to disclose another employee?s or student?s password. 0 Placing of unlawful information on a system. 0 Using the MSE network for political lobbying. 0 Intentionally accessing pornographic, inappropriate, or unauthorized material either directly or in proxy. 0 Intentionally bypassing MSE network systems and/ or policies. 0 Intentionally transmitting viruses, or making changes that may result in the loss of an individual?s work or access to the MSE network. 0 Chain letters of any type that would cause congestion of the MSE network, or otherwise interfere with the work of others. 0 Installing software onto computers without appropriate approval. 0 Paying access fees or committing MSE financial resources without formal authorization. Security Security is a high priority due to the number of users. Computer security cannot be made perfect, and it is likely that a determined user could access computer resources for inappropriate purposes, or that an inquisitive user could encounter unacceptable material. Identi?ed security problems should be reported to a system administrator or appropriate supervisor immediately and not shared with other users. Attempts to log on as another user may result in cancellation of user privileges. Any user identified as a security risk will be denied access to the system. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 24 Page 214 of 243 Page 560 Vandalism Vandalism is de?ned as any deliberate attempt to harm or destroy data or property of MSE or another network user, the Internet/ Intranet, or other networks. This includes the creation of or uploading of computer viruses to the Internet/ Intranet or host site and destruction of hardware. Vandalism will result in cancellation of user privileges. Online Harassment Online harassment is defined as using the name or persona of another individual to create a web page on or to post one or more messages on a commercial networking site without obtaining the other individual?s consent with the intent to harm, defraud, intimidate, or threaten any person. Online harassment also includes sending an electronic mail, instant message, text message, or similar communication that references a name, domain address, phone number, or other item of identifying information belonging to any individual without obtaining the individual?s consent with the intent to harm or defraud any person and to cause the recipient of the communication to reasonably believe that the other individual authorized or transmitted the intention. Cyber-Bullying Cyber-bullying is de?ned as a situation where a child, preteen, or teen is tormented, threatened, harassed, humiliated, embarrassed, or otherwise targeted by another individual using the Internet, interactive and digital technologies, or mobile phones. Users of the MSE network are expected to refrain from such conduct. Installing Software Use of computer software is governed by copyright laws and network configurations. Care must be taken to avoid copyright violations and disruptions of the network related to incompatible or corrupted software; therefore, installation of any program or application onto any computer with access to the MSE electronic network must be approved by the principal or designee. Monitoring All computers are the property of MSE and are subject to searches or removal at any time. There is no privacy on the MSE network. MSE will monitor any e?mail, network, and Internet activity occurring on MSE equipment or accounts. Anyone using the MSE network expressly consents to such monitoring. MSE currently employs filtering software to limit access to sites on the Internet. If MSE discovers activities which do not comply with applicable law or school policy, prosecution and/or termination of us er privileges will occur without warning. E-Mail Retention Employees are required by law to retain certain e?mails, including communications referring to students made to parents, administrators, or law enforcement officials. Employees are responsible for archiving such communications. Internet Safety It shall be the responsibility of all MSE staff to educate, supervise, and monitor appropriate usage of the MSE network, and access to the Internet in accordance with this policy, the Children?s Internet Protection Act, the Neighborhood Children?s Internet Protection Act, and the Protecting Children in the let Century Act. Use of the Internet and other telecommunication activities must be in support of education and research that is consistent with the educational goals, objectives, and policies of MSE. In the classroom, student access to and use of the Internet will be under teacher direction and will be monitored as any other classroom activity. However, it is impossible to control all materials on a global network and users may encounter inappropriate or objectionable information. Even with ?ltering, MSE cannot prevent the possibility that some users may access material that is not consistent with the educational mission, goals, and policies of the school. Each MSE computer with Internet access shall have a ?ltering device or software that blocks access to visual depictions that are obscene, child pornography, inappropriate for students, or to any material deemed READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 25 Page 215 of 243 Page 561 harmful to minors as de?ned by the Children?s Internet Protection Act, and as determined by the principal or designee. The MSE Electronic Mail System Electronic mail is a critical mechanism for communications at MSE. However, use of network, Internet, and electronic mails systems and services are a privilege, not a right, and therefore must be used with respect and in accordance with the goals of MSE. The objectives of this policy are to outline appropriate and inappropriate use of electronic mail systems and services in order to minimize disruptions to services and activities, as well as to comply with applicable policies and laws. Electronic mail access at MSE is controlled through individual accounts and passwords. Each user of the MSE electronic mail system is required to read and sign a copy of the Acceptable Use Policy prior to receiving an electronic mail account and password. Employees are responsible for protecting the confidentiality of their account and password information. Electronic mail access will be terminated when the employee or third party terminates their association with MSE, unless other arrangements are made. MSE is under no obligation to store or forward the contents of an individual?s electronic mail inbox outbox after the term of his/ her employment has ceased. Important of?cial communications are often delivered via electronic mail. As a result, MSE employees with electronic mail accounts are expected to check their accounts in a consistent and timely manner so that they are aware of important announcements and updates, as well as for fulfilling business and role?oriented tasks. Employees are responsible for mailbox management, including organization and cleaning. Employees are also expected to comply with normal standards of professional and personal courtesy and conduct. electronic mail systems and services are not to be used for purposes that could be reasonably expected to cause excessive strain on systems. Individual use must not interfere with others? use and enjoyment of electronic mail system and services. Employees will comply with all applicable laws, MSE policies, and MSE contracts. The following activities are deemed inappropriate uses of electronic mail systems and are prohibited: 0 Use of electronic mail for illegal or unlawful purposes, including copyright infringement, obscenity, libel, slander, fraud, defamation, plagiarism, harassment, intimidation, forgery, impersonation, soliciting for illegal pyramid schemes, and computer tampering (eg, spreading of computer viruses). 0 Use of electronic mail in any way that violates MSE policies, rules, or administrative orders. 0 Viewing, copying, altering, or deletion of electronic mail accounts or files belonging to MSE or another individual without authorized permission. 0 Sending of unreas onably large electronic mail attachments. 0 Opening electronic mail attachments from unknown or unsigned sources. Attachments are the primary source of computer viruses and should be treated with utmost caution. 0 Sharing electronic mail account passwords with another person, or attempting to obtain another person?s pas sword. Accounts are to be used only by the registered user. 0 Excessive personal use of MSE electronic mail resources. MSE allows limited personal use for communication with family and friends, independent learning, and public services so long as it does not interfere with staff productivity, preempt any business activity, or consume more than a trivial amount of resources. MSE prohibits personal use of its electronic mail systems and services for unsolicited mass mailings, non?MSE commercial activity, political campaigning, dissemination of chain letters, and use by non?employees. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 26 Page 216 of 243 Page 562 Usage of Personal Electronic Devices Employees are restricted in their usage of employee?owned personal electronic devices on MSE property and at MSE?sponsored events. Personal electronic devices include but are not limited to employee?owned desktop, laptop, tablet, and handheld computing devices (whether wired or wireless), USB drives, and cellular telephones. The following activities are regulated by the Acceptable Use Policy: 0 Employees are prohibited from using a camera phone (a cellular phone including a camera capable of capturing and transmitting still or full motion images) in any way that violates MSE policies, including illicit and illegal use. 0 Employees may not use personal electronic devices or media including but not limited to DVD burners and USB drives to illegally duplicate and or distribute copyrighted materials. 0 Employees may not load a bootable, alternate operating system on any MSE~owned computer from any employee?owned source or media. 0 Employees are prohibited from using any portable wired, USB lP?telephone devices or wireless Wi? Fi IP telephone devices (such as Vonage, V?phone, or Magicjack) that can make or place calls to or from a private phone number on MSE networks at any time. 0 Employees may not acquire, through wired or wireless connection, MSE?provided network or Internet access from any employee?owned computing device without the prior permission of principal. Disclaimer MSE shall not be liable for any employee?s inappropriate use of electronic communication resources, violations of copyright restrictions, user mistakes or negligence, or costs incurred by users. MSE shall not be responsible for ensuring the accuracy or usability of any information found on the Internet/World?Wide Web. Electronic mail transmissions, faxes, and program or data files sent, received, created, or accessed by employees are not considered confidential and may be monitored at any time by designated staff to ensure appropriate use of educational and administrative technology. MSE reserves the right to restrict or terminate Internet, network, or computer access at any time for any reason. MSE also reserves the right to monitor Internet, network, and computer activity in any way necessary to maintain the integrity and security of the network and the privacy and accuracy of user information. Consequences for Violations of the Employee Acceptable Use Policy Violations of this policy will be treated like other allegations of wrongdoing at MSE. The use or installation of any software or device onto any computer or network for the purpose of controlling, collecting logins, or accessing any data or systems without written permission will result in disciplinary action. Allegations of misconduct will be adjudicated according to established procedures. Sanctions for violations of this policy may include, but are not limited to, one or more of the following: 0 Temporary or permanent revocation of access to some or all computing and networking resources and facilities. 0 Disciplinary action, up to and including termination. 0 Legal action according to applicable laws and contractual agreements. