Encore STEM Academy Application for a Public Charter School Opening in the 2020-21 School Year Respectfully Submitted to Shelby County Schools and the Tennessee Department of Education 1        Encore STEM Academy Charter Application Table of Contents GENERAL INFORMATION FORM ASSURANCES FORM EXECUTIVE SUMMARY SECTION 1 ACADEMICS 1.1 School Mission and Vision 1.2 Enrollment Summary 1.3 Academic Focus and Plan 1.4 Academic Performance Standards 1.5 Assessments 1.6 School Calendar and Schedule 1.7 Special Populations and At-Risk Students 1.8 School Culture and Discipline 1.9 Marketing, Recruitment, and Enrollment 1.10 Community Involvement and Parent Engagement SECTION 2 OPERATIONS 2.1 Governance 2.2 Start-Up Plan 2.3 Facilities 2.4 Personnel/Human Capital 2.5 Professional Development 2.6 Insurance 2.7 Transportation 2.8 Food Service 2.9 Additional Operations 2.10 Waivers SECTION 3 FINANCES 3.1 Planning and Budget Worksheet 3.2 Budget Narrative 2 4 6 7 10 46 60 64 65 69 72 83 93 105 110 118 123 13​3 142 143 145 150 156 169 173 173       ATTACHMENTS Attachment A Annual School Academic Calendar Attachment B Student Handbook/School Forms Attachment C Student DIscipline Policy Attachment D Student Enrollment Policy Attachment E Pledged Support from Prospective Partners and Letters of Support/MOU’s Contracts Attachment F Board Governance Documents F1. Articles of Incorporation F2. Proof of non-profit and tax exempt status F3. By-laws F4. Code of Ethics F5. Conflicts of Interest Policy F6. Board Member Resumes F7. Board policies, including policies on open meetings and open records. Attachment G School Organizational Chart Attachment H School Leader Resumes/Student achievement Data In lieu of the school leader resume because that person has not been hired, we have included the Co-Founder’s resumes. Attachment I Employee Manual/Personnel Policies Attachment J Insurance Coverage Attachment O Planning and Budget Worksheet Attachment P Budget Narrative Shelby County Schools Regional Seats Analysis 3       Encore STEM Academy General Information Name of proposed school: ​ Encore STEM Academy Projected year of school opening: ​ 2020 Charter authorizer for proposed school: ​ Shelby County Schools Sponsor/Sponsoring Agency: Encore Education Network, Inc. The sponsor is a not-for-profit organization with 501(c)(3) status: Yes​___​No​ X (In Process) Model or focus of proposed school: ​ STEM and Computer Science Focused School Name of primary contact person: ​Mr. Kim Edward Bradley Mailing address: ​ PO Box 446 Cordova, TN 38088 Primary Telephone: (​ 901​) ​ 463-8197 Email Address: ​ encorestem@gmail.com Names, current employment, and roles of all people on school design team (add lines as needed): Full name 4 Current job title and employer Position with proposed school Kate Friedman Board Secretary Executive Director, Memphis Kids in Nature Environmental Stewardship Myra Hamilton, Esq Founder, Hamilton Entertainment & Employment Law, LLC Legal, Human Resources, Compliance Phil Hamilton Engineering Manager, Medtronic Engineering, Personnel Stacy Hollingsworth Branch Manager, BanCorp South Engineering, Financial Projections, Budgeting Ashiqua Jackson Board Vice Chair Nursing Management Management Organization Ruth Martinez Apartment Leasing Manager Marketing to Hispanic Families Zain Noordin Board Chair Product Development Engineer, Medtronic Engineering, Public Relations Chanda Robinson Special Education Teacher, Dr. Martin Luther King, Jr. High School Sped Population, Academics, RTI Erick Shelley Branch Manager, Regions Bank Financial Projections, Budgeting       Mario Walker Architect, Self +Tucker Architects, Inc. Facilities Peggy West Board Treasurer Real Estate Professional, Adaro Retired Educator, Homeschool Community Outreach, Parental Involvement, Facilities Name of proposed school leader (if any):​ At this time, we have not identified the school’s core content academic leader, the Instructional And Curriculum Specialist (ICS) City or geographic community: ​ Orange Mound Community in Memphis, TN, Shelby County Schools Does the proposed school intend to contract or partner with a charter management organization (CMO) or not-for-profit education service provider? Yes ​ ​ X No Does this applicant have charter school applications under consideration by any other authorizer(s)? Yes ​ ​X No​_ Indicate Applicant Type: ​New-Start Applicant 5       ASSURANCES As the authorized representative of the sponsor, I hereby certify that the information submitted in this application for a charter for ​Encore STEM Academy ​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. § 49-13-105; 3. Will provide special education services for students as provided in Tennessee Code Annotated Title 49, Chapter 10, Part B of the Individuals with Disabilities Education Act; Title II of the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973; 4. Will adhere to all provisions of federal law relating to students who are limited English proficient (LEP), including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, that are applicable to it; 5. Will follow all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, national origin, religion, ancestry, or need for special education services; 6. Will utilize this application as a contract with the authorizer, if no other agreement is signed, pursuant to Tennessee Attorney General Opinion No. 10-45; 7. 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​); c. not charging tuition, except for students transferring from another district to the school pursuant to the local board’s out-of-district enrollment policy and T.C.A.§ 49-6-3003; d. following state financial (budgeting and audit) procedures and reporting requirements according to T.C.A. § 49-13-111, 120, and 127; e. requiring any member of the governing body, employee, officer, or other authorized person who receives funds, has access to funds, or has authority to make expenditures from funds, to give a surety bond in the form prescribed by T.C.A.§ 8-19-101; and 8. Will, at all times, maintain all necessary and appropriate insurance coverage.  Signature ______________________________ Printed Name of Authorized Signer Mr. Kim Edward Bradley Title - Encore STEM Academy Co-Founder/Executive Director 6       Encore STEM Academy Executive Summary Encore STEM Academy (ESA) is an elementary charter school proposed to open in the Orange Mound (OM) community of Memphis, TN in 2020. The mission of ESA is to provide elementary students in the OM Community with 21st Century Core Competencies of Critical Thinking, Collaboration, Creativity, and Communication1 for high academic achievement. Similarly, the mission of the Tennessee STEM Innovation Network (TSIN), created by the Tennessee Department of Education (TNDOE) is to promote and expand the teaching and learning of Science, Technology, Engineering, and Mathematics education in K-12 schools across Tennessee.2 In congruence with the goals of the TNDOE and TSIN, Encore STEM Academy’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in middle school, high school, college, and careers. Shelby County Schools (SCS) Office of Charter Schools suggest that charter operators have “a new approach to teaching and learning in areas saturated with low performance.”3 As a charter school authorized by SCS, ESA’s school plan aligns with goals for all jurisdictions that it serves, working in partnership to further educational objectives set by SCS Destination 2025,4 the mission of the SCS Science Department, the City of Memphis 3.0 goals,5 and recent initiatives set forth in 2018 by the TN Department of Education’s STEM Strategic Plan6 and Digital Readiness K-8 Computer Science Standards.7 ESA’s STEM curriculum includes components of the TN Environmental Literacy Standards,8 and we have secured key partnerships to fulfill the standards created by the TNDOE in 2012. Orange Mound is the targeted location for ESA due to personal investment and pervasive need to increase educational options and curriculum choice in an underserved community. OM has historical significance and an esteemed reputation for African American success, but has suffered through the trauma of economic blight, crime, and childhood poverty which has created sustained deleterious effects on education. 37% of OM residents live in poverty, which is double the poverty rate for Memphis, and TN, and 55% of OM children under the age of 18 are in poverty. 13% of the OM residents have attained a Bachelor’s degree or higher, which is less than half of the residents in Memphis and TN.9 With such bleak statistics, OM is also a personal choice and prime location for opening a school. Mr. Ed Bradley, ESA’s Co-Founder, was born and raised in OM. Having taught for over 20 years with SCS in other neighborhoods, he is prepared and excited to bring his STEM educational talents to his home community. Community members have welcomed a “home grown educator” and Melrose High School graduate and support ESA as a viable school option to enhance revitalization and current development efforts. Population shifts and changes within the Historical OM Community, childhood poverty levels, and decreasing educational attainment have negatively affected the schools. Of the 19 SCS district regions, unfortunately OM’s elementary schools are the 5th lowest in performance, thus proving the need for ​These competencies are the “4C’s.”  https://www.tsin.org/  3 http://www.scsk12.org/charter/files/2018/2018%20Shelby%20County%20Schools%20Supplemental%20Information%20for%2 0Charter%20Applicants.pdf?PID=1356  4 http://www.scsk12.org/2025/  5 http://www.memphis3point0.com/about-memphis-3-0  1 2 ​https://www.tn.gov/content/dam/tn/education/ccte/ccte_stem_strategic_plan.pdf  https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/standards/Computer%20Science%20Standards%20Dr aft%203.7.2018v1.5_MH_BC-1_VM_MH.pdf  8 http://eeintennessee.org/Files/eetn/2012/TennesseeEnvironmentalLiteracyPlan-4990.pd​f 9 h ​ ttps://censusreporter.org/profiles/86000US38114-38114/  6 7 7       increased educational opportunities for the heavy lift essential to move children and families out of poverty. STEM is sanctioned by SCS and the TNDOE as an innovative model to increase student engagement and academic achievement, post-secondary readiness, and career preparation. STEM education has proven effective in other TN Schools, such as engineering design at Memphis STEM Academy, Maxine Smith, and T-STEM East in Memphis,10 project based learning at Crosstown in Memphis,11 computer science at RePublic in Nashville,12 environmental literacy at Ivy Academy in Chattanooga,13 and comprehensive STEM education at Whitehaven Elementary, the only STEM designated elementary school in Shelby County Schools, and Oak Ridge Schools which is the first district in Tennessee, and second in the world to achieve AdvancED STEM Certification.14 In the first year of operation, ​ESA will serve grades K, 1, and 2 - forty students per grade level, for a total of 120 students in Year One. ESA will add a grade per year until reaching fifth grade. The total number of students ESA is proposing to serve at full capacity is 240. The proposed location is Bibleway House of Prayer, 3261 Park Avenue, 38111. Pastor Bowie and their church family are exuberant about the possibility of the partnership, community engagement, and hosting an educational facility in their space. ESA students will receive the core curriculum of ELA, Math, Science, and Social Studies outlined by SCS and the TNDOE curriculum requirements; their extracurricular course will be STEM and Computer Science. ESA will follow SCS’s school calendar, and the students will have an additional hour per day in school for increased engagement with the core subjects, interdisciplinary projects, and peer collaboration. In working with a population that has experienced traumatic effects of poverty and Adverse Child Experiences, there are challenges to overcome in school, including the need for additional academic and social supports, wraparound services and family support, ensuring an equitable and nurturing environment, financial considerations, and college/career exposure. There may be challenges finding and training teachers, and addressing academic deficits. Considering the economic status of the community, potential challenges may include financial difficulties, preparedness, and attendance. ESA is prepared to provide a supportive student focused environment to mitigate issues that impede educational attainment. Despite the challenges, we look forward to working with the community to address the needs and we view future families as full of promise and respect the unique strengths they bring to the school. ESA’s Co-Founders and Board Members bring a wealth of experiences and knowledge valuable to opening and operating a high quality school. Mr. Kim Edward and Dr. Menthia P. Bradley, the Co-founders of Encore STEM Academy, are both educators who were born and raised in urban neighborhoods, educated in Memphis City Schools, and have worked in a variety of school settings and served families similar to ESA’s demographics. Having personal and professional knowledge, they are qualified and passionate about the life transforming effects of education, and have assembled a team to collaborate in these endeavors. They bring a plethora of talents and experience to opening a charter school, they are rooted in the community, and are invested in education and the growth and development of the Historic Orange Mound Community of Memphis, TN. Mr. Bradley is a certified STEM teacher and is receiving Computer Science credentials and training through the TNDOE and Code.org. In 2014​, ​he was chosen by his Principal to embark in a STEM 10 11 12 13 14 8 ​https://www.scsengineering.org/  ​https://crosstownhigh.org/  ​https://republiccharterschools.org  http://www.ivyacademychattanooga.com/  ​https://www.ortn.edu/        professional development cohort through the University of Memphis to receive the endorsement and expose students to engaging real world hands-on activities. Within his 20 years, he has taught all elementary core subjects and has experience assisting administrators in capacities such as behavior management, parent communication and scheduling, created the STEM Program, Blue Ribbon Discipline Plan, Journalism Program, and participated in STEM activities and competitions with Medtronic, SeaPerch, Verizon Wireless, TSA Tech Student Association, Big Green Learning Garden, and Memphis Light Gas and Water, which resulted in continual community partnerships. He also has twenty years of experience in the insurance sector, providing financial literacy and wealth preparedness information to clients. Having experience managing adults and meeting goals at St. Jude and Macy’s, Mr. Bradley has background talents in various industries that are valuable in school start up. Dr. Bradley has worked with Memphis Business Academy Schools in Frayser for 13 years as Founding Principal, and has helped develop MBA from one middle school with 68 sixth graders and 8 employees to six schools with 1,600 students in grades Pre K-12 and 180 employees. She has served as Principal of the Middle School, High School, and then both the Middle and High Schools together to align a cohesive culture to improve academic outcomes, and Director of Education. During her tenure as Director of Education, all three schools existing at that time were designated as TN Reward Schools for academic progress in 2015 (MBA Elementary, Middle, and High).15 She has since been promoted to the Chief Operating Officer, and is currently leading a $14 million renovation project to expand MBA and revitalize the Frayser community by converting a former blighted club into their school home. With this project, she is coordinating local and national banks, developers, attorneys, architects, and community organizers all for the common goal of providing a beautiful, cost effective, and premier educational facility to underprivileged children. Dr. Bradley is also receiving Computer Science credentials and training through the TNDOE and Code.org. While Mr. Kim Edward and Dr. Menthia P. Bradley both have significant educational, management, charter start up, recruiting, marketing, and community partnership experience they know that opening a quality school involves other people with diverse talents, and they have recruited board members with expertise in legal and human resources, special education, Hispanic connections, finance and banking, architecture and school facility development, environmental education, real estate and college preparation, STEM and engineering, and personnel management. Perseverance, creativity, and ingenuity are vital strengths necessary for opening a school and on our team are several entrepreneurs who have experienced the challenges of beginning a new venture. With the support of such a team and the collaboration with Shelby County Schools, we can all work together to get our children to Destination 2025 to create a more knowledgeable, productive workforce and lifelong learners and ultimately benefit our entire community.16 15 16 9 https://www.tn.gov/content/tn/education/data/accountability/2015-school-accountability.html  http://www.scsk12.org/2025/        SECTION 1: ACADEMIC PLAN DESIGN AND CAPACITY 1.1 School Mission and Vision In this section: Provide a mission statement for the proposed charter school. Note: the mission statement should indicate in measurable 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. Encore STEM Academy (ESA) is an elementary charter school proposed to open in the Orange Mound (OM) community of Memphis, TN in 2020. The mission of ESA is to provide elementary students in the OM Community with 21st Century Core Competencies of Critical Thinking, Collaboration, Creativity, and Communication for high academic achievement. Encore STEM Academy’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in middle school, high school, college, and careers. ESA desires to work in partnership with Shelby County Schools (SCS) and the TN Department of Education (TNDOE) to further goals of increasing early STEM opportunities and preparation for the workforce and a productive life beyond high school, beginning in elementary school. The first year of opening, ESA will serve 120 students in grades K, 1, and 2 with two classes per grade level of 20 students per class. Every student will excel in the core subjects of English Language Arts, Mathematics, Science, and Social Studies, and STEM/Computer Science. ESA will add a grade per year until it serves 240 students in grades K-5. In 2010, the Tennessee Department of Education launched the Tennessee STEM Innovation Network (TSIN) “by Executive Order Number 68 as a project under an agreement with Battelle Memorial Institute, which is designated as the manager of TSIN and its activities.” TN Code Annotated § 49-6-1101 defines STEM education as: "STEM" means science, technology, engineering, and mathematics. Focusing on “kindergarten to jobs,” TSIN is developing high-quality STEM programming to further ensure Tennessee students are prepared for success in college and careers and ready for the future of their choosing. STEM is described by the TSIN as a transformative approach to traditional teaching and learning that fosters creativity and innovative thinking in all students. An integrated STEM approach teaches students not to think in a silo, but shows them that problem-solving skills and critical thinking are necessary across all disciplines.17 ​STEM education is a unique approach to teaching and learning that fosters creativity and innovative thinking in all students. It is focused on building critical and creative thinking and analysis skills by addressing how students view and experience the world around them. Strong STEM teaching and learning opportunities rest on inquiry, technology, and project-based learning activities and lessons that are tied to the real world. It is a diverse, interdisciplinary curriculum where activities in one class complement those in other classes. ENCORE, an acronym for ​Exploring New Concepts Of Rigor & Excellence​, will provide a unique and interactive transformational education experience for children, families, and the Historic Orange Mound community, supported by goals and initiatives of Shelby County Schools, the TN Department of Education, and research on the positive effects that STEM education has on children during school and their success beyond graduation. The TN DOE STEM Strategic Plan urgently states, that “The need for fully integrated K–12 STEM education in Tennessee has never been more critical. In order to prepare our students to take advantage of the vast opportunities in this field, we must equip students with the ​https://www.tsin.org/what-is-stem  10 17       knowledge and skills to successfully embark upon a STEM pathway and ultimately a high-demand STEM-related career.” Research indicates that students in STEM courses are more interested, motivated, and engaged in the hands-on learning experiences. The real-world work help students understand concepts and increases their ability to recall information due to the authentic, meaningful, and tangible learning environment (Roberts, et. al 2018).18 According to the PEW foundation19(2018), students who experience STEM education are more likely to be successful in college and careers even if they do not choose a STEM related field. Computer science and coding is essential for developing the TN workforce and is considered “the most important job skill of the future and the most in-demand skill across industries (Dishman, 2016).”20 According to TSIN (2019), “​STEM education is one of the most effective tools we have to prepare students for tomorrow’s workforce and success in college and careers.” A study of fourth graders exposed to a new STEM curriculum revealed that STEM training affects science and mathematics achievement, students have positive views about the training, wish to see more of it in future courses, and are more likely to consider choosing STEM areas for their future careers (Acara, Tertemizb, and Taşdemirc, 2018). 21 Similarly, a comparison study of eighth grade students in STEM vs non-STEM courses revealed that the STEM group outperformed the non-STEM group on all measures and participation in a STEM academic program, where teachers use project-based learning, collaborative learning, and hands-on strategies, positively impacted eighth grade students’ academic achievement in mathematics, science, and reading (Olivarez, 2012). ​Therefore, the educational focus of Encore STEM Academy provides an increase in the likelihood of a positive trajectory for students to prepare them for success at middle school, high school, college, and careers. The Core Values of Encore STEM Academy, an acronym for ENCORE outline how ESA plans to serve the students, families, teachers, stakeholders, and the Orange Mound community through an intentional focus on: ​Equity, Neighborhood and Community, 21st Century Core Competencies (4C’s), Outstanding School Culture, Rigorous Curriculum, and Environmental Stewardship.​ The Core Values are detailed below: Equity: Encore STEM Academy is designed on the belief that ALL children will succeed, given equitable access to rigorous instruction through innovative learning opportunities in a caring environment regardless of race or ethnicity, socio-economic status, neighborhood, or family dynamics. While STEM educational access has expanded across SCS, it is not as proliferate in the Orange Mound community. SCS offers high quality STEM elementary schools in Whitehaven (Whitehaven Elementary), charter elementary options in Frayser (Memphis STEM Academy) and Hickory Hill (Nexus STEM Academy), and optional middle and high schools in Whitehaven (Havenview Middle) and East Memphis (Maxine Smith STEAM Middle and East T-STEM High). ESA would like to increase these opportunities and place a high quality elementary STEM option in Orange Mound. Families in the Orange Mound community who desire for their children to have a STEM educational experience must apply and be accepted to an optional school which offers the curriculum, or 18 ​https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0133-4  ​http://www.pewresearch.org/fact-tank/2018/01/09/7-facts-about-the-stem-workforce/  https://www.fastcompany.com/3060883/why-coding-is-the-job-skill-of-the-future-for-everyone  21 https://files.eric.ed.gov/fulltext/EJ1176513.pdf  19 20 11       attend a school outside of the community because OM is considered as a “STEM desert.”22 Sandy Watkins, Director of TSIN said of Governor Bill Lee’s Workforce Initiative, "Quality STEM programs prepare students for the jobs of tomorrow and promote Tennessee’s competitiveness in the global economy. This initiative will expand the efforts of the Network and our partners to reach our shared goal, that all students in Tennessee have access to quality STEM learning opportunities - regardless of zip code." Research from code.org indicates that 90% of parents want their children to study Computer Science/Coding, but only 25% of schools nationally provide the course.23 Of the children who do receive Computer Science classes, it is usually relegated to high school exposure, with a lack of adequate preparation because few middle and elementary schools provide that foundation. It is really exciting that SCS is offering a Coding Internship to ninth graders across the district to “get the skills to pursue a degree or career in coding.” According to the SCS 2019 School Choice Manual,24 Coding is offered at: Central High, Cordova High, Craigmont High, Douglass High, East High, Kingsbury High, Middle College High, Overton High, Sheffield High, Southwind High and Westwood High. Those are all high schools, and primarily optional. Other schools that offer STEM related courses are Engineering Design at Cordova High, East High, Manassas High, and Whitehaven High. Those are all high schools. Web Design is offered at Melrose High, Wooddale High, and Overton High. Those are all high schools. Robotics and Automated Systems is offered at Maxine Smith STEAM Academy. That is an optional middle school. Project Lead the Way, a STEM curriculum, is offered at East High and Havenview Middle, both optional schools. Other optional schools with STEM programs are Delano Elementary with Computer Technology, Cordova Middle with Computer and Environmental Sciences, Idlewild Elementary with Science and Technology, and Vollentine Elementary with Science Exploration. Not only is Computer Science and Coding primarily offered in high schools, but STEM programs in general are overwhelmingly offered in high schools, and a few choice optional middle schools, and one designated elementary school. Fortunately, Melrose High School does offer Web Design for children in the Orange Mound community. The University of Memphis is opening the only project based learning middle school in Memphis, but this will be a middle school.25 Although it is close to Orange Mound, there are enrollment constraints that could limit students from entering. Most notable, according to Shelby County Schools Destination 2025 Optional Schools Handbook for 2019-2020, Whitehaven Elementary is the ​ONLY ELEMENTARY STEM SCHOOL listed as such in the district, and it is an optional school. In order to be accepted, applicants must take the Optional Schools admittance tests and earn a score above the 55th percentile in Reading and Math, have satisfactory attendance, skills, and behaviors, B average or above in all subjects, and must maintain these requirements in order to remain in the Optional Program.26 In line with Shelby County Schools Destination 2025 Priority Four, Encore STEM Academy is proposing to increase the number of high quality STEM school options provided in Shelby County Schools in Memphis, TN - particularly Orange Mound so that all students in Tennessee have access to quality STEM learning opportunities - regardless of zip code. Computer Science is an essential component of our STEM focus and can be life-changing, not just skill 22 23 24 25 ​http://blogs.edweek.org/edweek/curriculum/2017/12/nonprofit_seeks_to_define_stem_deserts_.html  https://code.org/promote/tn  ​http://www.scsk12.org/communications/files/2018/CHOICE-BOOK-2019.pdf  http://www.wmcactionnews5.com/2019/02/27/scs-approves-uofm-middle-school-tuesdays-meeting/  ​SCS Optional Schools Handbook pages III and 65  12 26       training. Governor Bill Lee announced the Future Workforce Initiative, stating that, “58 percent of all STEM jobs created in the country are in computing but only 8 percent of graduates study computer science in college. By exposing Tennessee students to computer science in their K-12 careers we are ensuring our kids have every chance to land a high-quality job.”27 Computer science is one of the fastest growing industries and computer programmers are needed in every field. Learning these skill sets early will increase access to advanced college and career opportunities. Described as foundational for every student, Computer Science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not. To increase the K-8 pipeline and access for Computer Science to more children, The TN Department Of Education created the Digital Readiness K-8 Computer Science Standards in 2018, which Encore STEM Academy will implement in Orange Mound, at the elementary level. According to the TN DOE, “Although not every student will enter a STEM field, all students will benefit from learning computer science concepts and practices allowing them to better understand the world around them, improve their logical reasoning and problem-solving skills, and increase their creativity and collaboration.” The Co-Founders are in a cohort to receive the Computer Science endorsement for Tennessee educators, and have made connections with teachers and other partners who have provided resources for curriculum, competitions, and activities to enhance teacher development and student growth in STEM and Computer Science. Unfortunately, STEM fields have systematically excluded minorities and women, although there are significant educational, career, and financial advantages of a STEM education that could benefit the people who need it the most. STEM fields are the highest paying and the wage gap is the smallest between men and women. In STEM fields, women earn .92 per $1 earned by men, compared to .77 in other fields. According to Fisher (2019),28 ​the underrepresentation of women and minorities in STEM fields continues to be a national concern as well as a priority for intervention in STEM education in elementary and persists through the college level and graduate degree programs. Similarly the National Science Foundation (2015) notes that women are far less represented than men in STEM fields and change majors from STEM to other academic contents more often. While they may begin college in a STEM subject, they do not persist. The need to increase women and minorities’ access to STEM is an urgent local, state, and national need. The TN DOE states in the STEM Strategic Plan that, “As a state we also recognize that we must close the STEM gap for women and minorities” (2018, p. 6). 2019 marked a significant moment for the Grammy Awards as Emily Lazar became the first woman mastering engineer ever to be awarded the Best Engineered Album Non-Classical Grammy for her work on Beck's Colors. She is one of an extremely small group of female mastering engineers, only 3% of whom are women.29 This backdrop highlights the need for earlier intervention, equity, and access, esp for women and minorities. Fittingly, ​the Memphis Chapter of the National Society of Black Engineers hosted ​STEMology on February 26, 2019, a gender empowerment conference for 3rd – 12th grade students which uses STEM concepts to inspire the next generation of young leaders. An important component of the conference is to increase STEM exposure and facilitate “discussions surrounding myths and truths of minorities and genders in STEM.”30 Fortunately, Memphis is ripe with organizations who are seeking to close the digital divide and access gap for minorities receiving advanced technological careers. Such companies providing STEM based options 27 28 29 30 ​https://www.tsin.org/gov-bill-lee-announces-the-future-workforce-initiative  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6326412/  ​https://www.refinery29.com/en-us/2019/02/224009/emily-lazar-first-woman-best-engineered-album-beck-colors  http://www.nsbememphis.org/  13       for Memphians include Code Crew,31 BLit - Blacks and Latinos in Tech,32 StartCo Sky High,33 Black Girls Code,34Tech 901,35 BlockChain 901,36 Mid-South Makers,37 Memphis Technology Foundation,38 Memphis Python Group,39 Code Connective,40 I am IT Training,41 and Memphis Women in Technology.42 The Federal Express Institute of Technology hosts events such as Women’s Hackathon43 and Hack Memphis44 to involve more community members in coding activities and demystify the perceived learning gap that causes many people to refrain from entering technological fields. These organizations provide a gamut of opportunities including industry certification, internships, coding games, intergenerational coding events, mentorships with industry professionals, and career advancement. Southwest TN Community College was chosen to debut Launch Code’s first free computer programming courses in the state of Tennessee to provide more Memphians the opportunity to learn computer programming skills and gain upwardly-mobile careers in technology.45 Unfortunately, there are not as many schools which are providing opportunities, esp. at the elementary level. Similar to those companies, non-profits, and organizations, Encore STEM Academy seeks to provide an earlier foundational educational option in Shelby County Schools for increased access, college and career opportunities, workforce development, and higher salaries for an underserved community and at a younger age. What is important and unique about Encore STEM Academy: ALL students will receive a STEM and Computer Science/Coding curriculum, in Orange Mound, at the elementary level. The Core Value of Equity will be measured by: 100% of ESA students who enroll in ESA will take integrated Computer Science and STEM classes. ALL Students will enroll in code.org and complete atleast 80% of the modules Neighborhood and Community: ESA is rooted in the Historic Orange Mound neighborhood with a coalition of partnerships working collaboratively to enhance the school, families, and the community. We honor the heritage and history of Orange Mound, and seek to join in its’ revitalization movement. In alignment with Priority 5 of SCS’s Destination 2025 to mobilize family and community partners with schools to connect partners to student goals, ESA has received support and endorsements from a variety of stakeholders to support student achievement and family engagement. ESA is in congruence with the core beliefs of Shelby County Schools that state: “We believe that strong public support and community partnerships are essential for all students to excel. We commit to meaningfully engaging families in the education of their children. We commit to working collaboratively with all community stakeholders.” Collaboration is key to increasing student access, resources, and STEM exposure, thus ESA will continue to foster relationships and increase the community support. ​https://www.code-crew.org  https://www.facebook.com/BLiTMemphis/  33 http://neverstop.co/skyhigh/  31 32 34 35 36 37 38 39 40 ​https://www.success.com/how-black-girls-code-is-changing-the-face-of-technology-one-girl-at-a-time/  ​https://tech901.org/  https://www.facebook.com/blockchain901/  ​https://www.midsouthmakers.org/  http://www.memphistechnology.org/  ​http://www.mempy.org/  ​https://codeconnective.com/  ​https://www.iamittraining.com/  http://memphiswomenintech.org/  43 https://www.athenatechne.com/  41 42 44 ​http://hackmemphis.com/  ​http://www.southwest.tn.edu/scoop/launchcode.htm  14 45       TN Code Annotated § 49-6-1105 for STEM partner organizations stipulates that “TSIN shall seek STEM partner organizations...to find ways to collaborate on STEM education programs and opportunities.” The TNDOE notes Community and Postsecondary Partnerships as a priority area for K-12 STEM, addressing the need for schools to “establish community and postsecondary academic STEM partnerships which provide meaningful connections between the academic standards and practical application outside of the school day (2018, p.8).” In addition to providing STEM opportunities, partnerships with neighborhood and community enhance the educational experience and well being of the whole child. Attachment E highlights the partnerships we have with University of Memphis, Southwest TN College, and other significant community entities. Nationally, The Annie Casey Foundation provides insight into how communities can have a significant impact on students and those in high-poverty communities often experience harmful levels of stress from exposure to crime, frequent moves and lack of access to resources such as good schools, medical care, safe outdoor space, essential to healthy development. They’re also more likely to drop out of school and struggle financially as adults. They further state that the success of children and their parents is intertwined. Programs promoting students’ health and educational needs must go hand in hand with services for their parents and caregivers, such as job training and financial coaching.46 Locally, Seeding Success works with its partners to use data to identify what works to improve student outcomes, and have found that non-school factors have a significant influence on student achievement so they work with our community to link support, health, and enrichment services for students and families with the most effective school-based practices for learning.47 Community organizations will be leveraged to provide wraparound and integrated services for students and families of Encore STEM Academy with partnerships between the school and community resources. The integrated focus on academics, youth development, family support, health and social services and community development leads to improved student learning, stronger families and healthier communities. Partnerships are also essential for STEM engagement because according to TSIN, ​in the STEM classroom, robust partnerships reach beyond the walls of the school to include higher education and business partners in real-world lessons. ​The Shelby County Schools Family and Community Engagement Office (FACE) addresses the need for effective community partnerships “to address the needs of families and students both at school and at home, to address the whole-child in order for academic and social success to improve at a strategic and aggressive pace. To build stronger relationships with families and communities through partnerships to ensure that families are well-equipped, communities are resourceful, and students have what they need to receive the education in an environment they deserve.”48 The SCS FACE Office has corralled integrated services through engaging parent ambassadors, community adopters, and providing academic support to families, and we will do the same. Similar to the SCS model of community schools, such as Belle Forest Elementary School, we recognize that there are several converging factors that can increase or delay success for students, factors that can be addressed effectively at school with the support of local businesses, non-profits, and volunteers. ESA has secured community partnership, volunteers, and support for teachers, parents, and students in the area of finances, STEM, environmental education, after school activities, project expertise and assistance, 46 47 ​https://www.aecf.org/work/community-change/  ​http://seeding-success.org/resources/teacher-leadership-effectiveness-report/  ​http://www.scsk12.org/face/  15 48       wellness, real estate, taxes, and other key areas. Providing wrap around services helps to increase attendance, school engagement, and will enhance their personal lives and lives at school. Attachment E highlights the extensive number of community, business, and university partners that have pledged support to our school, for STEM partnerships, families’ comprehensive needs, and student wellness to make Encore STEM Academy a more beneficial environment to our constituencies. The Core Value of Neighborhood and Community will be measured by: ESA will engage atleast 10 supporters, industry representatives, and partners annually in wraparound services, STEM and career exploration, and family and community engagement. ESA will have 1 Annual Project & Exhibition, in May to showcase student work. There will be 10 student clubs per year (one per month) where students engage in exciting activities with community partners, classmates, and teachers ESA Families will volunteer atleast 10 hours each annually, which includes events such as: Progress Report and Report Card nights, STEM night, Lunch and Learn, field trips, participation in exhibitions, community nights, and student activities. Orange Mound community members will participate in activities at ESA, and ESA will host activities at OM locations 21st Century Core Competencies (4 C’s) Critical Thinking, Communication, Collaboration, and Creativity: ESA’s Mission is based on developing the 21st Century Core Competencies skills which are beneficial in all disciplines, produce high academic achievement, increased engagement in learning, and success in students’ future endeavors.49 Fitting with the goals of Destination 2025 and Priority 2: 90 percent of SCS students graduate on time, and 100 percent of college or career-ready graduates enroll in a post-secondary opportunity,50 these competencies transcend industries, are valuable in any work environment, and increase access for goals beyond high school. These Competencies are crucial for students to thrive in a global society. Battelle for Kids (2019) has produced a framework for 21st Century Learning, which includes the goals of emphasizing deep understanding rather than shallow knowledge, and engaging students with the real-world data, tools, and experts they will encounter in college, on the job, and in life because students learn best when actively engaged in solving meaningful problems.51 The Partnership for 21st Century Learning highlights that, “As educators prepare students for the global society, teaching the core content subjects must be enhanced by incorporating critical thinking, communication, collaboration, and creativity.” According to the report, Rethinking Teaching: How K-12 and Higher Education Can Facilitate Collaborative Learning with Technology, “the cornerstone of becoming a successful learner at any age comes down to the four C’s: critical thinking, collaboration, creativity and communication.”52 Critical Thinking Measuring 21st Century Competencies Guidance for Educators (Soland, Hamilton, and Stecher, 2016)53 discusses the importance of Critical Thinking and its’ impact on students’ immediate learning and future development. Critical thinking is broadly defined as multifaceted skill that involves problem solving in the face of ill defined information. These competencies are important for deeply understanding academic 49 50 51 52 53 ​http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf  ​http://www.scsk12.org/2025/files/2017/Annual%20Report%202017.pdf  ​http://www.battelleforkids.org/networks/p21/frameworks-resources  ​https://media.erepublic.com/document/CDE18_BRIEF_Cisco_V.PDF  https://asiasociety.org/files/gcen-measuring21cskills.pdf  16       content, and later career performance. Students will review situations in a new and innovative ways and connect learning across core academic disciplines to effectively analyze and evaluate evidence, arguments, claims, beliefs, and evaluate major alternative points of view. Students will synthesize and make connections between information and draw conclusions based on the best analysis. They will solve different kinds of problems in conventional and innovative ways and reflect critically on learning experiences and processes. These skills are key for future careers, as employers indicate that they prefer employees who reflect on how to continuously improve its products, processes, or services. Collaboration Collaboration fosters the development of new ideas and exposes students to opposing viewpoints which may cause them to reconsider, adjust, and clarify their original thoughts (Goertz, 2015).54 Although some students may prefer to work alone, this is an option not often granted in careers, and developing these skills early will help with preparing for the workforce. In addition, collaborative skills induce the genius in students, allowing them the access to work with peers, teachers, and stakeholders to reach goals and connect talents, expertise, research, and thoughts. Effective collaboration involves interpersonal communication, conflict resolution, and task management. It encourages students to be open and responsive to new and diverse perspectives, incorporate group input and feedback into shared projects, and demonstrate the ability to work effectively and respectfully with diverse teams. Students will assume shared responsibility for their work, and value the individual contributions made by each team member. Research even indicates that teaching young students how to work with others on social issues leads to commitment to civic participation and enhance their prospects for employment and job advancement according to Pearson​ ​(NEA, 2010).55 Creativity Creativity is included among the key 21st Century Core Competencies given its broad applicability and value to technology, entrepreneurship, and innovation (Soland, Hamilton, and Stecher, 2016). As the National Educational Association (2010) notes, evolving social, economic, and scientific problems in today’s world will require more flexible thinking and solutions. Creativity has gained increasing focus in educational programs because it allows students to try new approaches to innovate, ideate, and invent new solutions, test theories, and refine and engage in research and discovery by using a wide range of techniques. Creativity is the ability to make or bring to existence something new, whether a new solution to a problem, a new method or device or a new artistic object or form. Students will create new and worthwhile ideas, products, and projects to improve and maximize existing issues. In the work environment, increased creativity helps to make processes and products, more efficient, user friendly, and accessible. In Harnessing Creativity and Innovation in the Workplace, Serrat (2010) describes the importance of creativity. “Creativity has always been at the heart of human endeavor. Allied to innovation, which creates unexpected value, it is now recognized as central to organizational performance. It may even be the key to some of the biggest challenges facing the world, such as global warming and sustainable development.” Communication 54 https://www.edutopia.org/discussion/10-signs-21st-century-classroom  ​http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf  17 55       Communication is vital to facilitate teamwork and lies at the core of empathy, trust, conflict resolution, and negotiation, skills necessary for students and adults in the workforce (Soland, Hamilton, and Stecher, 2016.) Communication helps students effectively and confidently share thoughts, questions, ideas, and solution and effectively share with others using oral, written and nonverbal communication skills in a variety of contexts. They will also listen effectively and use communication for a range of purposes. Students will communicate with adults, stakeholders, and be able to explain their concepts, thought processes, and learning outcomes. As adults in the workforce, effective communication with clients, co-workers, maangers, and other stakeholders is key to ensuring that the company is best represented, products are properly introduced, and concepts are clearly explained. As NEA (2010) highlights, effective communication may lead to improved interpersonal relationships, higher grades and graduation rates, and increased employability. It is our mission that through the 21st Century Core Competencies, students will experience high academic achievement as children and those talents and skill-sets will translate into “employable skills” outlined by the Tennessee Department of Education Department of Work-Based Learning.56 The employable skills are divided into four broad categories: Application of Academic and Technical Knowledge and Skills, Career Knowledge, and Navigation Skills, Personal and Social Skills, and 21st Century Learning and Innovative Skills, which lists each of the 4C’s. These skills, compiled by over 225 teachers, stakeholders, and industry representatives in Tennessee are deemed as crucial for our children in Orange Mound to attain as they eventually seek to gain employment and success in the workforce. The Core Value of 21st Century Core Competencies will be measured by: Pearson Educational Research Association has developed age appropriate rubrics to determine students’ level of proficiency towards the 21st Century Core Competencies. The levels of progression are Novice, Emerging, Proficient or Exemplary. Grouped in grade bands of K-2, 3-5, 6-8, and 9-12. The K-2 grade band rubric will be utilized in our STEM class. 80% of ESA students will achieve Proficient in each of the 21st Century Core Competencies, measured by the STEM teacher. Outstanding School Culture: ESA stakeholders will foster an outstanding school culture which validates the unique identities of each individual connected to the school, honors every staff member and student, and appreciates their valuable contributions to the learning environment. SCS’s core values state a commitment to providing a safe and nurturing school environment for all students and creating and sustaining a culture of high expectations.57 As a new elementary school in the Orange Mound community, we too believe in providing a safe and nurturing haven and that “students who live in poverty should learn in luxury.”58 The culture of high expectations academically and socially within the school climate will be emanated to all stakeholders involved with ESA. Before speaking more about the students, we will address the teachers and employee wellness, key to an outstanding school culture. ​While student success is critical, a cohesive and committed staff is essential to impact academic achievement. Effectively meeting teacher’s needs could reduce turnover, increase ​https://www.tn.gov/content/dam/tn/education/ccte/wbl/wbl_employability_skills_checklist.pdf  http://scsk12.org/communications/files/2016/MissionVision.pdf  58 https://www.chalkbeat.org/posts/tn/2018/10/25/griffin-students-who-live-in-poverty-should-learn-in-luxury-but-state-run-sch ools-are-far-from-luxurious/  56 57 18       collegiality, and create an environment where they work together in a professional and engaging school climate. ESA will set an environment where teachers are challenged yet honored, and where the work is rigorous, rewarding and fulfilling in a creative and collegial environment. Co-Founder Mr. Bradley is a veteran public school teacher for twenty years, and is well aware that educational professionals can excel in a school environment of collegiality and cohesiveness. It is crucial to meet teacher needs so they can focus on students. Dr. Joris Ray, Interim Superintendent of Shelby County Schools has defined Servant Leadership as one of the seven steps to achieving the goals of Destination 2025, Servant Leadership.59 This means that school leaders must be attuned to the needs of others first, maintain a respectful relationship, provide meaningful development opportunities, and be relatable - able to listen and work together to produce successful outcomes. Building collegiality among teachers will increase a collective sense of accountability when they receive professional support to enhance their work culture from the Executive Director, Instruction and Curriculum Specialist, and Board of Directors. These supports at Encore STEM Academy will include class scheduling to provide adequate planning time, ample resources to effectively deliver quality content, intentional and informative professional development, timely and growth based feedback, and educator “field trips.” ESA considers teacher wellness as a key tenet of Outstanding School Culture, and as an intentional focus to maintain an active and engaged staff. Our budget highlights funding for Teacher Wellness to include gift cards, meals, and personalized “happies.” The Co-Founders of Encore STEM Academy attended the National Connecting Communities of Courage Summit, co-sponsored by Facebook for Education and the National School Climate Center.60 Facing History and Ourselves requested Dr. Bradley attend and she was chosen from all of the network schools with which they work due to her level of reflection, dedication, and intentionality in implementing school wide practices that embody values of social justice, empathy, and care for teachers and students as an administrator. Facing History’s Letter of Recommendation, and agenda for the summit meeting is in Attachment E. After learning of the agenda, Mr. Bradley also attended due to the impact of the information garnered and the significance of being among a national group of thought partners, students, policy makers, advocates, and educators who have are committed to school climate development. At this intergenerational summit, the discussions centered around inclusion, safety, and engagement, ensuring students have a sense of belonging which fosters ownership and pride, and increasing opportunities for meaningful relationships between school entities, families, and communities. Through the Summit, these themes that emerged as conditions that allow for meaningful improvement in school climate to occur: intentional planning; inclusive intergenerational leadership; and a commitment to continuous improvement.61 Intentional planning promotes conditions when it ensures all elements of a system align with a shared vision, is consistent with core values, and supports systemic change. The team responsible for leading change be intentional about weaving core values into the planning. At ESA, our Mission, Vision, and Core Values are the foundation for academic and behavioral decisions, policies, and procedures. Inclusive intergenerational leadership is identified as a necessary condition for creating school contexts which embrace a diverse group of stakeholders. It provides a context for collaborative decision-making 59   https://www.commercialappeal.com/story/news/2019/02/07/7-takeaways-new-scs-school-leader-toward-destination-2025/280 1102002/  60 https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/NSCC_SummitRecap.pdf  ​https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/NSCC_SummitRecap.pdf  19 61       that involves adults and youth working together in authentic and meaningful ways, increases student voice, and builds shared agreements for working together. At ESA, we provide a context where teachers and students have input in behavioral incentives and consequences, academic outcomes (such as projects, exhibitions, and STEM exploration), and school events (such as Tech Explorations and Tech Talks, field trip and extracurricular experiences). This provides for more autonomy and accountability over implementation and outcomes. Commitment to continuous improvement ​is where leaders take risks and innovate, make mistakes that would yield deeper learnings. When leaders are willing to take the challenges to continually improve, students do the same. It is powerful work to do and to model for youth who need to see that adults don’t have all the answers (or believe that they do) and are willing to embark upon important efforts even though they aren’t exactly sure how to get it done. At ESA, the STEM learning environment incorporates a realm of curiosity, creativity, and risk taking for both adults and students. In Computer science, many of the lessons are “co-designed” where teachers are learning with students and encouraged to share their learning experience with Coding. Encore STEM Academy will foster a school culture and environment which is mission and vision aligned, incorporates the Core Values, and fosters a sense of collaboration (in line with the 21st Century Core Competencies) in both the academic and behavioral realms. Responsible Community Action,62 or RCA, will increase an Outstanding School Culture among our students. Based on research based findings from the National School Climate Center, and Positive Behavior Interventions and Supports (PBIS), RCA is a proactive approach to establishing the behavioral and cultural supports to achieve social, emotional and academic success. PBIS implementation involves explicitly prompting, modeling, practicing, and encouraging positive expected social skills across settings and individuals. When students are taught to effectively use relevant expected social skills for themselves and with others, school climates are described as more positive, learning environments are designated as safer, and student-educator relationships are referred to as more trusting and respectful.63 The Responsible Community Action model fosters: ● RESPONSIBLE - ownership of personal behaviors and the impact on the school community ● COMMUNITY - fostering a communal and collaborative academic and social atmosphere where fellow students are safe and included ● ACTION - making academic and behavioral decisions that inspire growth and development With RCA, students are encouraged to be proactive, mindful, and respectful of themselves and others. They are encouraged to think of the school environment and how their behaviors positively or negatively may impact others. We believe that increased positive school climate will increase student engagement and attendance. It is our goal to have a 96% or above attendance rate. Industry representatives and STEM professionals will work with the students and staff at Encore STEM Academy through volunteer opportunities, field engagement, and STEM experiences. Being a STEM school involves increasing the participation of universities, specialists, and career professionals. These community partners work with teachers and students to provide enhanced extracurricular and co-curricular learning opportunities, and their level of satisfaction with the experience and the ability to collaboratively implement their programs and work with the staff is key to continued and increased development of community partnerships. 62 63 More Specifics on RCA are detailed in the Student Handbook and School Discipline Policy.  https://www.pbis.org/school/swpbis-for-beginners/pbis-faqs#briefintro  20       It is our aim to evoke an Outstanding School Culture for teachers, students, and stakeholders. Through building collegiality and collective accountability for student outcomes, encouraging Responsible Community Actions (RCA) among the students, and ensuring that school leaders work cohesively with teachers and students. We appreciate the unique identities of each individual and their valuable contribution to the learning environment. The Core Value of Outstanding School Culture will be measured by: ESA will have 90% Student Retention Rate, 100% Staff Retention Rate, 90% Stakeholder Survey Satisfaction, and 96% Attendance Rate. Rigorous Curriculum: ESA Techies will experience a comprehensive standards based education enhanced with STEM, Computer Science, Coding, Engineering, and Project Based Learning. The curriculum will foster students academic growth and achievement. Opportunity Myth (2018),64 a comprehensive study of five diverse school systems, identified what students describe about how school is letting them down and how educators can fix it. Findings indicate that, “every student should have access to grade-appropriate assignments, strong instruction, deep engagement, and teachers with high expectations, every day, in every class—regardless of their race, ethnicity, or any other part of their identity.” Make greater access to grade-appropriate assignments an urgent priority for all students, no matter what their race, income level, or current performance level. Give all students, especially those who are behind grade-level, access to instruction that asks them to think and engage deeply with challenging material. Ensure educators enact high expectations for student success by seeing firsthand that students are capable of succeeding with more rigorous material. ESA has chosen rigorous research based curriculum to increase academic achievement. ELA:Houghton Mifflin Harcourt Curriculum, Lucy Calkins writing, Renaissance MYON literacy library, Accelerated Reader reading comprehension and for Phonics words their way, Math, Science, and Social Studies, Eureka math, Social Studies, Eureka Science, Eureka - Next Generation Science Standards. Computer Science is code.org and STEM/Project Based Learning is Teach Engineering. The Core Value of Rigorous Curriculum is measured by: Based on the data of the surrounding schools (which indicate the performance levels of potential students), new state assessments, ESA has set a goal of 50% achievement in ELA, Math, and Social Studies, and 75% in Science. This takes into consideration a higher achievement rate than current ​For STEM/Computer Science students will complete 80% of the modules on code.org. Environmental Stewardship: ESA Techies will experience a STEM education enhanced with service learning, environmental literacy, recycling, gardening, and caring for animals. According to the TN DOE’s Environmental Literacy Plan which encompasses the 4C’s, “Environmental stewardship begins with instilling an appreciation for the natural world and involves critical and creative thinking, decision making, and communication skills in a collaborative setting.” Encompassing conservation, agriculture, sustainability, environmental, nature, and outdoor education, it is about enjoying, protecting, and appreciating the world around us. Environmentally literate students understand ecological systems, can make informed decisions about complex environmental issues and, most importantly, can act on those decisions to affect economic changes. Environmental stewardship leads to a healthier individual, city of Memphis, state of Tennessee, and world. ​https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf  21 64       SCS offers high quality optional schools with an environmental focus. Cordova Middle, where Co-Founder Mr. Bradley was recently hired as a STEM teacher, offers Computer and Environmental Sciences. Mr. Bradley is working with both aspects of this academic program for students throughout the school, not just those in the Optional Program. He and the students have resurrected the fledgling gardens, working with The Big Green, to plant lettuce, carrots, radishes, mint, and other vegetables and herbs. He was also selected to implement the Microsoft Certification Program, a first for middle school students in Shelby County Schools where students who participate earn industry credentials. Additionally, students are completing coding projects through code.org and Odysseyware, competed in the MLGW solar car race with MLGW (and won second place), attended E-Day through Christian Brothers University, and completed job shadowing at Medtronics. Additionally, they held a STEM expo and have partnered with industry professionals for mentorship and project development. Clean Memphis provides for schoolwide environmental engagement and increased participation from a larger group of stakeholders. According to the Shelby County schools Optional Schools Handbook, there is another optional school, Riverwood Elementary, which focuses of Environmental Science and Community Service. Springdale Memphis Magnet Elementary offers Exploratory Learning and they have gardening and field activities at Shelby Farms. Libertas School also has a focus on the environment. Fortunately, there are many other schools in our district which have gardens and students do have access to healthy organic food through community partners such as the Big Green, Shelby Farms, Clean Memphis, and the American Heart Association. Encore STEM Academy has partnered with several organizations who work with students to increase environmental awareness. As members of the Partnership for Environmental Literacy Training, we have connections with several naturalists, environmentalists, nature enthusiasts, and informal educators who are excited to implement the TN DOE Environmental Literacy Standards designed in 2012. Janet Boscarino-Executive Director of Clean Memphis, who was awarded the Spirit of Memphis Award by Mayor Strickland for leading the way for a more beautiful Memphis, is one of our partners. Clean Memphis has developed a sustainability plan to begin prior to the school opening that encompasses operations, physical plant, wellness lifestyles, recycling, gardening, the use of green materials, curriculum, and training for parents teachers and students. Kate Friedman, Executive Director of Memphis Kids in Nature is on the Encore STEM Academy Board, and her organization provides outdoor learning experiences and classroom based activities at no cost that focus on bringing the great outdoors to students in urban environments. Matt Womack and Ashley Moore of The Humane Society of Memphis and Shelby County are partnering with ESA to increase awareness of animal care, adoption, and animals’ health and wellness needs. They define Orange Mound as a high need area for animal education due to the lack of veterinarian access and the high number of abused and abandoned animals that come from this community. Those organizations and many others, including TN Parks, Pink Palace, and the Wolf River Conservancy, are excited to share their services and volunteer to work with Encore STEM Academy’s students and families to increase environmental stewardship. Their letters of support are in Attachment E. The Core Value of Environmental Stewardship will be measured by: ESA stakeholders will participate in at least 2 environmental activities annually. ESA students will participate in two activities and at least 2 environmentally focused student club. Through actualizing the Core Values of Equity, Neighborhood and Community, 4 C’s, Outstanding School 22       Culture, Rigorous Curriculum, and Environmental Stewardship, we have the following measurable goals for Encore STEM Academy: Encore STEM Academy Measurable Goals and Core Values ESA Core Value Measurable Goal What ESA intends to do For whom To what degree SCS and TNDOE Alignment Equity 100% of ESA students who enroll in ESA will take Computer Science classes. ALL Students will enroll in code.org and complete at least 80% of the modules ALL ESA students in grades K, 1, and 2. Computer Science will be integrated in the STEM course. TN DOE K-8 Digital Computer Science Standards Gov. Bill Lee Workforce Initiative Neighborhood and Community 21st Century Core Competencies (4C’s) 65 66     23 ESA will engage at least 10 supporters and partners annually in wraparound services, STEM and career exploration, and family and community engagement. 1 Annual Project & Exhibition 80% of ESA students will achieve Proficient in each of the 21st Century Core Competencies Utilize the 4C rubric to assess levels of proficiency66 Family Engagement ESA Families 1 Annual Project & Orange Exhibition Mound will community showcase student work. Community Outreach TN DOE STEM Strategic Plan Destination 2025 TSIN 65 Student clubs SCS Dept of Family and Communit y Engageme nt ESA students 4C Assessment will occur in the STEM course TN DOE Departmen t of Work Based Learning, “Employab le Skills”       Outstanding School Culture ESA will have: 95% Student Retention Rate teacher wellness activities 96% Student Attendance Rate Continual Student attendance Monitoring 100% Staff Retention Rate Implementation of RCA ESA staff students 20 day attendance evaluations quarterly staff check ins Dr. Ray’s Steps to Destination 2025: Servant Leadership annual retreat 96% Stakeholder Rigorous Curriculum Environmental Stewardship ESA students will experience academic achievement: ELA - 50% Math - 50% SS - 50% Science - 75% Computer Science - 80% NWEA Benchmark Assessments ESA stakeholders will participate in atleast 2 environmental activities annually. ESA will host 2 community activities focused on environmental stewardship. ALL ESA students Year Round Destination 2025 ESA stakeholders, students, and families There will be two activities and one student club. TN DOE 2012 Environme ntal Literacy Standards Monitor data results Encore STEM Academy’s school mission and vision is in alignment with the local chartering authorities and mission of Shelby County Schools, SCS Destination 2025, SCS Science Department Vision and SCS Office of Charter Schools. Additionally, ESA’s mission and vision is in alignment with the state goals of the TN Department Of Education, TN Department Of Education Science Standards, TN Charter School Center and the TN STEM Innovation Network (TSIN). ESA aligns with initiatives recently created by the TNDOE. In 2018, TNDOE adopted the STEM Strategic Plan and Digital Readiness K-8 Computer Science Standards both of which are priorities of ESA. TNDOE adopted Environmental Literacy Standards, which ESA will also integrate, highlighted in our core value of Environmental Stewardship. ESA’s mission is also aligned with national goals from the federal government to increase STEM education, especially for underserved students. The National Science and Technology Council’s Committee on STEM Education released Charting a Course For Success: America’s Strategy for STEM Education in December 2018.67 This document presents the Federal Government’s five-year strategic plan for STEM education, based on a vision for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, ​http://stemecosystems.org/resource/charting-a-course-for-success-americas-strategy-for-stem-education/  24 67       and employment. Considered as a vision for STEM education in America, this report outlines three national goals for increasing STEM education for children in the United States: (1) Building strong foundations for STEM Literacy (2) Increasing diversity, equity, and inclusion in STEM (3) Preparing the STEM workforce for the future. Nationally, ESA’s mission aligns with priorities and goals for STEM educational foundations, in particularly our Core Value of Equity. The chart below details ESA’s mission alignment with various key local and state entities: Encore STEM Academy Mission Alignment Organization Mission/Vision/Goals ESA’s Alignment Shelby County Schools Mission - Preparing all students for success in learning, leadership, and life. ESA’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in MS, HS, college, and careers. SCS Destination 202568 Destination 2025, our 10-year strategic plan, is designed not only to improve the quality of public education, but also to create a more knowledgeable, productive workforce and ultimately benefit our entire community. ESA will utilize “varied and innovative practices” through STEM and Computer Science to create a more knowledgeable productive workforce for Memphis and TN. As we raise expectations of our students, innovative and varied practices are needed in the classroom to provide students with learning experiences that will prepare them for life after graduation. SCS Science Department Vision SCS’s vision of science education is to ensure that from early childhood to the end of 12th grade, all students...possess sufficient knowledge of science and engineering to engage in discussions; are able to learn and apply scientific and technological information in their everyday lives; and to have skills such as critical thinking, problem solving and communication to enter careers of their choice, while having access to connections to science, engineering, and technology. ESA will begin STEM education and Computer Science in Kindergarten. Two of the 4 C’s, Critical Thinking and Communication, are highlighted as skills that the SCS Science Department recognizes to help children enter their chosen careers. SCS Office of Charter The mission of the SCS Office of Charter ESA will be a strong 68 http://www.scsk12.org/2025/  25       Schools Schools is to build a portfolio of strong, quality charter schools through rigorous authorizing and fair, transparent methods. quality school option for the Orange Mound community, and will adhere to the guidelines of the SCS Office of Charter School and Operational Scorecard. SCS Office of College, Career, and Technical Education We’re committed to providing our future graduates with the knowledge and skills to pursue high-demand degrees and careers. SCS offers more than 50 CCTE programs in 15 career clusters defined by the Tennessee Department of Education. Students can earn AP and college credits through dual enrollment, as well as internship opportunities with prominent businesses and over 50 different career certifications to help them enter high-paying sectors of the workforce during high school or after graduation. Each high school (and several middle schools) offers one or more specific CCTE programs, and we have four Career & Technical Centers (CTCs) that offer a wider variety of CCTE programs. ESA would like to provide an elementary component to the pipeline of CCTE schools. Currently, SCS focuses on high and several middle schools. We want to increase early intervention and workforce preparedness to help them enter high paying careers. SCS Office of Family and Community Engagement Vision - Through transformed communities and partners, we will work to address the needs of families and students both at school and at home. We will work to address the whole-child in order for academic and social success to improve at a strategic and aggressive pace. Mission - To build stronger relationships with families and communities through partnerships to ensure that families are well-equipped, communities are resourceful, and students have what they need to receive the education in an environment they deserve! ESA has a core value of Community and Neighborhood, citing the need for partnerships to increase students’ and families’ capacities to effectively engage and thrive in school. TN Department Of Education69 Districts and schools in TN will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life. ESA will exemplify excellence and equity by equipping students with the 4 C’s and STEM skills to contribute to future success in their chosen paths. Education Priorities: Building skills in early grades to contribute to future success TN Department Of 69 The Tennessee Science Standards require the https://www.tn.gov/education.html  26 Equity is a Core Value of ESA. ESA will engage young       Education Science Standards70 integration of technology and engineering within and beyond the science context. The elementary science progression is designed to capture the curiosity of children through relevant scientific content. Engaging a young scientist with the practices and discipline of science is imperative in all grades but essential in grades K-5. scientists and integrate technology and engineering beyond the science context because it is “essential in grades K-5.” TN STEM Innovation Network (TSIN) The mission of TSIN is to promote and expand the teaching and learning of Science, Technology, Engineering, and Mathematics education in K-12 schools across Tennessee. ESA will promote and expand STEM teaching and learning in TN. TN Department Of Education STEM Strategic Plan The need for fully integrated K–12 STEM education in Tennessee has never been more critical. ESA will implement K-5 STEM Education. TN Department Of Education Digital Readiness K-8 Computer Science Standards Tennessee students have various 21st century needs that their K-12 education should address enabling them to engage and thrive in a connected, digital world. ESA will address 21st century needs of TN students to engage elementary students in Computer Science and STEM so they will thrive in a connected digital world. TN Department of Education Career and Technical Education (CTE)71 Vision of Excellent (CTE) Instruction Educators strive to prepare students to meet the demands of the postsecondary pathway of their choosing. This means - CTE does more than simply prepare students for careers, it provides students with an opportunity to develop specific academic, intellectual, technical, and 21st century skills necessary to be successful in career and in life. ESA’s mission focuses on 21st century skills to be successful on careers.. TN Environmental Literacy Standards The mission of the Tennessee Environmental Literacy Plan is to use statewide partnerships to increase environmental literacy in Tennessee by focusing on children and youth through a place-based Environmental Literacy Program...which creates opportunities for students to learn about their community through inquiry, critical thinking, service learning, and creativity. Students…develop their communication skills by reporting their research findings to their peers and the ESA will encourage students to become environmental stewards through recycling, gardening, outdoor activities, and environmental engagement infused into the STEM curriculum. The Environmental Literacy Standards also emphasize 70 https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles4/10-20-17_III_J_ Non-Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf  ​https://www.tn.gov/content/dam/tn/education/ccte/cte/cte_vision_of_excellent_instruction.pdf  27 71       community. Tennessee students... will have the problem-solving, critical thinking, and decision-making skills needed to be globally competitive environmental stewards. TN Charter School Center72 Our mission is to support and cultivate high performing charter schools and advocate for autonomy, accountability, and choice across public education in Tennessee. Equity: It is essential that we work to create an equitable environment for all of our families...From equal funding across schools, fair distribution of quality teachers and legitimate access to a variety of meaningful experiences that foster growth and opportunity, equity is key in closing achievement gaps and expanding opportunities Critical Thinking and Creativity (2 of the 4C’s) to foster environmental stewardship. ESA will increase choice, equity, and access to meaningful experiences, through a collaboration with a plethora of stakeholders, in line with our Core Value of Community and Neighborhood. Equity is a core value of ESA. Collaboration is a 21st Century Core Competency. Collaboration In order to achieve the vision of all students accessing and realizing a high quality education, it is important that we work with, for and alongside a variety of partners, stakeholders and communities. Tennessee Pathways73 Levers for ensuring all students are college and career ready: 1. high-quality college and career advisement throughout K-12; 2. rigorous early postsecondary and work-based learning opportunities in high school; 3. seamless vertical alignment between K-12, postsecondary programs, and career opportunities as a result of effective partnerships among school districts, higher education institutions, employers, and community organizations. ESA meets the levers for #1 and #3: Partners from the University of Memphis, Dr. Fields and Dr. Goudie, and other partners who will discuss colleges and careers, and organizations in the Orange Mound Community such as CMS Taxes and My Cup of Tea. In addition to addressing priorities set by the chartering authority; ESA has contemplated how this educational environment benefits students and fits into the goals of universities in Memphis, TN and nationally because it is an educational crisis that so few minority students are prepared for STEM careers. 72 73 ​http://www.tnchartercenter.org/who-we-are/our-mission--values/  https://www.tn.gov/education/pathwaystn.html  28       In a US News STEM Solutions panel, Dr. Ani Cauce, President of the University of Washington stated that, "If you're thinking about STEM education, whether it's women or underrepresented minorities, you really have to be thinking about it from cradle to college. By the time they hit kindergarten, many of them are already behind. There is leakage in every step of the pipeline so you have to have programs at every step of the pipeline.”74 They therefore developed the “academic redshirt” program for low-income students to study engineering in a five-year cohort so they can be supported to remain in STEM majors, experience success, and graduate. Similarly, The University of Memphis received $1.7 million in National Science Foundation funding for scholarships “...to support a diverse set of students in an urban context, including first-generation and underrepresented groups, in their development of a STEM identity — the lack of which is a fundamental reason that students often select out of STEM majors and careers,” according to Dr. Craig Stewart.75 As Dr. Cauce and Dr. Stewart highlight, lack of STEM access is a persistent and pervasive permeating problem at the college level, which a STEM based elementary education could mitigate. The chart below outlines how ESA’s mission aligns with those of Memphis universities and colleges. Encore STEM Academy Mission Alignment to Colleges and Universities in Memphis, TN Memphis College/University Mission/Vision/Goals ESA’s Alignment Baptist Memorial College of Health Sciences To fulfill its mission, Baptist Memorial College of Health Sciences is committed to educating individuals to value competence, caring and collaboration in their roles as members of the interprofessional healthcare team. ESA’s mission includes the importance of collaborating (one of the 4C’s) to meet objectives. Christian Brothers University School of Science An engineering education from CBU creates a rich understanding of engineering concepts, enabling our graduates to sustain successful careers as critical thinkers and lifelong learners. ESA’s mission includes enabling students to become critical thinkers (One of the 4C’s). Students will learn engineering concepts through STEM. LeMoyne Owen College The College provides a liberal arts core curriculum which equips our students with important skills for the business world, including communications and critical thinking. ESA’s mission includes the importance of communications and critical thinking (2 of the 4C’s) for high academic achievement. Rhodes College Department of Environmental Studies and Sciences The program encourages a personalized combination of interdisciplinary coursework and ESA’s Core Values include encouraging students to become environmental stewards. 74 75 need footnote  https://www.bizjournals.com/memphis/news/2018/09/25/u-of-m-lands-1m-stem-scholarship-grant.html  29       a sustained examination of global and local contexts and environmental issues from many perspectives. University of Memphis MemphiSTEM Project We know that the nation and our world can use more people with undergraduate degrees STEM. Our sole purpose is to promote STEM careers among U.S. citizens and permanent residents. ESA seeks to increase the number of students who graduate from college and choose STEM careers, beginning with early preparation. University of Tennessee Health Sciences Center The mission of the UTHSC is to improve the health and well-being of Tennesseans and the global community by fostering integrated, collaborative, and inclusive education, research, scientific discovery, clinical care, and public service. ESA’s mission includes collaboration (one of the 4C’s) which is key for UTHSC professionals to effectively serve its constituencies. The mission of Encore STEM Academy, to provide elementary students in the Orange Mound Community with 21st Century Core Competencies of Critical Thinking, Collaboration, Creativity, and Communication for high academic achievement, is in alignment with national, state, and local priorities, colleges and universities. Through fulfilling the mission, the overall vision will be actualized and students will be mobilized to transform themselves, their families, and their communities. With a high quality STEM and Computer Science education, students will have the increased capacity to excel in all content areas and have a higher likelihood to enter fields with increased salaries in the future. Describe the vision of the proposed school and how it will help achieve the school’s mission. Encore STEM Academy’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in middle schools, high school, college, and careers. The mission of ESA is to provide elementary students in the OM Community with 21st Century Core Competencies of Critical Thinking, Collaboration, Creativity, and Communication for high academic achievement. ESA’s vision helps achieve the school’s mission by exposing students to a range of possibilities to help them stay focused and engaged in school and increase academic achievement. The 4C’s are skills that help achieve the school’s mission by developing the genius, talents, and innovative mindsets of students, teachers, and the school community. The rapid advances in knowledge and technology in the 21st century require that schools continuously improve and provide support for students to be prepared for careers that will require different skills sets, but will also result in higher academic success in school and receive higher salaries in the future. ESA’s vision is that the Techies achieve academically and behaviorally and own their decisions and outcomes. The TN Department Of Education’s STEM Strategic Plan strongly advocates that TN schools must make it our goal to increase the number of students who come out of K–16 education prepared for high-demand STEM-related careers which have higher salaries and increased job satisfaction. Creating real world 30       solutions and developing projects to grapple with situations that students choose will enable them to practically apply the learning processes in a tangible meaningful way, enjoy learning, and feel proud and confident of the work they create. It will even lead to increased opportunities beyond high school and success in college and careers. The vision of Encore STEM Academy helps achieve the school mission and that of the TN DOE for Tennessee children to “lead the nation in STEM industry growth...increase student achievement in STEM learning, expand student access to effective STEM educators, build broad based community awareness for STEM professions..and equip students for the STEM careers of the future (p. 2).” Ultimately these STEM skills are likely to produce high academic achievement. The Tennessee Department of Education’s Digital Readiness K-8 Computer Science Standards strongly advocate that investing in Computer Science will directly benefit Tennessee’s economy because of the increasing number of high wage technology jobs across industries that use Computer Science skills. Computer Science is more than coding. Described as a new language, it is the foundation for all computing. When students understand why and how computers work, computer science knowledge can inform them to be increased producers instead of consumers of technology. The vision of Encore STEM Academy helps achieve the school mission by implementing Computer Science on an elementary level providing more students in Tennessee with the foundation that will “enable them to engage and thrive in a connected, digital world...and encourage students to understand they why of STEM so that they can begin to see connections to careers, and inspire them to learn Science and Math (p. 2)” Ultimately these Computer Science skills will produce high academic achievement. According to AdvancED, “Today more than ever, institutions must prepare their students for careers of tomorrow by fostering and perpetuating enthusiasm for STEM disciplines.” Sandy Watkins, Director of TSIN states that, "Quality STEM programs prepare students for the jobs of tomorrow and promote Tennessee’s competitiveness in the global economy, "This initiative (Future Workforce Initiative) will expand the efforts of the Network and our partners to reach our shared goal, that all students in Tennessee have access to quality STEM learning opportunities - regardless of zip code." The zip codes of 38111 and 38114 do not have these opportunities, and Encore STEM Academy would like to open an elementary school to provide this opportunity. The Future Workforce Initiative aims to put Tennessee in the top twenty five states for job creation in the technology sector by 2022 through three areas of emphasis including: 1. Launching new CTE programs focused in STEM fields with 100 new middle school programs and tripling the number of STEM-designated public schools by 2022. 2. Growing the number of teachers qualified to teach work-based learning and advanced computer science courses through STEM teacher training and implementation of K-8 computer science standards. 3. Expanding post-secondary STEM opportunities in high school through increased access to dual credit, AP courses and dual-enrollment. While those goals focus on middle and high school, Encore STEM Academy knows that the foundation of STEM learning should begin as early as possible, thus we are proposing an elementary STEM school. The vision of ESA helps achieve the schools’ mission and is in alignment with The Future Workforce Initiative by introducing CTE, STEM, and computer science at an earlier age. For Tennessee students to be successful with CTE programs in middle school, enroll and excel in Advanced Placement courses and dual enrollment in high schools, and their schools progress enough to become a STEM designated public school, they have to begin learning and preparation earlier. It is our vision for each of our 240 students to 31       be prepared to excel in Tennessee STEM fields. It is our vision that they will continue to develop their Computer Science skills and when they enter high school enroll and pass the AP Computer Science courses. It is our vision that when the first cohort of Encore STEM Academy students graduates high school, they are engaged in a success plan that incorporates their highly sought after knowledge of Computer Science, their proficiency in the 21st Century Core Competencies, and their ability to create and produce at a high level. These young adults will have already experienced internships, AP courses and dual enrollment. Industry partners will provide opportunities for them to earn a salary while being engaged in college coursework. Through their work with projects, they will have produced solutions to real and pressing world issues. They will be involved in practices such as recycling, conservation, and healthy eating that show they have a respect for themselves and the environment. These students will stand out in any area they choose as excellent critical thinkers, effective collaborators, eloquent communicators, and exceptionally creative people. As a school, it is our vision to implement a robust STEM program with fidelity and distinction to earn the TSIN STEM School Status like Whitehaven Elementary and Advanced STEM Status like Oak Ridge Schools76 We have reviewed key benchmarks for each designation and incorporated indicators of each distinction into our school’s strategic plan. TSIN STEM Designation The Tennessee STEM Designation process recognizes schools that promote rigorous and experiential learning opportunities for all students.77 The Tennessee STEM School Designation was developed to provide a “roadmap” for schools to successfully implement a STEM education plan at the local level. The tools and resources created define the attributes necessary for a school to create a comprehensive STEM learning environment for its students. A school that receives Tennessee STEM School Designation will be recognized by the Tennessee Department of Education for its use of STEM teaching and learning strategies and serve as a model from which other schools may visit and learn. Designated schools will also be invited to share promising practices at the annual Tennessee STEM Innovation Summit and become a member of Tennessee STEM Innovation Network’s group of schools. All K–12 schools serving students in Tennessee are eligible. In planning ESA, key components of a STEM school design are taken into consideration for implementation and gradual attainment. ​The STEM School Designation rubric denotes five key attributes of a successful STEM school:78 Infrastructure: To effectively implement STEM strategies, a strong strategic plan, designed by teachers, leaders, and community partners, is executed with integrity across the school year. ● Attribute 1.1 STEM Action and Sustainability Plan: Detailed STEM strategic plan grounded in research and in which actions toward the Tennessee STEM Attributes are outlined. ESA will continue to research the most robust and relevant STEM curriculum, those currently identified are RePublic Schools, code.org, Odysseyware, Learning Blade, and Teach Engineering. We will also determine best ways to create whole school STEM practices (integrated curriculum, co-teaching ​https://www.advanc-ed.org/services/stem-certification  https://www.tsin.org/news/2018/tennessee-stem-school-designation   78 https://irp-cdn.multiscreensite.com/d980f98f/files/uploaded/Final%20Tennessee%20STEM%20School%20Designation%20Pro cess%20Introduction%20Rubric.pdf  76 77 32       opportunities, cross disciplinary projects) while still having adequate achievement levels in core content areas. These curriculum integration will likely occur Year 5, after we have had fifth grade matriculate. ● Attribute 1.2 Leadership Team: STEM programming requires leadership teams who collaborate and engage in dialogue frequently about the STEM action plan’s design and effectiveness. School leaders provide the opportunity for staff members to exhibit responsibility and commitment to the success of the school. The staff contributes to and has a say in decisions regarding the school. The staff collaborates for continued improvement. ESA’s leadership model is unique in that the ED is a STEM teacher and will have oversight over the STEM curriculum. While he will work primarily with the STEM and Science teachers Year One as the STEM foundation is laid, he will create opportunities for authentic collaboration among disciplines. ● Attribute 1.3 Leadership Professional Development: School leaders participate in professional development that addresses STEM education issues in order to develop concepts of innovative leadership practices, enhance capacities to promote best practices across the curriculum, develop strategies to promote staff effectiveness and improve teaching and learning environments and to prepare leaders with the procedures and policies to promote success. ESA’s ED has attended training sessions through code.org, US Navy Sea Perch underwater robotics, 3D printing, Odysseyware. Farm to School, College, Career, and Technical Education, STEM certification training, and other Science and STEM trainings offered by SCS. On a leadership level, he will be able to work with the staff and take a team to trainings that could have a more wider reach. ● Attribute 1.4 School Environment: Facilities have been adapted or designed for STEM learning. Spaces are available for collaboration and project work. Obvious efforts have been made to make resources available to students for use in learning, design, and project effort. Once a facility is chosen, STEM design elements will be implemented, as appropriate, including flexible seating options. open spaces, maker space, gardens, and communal gathering areas. ● Attribute 1.5 School Schedules: School leaders create school schedules that allow consistent teacher collaboration; co-teaching and integration of subjects; and ample time for projects, teacher planning, and non-traditional courses. ESA is offering a non-traditional course of STEM/Computer Science as a core course offering with the full amount of time as the core content courses. Teachers will have collaborative time embedded in their schedules. When projects begin, the STEM teacher will lead the process of creating cross curricular and integrated projects so the core teachers can focus on their academic contents, teaching and learning, in preparation for TN state assessments. Curriculum and Instruction: Students are exposed to rigorous, hands-on curriculum, with a strong emphasis on Problem and Project Based Learning (PBL) and the integration of the Engineering Design Process. ● Attribute 2.1 Project-based and Problem-based Learning: Quality STEM learning experiences are student-led, engaged in real-world content and multiple solutions for promoting student collaboration and carefully designed to help students integrate knowledge and skills from Science, Technology, Engineering, and Mathematics. Problem solving learning at this school requires a thorough process of inquiry, knowledge building, and resolutions. Curriculum includes projects, often interdisciplinary and ranging from short- to long-term, which are focused on solving an authentic problem. ESA will have one project/exhibition at the end of Year One, after all benchmarks have been taken as an end of the year culmination of their work. We will continue to do annual exhibitions as we determine the level of involvement needed for a quality product. 33       ● Attribute 2.2 Engineering Design Process & the Design Thinking Process: Quality STEM learning experiences require students to demonstrate knowledge and skills fundamental to the engineering design process and design thinking (e.g., brainstorming, researching, creating, testing, modifying). ESA Techies will utilize these skills throughout the STEM class as well as in Science where the Next Generation Science Standards utilize engineering design processes as well as the Teach ENgineering curriculum. ● Attribute 2.3 Quality of Technology Integration: Technology is seamlessly embedded within the lesson and activities of all content areas and is not demonstrated as a separate entity, providing a student-centered environment that encourages personalized and blended learning. ESA is working toward that goal. We aim to be a 1:1 technology school; we will begin as a 2:1. We have however identified areas in the budget where we will be more conservative (costs for teacher and student recruiting are upwards of $10,000). We can significantly reduce those costs and channel that funding into the technology budget. This would allow more access for coursework as well as online state testing. ● Attribute 2.4 Exploring STEM Careers: Quality STEM learning experiences help students better understand and personally consider STEM careers. ESA has several industry partners in a gamut of STEM related fields who will provide learning experiences, curriculum, job shadowing, and exhibition assistance. They will share their career journey and college experience and provide any information students request that would help them best understand the variety of careers that are available to them. ● Attribute 2.5 College and Career Readiness Skills: Students use employability skills of communication, creativity, collaboration, leadership, critical thinking, and technological proficiency to create and consume in authentic ways. ESA’ s mission and the 21st Century Core Competencies embody these values as well as the Computer Science experiences. ● Attribute 2.6 Integrity of the Academic Content (including Cognitively Demanding Work): Quality STEM learning experiences are content- accurate, anchored to the relevant content standards, and focused on the big ideas and foundational skills critical to future learning in the targeted discipline(s). A Designated STEM School establishes curriculum expectations, monitoring, and accountability mechanisms that are reflectively revised to ensure a constancy of mission purpose (aligned resource allocation, integrated STEM curriculum development, teacher professional growth, and student results). Students use thinking and process skills. This includes considering alternative arguments or explanations, making predictions, interpreting their experiences, analyzing data, explaining their reasoning, and supporting their conclusions with evidence. Providing cognitively demanding work will promote student achievement in the areas of math and science. The 21st Century Core Competency rubric is aligned with this attribute, and we expect 80% of our Techies to be proficient in every areas. ● Attribute 2.7 Enrichment Learning Activities: Students are given the opportunity to participate in STEM enrichment activities that take place before, after, or during school hours. (e.g. competitions, STEM exhibits, robotics, Science Olympiads, DECA, TSA, HOSA, FCCLA, Future Educators Association, FFA, Business Professionals of America, FCCLA, clubs, makerspaces, etc.) ESA Techies will be involved in Tech Talks, Tech Explorations, and community experiences such as animal adoption and wellness, and every Techie is enrolled in the STEM class. Professional Development: All staff members have the opportunity to engage in targeted professional learning opportunities that promote innovative teaching practices. 34       ● Attribute 3.1 Quality STEM Professional Learning: Quality STEM professional learning aligns with STEM initiatives and is provided throughout the year to support the school’s STEM action plan. Through the West TN STEM Hub, PELT (Partnership for Environmental Literacy Training), University of Memphis, and SCS, teachers will be able to engage in STEM learning activities to support the STEM action plan. Also, the ED has extensive STEM experience and will provide training. ● Attribute 3.2 Designing PBLs: Teachers participate in professional development that addresses integrated content, community/industry partnerships, and connections with postsecondary education, pedagogy, art and design opportunities, and digital learning in order to develop PBLs that are custom designed to provide relevant learning for the school’s student population by providing opportunities to research challenges within the community. Through the aforementioned partners and many others such as Medtronics, Clean Memphis, and TN State Parks, students will research environmental issues that affect student achievement such as blight, pollution, food blight, etc. United Parents and Students provides training to families on overcoming challenging community issues that they can collectively advocate for through various mediums (including art and political advocacy)Mrs. Jade Thornton’s letter of support is in Attachment E. Achievement: Student learning targets are rigorous and standards-driven. Student mastery is frequently assessed and data drives teacher decision making. ● Attribute 4.1 Performance Assessments: A variety of assessments are incorporated to measure student outcomes and teacher instruction to ensure a strong, innovative, and cohesive STEM program. The assessment plan includes rubric-based performance assessments that require students to demonstrate knowledge of STEM concepts and skill in completing authentic tasks that model performances in workbased learning. STEM assessments that ESA will utilize are the 21st Century Core Competencies rubric and the code.org self assessments that are provided in the curriculum. The ED will continue to research other assessment tools as he builds the schoolwide STEM curriculum. ● Attribute 4.2 Accountability (Data): Diagnostic, ongoing, and vertically and horizontally aligned formative and summative assessments are used for all students to drive instructional decisions to promote student achievement. The ICS will formulate and continue to manage data to drive instructional decisions in the core content areas. The ED will align assessments for the STEM curricular. Community and Post-Secondary Partnerships: Community organizations and post-secondary partners provide opportunities for students to make connections between classroom learning and the outside world. Attribute 5.1 Partners Support Instruction: Direct experiences with STEM professionals, professional STEM work environments, and/or practical applications of STEM content, including experiences that incorporate innovative design and art immersion led by professionals within the arts community, during and/or outside school are available to students. ESA could potentially address this attribute in a Tech Exploration where students, parents, and community members can create a arts group. We do have art parenter from the Orange Mound Art Gallery, Mary Mitchell, who would work with us on this project. 35       AdvancEd STEM Certification The AdvancED STEM Certification provides a proven, research-based framework and criteria to assess and validate the quality, rigor and substance of STEM educational programs. Through the certification protocol, Encore STEM Academy will build awareness, increase expectations and demonstrate a commitment and ability to deliver high-quality STEM education. We have the vision to receive AdvancED STEM Certification because it is a mark of STEM distinction and excellence. AdvancED STEM Certification provides a robust external review process that is beneficial to our realization of school goals, continual improvement, and external assessment and review. 79 The protocol includes: • Combines a data-driven internal review process and an external diagnostic review process to provide our educators with detailed findings and a clear roadmap to stimulate and sustain dramatic improvement. • Demonstrates Encore STEM Academy’s ongoing commitment and capacity to prepare students for STEM fields of study and work. • Communicates to postsecondary business and industry leaders that the school is committed to driving higher levels of student achievement. • Requires STEM school leadership to engage stakeholders in an honest and continual evaluation of policies, strategies and learning conditions in order to achieve desired outcomes. AdvancED STEM Standard and Indicators STEM students have the skills, knowledge, and thinking strategies that prepare them to be innovative, creative, and systematic problem-solvers in STEM fields of study and work. STEM LEARNERS ST1.1 The STEM school/program supports non-traditional student participation through outreach to groups often underrepresented in STEM program areas. ST1.2 Students work independently and collaboratively in an inquiry-based learning environment that encourages finding creative solutions to authentic and complex problems. ST1.3 Students are empowered to personalize and self-direct their STEM learning experiences supported by STEM educators who facilitate their learning. ST1.4 Students use technology resources to conduct research, demonstrate creative and critical thinking, and communicate and work collaboratively. ST1.5 Students demonstrate their learning through performance-based assessments and express their conclusions through elaborated explanations of their thinking. ESA serves a non-traditional group of STEM learners in the 38111 and 38114 zip codes. The student population will be over 80% African American and over 10% Hispanic. Orange Mound is considered a STEM desert and most STEM opportunities atre for students in optional schools. Their STEM cours will infuse technology resources to implement the four C’s, in line with the mission and vision of ESA. ESA students will have the opportunity to express and demonstrate their learning through projects and exhibitions, Tech Explorations, and Tech Talk. ​https://www.advanc-ed.org/sites/default/files/documents/state-resources/STEM%20Standard_web-ready.pdf  36 79       STEM EDUCATORS ST1.6 The interdisciplinary problem-based curriculum includes a focus on real world applications. ST1.7 STEM educators collaborate as an interdisciplinary team to plan, implement, and improve integrated STEM learning experiences. ST1.8 STEM learning outcomes demonstrate students’ STEM literacy necessary for the next level of STEM learning and for post- secondary and workforce readiness. ST1.9 STEM teachers and leaders participate in a continuous program of STEM-specific professional learning. ESA will have two Stem specific educators, and a Science teacher, and together they can plan for integrated STEM activities. STEM EXPERIENCES ST1.10 Community, post-secondary, business/industry partners and/or families actively support and are engaged with teachers and students in the STEM program. ST1.11 Students are supported in their STEM learning through adult-world connections and extended day opportunities. One of ESA’s strengths is the wealth of resources that we have to support our STEM programs from the university, industry, and community. After review of the indicators both organizations, ESA has developed the following process for attaining the AdvancEd STEM Certification and TSIN STEM Designation as a long term goal of our school. The following chart provides a vision of how we propose to work toward attainment of these distinctions, and progressive steps toward goals. Encore STEM Academy Vision for Attaining AdvancED and TSIN STEM Designated School Status Year Y0 20192020 Y1 20202021 Y2 20212022 Y3 20222023 Y4 20232024 Y5 20242025 Y6 20252026 Grades Served Planning Year K, 1, 2 K, 1, 2, 3 K, 1, 2, 3, 4 K, 1, 2, 3, 4, 5 K, 1, 2, 3, 4, 5 K, 1, 2, 3, 4, 5 AdvancED Indicators ST1.1 ST1.2 ST1.10 Continue ST1.4 with ST1.5 previous ST1.6 indicators . First year for state tests. Focus on TNstate tests for grades 3, 4, and 5. ST1.3 ST1.7 ST1.8 ST1.9 ST1.11 Apply for AdvancE D 37 Y7 20262027 K, 1, 2, 3, 4, 5       TSIN Indicators 1.1 1.3 1.4 1.2 4.2 3.1 2.2 2.3 2.7 5.1 3.2 2.1 4.1 2.4 3.1 Focus on TNstate tests for grades 3, 4, and 5 2.5 3.2 Community & PostSecond ary Continue to gather partners, add ten per year 10 partners 20 partners 30 partners 40 partners 50 partners Apply for TSIN Vision for Orange Mound Renaissance We envision that through Computer Science and Coding, we can increase access to economic opportunities, in one generation. A Core Value of Encore STEM Academy is equity, and that is purposeful in choosing the location. Orange Mound is the targeted location for a strategic reason because it is our belief that schools serve the students and are anchored in the community where they exist. This anchoring comes with responsibility. There is personal investment in the Orange Mound community, and the vision for ESA is that when we look ahead, we will see that through education, there has been positive effects on the neighborhood, blight elimination, and environmental beautification. Several of the Founding Board Members and the Co-Founder are from Orange Mound: Kim Bradley, Chanda Robinson, Myra Hamilton, Ashiqua Jackson, and Peggy West. It is our vision that as we exist beyond the doors of the school, we will always serve the community. As we produce high achieving scholars, we also want to simultaneously eradicate effects of poverty, trauma, and blight that has ravaged the communities. While our visions are lofty, they are attainable and we have studied and worked with similar school models which expand their reach beyond the educational objectives. This will help achieve our mission of working with elementary students specifically in Orange Mound. In addition to increasing and diversifying academic opportunities, there is a zeal to see the environment revitalized and expand impact beyond the school doors. Similar to Harlem Children’s Zone in New York, High Tech High in San Diego, CA, RePublic Schools in Nashville, and Memphis Business Academy Schools in Frayser, we are aware that schools are pivotal in the community and can serve as the catalyst for transformational improvement and economic upliftment. Schools bring activity, life, and new interest to an impoverished community. Harlem has experienced extensive community overhaul due to the influence and investment of the Harlem Children’s Zone Schools, which now span cradle to college. Their programs include Baby College, health and community centers, year round academic and social supports, and extensive family, cultural, and recreational programs.80 Their programming is not limited to people attached to the school, but also to Harlem residents. ESA Co-Founders have spent over a decade studying, visiting, and being engaged in progressional development at the Harlem Children Zone, learning their best practices, models for community change, and meeting key personnel at the forefront of the work and we have received a letter of support from their Director of Middle School Programs, an Orange Mound native who moved to Harlem. As a strong model for success in community partnership and development and comprehensive programming, Harlem Children Zone is an example of the futuristic vision and goals of ​https://hcz.org/about-us/  38 80       Encore STEM Academy to revitalize Orange Mound and increase opportunities for family growth and development. High Tech High in San Diego, is a PreK-12 school system that is “diverse by design” and has expanded beyond academic learning as a beacon for equity, project based learning, and innovative school design.81 In addition to academic programs, they are a haven for students who are new to the United States no matter how they arrived. Having one school in close proximity to the Mexican border, they have provided a safe space for students and families with minimal disruption to learning despite political uncertainty. Oprah Winfrey and Bill Gates describes HTH as…”a model that is working. Everyone should want their kids to go to a high school like this.”82 ESA Co-Founders are engaged in the HTH New School Creation Fellowship Program, being immersed in deeper learning, project based experiences, and innovative school design. Having the opportunity to visit many of the campuses, meet students and teachers, and engage in their curriculum has been instrumental in the thought process behind infusing STEM and Computer Science for all students at ESA and the Graduate School Directors have provided a letter of support for our application in Attachment E. From the teacher’s perspective, it is impressive that adults are engaged, work collaboratively, and have a level of esprit de corps and trust of students. They fully expect students to own and explain their learning outcomes, beginning at Kindergarten. It is our vision that Encore STEM Academy will create an academically challenging and creative environment where teachers are excited to work, students are able to explain their learning, and that everybody wants their child to attend. RePublic Schools in Nashville, TN are some of the highest performing charter schools in Tennessee, and have the dual distinction of being both in the top 5% for student growth and performance. One of their Liberty Collegiate was one of only nine schools in Tennessee to rank in the top 5% for student growth and performance in 2015. To date, Liberty Collegiate and Nashville Prep are the only two charter schools in Tennessee history to earn this dual distinction. With the mantra for ReImagining public education in the South by preparing kids for college and teaching them to code, this school system has transformed educational access, outputs, and increased academic achievement. They have expanded outreach to Nashville children ages 9-16, even if they do not attend their schools through the Cato Center which is committed to building a community to engage with entrepreneurship and Computer Science. The Cato Center hosts classes, workshops, and summer camps for all Nashville students ages 9-16. Students learn to develop games, design websites, build robots, pilot drones, and mix music, as they develop entrepreneurial skills. Some of the programs they offer are Robotics, Game Design, Web Design, and Drones. Describing their schools as the epicenter of change in cities renowned for their education reform movements, they are closing the digital literacy gap in Nashville. It is our vision that like RePublic Schools, students will experience historical academic growth and progress, utilize Computer Science and coding to create innovative technology products, and that Encore STEM Academy will be the epicenter of change. Paris Wright, an Orange Mound teacher who is moving to Nashville to work at RePublic Schools, has written a letter of support, in Attachment H. Memphis Business Academy Schools in Frayser, where Dr. Bradley serves, have experienced phenomenal growth and community development since its’ inception. Serving students in one of the most poverty stricken zip codes in the state of Tennessee, 38127, has provided increased impetus to revitalize the community because students should view beauty and stability as they walk to school, and be proud of their 81 ​https://www.hightechhigh.org/  ​https://www.youtube.com/watch?v=TF06lpwC-ho  39 82       school facilities!83 The neighborhood should welcome the school as a great option to enhance the physical surroundings. MBA purchased a former blighted K-Mart, renovated it, and it is now the main campus, servicing MBA Middle and High Schools. They developed an award winning and environmentally friendly wellness facility and community garden with Self + Tucker Architects, which serves the school and community members. The Frayser Council, Friends of Frayser, and the Frayser Exchange Club have met there, among other sports organizations for the recreational space. The Lead Architect, Mr. Tucker, has provided a letter of support for the level of collaboration involved to develop this community landmark and the local and national awards received. Currently, MBA is involved in a $14 million project to convert a former nightclub and strip mall into one of the elementary schools with stores, this mall will be fully occupied once open.84 Overall, MBA has invested over $20 million into Frayser, a once-forgotten community. Additionally, all of the abandoned buildings adjacent to MBA - most of which were abandoned, rotted eyesores, have been purchased and demolished to make way for soccer and football fields.85 It is Encore STEM Academy's vision that in the future, we will join efforts to transform properties, repurpose blighted buildings, beautify Orange Mound, and make the community proud and welcoming of our presence as a school nestled there. As each of those educational institutions exemplify, schools serve as a catalyst of community development. It is our vision that students will continue their lifelong learning and apply to real world solutions for Orange Mound and Memphis, TN and the mission- equipping students with 21st Century Core Competencies, will provide the driver for high academic achievement. Encore STEM Academy’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in middle schools, high school, college, and careers. Like Whitehaven Elementary, the only elementary in Shelby County Schools recognized with the prestigious distinction as a Tennessee STEM Designated School, ESA would like to receive that honor because we “​promote and implement rigorous STEM-related learning opportunities for all.”86 Like Oak Ridge Schools in TN, we want to earn the prestigious distinction of AdvancED STEM accreditation because we “deliver a high quality STEM education.” We have the vision of students academically achieving in all content areas, being producers more than solely consumers of technology, increasing their capacity to work with community partners and being active and engaged learners. We have the vision of teachers enjoying their school, and working collaboratively with the best interest of students at the forefront. We have the vision of community transformation of Orange Mound. 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; Encore STEM Academy’s mission and vision will meet the prescribed purposes for Tennessee charter schools found in T.C.A. § 49-13-102(a) as outlined below: 1.