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 27 Page 217 of 243 Page 563 Building Use The campus principal is responsible for scheduling the use of facilities after school hours. Contact the principal to request to use school facilities and to obtain information on the fees charged. Technology Use and Data Management Computers Memphis School of Excellence electronic communications systems, including its network and access to the Internet, are primarily for administrative and instructional purposes. Limited personal use of the system is permitted if the use: 1) Does not result in any direct cost paid with State funds, or if Charter Holder is reimbursed for any direct costs involved; 2) Does not relate to private commercial purposes; and 3) Involves only incidental amounts of employee time, comparable to reasonable coffee breaks during the day. Some employees are given access to the Internet to assist them in the performance of their jobs. Employees may only access the Internet through approved Internet firewall. All MSE computer resources are school property, and any information located in or on computers and e? mail/ voice mail systems is also school property and will be subject to inspection by MSE. E-Mail and Voice Mail Systems All messages sent, received, composed and/or stored on these systems are the property of MSE. E?mail transmissions and other use of electronic communications systems are not confidential and can be monitored at any time to ensure appropriate use. Con?dentiality Employees shall not use a pas sword, access a file, or retrieve any stored information unless authorized to do so. Employees may not attempt to gain access to another employee?s files messages. Privacy All files and messages on MSE computers are the property of MSE. They are not the property of any employee, even if created by an employee. Anything created on the computer or Internet may, and likely will be reviewed by others. If necessary, employees shall take steps to help protect the security of documents. MSE has the right, but not the duty, to monitor any and all aspects of its computer system, including, but not limited to, monitoring sites employees visit on the Internet. Employees have no expectation of privacy in anything they create, store, send, or receive on their workplace computer, the MSE network, or Internet resources . Restrictions 1) Employees are not allowed to use MSE computer resources for any reason other than of?cial School business. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 28 Page 218 of 243 Page 564 2) Employees may not use e?mail or the Internet to send or receive materials, proprietary ?nancial information, or other similar materials that violate copyright law. 3) The e?mail system may not be used to create any offensive or disruptive messages. Among those which are considered offensive are any messages that contain sexual implications, racial or gender? specific slurs, or any other comment that offensively addresses an individual?s age, sexual orientation, religious or political beliefs, national origin, disability, or anything that could be construed as harassment or disparaging of others. 4) Employees should refrain from sending non?business related e-mails to other MSE employees or persons outside MSE. 5) MSE is responsible for maintaining records of software licensing agreements for the School. In order to ensure compliance with copyright laws and software licensing agreements, and help prevent computer viruses from being transmitted through the system, employees are not permitted to install or download any software or content, such as music, videos, or non?work related ?zipped? files onto the MSE computer system without prior approval from the Information Systems Director. 6) Unauthorized duplication of software, often referred to as ?piracy,? is a federal crime. Employees are not permitted to make, acquire, or use unauthorized copies of computer software. Employees who are authorized to use electronic communications systems are required to abide by the provisions of this policy and any related administrative procedures. Failure to do so can result in suspension or termination of privileges, and may lead to disciplinary action, up to and including termination of employment. Employees should notify their immediate supervisor(s) or the Information Systems Department upon learning of violations of this policy. Internet Safety It is the policy of Memphis School of Excellence to: prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; prevent unauthorized access and other unlawful online activity; prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and comply with the Children?s Internet Protection Act It is the goal of this policy not only to prevent and protect, but to educate employees, students, parents and the community of MSE in Internet safety. The CIPA guidelines for an Internet Safety Policy have also been incorporated by MSE into its Acceptable Use Agreement. The Children?s Internet Protection Act, enacted December 21, 2000, requires recipients of federal technology funds to comply with certain Internet filtering and policy requirements. Schools and libraries receiving funds for Internet access and/or internal connection services must also meet the Internet safety policies of the Neighborhood Children?s Internet protection Act that addresses the broader issues of electronic messaging, disclosure of personal information of minors, and unlawful online activities. The Protecting Children in the 21st Century Act, enacted October 10, 2008, adds an additional Internet Safety Policy requirement covering the education of minors about appropriate online behavior. This policy is intended to be read together with Acceptable Use Policies for Technology and the internet. All limitations and penalties set forth in the Acceptable Use Polices are deemed to be incorporated into this policy. Terms used in this policy which also appear in CIPA have the meanings defined in CIPA. Compliance with the Requirements of CIPA READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 29 Page 219 of 243 Page 565 Technology Protection Measures- A Technology Protection Measure is a speci?c technology that blocks or ?lters Internet access. It must protect against access by adults and minors to visual depictions that are obscene, involve child pornography, or are harmful to minors. MSE utilizes a sophisticated content ?ltering system that is compliant with CIPA and NCIPA on all computers that access the Internet. Access to Inappropriate Material- To the extent practical, Technology Protection Measures (or ?Internet ?lters?) shall be used to block or ?lter Internet, or other forms of electronic communication, access to inappropriate information. Speci?cally, as required by CIPA, blocking shall be applied to visual and textual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to administrative approval, technology protection measures may be disabled or, in the case of minors, minimalized only for bona?de research or other lawful purposes. Any attempt to bypass, defeat, or circumvent the Technology Prevention Measures is punishable as a violating of this policy and of the Acceptable Use Policies. Inappropriate Network Usage- To the extent practical, steps shall be taken to promote the safety and security of users of online computer network when using electronic mail, chat rooms, bloging, instant messaging, online discussions and other forms of direct electronic communications. Without limiting the foregoing, access to such means of communication is strictly limited by the Acceptable Use Policies. Speci?cally, as required by CIPA, prevention of inappropriate network usage includes: unauthorized access, including so-called ?hacking? and other unlawful activities; and unauthorized disclosure, use, and dissemination of personal identi?cation information regarding minors. Supervision and Monitoring? It shall be the responsibility of all professional employees (pedagogical and administrative staff) to supervise and monitor usage of computers, computer network and access to the Internet in accordance with this policy, the Acceptable Use Policies, and CIPA. Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the principal or designated representative. Education? MSE will advocate and education employees, students, parents and the MSE community on Internet safety and ?cyber?bullying.? Education will be provided through such means as professional development training and materials to employees, PTO presentations, and the MSE website. Cyber-Bullying- The Acceptable Use Policies include provisions intended to prohibit and establish penalties for inappropriate and oppressive conduct, including cyber?bullying. MSE is a place of tolerance and good manners. Students may not use the network or any MSE computer facilities for hate mail, defamatory statements, statements intended to injure or humiliate others by disclosure of personal information (whether true or false), personal attacks on others, and statements expressing animus towards any person or group by reason of race, color, religion, national origin, gender, sexual orientation or disability. Network users may not use vulgar, derogatory, or obscene language. Network users also may not post inappropriate anonymous messages or forge e?mail or other messages. Furthermore, MSE computers and network facilities may not be used for any activity, or to transmit any material, that violates United States, State of Tennessee, or local laws. This includes, but is not limited to, any threat or act of intimidation or harassment against another person. Cellular and Wireless Telephone Acceptable Use READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 30 Page 220 of 243 Page 566 Access to cellular and/ or wireless telephone equipment and accounts is made available exclusively for instructional and administrative purposes in accordance with Memphis School of Excellence guidelines and regulations. Access to this equipment is a privilege, not a right, and can be revoked at any time. This policy explains and de?nes responsible and ethical use of MSE?supplied telephone equipment and accounts. All rules embodied herein are designed to guide employees in appropriate and acceptable use of this technology, and are designed to protect both the employee and MSE. Employee is responsible for carrying the phone at all times during duty hours, for properly charging and maintaining the phone, and for returning the phone and any/ all attachments to his her supervisor at the time of termination of his her employment. Employee is responsible for initializing and maintaining his/her cellular voicemail account; MSE is not responsible for designating or changing his her voicemail password. Employee will be provided with documentation regarding his her particular cellular phone usage plan. His /her cellular plan provides a ?xed number of airtime minutes, varying from plan to plan, which may be used without incurring any additional usage fees. His her plan may also include free night and weekend calls, free long distance, and/ or free direct?connect radio airtime. Employee must review his her plan with his her supervisor, and acknowledge understanding of end agreement to this plan in writing in this document. Employee may use his her phone for both MSE business and essential personal calls. However, if Employee exceed his her standard plan airtime minutes, Employee will be responsible for reimbursing MSE for his her personal call minutes and personal directory assistance calls up to the amount of his her overage. Each month employee?s supervisor will provide Employee a copy of the usage and fee summary for his her telephone. Any discrepancies on his /her usage summary, such as incorrect number of airtime minutes or charges for calls Employee did not place, must be brought to the attention of his her supervisor immediately. Employee is to review this summary, highlight his/her personal calls, and return the summary to his/her supervisor. During each month that you exceed his her plan minutes and have made personal calls, Employee must attach a check made payable to school to his/ her usage summary before returning the summary to his/ her supervisor. Payment for excess personal calls must be submitted within ?ve (5) business days from the time you are presented his her usage summary by his her supervisor. If Employee exceed his her plan minutes due to excessive business use or excessive business directory assistance calls, Employee must attach a written justi?cation for the excess usage to his her phone statement before returning his her usage summary to his her supervisor. MSE prohibits using a school?provided cellular or wireless telephone to engage in the following conduct: 1) Using the cellular and/ or wireless telephone equipment for illegal, inappropriate, subversive or obscene purposes or activities. Illegal activities shall be de?ned as activities violating local, state, and/ or federal laws, including use of the phone to make ?crank? calls, place false emergency calls, make terroristic threats, commit forgery or fraud, or assist in the commission of a felony. Inappropriate use shall be de?ned as a violation of the intended educational or administrative use of the phone. Subversive activities shall be de?ned as activities undermining the security of local, state or national governments, or activities intended to cause mental anguish, bodily injury or death to any citizen or group of citizens. Obscene activities shall be de?ned as a violation of generally?accepted social standards for use of a publicly?owned and operated communications vehicle, including READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 31 Page 221 of 243 Page 567 obscene phone calls and/or possession or transmission of any form of pornographic or erotic material, in either audible or digital formats. 2) Using the telephone and/ or any attached equipment for any illicit activity, including violation of copyrights, patents, institutional or third?party copyrights, license agreements, or other contracts. Illicit activities also include transmitting or accessing information designed to aide or abet an individual or group in violating the law, including all forms of access to gang?related or organized? crime related web sites and bulletin boards if his her telephone is Internet?enabled. 