​ Improve learning for all students and close the achievement gap between high and low students; 83 84 85 86 https://www.bizjournals.com/memphis/news/2017/05/03/why-one-charter-school-is-about-to-spend-11m.html  ​https://www.memphisdailynews.com/news/2018/aug/18/new-life/  ​http://www.wmcactionnews5.com/2019/01/18/memphis-charter-school-build-new-stem-academy-sports-complex/  https://www.tsin.org/news/2018/tdoe-announces-first-fifteen-schools-receive-tennessee-stem-school-designations  40       Encore STEM Academy will improve learning for all students and close the achievement gap between high and low students by providing a quality option and specialized environment not currently available in the target neighborhood of Orange Mound, in alignment of Priority Four of Destination 2025, expanding high quality school options. Of the elementary schools, Orange Mound schools are the fifth lowest in academic performance. Providing an environment where students are able to learn and explore, and are supported in their creative processes helps all students to grow academically. An intentional data driven review on their current academic status, strengths, and deficits, will allow us to ensure that we meet the needs of the lowest academically performing students while continuing to create opportunities for high achievers to progress. In formulating academic goals for Encore STEM Academy we reviewed data for current schools and indicated that we anticipate a 10% increase over those schools, and that Science would be the highest achieving category because of the school environment. 2. ​Provide options for parents to meet educational needs of students; Encore STEM Academy strives to provide an elementary school option that is unique to currently existing schools in Orange Mound and to add to the educational landscape of Shelby County Schools, in alignment of Priority Four of Destination 2025, expanding high quality school options. Currently several Orange Mound elementary schools are in a state of uncertainty, such as a possible closure of Hanley Aspire School,87 and the possible consolidation of Bethel Grove Elementary, Dunbar Elementary, and Cherokee Elementary into one school location.88 With such uncertainty, parents want to evaluate viable options. ESA hopes to provide an additional elementary option, where the students can experience a STEM based curriculum in Orange Mound. According to Shelby County School Regional Seats Analysis, the Orange Mound neighborhood could benefit from more quality seats at the elementary level. 3. ​Encourage the use of different and innovative teaching methods, and provide greater decision making authority to schools and teachers in exchange for greater responsibility for student performance; Encore STEM Academy will use different and innovative teaching methods of STEM and Computer Science based curriculum for the extracurricular course. With the autonomy of operating a charter school, we accept and expect greater responsibility for academic achievement, teacher and student engagement, overall school performance, and accountability to the Shelby County Schools Office of Charter Schools. With the decision making authority over STEM coursework, school length of day, teacher professional development, feedback and input, and school culture we expect to positively enhance student performance academically, socially, and culturally. Teachers at ESA will be content specialists, a luxury not often available for elementary school teachers who have to often teach all subjects. Teachers in grades K will teach ELA/Social Studies or Math and Science. Teachers in 1 and 2 will teach either ELA, Math, Science, OR Social Studies to grades 1 and 2 each.We expect that teachers who are given the ability to teach their favorite or most successful content will provide a better teaching delivery to students. 4. ​Measure performance of pupils and faculty, and ensure that children have the opportunity to reach proficiency on state academic assessments; https://www.chalkbeat.org/posts/tn/2018/11/05/aspire-memphiss-future-in-question-as-board-weighs-paths-fo rward/  87 88   https://chalkbeat.org/posts/tn/2018/12/11/plan-for-memphis-schools-would-fold-28-old-schools-into-10-new-on es/  41       ESA will ensure adequate progress and increased academic performance for students to obtain proficiency on state academic assessments. Progress will be measured through benchmarks and growth on NWEA. Students’ data will be assessed upon enrollment to review academic levels, strengths, and deficits that teachers need to address. Before school begins, a plan for academic growth will be created, according to the child's’ specific needs. Faculty will be measured on the areas of student growth, student achievement, observation of practice, students perceptions, and professionalism through the SCS approved TEM evaluation tool. 5. ​Create new professional opportunities for teachers; and Encore STEM Academy will create new professional opportunities for teachers throughout the school year, in alignment with Shelby County Schools Priority Three of Destination 2025, develop teachers, leaders, and central office to drive student success. The professional development calendar will mirror the schedule of SCS’ 2020 calendar, but will include an additional week in the summer prior to school beginning, and 13 days totals. As the Founding Teachers and School Staff, they have the opportunity to provide valuable input into school operations, and the draft of the employee handbook, which we will allow for the professional and valued input of teachers. STEM practices, opportunities, and competencies will be shared with all teachers to better understand the mission, vision, core values, and application of the 21st Century Core Competencies. Teachers’ strengths will be leveraged in order to share and disseminate best practices, create a professional coaching plan, and ensure that teachers are respected and valued so that they can in turn respect and value children in a supportive learning environment. We will provide opportunities for professional growth through engaging learning opportunities provided by the Instructional and Curriculum Leader, district wide through SCS, and local, regional or national conferences which strengthen teacher's professional capacity. 6. ​Afford parents substantial meaningful opportunities to participate in the education of their children. Every student and family is an authentic partner and should have real opportunities to shape the experiences students have in school, receive accurate and accessible information about students’ progress, and have a legitimate role in decision-making (TNTP, 2018). Encore STEM Academy will afford families substantial opportunities to participate in the education of their children through the following ways: ● The Founding Families will provide insight and input into the shaping of school culture, events, and policies. Parents will learn about and share valuable feedback on ESA through Envisioning Encore meetings where they discuss their children’s needs and assist teachers with developing individual success plans. ● Parent and Community Engagement room available on campus where parents can have technology access, work with projects, and hold meetings. ● We have partnered with United Parents and Students, a community advocacy group which works with families to address the factors outside of school boundaries that may pose barriers to learning and inhibit local quality of life. The Letter of Support is in Attachment E. ● Parents will be encouraged to attend board meetings for transparency, access, accountability, feedback, and input. ● According to TN Code Annotated § 49-13-104, the membership of a charter school's governing body shall include at least one parent representative whose child is currently enrolled in the charter school. The parent representative shall be appointed by the governing body within six months of the school's opening date. In January of 2021, an Encore STEM Academy Founding Parent will have the opportunity to 42       join the Governing Board and form a parent advocacy group. ● Progress reports and report cards will be disseminated through Encore Family Nights where we discuss data, student growth, and school academic status. There will be seven such meetings per year, and parent/guardians must come to the school to pick up the progress reports and report cards in order to receive them, increase communication, and proactive communication. ● Parents will participate in STEM activities to understand the Encore STEM Academy’s mission and vision and be equipped to engage their children in the 21st Century Core Competencies. ● Volunteer opportunities will be made available through field experiences, community meetings, service learning, and project exhibitions of learning. ● Parents will provide insight into best practices and future needs through the Parent Advocacy Group ● Based on the needs that families share, there will be seminars to provide services which increase their capacity for economic empowerment and increased school engagement. These services may include technology access, college and career information, clothing and food bank, home buying, tax preparation, legal assistance, gardening, and pet adoption. We have secured several community partners with expertise in these key areas to provide these meetings, in alignment with Priority 5 of Shelby County Schools’ Destination 2025. Describe how the mission and vision of this school addresses any priorities set by the chartering authority; and The mission and vision of Encore STEM Academy addresses priorities set by Shelby County Schools Destination 2025, core beliefs and values of SCS, mission of the SCS Science department, and goals of the Office of Charter Schools. ESA would like to partner with Shelby County Schools and the TN Department of Education to increase educational opportunities and open a STEM focused charter school in the Orange Mound community in Memphis, TN. ​SCS’s Destination 2025 has goals ​to increase proficiency in literacy and ​raise expectations of our students, citing "innovative and varied practices are needed in the classroom to provide students with learning experiences that will prepare them for life after graduation.89" Because the work and progress in charter schools is credited to the LEA, ESA would work simultaneously and consider itself a partner school to collaboratively reach and exceed the 2025 goals. ​As we submit this application, it is in the spirit and belief that as graduates of and employees of Shelby City Schools, we would like to work in partnership with the district in which we have been involved for our careers that supports us. ​Working together, Shelby County Schools and Encore STEM Academy we will positively influence educational outcomes and increase choices for children in Orange Mound. Shelby County Schools Office of Charter Schools suggest that charter operators have “a new approach to teaching and learning in areas saturated with low performance.”90 As a charter school authorized by SCS, ESA’s school plan aligns with goals for all jurisdictions that it serves; Section 1.1 highlights Mission alignment with those entities as well as local colleges and universities. Through Destination 2025, SCS has adopted specific priorities, with annual progress monitors and the year of 2025 for the actualization. By 2025, ESA will have been opened for five years, and have matriculated three groups of fifth graders to middle school. The following chart shows how ESA will work with SCS to achieve priorities of Destination 2025. 89 http://www.scsk12.org/2025/files/2016/Destination%202025%20Report_2015.pdf  http://www.scsk12.org/charter/files/2018/2018%20Shelby%20County%20Schools%20Supplemental%20Information%20for%2 0Charter%20Applicants.pdf?PID=1356  90 43       Encore STEM Academy’s Alignment to Shelby County Schools Destination 2025 Priorities SCS Destination 2025 Priorities ESA’s Alignment Priority 1: Strengthen Early Literacy ESA will provide students with a robust literacy curriculum from Houghcourt Mifflin Houghlin, infused with Accelerated Reader, MYON digital library, Lucy Calkins writing, and Words Their Way phonics. Priority 2: Improve Postsecondary Readiness ESA will provide students with a STEM and Computer Science curriculum and 21st Century Core Competencies that significantly increase postsecondary readiness. Priority 3: Develop Teachers, Leaders, and Central Office to Drive Student Success ESA will develop all employees to drive student success through a focus on academic achievement and engaging and meaningful STEM experiences. Priority 4: Expand High-Quality School Options While SCS has many high-quality school options, ESA will expand the opportunities and provide a STEM educational option in Orange Mound, which provides access at the elementary level. Priority 5: Mobilize Family and Community Partners ESA has garnered the support of over fifty families and community partners in Orange Mound, Memphis, and nationally who will provide material and technical assistance. The mission of Encore STEM Academy is to provide elementary students in the OM Community with 21st Century Core Competencies of Critical Thinking, Collaboration, Creativity, and Communication for high academic achievement. Encore STEM Academy’s Vision is to produce high achieving scholars equipped with 21st Century Core Competencies attained by a rigorous STEM curriculum who create real-world solutions with success in middle school, high school, college, and careers. Both the mission and vision align with that of Shelby County Schools priorities and goals of Destination 2025, as well as several entities and departments of our school district. It is our aim that we will work with the district to achieve the ultimate goal of students success and high academic achievement. Describe what the school will look like when it is achieving its mission. When Encore STEM Academy is achieving its mission, students will have high levels of academic achievement and growth as measured by standardized tests, understand and explain their academic data, be fully engaged in the 21st Century Core Competencies for academic and social growth, be familiar with and increasingly comfortable utilizing computer science, have a keen respect for the Orange Mound environment and the environment, and engage community partners in projects and exhibitions of learning. Families will be enthusiastic and committed to their child's’ academic growth, visible and present in school activities, and knowledgeable and supportive of STEM curriculum. Teachers will be profesional leaders of active and engaging teaching and learning, proliferate in their development of educational plans to increase academic outcomes, relentless in their pursuit of solutions to academic underachievement, and 44       effectively implement data driven academic plans. The school staff and administrators will be focused on academic growth, STEM projects, community outreach, and collaboration with external partners to leverage resources to strengthen the program. Parents will be excited that their child is enrolled at ESA and will recruit other families. Everyone - students, families, teachers, school staff and administrators, board members, and community stakeholders will be mission minded and focused on continual academic achievement and growth. As a school family, all stakeholders will be active, and committed to the Orange Mound community which we serve. Stakeholders will provide transparent and implementable feedback to help develop the school, revisit the school mission, and make necessary adjustments to operations or policies. Similar to Maxine Smith Middle and East T-STEM High, Encore STEM Academy will be the choice school that is innovative, interesting, and receives community accolades due to high academic achievement. When ESA is at full capacity, it will serve 240 students in grades K-5. Each student will have taken STEM and Computer Science classes, been involved in collaborative projects, and be prepared to enter middle school with a strong foundation in the core subjects and a well-rounded approach to education and life received by exposure to the 21st Century Core Competencies. Students will have high levels of academic achievement and increased academic growth measured by standardized tests, and attain the “soft skills” needed to be successful in a variety of situations, decisions, and outcomes. ESA students will be well versed and able to confidently describe, explain, and share ideas with peers and adults. When they graduate fifth grade, they will have formulated ideas of their college and career choices and will continue to pursue academic and extracurricular activities, in and outside of school, to foster their interests in middle school. They will demonstrate competency in the 4C’s and will enter middle school as leaders who are confident, prepared, and academically astute. They will apply and be accepted to optional schools such as Maxine Smith STEAM Academy. They could choose University Middle school to enter their Project Based Learning environment. At high school, they will eligible for AP Computer Science, Engineering courses, and will be accepted to charter schools such as Crosstown High or optional schools such as T-STEM or Middle College High Schools. If they choose to remain in Orange Mound for high school and attend Melrose High91, they will be members of the National Honor Society, and have the capabilities to excel in Dual Enrollment, Environmental Science, Chemistry and Anatomy, and CCTE Web Design and Computer Applications courses. They will possess the employability skills that a successful TN graduate should have at the time of graduation. ​http://goldenwildcatsmelr.wixsite.com/mhsgoldenwildcats/faculty  45 91       1.2 Enrollment Summary In this section: Describe the community from which the proposed school intends to draw students, including the demographic profile and school zones within the LEA. Provide a rationale for selecting the community where the proposed school will locate. Map of the Historical Orange Mound Community in Memphis, TN. The Historical Orange Mound Community has significance in Memphis and the United States as the first neighborhood built by and for African American citizens who owned their own homes. There are several community assets such as a strong community presence, revitalization the former Melrose High School,92 designation as a Preserve America’s Community Neighborhood,93 and the Orange Mound Community Center94 as the anchor for many multigenerational residential events. While continuing to be a beacon of cultural pride, unfortunately, Orange Mound has its’ economic and social challenges which in turn has negatively affected educational achievement.95 40.4% of the citizens have less than a high school diploma (did not finish high school), as opposed to the Memphis average of 14.4%. 17.1% have earned a high school or equivalent (including a GED), less than that of 28.4% of citizens in Memphis. Orange Mound is physically located in close proximity to colleges, however the attainment of bachelor 92 http://www.highgroundnews.com/features/MelroseHighSchoolActivation.aspx  ​https://cohen.house.gov/about/events/orange-mound-preserve-america-designation-ceremony  https://memphistn.gov/parks/senior_centers/orange_mound_community_center   93 94 ​http://www.city-data.com/zips/38114.html#ixzz5UW4FY0r8  46 95       degrees is significantly lower than that of other citizens in Memphis. As the map above shows, the University of Memphis is in walking distance, 1.9 miles away. Christian Brothers University is 3.3miles away, Lemoyne Owen College is 4.7 miles away, Baptist Memorial College of Health and Sciences is 5.4 miles away, UT Health Science Center is 5.5 miles away and Rhodes College is the farthest at 5.7 miles away . All of the colleges are within a five to fifteen minute drive from Orange Mound. The proximity, however, does not translate into access and opportunity. 13 % of OM citizens have earned a Bachelor's Degree or higher, which is less than half of the Memphis and TN average of 27.2%. Orange Mound has its share of economic issues, primarily the level of poverty, household incomes, decreasing home values96, and increasing crime.97 64% of the citizens earn less than $30,000 annually. The city of Memphis has a poverty rate of 24.6%. Child poverty is 39.0%, but the poverty level in Orange Mound is 37% and 55% of children under the age of 18. Median household income in Orange Mound is $15,000 less than that of Memphis which is $38,826. The Pendleton St and Barron Ave neighborhood stands out for having an average income lower than 98.8% of the neighborhoods in the United States, making it among the lowest income neighborhoods in America. This neighborhood has a higher rate of childhood poverty than 90.0% of U.S. neighborhoods. The median real estate price is $39,699, which is less expensive than 99.4% of Tennessee and US neighborhoods. Orange Mound is located in Shelby County Schools of Memphis, TN and broadly encompasses the zip codes of 38111 and 38114 (with some overlap including the neighboring community of Sherwood Forest/Sea Isle). According to school and community demographics, approximately 80% of our students will qualify for the free and reduced lunch program. Putting it succinctly, the Orange Mound neighborhood has significant challenges in comparison to the state of Tennessee: Median household income below state average. Median house value significantly below state average. Unemployed percentage above state average. Renting percentage above state average. Length of stay since moving in significantly above state average. House age above state average. Percentage of population with a bachelor's degree or higher below state average. With these challenges comes the immense need to work with the Orange Mound community to overcome poverty through education which has transformational multigenerational benefits. The State of Tennessee, City of Memphis, and Historical Orange Mound Community are in an upswing of educational reform, political changes, community enhancement, and neighborhood revitalization. Even as we write this application for Encore STEM Academy, changes are occurring daily in every sector! With such transformations, it is prime time to leverage the assets of local citizens who are invested and rooted in our city to align resources and strategically partner with each other to scale increased opportunities. In politics​, ​Memphis Mayor Jim Strickland formulated the Memphis 3.0 Initiative to develop the city utilizing local citizens' expertise, noting that, "No one is more important to this process than Memphians themselves because the best experts about our neighborhoods are the people in them.98" Both Co-Founders, and the majority of Board Members are from Memphis and Orange Mound and graduated 96 97 98 ​http://www.highgroundnews.com/features/OMhousingpanel.aspx  ​http://www.city-data.com/neighborhood/Orange-Mound-Memphis-TN.html#ixzz5bF9YeOPy  http://www.memphis3point0.com/about-memphis-3-0  47       from Memphis City Schools, invested, and aptly prepared to work together for Encore STEM Academy. Shelby County Mayor Lee Harris recently appointed Dr. Cedrick Gray in a historic move as the first ever Director of Education with aims ​to improve education from Pre-K to workforce and to convene multiple stakeholders toward a common goal of ensuring equity and opportunity for every student in Shelby County. 99 In another historic move, Mayor Harris announced the first ever Innovation Manager, Audrey Willis who is the Co-Founder of Code Crew to help make Shelby County “the newest tech hub in the country.” 100 These two appointments highlight the recognition of the need for earlier technology and career preparation and more prepared students for a new Memphis. Dr. Joris Ray, former SCS educator, was recently unanimously appointed as the Interim Superintendent. With experience as an SCS teacher, administrator, and district level leadership, Dr. Ray has tremendous support from teachers and other educational professionals during his tenure, as they responded, “Stay With Ray” during talks of conducting a national search for a full time Superintendent.101 ​In his seven next steps toward Destination 2025, he outlined his 90 day Interim Plan to fast-track and achieve many goals set by the previous administration: ONE: Academic Equity and Action Plan, TWO: Social Emotional Learning, THREE: Culture Building, FOUR: Create “ Servant Leadership”, FIVE: Alignment of Resources, SIX: Footprint Proposal and SEVEN: District Office Transition. As we reviewed his Interim Plan, there are several aligned priorities with Encore STEM Academy, particularly academic equity (One of our Core Values is Equity), Social Emotional Learning (Encore STEM academy supporter and retired counselor Rose King will provide training on ACE’s), and Culture Building (One of our Core Values is Outstanding School Culture). As a charter in Shelby County Schools, we would like to meet with him to share mission alignment, upon authorization. While former TN Governor Bill Haslam implemented the Drive to 55 mission for workforce and economic development to reduce unemployment and improve quality of life,102 Governor Bill Lee has similarly advocated for increasing career and technical education,103 declaring that high school needs to look different in Tennessee. GIVE, the Governor’s Investment in Vocational Education, is the first legislative initiative of Lee’s administration to elevate vocational and technical education in public schools. GIVE would support regional partnerships among schools, industry, and technical colleges to develop more work-based learning and apprenticeship opportunities. Governor Lee also introduced the Future Workforce Initiative, focusing on increased access to career and technical education for K-12 students and a key part of this includes prioritizing STEM training. This initiative is a direct response to the emerging technology industry and making sure TN students are first in line to be qualified for technology jobs. Governor Lee followed the GIVE initiative with the Future Workforce Initiative, which aligns with our Core Value of Equity. Both initiatives support the mission and vision of Encore STEM Academy. State Senator Katrina Robinson’s proposal to put career and technical education in middle schools could ​https://www.shelbycountytn.gov/DocumentCenter/View/33894/Director-of-Education-Dr-Cedrick-Gray  ​https://www.toopics.com/p/1948913449837735171_8779403661  101   99 100 https://www.commercialappeal.com/story/news/2019/02/07/7-takeaways-new-scs-school-leader-toward-destination-2025/280 1102002/  ​http://driveto55.org/the-alliance/    https://www.commercialappeal.com/story/news/education/2018/11/07/governor-elect-bill-lee-education-tennessee/19204640 02/  102 103 48       mesh with Governor Bill Lee’s vocational education plan. Senator Robinson, is sponsoring Senate Bill 63 to introduce younger students to Career and Technical Education (CTE) in middle school to give them “real-world exposure” and potentially quicker job placement, and prepare for courses already being offered in high schools. “Tennessee’s students are excelling at a rate our state hasn’t seen in years. Coupled with that progress is the need for a more diverse approach to educating tomorrow’s leaders. CTE would expose young minds to career paths they may have previously been unaware of.” She considers it one way to bolster the state’s workforce by making students more competitive as they seek jobs in a “diverse job market.”104 Dr. Penny Schwinn is the new Commissioner of Education in TN, and is also moving forward with the expansion of career and technical education, stating that, “​While Tennessee is nationally a leader in career and technical education, I want to make sure there are real opportunities in each of our schools, and discover how we can think even more creatively about what that means...​I want to build on that momentum, so every child in every community in Tennessee has access to a high-quality public school. I want every child graduating high school with a degree that means they are ready for their next step, whatever that may be. I want them to graduate being equipped to choose their path, with options about what their career and college experiences could look like.” The school model that Encore STEM Academy proposes is in line with the legislative changes, cultural shifts, and pedagogical reform, in economy, industry, politics, and education for a 21st century school. We would like to work with each each elected and appointed representative in Memphis and TN to expand STEM opportunities and prepare the next generation of TN students for success in their endeavors - in Orange Mound. Why Orange Mound? Orange Mound, like many other Memphis communities, is in the throes of renewal, while simultaneously suffering from and fighting to eliminate blight and poverty. WKNO highlighted Orange Mound’s significance in the history of America’s economic foundation and African American post enslavement prosperity, solidarity, home ownership, and pride in a documentary. “A Community Called Orange Mound.”105 In the arts, the Orange Mound Art Gallery opened in the Lamar shopping center.106 A former liquor store, the gallery provides a space for collections to be proudly displayed, community meetings, and is the home of a newly painted mural on the exterior completed by Orange Mound muralists Jamond Bullock and Syphne Silve. Excited about the arts renaissance, the Collective Cmplx107 has opened right beside the Orange Mound Art Gallery. Juice Orange Mound,108 opened by Britney Thornton, a resident who is an educator and who has endearing love and loyalty for Orange Mound, is a newly formed initiative bringing together a new generation of community members to preserve the history and eloquence of the community. Reimagining Melrose has formed a collaborative with Director Paul Young of the City of Memphis to determine the fate of their historic and beloved school building, with aims to see the favored site renovated and repurposed similarly to Crosstown.109 Unfortunately, despite the artistic, political, social, and physical changes, Orange Mound is still left out in access to innovative and unique educational 104   https://dailymemphian.com/article/2880/Robinsons-career-technical-education-bill-could-align-with-governors-vocational-plan  105 106 107 108 109 49 ​https://www.pbs.org/video/wkno-specials-community-called-orange-mound/  ​http://www.highgroundnews.com/innovationnews/OrangeMoundGallery.aspx  http://www.thecltv.org/  ​https://juiceorangemound.weebly.com/  http://www.memphisheritage.org/melrose/        opportunities, like that we are proposing. With the same compassion and vigor of citizens who are collaborating for improving the community, the Encore STEM Academy team has chosen Orange Mound as the community for the school location. The school Co-Founder, Mr. Bradley was born and raised in Orange Mound with his seven siblings who all attended community public schools. Mr. Bradley attended Cherokee Elementary, Sherwood Middle, and graduated from Melrose High School in 1989. In formulating the school concept, the school founding team purposefully chose the name, colors, and logos which all contain distinct symbolism relevant to the cherished community which was was once the beacon of economic development, financial success, educational empowerment, and decadence for its’ primarily African American citizens. The school name, ENCORE, was chosen because of the meaning - a repeat performance due to the demand of an audience. Figuratively speaking, when an encore occurs at a concert, the artist’s second performance is better than the initial performance. In the same vein, Encore strives to provide an even more enhanced educational experience for its constituencies and surpass the former glory, providing an “exciting second performance.” ESA’s colors are purple and orange, orange symbolic of the community and purple symbolic of the royalty of the children and families served, the stakeholders who are working to support the school, and the future staff members who will be chosen to work with the children. The logo has symbols of a first class academic achievement ribbon, scientific research, graduation, and a blazing torch of victory. It is our hope that Encore is a beacon for educational opportunities, advancement, growth, and a positive contribution to the community development. In addition to the community connections and the renewal of Orange Mound by local citizens and concerned community members, the level of poverty and blight that permeates the neighborhood is concerning. A STEM based education has the propensity for increased engagement during school and increased salaries, access, and career options, beyond high school. The rationale for selecting the community where the proposed school will locate is that Encore desires to offer an educational option that is not currently available there. Like Sandy Watkins, Director of TSIN states, we want all students in Tennessee have access to quality STEM learning opportunities - regardless of zip code. As Mary Mitchell, octogenarian and Orange Mound historian and preservationist states, “Orange Mound children deserve a renaissance in education, a new educational force to propel us into the 21st century.”110 Shelby County Schools Regional Seats Analysis 2019 Charter School Application Supplement Encore STEM Academy is proposing to open a high quality charter school in Orange Mound located in Central City West to support Priority Four of Destination 2025. The need for Encore STEM Academy opening in the Orange Mound Community of the Shelby County Schools System is strongly supported by findings from the Regional Seats Analysis: Academic: According to the Shelby County Schools Regional Seats Analysis, the other public schools in Orange Mound are underperforming and would benefit from the option of Encore STEM Academy. ● The K-5 seat capacity and quality by region and grade level details that this region has 44.1% of their seats that are described as “less than quality (p.12).” 110 50 ​http://www.mtsuhistpres.org/wp-content/uploads/2018/05/OM-Exhibit-panels.pdf        ● The Central City West Quality Seats Analysis highlights that “all grade levels need more seats in high performing schools (p.21).” ● Further, the Central City West Performance by Neighborhood states that “more seats in schools with a 3.00+ on the School Performance Scorecard are needed in the Orange Mound neighborhood of the Central City West Region (p.23).” ● The Central City West recommendations are “based on the most recent School Performance Scorecard...the Orange Mound neighborhood has the highest percentage of students in schools with a School Performance Scorecard rating below a 3.0 in the Central West region. Using 3.0 on the School Performance Scorecard as the marker for performance, the Central City West region needs 4,000 more seats at the K-5 grade level with a 3.00+ SPS (p.25).” Programmatic: The other public schools in Orange Mound do not offer a STEM based or Computer Science program that Encore STEM Academy would provide. According to the Shelby County Schools Division of Optional Schools and Advanced Academics, there is only one elementary STEM school in the District, which is Whitehaven Elementary. If a student from Orange Mound wants to enroll there, they would have to meet specified criteria to enroll and have adequate transportation because it is located approximately ten miles from Orange Mound. Central City East: Sherwood/Sea Isle While we are aware that there are other charter schools that have been approved in the targeted area, our targeted community will expand to include the neighboring community of Sherwood/Sea Isle (Central City East) which in part overlaps with the zip codes of 38111 and 38114. Primarily to serve Orange Mound, we are aware that students may come from that community due to its’ proximity and for Academic, Over Enrollment, and Programmatic reasons according to the Shelby County Regional Seats Analysis. This area is in need for additional seats based on all three qualifications: Over Enrollment: According to the Shelby County Schools Regional Seats Analysis, the other public schools in Sherwood/Sea Isle are overenrolled or overcrowded and would benefit from Encore STEM Academy. ● “Based on the optimization analysis by Facilities Planning & Property Management, more seats are needed..at the K-5 (435) grade level for the Central City East Region (p.16).” ● Central City East Enrollment for K-5 schools exceeded the capacity during the 2018-2019 school year. There were 10, 056 students enrolled. The capacity was 9, 621 students (p.16). ● “For the K-5 grade level, Jackson Treadwell is the only neighborhood that has more seats than enrolled students, while the other neighborhoods (Sherwood/Sea Isle) need more seats (p.17).” ● In the Sherwood/Sea Isle Community, there were more children enrolled - 2,773 than capacity 2,645 (p.17). Academic: ● Central City East Seat Quality by grade had 1, 746 seats, 17.4% in grades K-5 with less than 3.0 on school performance (p.16). ● “The Sherwood/Sea Isle neighborhoods are the areas that have the most seats at schools that earned below a 3.00 on the School Performance Scorecard (p.18).” ● 38.8% of the elementary schools in the Sherwood/Sea Isle neighborhood scored Fair on the School Performance Rating (p.18). 51       ● “Using a 3.00 on the School Performance Scorecard as the marker of performance, the Central City East region needs 1, 746 more seats at the K-5 grade band with a 3.00+ SPS (p. 20).” Programmatic: The other public schools in Sherwood/Sea Isle do not offer a STEM based or Computer Science program that Encore STEM Academy would provide. According to the Shelby County Schools Division of Optional Schools and Advanced Academics, there is only one elementary STEM school in the District, which is Whitehaven Elementary. If a student from Sherwood/Sea Isle wants to enroll there, they would have to meet specified criteria to enroll and have adequate transportation because it is located approximately ten miles from Sherwood/Sea Isle. Discuss the academic performance and enrollment trends of surrounding schools in that community. Encore STEM Academy’s target location community is Orange Mound, and according to the Shelby County School’s 2019 Charter Annual Report, the elementary Orange Mound schools are Arrow Academy of Excellence, Bethel Grove Elementary, Charjean Elementary, Cherokee Elementary, and Dunbar Elementary.111 The neighboring community, Sherwood/Sea Isle is in close proximity and their schools data are included, as well as Magnolia, South Park, and Rozelle which are in the 38111 and 38114 zip codes. Of the schools listed, Sherwood, South Park, Cherokee, Dunbar and Magnolia are performing below a 3.0. The chart below describes their academic performance and enrollment trends: Orange Mound and Sherwood/Sea Isle Data from the SCS 2019 Charter Annual Report 112 Orange Mound Achievement Category Level Growth Category Level Climate Category Level 3.88 4.25 3.63 3.67 Arrow Academy of Excellence 3.53 3.75 3.08 4 Charjean Elementary 3.06 2.5 3.31 3.67 Cherokee Elementary 2.74 2.75 2.44 3.33 Dunbar Elementary 2.44 1.751 3.19 2.33 School Name SPF Overall Level 1718 Bethel Grove Elementary 111 112 52 ​http://www.scsk12.org/schools/?LP=schools#/schools  http://www.scsk12.org/charter/files/2019/2019-Charter-Annual-Report.pdf        Sherwood/ Sea Isle School Name SPF Overall Level 1718 Achievement Category Level Growth Category Level Climate Category Level Sea Isle Elementary 4.19 5 3.31 4.33 Willow Oaks Elementary 3.64 3.5 3.44 4.33 Leadership Preparatory Charter 3.27 4.33 2 3.67 Sharpe Elementary 3.18 2.5 3.63 3.67 Sherwood Elementary 2.94 3 3.19 2.33 South Park Elementary 2.02 1.75 2.13 2.33 Orange Mound and Sherwood/Sea Isle Schools Academic Performance and Enrollment Trends from SCS Website113 Orange Mound and Sherwood/Sea Isle Schools Overall Rating and Enrollment School Overall Academic Achievement Academic Growth School Climate Enrollment Arrow Academy 3.53 3.75 3.08 4.00 82 Bethel Grove 3.88 4.25 3.63 3.67 294 Charjean 3.06 2.50 3.31 3.67 400 Cherokee 2.74 2.75 2.44 3.33 514 Dunbar 2.44 1.75 3.19 2.33 323 Leadership Prep 3.27 4.33 2.00 3.67 78 Sea Isle 4.19 5.00 3.31 4.33 536 Sharpe 3.18 2.50 3.63 3.67 360 Sherwood 2.94 3.00 3.19 2.33 701 Willow Oaks 3.64 3.50 3.44 4.33 701 Magnolia 1.78 1.25 2.38 1.67 314 113 53 http://www.scsk12.org/schools/?LP=schools#/compare        Rozelle 3.88 4.00 3.69 4.00 246 South Park 2.02 1.75 2.13 2.33 636 Orange Mound and Sherwood/Sea Isle Achievement Level School Overall ELA Math Science Social Studies Arrow Academy 3.75 3.00 3.00 5.00 4.00 Bethel Grove 4.25 4.00 5.00 4.00 4.00 Charjean 2.50 3.00 4.00 2.00 1.00 Cherokee 2.75 3.00 3.00 2.00 3.00 Dunbar 1.75 2.00 2.00 1.00 2.00 Leadership Prep 4.33 4.00 4.00 N/A 5.00 Sea Isle 5.00 5.00 5.00 5.00 5.00 Sharpe 2.50 3.00 3.00 2.00 2.00 Sherwood 3.00 4.00 4.00 1.00 3.00 Willow Oaks 3.50 4.00 4.00 3.00 3.00 Magnolia 1.25 1.00 2.00 1.00 1.00 Rozelle 4.00 5.00 4.00 3.00 4.00 South Park 1.75 2.00 3.00 1.00 1.00 54       Orange Mound and Sherwood/Sea Isle Achievement Rate School ELA 2017 ELA 2018 Math 2017 Math 2018 Science 2017 Science 2018 Arrow Academy 5.6% 27.3% 22.2% 22.2% 61.1% 61.1% Bethel Grove 21.0% 23.7% 32.8% 32.8% 40.0% 40.0% Charjean 10.9% 16.6% 18.7% 18.7% 30.6% 30.6% Cherokee 13.5% 20.9% 16.1% 16.1% 27.4% 27.4% Dunbar 9.2% 11.0% 5.6% 5.6% 16.3% 16.3% Leadership Prep N/A 21.2% N/A N/A N/A N/A Sea Isle 27.7% 35.8% 25.8% 25.8% 49.2% 49.2% Sharpe 12.9% 14.3% 13.5% 13.5% 24.5% 24.5% Sherwood 16.4% 19.5% 18.0% 18.0% 19.4% 19.4% Willow Oaks 19.0% 22.5% 19.9% 19.9% 26.4% 26.4% Magnolia 4.6% 6.4% 13.6% 13.6% 15.5% 15.5% Rozelle 29.2% 30.2% 27.5% 27.5% 37.4% 37.4% South Park 12.3% 12.3% 16.5% 16.5% 20.6% 20.6% 55       Orange Mound and Sherwood/Sea Isle School Wide Level School Composite Literacy Numeracy Science Social Studies Arrow Academy 3.00 3.00 3.50 3.00 N/A Bethel Grove 3.00 3.00 3.00 4.00 3.00 Charjean 3.00 2.50 3.50 2.50 1.00 Cherokee 1.00 2.50 1.00 1.00 1.00 Dunbar 3.00 2.00 3.00 2.50 4.00 Leadership Prep 2.0 2.00 2.00 N/A N/A Sea Isle 3.00 2.50 3.50 2.50 3.00 Sharpe 4.50 3.00 4.00 4.50 2.00 Sherwood 2.00 2.00 2.00 2.50 2.00 Willow Oaks 3.00 2.50 3.00 3.00 3.00 Magnolia 1.50 2.50 1.00 2.00 2.00 Rozelle 4.00 3.00 4.00 3.50 3.00 South Park 1.00 2.00 2.00 1.00 1.00 56       Orange Mound and Sherwood/Sea Isle Schools Reduction in Below Level School ELA 2017 ELA 2018 Math 2017 Math 2018 Science 2017 Science 2018 Arrow Academy N/A -10.6 N/A 6.1 N/A N/A Bethel Grove N/A -13.2 N/A -2.3 N/A -4.3 Charjean N/A -4.8 N/A -13.0 N/A -7.2 Cherokee N/A -4.1 N/A -4.3 N/A -9.5 Dunbar N/A -8.8 N/A -18.2 N/A 7.3 Leadership Prep N/A NA N/A N/A N/A N/A Sea Isle N/A -9.4 N/A -0.4 N/A -3.3 Sharpe N/A -0.8 N/A 1.0 N/A -9.7 Sherwood N/A -8.0 N/A -8.8 N/A -13.9 Willow Oaks N/A -3.4 N/A -5.1 N/A -9.3 Magnolia N/A -16.5 N/A -3.6 N/A 6.3 Rozelle N/A -6.3 N/A 0.9 N/A -10.9 South Park N/A -7.9 N/A -1.0 N/A 2.4 57       Orange Mound and Sherwood/Sea Isle School Climate Level School Attendance Suspension Expulsion Arrow Academy 2. 0 5.0 5.0 Bethel Grove 2. 0 4.0 5.0 Charjean 3. 0 5.0 3.0 Cherokee 3. 0 4.0 3.0 Dunbar 1.0 2.0 4.0 Leadership Prep 2.0 4.0 5.0 Sea Isle 4.0 4.0 5.0 Sharpe 2.0 5.0 4.0 Sherwood 3.0 2.0 2.0 Willow Oaks 4.0 4.0 5.0 Magnolia 1.0 2.0 2.0 Rozelle 4.0 3.0 5.0 South Park 3.0 2.0 2.0 Encore STEM Academy is proposing to open a high quality charter school in Orange Mound located in Central City West to support Priority Four of Destination 2025 due to the academic and programmatic reasons outlined by Shelby County Schools Regional Seats Analysis. We would also like to support children in Central City East, the neighboring Sherwood/Sea Isle community due to the compelling over-enrollment, academic, and programmatic reasons outlined by the Shelby County Schools Regional Seats Analysis. Shelby County Schools provides vital supporting evidence for opening Encore STEM Academy through the Regional Seats Analysis, which critically addresses the need for both the Central City East (Sherwood/Sea Isle) and the Central City West (Orange Mound) neighborhoods. We would like to, and are humbly requesting that this charter application is accepted to partner with Shelby County Schools and address these needs together. Describe the specific population of students the proposed school intends to serve. Summarize what the proposed school would do more effectively than the schools that are now serving the targeted population. Encore STEM Academy will be located in the Orange Mound community and intends to serve elementary students who are slated to enroll in grades K, 1, and 2 in 2020. Our anticipated demographics are 83% 58       Economically Disadvantaged students, 11% Students with disabilities, 11% English language Learners, 89% African American, 10% Hispanic, and 1% Caucasian. Currently, the Orange Mound community is considered to be a STEM desert because of the need to increase Computer Science and Coding, opportunities which would increase the likelihood, capacity, and interest for students to engage in STEM careers. These careers have a higher salary and level of job satisfaction. Even if children do not enter STEM fields, the exposure and 21st Century Core Competency skills are useful in any job, industry, or trade. ESA would provide a differentiated educational approach from the existing schools, an alternative and more specialized learning atmosphere. While we respect the work that is done in Shelby County Schools, we propose to do something differently as we are all working to decrease the achievement gap, esp in our high poverty urban neighborhoods that serve a primarily minority student population. Due to the programmatic reasons listed by the Shelby County Schools, both the Orange Mound and the Sherwood Forest areas could be enhanced with a different option. Based on the most recent School Performance Scorecard, the Orange Mound neighborhood has the highest percentage of students in schools with a School Performance Scorecard rating below a 3.0 in the Central West region. Students who attend ESA could provider a feeder pattern to Maxine Smith STEAM Academy, then return to Melrose High School and enhance their academic outcomes, and pass the AP Computer Science Course.114 ESA would like to provide an earlier foundation in STEM and Computer Science, not currently being provided unless students are enrolled in an optional school. Complete the enrollment summary and anticipated demographics charts below. Grade Level Encore STEM Academy Number of Students Year 1 2020-2021 Year 2 2021-2022 Grades Served K, 1, 2 K 1 2 3 4 5 Totals 114 59 40 40 40 X X X 120 Year 3 Year 4 2022-2023 At Capacity 2023-2024 K, 1, 2, 3 K, 1, 2, 3, 4 K, 1, 2, 3, 4, 5 40 40 40 40 X X 160 40 40 40 40 40 X 200 ​Currently Melrose does not offer that course but we hope they will in the future.   40 40 40 40 40 40 240       Encore STEM Academy Demographics % of Economically % of Students with % of Disadvantaged disabilities English students language 89% African American 83% 10% Hispanic 1% Caucasian 1.3 11% Learners 11% Academic Focus and Plan In this section: 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). Outline the school’s academic plan, defined 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). Encore STEM Academy’s academic focus is STEM and Computer Science/Coding. Through this focus, the mission is that students will experience, high academic achievement in English Language Arts, Mathematics, Science, and Social Studies. Encore STEM Academy’s STEM focus is defined by Tennessee Code Annotated § 49-6-1101. Further, this definition includes a description of how STEM needs to be increased through Tennessee and engage community partners who will enhance the STEM curriculum, and the establishment of the Tennessee STEM Innovation Network. The definition is: (1) "STEM" means science, technology, engineering, and mathematics; (2) "STEM innovation hub" means a regional partnership of LEAs, institutions of higher education, STEM businesses, and community organizations that have formally committed to amplifying and accelerating the impact of STEM programs in the region; and (3) "TSIN" means the Tennessee STEM innovation network established in 2010 by executive order number 68 as a project within the department of education under an agreement with Battelle Memorial Institute, which is designated as the manager of TSIN and its activities. Tennessee Code Annotated § 49-6-1104 stipulates that the TSIN shall make available ​to all middle schools in the state a curriculum to educate students on the variety and benefits of STEM careers. While Encore STEM Academy will serve an elementary school population, we plan to align with these goals, as we will seek TSIN designation as a STEM school​. Tennessee Code Annotated 49-6-1105 STEM Partner Organizations stipulates that TSIN shall seek STEM partner organizations...to find ways to collaborate on STEM education programs and opportunities. Encore Stem Academy has secured partner organizations to collaborate on STEM education programs and opportunities, including the University of Memphis, Medtronics, Pink Palace, Memphis Kids in Nature, Wolf River Conservancy, TN State Parks, The Humane Society of Memphis and Shelby County, Self + 60       Tucker Architects, Consolidated Management Taxes, Clean Memphis, and other professionals with STEM careers including physical therapist Dr. Louie Watkin​s​, pediatrician Dr. Jamila Pope, healthcare advocates Shelby Alexander, Rose King, and LaNita Conley, engineers Angela Blakely, Zaon Noorden, Stacy Hollingsworth, Phil Hamilton, research chemist Mario Ingram, veterinarian technician Iris Rain, and nurses Ashiqua Jackson and Sandra Kimmons. Their letters of support are in Attachment E. The Tennessee STEM Innovation Network is developing high-quality STEM programming to further ensure Tennessee students are prepared for success in college and careers and ready for the future of their choosing. STEM is described by the TSIN as a transformative approach to traditional teaching and learning that fosters creativity and innovative thinking in all students. An integrated STEM approach teaches students problem-solving skills and critical thinking are necessary across all disciplines, in line with the Mission and Vision of Encore STEM Academy.115 ​STEM education is a unique approach to teaching and learning that fosters creativity and innovative thinking in all students, focused on building critical and creative thinking and analysis skills by addressing how students view and experience the world around them, in line with our Core Value of 21st Century Core Competencies. Computer Science provides children with the ability think with mathematical precision while interacting with fun programming concepts, puzzles, and challenges that stem from geometry, algebra, computer science and physics, and a talent for problem solving. 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 current research supporting the academic plan and how the plan will drive academic improvement for all students and help close achievement gaps. The most important characteristics of Encore STEM Academy’s academic plan is that ALL students will be engaged in STEM and Computer Science classes, beginning in Kindergarten. The philosophy is the 21st Century Core Competencies are beneficial to all careers, and that early exposure and preparing for colleges and careers begins well before students enter high schools. It helps to provide focus and a tangible "end" to the work that students are completing, even in Kindergarten. The goal of early outreach is to expose children to the range of possibilities that they can choose, and to help them to know that their goals and dreams are attainable and that their hard work will lead to a form of success (Maitre, 2015). Not only has the Tennessee Department of Education supported the implementation, inclusion, and proliferation of students engaged in STEM and Computer Science, but local, regional, national, and international educational research, legislation, colleges and universities, and industries are propelling the need for increased students who are involved in STEM to help drive academic improvement for all students and help close the achievement and wage gap. The most important characteristic of our academic plan and a very unique aspect is that we are providing this educational model at the elementary level. Describe the curriculum and basic learning environment (e.g., classroom-based, independent study), including class size and structure for all divisions (elementary, middle, high school) to be served, and explain any differences among the schools being proposed. 115 61 ​https://www.tsin.org/what-is-stem        Encore STEM Academy Curriculum ELA Math Social Studies Science STEM/Computer Science Houghton Mifflin Harcourt Eureka Math Eureka SS Eureka Science Next Generation Standards Code.org Teach engineering Learning Blade Lucy Calkins Writing Accelerated ReaderReading Comprehension MyOn Digital Library Words Their Way Phonics Grade Level class size structure differences K 20 2 teacher Math/SCI ELA/SS There is one teacher for ELA/SS and one for MATH/SCI 1 20 Teacher content specialist, 1 teacher per content Students will have one teacher per content, beginning at grade 1 2 20 Teacher content specialist, 1 teacher per content 3 20 4 20 62 Students begin to take TN state assessments at this grade level.       5 20 Detail the proposed instructional goals and methods, including specific academic benchmarks. Explain why the instructional strategies and proposed curriculum are well-suited for the targeted student population. ESC is dedicated to reaching academic excellence in all content areas. We will serve students who have struggled in traditional schools. There are several students seats available in the Central City East region. This is due to the lack of student achievement of 3.0 and above in surrounding schools. We are aware of the academic inconsistencies in the Orange Mound community. ESC will focus on intentional, steady, and sustainable academic growth. Individualized academic responsiveness will drive student achievement. As we learn the strengths and weaknesses of our students, personalized academic structures and plans will be developed to attack the academic needs of every student we serve. We believe we have to thoroughly review our students' individual family life and backgrounds to determine where we need to start our work. With this intentional plan in place, we believe our opening student achievement percentages will be at 50% or more. Explain how the academic plan aligns with Tennessee’s academic standards. If your academic plan includes blended learning, describe which blended learning model the school will use (i.e., online content in various lessons only, a single course, or an entire curriculum), the role of the teachers within the blended learning environment and explain how and why this approach will drive academic gains and close the achievement gap with the targeted population of students, using the latest data analyses and research. The TN DOE has outlined the STEM Strategic Plan and the Computer Science standards in 2018. Describe the school’s approach to help remediate students’ academic underperformance. Describe methods for providing differentiated instruction to meet the needs of all students, including plans for Response to Instruction and Intervention (RTI²) that aligns with Tennessee guidelines. Section 1.4 describes a more detailed data plan for Encore STEM Academy. 63       1.4 Academic Performance Standards In this section: Describe the proposed charter school’s annual and long-term academic achievement goals, in measurable terms. Describe the process for setting, monitoring, and revising academic achievement goals. Describe corrective action plans if school falls below state and/or district academic achievement expectations. Describe goals for student attendance and explain how the school will ensure high rates of student attendance. Include plans for identifying and addressing chronic absenteeism. Absenteeism will be addressed through direct contact with the parents Daily phone calls Tardy messages wraparound scs seeding success Explain how students will matriculate through the school (i.e., promotion/retention policies and graduation requirements). grade level 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. 64       1.5 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 The primary interim assessment that Encore STEM Academy will use to assess students learning needs and progress throughout the year is NWEA MAP and EasyCBM. NWEA MAP is designed to measure student performance and growth this will assist in supporting all students’ growth. After the benchmark assessment is given at beginning of the school year that data will be used to identify skills sets, skill deficits, RTI tiers, and student cohorts. Students will participate in classroom instruction, RTI and computerized intervention (MobyMax-math, I-Ready-reading) to address learning needs. Student’s progress will be monitored using EasyCBM every two weeks through administering probes. Easy CBM will be used to measure effectiveness of classroom instruction and interventions for literacy and math. The probes assess skill deficits for all students as well as the level of progress in both English and Spanish versions. EasyCBM has both reading and math probes beginning at kindergarten through eighth grade. Both programs have been vetted by other school systems in Memphis and have shown significant student growth when used with fidelity. NWEA MAP is given three times in the year a yields immediate student level results. which will be used to motivate student intrinsic academic growth The programs are align to Tennessee State Standards because these programs are widely used by neighboring school districts and have been approved/recommended by the Tennessee Department of Education. EasyCBM is also aligned with Houghton Mifflin Harcourt (HMH) that Encore STEM Academy chosen has chosen for English Language Arts curriculum. Encore STEM Academy will begin as a K-2 school which are not testable grades. However Encore will be dedicated to students learning and progressing towards performance goals and state standards. The performance goals of ESA Year one are 50% in ELA achievement in ELA, Math, and Social Studies and 75% in Science. We are taking into factor that the achievement average of the schools in the target neighborhood are are significantly lower (about 15%), and that as a STEM school, Science growth should be increased due to students receiving Science and STEM courses. Easy CBM116 is designed to assist teachers with identifying skills that students may need additional support. The skills are identified in the program which has probes from kindergarten through eighth grade to provide evidence based data if the student is progressing towards mastery, showing no progression or regression in skills. This system provides curriculum based probes in literacy and in math in both English and Spanish languages. In literacy, the program offers oral reading fluency, vocabulary, and reading comprehension using common core standards. The math probes are based on NCTM and common core standards in measurement, geometry, numbers/operations and numbers and algebra. 116 htt​ps://easycbm.com/faq.html  65       EasyCBM was chosen because it is aligned to SCS and is user friendly. Teachers utilizing the software will receive an in-house training and will have access to an in-house appointed expert. EasyCBM offers a written training manual and training videos to assist with administering probes, assigning probes, entering scores, and analyzing data. The program allows teachers to group students in two different sets. First teachers can assess students individually. This allows teachers to pull data graphs and compare students to the national percentile ranking. These graphs are also great information to use for RTI and SWD meeting to show how students are growing after interventions. Next EasyCMB allows teachers to tier students in groups A, B, or C groups. Students will test individually but probes will be assigned to a group. This is also a good way to interoperate data for sub-groups and tiers that can also be used in RTI meetings. Due to Encore STEM Academy beginning with grades of K-2 with an enrollment of under 200, the teacher deluxe suite will be used. However as the school grows and grades are added the academy will progress to the District CBM which is more appropriate for school- or district-wide adoption. The update system will also interface with the schools HMH curriculum. Moby Max Moby Max117 is an intervention tool that closes learning gaps for students in kindergarten through eighth grade. The software provides activities and adaptive differentiation through diagnostic testing, adaptive lessons, daily goals and assessments. Moby Max guarantees results because it focuses on the student’s motivation in addition to a high-quality curriculum. Moby Max has built into the program many motivational devices to encourage students to want to send time on the platform. Moby offers students Real Rewards, along with a dozen different motivation modules, from badges to game time. Encore STEM Academy chose Moby Max because it is an approved platform to use by the Tennessee Department of Education. In 2018 Moby Max conducted a research study to test the platforms effectiveness and showed that by using Moby for just 30 minutes a week will move show student’s growth and teachers begin seeing progress after the first lessons. Teachers are also able to offer easy to use reports to track students’ progress towards grade-level standards. The program is great for early or struggling readers through literacy activities that include letter sounds, phonics blending/spelling, Dolch and Fry Site word lists, early words and early reading trio. Moby Max assess the reader first to establish a lexile level. Moby also offers skills in math as well. Math activities address fact fluency, mathematics and number sense. After the level set students Moby automatically assigns adaptive lessons based on the students diagnostic results. This ensures students are engaging in meaningful lessons to improve skills. Once a skill is master Moby moves the student on to the next skill or assigns more activities in the module if the student has yet to reach mastery. Moby also has built in tests where teachers can assign formative, summative, diagnostic, unit tests, and more. Teachers can even create their own tests and assign them at their convenience. 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. 117 ​https://www.mobymax.com/  66       Student cohorts and identified sub groups will be established after the NWEA Map benchmark assessment results are received. The students data will be tracked through data trackers, EasyCBM graphs, progress percentages on Moby Max and data from i-Ready. The data will be tracked according to race, gender, SWD, at-risk students, ELL RIT Tiers and classroom data. Students will take a benchmark assessment at the beginning of the school year, before winter break and at the end of the school year. Attendance will also be tracked according to intervention tiers, SWD, and at-risk students. All sub-group and cohort data will be discussed in the data team meetings, during RTI meetings every 21 days and during disciplinary meetings. This will be the process for the term of the charter agreement. Identify the person(s), position(s), and/or entities that will be responsible and involved in the building testing coordination. 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(s), position(s), and/or entities that will be responsible and involved in the collection and analysis of assessment data. The Encore STEM Academy Instructional and Curriculum Specialist will be responsible for building test coordination. (S)he will work with a team of teachers including the SPED/EL teacher, and two certified licensed teachers. While Year 1 there will not be any Tennessee state tests administered, this team will work with administering benchmarks assessments, coordinating computer, and schedules and attending training offered by Shelby County Schools. The ICS and the teachers are primarily responsible for collecting and analyzing assessment data. The SPED/ELL teacher will work collaboratively with the core content teachers on the data team to help see growth and recognize data trends among special populations. Student academic data will be collected and analyzed initially in the classroom by the grade-level teacher. Teachers will daily use exit tickets and teacher made questions to analyze real-time data to inform lessons for the next day. It begins with classroom teachers analyzing the data, based on the number of students that took the assessment compared to the percentage of students scoring above mastery, mastery, approaching ang below. The teacher should look at the commonalities in missed questions, verbiage of the question, number of days the student was in attendance for instruction etc. After analyzing this data during team collaboration communities’ teacher compare data to identify learning or skill deficits, student misconceptions or reteaching or spiraling strategies. This information will be captured and analyzed on the data tracker. The tracker also asks teacher to reflect on what happened during the assessments: where there any surprises in scores, what would they do differently and how this does suggests you should differentiate the teaching. The next level is for the data team to review the information from the collaboration communities and during the collaborative community teachers along with the ICS will take a deep dive into the classroom assessment scores. The communities and specialist will use the data from the data trackers determine what strategies will be need to addressed for students that did not master standards, was the assessment properly accommodated and or modified for SWD, what strategies were used to address academic deficits for “at -risk” or if professional development is needed to address instruction strategies. Also during collaborative communities teachers will submit analyzed information to the data team. The data team along with the instruction and curriculum specialist will develop a data report for the entire school. This information will be review in monthly data meetings during “faculty meeting” or professional development. The data meeting will inform the school community how students are performing on standards taught in the classroom, performance growth on the school-wide curriculum, and, how students are progressing towards state standards and school. ​Parents will receive updates on all assessments, 67       benchmarks, progress reports, and report cards. If a child has received a report card grade below a C or conduct grade below an N, there is a mandatory conference that they have to attend to create a success plan. 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. Encore STEM Academy will collect data in several ways. First data from classroom assessments which will give a real time picture of student growth. Then data collected from benchmark and progress monitoring summative assessments will offer insights to how students are progressing over time. Thirdly data will be collected from intervention software which will illustrate how students are progressing in deficits skill based areas. The data teams will compile this information for classroom teachers. Teachers will receive this information during collaborative communities and during data meetings. The data team will break the data down by sub-groups (RTI tiers, SWD, ELL, Gifted, grade level and at risk students). From this data teachers will be able to see which sub-group are progressing more than others, what sub-groups will need intense and intention interventions and which students are on-par with other students in the district, city, and state. Lastly the Instruction and curriculum specialist will determine from collaboration communities and data team meetings what professional development sessions teachers may need to assist with successfully teaching a standard and addressing the needs of sub-groups. From these meetings the specialist will also identify if additional PD’s are needed to address classroom management issues, differentiation, grouping, and team teaching with special education teacher. Encore STEM Academy’s school leadership (ICS and ED) will receive support from professional development tailored to specific needs. Leadership will work with teachers to determine the strengths of the team analyzing, interpreting, and using performance data. Once they have begun the process of data management, analysis, and identification of needs, they will know where their own deficits lie in that process and be able to properly address their professional development needs. 68       1.6 School Calendar and Schedule In this section: (a) Provide the annual academic calendar for the school as ​Attachment A​. Encore STEM Academy’s Annual Academic Calendar is provided in Attachment A. (b) Explain how the annual academic calendar reflects the needs of the academic program. Encore STEM Academy will closely align the Academic Calendar to Shelby County Schools Proposed Calendar with the TN Department of Education requirements of 180 days of instruction for students.118 The academic calendar reflects the needs of the academic program, families, and staff of Encore STEM Academy. ● Closely aligning with Shelby County Schools Instructional Calendar will help with attendance monitoring because families would not have to remember any nuances with a different school calendar. Families will have a stable schedule if they have children in multiple schools. ● Calendar alignment is good for teachers because it provides the opportunity for those who have children at other schools to enjoy a similar schedule and make vacation and relaxation plans. ● In cases of severe or inclement weather, Encore STEM Academy will align with Shelby County Schools for closings. Encore STEM Academy’s Instructional Calendar will have a few differences from Shelby County Schools, notably: ● There will be an additional hour of instruction to ensure time for academic interventions, RTI, extracurricular, and teacher planning. ● Teachers will have an additional week of Professional Development, beginning on Monday, July 27 - Friday, August 7, 2020. ● Progress report and report card academic nights will occur on the same day that report cards are disseminated. This way, parents will have flexible time to retrieve the report from Encore STEM Academy and another school where they may have children. This also allows ESA teachers who have children at other schools time to meet with their child's’ teachers. (We will wait for SCS to send that schedule out.) a. Wednesday, September 16, 2020 (not Thursday, September 17) is Parent Teacher Conferences. This way our teachers who are parents will be able to attend conferences at their child’s school. b. Wednesday, February 17, 2021 (not Thursday, February 18) is Parent Teacher Conferences. This way our teachers who are parents will be able to attend conferences at their child’s school. ● May 25-27, 2021 are Encore STEM Academy Student Exhibitions instead of Exams. (c) 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. (d) Explain why the above 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 how you will plan time for tiered interventions, enrichment, tutoring, and other academic 118 69 http://www.scsk12.org/communications/files/2019/20-21_Calendar-A.pdf       activities. Encore STEM Academy School Day for Students Time Class Block 7:00-7:25 a.m. Breakfast PD collaboration 7:30-8:00 a.m. ‘Tech Talk’ (socio-emotional learning) PD collaboration 8:00-9:20 a.m. R/LA 9:30-10:00 a.m. RTI 10:05-11:15 a.m. Eureka Math 11:20 - 11:50 a.m. Lunch 12:10 - 1:15 p.m. Science 1:20 - 2:15 p.m. Social Studies 2:20 - 3:00 p.m. Computer Science 3:05 - 4:05 p.m. STEM 4:15 p.m. Dismissal (e) Activity / Break Daily Teacher PD 9:20 - 9:30 a.m. restroom, snack, learning stroll 11:50a - 12:05p brief nature walk to learning garden; visit and feed guinea pigs, etc. Describe a typical school day for a teacher and a student during the school’s first year of operation. Kindergarten student, Eddie and his teacher, Ms. Janie on a typical school day at Encore STEM Academy... Eddie, a curious, wide-eyed kindergarten student, arrives to Encore STEM Academy around 7:30 a.m. and is greeted along with other students, by smiling, enthusiastic school faculty, from his teacher, Ms. Janie, support staff and admin who are welcoming the students and giving positive reinforcements of compliments on the dress and good behavior of the students. Eddie, along with other students is directed into the dining hall for a warm, wholesome, nutritious breakfast where nice, perky, instrumental music is softly playing in the background. Eddie gives off a sigh of a big smile as he walks through the hallway 70       towards the dining hall with his held high, as he adores the cleanliness and neatness of the school environment. From the shiny reflection of the buffed floors to the freshly painted walls, the organic floral aroma throughout, the bright, vivid colors that exude from the artwork that neatly and appropriately adorns throughout with pictures of children with happy faces in happy places enthusiastically engaged. It’s so much for him to take in, but he’s quite excited to see and experience what the day entails. Breakfast is served and the students have until 8:00 a.m. to enjoy as support staff monitors and continue to interact with the students as his teacher, Ms. Janie and the other classroom educators depart to collaborate in morning PD. Afterwards, they tidy their respective spaces and discard any recyclables and/or leftovers. Eddie then files into the school’s common area for the morning group social/emotional & motivation session, ‘Tech Talk’, where a staff member entertains the K-2 students with a puppet show and book about a child whose family had to make a tough decision to give up its pet dog due to the inability to afford it any longer. As the session went along, there were brief pauses to allow students to think of questions that they want answered about the situation. For the last 5 minutes, there was a brief Q&A and then the students were asked suggestions that the family could do in order to make the pet transition a win/win for them and perhaps another family within the community. They were also able to expound on the feelings and emotions that the family and children must have experienced and possible solutions that would enable the situation to have a happy, positive ending. At 8:00 a.m. is the time that Eddie is anticipating, it’s the R/LA block where he meet up with Ms. Janie and will engage in the successful phonics program, Words Their Way where he’s able to build on word recognition and vocabulary that he knows he will soon utilize in his storybook reading, writing and comprehension time through the HMH, Lucy Calkins (writing) and Renaissance, Accelerated Reader programs. After the R/LA block at 9:20 a.m., Ms. Janie takes Eddie class and they go on a brief ten-minute refresher break that includes the restroom, a snack and a visual arts exhibit stroll. The class returns to engage in RTI from 9:30-10:00 a.m. Following RTI, Eureka math lesson block begins that encompasses the use of math manipulatives, instruments, technology and journaling of the math learning and processes. At about 11:15 a.m., Eddie and his class prepare for lunch for thirty minutes. Afterwards, they go on a brief nature walk to the school learning garden to pick fresh lettuce to feed the school's guinea pigs that they visit before they return to their class for interactive, hands-on, exploratory science around noontime. At 1:15 p.m. the students move into interactive social studies until 2:00 p.m. From there, they engage in computer science from 2:00-2:45 p.m. After CS, Eddie’s class explores the Engineering Design Process (EDP) in STEM through problem-solving, project-based instruction that ends by 3:30 p.m. From here, the day begins to wind down in preparation for dismissal. Students prepare for home and are escorted by Ms. Janie and her team to either the areas for car-riders, bus transport or walkers. Staff will supervise and monitor students in all categories, which include accompanying walkers to a safe and secure distance. Eddie is all smiles as he departs for the day with much of his energy expended, however, he anticipates his return for the next school day of adventure! (f) 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. 71       All Encore STEM Academy students will take a STEM class, which incorporates Computer Science, Coding, and Projects/Exhibitions. All students will participate in clubs on a rotating basis, once a month. They are free of charge. By the end of the year, students would have participated in ten different and diverse “Tech Exploration” activities, including: ● Robotics - Let’s program and automate machine technology together! ● Humanimals - Humans love animals and animals love humans - so let’s all hang out! ● Trash to Treasure - That’s not trash! Let’s use recycled materials to create new products! ● Creative Coding - Let’s take coding to another level! ● Nature Nurturers - Recycling, gardening, enjoying the great outdoors! Fun! ● Safety and Security Club ● Spanish - Let’s learn another language together! ● Insert 3 additional clubs that have been recommended by parents, teachers, students, or community members STEM experiences and field trips help students to see career options, job sites, and engage with professionals. ESA Techies will minimally attend field trips once per quarter (three times per year). These experiences will be free of charge. Transportation costs have been budgeted or $3,000 ($1,000 per grade level). The activities are at no cost to students because of the partnerships that we have received. Potential places to attend are: ● Pink Palace ● Medtronics ● Memphis Humane Society ● The University of Memphis ● Memphis Zoo ● TO Fuller State Park (g) If Saturday School, summer school, or after 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? Encore STEM Academy will not offer Saturday school, summer, school, or after school activities. 1.7 Special Populations and At-Risk Students In this section: (a) Provide a detailed, comprehensive plan on how the school will 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. Encore STEM Academy will service SWD in the general education setting with their non-disabled peers. Pursuant to state and federal law, charter schools are required to serve the needs of special students and populations, including hiring licensed and endorsed special educators and licensed ESL instructors. School personnel shall participate in developing and implementing the Individualized Education Programs 72       (IEP’s), identify and refer students for assessments of special needs, maintain records, and hire appropriate personnel as may be required by an IEP (example: Speech/Language Pathologist, Occupational Therapist, Physical Therapist, etc) Encore STEM Academy is a public charter and will accept all students regardless of their disability. If 10% or more of the student population are SWD, Encore S.T.E.M will hire needed personnel to meet the needs of the student. This includes but not limited to: an additional SPED teacher, a paraprofessional (projected hire for year 3) and school nurse. Also if a student enrolls with a health issue that requires medical care Encore will take the appropriate steps to meet the student’s needs. The special education teacher will use a selected co-teaching model to co-teach with the classroom teacher during ELA. The reason for ELA above math is due to literacy yields multiple skill deficits. Encore schedule for year one will be as such to allow the special education teacher to co-teach with all general education teachers with SWD. After Year One an additional SPED teacher will be hired to assist with grade 3 and possible increase special education population. The SWD will access the same curriculum as their non-disabled peers. However SWD will receive the appropriate accommodations and modifications outline in their IEP. The SPED teacher will work with teachers in collaborative communities to assist with providing accommodations and modifications for math. Science and social student’s skill deficits are reflected in literacy deficits. The special education teacher will schedule IEP meetings with parents at least 20 days before the IEP expires. Meeting can be held before, during or after to meet the needs of the parent. Special education teachers will also provide a draft of the IEP and prior written at least 48 hours before the schedule meeting. Students that receive direct instruction such as speech/language, vision services, OT, social emotional counseling and auditory service will be removed from class for the amount of time the IEP specifies under the services area. The main goal is to have the students with their non-disabled peers for most of the school day. Pull-outs will be utilized if the IEP states the student will spend a specified amount of time away from non-disabled peers if the student’s cognitive level dictates, and for testing and progress monitoring probes. SWD will take the same NWEA Map benchmark assessment as their non-disabled peers. The data from the benchmark (universal screener) will be used to identify tiers. SWD will take RTI and receive the following intervention and progress monitoring; Students in tier III will receive 45 minutes of small group instruction and 30 minutes of computerized instruction. Students will use Moby Max for ELA intervention and i-Ready for math intervention. Students will also use EasyCBM for progress monitoring. These are the same systems used by their non-disabled peers Transitions/Other activities SWD will transition through the school with their non-disabled peers unless it states in the IEP, requests a one on one for support. If the student requires a one on one, a paraprofessional will be hired for the student. However a paraprofessional will be on staff in year 3. If additional paraprofessional is needed, Encore will make that determination at that time to service the needs of the student. All students will have the opportunity to attend all extra-curricular activities with equal support unless otherwise stated in the SWD IEP. During field trips SWD will have the same access to the activities involved as their non-disabled peers 504 Students with 504 plans will also be in the same setting as their non-disabled peers with the items in their plan followed in the classroom. Ashiqua Jackson, The Encore Board Member who is a certified nurse practitioner, will work with the SPED teacher to write and implement the 504 plan. Once the plan is 73       written the SPED/ELL teacher will ensure the students 504 plan is followed when the student is with non-disabled peers and with disabled peers. 504 students will follow the same benchmark, intervention and progress model for all Encore Academy students. Students with a 504 plan will sit in the classroom with their non-disabled peers unless the 504 plan calls for special seating. If so the student will sit in the same area while satisfying required seating in the 504 plan. During field trips students with a 504 plan will attend with their non-disabled peers with special precautions that may be outlined in the 504 plan. Gifted Students Students qualifying for gifted services under Tennessee’s eligibility process will receive an (IEP), formulated with input from school staff members and parents. A student potentially identified as gifted reads at two grade levels above their current grade. Some IEPs may specify that the child take part in a pull-out gifted class, but in some cases, there may be other (or additional) supports that are more appropriate. If the SPED/ELL teacher we hire does not have the appropriate credentials, we will contract with Shelby County Schools SCS gifted program, known as CLUE. Supports for gifted students K-5th grades: Students may be able to attend the pull-out CLUE class 2.5 hours/day, two days each week in their own school or another one nearby. To ensure SWD will receive a quality education teachers will attend professional development to ensure they are complying with IDEA mandates for the state of Tennessee. The special education teacher will attend professional development at and outside of school that addresses the needs of the SWD. SPED teachers will attend PD’s offered by Shelby County School that are open to public charter schools. General education teachers will also attend professional developments to understand how to meet the needs of SWD. Encore STEM Academy is an elementary school therefore students are not of age to consider dropping out. However students with excessive absences will receive direct intervention, and parent meetings to encourage them to attend school regularly. Also the administrative assistant will work with parents to assist with getting students to school on time. Student absenteeism maybe due to lack of food, transportation issues, lack of attire, lack of personal hygiene products etc. The administrative assistant will work with wrap-around services in the community to assist parents with personal needs that will assist in the student coming to school. (b) Describe the extent to which one or more of the founding school team members has experience working with special populations. If no founding school team members have experience working with special populations, describe the school’s pre- opening plan to prepare for special populations. As a founding member of Dr. Martin Luther King Prep High School, Board Member Chanda Robinson was was involved with being the college career functional school teacher. As a founding teacher and continuing teacher she instilled the school motto D.R.I.V.E. (Discipline, Responsibility, Vision and Effort) while upholding the mission and vision of the school. As a member of the SPED team (ACES-Awakening Confidence in Exceptional Students), she scored 98% on SPED folders from the state pull. The portfolio score for 2014-15 school was advanced. Last year on the MSAA two students in her class scored on target. She is the transitional coordinator for all SWD at her school, and she will coordinate the transition fair this year for students and parents to speak with service providers and colleges. She has recently become the RTI lead for King Prep. She has presented professional develop for Functional Skills, best practices to teachers at the ASD. She assisted in facilitating both school-wide and departmental professional developments. She is certified to teach middle school 4-8 and SPED K-12. 74       Board member and Nurse Ashiqua Jackson is well qualified to work with the 504 health populations, having served as a certified pediatric nurse practitioner at Lebonheur. She has been responsible for managing assessment, diagnosis, treatment, and overall patient health and wellness, serving as a nurse practitioner. Sandra Kimmons, ESA supporter, has also pledged to work with us. As a school nurse, she has been involved in the transportation for children with health needs, riding the bus with them to and from home daily. Board member Ruth Martinez is active in the community, and provides bilingual customer service as an Apartment Manager. She will provide assistance with translation and serving the Hispanic families. Pre-opening activities for serving special populations include: ● Preparing Teacher trainings on special education, 504. ELL and SWD, identification and referral process, accomodations, modifications ● Teacher trainings on adverse childhood experiences (ACE’S) with Rose King, Retired School Counselor ● Review data of incoming students to determine accommodations and IEP specifications made at prior school for children in grades 1 and 2 ● Coordinate with Board Member Ashiqua Jackson who will assess 504’s to determine health considerations for incoming students ● Coordinate with Board Member Ruth Martinez to determine if any Spanish speaking families need translation, assistance with documentation and screening for WIDA. ● Coordinate with Shelby County Schools for Vision Services, Occupational Therapy and Physical Therapy Services, Hearing Services, Speech Therapy Services (all services that are available for charter schools for free) (c) Describe the school’s plans to have qualified staffing adequate for the anticipated special needs population and how the daily schedule, overall staffing plan, and support strategies (i.e., service providers, nursing, and educational assistants) will meet or be adjusted to the diverse needs of the students. Encore STEM Academy will hire additional staff based on the needs of the students who enroll at our school. We have projected to hire 1 staff member Year 1 and an additional staff member Year 2 for SWD and EL. Review their WIDA, 504, and iep if they already have one, make sure they are current, follow protocols already established. We have projected to contract with Well Child for additional nursing services that may be needed. If we have to incur other employees to serve children, we will gleefully serve them in compliance with federal and state law to make sure they are given the same opportunities to progress. We will review grades and attendance from previous school report cards data, notice any irregularities and utilize the universal screener Easy CBM and then benchmark data, 2nd week of school take nwea map to determine level and next steps for success. (d) Explain how the school will utilize and evaluate data to inform instruction and evaluate academic progress for students with disabilities, English learners, at-risk students, and gifted students. All students at Encore STEM Academy will take part of NWEA benchmark assessments. SWD that register with identified disabilities through an IEP will receive interventions through Moby Max and progress monitoring through EasyCBM probes. SWD will receive push-ins and some pull outs when necessary to receive service hours. Teachers of SWD will use immediate data to inform lessons such as Do 75       Now and exit tickets. Teachers will also used quizzes and assessments to track student data as well. General education and special education teachers will collaborate during lesson planning to design lessons with both general education and special education students. Changes in lessons due to date will be pre-planned as well as spirialed in by both teachers. Through the benchmark assessment SWD, at-risk, and gifted students will be identified for RTI. Gifted students will also receive tier IV RTI. SWD and at-risk students will generally score in tier I or tier II . These students will receive intervention and progress monitoring through Moby Max and Easy CBM. Tier II students will receive 30 minutes of small group instruction two times a week and 30 minutes of computerized instruction two times a week. Students in tier III will receive 45 minutes of small group instruction and 30 minutes of computerized instruction. RTI teachers will meet every 21 days. Describe the following related to special education: ● Methods for identifying students with special needs and avoiding misidentification; Student that register for school may bring an Iep, 504 plan or a ILP (Individual Learning Plan) , or WIDA results which will provide insight to the type of setting best for the student. We will review the data to determine if the report is current. Students that exhibit skill deficits identified during universal screening, classroom work, teacher/parent referrals will be referred to the S-team. During the s-team meeting the team will review all behavioral and attendance to ensure neither are contributing to the students skill deficits. If either are contributing or the main factor the student may be referred for RTI b . If once the team has ruled out attendance and behavior the student will begin the RTI process. See Process below ● How the school will handle over-identification of special education needs; Encore STEM Academy will handle over-identification of special education needs through training and professional development. During training sessions teachers will be provided with the information to identify the difference in behavior, social emotional needs and academic deficits of SWD. Also during 76       PD, teachers and administrators will participate in interactive real world scenarios to assist in understanding the differences. Next teachers will also be informed that when a student is in question or inquired if they need special education services they must fill out a referral form to begin the S-Team process. Teachers will also be informed that all students that are in the S-Team process will receive SPED services until the team reaches a decision. Lastly, teachers that instruct SWD will be encouraged to read the student’s SPED file so they will have a working knowledge of the students intellectual and emotional disabilities. ● 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; ● Plans for monitoring and evaluating the progress and success of special education students, including coordination with the LEA’s monitoring and evaluation; and ALL Encore STEM Academy students will have access to all programs, unless their IEP stipulates they need additional time with a pull out professional. Plans for monitoring and evaluating the progress and success of special education students, including coordination with the LEA’s monitoring and evaluation; and (The LEA is Shelby County School - they have monthly compliance meetings for SPED teachers.) Although the LEA is SCS and the SPED have monthly SPED teacher meetings Encore will also monitor and evaluate all SWD in house. Through the use of Encore’s school progress monitoring and intervention tools SWD progress and success will be tracked and discussed in data meetings. The SPED teacher will be a member of the data team and will be closely tracking the success of SWD. Therefore SWD data will be included in the schools data tracking process. Students not identified to be in a LRE environment will be in an inclusion setting. The student will experience push-ins as well as accommodated and modified work from their classroom teacher. The SPED teacher will collaborate with the classroom teacher to ensure SWD will receive the appropriate accommodated or modified work while accessing the general education curriculum. The general education and SPED teacher will select a co-teaching model to ensure the SWD is receiving services without being singled out or privacy evaded. SWD will receive all services in a classroom environment except when direct services causes for service to be given in a LRE (OT, PT or any service that require a specific space). It will be Encore Academy’s desire to keep all students in the inclusion classroom as much as possible. This is where the student will receive their SPED services. SWD will also attend all extracurricular activities, Tech Talks, Tech Explorations, and Coding and STEM class. Describe the following related to English learners (EL) in accordance with state board policy 3.207: ● Methods for identifying EL 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 ensuring individual learning plans (ILPs) are maintained and addressed; and ● Plans for monitoring and evaluating the progress and success of EL students, including exiting students from EL services. Encore STEM Academy will follow Shelby County Schools and TN Department of Education guidelines to identifying EL students and avoiding misidentification and to Plans for monitoring and evaluating the progress and success of EL students, including exiting students from EL services. 77       Procedures For The Identification And Placement Of English Language Learners119 ● Primary Home Language Survey- The parents of all students new to Shelby County Schools should complete a primary home language survey at registration. There are 3 questions about the student’s home language. If all answers are English, no further action is required. If one or more responses are other than English, the student is classified as NELB and assessed for English language proficiency. (Check w/ SCS for previous test data.) ● WIDA Screener (formerly W-APT, WIDA-ACCESS Placement Test) - The results of this assessment determine if an NELB student is proficient or limited English proficient and classified as an English Learner (EL) or fluent at entry (FEP). ● Parent Notification Letter- Parents are to be notified within 2 weeks of enrollment of the status of their NELB student: EL, Exited, or Transitional. This letter also informs parents of the instructional model and what assessment was used to designate students as ELL or FEP. ● Parent Response Letter-This letter asks the parents to acknowledge receipt of the notification by agreeing or disagreeing with the ESL teacher’s recommendation for placement of the student. ● Transitional Monitoring Form-The academic progress of students who have exited the ESL program is followed for 2 years. This form is completed twice yearly to document monitoring and assure the continued success of students in the mainstream classroom. ESL COMPLIANCE REQUIREMENTS120 ● TN State Board of Education Policy 3.207 establishes minimum required compliance requirements for LEAs serving students who are identified as English Learners (EL). Approved service delivery models for ESL classes include the ESL pull-out model, push-in/collaborative teaching model, a sheltered content class, and a scheduled ESL class period for middle and high school grades. ● Each year, the district is required to document contact time with ELLs at beginning English and intermediate proficiency levels, and then report this to the TN State Department of Education. (teacher schedules). STATE & TITLE III COMPLIANCE121 ● Identify, assess, and place students who are from non-English language backgrounds. ● Provide a rigorous language instruction program that increases English language proficiency and student achievement. ● Provide instructional support and professional growth opportunities to ESL teachers in order to facilitate effective teaching and curriculum implementation. ● Provide instructional equipment, classroom supplies, and materials for effective language acquisition programs and academic development. ● Provide communication support for new immigrant parents and coordinate community outreach activities and translation services for the district. ● Collect and maintain district ELL data as required by State and Federal regulations. 119 120 121 78 ​http://www.scsk12.org/esl/files/2018/3.207%20ESL%20Program%20Policy%2010-20-17.pdf?PID=1309  ​http://www.scsk12.org/esl/requirements?PID=1313  ​http://www.scsk12.org/esl/compliance?PID=1311        ESL SCHEDULING122 ● ELL students at beginning and intermediate levels of English proficiency must have a minimum of onehour per day of direct services provided by a highly qualified ESL teacher. For beginning-level elementary students (WIDA 1.0-3.5 in Overall AND Literacy), the pull-out model is often used as it provides a learning environment without distractions. This approach also allows for children from several classrooms to be served during a given instructional hour, thereby providing services that best support language acquisition. Should students at beginning WIDA levels be served in a co-teching environment, it is advised that should these be RAELs, they are also served with an additional hour of English Language Development (ELD) within the RTI timeframe. Certainly, parallel literacy blocks (tier 1 instruction) conducted by certified ESL teachers is another option. ● Students at higher levels of English proficiency (WIDA 3.6-4.9) may have more flexible scheduling that is tailored to meet their English language development needs. Inclusion/Collaborative teaching approaches (only) are more effective with ELs at high intermediate and advanced levels of proficiency and should include joint planning time for the collaborating teachers. TENNESSEE STATE BOARD OF EDUCATION ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM POLICY 3.207 School districts administer the Home Language Survey to all students in the district. The Home Language Survey consists of three questions that will be asked of every parent or guardian enrolling his/her child in the school district. These questions are: i. What is the first language this child learned to speak? ii. What language does this child speak most often outside of do people usually speak in this child’s home? What language c. If the answer to any of the above questions is a language other than English, the child will be classified as NELB and assessed for English proficiency using the state’s approved screening assessment for ESL. If needed, the parents should be interviewed to clarify any discrepancies in the home language survey. d. Step 2: Unless an NELB student has documentation from a previous state or district that he or she has met the definition of fluent English proficient (FEP), school districts must assess all NELB students with the state-approved English language proficiency screener to determine whether the student is an EL. All NELB students who are determined to be an EL shall be provided ESL services through an allowable service delivery model. e. 122 79 Each LEA shall use the following criteria to determine entrance into the ESL http://www.scsk12.org/esl/scheduling?PID=1314        program: i. Kindergarten students who are screened in the first (1st) semester and who score 27 composite or below on the W-APT screener shall be entered into the ESL program and shall receive a minimum of one (1) hour of ESL service each day from a teacher who holds an ESL endorsement. Kindergarten students who are screened using the W-APT in the second (2nd) semester and who score 27 or below on speaking and listening; 14 or below on reading; or 17 or below on writing shall be entered into the ESL program and shall receive a minimum of one (1) hour of ESL service each day from a teacher who holds an ESL endorsement. ii. Students in grades one through twelve (1-12) who are screened using the WIDA screener and who score below 5.0 composite or 4.5 or below on any domain shall be entered into the ESL program. Elementary students at the pre-functional, beginning, or intermediate level shall receive one (1) to two (2) hours per day of direct ESL service from a teacher who holds an ESL endorsement. b. Elementary students at the high intermediate to advanced level shall have services tailored to their needs including, fewer hours of ESL direct instruction based on their individualized learning plan (ILP), skills based interventions, and other services that are differentiated for each EL. ELs at the high intermediate to advanced level shall continue to receive up to one (1) hour of direct ESL service each day from a teacher who holds an ESL endorsement until the student achieves English proficiency that allows transition to regular academic programs​. Describe the following related to at-risk students: ● Methods for identifying at-risk students through academic and behavioral processes; and ● 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 All students will be assessed through the NWEA MAP benchmark assessment. Student’s data will be analyzed and students will be placed in an RTI tier. Using this information Encore data team will track all students that fall in Tier II and Tier III through progress monitoring and data team discussions. At-risk students will also be identified through classroom data trackers. Teachers will be able to identify students that consistently fall below mastery on common core standards. Also through the data tracker teachers will be able to identify sudden changes in academics. If students begin to not meet performance standards the teacher will provided one on one intervention to ensure the student is experiencing a deficit in skills instead of not understanding a standard. In the area of attendance classroom teachers will contact parents if students have been absent after 3-days. If unexcused absenteeism continues after 5 days the teacher will contact the parent again. If absences begin to continue the classroom teacher will refer the student to the administration of consistent absenteeism. Because Encore is an elementary school and attendance will be 80       addressed at the parent level. The administrative assistant will track behavior through a in-house behavior tracker. However the classroom teacher will track behavior data as well. During the collaborative communities teachers will create interventions to assist with consistent student behavior issues. At-risk students will follow some the same track as tier II, tier III and SWD to improve grade –level performance. The student will receive 30-45 minutes of intervention (Moby Max or I-Ready) per day on the needed skill deficits. At-risk students will complete progress monitoring in EasyCBM every two to three weeks. Classroom teachers will indicate behavior inventions such as check-in/check-out, daily feedback, calls to parents, and rewards. If classroom interventions are not successful and the data suggest the student has exceeded a interventions attempts the student can be referred for a FBA and to the RTI​b team. 81       Describe the following related to gifted students: Methods for identifying and meeting the needs of intellectually gifted students; ● Specific research-based instructional programs, practices, strategies, and opportunities the school will employ or provide to enhance their abilities; and ● Plans for monitoring and evaluating the progress and success of intellectually gifted students. Students qualifying for gifted services under Tennessee’s eligibility process will receive an (IEP), formulated with input from school staff members and parents. A student potentially identified as gifted reads at two grade levels above their current grade. Some IEPs may specify that the child take part in a pull-out gifted class, but in some cases, there may be other (or additional) supports that are more appropriate. If the SPED/ELL teacher we hire does not have the appropriate credentials, we will contract with Shelby County Schools SCS gifted program, known as CLUE. Supports for gifted students K-5th grades: Students may be able to attend the pull-out CLUE class 2.5 hours/day, two days each week in their own school or another one nearby. Describe how the school will implement Response to Instruction and Intervention (RTI²) procedures for special needs students, including a plan for how data will be collected, progress will be monitored, and instructional decisions will be made related to student performance. RTI² represents a tiered approach to instruction based on a collaborative, problem-solving model for addressing individual student needs; it is a process, not a program. It is built on the premise that high-quality instruction and interventions are guided by student needs and performance data. •RTI² begins with an emphasis on quality Tier One instruction and continues across the continuum of differentiated support. All students with disabilities will not automatically fall in tier III but may not fall in tier I. SWD will take the universal screener as all students at Encore. Benchmark assessment data will assist in identifying tiers and skill deficits for both general education and SWD. Your SWD as mentioned will generally fall in Tier II or Tier III, these students will need: skills focused, targeted to student specific skill deficits- SWD will work in Easy CBM progress monitoring every three weeks and receive 30-minutes daily intervention time in math through I-Ready or ELA through Moby Max. Students who have deficits in both literacy and math will concentrate on one skill during each three week period. It also will depend on the students individual disability and if the student is able to handle various degrees of change. Tier III, is more focused, intensive to student specific skill deficits. SWD will be Progress Monitoring twice a week using Easy CBM probes and 30 to 45-minutes daily intervention time through I-Ready or ELA through Moby Max. Students who have deficits in both literacy and math the team should carefully review the student’s data and develop an intervention plan to be prioritize and effectively address skill deficits. (These students may require more time in tiered interventions if more than one subject has been simultaneously addressed) Encore’s RTI² Teams: School RTI² Teams meet every 20-23 instructional days, at a minimum to make data-based decisions that inform instruction/intervention. During the RTI2 team meeting members will analyze data from Moby Max, i-ready, and progression charts in EasyCBM. The data will be able to determine student performance growth on skill deficits. This information will be shared with parents through a letter regarding student’s progress. RTI teachers will also be evaluated through fidelity checks and walkthroughs highly trained personnel will provide interventions. Highly-trained personnel are those who are adequately trained to deliver the selected intervention as intended with fidelity. 82       1.8 School Culture and Discipline In this section: (a) Provide as ​Attachment B ​the Student Handbook and/or forms that will be provided to or required of students and families, including any “contracts” with students and parents. Encore STEM Academy’s Founding Family Handbook is provided as Attachment B. (b) 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. (c) 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. ENCORE STEM ACADEMY CREED I AM Encore STEM Academy! I am a critical thinker who communicates effectively and collaborates with my fellow Techies to successfully create real world solutions that change the world! I AM Encore STEM Academy! I am an advanced academic achiever, lifelong learner, and savvy scholar who uses STEM and Computer Science to benefit society with infinite possibilities! I AM Encore STEM Academy! I am an environmental steward and I respect nature, plants, animals, and the environment! I AM Encore STEM Academy! I am an outstanding citizen and I make decisions that positively impact myself, my fellow Techies, my family, the Historic Orange Mound Community, my nation, and my world! WE ARE Encore STEM Academy! We ARE Exploring New Concepts of Rigor and Excellence! Encore STEM Academy Techies are confident, exceptional, intelligent, and magnificent. They are critical thinkers, communicators, collaborators, and creators, and they are taught by the most superb group of adults who are just as amazing. Every morning during “Tech Talk” they will be reminded of that - both students and adults. In line with our Outstanding School Culture, students and teachers will have Tech Talks (considered Morning Meetings by some schools) where they recite the school creed, learn about the upcoming events and news for the day, and get a brief mini lesson on a variety of topics. The Tech Talks will be led by rotating personnel, students, parents, industry leaders, or community stakeholders. They will all leave feeling invigorated, excited, and encouraged to have a productive day, starting Day ONE. This creates and sustains the intended culture because it promotes more ownership and accountability among a variety of stakeholders. Most of the heavy lift to create, implement, and sustain the school culture will happen prior to Day One. With a new school, constant reinforcement and communal ownership of the mission, vision, and core 83       values helps with achieving and exceeding expectations and goals. Throughout the school year, strategically aligned events for Tech Talk, Safety and Security, Comprehensive Wellness, and Tech Exploration reinforce our school’s values. These engaging and interactive activities provide students with opportunities to display their 21st Century Core Competencies, collaborate with peers and adults, and parents to be involved in the academic and social development. Prior to school opening, teachers and the school leaders (Executive Director and Instructional and Curriculum Specialist) will have opportunity to review the school culture protocol, planned events, and provide input and feedback on the methodology and implementation of schoolwide policies and procedures so they will have the impetus to reinforce co-created policies. While there are established norms and procedures, teachers also have the autonomy to create personalized rewards and consequences which may be more fitting to his or her class. During Orientation, parents and students will be provided opportunity to express feedback after the meeting and written on their handbook agreement forms, if they review the documents again and determine that there is some aspect of the policy which they have a question. When administering consequences, once the school year commences, students and parents will have opportunities to provide input on appropriate reward and remediation actions. Examples of consequences for positive behaviors include: phone calls and letters sent home, Tech Treasures (where they can choose an item from the ED’s goodie box), Tech Time (where they can choose an activity they would like to do) lunch with a chosen adult, and any other consequence which they may choose. Examples of consequences for negative actions include: Apology to offended Techie or teacher, Reflection Moment, Teacher Conference, Parent/Guardian Conference, Teacher identified Consequence, Parent/Guardian identified Consequence, Student identified Consequence. Often consequences for one student do not work for others, and this system allows for parents, teachers, and students to collaboratively decide what is best for remediation. Example - if a student does not particularly enjoy recess than a loss of those privileges is not substantiated and may not produce an improved behavioral outcome. When a student enters ESA mid year, they will be assigned two “Tech Trainers” who can help them meet new Techies, learn more about their teachers and how school flows, and most importantly ensure they are not isolated coming into a new environment. Tech Trainers will be available to answer questions, share their experiences, and sit with them in the cafeteria (which is often the scariest part of coming to a new environment). Mid-year, students will also be given a “reset” of school culture, norms, and expectations as they are returning from the lengthy holiday break. (d) 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. (e) Describe the philosophy for student discipline that supports your proposed school’s model, including: ● Practices the school will use to promote good discipline, including both penalties for infractions and incentives for positive behavior; Encore STEM Academy is committed to providing a safe and secure and academically robust learning environment for ALL children. Our School Culture model is RCA - which is Responsible Community Action. RCA is the belief that Techies are more successful academically and behaviorally when they take ownership over their actions and school, support their colleagues, and make growth based decisions. RCA 84       was developed as a combination of tenets from the National School Climate Center (NSCC) Connecting Communities of Courage and Positive Behavior Intervention Systems (PBIS). NSCC describes intentional planning; inclusive intergenerational leadership; and a commitment to continuous improvement as pinnacles for increased school inclusivity, engagement, and safety, noting that schools should be places where not only does everyone have a seat at the table, but their voices are also elevated to redesign everyday practices, and support individual and communal growth and well-being. These practices encourage inclusivity and embraces all students - those with students with special needs, students with disabilities, English Language Learners, and students at risk of academic failure. Fitting with our Core Value of Outstanding School Culture, when communal growth and accomplishments are celebrated, all are celebrated for their individual and unique contributions to the larger greater cause. Everyone has something valuable and unique that enhances the school community. NSCC describes the following tenets to develop a school community that is inclusive, safe, and engaging: Mission: Every school should have or develop a mission that is based on consensus among school community stakeholders, shared and promoted widely, and frequently reviewed and enhanced to ensure alignment across the priorities and programs in the school. ESA’s mission is in alignment with school activities and functions, the organizational chart and teacher/leader selection, the staff development, and community engagement. Each activity, person, and event strategically aligns with a particular Core Value and the mission and vision. ESA’s mission has been shared and redefined with the input of community members and stakeholders at Envisioning Encore sessions held in Orange Mound. Every meeting (Tech Talks, Parent Orientation, Board Meetings, Envisioning Encore sessions) begin with a communal recitation of the school mission and vision and school creed. As we are chartered and open, continued engagement will be fostered among parents, students, and community stakeholders about how to actualize and operationalize the mission and Core Values. We are partnering with Tiana Pyles, Executive Director of the Orange Mound Development Corporation, on how Encore STEM Academy can honor and maintain the community branding of Melrose High School, an established community heritage landmark and source of immense pride. So impressed with our school mission and vision, and our level of community engagement, she has offered her commitment to assist us in developing ESA. Her letter of support is in Attachment E. Wellness: Schools are responsible for the overall wellness of the school community. This requires that each school’s mission must include a focus on social, emotional, mental and physical wellness for all members of the school community, as well as promoting their will and capacity for positive and productive civic engagement. As outlined in Section 1.1, Encore STEM Academy’s Mission, Vision, and Core Values incorporate the overall wellness of the school community. Particularly the Core Values of Neighborhood and Community (promotes engagement of external partners and the Historic Orange Mound Community) and Outstanding School Culture (promotes engagement and wellness of internal entities, particularly teachers and students). We also provide many activities for family engagement, community involvement, and training on factors that can inhibit or produce social, emotional, and physical wellness (such as ACE’s, healthy eating and fitness, gardening, and behavioral cues for SWD.) ESA’s Safety and Security Plans, Comprehensive Wellness Plans, and Tech Explorations provide focuses on activities that are engaging and centered around wellness for the school community and stakeholders. 