3) Using the telephone and/ or any attached equipment to obtain and/ or distribute illegally duplicated and distributed digital music, video, and/ or software from copyrighted sources if Employee phone is Internet?enabled. This expressly prohibits accessing websites and web?rings designed to disseminate non?public domain content and entertainment including, but not limited to, MP3 audio files, movies, and executable software code. 4) Intentionally disrupting telephone or network traf?c, deliberately ?crashing? any network or connected system, or maliciously tampering with communications devices. 5) Damaging or destroying telephone equipment or deliberately degrading system performance, including deliberate infection of phones, computers, or servers with viruses. 6) Disclosing a voicemail password to another employee or student, or attempting to disclose or discover another employee?s voicemail pas sword. 7) Attempting to copy MSE?owned software for personal gain, attempting to install privately?owned software onto a telephone or the network, or transmitting without authorization any software via electronic mail or the Internet on an Internet?enabled phone. 8) Using the MSE telephone or network resources for commercial or financial gain. 9) Stealing or vandalizing data, equipment, or intellectual property. 10) Gaining or attempting to gain unauthorized access to internal and external resources or entities, including ?hacking? into external networks, web?sites, or bulletin boards via Internet?enabled phones. 11) Forging or altering electronic or voicemail messages, or using an account or password owned by another user. 12) Invading or assisting others in invading the privacy of an individual or group. 13) Using the telephone to eavesdrop, record, wiretap or otherwise illegitimater and inappropriately monitor the audible conversations or data streams of other users. 14) Possessing or conveying any data in any form, audible or digital, which might be considered a violation of these rules. Consequences for Violations Violations of this policy will be treated like other allegations of wrongdoing at MSE. Allegations of misconduct will be adjudicated according to established procedures. Sanctions for violations of this policy may include, but are not limited to, one or more of the following: 0 Temporary or permanent revocation of access to some or all cellular or wireless telephone resources. 0 Disciplinary action, up to and including termination. 0 Legal action according to applicable laws and contractual agreements. Copyrighted Materials Employees are expected to comply with the provisions of copyright law relating to the unauthorized use, reproduction, distribution, performance, or display of copyrighted materials printed material, videos, READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 32 Page 222 of 243 Page 568 computer data, web material, and programs, etc.). Rented videotapes are to be used in the classroom for educational purposes only. Duplication or back-ups of computer programs and data must be made within the provisions of the purchase agreement. Employee Arrests and Convictions An employee who is arrested for any felony or any offense involving moral turpitude must report the arrest to the principal or immediate supervisor within three calendar days of the arrest. An employee who is convicted of or receives deferred adjudication for such an offense must also report that event to the principal or immediate supervisor within three days of the event. Moral turpitude includes, but is not limited to, the following: Dishonesty Fraud Deceit Theft Misrepresentation Deliberate violence Base, vile, or depraved acts that are intended to arouse or gratify the sexual desire of the actor Drug? or alcohol?related offenses Dietary Supplements I Employees may not sell, market, or distribute a dietary supplement that contains performance?enhancing compounds to students. In addition, it also prohibits school employees from endorsing or suggesting the ingestion, intranasal application, or inhalation of a performance?enhancing dietary supplement to any student. Emergencies I All employees should be familiar with the evacuation diagrams posted in their work areas. Fire, tornado, and other emergency drills will be conducted to familiarize employees and students with evacuation procedures. Fire extinguishers are located throughout the school building. Employees should know the location of the extinguishers nearest their place of work and how to use them. Family Educational Rights and Privacy Acts (FERPA) I The Family Educational Rights and Privacy Acts, 20 U.S.C. 1232g (FERPA) is the federal law that sets forth basic privacy requirements for personally identi?able information contained in educational records maintained by schools. Only school employees with an ?educational need to know? are allowed to access an individual student?s records; disclosing such information to persons other than the parent(s) or another school employee with a legitimate education interest is a violation of this act. Instructional Supplies Staff members should initiate requests for supplies through the Principal? 3 of?ce. The school will assume no fiscal responsibility for merchandise or services purchased without a purchase order issued through proper channels. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 33 Page 223 of 243 Page 569 Name and Address Change I It is important that employment records be kept up?to?date. Employees should notify the Principal/ Director if there are any changes or corrections to their name, home address, home telephone number, marital status, emergency contact, or bene?ciary. Forms to process a change in personal information can be obtained from the Principal Director. Outside Employment and Tutoring I Employees who wish to accept outside employment or engage in other activities for profit must submit a written request to the Principal. Approval for outside employment will be determined by the Principal based on whether outside employment interferes with the duties of the regular assignment. Teachers are not allowed to privately tutor students of the campus for pay, except during the summer months and not on school property. Parent/ Guardian Communications Instructional and administrative staff members are expected to notify a parent or guardian when, in his her opinion, the student is performing or beginning to perform failing academic work or the student is displaying or beginning to display improper school conduct (poor attitude or classroom behavior, poor attendance, excessive tardiness, etc.) which could possibly lead to academic failure and/ or serious disciplinary actions. It is recommended that when communicating with parents guardians, teachers avoid sending information about grades, descriptions of discipline issues, or any other sensitive matters via e?mail. The teacher may send a request for a phone conference or meeting via e?mail, with a brief and appropriate description of the issue. Parent and Student Complaints In an effort to hear and resolve parent and student complaints in a timely manner and at the lowest administrative level possible, parents are encouraged to discuss problems or complaints with the teachers or the appropriate administrator at any time. Parents and students with complaints that cannot be resolved should be directed to the campus principal. Once all administrative complaint procedures are exhausted, parents and students can bring complaints to the School Board. Upon hearing of parent and student complaints, teachers should notify administration. Unless given speci?c instruction by administration, a teacher shall not issue written communication to resolve a dispute. In all cases, any such written communication should be approved by administration. Possession of Firearms and Weapons I Employees, visitors, and students are prohibited from bringing ?rearms, illegal knives, or other weapons onto school premises or any grounds or buildings where a school?sponsored activity takes place. For the safety of all persons, employees who observe or suspect a violation of the school?s weapons policy should report it to their supervisors immediately. Professional Staff Accountability I Teachers READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 34 Page 224 of 243 Page 570 Each teacher is a professional educator and is responsible for the classroom instruction using the established curriculum, time allotments, and educational resources and, therefore, for the learning of each student in the class. It is expected that each teacher will fully utilize all instructional resources, including time, and that students will receive professional supervision when in the charge of the teacher. Each teacher may receive unscheduled walk?troughs during the school year by campus administrators. Principals /Assis tant Principals The principal and assistant principal are professional educators and are responsible for teachers carrying out classroom instruction using the established curriculum, time allotments, and educational resources and, therefore, for the learning of each student. It is expected that each administrator see that all instructional resources, including time, are fully utilized, and that students will receive professionally adequate or acceptable supervision when in the charge of the teacher and while at school (breakfast, lunch, before/ after school). Other Professional Staff Other professional staff includes the director of technology, director of special programs, youth of?cer, librarians, counselors, and nurses. Their responsibilities shall include planning, implementing, and evaluating respective assigned programs; complying with all school rou?nes and regulations; communicating effectively with colleagues, students, and parents; and compiling, maintaining, and filing all reports, records, and other required documents. Director of Curriculum Instruction The curriculum and instruction director is a professional educator and is responsible for evaluating and providing leadership for the overall instructional program of the school, which includes curriculum and staff development. Responsibilities include planning, implementing, and evaluating instructional programs with teachers and principals, including learning objectives, instructional strategies, improving the public relations program as it relates to personnel and instructional services, assessment techniques; and facilitating the effective use of computers and other technology in instruction programs school?wide. Director of Finance Operations The director of finance and operations is a professional and shall be of administrative assistance to the Principal and shall assume responsibility for the operations of the school in the absence of the Principal. Responsibilities shall include implementing organizational and management plans, improving the public relations program as it relates to finances, assisting other administrators, providing direction and plans for maintenance and repair of school facilities and equipment, purchasing of supplies and equipment, preparing bid specifications, assisting with preparation of campus and school budgets, providing direction for the business affairs, maintaining all insurance policies, assisting in complying with all state and federal mandates, and using effective management practices. Director of Special Programs The director of special programs is a professional educator and is responsible for evaluating and providing leadership for the overall special programs of the school, which includes, Title I, Gifted and Talented, Special Education, Vocational Education, English as a Second Language, Dyslexia, Migrant, and Section 504 Programs. Responsibilities include planning, implementing, and evaluating special programs with teachers and principals, including learning objectives, improving the public relations program as it relates to personnel READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 35 Page 225 of 243 Page 571 and special programs services, assessment techniques, and facilitating the effective use of computers and other technology in special programs school-wide. Director of Technology The director of technology is professionally trained, licensed, and certi?ed in the field of technology, and is responsible for providing leadership and evaluation for the overall technology program for the school. Responsibilities include planning, implementing, and evaluating technology applications with teachers and principals, including learning objectives, assessment techniques, and facilitating the effective use of computers and other technology in technology programs school-wide. Purchasing and Reimbursements Purchasing Procedures: All requests for purchases must be submitted to the business office on an official school purchase order (PO) form with the appropriate approval signatures. No purchases, charges, or commitments to buy goods or services for the school can be made without a PO number. The school will not reimburse employees or assume responsibility for purchases made without authorization. Employees are not permitted to purchase supplies or equipment for personal use through the school?s business of?ce. Contact the business office for additional information on purchasing procedures. Reimbursement for Purchases, Travel, Expenses, etc.: MSE will honor reimbursement requests only if the expenditure has had prior approval and requested according to established procedures. All requests of this nature must have original receipts attached. Staff members should consult with the Principal regarding matters of this nature in order to prevent misunderstandings, assumptions, etc. Before any travel expenses are incurred by an employee, the employee?s supervisor must give approval. For approved travel, employees will be reimbursed for mileage and other travel expenditures according to the current rate schedule authorized by the School Board and the Internal Revenue Service. Employees must submit original receipts to be reimbursed for expenses other than mileage. Staff Development Staff development activities are organized to meet the needs of employees. Staff development is predominantly campus?based, related to achieving campus performance objectives, and addressed in the campus improvement plan, which is approved by a campus?level advisory committee. Professional personnel leave, for reasons other than personal/family illness or death in the immediate family, may be granted permission to be absent from work only by the Principal or designee. A letter requesting prior approval and stating the reasons for the absence should be given to the campus principal and forwarded to the Principal or Director of (see "Leaves and Absences"). Principals and administrators are responsible for ensuring that their assigned professional personnel are on duty during workdays and are in attendance at staff development activities. Student Discipline Students are expected to follow the classroom rules, campus rules, and rules listed in the Student Code of Conduct. Teachers and administrators are responsible for taking disciplinary action based on a range of discipline management procedures that have been adopted by the school. Other employees that have concerns about a particular student?s conduct should contact the classroom teacher or campus principal. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 36 Page 226 of 243 Page 572 Teachers must ?le a written report with the Principal or another appropriate administrator when they have knowledge that a student has violated the Student Code of Conduct. Discipline should be handled by the professional staff members to the extent possible. The staff member should confer with the student, principal, and parents in all unusual problems. Cooperation and understanding between the parents and the school can often eliminate problems before they develop into unpleasant situations. Substitute Teachers (Responsibilities of the Regular Classroom Teacher) 1. Upon arrival the substitute will be furnished the following materials in the Substitute Teacher's Folder: a. Daily plans made out in suf?cient detail Weekly and daily time schedule of classes List of pupils' names and seating chart Grouping chart List of supervisory responsibilities such as days on duty at noon, recess, etc. Fire drill and other emergency procedures Important or unusual information about any child (physical problems, daily medications, etc.) h. Narne(s) of student helper(s) for each class i. Classroom rules and consequences j. Emergency lesson plans are available in the of?ce and classroom; see campus administrator 2. Have on desk copies of textbooks, manuals, and workbooks being used. 3. Three emergency lesson plans are to be ?led in the of?ce by the fourth week after school starts. Textbook Responsibilities I Professional staff members are responsible for the control and use of textbooks by students, including control of classroom sets. Textbooks should be checked regularly for covers, damages, etc. Please notify the principal when a student loses or damages a book. It is the student's responsibility to pay for the lost/ damaged book. Do not issue another textbook without authorization from the principal's of?ce. Tobacco Use Smoking or using tobacco products is prohibited by law on all School?owned property. This includes all buildings, playground areas, parking facilities, and facilities used for athletics and other activities. Workload and Work Schedules I Professional employees: Professional and administrative employees are exempt from overtime pay and are employed according to the work schedules set by MSE. A school calendar is adopted each year designating the work schedule for teachers and all school holidays. Notice of work schedules, including required days of service and scheduled holidays, will be distributed each school year. Paraprofessional and hourly employees: Support employees are employed at will and will be noti?ed of the required duty days, holidays, and hours of work for their position on an annual basis. Paraprofessional and hourly employees are not exempt from overtime and are not authorized to work in excess of their assigned schedule without prior approval from their supervisor. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 37 Page 227 of 243 Page 573 Work Hours Professional and paraprofessional staff members generally shall adhere to the following work hour schedules: Administrators 7:30 a.rn. 5:00 p.m. Teachers 7:30 a.m. 4:00 p.m. Please note that these hours are not exclusive, but are simply the hours that an employee is expected to be at work. Employees subject to overtime are required to clock out at lunch and back in when they resume work in the afternoon. Visitors in the Workplace All visitors are expected to enter any school facility through the main entrance and sign in or report to the building? 5 front/ main office. As part of the policy of the school to maintain a safe environment for students, faculty, administrators and the general public, the following criteria are hereby established: 1. All persons must report to the school office to make their presence known and obtain a pass to be in the school. Authorized visitors will receive directions or be escorted to their destination. 2. Employees who observe an unauthorized individual on the school premises should immediately direct him or her to the front/ main of?ce or contact the administrator in charge. 3. All persons entering the school property, building or offices must act in a nonthreatening manner. Disruptive or threatening behavior will be considered a threat to the safety of school students and staff as set forth in point 5 below. 4. Any meetings with school staff, teachers or students must be scheduled and approved by the school director except in the case of emergency, in which case the school office must be contacted in order to make arrangements to handle the emergency. 5. Actions such as shouting or confrontation of students, administrators, employees or other persons on or in the school property are not allowed, since they represent a possible threat to safety. a. Actions of this type will result in a request for that person to leave the school property. b. In the case of repeated incidents of this nature, such persons may not return to the school property. c. In the case of extreme and/ or continued disturbances, the local legal authorities may be called and such person may be charged with disorderly conduct. READ Foundation. d.b.a. Memphis School ofExcellence Staff Handbook 2014-2015 Page 38 Page 228 of 243 Page 574 Read Foundation dba ?Memphis School of Excellence? Board of Education Retention Bonus for Teachers I. PURPOSE MSE would like to continue to work with effective teachers and provide bonuses for their outstanding performance. II. SCOPE Starting 2015?2016 school year, MSE will pay extra $500 yearly to the base salary of all certified employees. Additional Bonus policy applies to the following state tested critical subjects. 0 Mathematics 0 Science 0 English POLICY STATEMENT Teachers will receive additional amount to their salaries as a bonus for their composite TVAAS scores. Teachers who received a composite score of 4 will receive additional $1000 added to their annual salary. Teachers who received a composite score of 5 will receive additional $2000 added to their annual salary. A. ELIGIBILITY Teacher should be assigned to the same subject for the following school year. Teacher should have served 126 days or more in previous school year at MSE. Teacher should receive a TVAAS score from the tested subject. Field tests are not in this category. B. RESTRICTIONS Director/Principal may not honor retention bonus with or Without reason. Page 229 of 243 Page 575 Attachment 10: School Organizational Chart The following flow chart shows the organizational structure and line of authority of each campus. Each arrow points to the flow of leadership of each position from topto-bottom. A dotted line shows mutual communications rather than a line of authority between the management company and the campus principal. Within this line of authority, teachers, aids, coordinators, nurse etc. report to assistant principals. Payroll and benefit coordinators report to the business manager. Assistant principals and the business manager report to the principal. The principal gathers relevant data and evaluates all of his or her personnel. The principal also prepares a monthly board reports to be submitted to the School board. Page 230 of 243 Page 576 TDE, SBOE, and the Commissioner SCS, Board of Commissioner, and the Superintendent The Read Foundation Principal/School Director Business Manager 1. AP Clerk* 2. Benefits Coordinator* 3. Payroll Coordinator* Dean of Students 1. Discipline 2. Sp. Ed. Teacher/Coordinator* 3. Counselor* 4. Teacher* 5. Record Specialists* Director of Curriculum & Instruction 1. Sp. Ed. Teacher/Coordinator* 2. Counselor* 3. ESL Coordinator* 4. Teachers* 5. Teachers Aids* *Please Note: The chart above is designed to show administrative functions rather than individual positions. In other words, multiple tasks can be performed by the same person if need arises (i.e. a payroll coordinator can be account payable clerk and benefit coordinator). Additional positions may be created as needed. Page 231 of 243 Page 577 Narrative Description of the organizational Chart: Job description and role and responsibilities of each position that are mentioned in the organization chart are listed below: PRINCIPAL/SCHOOL DIRECTOR: Principal shall operate as chief operating subordinates to the school board in orchestrating program and service delivery to students through teaching and auxiliary staff including the following duties: Supervisory Responsibilities: Supervise and evaluate the performance of staff assigned to campus including assistant principal(s), the business manager, teacher(s), counselor(s), librarian(s), instructional aides, clerical support staff, and custodians. Skills:  Knowledge of school law, finance, and curriculum.  Able to manage personnel.  Able to interpret policy, procedures, and data.  Exceptional organizational, communication, public relations, and interpersonal skills. Working Conditions:  Maintain emotional control under stress.  Occasional district wide and statewide travel.  Frequent prolonged and irregular hours. Responsibilities and Duties: Management:  Monitor instructional and managerial processes to ensure that program activities are related to program outcomes and use findings to take corrective actions.  Regularly consult the campus-level committee about planning, operation, supervision, and evaluation of campus education program. Include students and community representatives when appropriate. School or Organization Morale:  Provide instructional resources and materials to support teaching staff in accomplishing instructional goals.  Foster collegiality and team building among staff members. Encourage their active enrolment in decision-making process.  Provide for two way communications with the board and staff, students, parents, and community.  Communicate and promote expectations for high-level performance to staff and students. Recognize excellences and achievement  Ensure the effective and quick resolution of conflicts School or Organization Improvement  Build common vision for school improvement with staff. Direct planning activities and put programs in place with staff to ensure attainment of school’s mission. Page 232 of 243 Page 578  Develop and set annual campus performance objectives for each of the Academic Areas.  Develop, maintain, and use information systems and records necessary to show campus progress on performance objectives. Personnel Management:  Interview, select, and orient new staff. Approve all personnel assigned to campus.  Define expectation for staff performance with regard to instructional strategies, classroom management, and communication with public.  Observe employee performance, record observations and conduct evaluation conferences with staff:  Work with campus-level planning and decision-making committees to plan professional development activities. Management of Fiscal, Administrative, Facilities Functions:  Comply with district policies and state and federal laws and regulations affecting the schools.  