85       Safety and Security topics include: Immunization Awareness, International Day of Peace, Adverse Childhood Experiences (ACE’s) Coping Strategies, Teacher and Staff Appreciation, Bullying Prevention, CyberSecurity Awareness, World Kindness, Kid and Animal Safety, National Law Enforcement Appreciation, Give Kids a Smile, Employee Appreciation, Child Abuse Prevention, and Mental Health Awareness. Comprehensive Wellness topics include:​ Orange Mound Stepping (dancing), physical fitness, healthy eating and gardening, lifestyle choices, and social and psychological well being. Tech Exploration topics include​: Humanimals (Humans who love animals), Robotics, Trash to Treasure, Creative Coding, Spanish, Nature Nurturers, Reading Voyager, and three additional clubs that will be chosen by teaches, parents, students, or community stakeholders. Innovative Implementation of Best Practices: School leadership teams should look first to what research has shown us to be true when selecting individual and whole school improvement strategies; however, they should also use their knowledge of local context to innovate as necessary to achieve their mission. When formulating school procedures, policies, and philosophical underpinnings, implementing proactive and restorative practices, findings from NSCC on safe inclusive and engaging schools, and PBIS strategies were the research based models adapted. The aim of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building relationships, including both proactive (building relationships and developing community) and reactive (repairing harm and restoring relationships) approaches.123 NCSS findings increase diverse student engagement and collaboration with peers and adults by emphasizing student voice and ownership and continuous improvement. PBIS is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success and encourage positive behavior. The focus of PBIS is prevention, not punishment, and “behavior” is taught similarly to academic content.124 Through the review of best practices we have formulated ​Responsible Community Action: ● RESPONSIBLE - ownership of personal behaviors and the impact on the school community ● COMMUNITY - working collaboratively so fellow students are safe and included ● ACTION - making academic and behavioral decisions that inspire growth and development Integration: Schools should integrate best practices in social and emotional learning and school climate improvement with academic content and instruction. When formulating the mission and vision of ESA, the 21st Century Core Competencies became the pillar of how students can experience both academic and behavioral success. With utilizing the 4C’s, students are able to look inward, work outward, and work sideways with other students to produce best work. Producing projects with a team allows for students to increase their confidence and ability to push their boundaries of thinking to grapple with the complexities of core academic content and create a non-existing item that they design. The Safety and Security and comprehensive wellness activities occur during the school day, and with the leadership/input of children. When they are socially and psychologically safe at school, they are better able to perform academically. ESA’s Core Value of Outstanding School Culture emphasizes the need for teachers and students to have their unique identities and contributions to the learning environment validated so they will be successful. With the emphasis on creating and implementing activities that focus on Mission, Wellness, Innovative 123 124 86 https://www.iirp.edu/restorative-practices/defining-restorative/  https://www.pbis.org/school        Best Practices, and Integration of Social Emotional Learning, ESA has the foundation for an environment that will cause all stakeholders to flourish. ESA has established school procedures with conduct mores that have academic and behavioral intentions. We have expectations that all Techies must follow in order to have a safe environment: ● Being kind and respectful to yourself, Techies, and teachers. ● Follow your teacher’s directions. ● Keep your hands, feet, and objects to yourself. ● Do not call a Techie anything mean or say anything harmful. Voice Levels help establish an environment where everyone will be heard and where students can help monitor themselves and each other in the school climate. ● Level 0​ silence (when appropriate) ● Level 1​ quiet whisper (classroom) ● Level 2​ regular conversation voice (classroom, cafeteria) ● Level 3​ loud talking (speaking to a group, playground) ● Level 4​ screaming (emergency) Hand Motions provide fewer disruptions to the learning environment when a student has a minor need or request that can be handled while the class still operates smoothly. When the teacher, or the Techie who is leading the class, notices this signal, it can be given quickly and discreetly. ● One finger​ - pencil ● 2 fingers​ - tissue ● Closed fist​ - restroom Checks for Understanding allow teachers, or the Techie who is leading the group, to determine if their intended message is understood. ● Thumbs up​ - agree ● Thumbs down​ - disagree ● Thumbs sideways​ - unsure, still thinking (Behavioral) Bullying Prevention125 ● Flat hand in the air - “Stop sign​” Tells someone that you don’t like what they are doing. This is when the next steps of Stop, Walk, Talk are implemented 1. Stop - Let them know that you do not like what they are doing by putting up a stop sign. 2. Walk Away - If you show the stop sign to another Techie who is doing something that you do not like and they continue, "walk away" from the problem behavior. 3. Talk - Report the problems to an adult. ESA believes that rewarding expected behavior is just as important as receiving consequences for unwanted behavior. Techies will receive incentives for implementing RCA in school, at activities and events: Encore STEM Academy Techie Rewards Techie Activities ● Assisting Techies, students, or stakeholders ● Academic Honors or Rewards 125 87 ● ● ​ ewards R Phone calls and letters sent home Tech Treasures https://www.pbis.org/common/cms/files/pbisresources/bullyprevention_ES.pdf        ● Showing growth in the 21st Century Core Competencies ● [teachers will add to this list] ● Tech Time (where they can choose an activity they enjoy.) ● Lunch with a chosen adult ● Dress Down days ● Any other reward which they may choose. ● [teachers and students will add to this list] ESA expects that Techies will always choose their best behavior at all times, but there are times when their a choice that merits a consequence. The infractions and progressive action steps are listed below: [teachers will have input on these infractions] Encore STEM Academy Techie Consequences LEVEL 1 Infractions ● Off task during instruction (​refusal to work, sleeping in class, head on desk) ● Chewing gum ● Uniform violation ● Disregarding common voice codes ● “Mean” words ● Uniform Violations LEVEL 2 Infractions ● Disrespect to adults ● Threatening language or gestures ● Disruptive behavior [teachers will better describe behaviors] ● Offensive teasing/checking(without ​use of profanity or harsh words)​ ● Kicking, pushing, “play fighting” ● Cheating ● ● ● ● ● ● ● ​LEVEL 1 Consequences Apology to offended Techie or teacher Reflection Moment Teacher Conference Parent/Guardian Conference Teacher identified Consequence Student identified Consequence Parent identified Consequence LEVEL 2 Consequences ● Apology to offended Techie or teacher ● Reflection Moment ● Parent/Guardian Conference ● Teacher identified Consequence ● Student identified Consequence ● Parent identified Consequence ● Loss of Privileges Progr LEVEL 3 Infractions Removal from class to receive consequence:​ ● Destruction of school property ● Hitting/Physical violence ● Profanity aimed at another Techie ● Obscene profane gestures ● Possession of a weapon on school property (​cause for immediate suspension or expulsion) ● Theft LEVEL 3 Consequences Discretion of Executive Director. The consequences will include mandatory: ● Apology to offended Techie or teacher ● Behavioral Plan ● Parent/Teacher/ED Conference and identified consequence Other potential consequences include but are not limited to: ● Parent shadowing ● Out of school suspension (3-5 days) ● Loss of major events such as clubs, extracurricular, field trips Zero Tolerance Offenses ESA will investigate all acts of bullying and ● Cyber bullying/Bullying cyberbullying, following protocols established by ● Possession of a weapon on school property Shelby County Schools. (​cause for immediate suspension or expulsion) 88       ● Aggravated Assault resulting in serious bodily injury upon any teacher, principal, administrator, school resource officer, or any other school employee; ● Unlawful possession, sale, or evidence of use of drugs/narcotics at school or at a school-sponsored activity; ● Unauthorized possession of a firearm on school property or at a school sponsored activity. The consequences are Expulsion/Suspension between 11 and 180 days Right to Appeal Discipline Consequences Parents or guardians who would like to appeal consequences have the right and will be informed immediately (simultaneously) when administered a consequence. This notice is located in the Founding Family Handbook, Attachment B: If your child receives a suspension beyond 10 days (11-180) or an expulsion, as a parent or guardian, you have a right to appeal that decision, and you will be given a written copy of the appeal procedure with your paperwork. Upon expulsion, you may contact Board Member Myra Hamilton [ESA will insert contact information] and explain the situation and your preferred outcome. She will take that information to the board, and you will have a response to your request within 2 business days. If the ESA Board of Directors has not adequately addressed your concern about the discipline consequence, we ask that you contact Shelby County Schools Office of Charter Schools: Mr. Alexander Roberson ​Advisor, School Governance & Compliance, 160 South Hollywood Street, Room 138 Memphis, Tennessee 38112 (901)416-4667 ​robersonab@scsk12.org ● If not included in the discipline policy, a list and definitions of the offenses for which students in the school must (where non-discretionary) and, respectively; procedures for due process when a student is suspended or expelled as a result of a code of conduct violation, including a description of the appeal process that the school will employ for students facing expulsion; ESA has adopted components of the SCS Discipline Policy to determine actions that are Zero Tolerance Offenses. The offenses where students ​MUST (non discretionary) be suspended or expelled are. When the term MUST is used, there is still consideration of the following, because this is an elementary population: 1. Possession of a weapon/firearm on school property ​- Possessing a weapon is cause for immediate suspension or expulsion, depending on the circumstance, intent, and explanation (example - is the weapon a pocket knife left in the backpack from the weekend? Is it a tool that was used over the weekend in a project and is still in the backpack? etc) 2. Aggravated Assault resulting in serious bodily injury upon any teacher, principal, administrator, school resource officer, or any other school employee - In the case of perpetrating violence without cause. Was the student bullied? Was the student defending him/herself? 3. Unlawful possession, sale, or evidence of use of drugs/narcotics at school or at a school-sponsored activity​. Was the bag used by someone else over the weekend? Were the drugs prescription medication or illegal substances? The offenses where students ​MAY​ (where discretionary) be suspended or expelled: 89       1. Cyberbullying/Bullying - Bullying includes any physical or verbal threats, intimidation, harassment, or encounters that make a student feel physically or socially unsafe in this environment. ESA also has a policy against cyber bullying, which includes electronic acts that create a “clear and present danger” of physical harm, “substantial interference” with education, a “hostile educational environment” or “substantial disruption” of the school. The prohibited “electronic acts” include off-campus communication that is “directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose.” This bullying or cyberbullying may occur on or off campus, but if it affects another student in a negative way, it will be investigated.ESA will investigate all acts of bullying and cyberbullying, following protocols established by Shelby County Schools, included in Attachment B. 2. Possession of Contraband - Contraband items that warrant suspension include (but are not limited to): Weapons or any items that can be used as weapons​, ​Drugs (including illegal drugs, prescription medications, over-the-counter medications)​, ​and inappropriate materials (e.g., graphic comic books) TCA § 49-6-3401(c)(4)(B) requires that schools give parents or guardians immediate written or actual notice of the right to appeal a decision to suspend a student for more than ten (10) days. It is critical that charter schools should include the right to appeal and instruction regarding how to do so on the notice of expulsion. This information is included in The Encore STEM Academy Founding Families Handbook: Right to Appeal Discipline Consequences If your child receives a suspension beyond 10 days (11-180) or an expulsion, as a parent or guardian, you have a right to appeal that decision, and you will be given a written copy of the appeal procedure with your paperwork. Upon expulsion, you may contact Board Member Myra Hamilton [ESA will insert contact information] and explain the situation and your preferred outcome. She will take that information to the board, and you will have a response to your request within 2 business days. If the ESA Board of Directors has not adequately addressed your concern about the discipline consequence, we ask that you contact Shelby County Schools Office of Charter Schools: Mr. Alexander Roberson Advisor, School Governance & Compliance, 160 South Hollywood Street, Room 138 Memphis, Tennessee 38112 (901)416-4667 robersonab@scsk12.org ● An explanation of how the school will protect the rights of students with disabilities in disciplinary actions and proceedings; Encore STEM Academy will follow these procedures for Students With Disabilities (SWD) in disciplinary actions and proceedings:126 Any eligible student is subject to Encore STEM Academy’s student code of conduct. The student’s plan may include a behavior management plan, which outlines disciplinary options to be used. In some cases, inappropriate behavior may cause the student to be removed from classes and/or school for a few days or to be sent to an alternative education program, such as a supervised setting separate from regular classes or in-school suspension. In either case, the student must be given the opportunity to complete assignments and earn course credit. 126 90 ​https://www.tn.gov/content/dam/tn/education/legal/legal_section_504_guide.pdf       When it is determined that the disabled student’s misconduct is caused by the disabling condition, the student may not be suspended or expelled from school. The review committee will then determine whether the student’s current educational placement or accommodation plan is appropriate. OCR interprets Section 504 as requiring LEAs to develop an individualized behavior management plan for a student with a disability when the student’s behavior significantly interferes with his ability to benefit from his education. The purpose of the behavior management plan is to maintain the student’s placement in the least restrictive environment to meet educational needs. Removal for more than 10 days requires the same guidelines as for special education students. The student is entitled to due process protections. The review committee must conduct a manifestation determination when a student with a disability commits a disciplinary infraction that may result in expulsion or suspension from school for more than 10 consecutive school days or when a series of suspensions create a pattern of exclusions that constitute a significant change in placement. The determination must be based on current information. The determination of whether a series of suspensions is a significant change of placement will be made on a case-by-case basis by the review committee. The factors that will be considered will be the length of each suspension, the proximity of the suspension to one another, and the total amount of time the disabled student is suspended from school. The review committee must then determine whether the student’s current educational placement is appropriate. If it is determined by the review committee that the misconduct is not caused by the student’s disabling condition, the student may be disciplined in the same manner as a non-disabled student, including expulsion from school. If it is determined by the review committee that the misconduct is caused by the disability, the student may not be expelled. ● A description of the individuals responsible for carrying out the discipline policies which includes the job description and qualifications (at the administrative level); and ● Discuss how students and parents will be informed of the school’s discipline policy. ESA Discipline policies will be carried out by the Executive Director/Co-Founder. Primarily managing Safety and Security, Transportation, School Operations, and STEM, the role of carrying out discipline policies best fits his acumen and scope of responsibilities. Mr. Bradley has administrative experience managing student behaviors, appointed by a previous Principal. Mr. Bradley is well informed on how to balance the needs of the families and the schools, having twenty years experience as a classroom teacher. He will attend SCS trainings on discipline policies and procedures to increase capacity, and will implement with fidelity. He will work collaboratively with the SPED/EL teacher in situations that involve SWD to ensure that their needs and rights are not in violation when administering a consequence. Attachment E contains letters of support from former parents Mario Ingram, Nilene Woods, and Zina Jordan which highlight his work ethic, professionalism, follow-through, and commitment to providing the best level of service to families. ESA students and families will be informed of the school’s discipline policy during Orientation, where they will be provided written copies that we ask that they review, sign, and provide feedback if they have additional questions. The Executive Director, as primary discipline manager, will share information about RCA, provide proper and improper discipline examples through role play, and highlight Zero Tolerance offences. The emphasis will be to ensure that parents and the school work proactively to implement the Safety and Security Plan that mitigates the propensity of discipline issues occuring. Discipline policies will also be discussed at the Open Board Meetings, where parents are encouraged to provide feedback to 91       policies and procedures of ESA. TCA § 49-6-4002 requires that a discipline policy be adopted by each governing body and 49-6-4007 requires that policy be posted on the school website, in addition to being supplied to all school counselors, teachers, administrative staff, students, and parents. Discipline policies will be posted visibly in the school and on the website (​www.encorestemacademy.org​) for continual access. (f) Provide the student discipline policy as ​Attachment C​, if not already included in ​Attachment B ​of the school handbook. Encore STEM Academy’s Student Discipline Policy is provided as Attachment C. (g) If you plan to adopt the local district or another school’s policy, explain how this policy aligns with your mission, vision, and goals. Encore STEM Academy has adopted the following policies and procedures from Shelby County Schools Student Code of Conduct.127 They are modified and listed in the Founding Families Handbook under “Zero Tolerance Offenses.” We chose to adopt this policy to be in compliance with SCS guidelines and to ensure students understand the consequences to certain actions. These Zero Tolerance offences contradict the Core Values of Outstanding School Culture and the behavioral expectations of RCA. We carefully selected these infractions from a larger list of violations due to the extent of the harm inflicted. The infractions of school discipline in the Shelby County Schools listed below are grouped into categories according to the seriousness of the offense. This list is not intended to be exclusive or all-inclusive. For infractions not specifically listed below, school principals shall assign discipline in accordance with the category that appears to be comparable to the offenses specifically listed in the category. Category A – State Zero Tolerance Offenses 1. Aggravated Assault resulting in serious bodily injury upon any teacher, principal, administrator, school resource officer, or any other school employee; 2. Unlawful possession, sale, or evidence of use of drugs/narcotics at school or at a school-sponsored activity; 3. Unauthorized possession of a firearm on school property or at a school sponsored activity. Penalty for Category A Offenses: • Expulsion/Suspension for 180 days Notification will be made to law enforcement authorities. Any modification of this penalty can only be made by the Superintendent. Category B 1. Possession of a knife or any potentially lethal weapon, Taser, or explosive on school property or at a school--sponsored activity; 2. Evidence of drinking or possession of alcoholic beverages in school or at a school sponsored activity; 3. Gang activities -- Activity that is threatening and/or intimidating, harassing in nature or recruiting; gang notebooks with gang pledges, codes and symbols that are used in communication such as threats and warnings and recruiting; gang related fights, and all types of violent acts; gang graffiti especially drawn on school property (bathrooms, lockers and hall walls); electronic devices such as cell phones with recognized gang text, with gang symbols, signs and language that is threatening and or intimidating; 127 92 ​http://www.scsk12.org/schools/whitestation.ms/site/documents/CodeofConduct.pdf       4. Evidence of use or possession of drug paraphernalia, substances for huffing, any substance under guise of it being a controlled; substance or prescription drug, and/or medical preparations without proper medical authorization; 5.Assault upon any teacher, principal, administrator, school resource officer, or any other school employee; 6.Continuous and/or severe Category C Offenses. Penalty for Category B Offenses: • Out-of School Suspension • Expulsion (11-180 day) When appropriate, notification will be made to law enforcement authorities. Modification of this penalty can be made by the Superintendent or the Disciplinary Hearing Authority. 1. 11 ​Marketing, Recruitment, and Enrollment (prior to school opening) In this section: (a) Provide as ​Attachment D ​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 (considering the LEA’s open enrollment and lottery schedule); ● 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. The Encore STEM Academy School Enrollment Policy is detailed in Attachment D. (b) Describe how parents and other members of the community will be informed about the school. (c) Describe your plan to recruit students in your pre-opening year, including the strategies, activities, events, and responsible parties. Include a timeline and plan for student recruitment/engagement and enrollment, with benchmarks that will indicate and demonstrate suitable recruitment and enrollment 93       practices over time. (d) 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 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. (e) What established community organizations would you target for marketing and recruitment? Consider pre-schools, civic groups, camps, summer programs, faith-based institutions, etc. (f) Describe what has been done to assess and build parent and community demand for your school and how you will engage parents and community members from the time that the school is approved through opening. Encore STEM Academy has conducted “Envisioning Encore” sessions at the Cherokee Library, Orange Mound Community Center, Orange Mound Gallery, Orange Mound Community Development Corporation, Bibleway Church, and My Cup of Tea Orange Mound which have involved parents, community members, daycare owners, parishioners, university representatives, business leaders, industry professionals, board members, and concerned stakeholders who have provided input, questions, and feedback regarding the Mission, Vision, and Core Values of the school. Community members who specifically live, work, worship, and are from the Orange Mound Community have significant investment and hopes for its’ continued development. They have also overwhelmingly expressed emphatic support for the Co-Founder, an Orange Mound native and Melrose High School graduate, to work ​with the community in educational reform and development because of the connections and drive to increase educational opportunities and access normally given to students in an optional school. Four Board Members and the Co-Founder are from Orange Mound and have strong family and community ties, relationships, and commitment. Parent and community demand has begun with grassroots discussions, formulation of ideas and strategic marketing, engaging families at sessions, and preparing for outreach and activities for families. Envisioning Encore sessions have been open to people of all ages to enlist multigenerational and diverse, often divergent opinions for what is best for Orange Mound and education. Key community support and input has come from people as young as four years old (Nicholas Harris) and as young at heart as 82 years young. (Juanita Shields Tate, whose letter of support is in Attachment E.) Mary Mitchell, a staunch Orange Mound advocate and octogenarian, known as the Historian, has been instrumental in our outreach, introducing us to key community members, daycare owners, activists, grandparents, and providing vocal and written endorsement for Encore STEM Academy, which has allowed more open doors and access. Her letter of support is in Attachment E. Encore STEM Academy will enroll all students who are entering grades K, 1, and 2 in 2020, with the goal of enrolling 120 students in Year One - 40 in Kindergarten, 40 in First, and 40 in Second grades. Encore STEM Academy will abide by the nondiscrimination policy in student enrollment where all students are welcome pursuant to T.C.A. § 49-13-107. The Orange Mound community, unfortunately, is a high poverty urban community with over 80% of students eligible for free and reduced lunch. We anticipate that the majority of students will come from the neighborhood and surrounding areas and will represent that level of income, families in poverty. Outreach is strategically targeted to the residents, local citizens, parishioners, and community which is inclusive of families in poverty, academically low-achieving students, students with disabilities, English learners, and other students at risk of academic failure. Encore STEM Academy Board Members Chanda Robinson and Ruth Martinez ​will specifically assist with 94       parents of students with disabilities, those at risk of academic failure, low-achieving students, and English learners. These parents may have questions about enrollment, support, and specific concerns upon learning about a new charter school with a STEM focus. Ms. Robinson, a certified and endorsed special education teacher from Orange Mound, and Ms. Martinez, who is bilingual (Spanish and English) will assist with translation, sharing information about the school which may seem unfamiliar, and discussing how their children can specifically benefit and thrive at Encore STEM Academy. Mauricio Calvo, Executive Director of Latino Memphis, has allowed us to come to their offices for recruitment and marketing. As the premier location in Memphis that serves English Language Learners, this is an epicenter for the Hispanic community. We will host Envisioning Encore sessions at Latino Memphis and provide mini-sessions of STEM activities to display the school’s focus. Mr. Hernandez has also offered to provide assistance when we are working with Hispanic families. The Orange Mound Community Center offers tutoring to students in all grade levels, including those who are in poverty, academically low-achieving, have disabilities, and other students at risk of academic failure. They have allowed us access to provide a pilot program to students to market the STEM focus during their summer camp activities, which we anticipate will reach a minimum of 20 children entering grades K, 1, and 2. There will also be STEM and Coding demonstrations at the daycare outreaches, Bibleway Church, Pink Palace, and apartment complexes. The Core Value of Environmental Stewardship will be demonstrated at the Memphis Zoo, Memphis Humane Society, Orange Mound Community Center, and Orange Mound Park, These events will showcase the unique aspect of our school, engage the families in activities, and allow them to ask questions and become more familiar with the STEM course and extracurricular activities in which they will be involved. During the pre-opening year of Encore STEM Academy, the marketing will become more intensified because the charter application will be approved and we will have a more firm message to send to parents to inform them that the school is approved to open instead of being ​proposed to open. We will also have more indication of where more parents will come from and where we can place stops for the school bus depending on the demand of certain areas. We will be able to enrich the student recruitment activities and begin the process of enrollment. Because the majority of future students will come from daycares, we have made connections with the Directors of Children’s Cottage, Early Childhood Enrichment Center, Shining Star DayCare, ABC Child Care Center, Red Robin Academy, Magic Kidz Learning Center, Community Childcare and Referral Services Center, and Chase Learning. The directors of these daycares have allowed us to disseminate information and will allow continued engagement with families. As community engagement increases and continues, we will reach out to more daycares including: Magic Kingdom Learning Academy, Around the Clock Learning Center, Just For Little People, Other Mother Child Care Center, Supreme Learning ​Center, and Day and Night Childcare. Mrs. Carolyn Goodlett Willett, Owner of Kiddie Kollege, and Chairman of the Trustee Board of Magnolia Baptist Church, has provided a Letter of Support in Attachment E detailing that she will allow us access to market to her children as well as introduce us to other daycare owners and church members. The Encore STEM Academy Team will market to apartment complexes, churches, and beauty and barber shops located in the 38111 and 38114 zip codes. We will meet with apartment complex managers to discuss disseminating information, hosting sessions, and to determine the age groups of the populations 95       that they primarily serve and best places for bus stops. Board Member Ruth Martinez is an Apartment Manager and has contacts with other apartment managers who can assist with our recruitment and marketing. The apartment complexes are: Thompson Courts, Willow Oaks Apartments, Crane Manor Apartments, El Dorado Apartments, Cherokee Square Apartments, Salem Manor Apartments, Hillview Village Apartments, Barron Court, Lamar Crossing Apartments, Cooper-Young Apartments, Lapaloma Apartments, Rivertown Square Apartments, Edgewood Townhomes, Whispering Pines Apartments, Pendleton Place Apartments, Pendleton Court Apartments, Commons At Brentwood, Lamar Crossing Apartments, Los Feliz Apartments, Pendleton Arms Apartments, Miracle Manor, Alcy Garden Apartments, Thompson's Apartment, Harmony Park Apartments and Townhomes, Melrose Place Apartments, Cherokee Cabana, Brentwood Place Apartments. Peggy West, Encore STEM Academy Board Member and Orange Mound homeowner will lead the outreach to local churches so that we can increase community engagement and endorsements, meet future families, and learn more about their work in the Orange Mound community. Mrs. Betty Neal, member of St. John Missionary Baptist Church will work with us on meeting with their church family. Amber Prewitt will facilitate a meeting with her church family, St. James Church of God in Christ. Their letters of support are in Attachment E. The churches are: Buntyn Presbyterian Church and Preschool, St. James Church, The Word Church, New Bethel Temple Church of God in Christ, Robinhood Lane Baptist Church, Greenwood CME Church, Holy Trinity Episcopal Church, Mt Moriah East Baptist Church, Monument of Love Baptist Church, Beulah Baptist Church, Annesdale Cherokee Baptist Church, New Era Baptist Church, Charjean Baptist Church, and St Matthew Missionary Baptist. Traditionally, beauty and barber shops are community staples where people commune, fellowship, and talk about the latest news. Katrenia Dickerson, Owner of Trenia’s, has provided a Letter of Support in Attachment E detailing how she will allow us to market and recruit with her clients, introduce us to other entrepreneurs and Orange Mound residents, and even bring her grandchild to Encore STEM Academy in the future! (Maiko is 1 years old now.) As part of our outreach, we will visit local beauty and barber shops to disseminate and post information about Encore STEM Academy. The beauty and barber shops in 38111 and 38114 are: Empire Beauty School, Watson's Barber & Beauty Shop, Milton's Barbershop, House of Styles Barber Shop, Next Level Barber Shop & Boutique, Airway's Barber Shop, Blitz Barber Shop & Salon, The Fade Genius, Washington's Cut & Care, Kutt Kreators, Ego Barber Shop, Guinn's Barber Shop, Phil For Hair, Dorothy's Beauty Salon, C & L Enterprise Styling Salon, Ashe Natural Haircare Salon, Ron's Crowne Beauty Salon, Jones Barber Beauty Salon, The Hair Affair Memphis, Xclusive House of Kutz, Giboney's Barber-Styling Salon, Headnappers Barber Shop, Milton's Classic Cuts, and Highland Park Prgrssv Barber. In marketing Encore STEM Academy, we will host family friendly events at Memphis attractions that are free of charge including the Pink Palace, Memphis Zoo, National Civil Rights Museum, Orange Mound Gallery, and the University of Memphis. These events will allow our community partners and stakeholders to engage with future families and share why they have become invested in the schools’ mission and vision. The Orange Mound Community Center serves a multigenerational community, and we will be able to meet grandparents, parents, and students in one place. The Encore STEM Academy Marketing, Recruitment, and Enrollment Strategies chart highlights how parents and community members will be informed about Encore STEM Academy to recruit students 96       during the pre-opening year and to sustain enrollment practices over time after opening. ALL events are at no cost to participants and are open to friends and family of any ages. These activities engage community partners, stakeholders, and board members in fun and family friendly events which highlight many of the great Orange Mound and Memphis jewels which are right in the community. In addition to recruitment, it is our hope to shine light on the assets and strengths of our Neighborhood and Community, fitting with our Core Value of Neighborhood and Community. It is our belief that going into the communities will be beneficial as we engage families. Encore STEM Academy Marketing, Recruitment, and Enrollment Strategies Timeline Responsible Parties128 Strategy, Activity, Event Beginning March 2019 Peggy West Daycare Outreach Beginning April 2019 Zain Noorden Social Media, Website www.encorestemacademy.org Instagram encore_stem_academy Benchmark, Goal Meet at least Through connections with daycare owners throughout the 100 families. community, we will disseminate information, meet parents, Enroll at least provide Envisioning Encore sessions, and meet future 80 students parents and students. This will facilitate further opportunities and inroads for community support and networking. This will also help determine needs for transportation and the largest potential student population concentration area. Increase followers Disseminate Information Twitter @​EncoreStem Encore STEM Academy Linked In The website will have information about enrollment, upcoming events, board members and meeting dates, community information, and a contact form for people who have questions. The website will be updated weekly. The instagram and twitter will be utilized to send updates and reminders of events, and will be updated twice weekly. May 2019 Co-Founders Ongoing 128 Envisioning Encore at the Cherokee Library The Encore STEM Academy Team will engage community members and families in marketing and recruitment sessions. Meet at least 5 families per session. These responsible parties are community supporters who have provided a letter of support in Attachment E and Board  Members  97       Beginning June 2019 Peggy West Envisioning Encore with Churches Peggy West, Encore STEM Academy Board Member and Orange Mound homeowner will lead the outreach to local churches so that we can increase community engagement and endorsements, meet future families, and learn more about their work in the Orange Mound community. Meet at least 10 Pastors After authorization Co-Founders Board Members Volunteers Door to Door with Encore Door-to-door marketing is effective and allows for a personalized conversation, question and answer, and connection with community members. As we are recruiting, we have enrollment benchmarks to determine the number of students, how to increase recruitment efforts, and the next steps to secure additional enrollment. We also continue to refine what is essential for Orange Mound residents. Knock on at least 200 doors and meet with families. July 2019 Sarah Buford Cathy Justis Kate Friedman Matt Womack Janet Boscarino Zain Noorden Encore STEM Academy Pilot Program at the Orange Mound Community Center Sarah Buford of the Orange Mound Community Center will coordinate STEM activities into their summer programming with Encore STEM Academy Co-Founders and Supporters: Cathy Justis of the Wolf River Conservancy, Kate Friedman of the Memphis Kids in Nature, Matt Womack of the Memphis Humane Society, Janet Boscarino of Clean Memphis, and Zain Noorden of Medtronics Provide STEM activities to 20 children in Orange Mound. Beginning July 2019 Co-Founders Board Members Peggy West Ruth Martinez Envisioning Encore and Recruitment at Apartment Complexes The Encore STEM Academy Team will meet with Apartment Complex Managers to discuss disseminating information, hosting sessions, and to determine the age groups of the populations that they primarily serve and best places for bus stops. Meet at least 10 families per complex Beginning August 2019 Co-Founders Board Members Beauty and Barber Shop Outreach The Encore STEM Academy Team will reach out to local beauty and barber shops to post information and share flyers with clients. Disseminate Information August 2019 Kate Friedman Envisioning Encore at the Memphis Zoo The Memphis Zoo has free admission on Tuesdays. Kate Friedman, who is the Executive Director of Memphis Kids in Nature and an Encore STEM Academy Board Member, is a Former Board Member for the Memphis Zoo and will have exhibitions with the mammal department. Meet at least 20 families September 2019 Beverly Alexander Envisioning Encore with the Orange Mound Steppers The OM Steppers meet Tuesdays and Thursdays at 6:30 at the Orange Mound Community Center. Beverly Alexander, a Member of the Steppers and an Encore STEM Academy supporter will teach a mini-lesson on stepping. Meet at least 20 families 98       Beginning October 2019 Mauricio Calvo Ruth Martinez Pedro Hernandez Envisioning Encore at Latino Memphis Latino Memphis is the epicenter for the Hispanic community in Memphis, TN. Mauricio Calvo, Executive Director, and Encore STEM Academy supporter, has provided space for us to market, host sessions, and recruit families. Ruth Martinez, Encore STEM Academy Board Member, will assist with translation. Meet at least 20 families November 2019 Pastor Bowie Mark & Annette Clark Co-Founders Envisioning Encore at Bibleway Church Pastor Bowie and Mark and Annette Clark, Encore STEM Academy supporters, will engage prospective families in marketing and recruitment sessions about Encore STEM Academy. Meet at least 10 families December 2019 Carey Moore Envisioning Encore at My Cup of Tea, Orange Mound Meet at least 5 Encore STEM Academy Team will meet with the staff at families My Cup of Tea, Orange Mound, to market and recruit. This is a all female staff of mothers and grandmothers who live in Orange Mound. Beginning January 2020 Mary Mitchell Board Members Recruitment at the Orange Mound Art Gallery Encore STEM Academy Team will set up a recruitment booth at the Orange Mound Art Gallery twice a month. The gallery is conveniently located in the Lamar shopping center, next to the Save-A-Lot grocery store. Meet at least 40 families. February 2020 Mary Mitchell Bertha Looney Envisioning Encore at the National Civil Rights Museum The National Civil Rights Museum is free to the public on Mondays. We will convene at the museum, tour, and discuss the events from the perspective of someone who experienced it: Mary Mitchell and Bertha Looney, Encore STEM Academy supporters. Meet at least 10 families March 2020 Dr. Cheryl Goudie Dr. Lenwood Fields Bertha Looney Envisioning Encore at the University of Memphis Dr. Goudie and Dr. Fields are Professors at the U of M in the Biology and Engineering Departments and Encore STEM Academy supporters. We will engage prospective families on a tour of U of M and make a special stop at the marker for the “Memphis State Eight,” which highlights the works of Bertha Looney one of the 8 African American students who integrated the U of M. Meet at least 10 families April 2020 Alex Eilers Envisioning Encore at the Pink Palace The Pink Palace has free admission on Tuesdays. Alex Ailers, who is the Education Director and an Encore STEM Academy Supporter, has designed a presentation which will discuss transition into Kindergarten and highlight the Bicentennial Museum Activities. Meet at least 20 families Ongoing Community Continue recruitment with Daycares, Latino Memphis, Orange Mound Gallery, Apartments, Cherokee Library, Become fully enrolled. 99       Stakeholders Churches, Social Media, and Door to Door with Encore Activities After Opening to Sustain Enrollment Teachers/Staff Teacher Orientation - Phone calls to each family. 1st Day of School August 2020 Determine if parents who have signed up actually arrived Day One, if not, contact them to determine their needs Each class and grade level is fully enrolled. Maintain enrollment OR Increase enrollment Maintain consistent attendance, monitor transportation routes. 20 Day Enrollment Verification Attendance Monitoring Maintain Enrollment Monthly Attendance Monitoring Maintain Enrollment January 2021 Attendance Monitoring This is the time that many parents move. Maintain Enrollment February 2021 Re-Enrollment for Next Year Maintain Enrollment April/May Daycares Peggy West Recruitment for incoming grade K Recruit 40 students for Kindergarten ESA Staff 1st Month of School Executive Director Administrative Assistant/Teachers (g) Provide the following as ​Attachment E​: ● Any documentation of pledged support from prospective partners; and ● 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. Encore STEM Academy has received pledged support from prospective partners, letters of support, memorandums of understanding, and contracts that indicate that we are welcome by the Orange Mound Community, viewed as an attractive educational alternative, and reflects the community’s interest and needs. Details of each documented letter are listed below. 100       Encore STEM Academy List of Pledged Support in Attachment E Organization and Name Pledged Support Letters of support that indicate that Encore STEM Academy is welcomed by the Historic Orange Mound community, is viewed as an attractive educational alternative, and reflects the community’s needs and interests. These letters reflect commitments and pledges from people specifically from the Historic Orange Mound Community. Orange Mound Historian Orange Mound Gallery Mary Mitchell Articles about Mrs. Mitchell Included Orange Mound Support Marketing and Recruitment Orange Mound Archivist Juanita Shields Tate Orange Mound Support Core Value: Neighborhood and Community Alexander Global Group Orange Mound Steppers Beverly Alexander Orange Mound Support Family Engagement A Square Meal on Wheels Chefs Derrick and Laquanta Clark Orange Mound Support Comprehensive Wellness Bibleway Church Pastor Larry Bowie Orange Mound Support Proposed facility Core Value: Neighborhood and Community Consolidated Management Taxes Thurman Gray Orange Mound Support Family Engagement Harlem Children Zone Laila Mustafa Orange Mound Support Core Value: Neighborhood and Community Hersheys Corporation Mario Ingram Orange Mound Support STEM Support, Exhibitions Kiddie Kollege Magnolia Baptist Church Carolyn Goodlett Willett Orange Mound Support Core Value: Neighborhood and Community Lane College Student Accounting Major St. James Church of Christ Church Member Amber Clark Orange Mound Support Volunteer Tutor Core Value: Neighborhood and Community Legendary Physical Therapy and Wellness Dr. Louie Watkins Orange Mound Support Comprehensive Wellness Plan Love Alive Mark & Mildred Clark Orange Mound Support Core Value: Neighborhood and Community 101       Memphis Police Department Lieutenant Frankie Bradley Orange Mound Support Safety and Security My Cup of Tea, Orange Mound Carey Moore Orange Mound Support Marketing and Recruitment Contact Core Value: Neighborhood and Community Orange Mound Community Parade President Memphis Police Department Retired Captain Claudette Boyd Orange Mound Support Safety and Security Core Value: Neighborhood and Community Orange Mound Development Corporation Tiana Pyles Orange Mound Support Core Value: Neighborhood and Community Orange Mound Teacher Paris Wright Orange Mound Support Letter of Recommendation Retired Teacher St. John Baptist Church Member Betty Neal Orange Mound Support Core Value: Neighborhood and Community School Nurse Sandra Kimmons Orange Mound Support Comprehensive Wellness Plan Trenia’s Salon Katrenia Dickerson Orange Mound Support Core Value: Neighborhood and Community Letters of support for Encore STEM Academy that include volunteers for school activities and industry representatives who view Encore STEM Academy as an attractive educational alternative/addition for Shelby County Schools and Orange Mound. Tennessee Code Annotated 49-6-1105 STEM Partner Organizations stipulates that TSIN shall seek STEM partner organizations, to find ways to collaborate on STEM education programs and opportunities. Centers for Disease Control and Prevention Shelby Alexander Comprehensive Wellness Plan Clean Memphis Janet Boscarino STEM Support, Exhibitions Core Value: Environmental Stewardship Department of Human Services Lanita Conley Comprehensive Wellness Plan First National Realty Industrial Engineer Angela Blakely STEM Support, Exhibitions Florida Department of Health Dr. Jamila Pope Comprehensive Wellness Plan Hope Church Environmental Scientist Dr. Timothy Jackson, Jr. STEM Support, Exhibitions Core Value: Environmental Stewardship 102       Humane Society of Memphis and Shelby County Matt Womack and Ashley Moore STEM Support, Exhibitions Core Value, Environmental Stewardship Jackson State University Education Major Moriah Turner Letter of Recommendation Latino Memphis Mauricio Calvo Marketing and Recruitment Support Middle Tennessee State University Biotechnology Major Ariel Avent STEM Support, Exhibitions Core Value: Neighborhood and Community One 13 Designs Kwaku Amuti STEM Support, Exhibitions Pastor Pedro Hernandez Recruitment, Marketing, Spanish Translation and Interpretation Pink Palace Museum Alex Eilers STEM Support, Family Engagement Core Value: Neighborhood and Community Retired School Counselor Rose King Comprehensive Wellness Plan Self + Tucker Architects Jimmy Tucker STEM Support, Exhibitions Southwest Tennessee College Bertha Looney Living Legend - Memphis State Eight Exhibitions Core Value: Neighborhood and Community Tennessee State Parks Sarah Green Examples of Activities Included TO Fuller State Park Retreat Core Value: Environmental Stewardship Teo’s Flooring Mynor Teo Recruitment, Marketing, Spanish Translation and Interpretation The Great Girlfriends Sybil Amuti Family and Parent Engagement United Parents and Students Jade Thornton Family and Parent Engagement University of Memphis Dr. Lenwood Fields Example of STEM Teacher Training Activities Included STEM Support, Exhibitions University of Memphis Dr. Cheryl Goudie STEM Support, Exhibitions Core Value: Environmental Stewardship 103       Veterinarian Technician Iris Rain STEM Support, Exhibitions Core Value, Environmental Stewardship Wolf River Conservancy Catherine Justis Example of STEM Activities Included STEM Support, Exhibitions Core Value: Environmental Stewardship Women of Stamina Beverly Watkins STEM Support Core Value: Environmental Stewardship Professional Letters of Recommendation for Encore STEM Academy’s Co-Founders Facing History Marti Tippens Murphy Letter of Recommendation Methodist Healthcare Zina Jordan Letter of Recommendation Retired Teacher Yolanda Toney Letter of Recommendation TBC Corporation Nilene Woods Letter of Recommendation Memoranda of understanding, or contracts for Encore STEM Academy Charter School Development Corporation Correspondence About Funding COR Mundi Investments Steve Bowie Facility Option Correspondence about St. Anne Church Easy CBM Academic Ed Tec Jenny Tabor Back Office Support Budget Eureka Math Curriculum Houghton Mifflin Harcourt Curriculum Harmony Transportation School Transportation High Tech High Graduate School of Education Stacey Lopaz and Tony Simmons Start Up Funding and Support Lucy Calkins Curriculum Moby Max Academic NWEA/Map Academic Raptor Safety and Security Renaissance Learning Academic 104       Teach for America Staffing Walton Family Foundations Start Up Grant Program Eligibility Words Their Way Curriculum Xtreme Clean Ron and Melody Johnson Letter of Recommendation School Maintenance 1. 12 Community Involvement and Parent Engagement (after school opens) In this section: (h) Describe student recruitment after the school has opened. How will it differ from pre-opening recruitment? After Encore STEM Academy has opened, student recruitment will be more tailored to provide an actual experience with the school - including tours, meeting with other parents and students, invitation to school events, and discussions with ESA Board Members and Co-Founders. Student recruitment will be more focused on enrollment in addition to marketing and gathering support for the school vision. Pre-opening recruitment provided us the ability to share ideas, receive feedback, gather support, and provide information about proposed timelines and location. After the opening, the focus on enrollment will be based on: 1. Student recruitment will be specific to grade levels and imminent enrollment needs and filling any open seats. 2. Student recruitment will be tailored to families who are enrolled ie. asking them to engage their families, their churches, their personal and professional networks, and contacts so that they can provide a concrete recommendation. 3. Student recruitment will be tailored to the location and specific - having a firm place of operation and school site to 4. Student recruitment will work with apartment complexes and daycares for potentially new residents to Orange Mound. 5. Student recruitment will include site based tours and classroom visits, meeting teachers and school staff and contextualizing the learning environment at Encore STEM Academy. (i) 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. (j) 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. (k) 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. Encore STEM Academy’s parents will be informed and educated on all school policies and volunteer opportunities at Orientation Meetings, on the website, and through school communications via monthly newsletters, social media, and flyers. Parents and community members will be informed and reminded of Board Meeting Dates and agendas and invited to attend. Governing bodies of public charter schools must 105       include at least one parent from one of the schools operated by the governing body, and charter school governing bodies must comply with open meetings and public record laws. After Year One, we will have a family member to join the board and lead a parent advocacy committee to provide insight into their needs, in January 2021. Parents are invited to volunteer during the school day, at extracurricular activities, progress and report card nights, and community events. Volunteering will not be required, but it will be encouraged, supported, and communicated to enhance family partnerships with the school. We will request that families volunteer, attend events and meetings, or participate in school activities at flexible hours for atleast ten hours per school year, 5 per semester. This gives an attainable goal for parents and families who are often working or have multiple responsibilities. Parents will be informed and educated on school policies at the Orientations, at school meetings, and the information will be posted on the website and available in the office. There will be three Orientations offered at flexible times prior to school opening. Seeking to serve a diverse population of students (particularly Hispanic) and properly provide leadership and support for them, we have recruited Ruth Martinez for the Encore STEM Academy Board. We have a community partnership with Mr. Mauricio Calvo, Executive Director of Latino Memphis which allows us access to share Envisioning Encore, provide STEM exhibitions, market, and recruit to Hispanic families. Mr Pedro Hernandez and Mr. Myner Teo have also pledged to support the schools’ efforts to increase diversity and serve all families. They have pledged to work with us to recruit, market, and promote our school among the families that they serve. In addition to the activities for marketing and recruitment highlighted below​, ​Encore STEM Academy will involve parents and community members in the life of the school through many meaningful activities which will enhance academic and social support, school engagement and participation, and facilitate increased positive relationships. These activities will benefit students and support Encore STEM Academy’s Mission, Vision, and Core Values. Encore STEM Academy Programs Offered to the Parents and Orange Mound Community Encore STEM Academy Parent and Community Engagement Activities Person Involved Student Benefit School Core Value Focus Board Meetings Board Members Parents and community members will be invited to attend board meetings, which are open to the public. The student benefit is that additional levels of input can provide insight into the best way to serve children. Neighborhood and Community United Parents and Students Jade Thornton Parents and students work together with this agency to determine what challenges the community needs to tackle in order for students to do better in school. The students benefit is that they a voice and advocacy agency to support comprehensive community upliftment. Neighborhood and Community 106       Orange Mound Historical Journey Mary Mitchell Juanita Tate Shields Claudette Boyd Orange Mound Living Legends will share their experiences growing up and thriving in the community. The student benefit is increased community pride. Neighborhood and Community Safety and Security Focus Lieutenant Frankie Bradley Rose King LaNita Conley Ashiqua Jackson The Safety and Security Focus includes activities that engage teachers, families, and the community in activities. The student benefit is to ensure a physical and psychologically safe school environment. Outstanding School Culture Comprehensive Wellness Dr. Jamila Pope Rose King LaNita Conley Ashiqua Jackson Derrick & LaQuanta Clark Sandra Kimmons Dr. Louie Watkins Parents, teachers, students, and community stakeholders will be involved in seminars and sessions about Adverse Childhood Experiences (ACE’s), health and wellness, physical fitness, healthy eating and gardening, and social and psychological well being. Outstanding School Culture The benefits to students are to aid in the development of social emotional well being and the “whole child” which has positive academic effects. Encore Exhibitions All stakeholders Parents and community stakeholders will experience Student Exhibitions at the end of the year where students share their projects and display their development of the 4 C’s. The student benefit is that students confidently display their work and receive feedback and engagement with adults. Rigorous Curriculum 21st Century Core Competencies Financial Literacy and Tax Information Stacy Hollingsworth Thurman Gray Erick Shelley Supporters and partners share information that will help parents and students with financial literacy and taxes. The student benefit is that parents and students in a high poverty neighborhood learn more about finances. Neighborhood and Community Real Estate and Home buying Seminars Angela Blakely Peggy West Ashiqua Jackson Partners share information about real estate and home buying. The student benefit is that families in a high poverty neighborhood learn more about the details of home ownership. Neighborhood and Community Entrepreneurship Seminar Sybil Amuti Ron and Melody Johnson Partners share information about entrepreneurship. The student benefit is that families learn information about expanding on their Neighborhood and Community 107       ideas for developing businesses. Animal Adoption and Well Being Matt Womack Ashley Moore Kate Friedman Cathy Justis Iris Rain Partners will share information about animal adoptions, display fun and unique animals (snakes, crawfish, turtles, owls, guinea pigs, bearded dragon, etc.) and discuss animal well being and care. The student benefit is the interest and enjoyment in new and exciting animals! Environmental Stewardship Report Card and Progress Report Nights - Academic and STEM Nights Teachers: In order for families to retrieve student progress report and report cards, they must come to the school to academic nights.129 The student benefit is that families communicate with teachers about academic progress and they get to participate in Academic Nights. Rigorous Curriculum Lunch and Learn Mr. Bradley and STEM Teacher Teachers Mr. Bradley and the STEM teacher will hold mini sessions where parents can enjoy lunch and activities at the school. The student benefit is family engagement and having their families involved in activities that they learn. 21st Century Core Competencies Additional programs that parents, community members, and students desire to create and participate in. Parents and community stakeholders will share their ideas, which may include local parades, festivals, or other engaging events. The student benefit is having their school involved in activities that their families enjoy, and having input into the activities. Neighborhood and Community Parents are invited and welcome to attend Tech Exploration, school clubs that are held once monthly. They may even initiate a club, if they want to share activities with children. There is space for additional clubs recommended by parents, teachers, students, or community members. Encore STEM Academy Student Tech Explorations ● Robotics - Let’s program and automate machine technology together! ● Humanimals - Humans love animals and animals love humans - so let’s all hang out! ● Trash to Treasure - That’s not trash! Let’s use recycled materials to create new products! ● Creative Coding - Let’s take coding to another level! ● Nature Nurturers - Let’s have fun Recycling, gardening, enjoying the great outdoors! ● Safety and Security Club - Safety is everyone’s responsibility! Let’s help Techies use RCA to make sure we are all safe! ● Spanish - Let’s learn another language together! ● Book Club - Let’s take a voyage through Reading! ​If a parent is unable to retrieve the report after one week, it will be sent home with the child.  108 129       In addition to the programs listed above​, Encore STEM Academy will invite parents and community members to share their ideas for programs and activities that may not be mentioned above but which they have a strong interest. It is our goal to continuously work with the parents and community to ensure that we are providing a mutually beneficial option in conjunction with the needs of families and the Orange Mound Citizens. 109       SECTION 2: OPERATIONS PLAN AND CAPACITY 2.1 Governance (a) Explain the governance philosophy that will guide the board, including the nature and extent of involvement by key stakeholder groups. (b) 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. Encore STEM Academy has assembled a talented and committed team of people who are dedicated to see this school, the Orange Mound community, and Shelby County Schools flourish. They are a diverse group of individuals who are combining divergent talents for one common goal and to ​keep the mission at the forefront because of their commitment to education and Memphis, TN. The Co-Founders have significant experience in education - twenty years each, and substantial community experience. Mr. Bradley was born and raised in Orange Mound and graduated from Melrose High, has over twenty years of experience in the classroom teaching STEM and Science, and has close connections with key stakeholders. Dr. Bradley has engaged several diverse community supporters for wraparound services, has fifteen years of experience in charter administration and set-up, and worked as a Disc Jockey at a local radio station which has helped facilitated positive relationships, recognition, and community engagement. While the Co-Founders have significant experience, they have gained support from individuals who have helped to develop the Mission, Vision, and Core Values of Encore STEM Academy. The Board members fill in expertise needed to successfully oversee a school and provide checks and balances, governance, and oversight. They take an active approach to overseeing the organization to increase our community presence, stakeholder engagement, and supporters. They have credentials in their areas of expertise, and share their professional skills and talents to help the school be successful, transparent, and ethically sound in handling public tax payers money and educating children. This group has the capacity to develop and execute a sound academic and business operation, design and implement an academic program, operate a business, be a good steward of public trust and funds, and prepare students for success in education.130 Currently, the Founding Board of Encore STEM Academy is composed of 11 members who have relevant skills, expertise, and community connections for starting the school. The board will have no fewer than five and no more than 15 members, and will maintain an odd number for voting purposes. The Co-Founders do not have the rights to vote. As a Founding Board, this number and diversity of expertise will ensure an active and effective representation of key stakeholders as 4 of the 11 members and the Co-Founder (Mr. Bradley) are from the targeted community of Orange Mound (Ashiqua Jackson, Peggy West, Chanda Robinson, and Myra Hamilton). Educationally, there is a Special Educator, Retired Teacher, STEM School Support, and English Language Learner Support. Operationally, there is a lawyer, two bankers, human resources personnel, and school facilities/project management expert. Many of the Encore STEM Academy Board Members bring multiple talents, interests, and strengths. While we have secured key Board Members, we still seek someone with expertise and experience in fundraising, grant writing, and attaining philanthropic funding. In order to fill that space, Board Members are leveraging community contacts, professional relationships, and work/business colleagues. The expectation is to have that position added on or before the Parent Member is added in January 2021. Encore STEM Academy will follow compliance standards for governance. According to TCA ​49-113-111 (a)(1), a public charter school shall operate as a public, nonsectarian, non-religious school, with control of ​TN Charter School Start Up Checklist, page 1  110 130       instruction vested in the governing body of the school under the general supervision of the chartering authority and in compliance with the charter agreement and the charter school law. Governing bodies must comply with open meetings and public records laws. Charter school governing bodies need to hold meetings in compliance with TN open meeting laws which are intended by the legislature to promote openness and accountability in government and to protect the public against closed door meetings at every stage of governments body’s deliberations.131 As advised to us at the TN Charter School Board compliance Training, ​Encore STEM Academy Board Meetings, which will be open to the public, will have time allotted for each interested person who would like to share comments to speak for two minutes each, for a total of ten minutes - a maximum of five speakers per board meeting. As a founding board, the governance model and philosophy is to provide oversight and guidance into the successful start up operations, and continued success as we grow and develop, making key critical and strategic decision. Similar to the Core Values of Shelby County Schools, the Founding Board believes that Encore STEM Academy will be a high performing, accountable, and transparent organization.132 The board has committees to perform duties which are beneficial to the successful operation of a non-profit organization-a charter school. The committees that have been developed for start up operations and planning are in the critical areas of Academics, Facilities, Marketing and STEM, Finance and Legal,and Recruitment and Community Engagement. Encore STEM Academy Governance Committee One: Academics, Special Education, and English Language Learners Ashiqua Jackson (Nurse Manager), Chanda Robinson (SPED Teacher/Former Banker), and Ruth Martinez (Bilingual - Spanish and English- Apartment Manager) This Committee has the responsibility to review and regulate plans for academic achievement, data and assessment, curriculum, Response to Intervention, special education, and English Language Learners. This committee will provide significant insight into the needs of special populations and subgroups, including factors which affect academic achievement such as health, socio emotional learning, safety and security, and the effects of trauma and adverse childhood experiences (ACE’s). Their tasks include providing oversight for students with disabilities, translation of documents into Spanish, providing support for parents and students with special education and health needs. This committee will review structures, extracurricular activities, and wraparound services that support academic growth and achievement. Encore STEM Academy Governance Committee Two: Facilities - Peggy West (Real Estate Agent) and Mario Walker (Architect and School Facility Design) This Committee has the responsibility to assist with the securing of a facility which meets school compliance standards, has the capacity to serve the expanded full enrollment, and financial plans for coding, compliance and timely acquisition for opening on time. This includes reviewing existing potential facilities, determining cost efficiency, and canvassing the community for viable facility options. This also includes determining parameters of lease requirements and facility improvements Encore STEM Academy Governance Committee Three: Finance, Budgeting, Legal, and Compliance- Erick Shelley (Branch Manager), Stacey Hollingsworth (Branch Manager), and Myra Hamilton (Attorney) This committee has the responsibility to ensure that fiscal responsibility, management, budgeting, and 131 132 TN Charter School Application Reference Guide, page 2  http://scsk12.org/communications/files/2016/MissionVision.pdf  111       projections are in alignment with school goals. They will work with the Back office provider (Ed Tec), ensure budget expenditures are aligned, accounted for, and properly managed. They will ensure that the school has worked diligently to be a good steward of finances and manage the annual audit process. This committee will also ensure that the school adheres to all legal regulations and compliance standards from Shelby County Schools, the Tennessee Department of Education, and the federal government. Encore STEM Academy Governance Committee Four: Marketing and STEM - Zain Noorden (Engineer and Marketing) and Phil Hamilton (Engineer and Human Resources) This committee has the responsibility to provide insight into the STEM curriculum, student STEM activities and field trips, and connecting with engineers and industry representatives. They also work with strategic marketing plans to recruit for students, teachers, and the Principal, and spearheading the advertising campaign. This committee will provide name recognition, visibility, and branding which will increase community knowledge, internet traffic, marketing materials, and ultimately enrollment of 120 students. Encore STEM Academy Governance Committee Five: Recruitment and Community Engagement - Peggy West (Orange Mound Resident, Retired Teacher) and Kate Friedman (Environmental Champion) This committee has the responsibility to provide oversight for community engagement and recruitment events that connect to Orange Mound citizens and stakeholders in Memphis. They provide oversight into ground operations and actual events that engage families and provide interaction and connections. These events include outreach to churches, beauty shops, apartment complexes, and environmental organizations. These committees will work individually, yet cohesively, to provide start up and foundational support and governance for Encore STEM Academy. Key community stakeholders have provided significant insight, advice, and support for the development and foundation of Encore STEM Academy including Mary Mitchell, Janet Boscarino, Juanita Shields Tate, and Carey Moore. They have assisted with work done by Committees Four and Five. In addition to community involvement, the eventual addition of parents is legal and also critical to ensure that their ideas are shared an implemented when making policy, assisting with shared accountability. Governing bodies of public charter schools must include at least one parent enrolled in Encore STEM Academy, and the board must comply with open meetings and public record laws. ​As the school opens, we will have a more formal role for parents to play a key role in the governance of Encore STEM Academy​. During Year One, we will have a family member to join the board and lead a parent advocacy committee to provide insight into their needs, in January 2021 in accordance with T.C.A. § 49- 13-109. This will provide families ample time to examine operations, academics, and community support while still being integrally involved in governance Year One. (c) Describe how the board will evaluate the success of the school, the school leader, and its own performance. The Encore STEM Academy Board will provide valuable insight into the success of the school, school leader, and self reflection. To create a healthy and productive work environment, it is imperative for the board to adopt practices based on trust, differentiation of roles, and division of responsibility. Exceptional 112       boards are not just outside examiners, but also powerful forces supporting the organization and its Chief executive. While respecting this division of labor, exceptional boards become allies with the chief executive in pursuit of the mission.” Part of that division of labor involves the board’s responsibility to establish policy for chief executive performance evaluation and compensation and then conduct annual performance and compensation reviews. Even in the division of labor, the role of ally and evaluator exist in tandem as the board exercises its oversight responsibility and seeks to set the Executive Director, Principal, and the organization up for success. In fulfilling the mission of Encore STEM Academy comes the mandate and responsibility of holding the Executive Director and school leadership and staff accountable for academic performance, fiscal and operational management, ethical and sound dealings, and professional and satisfactory community engagement and representation. The end result - student achievement. The Encore STEM Academy Board will hold a minimum of six meetings per year during Year One of planning, with weekly check ins and communication. Committees may meet more frequently, depending on the nature and immediacy of their assignment. For example - prior to school opening, it is expected that Committees Two (Facilities) and Three (​Finance, Budgeting, Legal, and Compliance) ​will have frequent communications regarding facilities and finance. Committees Four (Marketing and STEM) and Five (Recruitment and Community Engagement) will have frequent communications regarding enrollment and marketing. Committee Four will market for teachers and the Principal and as they are identified and positions are filled, they will decrease communication and begin work on another task. As the school progresses and 120 children are enrolled, Committee One will communicate more frequently as students are being enrolled. The success of Encore STEM Academy, the school leaders, and the performance of the Board will be evaluated for academic achievement, fiscal responsibility, operational stability, and management and governance support. One such evaluation tool is through compliance with LEA guidelines. The Shelby County Schools Charter Schools Office provides an Operation Scorecard133 which provides rigorous oversight to all SCS district managed charter schools, focusing on eleven key indicators: Benefits, English Language Learners, Exceptional Children, Health Services, Human Resources, Federal Programs, Students Mobility, Student Discipline, Student Information, Student Support Services, and General Compliance. Compliance monitoring is September, January, and June. This tool helps to ensure healthy and complaint school operations. Additionally local communications such as Charter Chatter and state communications from the Tennessee Charter School Center and Tennessee Department of Education provide information on trainings, events, and compliance mandates and reminders on the school and board level. These documents will be reviewed by the Executive Director to ensure adherence and timely submission of documents and completion of necessary paperwork. Fiscal responsibility is essential to the health and development of Encore STEM Academy. The ability to properly handle funding, working with Ed Tec back office support, and to review financial statements and prepare a budget to present at board meetings is essential. While there are three Board Members with banking and financial industry expertise (Erick Shelley, Stacy Hollingsworth, Chanda Robinson), we are seeking an additional board member who has insight into securing grants and philanthropy, and obtaining funding from other local and national sources. ​SHelby County Schools Operation Scorecard page 3  113 133       Academic achievement will be reviewed by the Board through reports from the Principal and Academic Director about successes and strengths per grade level, including assessments, report cards and progress reports, subgroup data, data regarding SPED and gifted populations and teacher and staff retention. Community engagement and stakeholder support will be considered as we are seeking to continue to maintain a highly visible and positive level of community support They will also review behavioral, enrollment and attendance, and updates on school based activities and event. Mission, Vision, and Core Value alignment will be discussed and attainment for future goals of preparing for the upcoming grade levels, curriculum and assessment plans for the 3rd, 4th, and 5th graders. STEM and 21st Century Core Competencies and preparation for future goals of preparation for state tests in Year Two, and being accredited by the Tennessee STEM Innovation Network (Like Whitehaven Elementary) and the Advanced Ed STEM Designation (Like Oak Ridge Schools) After review, plans for continued progress and support will be discussed and any specific concerns or best practices highlighted. The Board will conduct an annual formal evaluation of the Executive Director and Principal, and Board Assessment. At the annual retreat, they will assess the effectiveness of policies and procedures, any grievances and how they were handled, goals and plans for growth and development of Encore STEM Academy (including facilities, adding grade levels and teachers, community activities), adherence to compliance and Operational Scorecards from Shelby County Schools. (d) Describe plans for increasing the capacity of the governing board. How will the board expand and develop over time? (e) 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. (f) Describe the training or orientation new board members will receive. What kinds of ongoing development will existing board members receive? Please note that Tenn. Code Ann. § 49-13- 111 (o) requires annual board training, as certified by the Tennessee Charter Schools Association; documentation of this training must be provided to the chartering authority. (g) 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. (h) Explain plans for board member attrition. Encore STEM Academy’s Founding Board consists of members who have been in the early development of our school, from conceptual thought partners sharing ideas and examining best practices to canvassing the community to determine need and best fit, to developing the charter application. Board members have worked on many milestones through this process including community relations, marketing, charter application, and planning. The plans for increasing the capacity of the governing board include adding expertise with grant writing, fundraising, and philanthropic connections. The current founding board will transition to a governing board upon approval, within a month after the charter is authorized by Shelby County Schools. Encore STEM Academy Board Members have participated in information meetings, training, and sessions to strategize on the school’s foundation. The Assisi Foundation in Memphis, TN provides “Before You Ask” sessions, free of charge, which provide insight into governance, fundraising, and essential fundamentals for non-profit organizations.134 The Co-Founder participated in the twelve week session, and ​https://www.assisifoundation.org/community-initiatives/before-you-ask/  114 134       the other Co-Founder has enrolled in the upcoming session of Before You Ask. Board members will be invited to participate in these sessions, as one guest is allowed to come. The session topics include: define and analyze mission, engaging and meeting community needs, business and strategic plans, engaging the board, fundraising, grant writing, ethical dilemmas, collaboration, building a continuous learning organization. There are also valuable resources disseminated such as, “What every board member should know - a guidebook for Tennessee non-profits.” Encore STEM Academy Founding Board Members have received training and sessions on charter school compliance, Shelby County Schools operations, and community engagement beginning December 2017. ● Encore STEM Academy began engaging Founding Board Members on the concepts, goals, vision, core values, and commitment to open a Charter School to serve students in the Orange Mound community. ● Founding Board Member Peggy West attended a Shelby County Schools Charter School Submission Informational Meeting. ● All Board Members attending Envisioning Encore sessions and engaged with community stakeholders. ● Founding Board Members attended the TN Legislative Breakfast, sponsored by the Tennessee Charter School Center. ● Founding Board Member Attorney Myra Hamilton attended Charter School Management: Maintaining Compliance with District and State at Adams and Reese, LLP, sponsored by the Tennessee Charter School Center. ● Founding Board Members reviewed documents including: A Checklist for Developing A Successful TN Charter School, the TN Charter School Application, Model Charter School Performance Framework, and pertinent documents regarding legislation such as the Future Workforce Initiative, GIVE 135 , STEM Strategic Plan, Computer Science Standards, Charter 101: The Basics of TN Charter Schools and Application Process, and Charting A Course for Success. ● Weekly communications regarding application status, community support, and ongoing progress. After authorization, Encore STEM Academy Board Members will receive board training through the Tennessee Charter School Center which offers Board Smart, the governance training program. Board Smart will assist Encore STEM Academy with meeting training and certification requirements, pursuant to TN Code Annotated 49-13-111(o), which requires that all boards members participate in two hours of training and receive certification through the Tennessee Charter School Center annually. In order to achieve compliance, the Board Smart program will provide both training and certification. Each board member will complete a post-training evaluation for both of the trainings as proof of trainings for certification. Through Board Smart, the trainings are verified by the Tennessee Department Of Education, meet compliance standards, and are at a substantially lower price - 1/3 the price of independent trainings. Board on Track offers four, one-hour sessions, and our board can choose two to complete to meet training requirements. They are: 1. Board Structure: Get the Scaffolding Right 2. Finding, Recruiting, and Retaining Exceptional Board Members 3. Reactive to Strategic: Get Your Board on Track 4. Fundamentals of Trusteeship 135   https://www.tn.gov/governor/news/2019/2/5/gov--bill-lee-announces-the-governor-s-investment-in-vocational-education--give-initiative-.html  115       The Tennessee Charter School Center begins the trainings in April, and upon charter approval we will enroll the Encore STEM Academy board in the Board Smart trainings. The Encore STEM Academy Board Members are committed to being a viable and visible school governing board that takes each and every complaint raised by students, parents or guardians, and stakeholders seriously, and as an opportunity to reflect and improve school practices. No complaint is too small, no individual is insignificant, and a clear process for handling and resolving complaints will be adhered. Establishing an open, mutually respectful, and solutions oriented school environment will ensure that on the school and board level, people will feel comfortable that they are able to raise an issue and receive positive communication, feedback, and response which is in the best interest of the students’ growth and development. Parents have open access to Board Members, and this process for raising concerns is highlighted in the Founding Families Handbook (Attachment B): ● You are invited to all Board Meetings which will be held on the following dates: [ESA will Insert Dates] All meetings are open to the public. Agendas and dates are posted on the website: www.encorestemacademy.org ● In January of 2021, we will have an opportunity for a parent to join the board! If you are interested, contact Zain Noorden. ● If you have a concern and the teacher has not adequately addressed it, we ask that you share your concern with the Executive Director. Please allow 48 hours (two business days) for a response to your concern. ● If the Executive Director has not adequately addressed your concern, we ask that you share your concern with one of the Board Members. Their contact information, and specific areas of expertise are below. For general concerns that may not fit any category, please contact Board Chair, Zain Noordin. Please give them one week (five business days, excluding weekend days or holidays that may fall within the time frame) to respond. ● If the ESA Board of Director has not adequately addressed your concern, we ask that you contact Shelby County Schools Office of Charter Schools: Mr. Alexander Roberson Advisor, School Governance & Compliance, 160 South Hollywood Street, Room 138 Memphis, Tennessee 38112 901-416-4667 robersonab@scsk12.org The Encore STEM Academy website will have pertinent information regarding board members and meeting date, time, and locations. TCA § 49-13-139 requires that each public charter school maintain a website with the following information: Current public notice of meetings of the governing board, agendas for the meetings of the governing board, policies adopted by the governing board, names and contact information of governing board members. Contact information for Encore STEM Academy’s Board is available online and will be posted in a prominent position within the school office for people without internet access who need to reach them. It is also in the ESA School Handbook, Attachment B. The Board’s goal is to be an accessible and visual governing body, active in school events and available to families. The dates and times of Board Meetings will be on the website and posted in school, and families will be encouraged to attend. Each board meeting will have ten minutes set aside at the end of the meeting for public commentary, which will be allotted as a maximum of two minutes for each individual who wishes to comment. The faculty and staff of Encore STEM Academy will have an open door policy of parent communication, 116       with the goal of being responsive and reflective of the needs of families and students. We will have a suggestion box available, visible contact information, seven academic focused content meetings which provide proactive conversations regarding performance and growth. It is our goal that with such an open door proactive and family friendly communication style, that Encore STEM Academy students, parents, and stakeholders will not only utilize Board Meetings to discuss complaints but also to share positive feedback and suggestions for continual improvement. If a student or parent has a complaint that (s)he does not believe was properly handled by the teacher or the Principal or Executive Director on the school level, they will be referred to share the complaint with the Board. They can call or email the Board Chair and share the complaint, and expect a response depending on the severity of the complaint, within five business days. If the resolution is not satisfactorily handed by the Board, the parent may share the complaint with the Shelby County Schools Office of Charter Schools who will then discuss the issue with the school leadership and determine a resolution that works for the family and the school, and ultimately the best interest of the student. Encore STEM Academy Board Members are volunteering their time, expertise, community influence, skills, advice, and support to advance the mission and vision of the school, increase engagement and the school’s presence in Memphis, and help advance educational opportunities for children in Memphis. They are working to provide governance, transparency, accountability, fiscal and operational responsibility to ensure that we provide the best school environment. The Board Members will be asked to serve for a minimum of three years after approval - during the Planning Year (Year 0), the First Year of Operations, and the Second Year of Operations. If a Board Member is unable to commit and perform functions of the board, we request that (s)he provide a written letter to the Chair about the reason for withdrawing membership. At that time, we will take suggestions for a Board Member to fill that open position. We will maintain an odd number of members for voting, not to exceed 13 board members. List all current and identified board members and their areas of focus or expertise roles in the following table adding rows as needed. According to the Tennessee Department of Education Checklist for Developing a Successful Tennessee Charter Schools, “Successfully launching a school requires significant effort, and a founding leadership team capable of developing and executing a sound academic and business operation.” We are confident that the Founding Board Members possess the necessary skillsets, ideologies, and expertise necessary to develop Encore STEM Academy as a successful charter school in Shelby County Schools. Encore STEM Academy Founding Board Members Name and Contact Information Employer School Support Zain Noordin, Board Chair Product Development Engineer, Medtronic STEM, Website and Marketing Ashiqua Jackson, Board Vice-Chair Nursing Management Health, 504 Plans Kate Friedman, Board Secretary Executive Director, Memphis Kids in Nature Extracurricular Activities 117       Peggy West, Board Treasurer Real Estate Professional, Adaro Community Stakeholders, Buses Myra Hamilton, Esq Founder, Hamilton Entertainment & Employment Law, LLC Legal, Compliance, Discipline Phil Hamilton Engineering Manager, Medtronic Teachers, Staff, Human Resource Stacy Hollingsworth Branch Manager, BanCorp South Fundraising, Budgets Ruth Martinez Apartment Leasing Manager Hispanic Families Chanda Robinson Special Education Teacher, Dr. Martin Luther King, Jr. High School Sped Population, Academics, RTI Erick Shelley Branch Manager, Regions Bank Fundraising, Budgeting Mario Walker Architect, Self +Tucker Architects, Inc. Facilities, Safety and Security, Cafeteria Encore STEM Academy has posted Governance Documents as Attachment F. 2.2 Start-Up Plan (a) Provide a detailed start-up plan for the school, specifying tasks, timelines, and responsible individuals (including compensation for those individuals). Encore STEM Academy is prepared to launch a successful school, and to work to mitigate challenges that may occur. Upon charter approval, Encore STEM Academy will continue many of the activities which we have begun pre- approval, including Envisioning Encore community sessions, board meetings, facility planning, and visiting high quality schools (proposed school visits include RePublic and Oak Ridge). Post approval, we will expand activities to be more specific to the needs of school opening, outlined below. These plans include the expertise of Founding Board Members, Co-Founders, Community Partners, and Board Governance Committees. We believe these plans will get us ready for the First Day of School! Fully staffed and enrolled and ready to go! Encore STEM Academy Start Up Plan Abbreviations, Person(s) Responsible, and Compensation Abbreviation Person(s) Responsible and Compensation136 GB Encore STEM Academy Governing Board (N/A) GC1 Encore STEM Academy Governance Committee One: Academics, Special Education, and English Language Learners (N/A) ​If there is no compensation, N/A is listed.   118 136       GC2 Encore STEM Academy Governance Committee Two: Facilities (N/A) GC3 Encore STEM Academy Governance Committee Three: Finance, Budgeting, Legal, and Compliance (N/A) GC4 Encore STEM Academy Governance Committee Four: Marketing and STEM (N/A) GC5 Encore STEM Academy Governance Committee Five: Recruitment and Community Engagement (N/A) CF Co-Founders * Mr. Bradley (ED) is one of the CF. His salary is listed as ED. ED Executive Director $70,000 ICS Instruction and Curriculum Specialist Year Zero $30,000, Year One $60,000 Encore STEM Academy Start Up Plan: Specific Tasks, Timeline, and Responsible Individuals Specific Tasks Timeline Responsible Individuals Facility: Securing the facility, ensuring it meets coding guidelines Currently until facility firmly secured GC2 CF Financing: Seeking grant funding and additional partners for school finance Currently, ongoing CF GC3 Social Media: Website, Linked-In, Twitter Currently, ongoing GC4 Envisioning Encore: Continual engagement with community partners, daycares, churches, beauty shops, and businesses May, ongoing CF GC4 BoardSmart: Board & Governance Compliance Training Begins in September 2019 TN Charter School Center Recruitment: 7 Teachers After authorization, positions to begin July 2020. CF, ED ICS, GC5 Recruitment: Instructional and Curriculum Specialist (ICS) After authorization, position to begin January 2020. CF, ED GC4, GC5 119       Review and design academic plan, data, curriculum, STEM plans January 2020-July 2020 ICS, ED, GC1 Creating Pertinent School Documents: safety and security plan (finalized upon securing facility), comprehensive wellness plan May 2020 ED ICS Recruitment and Enrolling: 120 Students During Open Enrollment Period ICS, ED GC4, CF, GC5 Review and finalize pertinent information re: Finance, grievance, human resources, personnel, operations January 2020 GC3 ICS ESA Staff In-Service Finalize staff professional development plan June 2020 ICS ED (b) 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. Starting a new school as with starting any new venture comes with challenges and potential setbacks. We anticipate that the MAIN challenge are facilities and funding. Additional challenges may be securing personnel, recruitment and enrollment of 120 students, board development, and increasing academic achievement while meeting the needs of diverse learners. Having experience with school start up, opening new ventures, entrepreneurship, and facing and overcoming many challenges are some of the strengths of the Founding Team. In particular: Co-Founder Menthia Bradley has worked with Memphis Business Academy Schools since Year One, and MBA has grown into six schools serving 1,550 students in grades Pre-K-12. After 14 years in the charter sector, she has worked with and overcome many challenges of school start ups - facilities, funding, hiring, recruitment, enrollment, sustainability. Co Founder Ed Bradley has been a teacher for over 20 years in Memphis City/Shelby County Schools, and has started many successful programs within schools, and for after school activities. Simultaneously, he has worked in the insurance industry, which involves self-starting, community service, and marketing and selling product. Board Member Myra Hamilton has started her own successful award winning law practice, Hamilton Entertainment & Employment Law, LLC. Board Member Ashiqua Jackson has worked with her husband to start Hope Church in Memphis, TN working from the ground up on every aspect of formulating the church and non-profit status. Board Member Peggy West has worked in the real estate industry for Crye Leike and Adaro, having to be entrepreneurial in attaining sales goals and addressing market demand. Board Member Stacy Hollingsworth enjoyed a career as an Engineer and made the change to working in banking, experiencing much success and being promoted to Branch Manager. Board Member Ruth Martinez was denied to ability to receive college scholarships due to her DACA status, despite being top ranking in her class, and has found a career that has helped her earn a salary that she is proud of until she can afford to pay for college out of pocket. Board Member Chanda Robinson was a banker for twenty years. Never giving up on her dream to be a teacher despite her GPA of a 2.3 (2.5 was the minimum) and being told by professors that she could NEVER be a teacher, she enrolled in extra classes, earned her 120       teaching license, certification, and Masters Degree, and has been teaching students with disabilities for five years, much to her students’ delight. These 21st Century Core Competencies expressed by the Board Members, “soft skills” utilized in various industries, are useful as we collaborate to start up Encore STEM Academy. The determination, overcoming obstacles, perseverance, ability to make shifts, and ability to fulfill a vision despite setbacks--those are skills we will instill into the ESA Techies too. Encore STEM Academy Challenges and Plans to Address Challenge Plans to Address Budget Board Development Continue to develop sound, legal practices to ensure compliance, oversight, and success Weekly correspondence through SCS “Charter Chatter” and the TN DOE Legislative Updates Tennessee Charter School Center provides training Before You Ask - The CF is in the cohort for this program and is able to invite GB There is no cost for these programs which enhance the ESA Board. Funding Ensuring that funds will adequately cover expenses The ED and CF will continue to search for lucrative grant funding opportunities to support our school, including local and national sources. The GB will continue to search for an additional Board Member who can provide insight into grants and fundraising. The GB and CF will be fiscally responsible and prudent in financial decisions. The GB and CF will work with ET to continue to monitor, revisit, and strategically make financial changes as necessary. ESA has conservativel y budgeted for attaining funds through Walton Foundation, CSP, and BEP, detailed in Attachments E (Walton corresponden ce), O and P (Budget) Facilities Securing the facility to house our school, with anticipated growth. Bibleway House of Prayer is Option One. If that facility does not work (costs of upgrades) GC2 and GC3 will continue to canvas the Orange Mound community, churches, and other potentially usable facilities that will accomodate the school. Attachments O and P and the Facility section highlight facility consideration s, contingencies , and anticipated costs. $100,000 has been budgeted for Tenant We will concurrently explore the options mentioned in the Facility section and the lease options from SCS, highlighted in Section 2.3 121       Improvement s. Staff Recruitment Hiring 7 teachers ESA will leverage existing community partners as well as advertise in these outlets at no cost: Teach 901, Latino Memphis, Chalkbeat, Teacher Fairs, Indeed.com, Google for Jobs, Glassdoor, Learn 4 Good, and City Current Teach for America will be utilized as a contingency. Student Recruitment Enrolling 120 students ESA will advertise, market, and recruit in unique ways. Sections 1.11. and 1.12 highlight a detailed plan of recruitment and family engagement events. The costs for advertising ($5,000) is for teacher ​and student recruitment. For students, we will also send mailers Increasing Academic Achievement 122 CF and GC1 will work with the ICS to review curriculum assess incoming student data points, and prepare to implement a robust academic program with fidelity. Attachments O and P highlight anticipated costs of teacher recruitment of $5,000 for advertising and $10,000 for TFA (Y1). It includes $2,000 for teacher fairs. Corresponden ce with TFA and Latino Memphis is in Attachment E. Attachments O and P highlight anticipated costs and $500 for postage; most events are at no cost due to the community partnerships. The ICS will be paid $30,000 (½ year salary) to being the academic work prior to school opening. $5,000 has been budgeted for professional development.       2.3 Facilities (a) 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. (b) Describe school facility needs, including: science labs, art room, computer labs, library/media center, performance/dance room, gymnasium and athletic facilities, auditorium, main office and satellite offices, work room/copy room, supplies/storage, teacher work rooms, and other spaces. Encore STEM Academy recognizes the importance of securing a sound facility as one of the challenges that many charter schools face. The school facility has to be in the prime and accessible location in the Orange Mound community, provide the ample amount of space to accomodate for growth of 240 children in 2025, meet compliance for ADA, safety and security regulations, fitting into budgeting stipulations, and to be physically appealing. A growing body of research has found that school facilities can have a profound impact on both teacher and student outcomes. With respect to teachers, school facilities affect teacher recruitment, retention, commitment, and effort. With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement.137 Knowing that the facility is essential to the culture and climate, the team has begun the process of identifying a location. ​Based on the educational program of Encore STEM Academy, and projected enrollment of 120 children Year One, increasing to 240 children Year Four, the following facility needs would be ideal. This space would allow for our growth and expansion: Encore STEM Academy Facility Needs, Year One through Year Four Year One 2020-2021 Year Two 2021-2022 Year Three 2022-2023 Year Four 2023-2024 (At Capacity) Grades K, 1, 2 Grades K, 1, 2, 3 Grades K, 1, 2, 3, 4 Grades K, 1, 2, 3, 4, 5 Enrollment 120 Enrollment 160 Enrollment 200 Enrollment 240 9 classrooms: 2 for K 2 for 1st 2 for 2nd 1 for STEM/Makerspace 1 for SPED/ELL 1 Computer Science Lab 12 classrooms: 2 for K 2 for 1st 2 for 2nd 2 for 3rd 1 for STEM/Makerspace 2 for SPED/ELL 1 Computer Science Lab 15 classrooms: 2 for 2 for 1st 2 for 2nd 2 for 3rd 2 for 4th 2 for STEM/Makerspace 2 for SPED/ELL 1 Computer Science Lab 18 classrooms: 2 for K 2 for 1st 2 for 2nd 2 for 3rd 2 for 4th 2 for 5th 2 for SPED/ELL 2 for STEM/Makerspace 2 Computer Science Labs 137 https://sites.psu.edu/ceepa/2015/06/07/the-importance-of-school-facilities-in-improving-student-outcomes/  123       Students Restrooms Students Restrooms Students Restrooms Students Restrooms Parent and Community Engagement Center Parent and Community Engagement Center Parent and Community Engagement Center Parent and Community Engagement Center 1 Front Office/Welcome Area 1 Front Office/Welcome Area 1 Front Office/Welcome Area 1 Front Office/Welcome Area 2 Offices 2 Offices 2 Offices 2 Offices 1 Teacher Work Space Staff Restrooms 1 Teacher Work Space Staff Restrooms 1 Teacher Work Space Staff Restrooms 1 Teacher Work Space Staff Restrooms 1 Common Area 1 Common Area 1 Common Area 1 Common Area Outdoor Gardening Area Outdoor Gardening Area Outdoor Gardening Area Outdoor Gardening Area Encore STEM Academy’s Ideal Space for Year One includes: 9 classrooms: 2 for K, 2 for 1st, 2 for 2nd The Encore STEM Academy classrooms should be large enough to accommodate atleast 25 children. 550 square feet per classroom. 3, 300 square feet would be ideal. 1 classroom for STEM/Makerspace The Encore STEM Academy STEM/Makerspace classroom is more of a lab space for the STEM class. This room provides space for creativity with tools, recycled materials and other “objects.” This place is a combination of a science lab, woodshop, computer lab, and art room. 600 square feet or more would be ideal. 1 classroom for SPED/ELL The Encore STEM Academy SPED/ELL classroom is for testing, meetings, pull outs, RTI, and small group intervention. This classroom space does not have to be as large as the core classroom. 300 square feet would be ideal. 1 Computer Science Lab The Encore STEM Academy Computer Science Lab is for students to complete Computer Science and Coding projects, testing and interventions, and projects. Ideally, this classroom would have enough desktop computers and outlets to serve forty students. 600 square feet would be ideal. Students Restrooms Encore STEM Academy Student Restrooms would fit building code requirements for serving school aged children. 300 square feet would be ideal. Parent and Community Engagement Center 124       The Encore STEM Academy Parent and Community Engagement Center would provide a space for meetings, information sharing, and a space for collaboration. This room would need to be equipped with two desktop computers and a printer. 200 square feet would be ideal. 1 Front Office/Welcome Area The Encore STEM Academy Front Office/Welcome Area provides a space to greet visitors, place their identifications into the Raptor screening technology, and attend to the main entryway. This area needs to be equipped with a desk, phone, and chairs for visitors to be seated. 300 square feet would be ideal. 2 offices: 1 for the Executive Director and 1 for the Principal The Encore STEM Academy offices would provide 2 spaces for the school leadership to have privacy, when needed. 200 square feet each (total 400 square feet) would be ideal. 1 teacher work space with Staff Restrooms The Encore STEM Academy Teacher work space would provide space for teachers to make copies, collaborate, and retrieve important items (in the mailboxes). Ideally, this space would be equipped with two restrooms. 400 square feet would be ideal. 1 Common Area The Encore STEM Academy Common Area would provide space for cafeteria, auditorium, exhibitions and projects, and wellness activities, clubs, and guest speakers. 2,000 square feet would be ideal. Outdoor Gardening Area The Encore STEM Academy Outdoor Gardening Area would provide space for outdoor exploration, enjoyment, and planting of fruits, vegetables, and flowers. We will utilize whatever outdoor space is available. Year One, the total ​desirable​ square feet is 8,400 Year Two, 2021-2022, serving Grades K, 1, 2, 3, Enrollment 160 Add 2 additional classrooms for third grade. (550 square feet each) Add 1 additional classroom for the SPED/ELL teacher (500 square feet) An additional 1,600 square feet Year Two, the total ​desirable​ square feet is 10,000. Year Three, 2022-2023, Grades K, 1, 2, 3, 4, Enrollment 200 Add 2 additional classrooms for fourth grade. (550 square feet each) An additional 1, 100 square feet. Year Three, the total ​desirable​ square feet is 11,100. Year Four, 2023-2024, Grades K, 1, 2, 3, 4, 5, Enrollment 240 125       Add 2 additional classrooms for fifth grade. (550 square feet each, 1,100 square feet) Add 1 additional STEM/Makerspace classroom. (600 square feet) Add 1 additional Computer Science Lab (600 square feet) An additional 2,300 square feet. Year Four, the total ​desirable​ square feet is 13, 400. Encore STEM Academy is fully aware that this space is contingent upon space availability of the facilities that exist, cost efficiency, and compliance with ADA. That is why we BROADLY defined the above description of a ​desired space that would be ideal, but we are aware that that type of facility in our neighborhood may be unlikely. Therefore, we would make the following accommodations: ● Priority is the Classroom Space for each grade level, adding two classes per year. ● MakerSpace can be combined with the Computer Science Lab. ● Parent/Community engagement can be held in another area such as the common area. ● Year Four we do not have to expand to another Computer Science lab and another STEM/Makerspace. ● The common area can serve multi purposes, depending on the size, including Makerspace. ● The Executive Director and Principal can share office space and utilize other available space, when needed, for meetings. (c) Describe the organization’s capacity and experience in facilities acquisition and management, including managing build-out and/or renovations, as applicable. Encore STEM Academy's Co-Founders and Board Members have significant capacity and experience in facilities acquisition, management, managing build out, and renovations in both personal and commercial properties. Board Member, Mario Walker ● Architect ​with 15+ years experience ● Project Manager, focus - responsible green design and mixed use development ● Project experience in managing complex teams, managing build out, managing major renovations for schools and community projects Board Member, Peggy West ● Real Estate ​real estate agent with 20+ years experience from Crye Leike and Adaro ● Lease negotiation for properties ● Experience in facilities acquisition, managing build out, and renovations Co-Founder, K. Edward Bradley ● Experience in managing renovations including financing, insurance, and contractors ● Implemented and maintained two school community gardens with Big Green at John P. Freeman and Cordova Middle Schools Co-Founder, Menthia P. Bradley ● Managed facilities acquisition and management, managing build out and renovations, school renovations, lease negotiation, new construction, community revitalization, worked with Self+Tucker Architects,, Fleming Architects, Metro Construction. ● Managed financial negotiations for school properties, worked with Regions Bank, SunTrust Bank, Blue Hub, Hope Credit Union. ● Currently leading a New Market Tax Credit transaction, secured a total of $10 million in credits: $8 million in financing from Hope Community Credit Union and $2 million from SunTrust Bank for 126       school renovation, purchase, and community development ● Led the implementation of school community gardens ● Jimmy Tucker of Self+Tucker Architects has provided a Letter of Support in Attachment E highlighting the multi AWARD WINNING project completed on a team including Dr. Bradley, and collaboration with the architect community. (d) Describe the process for identifying and securing a facility, including any brokers or real estate consultants you are employing to assist in finding a facility. Encore STEM Academy team members have canvassed the Orange Mound community and surrounding neighborhoods for viable options to house our school. Board Members Peggy West and Mario Walker have been strategically involved in the facilities process, as their expertise is in architecture and real estate. With such expertise, we are not employing brokers or real estate consultants and are, fortunately, able to conserve those costs at this time. During this process, we have identified potential options that we will explore further once the charter application is approved. The premier facility Option is Bibleway House of Prayer, 3261 Park Ave; Memphis, Tennessee 38111. This location has 18,000 square feet that formerly served as a Pre-K and a full school. It is equipped with ADA ramps, various size bathrooms, a commercial kitchen, and a large gathering room for school meetings. The Letter of Support from Pastor Bowie is in Attachment E. Mario Walker and Peggy West have completed a walkthrough of the Bibleway House of Prayer facility, grounds, and entire campus, including the outdoor area and parking space. Upon charter authorization, the Facilities Team plans to complete more thorough steps into securing a facility, including reviewing and comparing current options, continued canvassing of the churches in the neighborhood that might have classrooms available, lease negotiation, and solidifying an architect and construction company after a competitive bidding process. 127       Encore STEM Academy Facility Option One: Bibleway House of Prayer (e) Describe the 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. Include associated costs in budget details. The Tennessee Department of Education Office of the State Architect, Peter Heimbach, Jr. issued a notice on 1/4/217 regarding school facility requirements, ​summarizing, “This is to advise that the Department of Education used to have guidelines with regard to Rules, Regulations and Minimum Standards Addressing School Construction, Expansion and Renovation in Tennessee, but did away with them in 1992. Now, all that is required is handicapped accessibility, which is law.138 ​Encore STEM Academy will meet compliance with all Americans with Disabilities (ADA) requirements, all applicable city planning review procedures, and all health and safety requirements per T.C.A. § 49-13-107. If we partner with an existing facility, such as a church, we will discuss the compliance measures in place for handicap accessibility, or the necessary renovations for upgrading. The Americans with Disabilities Act (ADA) states that new public and private business construction must be accessible to everyone. The ADA also requires that existing businesses perform “readily achievable barrier removal” to ensure that all public spaces are made accessible to people with disabilities.139 Standards issued under the ADA Act address access to buildings, ensuring access to the built environment for people with disabilities. The ADA Standards establish design requirements for the construction and alteration of facilities subject to the law. These enforceable standards apply to places of public accommodation, commercial facilities, and state and local government facilities including schools. Examples of accessible design include: ​parking spaces are close to entrances, clear routes to exits in emergency situations, floor spaces and hallways are free of equipment and other barriers, alarm systems can be both seen and heard, print materials and signs are in large size font for people with low vision, raised lettering and Braille are used on signs, such as those on elevators. ​The following guidelines and 138 https://www.tn.gov/content/dam/tn/statearchitect/documents/Rules_Regarding_School_Construction.pdf  ​https://www.tn.gov/health/cedep/environmental/healthy-places/healthy-places/health-equity/he/accessibility.html  128 139       parameters will be utilized when ensuring compliance, under the Tennessee Department of Education Section 504 Guide and Model Policies and Procedures (page 20): Accessibility Facilities which are defined by Section 504 as “existing facilities” need not necessarily be made accessible so long as the program or activity, viewed in its entirety, is readily accessible to persons with disabilities. The student must be afforded an equal opportunity to enjoy the full range of services offered by Encore STEM Academy. Facility Modifications Encore STEM Academy can redesign equipment, reassign classes or other services to accessible buildings, assign aides to students, deliver services at alternate accessible sites, or alter existing facilities. The school need not undertake structural changes to a building if other methods will result in compliance. Unacceptable Accommodations Examples given by the TNDOE Section 504 Guide and Model Policies and Procedures include: ● carry a student up stairs; ● make one particular building or part of a building accessible and place all students with mobility impairments at this location; ● have students who are disabled eat on a separate floor due to an inaccessible cafeteria; or ● deny access to certain programs because such programs are physically inaccessible by location. Obligations for new buildings, additions, or alterations If the start date for construction is on or after March 15, 2012, all newly constructed or altered state and local government facilities must comply with the 2010 Standards. Before that date, the 1991 Standards (without the elevator exemption), the Uniform Federal Accessibility Standards (UFAS), or the 2010 Standards may be used for such projects when the start of construction commences on or after September 15, 2010. If the construction or alteration occurred before September 15, 2010, the facilities must comply with the UFAS or 1991 Standards.140 This provision covers the occasional instance where the nature of an existing facility is such that it is impractical or prohibitively expensive to renovate it in a manner that results in its being entirely barrier-free. However, in all of these instances, the alteration should provide the maximum amount of physical accessibility that is feasible. Encore STEM Academy will comply 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. Upon choosing The architects and construction company the primary conversation, led by our Board Members Peggy West and Mario Walker, will be concerning requirements for schools, and compliance with all applicable facility requirements. (f) Present a timeline with reasonable assumptions for facility selection, requisition, state fire marshal and health inspections, and occupation. The Tennessee Department of Education Office of the State Architect, Peter Heimbach, Jr. issued a notice on 1/4/217 regarding state fire marshal and health inspections, ​summarizing, “ The Commissioner of the Department of Commerce and Insurance is, technically, the State Fire Marshal in Tennessee who is empowered to make regulations, adopt codes and enforce them.The law delegates similar authority to local ​https://www.ada.gov/regs2010/2010ADAStandards/2010ADAstandards.htm  129 140       governments who have adopted the equivalent of the State Code and is capable of enforcing it and is found to be doing so...If you are inquiring about building or renovating a school facility, you should retain a licensed designer to develop and stamp your plans before the State Fire Marshal’s Office reviews them. They will tell you about educational occupancy and some other educational requirements, such as windows, but nothing that says so many square feet or so many acres per student.” Encore STEM Academy reasonably assumes that we will have facility selection, requisition, state fire marshal and health inspections, and occupation before June 1, 2020. That means, we will be IN THE BUILDING by that date! We are currently, and will continually review the options we have identified and search for alternatives. We have reached out to the Shelby County Schools and TN Charter School Center to determine the specifications for lease options of underutilized properties, detailed below. We have reached out to LIIF, Hope and the Charter School Development Corporation (CSDC) for funding information. LIIF and Hope have been phone conversations, and the correspondence for CSDC is in Attachment E. Those conversations and next steps will be more formalized after charter authorization. At that time we will begin the more formal process of securing a contractor and architect to review possible sites, who will then work with the Co-Founders and Facilities Team to determine the best fit to accommodate our budget, expansion and growth, and still within the Orange Mound community. We expect the facility decision to be finalized by August 1, 2019, providing a year for financing, all applicable inspections, and construction/renovations. In the Interim, we have several options, will have continued conversations, and continue to review possible facilities even while the charter application is under review. (g) (h) Broadly describe a contingency plan, should your facility fall through. List any properties you may have already identified as suitable to meet the school facility needs. Encore STEM Academy will more than likely rent from an existing church facility that has adequate space. If a commercial space in Orange Mound isn’t available, Encore STEM Academy has conservatively assumed that we can rent an SCS building or install modulars to provide adequate space for the school to operate. This contingency plan is built into the budget. Based on the price per square foot that other charters currently pay and the $100K included for tenant improvements included, this would be sufficient for a comparable space. The potential difference in cost of rent in conjunction with applying the budgeted amount for building improvements towards the installation and rent of modulars makes this a feasible option. This notion has been successfully implemented in several existing Memphis charter schools and is an alternative method through which the school would execute its facility plan. Modulars, however is the last option that we would pursue due to the preexisting possibilities that exist. Additionally, Encore STEM Academy has conservatively assumed that we can grow into a facility and pay rent on an “as utilized” basis. This notion has been successfully implemented in several existing charter schools and is the ideal method through which the school would execute our facility plan. If we cannot come to terms on a lease that operates on an “as utilized” basis, the model has conservatism built in that would allow the school to rent a facility that would fit its needs for 2-3 years and then require a move to expand the square footage available. Encore STEM Academy has begun the process of searching for additional facilities in the Orange Mound Community, 38111 and 38114, should Option One: Bibleway House of Prayer not be a prime option. We will continue to engage community members, churches, and daycares, to search and determine an appropriate space. In this process, we have identified the following properties that may be suitable to meet the school facility 130       needs. St. Anne Catholic Church, 706 S Highland St, Memphis, TN 38111 After the University Middle School was unable to secure this location due to conflict of interest,141 Mr. Bradley reached out to determine more information about the location from the Real Estate Agent Stephen W. Bowie, of COR Mundi Investments, LLC. The email communication is in Attachment E. This church has classroom building space of 42,000 square feet and the gym is 12,000 square feet. We will continue to be in conversation regarding this location, being cognizant that there may be stipulations and, being a public school, we will not have to sign a lease with a morality clause. Nat Buring-Orange Mound Day Nursery Learning Center, 2409 Saratoga Avenue, 38114 This building has 15,000 square feet and is owned by the Orange Mound Development Corporation. Being a former day care, many of the coding requirements have been fulfilled. Executive Director Tiana Pyles has spoken to us about this property, and her Letter of Support is in Attachment E. They are ready to get this space occupied. St. John Baptist Church 1656 Pendleton Street Memphis, TN 38114 This church has a free standing facility on its’ campus. After charter authorization, we will enlist the assistance of Betty Neal, long time church member and Encore STEM Academy supporter, to introduce us to the facilities manager to review the site as a potential option. Her Letter of support is in Attachment E. An option that Encore STEM Academy is strongly considering is to lease property from Shelby County Schools from the vacant and underutilized buildings available for charter school use document (2018-19). 