Develop campus budgets based on documented programs needs, estimated enrollment, personal, and other fiscal needs. Keep programs within budget limit  Maintain fiscal control. Accurately report fiscal information.  Compile, maintain, and file all physical and computerized report, records, and other documents required including accurate and timely reports of maximum attendance to requisition textbook.  Manage use of school facilities. Supervise maintenance of facilities to ensure a clean, orderly and safe campus.  Direct and manage extracurricular and intramural programs. Including management of multiple activity funds. Student Management:  Work with faculty and student to develop a student discipline management systems that results in positive student behavior and enhances the school climate.  Ensure that school rules are uniformly observed and that student discipline is appropriate and equitable in accordance with Student code of Conduct and student handbook.  Conduct conferences about student and school issues with parents, student, and teachers. School or Community Relations:  Demonstrate awareness of school and community needs and initiate activities to meet those needs.  Use appropriate and effective techniques to encourage community and parent involvement. DIRECTOR OF CURRICULUM AND INSTRUCTION/DEAN OF STUDENTS: They will assist principal in instructional program administration, human resources organizations, student activities and services. Skills: Page 233 of 243 Page 579  Working knowledge of charter operations.  Exceptional organizational, communication and interpersonal skills.  Capable of coordinating charter support operations. Responsibilities and Duties: Share supervisory duties for charter professional staff with charter principal. Oversee teachers, custodians, paraprofessionals, clerical personnel and others as assigned. Instructional Management  Assist in planning and assessing the educational programs.  Encourage planning of innovative education programs, assist teachers in implementing such efforts when appropriate.  Encourage the use of technology in the instructional process. Charter Atmosphere  Encourage a constructive, thoughtful climate for learning.  Promote fairness of students and staff from all cultural backgrounds.  Communicate with students and staff in an effective manner. Charter Improvement  Assist in organization of school improvement plan with staff, parents and community members.  Help principal design, manage and implement information systems to manage and track progress on charter goals and academic excellence indicators. Personnel Management  Hold employee evaluation conferences based on records of performance evaluation.  Assist principal in interviewing, selecting and orienting new charter employees. Administration and Fiscal/Facilities Management  Oversee charter operations in principal’s absence.  Assist in scheduling student activities by participating in the development of class schedules, teacher assignments and extracurricular activity schedules.  Oversee student attendance records and assist the attendance clerk on truancy issues.  Requisition supplies, textbooks and equipment; verify inventory; manage records; and confirm receipts for materials.  Aid in safety drill practices and inspections.  Manage support services including transportation, custodial and cafeteria.  Abide by all federal and state laws that apply to charter schools and charter policy. Student Management  Provide for supervision of students during non-instructional hours.  Help students develop positive behavior through a student discipline management system.  Provide for uniform enforcement of school rules and oversee appropriate and reasonable student discipline.  Hold parent/teacher/student conferences in regard to student and school issues.  Demonstrate use of productive and efficient skills to raise community and parent involvement. Page 234 of 243 Page 580 TEACHER: The primary role and purpose of a teacher is to provide students with appropriate educational activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth. Teachers will help students develop the skills necessary to be a productive member of society. Skills:  Understanding of subjects assigned.  Working knowledge of curriculum and instruction.  Capable of instructing students and managing their behavior.  Exceptional organizational, communication and interpersonal skills. Responsibilities and Duties: Instructional Strategies  Design, write and use lesson plans that conform to the charters curriculum. Ensure written plans are available for review.  Ensure lesson plans show modifications for differences in student learning styles.  Teach instructional subjects according to guidelines established by Department of Education, charter polices and administrative regulations.  Implement appropriate instructional and learning strategies, activities, materials and equipment to ensure comprehension of learning styles and student needs.  Design instructional activities by using data from student learning style assessments.  Collaborate with special education teachers on student Individual Education Plans to ensure all modifications are met.  Collaborate with staff to determine charter requirement for the instructional goals, objective and methods.  Produce and oversee teacher aide and volunteer assignments.  Employ technology practices to strengthen the instructional process. Growth and Development  Help students assess and enhance their study methods and habits.  Produce formal and informal testing to evaluate student success.  Coordinate and manage extracurricular duties as assigned. Sponsor outside activities approved by the charter principal.  Serve as an example for students, support mission of charter. Classroom Management and Organization  Prepare classroom to enhance learning and to aid in physical, social and emotional development of students.  Control student behavior in agreement with the student handbook.  Ensure necessary and reasonable measures are taken to protect students, equipment, materials and facilities.  Provide input on book, equipment and material selection. Communication  Establish communication rapport with parents, students, principals and teachers through conferences. Page 235 of 243 Page 581  Create and maintain a professional relationship with colleagues, students, parents and community members.  Present information accurately through clear communication skills. Professional  Enrich job skills through professional development activities. Other  Keep up to date on and abide by state and charter regulations and policies for classroom teachers.  Gather, manage and file all reports, records and other documents required.  Be active in faculty meeting and assist in staff committees as necessary. Job Related Conditions:  Maintain control in stressful situations.  Extended hours may be required.  Some lifting may be required. SPECIAL EDUCATION COORDINATOR: The primary role and responsibility is to provide services to special education students with appropriate learning activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth. The Special Education teacher will develop student ability level instructional materials through modified curriculum and prepared lesson plans. Special Education teacher will conduct work in self-contained, team, departmental or itinerant capacity as necessary. Skills:  Complete knowledge of special needs of students in assigned area.  Complete knowledge of Individual Education Plan Committee process and Individual Education Plan (IEP) goal setting process and implementation.  Working knowledge of curriculum and instruction. Responsibilities and Duties: Instructional Strategies  Work in conjunction with students, parents and other members of staff to develop IEPs through the IEP Committee process for each student assigned.  Design, write and use instructional, therapeutic or skill development program for assigned students and ensure written plan is available for review.  Ensure comprehension of learning styles and student needs are met through creation and implementation of appropriate instructional and learning strategies, activities, materials and equipment.  Collaborate with classroom teacher on student IEP to ensure all modifications are met and help special education students in regular class when appropriate.  Participate in IEP Committee meetings on an ongoing basis.  Design instructional activities by using data from students learning styles assessment. Page 236 of 243 Page 582  Ensure IEP guidelines are met when presenting subject matter.  Use an assortment of media and techniques to meet the needs and capabilities of each student assigned.  Produce and oversee the teacher aide and volunteer assignments.  Employ technology practices to strengthen the instructional process. Growth and Development  Produce formal and informal testing to evaluate student success.  Oversee or ensure personal care, medical care and feedings of students as stated in IEP.  Manage and care for all extracurricular duties as assigned. Sponsor outside activities approved by charter principal.  Serve as an example for students; support mission of charter. Classroom Management  Prepare classroom to enhance learning and aid in the physical, social and emotional development of the students.  Control student behavior and implement discipline plan. This includes handling crisis situations and physically restraining students as necessary according to IEP.  Collaborate with the classroom teachers regarding student behavior management programs according to IEP.  Collaborate with charter and outside resource people regarding education, social, medical and personal needs of student.  Ensure necessary and reasonable measures are taken to protect students, equipment, materials and facilities.  Provide input on books, equipment and material selection. Communication  Ensure good communication rapport with parents, students, principals and teachers through conferences.  Create and maintain a professional relationship with colleagues, students, parents and community members.  Present information accurately through clear communication skills. Other  Enrich job skills through professional development activities.  Keep up to date and abide by federal, state and charter policies for special education teachers.  Gather, manage and file all reports, records and other documents required.  Be active in faculty meetings and assist in staff committees as required. Job Related Conditions:  Maintain control in stressful situations.  Some lifting may be required.  May be required to restrain students to control behavior. ADMINISTRATIVE ASSISTANT: Page 237 of 243 Page 583 Primary Role and Purpose of the administrative assistant is to organize and maintain the normal work activities of the office of administration. Provide clerical duties to the principal, assistant principals, and other charter staff. Skills:  Exceptional keyboarding, word processing and file maintenance skills.  Strong communication and interpersonal skills.  Basic math skills.  Knowledge of personal computer and software in order to compile spreadsheets and databases and do word processing. Responsibilities and Duties: Records and Correspondence  Draft correspondence, forms, reports, etc., for the principal and other department staff members using a personal computer.  Prepare data as needed when completing state and local reports.  Organize and manage hardcopy and computerized departmental files.  Manage student records as needed. Accounting  Attend to routine bookkeeping duties, including basic math operations, for the department.  Assist with the completion of purchase orders and payment authorizations.  Maintain personnel time records including leave requests and reports. Draft and submit information to the central office. Other  Answer incoming calls, take accurate messages and transfer to appropriate staff.  Oversee appointment schedule and make travel arrangements for department staff.  Receive, sort and deliver mail and other documents to department staff.  Ensure confidentiality of information. Job Related Conditions:  Maintain control in stressful situations.  Manage time with frequent interruptions.  Extended computer time. COUNSELOR: Primary Role and Purpose of the counselor is to develop, implement, and assess a comprehensive guidance program for the charter including counseling services. Promote a guidance program that shows students how their personal growth and development can be maximized. Skills:  Working knowledge of counseling procedures, student appraisal and career development.  Superior organizational, communication and interpersonal skills. Page 238 of 243 Page 584  Capable of instructing students and managing their behavior. Responsibilities and Duties: Guidance  Communicate the guidance program to students and parents.  Assist teachers to include guidance program with charter curriculum.  Administer education programs and career awareness to individuals and student groups on an ongoing basis.  Ensure individual and small group counseling needs are met. Consultation  Confer with individuals associated with students to enhance their work with students.  Collaborate with charter personnel and community residents to obtain resources for students.  