142 “Per TCA § 49-13-136 (c)(1), No later than October 1, in any LEA in which one (1) or more charter schools operates, the LEA shall catalog each year all underutilized and vacant properties owned or operated by the LEA and all underutilized and vacant properties within any educational facility owned or operated by the LEA. The LEA shall submit a comprehensive listing of all such properties to the department of education and the comptroller of the treasury. The department shall make an LEA's list available to any charter school operating in the LEA or to any sponsor seeking to establish a public charter school in the LEA.” If we were allowed to lease property for Melrose High, East High, or Magnolia Elementary, we believe the partnership would be beneficial to all parties. Encore STEM Academy Facility Lease Options from Shelby County School School Location Classrooms Available Rationale Melrose High School 2870 Deadrick 38114 19 Melrose High School would be the #1 option because well...it is Melrose! It is the heart of the community, and it is where the Co-Founder graduated from in 1989. They have 19 classrooms available, which is ample space, but we are aware that they may 141   https://www.bizjournals.com/memphis/news/2019/03/18/morality-clause-stops-u-of-ms-middle-school-from.html?utm_source =newsletter&utm_medium=email&utm_campaign=cb_bureau_tn  ​https://www.tn.gov/content/dam/tn/education/nonpublic/chtr_sch/vacant_underutilized_SCS.pdf  131 142       be filled due to recent rezoning.143 Programatically, if Encore STEM Academy could be housed at Melrose, we would be able to share resources (many of our community partners work with high school students) which could provide high schoolers with increased STEM access. Those were some request made in the rezoning plans - to increase academic options for the students there. This is a great historic and monumental neighborhood option. East High School 3206 Poplar 38111 35 East High School would be the #2 option because it is not as close to the community, however we have budgeted for transportation. It would be a viable option because they have 35 classrooms available, they are an amazing STEM school, and our students could potentially have access to high school mentors and STEM support. It could increase the STEM feeder pattern that currently lacks an elementary option within a reasonable proximity. The school is absolutely beautiful and would show students a great option. Magnolia Elementary 2061 Livewell Cir. 38114 11 Magnolia Elementary would be the #3 option because they have 11 classrooms, and they are an elementary school, like us. It is still a great option, however, because we share STEM access. This partnership would not be a competition, but a collaboration. 143   https://www.commercialappeal.com/story/news/education/2019/03/27/shelby-county-schools-rezoning-germantown/3283600 002/  132       2.4 Personnel/Human Capital (a) Describe the school’s proposed leadership structure. Include a copy of the school’s organizational chart at Year 1 and at full capacity and highlight the areas of this structure that relate directly to the school’s vision and mission as ​Attachment G​. 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. Encore STEM Academy’s Organizational chart is in Attachment G. Years One and Two indicate that the TN Department of Education provides ultimate authority, then Shelby County Schools (both the Board and the Office of Charter Schools)., then the ESA Board of Directors. The Parent Advisory Board is a subsidiary of the Board of Directors, while a parent will become a member of the ESA Board of Directors in January of 2021. The Executive Director (ED) answers to the Board of Directors. The Instructional and Curriculum Specialist (ICS) reports to the ED. All of the teachers report the the ICS, however the STEM teacher reports to both the ED and ICS. The Co-Founder reports to the ED and ESA Board of Directors. Teachers report to her IF the ICS needs support with TEM evaluations. The Administrative Assistant reposrts to the Teachers. Years Three, Four, and Five, additional teachers are added who continue to report to the ICS. There is an additional position - teacher assistant, who reports to the teachers. (b) If identified, 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 individuals responsible for academic programming (if available) as ​Attachment H​. Encore STEM Academy’s School Leadership Team is composed of the Executive Director (ED) and the Instructional and Curriculum Specialist (ICS, not yet hired). The ED, Mr. Bradley, is also the Co-Founder of ESA. Dr. Bradley, the other Co-Founder, will provide school support, ​but is not in a compensated role for ESA. ​The ED has 20+ years experience in the SCS public schools as a teacher, more recently focused on STEM. This experience includes implementing Robotics and Coding courses and activities, gathering partners for children to increase access to STEM professionals and careers, creating parent and community STEM nights, and implementing gardens. In addition to the STEM work, Mr. Bradley has performed administrative duties, working with parents whose child has a behavioral infraction, and determining best next steps and worked on grade level teams to infuse literacy into all classes to close the achievement gap. Letters of References from former parents and teachers are in Attachment E. Dr. Bradley has worked for 15 years in charter schools in Tennessee in school start up, administration procuring state grants, facility acquisition and renovation, and human resources. The more thorough list of skills and experiences for the Co-Founders and a job description for the ICS is in Attachment H. The particular duties and time available are below: 133       Encore STEM Academy Leadership Team ESA Team Member Role and Compensation Duties (not a comprehensive list, but overall categories) Available Time Mr. Bradley Executive Director (ED) $70,000 STEM and OPERATIONS STEM, Computer Science, Coding, STEM Teacher Development, Operations, Safety and Security, RCA (Student Behavior), Transportation Manager, Family Engagement, Comprehensive Wellness, Budgeting, Exhibitions, SCS and TN DOE compliance Full time at ESA, beginning Year 0 Not yet hired Instruction and Curriculum Specialist Year 0 $30,000 Year 1 $60,000 ACADEMIC Curriculum, Content, Scheduling, Data management and Analysis, Testing, RTI, Compliance, State Assessments, Core Content Teacher Development Half time at ESA, beginning Year 0, availability ​may​ be primarily evenings and weekends Full time at ESA Year 1 Dr. Bradley School Support NO compensation EXTRACURRICULAR TEM evaluation, if needed Planning and Coordinating, Community Engagement, STEM Partnerships, and School Activities 25% of time at ESA,Year 0 and beyond, primarily evenings and weekends (c) Give a thorough description of the process for hiring the school administrator. Explain how the school leader will be supported, developed, and explain the state-approved evaluation model used for the school administrator, pursuant to State Board Policy 5.201. The ICS plays a key role in managing the academic outcomes to close the achievement gaps, and facilitate proficiency and advanced on state assessments. The search for this person has already begun, as we have been sharing our mission and vision to people in our professional communities. The process of hiring will begin after charter authorization with advertising in media outlets, requesting referrals from educational colleagues, and then accepting applications via email (​encorestem@gmail.com​) or on the website (www.encorestemacaedmy.org). Advertising will take place at Latino Memphis, LinkedIn, Twitter, Facebook, Chalkbeat, indeed.com, Commercial Appeal Online, and Teach 901. The interview process will take place after five applications have been received. Interviews will be held at a location in Orange Mound, either the Cherokee Library or Orange Mound Community Center (We have held Envisioning Encore events at both locations; they have a private room available.) The interview panel will consist of a charter school leader, elementary academic leader, ED. and select Board members. The conversation will center around educational philosophy, student achievement, adult management, growth mindset, working with SWD, EL, and other subgroups, areas of strength and areas to develop, understanding of the 21st Century Core Competencies, professionalism, most effective curriculum and why, work experience, and personal scheduling (willingness to work ½ schedule Year 0). (S)he will be asked to analyze data sets and 134       create a plan for success for an individual, classroom, and school set of data. We will ask for a recommendation from a former student and/or parent who can attest to the work ethic. Once the School leader (ICS) is chosen, (s)he will have the premier task of vetting the curriculum, scope and sequence, understanding TN State Standards, reviewing assessments and related materials, and preparing for teacher interviews, professional development, and analyzing incoming student data. The ICS will be supported and developed through attending professional sessions around intended curriculum, working collaboratively with the ED to ensure mission alignment. The ICS may choose leadership sessions around teacher development and growth, leading learners, and another topic (s)he chooses. The Pre-opening budget assumes $5,000 for professional development which the Board can approve how those funds are distributed among staff members. Continued growth and development is important for all educators. Pursuant to Board Policy 5.201, administrators must be subject to state evaluation. With the ICS, who may or may not have an administrators license, she may be evaluated using the TEM model. If she has an administrators license, we will leverage our Board Member Chanda Robinson to discuss the Achievement School District Leadership Framework Model.144 When the ICS is hired, we will discuss various models to determine the best for her credentials, job duties, and goals that we want to achieve. (S)he will have input into that decision. (d) Describe your strategy, plans, and timeline for recruiting and hiring additional key staff, including, but not limited to, operational staff, administrators, and teachers. Explain other key selection criteria and any special considerations relevant to your school design. Encore STEM Academy will begin actively recruiting for all positions after charter authorization. It is our expectation that all key staff are hired before July 1, 2020. The job descriptions that we post for the ICS will also include that we are hiring for “all positions,” with brief descriptions of each position available, teacher, administrative assistant, and STEM teacher. Teacher - licensed teacher with knowledge of the 21st Century Core Competencies, “content specialist” in ELA, Math, Science, or Social Studies, (if not licensed, on a path to licensure), fluency in Spanish a plus, and comfortable with a “new school.” At the interview, (s)he will also be asked to analyze individual and class level set of data. Administrative Assistant - great customer service skills, multi tasker, ability to manage a front office and potentially difficult situations, fluency in Spanish a plus, experience in school settings preferred but not mandatory. At the interview, (s)he will be presented a situation and determine how to handle it (example the phone is ringing when the fire drill goes off and a Techie is in the office crying.) The strategy is that we will have the ICS available to assist with interviews and help to choose the team. Our recruitment will include at universities, job fairs, and in personal networks. While there is a budget assumption Year 0 for $5,000.00 for teacher recruitment, it is our hope to eliminate the majority of that cost and utilize those funds for student use Year 1 (increased technology, curriculum, etc.). (e) Explain how teachers will be supported and developed. Describe the policies and procedures for evaluating staff, providing feedback, and celebrating excellence. 144 https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/5.201_Teacher__Principal_Evaluation_Policy_7-28-17.p df  135       Encore STEM Academy teachers are valued and valuable. Our Core Value of Outstanding School Culture emphasizes that students ​and t​ eachers are important and validate their unique contributions to the school community. ESA teachers will be given leadership opportunities, as content leaders, to lead PD sessions, attend professional sessions, Year 1 budgeted $5,075 for professional development which will be used for all staff members to engage in meaningful opportunities, which they will have significant input on to decide. we have and Just as students are rewarded for expected behaviors, so will teaches be. We have created time in our Orientation calendar for staff to provide input on significant school operations, content, curriculum, and school events. Teaching staff will be evaluated by the ICS on their implementation, achievement results, and growth. At the beginning of the school year, staff will be asked to provide goals and will have quarterly check ins on progress. Excellence is celebrated weekly at every staff meetings, and every morning at Tech Talks. Teachers will have input to share at the Orientation to determine what they view as celebrations. (f) Indicate the state-approved evaluation model used for teachers, pursuant to State Board Policy 5.201. Encore STEM Academy teachers will be evaluated through the TEM (Teacher Effectiveness Model) TEM 145 is the teacher evaluation system implemented in Shelby County Schools to ensure that all educators receive honest feedback about their practice to enable continuous improvement in their practice and ultimately high quality instruction for our students. Through TEM, teachers are given feedback and opportunities to discuss and reflect collaboratively with the leader. Dr. Bradley, the Co-Founder, is certified in TEM. The certification confirmation is in Attachment H. Through TEM, educators are evaluated on the following criteria: Measure 1- Student Growth The Tennessee Value-Added Assessment System (TVAAS) measures the impact schools and teachers have on their students’ academic progress. TVAAS measures student growth from one year to the next. The general expectation for TVAAS is that a year’s worth of instruction should result in a year’s worth of student growth. Year One, ESA does not have any tested subjects. Teachers without individual-level TVAAS data – teachers in non-tested subjects – will use the 1-year school-wide* TVAAS composite data as their Student Growth score. Those non-tested teachers who are not closely aligned to a test content area will be able to choose which composite they wish to select (e.g., Overall, Literacy, or Numeracy). *Overall school-wide composite is comprised of all Literacy, Numeracy, Science and Social Studies from all assessments. Literacy school-wide composite is comprised of all Literacy scores from all assessments given at the school. Numeracy school-wide composite is comprised from Numeracy data from all assessments. Measure 2 - Student Achievement The Student Achievement measures makes up 15% of a teacher’s overall TEM Score. Student Achievement outcomes are based on a state-provided menu of options for each educator group. The selections available for each educator group will be pre-populated on the Achievement Selection form. Measure 3 - Observation of Practice ​https://www.nctq.org/dmsView/16-17_TEM_Manual_Final  136 145       Research shows that classroom observations are a valid predictor of teacher effectiveness. Your performance in the classroom will be measured on the TEM Observation of Practice Rubric, with observers looking for hallmarks of effective teaching expected in every classroom, regardless of subject area or grade level taught.All certified administrators and peer observers are expected to complete all observations by the date established by the district office. This will be communicated throughout the course of the year Measure 4 - Student Perception Survey Research shows that student surveys are a reliable indicator of teacher effectiveness. Our ELL/SPED teacher will not have student perception survey data as a part of their evaluation. Some teachers will receive a Student Perception Survey score. For teachers with complete and valid results, the composite score that administration will be used to determine the Student Perception Survey score and calculated in the Final TEM Composite score. For teachers with missing, incomplete, and/or invalid results, the 5% Student Perception Survey weighting will be added to the Observation of Practice weighting. Measure 5 - Professionalism The Professionalism component is designed to capture a teacher’s efforts to enhance their practice through professional learning and growth, use of data, school and community involvement, and leadership. Professionalism ratings provide teachers the opportunity to reflect upon and ultimately further their own professional development while also receiving recognition for supporting their school community. Evidence for this is measure collected over the course of the year. Teachers and school administrators will collect and document evidence of a teachers’ professionalism throughout the course of the school year. Teachers and administrators will then review the evidence and determine a final score during the TOPPS Conference at the end of the school year. (g) Describe how the proposed school intends to handle unsatisfactory leadership or teacher performance, as well as leadership/teacher changes. Encore STEM Academy intends to handle unsatisfactory leadership or teacher performance on a case-by-case basis, depending on the severity, situation, people involved, and surrounding factors. Performance will be reviewed through TEM evaluations, classroom walkthroughs, professionalism, paperwork and attention to details, student or parent relationships. Prior to implementing disciplinary measures, teachers will be supported to correct the action through meetings, reflections, professional development (including videos, webinars, or outside meetings) on the area that needs reflection. If academically related for core content teachers, the ICS will provide direct intervention and feedback. There will be investment into this person to encourage growth. The professional plan will provide opportunity for a solidified and agreed upon way to improve behavior that may not be intentionally harmful (like not implementing curriculum properly or assistance with data management). If the violation is professional misconduct, the ED will meet with the teacher to determine the details of the situation. Improvement plans will be implemented, and chronic poor performance may result in suspension, immediate termination, or end of employment contract at the end of the school year. If it is a situation of gross misconduct, the Board of Directors will be made aware of the situation and the teacher may appeal if (s)he is suspended or not in favor of the ED’s decision. The ICS will report to the ED who will address any concerns with performance. The same process will be followed when working with teachers: assess the situation, determine next best steps and implement a plan 137       for success. If it is a situation of gross misconduct, the Board of Directors will be made aware of the situation and the ICS may appeal if (s)he is suspended or not in favor of the ED’s decision. The following information in the Personnel Manual, Attachment I, discusses the process for handling unsatisfactory performance: Employee Discipline ESA expects employees to comply with its policies and standards of behavior and performance. Noncompliance with policies and standards of behavior or performance, including poor performance, may result in disciplinary action, including, but not limited to: formal documented meeting, verbal warnings, written warnings, suspension, and termination. The need for discipline and the type of discipline will be determined by ESA. The Executive Director will address disciplinary matters promptly and consistently, with proper documentation and take all the known facts into consideration. The need for discipline and the type of discipline will be determined by the outcome of the supervisor’s investigation. A person who is discharged for cause may be discharged immediately. (h) Define and elaborate on the procedures for hiring and dismissing school personnel, including conducting criminal background checks. Encore STEM Academy will hire employees on the following procedures: Conduct a job search. Review applications for potential interviews. Communicate within 5 days of receipt of the application whether or not an interview will be granted. If it will, schedule the interview. After the interview, inform the candidate within five days. Encore STEM Academy will dismiss employees on the following procedures: After a violation of school policies and procedures, gross misconduct, or any action that warrants a dismissal the employee will be called into a meeting to discuss the violation. At that time, if the decision has been made to dismiss (if the action was so severe and the employee has nothing to say), then they will be given a form with information about their work detail and cause for dismissal. This information is in the Employee Manual, Attachment I. Employee Discipline ESA expects employees to comply with its policies and standards of behavior and performance. Noncompliance with policies and standards of behavior or performance, including poor performance, may result in disciplinary action, including, but not limited to: formal documented meeting, verbal warnings, written warnings, suspension, and termination. The need for discipline and the type of discipline will be determined by ESA. The Executive Director will address disciplinary matters promptly and consistently, with proper documentation and take all the known facts into consideration. The need for discipline and the type of discipline will be determined by the outcome of the supervisor’s investigation. A person who is discharged for cause may be discharged immediately. Year End Procedures At the end of employment or at the end of each school year, ESA employees will be provided with a check-out process which include organization of classroom/workspace, return of supplies, curriculum materials, keys, laptops, etc. The check-out process must be properly completed before the employee will receive the final check/direct deposit for that academic or fiscal year. On the application for employment, there is a notification that Encore STEM Academy will conduct employee background checks on every employee. This may deter a person who has a known reason not to apply for employment with children. $447 is budgeted for Background checks, $40 per staff member. If 138       the Background check uncovers a crime that prevents working in a school system, that person will not be able to work at Encore STEM Academy. This information is given to employees prior to their background check: Criminal History Record Checks under the National Child Protection Act of 1993, as amended Pursuant to the National Child Protection Act of 1993, as amended, this form must be completed and signed by every current or prospective employee, volunteer and contractor/vendor, for whom criminal history records are requested by a qualified entity under these laws. I hereby authorize ​Encore STEM Academy t​ o submit a set of fingerprints through the TBI vendor and this form to the Tennessee Bureau of Investigation (TBI), for the purpose of accessing and reviewing Tennessee and national criminal history that may pertain to me directly from the FBI, pursuant to 28 CFR, Sections 16.30-16.34. By signing this Waiver Agreement, it is my intent to authorize the dissemination of any national criminal history record that may pertain to me to the Qualified Entity with which I am or am seeking to be employed or to serve as a volunteer, pursuant to the National Child Protection Act of 1993, as amended. I understand that, until the criminal history background check is completed, you may choose to deny me unsupervised access to children, the elderly, or individuals with disabilities. I further understand that, upon request, you will provide me with a copy of the criminal history background report, if any, you receive on me and that I am entitled to challenge the accuracy and completeness of any information contained in any such report. I may obtain a prompt determination as to the validity of my challenge before you make a final decision about my status as an employee, volunteer, contractor, or subcontractor. A national criminal history background check on me is being requested. There is now a new law requiring fingerprinting every 5 years: §49-5-413(a), requires, in part, each local board of education and child care program to have teachers and all other employees with proximity to children be fingerprinted and submit to state and federal background checks prior to employment, and at least every five years thereafter. This means that if you have been employed with your school for 5 years or more you will need to submit to a background check and fingerprinting again. (i) 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. Encore STEM Academy’s average salary is $47,000 for teachers. Salaries for both certificated and support staff members are based on existing trends in similar Memphis charter elementary schools. Leadership roles, such as the Executive Director ($70,000), as well as the Instruction and Curriculum Specialist ($60,000), are aligned to market rates for those roles. An Administrative Assistant will start in Year 1 to support the Executive Director and Instruction and Curriculum Specialist. The salary for this position is $25,000.00. For the largest staffing category, teachers, which includes general education teachers, SPED/ELL teachers and a STEM teacher, Encore STEM Academy has budgeted a starting salary of $47,000 for all teaching positions. Teachers in the subsequent years will begin with the same starting salary plus a 1.5% increase. Subject to their previous experience and credentials, we may be able to offer a salary less than $47K, while 139       other more experienced teachers may be offered a salary above $47K. A 1.5% increase has been applied to all future year salaries as a cost of living adjustment. This increase is not a guaranteed compensation increase, but rather a hedge against rising costs and inflation in the industry. In addition to planning conservatively, Encore STEM Academy wants to ensure that the school has adequately planned for possible increases in general. Employer Benefits and Liabilities Encore STEM Academy has assumed the standard 6.2% and 1.45% on all wages each year for Social Security and Medicare employer contributions, respectively. State unemployment has been budgeted at 3.5% of all wages. Workers compensation insurance, which is usually purchased in conjunction with general liability and D&O insurance, has been estimated at 1.8% of total compensation. For the purposes of estimating employer contributions to the Tennessee Consolidated Retirement System (TCRS), Encore STEM Academy has conservatively assumed a 10.46% employer contribution for all staff, though depending on certified or classified status, as well as prior participation in TCRS before July 1, 2014, the employer contribution may vary by individual. Medical, dental, and vision insurance employer contributions have been approximated at $4,800 per full time equivalent (FTE). Encore STEM Academy plans to use the same insurance plans as SCS, but it will continue to research other health insurance options to ensure employees receive the most ideal benefit packages at the lowest cost possible for the school. There may be different costs associated for certified and classified insurance programs and different costs depending on the type of plan participation (single, single+1, and family). The $4,800 per FTE represented the proposed financial capacity of the school to contribute towards insurance costs. Given the number of drivers that will go into the final cost, Encore STEM Academy has conservatively prepared to incur these costs for all FTEs. Each subsequent year, a 4% year-over-year increase has been assumed to reflect potential health insurance cost increases that may be realized in future years. Resources permitting, Encore STEM Academy will evaluate opportunities to increase compensation, along with its benefits package, to remain competitive. The Board will evaluate costs, criteria, and bonus ranges to determine which can be altered so to provide financial incentives to teachers who have performed well in student achievement and overall being an asset to the Encore STEM Academy team. Faber (2012) reviewed ways to mostly retain good teachers; many facets not requiring financial compensation (although it would be beneficial to provide such bonuses and we will review the budget to see feasibility).146 Retaining good teachers is mostly due to a school culture which fosters their sense of ownership, including: leadership and growth opportunities for teachers, cultivate collaboration in schools, seek teacher feedback when creating schedules. Solicit teacher feedback and use it in decision making. For curricular decisions, changes and plans, seek feedback from teachers. Plan for a better work/life balance. Plan activities that support wellness, streamlining cumbersome paperwork processes, and providing as much clerical support as possible. ESA has budgeted for Wellness and have plans to receive teacher feedback for curriculum, extracurricular activities, schedules, behavior management, and other operational and shared responsibilities. It is our hope that we will be able to retain 100% of the staff that we hire Y1. The suggestions for teacher retention ​http://schoolsofthought.blogs.cnn.com/2012/06/19/my-view-six-ways-to-retain-great-teachers/  140 146       will be implemented; teachers will have input and ability to provide feedback at Teacher Orientation. (j) Explain the relationship that will exist between the proposed charter school and its employees, including whether the employees will be at-will and whether the school will use employment contracts. If the school will use contracts, explain the nature and purpose of the contracts. Encore STEM Academy will maintain a professional, supportive, and collegial relationship with employees. While we are an “at-will” employer, we do not foresee ending a contract without just cause such as incessant tardies and absences, lack of professionalism, gross misconduct, or blatant violations of school procedures and policies. Just as we implement proactive and restorative practice with students, that practice should begin with adults - weighing each situation carefully, gathering the facts, and coming to a best solution for the school. If it is dissolution of contract, then as an at-will employer ESA has that flexibility and the employee also has the flexibility to leave their employment position. The following statement is in the Employee Manual and Personnel Policies, Attachment I: AT WILL EMPLOYMENT All employees at ESA are employees at-will. Upon termination or departure, an employee is expected to do the following: 1. Return all properties of ESA (i.e. credit cards, computers, laptops, keys, manuals, software, or any other school-related property in employee's possession). 2. Settle all accounting of any cash funds in the employee's possession. 3. Provide payment of any outstanding bill. Failure to return the property of ESA will result in charges or delay of the employee’s final payroll check. ESA will use employment contracts, which are issued annually. Employee contracts are a binding agreement used for employment agreement, duties, extent of services, compensation, leave days, and term. The contracts are to protect the school in case of gross misconduct, esp in the service of working with children. ​While we do have contracts, ESA maintains the right to annul the contract and suspend or dismiss the Employee for incompetence, insubordination, neglect of duty, inefficiency, conduct unbecoming a member of the teaching profession, the violation of any law or ordinance, failure to carry out the lawful provisions of their contract unless prevented by just cause, causing or creating any condition which might endanger the health of any pupil, associate teacher, or employee of the Board, or impede in the orderly conduct, operation or administration of the educational systems under the jurisdiction of the Board, or any other good and just cause. (k) Include a copy of the school’s employee manual and personnel policies as ​Attachment I​. ESA’s Employee Manual is provided as Attachment I. 141       Complete the staffing chart below outlining your staffing projections. Adjust or add functions and titles as needed to reflect variations in school models. Encore STEM Academy Staff Executive Director (ED) Instruction and Curriculum Specialist (ICS) Kindergarten Teacher 1​st​ Grade Teacher 2​nd​ Grade Teacher 3​rd​ Grade Teacher 4​th​ Grade Teacher 5​th​ Grade Teacher SPED/ELL Teacher STEM Teacher Teaching Assistant Administration Assistant TOTAL STAFF 2.4 Year 0 1 .5 Year 1 1 1 Year 2 1 1 Year 3 1 1 Year 4 1 1 Year 5 1 1 0 0 0 0 0 0 0 0 0 0 1.5 2 2 2 0 0 0 1 1 0 1 11 2 2 2 2 0 0 2 1 0 1 14 2 2 2 2 2 0 2 1 1 1 17 2 2 2 2 2 2 2 1 1 1 19 2 2 2 2 2 2 2 1 1 1 19 Professional Development (a) 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 (b) Identify the person or position responsible for professional development. Professional Development will be the responsibility of the Executive Director, Principals, and Community Supporters. (c) Describe the core components of your professional development plan and how those components will support effective implementation of the academic plan. Be sure to address the areas of special education and English learners, including implementation of IEPs, discipline of students with disabilities, and communication with EL families. 142       (d) Provide a schedule and overview of professional development that will take place prior to the school’s opening. Explain the topics that may be included during the induction period and how teachers will be supported in delivering unique or challenging aspects of the chosen curriculum. (e) Describe the plan to cultivate future leadership capacity. (f) Explain plans for differentiating professional development for different groups of teachers, such as new versus experienced teachers. (g) Explain how the school will provide orientation to teachers that are hired mid-year​. Teachers at Encore STEM Academy will have 13 days pf professional development, which is an additional five days prior to the school year beginning. The PD days will be scheduled according to SCS, so that there is no scheduling mishaps for teachers who have children. Additional PD will be held during weekly staff meetings, which will be content, student, and data driven focused on student achievement. This will facilitate collaborative planning. The ICS will have primary responsibility for the academic portions (non-STEM) of the scheduling. Topics include data analysis and management, curriculum deep dive, unpacking the standards, pedagogy, content specialists, academic achievement and growth, grade level specifics, and attaining goals. The ED will focus on Core Values, School vision, mission, RCA (behavioral), and Mission and the Historical Orange Mound context, 21st Century Core Competencies, Computer Science, Coding, and STEM. Teachers will participate in STEM activities. Board Member Chanda Robinson will focus on RTI, differentiation, SWD, and IEPs. Teachers will have input in scheduling, curriculum, and assessments. The ED and the ICs will leverage the teachers’ strengths to include them in leadership opportunities such as PD, content leadership, and mentoring newer teachers. The PD plan will be more finalized and structured once the ICS is hired and we receive student data and review content. 2.5 Insurance Charter schools must have appropriate insurance coverage. Applicants should check with their local districts to determine the necessary coverage amounts and if the local entity has additional insurance requirements. As ​Attachment J​, please provide the following: (a) A list of the types of insurance coverage the school will secure, including a description of the levels of coverage. Types of insurance should include workers’ compensation, employer liability, insurance for the facility and its contents, professional liability (directors and officers and teachers), surety bonds pursuant to Tenn. Code Ann. §49-13-111 (n) and sexual abuse; and Encore STEM Academy has an insurance contract letter with Douglass and Greer, Inc. in Attachment J. They estimate the total annual insurance expense to be no more than $18,000 per year. The coverages that would be provided are: General Liability​ - $2,000,000 aggregate limit / $1,000,000 occurrence limit Covers bodily injury and property damage to others when you are legally liable. Umbrella Coverage - $5,000,000 (This provides an additional $5,000,000 coverage limit above the Auto Liability, Professional Liability, General Liability, Sexual Abuse/Molestation Liability and Employers Liability.) ​This is additional liability coverage, that acts as an umbrella over the other liability coverages you would carry. 143       Professional Liability (which includes Directors & Officers Liability, Employment Practices Liability)​ $1,000,000 Limit Protects not only teachers, but also school board members, administrators, volunteers, student teachers and various other members of the educational staff. In a standard policy, the definition of “Wrongful Act” includes coverage for an actual or alleged breach of duty, neglect, misleading statement and other errors or omissions of an insured educator in their capacity or scope of employment on behalf of the educational institution. Also includes coverage for EPL claims, which tend to be the most frequent cause of loss. Typical allegations found in claims include: Failure to educate, Failure to supervise a classroom, Employment-related lawsuits claiming sexual harassment, wrongful termination or discrimination, Misstatements, misleading statements, breaches of duty, neglect, errors or omissions made by a paid or volunteer board member who assists the school in making critical decisions about operations and economic survival. School contents (property) coverage - Replacement Cost Coverage – Coverage for theft, fire, wind losses to property. Employers Liability/Workers Compensation coverage​ - $1,000,000 limitWorkers compensation pays for medical costs and lost wages (up to 66% in TN) for a workplace injury. The Employers Liability pays compensation costs and legal fees if an employee or ex-employee sues for illness or injury caused by their work. Sexual Abuse/Molestation coverage​ - $1,000,000 limit Legal fees associated with alleged or real claims sexual misconduct claims filed that are filed by an employee (see employment practices liability insurance ). Compensation that may be awarded to a claimant who files sexual misconduct. Fees associated with controlling and repairing a company's reputation after a sexual misconduct claim has been filed - whether alleged or real. Negligent hiring. Training. Failure to report employees who commit acts that are considered sexual misconduct or molestation Automobile Liability​ - $1,000,000 limit for any hired and non-owned autos. Hired automobile refers to rented vehicles or vendor transportation. Non-owned automobile refers to a vehicle that is not owned or registered to the school or business, such as an employee’s car used for business-related travel. If the school actually purchases and owns any vehicles or buses, we would provide $1,000,000 Owned Auto Liability coverage. Surety bonds pursuant to TN Code Annotated $49-13-111(n)​ A Surety bond to be provided for 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. The insurance provider will notify the Department of Education within ten (10) days of the cancellation of any insurance it carries on the Charter School, pursuant to Tenn. Code Ann. $49-13-107 (b) (19). (b) A letter of required coverage from an insurance company stating they will provide the required coverage upon approval of the charter application. The letter should include provisions for assuring that 144       the insurance provider will notify the department of education within ten (10) days of the cancellation of any insurance it carries on the charter school, pursuant to Tenn. Code Ann. §49-13-107 (b) (19). Note: if the proposed school intends to have school athletics, additional liability coverage will be required. Douglass and Greer, Inc. will notify the Department of Education within ten (10) days of the cancellation of any insurance it carries on the Charter School, pursuant to Tenn. Code Ann. $49-13-107 (b) (19). The letter is in Attachment J. 2.6 Transportation (a) How will you transport the students to and from your school daily, if applicable? Encore STEM Academy ​will transport students to and from school daily with a school bus. The bus holds fifty children and we have reviewed transportation options​ ​that families will likely utilize: ● Harmony Transportation School Bus ● Parent/Guardian Drive ● Parent/Guardian access public transportation through the MATA bus system The options are described below: Harmony Transportation School Bus Encore STEM Academy will utilize Harmony Transportation to transport fifty students to and from school daily in Year One. In Year Two, we will add an additional bus to transport 100 students. We chose this company because of all the charter bus listings on the Shelby County Schools Risk Management Site, Harmony is the only operator located in Orange Mound - 2601 Frisco Avenue Memphis, TN 38114.147 We have contacted Harmony Transportation to discuss our school option, and they provided details of their operations, in Attachment E. This information includes field trip request form, insurance coverage through National Indemnity Company of the South, Federal Motor Carrier Safety Administration Acceptance Report, Contact Information for all Representatives, Drivers Compliance Report, Safer Web Company Snapshot, Bus Inspection History, Tennessee Department of Safety and Homeland Security Bus Inspection Reports. Details of transportation costs are in Attachment O and P. Parent/Guardian Drive We have researched the transportation mode that most Orange Mound citizens utilize to get to work and have found that approximately 75% either drive, carpool, or ride public transportation to work. The majority of those employed leave home approximately 7:00 AM to arrive at work and travel approximately 35 minutes to arrive at their place of employment. It is our hope and summation from the data that parents and guardians of children who do not ride the bus will be able to bring their children to school on the way to their employment. Having working with elementary aged children, we do recognize that many parents prefer to drop off younger children to school and pick them up, if they are able to. We will have a well organized, safe, and efficient carpool line to ensure safe, timely, and cheerful transition from the car to the school with a happy exciting staff member available to open doors, disseminate parent information, and wish parents and guardians a great day. The lane will have specific lanes for in and out traffic, color coded and numbered ID cards, walkie talkies for outdoor staff to inform indoor staff which number/child is ready, and umbrellas available. The following charts indicate the mode of transportation to work in Orange Mound, time leaving home to go to work in Orange Mound, and travel time from Orange Mound to work. ​http://www.scsk12.org/riskmanagement/buses?id=  145 147       Parent/Guardian access public transportation through the MATA bus system Another viable option is public transportation through the MATA bus, the Memphis Area Transportation Authority. According to MATA, there are 90 bus stops in Orange Mound and bus riders in the neighborhood make up 2.3 percent of the average weekly ridership in the city. Each week, approximately 2,970 people take the bus from Orange Mound and 2,800 trips are taken to Orange Mound. The most commonly used hub is at Park and Airways and the highest number of people are riding at 7:30 a.m. and 146       4:30 p.m.148 There is a MATA stop in front of the proposed facility location, Option One, Bibleway House of Prayer, at Park and Greer. The bus stops on Park are shown below: (b) How will you transport students to any extracurricular or after school activities, Saturday school, and/or field trips, where applicable. Also include budgetary assumptions and the impact of transportation on the overall budget. Encore STEM Academy will also utilize Harmony Transportation to transport students to any extracurricular or after school activities and field trips. This transportation option would work well because their drivers will already be familiar with students who ride the school bus in the mornings, the proximity would decrease travel time for the company (increasing time children can be off-site engaged in activities), increase community buy in for our school, and increase our support of local businesses. The costs are: There is a minimum of 2 hours at $150 and $50 each hour after. The day rate is a flat rate of $750 at 8 hours and $50 each hour after (in town only). Out of town rate 1-8 hours $750 (within a 3hr radius). If applicable, outline your proposed transportation plan as follows: ● 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; ● Describe how the school will transport students with special transportation needs and how that will impact your budget; and ● Describe how the school will ensure compliance with state and federal laws and regulations related to transportation services. ● Explain how you will ensure compliance with Tenn. Code Ann. § 49-6-2116 Encore STEM Academy will contract out for transportation to provide a school bus for 50 students (1 bus) Year One and 100 students (2 buses) Year Two. Daily transportation oversight will be provided by the Executive Director. Harmony Transportation is the proposed transportation provider, and Attachment E contains their documents that detail compliance with state and federal laws and regulations related to transportation services. Budgeting is included in Attachment O. According to 504 requirements, If a school provides transportation to all its students within a certain ​http://www.highgroundnews.com/features/TransportationInOrangeMound.aspx  147 148       geographic area, it may not discriminate in its provision of transportation to students with disabilities or impairments. The length of the bus rides for students with disabilities should not be longer than that of non-disabled students. Harmony does provide transportation for students with special transportation needs. If a student requires that service, ESA will provide it, and make appropriate budget adjustments, noting that we do have a contingency in the budget. ​Encore STEM Academy supporter Sandra Kimmons is a School Nurse for Shelby County Schools who rides on the bus with students who have special transportation needs due to health concerns. She drives her automobile to the students’ home, leaves it there, rides the bus to school with the child, and her primary concern is ensuring all of her health and safety needs are met. At the end of the school day, she rides the bus home with the child, retrieves her vehicle, and goes home. If Encore STEM Academy enrolls a child with specialized transportation needs, we will accommodate that child to ensure that (s)he has his/her physical and health needs met. Encore STEM Academy will comply with Tennessee Code Annotated § 49-6-2116 that defines transportation policy relative to the safe transport of students, as detailed below: (a) Each local board of education (LEA) and charter school, and charter management organization as applicable, that provides or contracts for transportation services shall appoint a transportation supervisor responsible for the monitoring and oversight of transportation services for the district or school. ● The Executive Director of Encore STEM Academy will serve as the transportation supervisor. (b) Each transportation supervisor shall complete a student transportation management training program developed jointly by the departments of safety and education upon being appointed and, thereafter, shall complete a minimum of four (4) hours of annual training approved by those departments; provided, that the annual training shall not be required in the same year the management training program is completed. ● The Executive Director will complete the training program after charter authorization and after the training meeting date has been established. (c) By February 15, 2018, each LEA and charter school, and charter management organization as applicable, shall submit to the department of education the name of the transportation supervisor. By August 15 of each school year thereafter, each LEA and charter school, and charter management organization as applicable, shall submit to the department the name of the transportation supervisor and verification that the transportation supervisor has completed the training required under subsection (b). The department must be promptly notified of any change in transportation supervisor that occurs during the school year. ● The Executive Director is Kim Edward Bradley, and his name will be submitted to Shelby County Schools and the Tennessee Department of Education prior to August 15, 2020. (d) Every LEA and charter school governing body shall adopt a transportation policy relative to the safe transport of students. This policy shall include: (1) A procedure for students, parents, teachers and staff, and the community to report school bus safety complaints; (2) A procedure for the transportation supervisor to investigate any complaint of a safety violation or concern, such that: (A) The investigation is commenced within twenty-four (24) hours of receipt; (B) Within forty-eight (48) hours of receipt of a complaint, a preliminary report is issued to the director of schools that includes the time and date of receipt of the complaint, a copy or summary of the complaint, the school bus driver involved, and any prior complaints or disciplinary actions taken against the driver; 148       and (C) Within sixty (60) school days of receipt of a complaint, a final report is issued to the director of schools in writing that includes any findings of the investigation and any action taken by the transportation supervisor in response to the complaint; Encore STEM Academy students, parents, teachers, staff, and the community may report school bus safety complaints through the following methods: ● Contact Encore STEM Academy’s Executive Director/Transportation Manager by email or phone to report the complaint. ● Contact Encore STEM Academy’s Board Member Peggy West (Contact information is available on the website). AND/OR ● Contacting Harmony Transportation directly. The contact person is Mrs. Jilanch Williams, jwilliams@harmony-transportation.com​ (901) 421-5969. The address is 2601 Frisco Ave, Memphis, TN 38114. RESPONSE: ● If the person contacts the school and not Harmony Transportation, the Transportation Manager will contact Harmony within 24 hours to investigate and resolve. ● If the person contacts Harmony Transportation and not the school, Harmony will contact the Transportation Manager within 24 hours to investigate and resolve. ● Encore STEM Academy will work with Harmony Transportation to complete a report within forty-eight (48) hours of receipt of a complaint. A preliminary report is issued to the director of schools that includes the time and date of receipt of the complaint, a copy or summary of the complaint, the school bus driver involved, and any prior complaints or disciplinary actions taken against the driver; ● Encore STEM Academy will work with Harmony Transportation to complete a report within sixty (60) school days of receipt of a complaint. This final report is issued to the director of schools in writing that includes any findings of the investigation and any action taken by the transportation supervisor in response to the complaint; REPORT PROCEDURE DISTRIBUTED: ● This information is available in the Family Handbook, Attachment B. ● This information will be available on the Encore STEM Academy website: www.encorestemacademy.org (3) A requirement that each school bus serving the district or charter school be equipped with the phone number for reporting complaints on the rear bumper; Harmony Transportation currently serves Shelby County County Schools and has that information available on the rear bumper of the school buses. (4) A process to provide annual notice to students and parents regarding the process for reporting complaints; and The process to provide annual notice to students and parents regarding the process for reporting complaints will be made publicly available: ● In the Family Handbook, Attachment B. ● On the Encore STEM Academy website: ​www.encorestemacademy.org 149       (5) A policy or procedure for the collection and maintenance of the following records, regardless of whether transportation services are provided directly by the LEA or charter school or via contractual agreement as authorized under § 49-6-2101(d): (A) Bus maintenance and inspections; (B) Bus driver credentials, including required background checks, health records, and performance reviews; (C) Driver training records; and (D) Complaints received and any records related to the investigation of those complaints. ● Harmony Transportation has provided bus maintenance and inspection records, bus driver credentials, and driver training records to Encore STEM Academy, up to this current date. This information is in Attachment E. ● They will provide that information annually at the beginning of the opening year of 2020. ● Hard copies of the Harmony Transportation records will be maintained on file securely locked in the main office. ● Soft copies are maintained via the Transportation Supervisor’s email. (e) As part of its responsibilities related to student transportation, the department of education shall, at a minimum: (1) Develop and deliver, in collaboration with the department of safety, the student transportation management training program required under subsection (b); (2) Establish, in collaboration with the department of safety, a system for monitoring district and charter school compliance with all applicable state and federal laws regarding student transportation services; and (3) Prepare, in collaboration with the department of safety, and annually update and disseminate guidelines on best practices for the management of student transportation services. ● Encore STEM Academy’s Transportation Supervisor will attend student transportation management training, as soon as the meeting information is delivered for date and location, after charter authorization. ● Encore STEM Academy’s Transportation Supervisor will work with the TN Department of Education and Shelby County Schools to ensure compliance with all applicable federal and state laws regarding student transportation services. ● Encore STEM Academy’s Transportation Supervisor will keep updated on guidelines and best practices for the management of student transportation services. (b) If there are no plans to provide transportation, explain how you will ensure students can get to school. Encore STEM Academy does have plans for transportation, a bus in Year One to service fifty students, and two buses in Year Two to service 100 students. We will ensure students can get to school by discussing transportation options with parents, surveying their needs, and engaging them in discussions about their schedules and school open/close times. As we begin to enroll students, we will review the transportation modes they currently use and discuss options that are viable for most families. We will work with them to help connect families who could potentially create carpools, and share MATA information with them. Whether families choose the school bus, driving, or the Mata bus, we will work with them to ensure that their children arrive to school and are securely placed in our care. 2.7 150 Food Service       Describe the school’s proposed food service plan and include the following: (a) A clear description of how the school will offer food service to the students, including how it will comply with applicable district, state, and federal guidelines and regulations; Encore STEM Academy will offer healthy, nutritious, and satisfying meals to our students through partnering with Shelby County Schools Food Division of Nutrition Services. Delicious food will be brought to ESA and distributed to students at breakfast and lunch by SCS trained Nutrition Services Providers. There is no assumption of any School Nutrition Program (SNP) reimbursements because the school will pursue contracted meal and meal claim services with SCS. Under this scenario, the district offers food services to schools at $0 cost, and SCS claims reimbursements on the school’s behalf to provide a more scaled solution. In line with the SCS Policy on Student Wellness, ESA is also committed to providing a school environment that enhances learning and the development of lifelong wellness practices, including: 149 ● Provide school nutrition programs that comply with federal, state, and local requirements and are accessible to all children. ● Provide and promote sequential and interdisciplinary nutrition education. ● Encourage that patterns of meaningful physical activity that connect to students’ lives outside of school. ● Ensure that all school based activities are consistent with local wellness policy goals. ● Ensure that all foods and beverages made available on campus during the school day comply with USDA dietary guidelines and applicable state statutes and/or regulations. ● Ensure that all schools made available on campus adhere to school safety and security guidelines. ● Ensure that that school environment is safe, comfortable, and pleasing and allows adequate time and space for eating meals. ESA will comply with all applicable district, state, and federal guidelines and the US Department of Agriculture regulations in food distribution. In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.150 According to the USDA, a food allergy is a potentially serious response to consuming certain foods or food additives. For children who are sensitive, a reaction can occur within minutes or hours, and symptoms can range from mild to life threatening. The eight leading causes of food allergies are milk, eggs, fish, shellfish, tree nuts, peanuts, wheat, and soybean. Food allergies are the leading cause of anaphylaxis, a sudden, severe and potentially life-threatening allergic reaction. Allergic reactions can include hives, flushed skin or rash, tingling or itchy sensation in the mouth, face, tongue, or lip swelling, vomiting and/or diarrhea, abdominal cramps, coughing or wheezing, dizziness and/or lightheadedness, swelling of the throat and vocal cords, difficulty breathing, or drop in blood pressure.151 Encore STEM Academy staff and teachers will work with the Shelby County Schools food service providers and other children to ensure that students who have known food allergens, do not consume certain meals due to choice, religion, or family/personal values are not exposed to or given certain foods, without embarrassment and with minimal 149 ​http://www.scsk12.org/nutrition/files/2017/Current%20Wellness%20Policy%20as%20of%2003.29.17.pdf  ​https://www.fns.usda.gov/school-meals/community-eligibility-provision  https://www.fsis.usda.gov/wps/portal/fsis/topics/food-safety-education/get-answers/food-safety-fact-sheets/food-labeling/all ergies-and-food-safety/allergies-and-food-safety  150 151 151       interruption. In addition to food allergens, this may include pork, animal products, or foods that are not vegan or vegetarian. This includes sharing food, touching or smelling certain food, or providing certain food within school functions. According to the USDA, federal law and the regulations for the National School Lunch Program and the School Breakfast Program require schools to make accommodations for children who are unable to eat the school meal as prepared because of a disability.152 Accommodation generally involves substituting food items, but in some cases schools may need to make more far reaching accommodations to meet the needs of children. For example, some children may need to have the texture modified. In order to make substitutions for items in reimbursable meals, the school must have on file a written statement signed by a licensed physician indicating what the child’s disability is, what foods must be omitted from the child’s diet, and what foods must be substituted. Schools may, at their option, make substitutions for persons who have special needs that do not meet the definition of disability under Federal law. In these instances, the school must have a written statement signed by a recognized medical authority (e.g., nurse or physician’s assistant) indicating what foods should be substituted. The purpose of requiring a written statement is two-fold. First, it ensures that the nutrition integrity of the school meal will not be compromised by the substitution. More importantly, it ensures that decisions about specific food substitutes are made by persons who are highly qualified to prescribe them. Therefore, this requirement helps to protect both the child and the food service personnel who are working to meet the child’s needs. The cafeteria at Encore STEM Academy will meet Shelby County Schools and USDA regulations for proper food serving and distribution to elementary school students, including the food components and portions, temperatures, cleanliness, storage, and building requirements. We will work with SCS to ensure that when the building is solidified, the cafeteria is compliant and meets all state and federal guidelines. It is also critical that the personnel that serves the food is professional, friendly, and kind to children as food insecurity runs rampant in our community and we want to ensure that they are served with dignity and kindness. Great menus with tasty food products are only part of ensuring effective customer service in a school nutrition environment. The appearance of the servers, dining room, serving area, serving tables, and food, and influence whether or not the kids choose to eat. If the facilities are clean and organized, the staff looks fresh and uses effective customer relation techniques, and the food looks well prepared and is presented to enhance its appearance, we are sending the message to kids that nutrition matters and they should enjoy their meals. USDA published a Healthy Meals Monthly Checklist153 which offers guidelines and quality standards for key areas of maintaining a cafeteria which inspires healthy meals, compliance with federal guidelines, and safety and security in food preparation storage and serving. These areas include Personal Hygiene, Food Preparation, Hot and Cold Holding, Refrigerator, Freezer, and Milk Cooler, Food and Dry Storage, Cleaning and Sanitizing, Utensils and Equipment, Garbage Storage and Disposal, and Pest Control. Encore STEM Academy will work with Shelby County School food service providers to ensure compliance with these guidelines. The specific checkpoints are detailed below: 152 ​https://www.fns.usda.gov/school-meals/faqs  ​http://www.healthymealsforchildren.org/wp-content/uploads/2013/10/HACCP-Montly-Checklist-12-13-SY.pdf  152 153       USDA Healthy Meals Monthly Checklist Protocol Personal Hygiene ● School lunch managers wear clean and proper attire including shoes. ● Effective hair restraints are properly worn. ● Hands are washed properly, frequently, and at appropriate times. Gloves are worn when serving food. ● Burns, wounds, sores or scabs, or splints and water-proof bandages on hands are bandaged and completely covered with a food service glove while handling food. ● Eating, drinking, chewing gum, are allowed only in designated areas away from preparation, service, and storage areas. ● School lunch managers use disposable tissues when coughing or sneezing and then immediately wash hands. ● School lunch managers appear in good health. ● Hand sinks are unobstructed, operational, and clean, stocked with soap, disposable towels, and warm water. ● A handwashing reminder sign is posted. ● Restrooms are operational and clean. Food Preparation ● All food stored or prepared in facility is from approved sources. ● Food equipment utensils, and food contact surfaces are properly washed, rinsed, and sanitized before every use. ● Frozen food: (juice and other cold side items) is thawed under refrigeration, or in cold running water. Frozen food (hot entrees and side items) are kept frozen in the freezer until placed in the oven for cooking. ● Thawed food is not refrozen. ● Procedures are in place to prevent cross-contamination. ● Food is handled with single use gloves. ● Only enough food is prepared for each lunch period, to limit the time it is in the temperature danger zone. ● Clean reusable towels are used only for sanitizing equipment and surfaces and not for drying hands, utensils, or floor. ● Food is cooked to the required safe internal temperature for the appropriate time. The temperature is tested with a calibrated food thermometer. ● The internal temperature of food being cooked is monitored and documented. Hot Holding ● Cooking is done in small batches, according to lunch periods, to an internal temperature of 165 ºF. ● Cooking is scheduled so that hot foods are ready no more than 10 minutes prior to serve time. Cold Holding ● Refrigerators are kept clean and organized. ● Temperature of cold food being held is at or below 41ºF. ● Food is protected from contamination. Refrigerator, Freezer, and Milk Cooler ● Thermometers are available and accurate. ● Temperature is appropriate for pieces of equipment. ● Food is stored 6 inches off floor or in walk-in cooling equipment. 