Ensure special programs and services are utilized by students with an efficient referral process. Evaluation  Assist in devising and assessing a charter standardized testing program.  Evaluate test and assessment results effectively. Program Management  Develop a comprehensive guidance/counseling program that meets the identified needs of the student.  Plan and implement an ongoing assessment of the guidance program and make adaptations based on the results.  Gather, manage and file all required hardcopy and computerized reports, records and other documents. Administration  Abide by policies established by federal and state law that apply to charter schools, Commission’s Rules that apply to charter schools, and charter policy in guidance and counseling area.  Abide by all charter routines and regulations.  Ensure a positive and constructive relationship with supervisors.  Communicate with colleagues, students and parents in an effective manner. Professional  Provide role model behavior that is professional, ethical and responsible.  Partake in professional development to enhance skills related to job assignment. Job Related Conditions:  Maintain control in stressful situations. Page 239 of 243 Page 585 Attachment 11 Insurance Coverage Page 240 of 243 Page 586 . I mm DOUGLAS GREER, INC. - 300 um Insurance Bonds FAX 901-761-1871 March 10, 2015 Memphis School of Excellence Elementary Mr. Muhammet Turkay 4450 S. Mendenhall Rd, Suite 1 Memphis, Tennessee 38141 'Mr. Turkay, After reviewing the initial information provided to me, I would estimate the total annual insurance expense for Memphis School of Excellence Elementary to be no more than $17,000 per year. The coverage?s that would be provided are as General Liability - $2,000,000 aggregate $1,000,000 occurrence limits Educators Legal Liability (includes Professional Liability and EPLI) -. . - - $1,000,000 - - 1 Umbrella Coverage - $5,000,000 (extends additional liability coverage to the underlying Educators Legal Liability, Sexual Abuse Liability and General Liability limits.) - - . 0 School contents and computer coverage (property) - 100% Replacement cost valuation including Boiler/Machinery and businessinterruption/extra expense losses) Employers liability workers compensation - $1,000,000 limit Surety Bond (providing blanket ?delity coverage) in the amount of $500,000. Physical/Sexual abuse and molestation liability coverage in the amount of $1,000,000. I . 0 Athletic Coverage for any athletes. Remember, this is only an estimate of the annual premium. I will not be able to - receive an official quote or place any insurance coverage til I gather additional speci?c information. . In the meantime, please contact me should you have any questions. Our office number is 901-767-3083. a Andy Stogner Douglas Greer, Inc. Insurance and Bonds since 1948 Page 241 of 243 Page 587 Attachment 12: CMO Agreement Page 242 of 243 Attachment 13: Public Charter School Planning and Budget Worksheet Page 1 89 Memphis School of Excellence- Elementary BUDGET SUMMARY Revenue Assumptions PLANNING YR5 Number of Students 0 225 300 375 450 450 Number of Employees 0 14 18 22 27 29 REVENUE Basic Education Title Federal Brea kfast Federal Lunch IDEA Tra funds funds Charter start Other start Student fees Investment Income School level fundra Private fundra Private fundra ivid uals TOTAL REVENUE $30,000 $2,148,975 $2,721,782 $3,398,992 $4,151,330 $4,225,321 EXPENSES Personnel General Tra letic Facilities Tech 50 00 TOTAL EXPENSES $26,156 $2,080,248 $2,244,402 $2,836,720 $3,328,072 $3,596,696 $3,844 $68,727 $477,380 $562,272 $823,258 $628,625 Perstudent $305 $1,591 $1,499 $1,829 $1,397 IEndingFundBalance $3,844 $72,570 $549,950 $1,112,222 $2,564,105 Page 2 Page 590 PLANNINB ?f?l ?f?i FHA ?f?5 mm ASSUMPTIONS 2015 1015 201F 1013 1010 1010 4 5 6- Number of grade levels 5th 10th 11th 12th Total Student Enrollment 0 115 500 SF5 A50 450 Title I [it of student oodv] 00% 005-6 00% 00% 0053 Special Education [315 of student podvi 1556 1556 1556 1556 1556 Basic Education Program [funding SFAFF Base vear Inflation adjustor 1.02 Title I 53cm Per student IDEA $1.500 Per SPED student Breakfast Program -- Federal Peim ves "ves" or "no" Breakfast Program 51.50 Per student per day.I Lunch Program 52.50 Per student per clay.I Transportation 50 Perstudent School level fundraising 550 Per student Basic Education Program 51,532,515 51231552 52311151 55,541,005 Title I SEDJFED 531510 $105,541 $151,515 Federal Breakfast Program 553,510 $115,540 $115,540 Federal Lunch Program 5140,5440 5211:1410 $211,410 IDEA 550525 553500 EBABFE 5101;250 $101,250 Transportation 50 50 50 50 50 Charter start-up funds [Title iFIoi 520,000 5130000 550000 Elther start-up grant funds School level fundraising 511250 515000 522,500 522,500 Student fees Investment Income Private fundraising (foundations, corporate] Private fundraising [individuals] 510,000 TOTAL 550,000 SLFELFBE 55,555,551 54,151,550 54,115,511 Page 3 Page 591 Staffing Cost EXPENSES Assumptions FTEs: PLANNING ?f?l VHS EXPENSES 111164? EDIT-18 mm STAFFING COSTS 11115 11115 1111? 11113 111113I 111111 ASSUMPTIONS Payroll Tax and Benefits Single Coye rag $10,100 Per year Family Boyerage $101100 F'e ye a School's percentage of coyerage E156 Assumed percentage of employees choosin 409E. Weighted ayg. cost for medical 510,100 Per year FICA 15.10% of Sa Ia ry State eti re ment- 0e rtifie 0.05% of Sa la ry State Retirement- Non-certified 0.171% of Sa la ry Life Insurance 0.00% of Sa la ry GASB 45 50 Per employee Unemployment Insurance 5400 Per employee Payroll Seryices $15 Per employee per month Bonus Pool 0.0056 Based on 31. of salary FTE - Total 0.5 14.0 13.0 11.0 11.0 15.0 FTE - Administrators 0Elf?Specialistlelectiye Teachers 0Grade LEyel Teachers 0.0 5.0 11.0 15.0 11.0 13.0 Instructional days per year 130 Saturday schools per year 0 Contractors required for Saturday School 0 Price per contractor S0 Page 4 Page 592 Start Year Base Salary These columns will self-populate. Administrators 2015?16 2016?13" 2011?13 2013?13 2013?20 2020?21 School Director 2016 0.00 1.00 1.00 1.00 1.00 1.00 AF'fDirector of Curriculum and Instr 2013 555000.00 0.00 0.00 0.00 1.00 1.00 1.00 Business Operations Director 2020 355.000.00 0.00 0.00 0.00 0.00 0.00 1.00 Dean of Students 2013 333,000.00 0.00 0.00 0.00 0.00 1.00 1.00 Director of Development NA 50.00 0.00 0.00 0.00 0.00 0.00 0.00 Total Administrators 0.00 1.00 1.00 2.00 5.00 4.00 Office Staff Office Manager 2015 523000.00 0.23 1.00 1.00 1.00 1.00 1.00 Records Specialist 2013 523000.00 0.00 0.00 1.00 1.00 1.00 1.00 Administrative Assistant NA 50.00 0.00 0.00 0.00 0.00 0.00 0.00 NA 5c.oo can can can coo occ coo Total Administrators and Office Staff 0.25 1.00 2.00 2.00 2.00 2.00 Specialisthlectives Teachers Special Education 2016 543000.00 0.00 1.00 1.00 1.00 1.00 1.00 Special Education Assistant 2013 540000.00 0.00 0.00 0.00 1.00 1.00 1.00 Arthusichihrarv 2016 543,000.00 0.00 1.00 1.00 1.00 1.00 1.00 ESL Certified 2016 542100030 0.00 1.00 1.00 1.00 1.00 1.00 ESL Assitant 2017Ir 545100030 0.00 0.00 1.00 1.00 1.00 1.00 Total Specialisthlectives Teachers 0.00 5.00 4.00 5.00 5.00 5.00 Grade Subject Teacher Start Year Base Salary- 1015?16 1016?13" 2012?13 2013-13 1013?20 1020?11 General Grade Level 2016 543,000.00 0.00 1.00 1.00 1.00 1.00 1.00 General Grade Level 2016 545.000.00 0.00 1.00 1.00 1.00 1.00 1.00 General Grade Level TE: 2016 545000.00 0.00 1.00 0.00 0.00 0.00 0.00 1 General Grade Level 2016 543,000.00 0.00 1.00 1.00 1.00 1.00 1.00 1 General Grade Level 2016 545.000.00 0.00 1.00 1.00 1.00 1.00 1.00 1 General Grade Level 2016 545000.00 0.00 1.00 1.00 0.00 0.00 0.00 2 General Grade Level 2016 543,000.00 0.00 1.00 1.00 1.00 1.00 1.00 2 General Grade Level 2016 545.000.00 0.00 1.00 1.00 1.00 1.00 1.00 2 General Grade Level 2016 545000.00 0.00 1.00 1.00 1.00 1.00 1.00 2 General Grade Level NA 30.00 0.00 0.00 0.00 0.00 0.00 0.00 3 General Grade Level 201?Ir 545.000.00 0.00 0.00 1.00 1.00 1.00 1.00 3 General Grade Level 201?Ir 545000.00 0.00 0.00 1.00 1.00 1.00 1.00 3 General Grade Level 2017'r 543,000.00 0.00 0.00 1.00 1.00 1.00 1.00 4 General Grade Level 2013 545.000.00 0.00 0.00 0.00 1.00 1.00 1.00 4 General Grade Level 2013 545000.00 0.00 0.00 0.00 1.00 1.00 1.00 4 General Grade Level 2013 543,000.00 0.00 0.00 0.00 1.00 1.00 1.00 5 Math Grade Level 2013 545.000.00 0.00 0.00 0.00 0.00 1.00 1.00 5 Reading Grade Level 2013' 545000.00 0.00 0.00 0.00 0.00 1.00 1.00 5 _a nguage Arts Grade Level 2019 545,000.00 0.00 0.00 0.00 0.00 1.00 1.00 5 Science Grade Level 2013 543,000.00 0.00 0.00 0.00 0.00 1.00 1.00 5 Social Studies Grade Level 2020 545.000.00 0.00 0.00 0.00 0.00 0.00 1.00 Total Grade Level Teachers 0.00 9.00 11.00 15.00 12.00 13.00 Page 5 Page 593 Salaries: Administrators School Director $0 $70,000 $71,400 $72,020 $74,205 $75,770 AP/Director of OJrriculum and Instruction $0 $0 $0 $57,222 $50,366 $59,534 Business and Operations Manager $0 $0 $0 $0 $0 $59,534 Dean of Students $0 $0 $0 $0 $50,366 $59,534 Director of Development $0 $0 $0 $0 $0 $0 Office Staff Office Manager $7,000 $20,000 $20,500 $29,131 $29,714 $30,300 Records Specialist $0 $0 $20,560 $29,131 $29,714 $30,300 Administrative Assistant $0 $0 $0 $0 $0 $0 Total Administrators and Office Staff $7,000 $90,000 $120,520 $108,312 $250,445 $014,900 Specialist/Electives Teachers Special Education $0 $49,000 $49,900 $50,900 $51,999 $53,039 Special Education Assistant $0 $0 $0 $41,616 $42,440 $43,297 Art/Music/Librarv $0 $45,000 $45,900 $40,010 $47,754 $40,709 ESL Certified $0 $47,000 $47,940 $40,099 $49,077 $50,074 ESLAssitant $0 $0 $45,900 $40,010 $47,754 $40,709 Total Specialist/Elective: Teachers $0 $141,000 $139,720 $235,130 $239,333 $244,630 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 1 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 1 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 1 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 2 General Grade Level Teacher $0 $45,000 $45,900 $46,010 $47,754 $40,709 PLANNING ITOTAL SALARIES $7,000 $644,000 $869,040 $1,125,713 $1,397,610 $1,533,805 Page 6 Page 594 Benefits 1111 mm 11111111111111.1151 $1,511 $17,007 $127111 $151111 $111,515 $217,507 1111 2015-15 21117 2017-11 20111 201120 202121 11111111 $411 $11,121 $51,110 $51,714 $11152 $15,015 11111111111 2015-15 201517 2017-11 201111 2011-20 2020-21 11111 11111 11111111100111 $141 $51,111 $71,774 $102105 $125,514 $111,111 1111111 Total life Insurance 50 $0 $0 $0 $0 $0 1111 11111111115 $0 $0 $0 $0 $0 $0 201110 2016?17 2017-18 201119 201120 2020-21 Total Unemployment Insulance $100 $5,000 $7,200 $0,800 $10,000 $11,600 $2,111 $211,171 $257172 $111,117 $412,512 $151,145- 1111111111 412% 11.211 10.71 11.11 10.211 11211 11111111111155 $0 $1 $0 $0 $0 $0 1511011111115101015s $0 $1 $0 $0 $0 $0 1111011 11111151 $75 $1200 $5,100 $5,500 $1,100 $1,700 Page 7 Page 595 General Operating Expenses PLANNING GENERAL OPERATING EXPENSES 2016-17 m- 2018-19 mm 2015 2016 2017 2018 2019 2020 Instruction Assumptions Professional development $1,000 Per FTE $14,000 $18,000 $22,000 $27,000 $29,000 Staff recruitment $5,000 Per Year $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 Student recruitment and marketing $25,000 Annual expense $25,000 $2 5,000 $25,000 $2 5,000 $25,000 Textbooks - initial costs $400 Per student $90,000 $30,000 $30,000 $30,000 $0 Textbooks - repurchase of new books 5 Number of years use $0 $0 $0 Library books $100 Per student $22,500 $30,000 $37,500 $45,000 $45,000 Charter application $1,000 $1,000 Printing pa per $70 Per student $15,750 $21,000 $26,250 $31,500 $31,500 Assessment costs $100 Per student $22,500 $30,000 $37, 500 $45,000 $45,000 Supplies for students $250 Per student $56,250 $75,000 $93,750 $112,500 $112, 500 Instuctional supplies - Teachers (just teaching $4,000 Per Instructional FTE $48,000 $60,000 $72,000 $88,000 $92,000 PLANNING YR1 YR 2 YR 3 YR4 YRS General office $3,000 Per month 9,000 000 School uniforms - new students $15 Per new student 75 5 School uniforms - students Per student 5 General building decorum $10,000 10,000 Health $20 Per student Bankfees ,000 000 and $15 Per student 5 Gifts awards students $10 Per student 750 Gifts awards - and staff Per FTE 760 Field local $1,500 Per level Field out of state $0 Per level Parent staff mee $1,000 Satu School contractors for instruction $0 or"no" Total Instructional Supplies $152 50 $383,120 $388,940 $451,385 $517,785 $493,945 Per student 51, 703 296 $1,204 $1,151 $1,098 Contracted Services Annual audit $25,000 Per year I $25,000 $2 5,000 I $25,000 I $2 5,000 I $25,000 I Legal funds $20,000 Per year I $0 I $20,000 I $20,000 I $20,000 I $20,000 I $20,000 I CMO fees (if applicable) $20,000 Per year $0 I $20,000 I $20,000 I $20,000 I $20,000 I $20,000 I Total Contract Services $0 $65,000 $65,000 $65,000 $65,000 $65,000 Food Program School Breakfast no Per student Per student not Lu covered Title Snacks Per student Satu food or "no" Total Food Costs $0 $0 $0 $0 $0 $0 GENERAL 0PERA11NG EXPENSES $15,250 $448,120 $453,940 $516,385 $582,785 $558,945 EXPENSES (not including Facilities, Equip,Tech) $25,206 $1,297,198 $1,595,452 $1,987,895 $2,411,097 $2,564,596 Page 8 Page 596 Facilities Cost FAGLITIES INPUT "Purchase" or "lease" LEASE OPTION {if applicable] PLANNING VH2 VH3 ?14 1l'l15 2015?16 20101? 2011?13 20101.0 mm 2010 21115 11115 201? 21] 19 11121] Square feet leased 30,000 30,000 00,000 40,000 50,000 Lease rate $15.00 Per sq ft Annual lease $450,000 $450,000 $500,000 $500,000 5T5 0,000 Eustadial $1.50 Per sq ft 545,000 545,000 $00,000 $00,000 505,000 Utilities $3.00 Per sq ft 500,000 $00,000 $120,000 $120,000 $150,000 Capital Outlay [building ref: "Eerie-tier: Capital Outlay 50.00 Total 005110 lease 50 $535,000 $505,000 $130,000 $100,000 $015,010 TOTAL FACILITIES 005m I 50 I $505,000 $505,000 $000,000 $000,000 $015,000 Page 9 Page 597 TECHNOLOGY EQUIPMENT COST E: EOUIPMENT COSTS PLANNING 1I'lil 1I'l11 VH4 201118 m? 11115 11115 1111:Ir 11113 111111I 111111 ASSUMPTIONS Copier lease rate 5350 Per month EDD Students per copier Desktop computer costs [fa 5700 Per laptop Desktop computers 1 Pergrade leyel Dart costs 517.500 Per cart Student enrollment Number of copiers needed 1 1 1 1 1 Month ly copier lease Copier - usage fee S15 Per student S3515 SEE-15 SEJSD SEJSD New Laptops - faculty Per laptop SYDD $9,515 Laptop replacement costs 3 Number ofyears use SD STDD S1515 Mobile lap top cart - students 1 Pergrade SD Mobile Laptop replacement costs 3 Number ofyears use SD SD Administration cell phone handset 5100 Per handset SD S1DD SD S1DD S1DD S1DD Administration cell phones coye 550 Per month SD SEDD Internet setup Setup fee Seryer Per seryer Educational software Sill} Per student SEJSD Internet and phone seryice SEED Per month Elther Equipment [security system] Setup cost Month ly equipment cost SEED Per month Faculty furniture 51. Per FTE SEED S1 SJSD 54, Student furniture Per new student SD st EQUIPMENT c0515 I 39541 I 5193,4154] 353,954] 553,325 I 313mm I 55114111 I Page 10 Page 598 ATTACHMENT 14: Budget Narrative 99 1.1. Budget Narrative (Attachment 14) Present a budget narrative including detailed descriptions of budget assumptions, revenue and expenditure projections reflecting proposed growth over time. In this section include:  A plan for compliance with state and federal accounting and reporting requirements. The school board will carry out its statutory responsibilities associated with operating the charter school in an efficient and ethical manner and in compliance with local and other applicable state and federal laws. The board will have the authority for policy and operational decisions of the proposed school. In the meantime, the Board does not intend to manage daily school activities. It is the school principal/director’s primary responsibility to run day-to-day school operation.  How the proposed budget is adequate to ensure your proposed school model can be implemented fully and how it supports your theory of action concerning student achievement. The budget is developed to support proposed education model. Memphis school of Excellence has been in operation in Memphis since 2009 and accumulated experience in improving student achievement by utilizing local, state and federal funds efficiently towards its mission and vision. We believe the proposed budget will efficiently support our programs.  Student enrollment and BEP projections.  MSE-E will begin in grades from Kindergarten to second grade with 75 students in each grade level. The school will add one grade level each year until it reaches to fifth grade with 450 students (attachment 13)  All anticipated funding sources, including grants, state, federal and local per pupil eligibility, other government resources, private fundraising, eRate, student fees, donations, etc. We used the template provided by the department of education to estimate state and federal funds. Per pupil fund level is assumed to be $7,496 per Shelby County Schools’ recommendation. The school is not planning to offer transportation. $300 per pupil Title I revenue is assumed while free reduced ratio is projected to be 90%. ESL ratio is projected to be 15%. We assumed to receive start-up grant (replica grant) in the amount of $250,000. We are planning to use $20,000 for the planning year, $180,000 for the first and remaining $50,000 during the second year of operation. Contingency plan (if school cannot secure the grant) involves asking line of credit from our local bank for the first year and increasing $10,000 fundraising to $20,000. School will lease the initial FF&E rather than purchasing with start-up grant. E-Rate fund revenue is not included in the budget revenue projections. School will apply eRate to cover its data and voice services. E-rate is now eliminating cell phone services. Therefore, this grant revenue has been ignored as it does not constitute substantial amount.  All anticipated expenditures including salaries and benefits, yearly pay increases, instructional materials and supplies, equipment and furniture, technology for both student and instructional use, professional development, special education services, student activities and field trips, contracted services (ex. CMO, audit, payroll, IT, etc.), rent and utilities, office supplies and equipment, management fees, capital, contingency and insurance reserve funds. Detailed information about staffing FTEs and salaries are included in the attachment 13. We assumed start salary as $45,000 for teachers and included 2% inflation to the salaries and other expenses. Benefits are calculated accordingly. School is not planning any performance bonuses. Initial furniture and equipment purchases will be done using start-up grant. However, if the grant could not be secured, then furniture and equipment will be leased. Page 12 Page 600 Professional development budget is developed based on $ 1000 per teacher. We budgeted for $1500 per grade level for field trips however we did not allocate any state funds for other student activities or sport teams. Our plan is to have school-wide fundraisings and charge minimal fees from student to cover the cost. We will conduct and approved auditor for annual financial audit, utilize outside payroll firm for the payroll. We allocated $15/sf rent for the facility. As seen in attachment 13, we are planning to rent 30,000 sf building for the first two years then increase it to 40,000 sf for the next two years, and 45,000 sf for year five and thereafter. We assumed the rent payment will include all required TI spending. (The cost of a vacant ware house is about $6/sf, re modelling it to a school costs about $55/sf which will be amortized over 10 year lease, total rent will be $15/sf including remodeling cost).  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. School will utilize financial services from Whitehorn Tankersley & Davis CPA company. MSE has been working with the company since 2010-2011 school year. Company Name: Whitehorn Tankersley & Davis CPA Address: 670 Oakleaf Office Lane, Memphis, TN 38117 Phone: 901-767-5080 Web Site: http://www.wtdcpa.com/  Describe how the school will provide an independent annual audit of organizational and school level financial and administrative operations. School will engage Zoccola Kaplan firms which is approved financial audit firm. Describe your team’s individual and collective qualifications for implementing the financial plan successfully. The Memphis School of Excellence administration team will lead the new school. Mr. Turkay will act as director of both schools. With his close guidance the new school will follow the budget guidelines.   Discuss how one or more high needs student with disabilities might affect the budget and your plan to meet student needs that might be more than anticipated. There could be some unexpected substantial expenses which might be hard to handle for a new school. Due to that fact, we will secure $100,000 line of credit from our current bank, Regions. School will have ample amount of cash reserves after year 3 to cover such costs. If a high needs student with disability enrolls to the school, another option could be looking for a special education service provider company or a service sharing agreement with another charter school or school district. These might provide some cost savings while providing required level of services.  If there is a plan to outsource any or all financial management areas such as payroll, benefits, audits, fundraising, accounting, etc., include a statement on how you will choose the vendors and how you will oversee their activities to ensure fidelity and compliance. School will run its finances with help of Whitehorn Tankersley & Davis CPA firm. Payroll will be outsourced as the current school handles. Page 13 Page 601 Attachment 15: Shelby County Schools Capacity Information If your organization is currently operating charter schools, please submit the following information  A list that includes each school currently in operation, including the full address and grade structure  The overall achievement data and growth measurements as determined by the state for the entire network of schools also include disaggregated the data by each school locationinclude any gap closure information, if provided by the state  Achievement data and growth measurements as determined by the state for each school also disaggregate the data by subject and grade level for each school-include any gap closure information, if provided by the state Read foundation operates only one school, Memphis School of Excellence, since 2010-2011 school year. Memphis School of Excellence Opened in 2010-2011 school year Grades: 6-12 Address: 4450 S. Mendenhall Rd. St 1 Memphis, TN 38141 Name: Soner Tarim Address: 9321 W. Sam Houston Pkwy S. Houston TX Phone Number: 832-641-5588 Email: starim@harmonytx.org Employer: Harmony Public Schools Employer Address: 9321 W. Sam Houston Pkwy S. Houston TX Employer Phone Number:713-343-3333 Website of Employer: http://www.harmonytx.org/ Name: Ali Gumus Address: 3830 Lyons Road Apt 211, Coconut Creek FL, 33073 Phone Number: 954-478-0635 Email: aligumus@gmail.com Employer: Broward Math & Science Schools Employer Address: 6101 Nw 31st Street Margate, FL 33063 Employer Phone Number: 954-969-8488 Website of Employer: www.bmsschools.org Page 15 Page 603 Name: Latoria Crowder Address: 6344 Kinston Park Drive Memphis, TN 38141 Phone Number: 901-517-5920 Email:lcrowder11@yahoo.com Employer: State of Tennessee Employer Address: 400 Deaderick Street, Nashville TN 37243 Employer Phone Number: 888-277-8366 Website of Employer: www.tn.gov Name: Vinson Smith Address: 4299 Ross Rd. Memphis, TN 38141 Phone Number: 901-542-9604 Email: wsmith@bgcm.org Employer: Boys & Girls Clubs of Greater Memphis Employer Address: 44 S Rembert, Memphis, TN 38104 Employer Phone Number: 901-278-2947 Website of Employer: www.bgcm.org Name: Kaan Camuz Address: 13415 Fm 620 N Austin, TX 78717 Phone Number: 512-297-7160 Email: kcamuz@harmonytx.org Employer: Harmony Public Schools Employer Address: 9321 W. Sam Houston Pkwy S. Houston, TX 77099 Employer Phone Number: 713-343-3333 Website of Employer: www.harmonytx.org Page 16 Page 604 Tel: (901) 367 7814 School Address: 4450 Mendenhall Rd Fax: (901) 367 _7816 Memphis, TN 38141 MEMPHIS SCHOOL OF EXCELLENCE 2014-2015 School Pro?le The School Memphis School of Excellence (MSE) is a public charter school serving 440 students in grades 6 through 12. MSE has been serving its community since the 2010-2011 school year. School Demographics Student to Teacher Ratio: 13 to 1 83% African American Average Class Size: 24 15% Hispanic Graduation Rate: 100% 1% Asian Attendance Rate: 96% 1% White Economically Disadvantaged Rate: 92% Our Staff and Students Our stalf is committed to excellence as they work to prepare our students to achieve their future educational and career goals. 100% of our courses are taught by teachers who are certi?ed and highly quali?ed in the subject area. Our teachers have earned the highest score from the state over the last 3 years. Hume 1 Search 1 {intactle Signln Reports Schools Tests @Print Help Report: School-Level Evaluation Composites School: Memphis School of Excellence Year: 2014 District: Shelby County Uni?ed Test: 2013-2014 Composite Trends One-Year Trend? Two-Year Trend' Three-Year Trend? Composite Type Index Level Index Level Index Level Overall 746 5 7.42 5 11.24 5 Literacy 3.84 5 2.41 5 3.27 5 Numeracy 9.013 5 10.55 5 15 4B 5 Literacy and Numeracy 8.11 5 7.90 5 11 17 5 Rules for Effectiveness Level Determination Level 5, Most Effective: Schools whose students are making substantially more progress than the Standard for Academic Growth (the school?s index is 2 or greater). Page 17 Page 605 The Curriculum MSE follows the state curriculum. MSE offers extra periods for Math, Science, and English classes. MSE regularly tests students to see progress. MSE provides after school tutoring, pull out tutoring, Saturday tutoring, and evening tutoring. MSE does not offer summer school. MSE offers several Honors Courses for all high school students. Honor classes are weighted 4.5 credits on students? GPA. MSE offers 2 AP classes currently and plans to increase the number of AP classes every year. AP students will earn 5 credits. During the 2013-2014 school year, 12 students were enrolled in AP classes. During the 2014-2015 school year, 55 students are enrolled in AP classes. Extracurricular Activities MSE offers several sports and after school activities. Middle High, Boys Girls Basketball Middle High School Student Council Art Club ACT Tutoring Chess Club Show Choir Parent Teacher Association (PTA) Robotics Volleyball Science Olympiad Cross Country Softball Soccer Middle High School Track Baseball Cheerleading Computer Club Tutoring 2013?2014 Testing Results MSE improved its test results every year. Based on Spring 2014 test results MSE ranks among Shelby County Schools. MSE Test Results over the yea rs in the top 10% Proficient Advanced Subject 2011 2012 2013 2014 6-8 Math 2.45% 22.40% 34.30% 55.19% 6-8 Reading 8.82% 25.40% 29.88% 42.32% 6-8 Science 8.82% 26.03% 40.66% 60.17% 6-8 Social St. 38.91% 80.09% 75.10% 77.20% Algebra 1 5.56% 27.91% 41.67% 78.43% English 1 27.78% 34.88% 53.97% 82.69% English 2 NA 31.30% 37.50% 47.83% Biology NA 17.65% 66.67% 71.74% English 3 NA NA NA 25.00% US History NA NA NA 96% Algebra 2 NA NA NA 17.60% Memphis School of Excellence met all Annual Measurable Objectives (AMO) set by the state and the district over the last 4 years. Page 18 Page 606 6-8 Math Proficient & Advanced 60% 55.19% 50% 40% 34.30% 30% 22.40% 20% 10% 2.45% 0% 2011 2012 2013 2014 6-8 Reading Proficient & Advanced 42.32% 45% 40% 35% 29.88% 30% 25.40% 25% 20% 15% 10% 8.82% 5% 0% 2011 2012 2013 2014 Page 19 Page 607 6-8 Science Proficient & Advanced 70% 60.17% 60% 50% 40.66% 40% 26.03% 30% 20% 10% 8.82% 0% 2011 2012 2013 2014 6-8 Social St. Proficient & Advanced 90% 80.09% 80% 75.10% 77.20% 2013 2014 70% 60% 50% 40% 38.91% 30% 20% 10% 0% 2011 2012 Page 20 Page 608 Algebra 1 Proficient & Advanced 90% 78.43% 80% 70% 60% 50% 41.67% 40% 27.91% 30% 20% 10% 5.56% 0% 2011 2012 2013 2014 English 1 Proficient & Advanced 90% 82.69% 80% 70% 60% 53.97% 50% 40% 30% 34.88% 27.78% 20% 10% 0% 2011 2012 2013 2014 Page 21 Page 609 English 2 Proficient & Advanced 60% 47.83% 50% 37.50% 40% 31.30% 30% 20% 10% NA 0% 2011 2012 2013 2014 Biology Proficient & Advanced 80% 71.74% 66.67% 70% 60% 50% 40% 30% 17.65% 20% 10% NA 0% 2011 2012 2013 2014 Page 22 Page 610 MSE meet and exceeded AMOs set by the state and the district. 2011 Data Subject 2012 AMO AMO MET Percent PA 2013 AMO AMO MET Percent PA 2014 AMO AMO MET 2014 AMOs Percent PA 2013 Data Percent PA 2012 Data Gr Level Content Reading 3-8 8.82% 25.40% 14.52% Yes 29.80% 30.06% No 42.32 34.19% Yes Math 3-8 2.45% 22.40% 8.55% Yes 34.30% 27.25% Yes 55.19 38.41% Yes Reading 7 7.04% 16.70% 12.85% Yes 19.00% 21.91% No 44.2 24.06% Yes Math 7 1.41% 12.50% 7.57% Yes 21.50% 17.97% Yes 48.1 26.41% Yes Algebra I English I English II 912 912 912 912 5.56% 27.90% 11.46% Yes 41.60% 32.41% Yes 45.25% Yes 27.78% 34.88% 32.29% Yes 53.97% 38.95% Yes 82.69 56.85% Yes NA NA 37.50% 35.59% Yes 47.83 41.41% Yes NA NA 66.67% 22.80% Yes 71.74 68.75% Yes Biology NA NA 31.30% 17.65% 78.43 Page 23 Page 611 Memphis School of Excellence School Value Added Data Grade 6 7 8 Growth Standard Math 2012 Growth Measure 2.9 9.6 11.9 8.1 Math 2013 Growth Measure -4.1 1.3 11.5 2.9 Math 2014 Growth Measure 0.4 9.3 14.6 8.1 Math 3 Year Ave Growth Measure -0.3 6.7 12.6 6.4 Reading/Language 2012 Growth Measure -2.1 -0.7 7.8 1.6 Reading/Language 2013 Growth Measure -7.3 -2.2 4.2 -1.8 Reading/Language 2014 Growth Measure -3.7 0.5 6.2 1 Reading/La nguage 3 Year Ave Growth Measure -4.4 -0.8 6 0.3 Science 2012 Growth Measure 2.2 3.6 4.9 3.5 Science 2013 Growth Measure -0.7 -3.5 7 0.9 Science 2014 Growth Measure 4.3 -2.9 16.5 6 Science 3 Year Ave Growth Measure 1.9 -0.9 9.5 3.5 Social Studies 2012 Growth Measure -2.8 6.3 13.6 5.7 Social Studies 2013 Growth Measure -6.5 0.3 5.7 -0.2 Social Studies 2014 Growth Measure -3.2 -3.7 1.5 -1.8 Social Studies 3 Year Ave Growth Measure -4.2 1 6.9 1.2 TCAP Composite 2012 Growth Measure 0 4.7 9.5 4.8 TCAP Composite 2013 Growth Measure -4.7 -1 7.1 0.5 TCAP Composite 2014 Growth Measure -0.5 0.8 99.7 3.3 TCAP Composite 3 Year Ave Growth Measure -1.7 1.5 8.8 2.8 Algebra I 2012 Growth Measure -4.3 Algebra I 2013 Growth Measure 4.7 Algebra I 2014 Growth Measure 22.3 Algebra I 3 Year Ave Growth Measure 7.6 Biologyl 2012 Growth Measure -21.5 Biology 2013 Growth Measure 24.5 Biology 2014 Growth Measure 19.5 Biology 3 Year Ave Growth Measure 7.5 English 2012 Growth Measure 2.9 English 2013 Growth Measure 5 English 2014 Growth Measure 12.5 English 3 Year Ave Growth Measure 6.8 English II 2012 Growth Measure 0.8 English II 2013 Growth Measure 4.9 English II 2014 Growth Measure 5.3 English II 3 Year Ave Growth Measure 3.7 Page 24 Page 612 MEMPHIS SCHOOL OF EXCELLENCE MIDDLE SCHOOL VS NEARBY MIDDLE SCHOOLS Proficient Advanced MIDDLE SCHOOLS 6_8 math 68 RLA scg?ce 63:51:. MSE 56.9 42.3 60.2 77.2 Kirby Middle 14.1 20.3 34 56.9 Hickory Ridge Middle 18,6 25 34.5 67.7 Wooddale Middle 16.1 18.2 29.6 52.2 Airways Middle School 13,6 11,4 30.7 68.8 Oakhaven Middle 24 19.4 35.2 63.7 Ridgewav Middle 27.4 31.9 47.5 77.1 MEMPHIS SCHOOL OF EXCELLENCE HIGH SCHOOL VS NEARBY HIGH SCHOOLS Proficient Advanced HIGH SCHOOLS Algebra 1 Biology English 1 English 2 MSE 78.5 69.4 82.7 47.8 Wooddale High 41.3 23.9 33.6 31.9 Sheffield High 52.4 26.1 39.4 39.5 Oakhaven High 64.2 33.7 37.4 30 Kirby High 61.7 48.7 43.5 40.5 Ridgeway High 45.5 47.1 56.1 50.2 Page 25 Page 613 6-8 Math Proficient Advanced 60 5518.6 16.1 14-1 13MSE Ridgeway Oakhaven Hickory Ridge Wooddale Kirby Middle Airways Middle Middle Middle Middle Middle School 6-8 RLA Proficient Advanced MSE Ridgeway Hickory Ridge Kirby Middle Oakhaven Wooddale Airways Middle Middle Middle Middle Middle School Page 26 Page 614 6-8 Science Proficient Advanced 60.2 MSE Ridgeway Middle 47 'i 3529.6 Kirby Middle Airways Middle Wooddale School Middle Oakhaven Middle Hickory Ridge Middle 6-8 Social Studies Proficient Advanced 77.2 MSE 77.1 68-8 67.7 63.7 55 9 I 52.2 Ridgeway Middle Airways Middle Kirby Middle Wooddale School Middle Oakhaven Middle Hickory Ridge Middle Page 27 Page 615 90 Algebra 1 Proficient Advanced 78.5 MSE Oakhaven High Kirby High Sheffield High Ridgeway High Wooddale High 80 Biology Proficient Advanced 69.4 MSE Kirby High Ridgeway High Oakhaven High Sheffield High Wooddale High Page 28 Page 616 English 1 Proficient Advanced 90 82. 7 MSE Ridgeway High Kirby High Sheffield High Oa khaven High Wooddale High English 2 Proficient Advanced 60 50.2 50 47R 40-5 39.5 40 - 30- 20- 10- Ridgeway High MSE Kirby High Sheffield High Wooddale High Oakhaven High Page 29 Page 617 2013-2014 School Year Achievements Spring 2014 State Test Results  MSE students averaged an 18% increase in all state tested subject areas for Spring 2014 state tests. We are so proud of all the hard work that the students, parents, and teachers put forward to make these excellent gains possible. Annual Measurable Objectives (AMO)  MSE meet and exceeded all AMO’s set by the state and district for 2013-2014 school year. TVAAS Score  Memphis School of Excellence received a composite TVAAS Score of 5, Level 5Most Effective: Schools whose students are making substantially more progress than the Standard for Academic Growth (the school's index is 2 or greater), for 2013-2014 school year. Robotics Team  The Memphis School of Excellence robotics team, Eaglebots, won the first place award in Robot Design category at West Tennessee First Lego League Competition out of 30 teams. The competition took place at University of Memphis on Saturday, November 16th, 2013. Regional Science Olympiad Competition  On Saturday, March 1, 2014 MSE's Science Olympiad team competed in the regionals at Christian Brothers University. The students competed in various science events including life, earth, physical, engineering, and inquiry topics. Our students won 3 first places and 17 second places. Overall MSE team was ranked the second and advanced to the State competition. Page 30 Page 618 Cross Country Team  August 31st, 2013 the Memphis School of Excellence Cross Country Team competed in the First Annual Hosea Hill Invitational at Shelby Farms Park. The team had an excellent showing, receiving second place in the team competition. Chasity M. placed 3rd, and Alisha B. placed fourth. This is the school's first athletic competition. Knowledge Bowl  February 22, 2014 Memphis School of Excellence participated in the Memphis Police Department Crime Prevention 2014 Black History Knowledge Bowl. The knowledge bowl took place at Booker T. Washington High School. The mission of the Knowledge Bowl is to provide a structured forum in which students can develop good study and team building skills, compete academically and build a sense of friendly competition. Our Team consisted of G. Smith, C. Tucker, K. Farmer, J. Walton, A. Lurry, and K. Reid. We took home second place winnings! It was the first time that a Charter School had placed in the Knowledge Bowl. We are all so proud of these students of excellence! 4th Annual School-wide Science Fair  280 Science fair projects participated. Memphis and Shelby County Regional Science Fair  MSE won 7 awards at Memphis and Shelby County Regional Science Fair. Page 31 Page 619 2012-2013 School Year Achievements Spring 2013 State Test Results  MSE students averaged a 17% increase in all state tested subject areas for Spring 2013 state tests. We are so proud of all the hard work that the students, parents, and teachers put forward to make these excellent gains possible. Annual Measurable Objectives (AMO)  MSE meet and/or exceeded the majority of the AMO’s set by the state and district for 2012-2013 school year. TVAAS Score  Memphis School of Excellence received a composite TVAAS Score of 5. Robotics Team  MSE FLL Robotics team won the 1st place out of 26 teams in 2012 Tennessee West Region Robotics Champions at University of Memphis on 12/8/2012. The team won the "Robot Performance Award", scoring the highest points in the competition. Regional Science Olympiad Competition  On Saturday, February 23, 2013, the MSE Science Olympiad team competed at regionals hosted by Christian Brothers University. The team consists of twelve students in grades 6-9. The students built devices, took written and verbal tests, and experimented in over twenty events. Their hard work paid off with 1st place blue medals in four events: Boom lever, Helicopters, Rotor Egg Drop, and Write It Do It. We are very proud of our students who have worked so hard since August to get this far. Page 32 Page 620 3rd Annual School-wide Science Fair  220 Science fair projects participated. Memphis and Shelby County Regional Science Fair  MSE won 13 awards at Memphis and Shelby County Regional Science Fair. 2011-2012 School Year Achievements Spring 2012 State Test Results  MSE students averaged a 23% increase in all state tested subject areas for Spring 2012 state tests. We are so proud of all the hard work that the students, parents, and teachers put forward to make these excellent gains possible. Annual Measurable Objectives (AMO)  MSE meet and/or exceeded all AMO’s set by the state and district for 2011-2012 school year. TVAAS Score  Memphis School of Excellence received a composite TVAAS Score of 5. Robotics Team  On the morning of December 10, 2011, our school Robotics Team was at Tennessee Tech University in Cookeville, TN to represent MSE at a statewide championship tournament with 50 teams from all around Tennessee. It was a long day full of stress, excitement, and fun. Our team did excellent work in spite of being new to such a big tournament. Our team was awarded 3rd Place for the Best Mechanical Design out of 46 teams from all around TN. Page 33 Page 621 2nd Annual School-wide Science Fair  214 Science fair projects participated. Memphis and Shelby County Regional Science Fair  MSE won 15 awards at Memphis and Shelby County Regional Science Fair. Regional Science Olympiad Competition  On Saturday, February 25, 2012 MSE's Science Olympiad team competed in the regional competition at Christian Brothers University. We had eleven members in grades 6-10 compete in almost twenty events bringing home almost forty medals, a plaque, and a trophy for 1st place with the right to go to the state competition that will be held in April at The University of Tennessee in Knoxville, TN. The students competed in various science events including life, earth, physical, engineering, and inquiry topics. 2010-2011 School Year Achievements 1st Annual School-wide Science Fair  145 Science fair projects participated. Memphis and Shelby County Regional Science Fair  MSE won 7 awards at Memphis and Shelby County Regional Science Fair.  The Broadcom Foundation and Society for Science & the Public (SSP) announced on August 15 the selection of 300 middle school students as semifinalists in the 2012 Broadcom MASTERS® nation-wide competition. One of our 7th grade Page 34 Page 622 students was awarded by The Broadcom Foundation and Society for Science & the Public (SSP), as one of the semifinalist. Regional Science Olympiad Competition  The school team participated in 2011 Regional Science Olympiad Competition at Christian Brothers University. Science Olympiad Team placed third in the tournament. In individual results, our students received three 1st places, two 2nd places and twelve 3rd places. Our team was invited for the 2011 State Science Olympiad Competition. Our school was the only PUBLIC SCHOOL invited to the state competition from the Memphis Area. Page 35 Page 623