153       ● Refrigerator and freezer units are clean and neat. ● The FIFO (First In, First Out) method of inventory management is used. ● Air temperature of all refrigerators and freezers is monitored and documented at the beginning of each day. Food Storage and Dry Storage ● Temperatures of dry storage area is between 50ºF and 70ºF. ● All food and paper supplies are stored 6 to 8 inches off the floor. ● The FIFO (First In, First Out) method of inventory management is used. ● Food is protected from contamination. ● All food surfaces are clean. ● Chemicals are clearly labeled and stored away from food and food-related supplies. ● There is a regular cleaning schedule for all food surfaces. Cleaning and Sanitizing ● Three-compartment sink is properly set up for washing. ● Dishmachine is working properly (such as gauges and chemicals are at recommended levels). ● Water is clean and free of grease and food particles. ● Water temperatures are correct for wash and rinse. ● If using a chemical sanitizer, it is mixed correctly and a sanitizer strip is used to test chemical concentration. ● Wiping cloths are stored in sanitizing solution while in use. Utensils and Equipment ● Work surfaces are clean. ● Work surfaces are cleaned and sanitized between uses. ● Thermometers are cleaned and sanitized after each use. ● Thermometers are calibrated on a routine basis. ● Drawers and racks are clean. Garbage Storage and Disposal ● Kitchen garbage cans are clean and kept covered. ● Garbage cans are emptied as necessary. ● Boxes and containers are removed from site. ● Loading dock and area around dumpster are clean. ● Dumpsters are clean. Pest Control ● Outside doors have screens, are well-sealed, and are equipped with a self-closing device. ● No evidence of pests is present. ● There is a regular schedule of pest control by a licensed pest control operator. While these stipulations are particularly for the serving areas, food preparers, and “behind the scenes” quality, Encore STEM Academy will also ensure that the Cafeteria Dining Room is beautiful, and invites healthy meals, and relaxing conversation for children and adults. We want the children to feel that they are enjoying Five Star VIP Dining. The following guidelines are adopted from “Quality Standards, A Cafeteria Checklist.”154 Cafeteria Dining Room Protocol ● The dining room looks clean and fresh; furnishings are clean and in good repair. ​file:///C:/Users/mbradley/Downloads/Lesson-31-Quality-Standards-A-Cafeteria-Checklist.pdf  154 154       ● Interesting items such as artwork and posters decorate the walls. ● The floor and tables are cleaned often, and always after each serving period. ● Table tents with nutrition messages, centerpieces, and other table decorations are sometimes used. ● The dining room has sufficient seating for the number of children served; there is no overcrowding. ● The cafeteria smells clean, but not of chemicals; the food aromas that permeate the air are appealing. ● All signage is colorful and professionally-developed; there are no hand written signs. ● The serving area is decorated with colorful posters and items such as a bowl of gourds, or fruit and vegetable sculptures. ● Samples of a new food, or healthy snacks are offered. ● The cold tables or self-serve bars are enhanced with decorations to make them more attractive. The hot table is decorated seasonally. ● Any food that has been sitting out too long and become dry, discolored, or otherwise unappealing is removed from the serving table and replaced with fresh products. ● Occasionally, there will be a chef available to share healthy nutrition guidelines and samples. ● Instrumental background music will be played. Encore STEM Academy will work with Shelby County Schools Office of Nutrition Services to provide food service to all students, adhering to all nutritional guidelines. We will ensure that we maintain a clean cafeteria and comfortable eating areas so that students will be excited to enjoy healthy nutritious meals. When we finalize the location, we will create the cafeteria food distribution plan, specifically tailored to the campus’ physical layout, in compliance with all USDA federal and local guidelines and regulations. (b) Include any plans to meet the needs of low-income students; and A USDA report, “Food Security in the United States,” documents that sadly 17.5 million children, or 1 in 6 children, live in food insecure households. Food insecurity is a lack of consistent access to enough food for an active, healthy life, a lack of available financial resources for food at the level of the household. According to Feeding America, prevalence of a number of chronic illnesses is higher among people living in food-insecure households. When it is difficult to find adequate meals on a regular basis, the chances of negative health outcomes go up. People experiencing food insecurity often consume a nutrient-poor diet, which may contribute to the development of obesity, heart disease, hypertension, diabetes, and other chronic diseases. More daunting is that the lack of adequate nutrition can literally change the architecture of a child's brain.155 Being hungry is detrimental to a child’s cognitive functioning, health, and development. If a child is in such household, that means the entire family is vulnerable to the effects that come with lack of adequate nutritious food. Community Eligibility Provision, CEP, is a universal meal plan under the National School Lunch Program that permits eligible districts and schools to provide meal service to all students at no charge, regardless of economic status. ​According to data provided by CEP, all 38111 and 38114 schools,156 particularly Orange Mound elementary schools are eligible to participate according to their proxy Identified Student Percentages: Alcy 96.5%, Arrow Academy of Excellence 69.05%, Bethel Grove 91.12%, Charjean 88.4%, Cherokee 92.4%, Dunbar 93.04%, Magnolia 82.46%, Rozelle 66.8%, Sharpe 80.75%, Sherwood 78.79%, and South Park 74.63 157 ​With the population of children we serve having such high percentages of 155 156 157 ​https://247wallst.com/special-report/2014/04/23/states-where-the-most-kids-go-hungry/  ​Data are not available on Aspire and Leadership Prep.  https://www.tn.gov/education/health-and-safety/school-nutrition/community-eligibility-provision-cep.html  155       students who are eligible for free and reduced lunch, that causes the potential of traumatic effects, thus the importance of adequate nourishment at school. Children who are hungry suffer tremendously. They are sick more often, recover from illness more slowly, and absent from school more often. They experience an increased amount of headaches, stomachaches, and obesity from improper nutrition. They also learn at a slower rate than adequately nourished children, struggle with impaired concentration and school performance and have higher levels of behavior, emotional, and academic problems.158 To combat such immensely defeating factors, is imperative that we provide healthy and nutritious meals to our children, through partnering with SCS Office of Nutrition Services. Encore STEM Academy will serve low income students and will be able to provide meals at no cost through the CEP. The Healthy, Hunger-Free Kids Act of 2010, Section 104a authorizes funding for federal school meal and child nutrition programs and increases access to healthy food for low-income children.159 CEP is a non-pricing meal service option for schools and school districts in low-income areas. CEP allows the nation’s highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without collecting household applications. Instead, schools that adopt CEP are reimbursed using a formula based on the percentage of students categorically eligible for free meals based on their participation in other specific means-tested programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF). The requirements of CEP for participating schools are: (1) serve free meals (breakfast and lunch) to all students in participating schools (2) maintain a count of reimbursable meals served to students daily (3) cover the costs of providing free meals to all students that exceed the Federal reimbursement locally (with non-Federal funds) and (4) comply with all program requirements.160 (c) 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). Encore STEM Academy will follow the Tennessee Process for Enrolling and Implementing CEP to collect free and reduced price lunch information from qualified families.161 The process of collection will occur upon enrollment as families are completing their paperwork. The TNDOE stipulates that schools enrolled in the CEP program are required to use the State Household Information Survey to collect the socioeconomic data that was previously collected through the free and reduced price lunch application162 which provides many benefits to students and schools. It helps schools reduce administrative costs related to collecting and processing applications, tracking students and collecting overdue fees. Because participating schools no longer have to collect payments, meal service will be more efficient. Most importantly it decreases stigma and hunger and increases school performance. Encore STEM Academy will comply with applicable district, state, and federal guidelines and regulations in our Food Service Plan. 2.8 Additional Operations Describe the school’s plan for supporting operational needs of the following: (a) Technology: ● Describe how the school will ensure student access to technology required for state mandated assessments, include infrastructure requirements and costs in budget section; 158 159 160 161 ​https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us.aspx  ​https://www.fns.usda.gov/school-meals/healthy-hunger-free-kids-act  ​http://bestpractices.nokidhungry.org/sites/default/files/download-resource/Impact%20of%20Hunger.jpeg  ​https://www.tn.gov/content/dam/tn/education/cpm/cep/cep_fact_sheet.pdf  ​https://www.tn.gov/content/tn/education/snp-resources/snp-forms.htm  156 162       ● List the technology that will be required to meet the academic and operational needs of the school. Include any technology needed for classrooms, computer and science labs, library/media center, auditorium, main office, copy rooms, teacher work rooms, and other relevant spaces. Encore STEM Academy will ensure adequate student access to technology required for state mandated assessments, 21st Century Core Competencies, and STEM access. Year 1, we have assumed $18K in e-rate funds which will offset the cost of the internet infrastructure installation and internet fees each year. In Years 2 through 5, $9,000 is assumed since the infrastructure installation is a one-time cost. ESA’s curriculum resources, such as Moby Max, Renaissance, and Lucy Calkins involve student technology engagement beginning at Kindergarten. In STEM classes, each student will be enrolled in code.org and Teach Engineering which include online activities, digital competency, and informed secure uses of technology. Important for new users to understand the WHY of Computer Science, there are activities which involve cyber security and secured online profiles. Similar to skills needed for a digital competency and online testing, students will annotate, review digital resources, complete paired programming Coding and Computer Science activities, and utilize technology in classroom. In preparation for using technology for state assessments, the students will be engaged in test preparation modules, timed activities, and digital literacy activities. Conservatively budgeting, ESA will have a 2:1 technology ratio for laptops. We will have laptop carts and the budget Assumes $8, 000 per cart + $1, 000 for maintenance; Year 1- 2 carts, Year 2-Year 4- 1 additional cart, Year 5- replacements, total budget amount is 17,000 for student laptops. The STEM teacher will be housed in the Computer Lab to access resources for code.org. Each staff member will have a laptop , and there will be l available for the family and community space. The administrative assistant will have a laptop and a desktop computer. The budget assumes $800/new staff member; budget for repairs/replacements, for a total of $7,200 for staff laptops. The budget assumes Year 1- 1 copier, Year 2+2 copiers; $8400/copies and usage fees. Educational software assumes $50 per student, which is $6,000. It is our goal that conservative budgeting, fundraising, and seeking grants will provide additional resources for a 1:1 technology access prior to opening. ​With our digitally enriched school environment, students will be well prepared to academically achieve on state assessments. (b) 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. Encore STEM Academy will ensure compliance with The Family Educational Rights and Privacy Act, FERPA163 a federal privacy law that gives parents certain protections with regard to their children's education records, such as report cards, grade records, disciplinary records, contact and family information, and class schedules. Parents have the right to review their child's education records and to request changes under limited circumstances. To protect their child's privacy, the law generally requires schools to ask for written consent before disclosing personally identifiable information to individuals other than parents. We will ensure that student records are kept in a locked confidential file cabinet and access to information on the computer will be granted to key personnel who have the passwords. We will not access any information without written consent. According to FERPA, a school may disclose directory information to anyone, without consent, if it has given parents: general notice of the information it has designated as "directory information" the right to opt out of these disclosures; and the period of time they 163 https://studentprivacy.ed.gov/faq/who-%E2%80%9Cschool-official%E2%80%9D-under-ferpa  157       have to notify the school of their desire to opt out. Attachment B highlights the FERPA policy for ESA, with forms for parents to complete at registration. To protect the student’s privacy, we are generally prohibited from disclosing personally identifiable information about students without parent or guardian's’ written consent. Exceptions to this rule include disclosures made to school officials with legitimate educational interests, disclosures made to another school at which the student intends to enroll, disclosures made to state or local education authorities for auditing or evaluating federal- or state-supported education programs, or enforcing federal laws that relate to those programs; and disclosures including information the school has designated as "directory information." FERPA defines "directory information" as information contained in a student's education record that generally would not be considered harmful or an invasion of privacy if disclosed. Directory information could include name, address, telephone listing, electronic mail address, date and place of birth, dates of attendance, and grade level, participation in officially recognized activities and sports, honors, and awards received and the most recent school attended. Student privacy and compliance with FERPA is utmost priority for Encore STEM Academy, and we will ensure security and safety of records and confidential information. (c) School health and nursing services: ● Describe your plan for compliance with the Coordinated School Health Program, including any plans 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. Encore STEM Academy will be in compliance with the Coordinated School Health Program to ensure that our students and staff needs are taken care of for their overall physical, emotional, and social/psychological wellness. The SCS Coordinated School Health Division works with many partners to address school health priorities. The components of the program include Comprehensive Health Education, Health Services, Nutrition, Physical Education, Healthy School Environment, School Counseling, Psychological And Social Services, Students, Family And Community Involvement, and School Staff Wellness.164 Similarly, ESA will work with many partners to address school health priorities. Mr. and Mrs. Clark, healthy eating advocates, Dr. Louie Watkins, lifestyle wellness advocate, Ms. LaNita Conley, Social Worker, Dr. Jamila Pope, Pediatrician, Ms. Rose King, Retired School Counselor, and Mrs. Janet Boscarino, Gardening Enthusiast have written letters of support in Attachment E. These health and lifestyle advocates have pledged to work with the students, staff, and families in prevention and providing activities to increase healthy life choices. Ashiqua Jackson, A Registered Nurse, is a Board Member for Encore STEM Academy. She will work with the school to ensure Comprehensive Wellness and Prevention. We also have received pledged support from another nursing professional, Sandra Kimmons, who works in Shelby County Schools as a Licensed Practical Nurse. She has over 20 years experience providing services such as administering daily and PRN medications, following nursing care procedures prescribed by the student's physician, orienting staff, providing nursing care and physical screening to students, assessing students and implementing first aid measures, and even riding the school bus to provide medical procedures for children with various diagnoses. They both offered to volunteer to assist in providing nursing management, training, services, 164 158 ​http://www.scsk12.org/Academic/csh?PID=1022        and support - helping to identify nursing needs, and eventually hiring a nurse, pending the necessity based on student enrollment of full or part time personnel. Nurse Jackson will help with the interview process, supervise the School Nurse, and manage the nursing needs and compliance, ​serving as a team member in providing early preventive and screening services, health education and referrals to ensure health and educational success. She will ensure compliance with Coordinated School Health Program, supervise the School Nurse, and ensure compliance with health regulations Encore STEM Academy will develop a comprehensive school wellness council to include parents, students, school administrators, teachers, school nurse and community partners to identify and implement policies and practices based on the student’s needs using the Center for Disease Control and Prevention’s School Health Index.165 This includes addressing nutrition, physical activity, obesity prevention, chronic conditions, health and academics, parents, school health guidelines and local school wellness policy. There will be preventive hearing and vision screening and an emphasis on physical education for all students through outdoor activities. Ms. Shelby Alexander is employed at the Centers for Disease Control and has pledged to help support this program. Our plan is to provide efficient and effective health education and services to our students, train the faculty and staff for acute situations, first aid, periodic health screening, and health care monitoring of a validated medical condition. There will be immediate attention to existing Individualized Health Plans-504’s for children with acute or chronic health issues developed by accredited medical professionals and implemented by appropriate nurse and personnel. Parents and and providers will be active in this planning which includes Registered/ Licensed Medical Personnel. Nurses serve as advocates and will refer students as needed to hospitals or for additional services for their health and well-being. If enrollment and student needs indicate the necessity to hire, we will ensure that our nurse has specialized knowledge, decision making, skills, and standards of practice required to provide the best possible nursing care with the greatest possible outcomes. The school nurse will provide care coordination by managing both student and family preferences through organizing and sharing of information to the appropriate persons or place. Healthy eating is essential component of wellness and prevention of childhood ailments. Working with children at an earlier age to learn about foods and snacks that are green, plant based, and nutritious can lend to overall health improvements. There is a dire need to enhance food access in Orange Mound, as a Kroger grocery store closed in 2018.166 Nutrition education will include healthy eating choices and cooking styles. Students will start at kindergarten learning about portion sizes through the United State Department of Agriculture’s Choose My Plate tool.167 We will host “A Taste of Encore” based on healthy food options, gardening, alternative options to fast foods, and increasing food choices and substitutions. Through a partnership with the Big Green, ESA’s Co-Founder has planted two gardens with students at Shelby County Schools - John P. Freeman and Cordova Middle, and will plant a garden for beautification and meal options at Encore STEM Academy. Encore STEM Academy will hire a nurse depending on the students’ needs based on any identified medical diagnosis or 504 plans. We have a contingency for contracting with Well Child in our Budget. They provide comprehensive wellness exams in campus at the beginning of the year, complete with hearing and vision screenings. They bill the family’s insurance company, and the benefit is the 165 166 ​https://www.cdc.gov/healthyschools/index.htm  ​https://wreg.com/2018/08/31/kroger-set-to-discuss-closing-of-orange-mound-store/  ​https://www.choosemyplate.gov/MyPlatePlan  159 167       convenience for students to be able to receive screenings at school. In the interim, the Nurse Ashiqua Jackson and Nurse Sandra Kimmons will assist in maintaining accurate records, wellness checks, prevention activities, comprehensive school wellness plans, and facilitate healthy lifestyles for students, teachers, and parents. Shelby County Schools has graciously provided related services for charter schools for vision, occupational and physical therapy, hearing, and speech therapy. According to “Related Services for Charter Schools, ” itinerant therapists, audiologists, and specialized teachers of the hearing impaired or visually impaired as well as SPED advisors attend meetings in charter schools. Assessments, recommendations, and related services are provided by speech language pathologists, occupational therapists and physical therapists to students attending charter schools in the same manner that they are provided in district schools. The document is available in Attachment B: School Forms. Encore STEM Academy will comply with policies and procedures of health requirements by providing services to students according to Section 504 of the Rehabilitation Act of 1973 which provides: “No otherwise qualified individual with handicaps in the United States...shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” 29 USC § 794. For elementary and secondary education programs, regulations define a qualified individual with a disability as one who is: (a) of an age during which non-disabled individuals are provided with educational services; (b) of any age during which it is mandatory under state law to provide such services to disabled individuals; or (c) entitled to FAPE (Free and Appropriate Education) under IDEA. Section 504 covers qualified students with disabilities who attend LEAs receiving federal funds. To be protected, a student must be determined to: (a) have a physical or mental impairment that substantially limits one or more major life activities; (b) have a record of such impairment; or (c) be regarded as having such impairment. LEAs must provide FAPE to qualified students in their jurisdictions who may have a physical or mental impairment that substantially limits one or more major life activities FAPE refers to the provision of regular or special education and related aids and services that are designed to meet individual education needs of students with disabilities as adequately as the needs of students without disabilities are met and is based upon adherence to procedures that satisfy the requirements pertaining to educational setting, evaluation and placement, and procedural safeguards. Related aids and services include any aid or service that a student needs to participate in and benefit from an LEA’s educational program. There are students who may come to Encore STEM Academy with a 504 plan or they may, unfortunately, develop a condition which requires adjustments in related services and provisions. The Tennessee Department of Education has provided a protocol for identifying and properly servicing the students, “Section 504 Guide and Model Policies and Procedures: A comprehensive guide and model policies and procedures for Tennessee’s Local Education Agencies on Section 504 of the Rehabilitation Act of 1973.” 168 The procedural safeguards for parent/guardians to sign is in the Encore STEM Academy Handbook, Attachment B.​ ​The Section 504 Process we will adhere to is detailed below: 168 https://www.tn.gov/content/dam/tn/education/legal/legal_section_504_guide.pdf  160       The Section 504 Process 1. Student Referrals Parents, teachers, diagnosticians, and building administrators at Encore STEM Academy may refer for an evaluation a student who needs or is believed to need special education and/or related services because of a disability. 2. Free Appropriate Public Education (FAPE) Encore STEM Academy must provide FAPE (regular or special education and related aids and services) to a qualified student with a disability. Instruction must be individually designed to meet the needs of the student as adequately as the needs of non-disabled students. It is recommended that we document that the review committee convened and specify the agreed upon services in a document called a Student Services/Section 504 Plan. The quality of educational services provided to students with disabilities must be equivalent to the services provided to non-disabled students. Teachers must be trained in the instruction of persons with the disability in question and appropriate materials and equipment must be available. Transportation Encore STEM Academy will provide transportation to all its students within a certain geographic area; we will not discriminate in its provision of transportation to students with disabilities or impairments. The length of the bus rides for students with disabilities should not be longer than that of non-disabled students. Residential Placement The placement must be provided by Encore STEM Academy at no cost to the parent if necessary to provide FAPE. This includes educational services, non-medical care and room and board. Parental Placements If Encore STEM Academy offers FAPE to a student but the parent chooses to place the student elsewhere, we are not responsible to pay for the placement. Disagreements regarding program availability and financial responsibility are subject to due process procedures. 3. Evaluations An evaluation is usually initiated by a request from a parent or a referral from the classroom teacher. Encore STEM Academy is required to evaluate the student only when there is reason to believe the student needs special education and related services. However, it is best practice to evaluate the student unless there is no reason to suspect the student might be eligible. If a student needs or is believed to need special education or related services, we must evaluate the student prior to initial placement in a regular or special education program and before any significant change in placement. A full evaluation is not required when neither Encore STEM Academy nor the parents believe that the student is in need of special education or related services. However, the school should have current medical, educational, and/or behavioral information in order to make needed modifications to the student’s educational program. Prior to implementation of services, the parents must be notified and the student must be evaluated by qualified personnel using appropriate assessment methods and tools. Parental consent and prior notice of rights are required before a student is initially evaluated and/or placed. If a parent refuses consent for an initial evaluation and we suspect a student is eligible, the school may use due process hearing procedures to seek to override the parents’ denial of consent. The evaluation/screening and placement process is determined by the type of suspected disability and the type of services the student may need. The evaluation must be sufficient to accurately and completely assess the nature and extent of the disability in order to recommend appropriate services. Utilization of the state regulations and evaluation standards for IDEA (Individuals with DIsabilities Education Act) is an acceptable means of meeting the evaluation requirements of Section 504. Parents are entitled to a copy of the eligibility report and if eligible, Student Service/Section 504 Plan. If parents do not attend the meeting, a copy should be sent to them. 161       4. Placement In interpreting evaluation data and making placement decisions, the review committee must: ● Draw upon information from a variety of sources; ● Ensure that all information is documented and considered; ● Ensure that the placement decision is made by a group of persons including those who are ● knowledgeable about the student, the meaning of the evaluation data and placement options; and ● Ensure that the student is educated with non-disabled peers to the maximum extent appropriate. To the maximum extent appropriate, Encore STEM Academy must educate students who are disabled with non-disabled students in the least restrictive environment. In order to remove a student from the regular educational environment, the school must demonstrate that education of the student in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily. 5. Section 504 Review Committee The review committee has the responsibility of determining eligibility and appropriate modifications, related aids or services for the student, and should be composed of the coordinator, principal, parents, and professionals knowledgeable about the student. Other persons may be invited to attend the committee meeting by the parents and/or Encore STEM Academy. The group should review the nature of the disability, how it affects the student’s education, and thereafter, decide what, if any, services are necessary for the provision of a FAPE. Decisions about eligibility and services must be documented in the student’s file and reviewed periodically. The review committee meeting may proceed when the parents are not present, but every effort should be made and documented by the coordinator to have parents attend the meeting, such as calling them or rescheduling the meeting. The function of the review committee is to consider the student’s eligibility, initial placement program and services needed, conduct program reviews, and periodically review the student’s program. 6. Student Service/Section 504 Plan The plan developed by the review committee is based upon the individual student’s educational needs and least restrictive environment considerations. The plan will document the committee’s decisions and will include the date, student information, accommodations and services, and signatures and recommendations of members present at the meeting. A copy of the plan will be made available to appropriate school personnel when it contains accommodations and supportive service provisions to be implemented at Encore STEM Academy. The plan will be filed and maintained in each student’s education records. 7. Reevaluations Section 504 requires periodic reevaluations. There is no specified time limit.Encore STEM Academy will be in compliance if they reevaluate the student every three years. A reevaluation must be conducted before any significant change in placement. Reevaluation can consist of a comprehensive evaluation or a review of the student data and plan. Examples of significant changes in placement which require reevaluation include: expulsion; series of suspensions which exceed 10 days (consideration must be given to the frequency of suspensions, the length of each and their proximity to one another); transferring a student to home instruction; and, significantly changing the composition of the student’s class (e.g., moving the student from regular education to a resource room). Encore STEM Academy will utilize the Shelby County Schools Section 504 Process and Procedures Checklist for providing 504 services and accommodations to qualifying students.169 A copy is in Attachment B, School Forms. This document will help ensure compliance with following proper protocol ​ http://www.scsk12.org/seed/files/2019/504-Process-Procedures-Checklist.pdf  162 169       with the Coordinated School Health Program and health regulations. (d) Safety and security: ● Describe your plan for safety and security for students, staff, guests, and property. Identify the person or position responsible for school safety operations; ● What will be the process and timeline for creating a school crisis plan? Encore STEM Academy is committed to provide a positive, safe and secure environment for students, staff, families, and guests on campus. Every day, families and communities expect schools to take care of safety includes physical, psychological, and overall well-being of children. A civil and respectful learning environment is an essential foundation for teaching and learning. In line with our Core Value of Outstanding School Culture, all stakeholders will be respected and treated with kindness and their unique identities will be validated and honored. Safety is key to a cohesive and thriving school environment. Physical well being refers to a safe campus, property, and physical environment from outside stimulants (intruder, violent or hostile visitors), environmental stimulants (a safe and sound facility free of harmful chemicals or hazardous materials), or preparation for weather related emergencies (fire, tornado, flood, earthquake). Encore STEM Academy will adhere to the mandated requirements for drills including lockdown/intruder, evacuation, fire safety, severe weather and medical emergency drills, and active shooter drills. Shelby County Schools offers the safe tips text line170 where families can send an anonymous text to 274637 (CRIMES) to report campus crimes, suspicious Behaviors, planned fights or threats, bullying, weapons or drugs, concern for classmate's safety. Because we serve an elementary school population who may not have cell phones, this information will be disseminated to parents. Psychological well being includes fostering an environment where people do not experience bullying, and if so there are factors in place to mitigate against such behaviors. TN state law T.C.A. § 49-6-4501 et al requires that schools take specific actions relative to bullying, harassment, and intimidation, further TN Code Annotated § 49-6-4503 requires that every school district have a policy prohibiting bullying and harassment as well as procedures for investigating reports of bullying and harassment. Tennessee law defines harassment, intimidation or bullying or cyberbullying as ”acts that substantially interfere with a student's educational benefits, educational opportunities, or educational performance, and: 1. If the act takes place on school grounds, at any school-sponsored activity, on school-provided equipment or transportation, or at any official school bus stop, the act has the effect of: a. Physically harming a student or damaging a student's property; b. Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student's property; c. Causing emotional distress to a student or students; or d. Creating a hostile educational environment. or 2. If the act takes place off school property or outside of a school-sponsored activity, it is directed specifically at a student or students and has the effect of creating a hostile educational environment or otherwise creating a substantial disruption to the educational environment or learning process. ​http://www.scsk12.org/safe/  163 170       Reporting Alleged victims of harassment, intimidation, bullying, or their parents or guardians shall report these incidents immediately to the Principal or building level administrator. Any reports made to staff should be forwarded to the Principal or building level administrator immediately but no later than 24 hours of the expressed concern. Anonymous reports may be made, however, disciplinary action may not be based solely on an anonymous report. Student harassment, intimidation, bullying or cyberbullying will not be tolerated. Additionally, the following conduct will not be tolerated: ▪ Conduct aimed at defining a student in a sexual manner. ▪ Conduct impugning the character of a student based on allegations of sexual promiscuity. ▪ Conduct motivated by any actual or perceived characteristic, including but not limited to, race, color, religion, ancestry, national origin, sex, sexual orientation, gender identity and expression, a mental, physical or sensory disability, socio-economic or familial status Tennessee Code Annotated 39-17-308 defines harassment as: A person commits an offense who intentionally: Threatens, by telephone, in writing or by electronic communication, including, but not limited to, text messaging, facsimile transmissions, electronic mail or Internet services, to take action known to be unlawful against any person and by this action knowingly annoys or alarms the recipient. Cyberbullying is defined as bullying undertaken through the use of electronic devices. “Electronic devices” include, but are not limited to, telephones, cellular phones or other wireless telecommunication devices, personal digital assistants, computers, electronic mail, instant messaging, text messaging, and websites. Encore STEM Academy will not accept bullying, harassment, intimidation, or cyberbullying in any form. Shelby County Schools has provided clear guidelines, support, and documentation for the prevention and reporting of bullying, restorative guidelines when situations occur, and methods to ensure that the process is clear and fair to all parties involved while properly providing justice and restitution to both the bully and the victim and their families.171 This includes the Investigation Guide, Complainant Statement (Victim), Respondent Statement (Alleged Bully), Witness Statement, and Incident Investigation Report. We will work with SCS to ensure compliance with recognizing and reporting to ensure the best and most safe school environment. The Encore STEM Academy Family Handbook (Attachment B) has more details on school practices that foster a safe school environment, such as RCA, incentives for expected behaviors, and engaging school activities and clubs. With Encore STEM Academy having a technology focus, we have implemented Cyber-Security in our STEM curriculum,172 focusing on preventive measures that elementary students may take when working on the Internet. Focus topics include: responsible and ethical use of the Internet and computers, online profiles, online predators, privacy, passcodes, and access.173 We also have Cybersecurity focus activities for families in October during National CyberSecurity Awareness Month. 171   http://www.scsk12.org/policy/rf/source/6000%20Students/6046%20Harassment%20Intimidation%20Bullying%20or%20Cyberb ullying.pdf  172 https://blogs.edweek.org/edweek/DigitalEducation/2017/12/cybersecurity_education_K12_NICE.html  ​https://blogs.edweek.org/edweek/DigitalEducation/2017/12/cybersecurity_education_K12_NICE.html  164 173       It is essential that teachers and students know that they are psychologically safe and valued. Inherent in a school safety and security plan is the belief that people should be made to feel valued and valuable without exception. When people feel a sense of belonging, they will practice more ownership and commitment, which makes the school culture more secure and intact. Preventive and proactive practices Encore STEM Academy will incorporate such as Tech Talks (Morning Meetings), reciting and reviewing the Mission, Vision, and School Creed daily, and academic collaboration with teachers and students have proven effective in reducing misbehavior, bullying, violence, and crime among students while improving the overall climate for learning in schools. Professional Development sessions for teachers on Adverse Childhood Experiences (ACES),174 the effects of poverty on education, positive behavioral interventions, engaging and including all students, Strategies to foster effective academic and social development among SWD and EL, recognizing and reporting bullying, and the will help prepare teachers to ensure that the school environment is safe for children and families. The school safety and security plan operations will be lead by the ​Executive Director. We have garnered community partners who will work with us to implement activities that foster an Outstanding School Culture (in line with our Core Values) including Retired Counselor Rose King, Lieutenant Frankie Bradley, Orange Mound Development Corporation Board Member Captain Claudette Boyd​, ​Social Worker LaNita Conley, Retired Teacher and Board Member Peggy West, Pediatrician Dr. Jamila Pope, Veterinarian Technician Iris Rain, Nurse and Board Member Ashiqua Jackson, Physical Therapist Dr. Louie Watkins, SPED Teacher and Board Member, Chanda Robinson, and Community Outreach and Humane Education Manager for the Memphis and Shelby County Humane Society Matt Womack and Ashley Moore. Activities that enhance the Safety and Security Operations include Comprehensive Wellness, Tech Exploration, Safety and Security Focus, and Environmental Activities. In 2016, the U.S. Department of Education, Office of Safe and Drug-Free Schools created the Crisis Planning model 175 which the Shelby County Schools Emergency Management Division highlights in its’ Multi-Hazard Emergency Management Planning.176 These four areas ensure that a comprehensive plan is developed for Encore STEM Academy to prevent, prepare, and in the worst circumstance respond and recover to a crisis. Mitigation/Prevention - designed to assess and address the safety and integrity of the school facilities and culture and climate to ensure a safe and healthy learning environment. Preparedness – school officials identify and involve key stakeholders such as first responders and community partners and work to develop policies and protocols that mitigate and prevent threats identified in safety and security assessments and inspections. Response – schools officials and community partner’s work together to activate the emergency management plan and effectively contain and resolve an emergency. Recovery – schools work closely with community partners, government officials and other stakeholders to assist students and staff in the healing process and to help restore the learning environment. Encore STEM Academy will create a comprehensive school crisis plan upon finalizing the facility location, under the lead of the ​Executive Director. ​The Tennessee Department Of Education’s Guide for Developing High-Quality School Emergency Operations Plans provides insight into the characteristics of an effective plan.177 ​This safety and security plan will include entry and exit points, main entrance protocol 174 175 176 ​This is a priority of Shelby County Schools Interim Superintendent, Dr. Joris Ray.  ​https://www2.ed.gov/admins/lead/safety/crisisplanning.html  http://www.scsk12.org/safety/  ​https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf  165 177       and access, and standard procedures for emergency situations. This will provide a foundation for planning and a frame for action should an emergency situation arise. Upon entry, there will be a system to screen people, the Raptor visitor management system. It provides a screening for guests prior to entering areas with children. It provides instant sex offender screening, custom custody database, accurate visitor records, schoolwide reporting, and an emergency panic button.178 The quote is in Attachment E. The plan for Safety and Security at Encore STEM Academy involves: 1. Creating a school crisis plan - the Encore STEM Academy Multi-Hazard Emergency School Plan and Recovery Guide, Indoor/Outdoor Maps and Exit Plans specific for the facility and school floor plan. The plan will be be created with the Executive Director, Principal, Board Members, Staff, Lieutenant Frankie Bradley, Captain Claudette Boyd, and Site Personnel at the identified location. The planning will begin once the school site is finalized. 2. Identify and train three Encore STEM Academy personnel to be certified in CPR, in July. 3. Purchasing RAPTOR, front-desk technology visitor management system to identify visitors and mitigate potential threats, in July.179 4. Purchasing items for school safety kits, in July. 5. Educating parents on the Encore STEM Academy Multi-Hazard Emergency School Plan and Recovery Guide in August. 6. Preparing paperwork for the Encore STEM Academy Multi-Hazard Emergency School Plan, in August, after school has begun. 7. Complying with federal and state guidelines, TN DOE, and Shelby County Schools for completion of annual and monthly fire, earthquake, intruder, and AED/CPR drills. This will ensure everyone is aware of the most safe manner of evacuation in the unfortunate event of a crisis, beginning in August. 8. Safety and Security Focus Monthly with the involvement of community stakeholders and students, beginning in August. There will be a monthly activity group of students who are interested in leading the Safety and Security events for ESA, during their Safety and Security Club. The following is a schedule of activities for our students, parents, and families, and community stakeholders focused on safety and security, collaboration, wellness, happiness, and prevention of negative behaviors: Encore STEM Academy Safety and Security Club/Activity Focus Month Safety and Security Focus (Tied into national focus) Person(s) Responsible August Welcome Back to School! ESA Safety and Security Procedures Review National Immunization Awareness Month ESA School Staff Board Member Nurse Jackson Shelby Alexander, Center for Disease Control Parents 178   https://mail.google.com/mail/u/1/#search/raptor/FMfcgxwBVqTdRVtGpQTfbMzfPCDhzdWV?projector=1&messagePartId=0.2  ​The quote for Raptor is in Attachment E  166 179       September September 21st: International Day of Peace Adverse Childhood Experiences (ACE’s) Coping Strategies ESA School Staff Retired Counselor Rose King October National Bullying Prevention Month National CyberSecurity Awareness Month Executive Director Lieutenant Frankie Bradley Lieutenant Claudette Boyd November November 13th: World Kindness Day ESA School Staff December Kid and Animal Safety Matt Womack, Ashley Moore Humane Society of Memphis and Shelby County Iris Rain, Veterinarian Technician January January 9th: National Law Enforcement Appreciation Day School Staff Lieutenant Frankie Bradley Captain Claudette Boyd February February 1st: Give Kids a Smile Day ESA School Staff Board Member Peggy West March March 1st: Employee Appreciation Day ESA Board and Students April Child Abuse Prevention Month Retired Counselor Rose King Pediatrician Dr. Jamila Pope May Mental Health Awareness Month Teacher Appreciation Month Social Worker LaNita Conley ESA Board Member Encore STEM Academy will have school safety kits, following protocol established by FEMA’s Multihazard Emergency Planning for Schools Site Index.180 This tool provides significant insight into procedures, materials, and safety tool items that are beneficial for a school safety, prevention, and a crisis plan including: Paperwork​ - These items will be kept with Front Desk Personnel at Encore STEM Academy: •Designated command post with student roster (and photos), emergency contact information, and staff roster (with photos) in the form of a sign in/sign out sheet. •Clipboard with the List of students; those with special needs and description of needs, such as medical issues, prescription medicines, or dietary needs •Reflective vests or other means of identifying key team members •Small directory with emergency telephone numbers of local drugstores •First aid instruction manual •Pens, pencils, or markers, and paper ​https://training.fema.gov/programs/emischool/el361toolkit/siteindex.htm#item10  167 180       •Campus maps with evacuation sites, first aid sites, parent reunification site, and will be posted in every classroom and in the hallway Safety and Survival Kit Items: - The kit will include the following items: First aid supplies, Whistles, Medical gloves, Non-Food, Water supply, Battery-operated flashlight or light sticks, Extra batteries, Battery-operated radio, Blankets, Garbage bags, Sanitary items, toilet paper, towelettes, Work gloves, Plastic sheeting, Breathing masks, Can opener, Waterproof matches and container, Lighter, Multipurpose tool, wrench or pliers, and knife, peaker or megaphone, Utility turnoff procedures As with every school, it is our hope that we will NEVER have a crisis situation at Encore STEM Academy, however we know that prevention, training, and proactive measures will help to decrease the likelihood of occurrences and increase the likelihood of diffusing and minimizing a dangerous situation. By having plans in place to keep students and staff safe, we are taking preventative and protective measures to stop an emergency from occurring or reduce the impact of an incident. Once the building is finalized, the entire safety plan for evacuation, drills, and crisis situations will be led by the Executive Director and created with the Founding Board, Co-Founders, and current facility personnel (person at the facility which we will likely lease who has prior knowledge to access points and safety/preventive measures). (e) School maintenance. ● Discuss the plan for school maintenance, including maintenance staff or plans to contract for maintenance services. Encore STEM Academy will contract maintenance services to ensure that the school facility is clean, sanitized, and an environment conducive to learning. Fitting with the mission of Shelby County Schools Facilities Department of building and sustaining quality learning environments to support student achievement, we aim to provide the highest quality, best maintained and most reliable environmental conditions and facilities services conducive for supporting our students and staff.181 Reimagining the Modern Classroom (2016) emphasizes the importance of cleanliness in educational facilities, “Students and teachers need clean, roomy, well-ventilated and well-lit spaces for teaching and learning.182 Further, a clean and well maintained school facility has profound effects on students and teachers, affecting health, behavior, engagement, learning and growth in achievement,” according to the Penn State Center for Evaluation and Education Policy Analysis (2015), having an efficient and thorough custodial and preventive maintenance program makes it possible to create and maintain a clean, comfortable, pleasing atmosphere conducive to learning. Not only does it look nicer, but it can have a measurable positive effect on your students and teachers.183 It is essential that our teachers and students have a clean beautiful building, which is key to overall school engagement and wellness. In reviewing the plan for school maintenance, we have met with Xtreme Cleaning Service to discuss identifying building maintenance staff who have the customer service skills to work in an elementary school, is patient, and has passed all background checks. ​Xtreme Clean provides commercial and home custodial, janitorial, and floor cleaning services. They have earned an A+ rating by the Better Business Bureau. They are a registered vendor with the City of Memphis and Shelby County Airport, and have worked with the Memphis Fire Department. ​The duties of the proposed contract maintenance staff include, but are not limited to ​removing trash and recycling, sweeping, mopping, vacuuming, using industrial ​http://www.scsk12.org/business/  https://www.theatlantic.com/education/archive/2016/09/reimagining-the-modern-classroom/498224/  183 http://sscserv.com/poor-school-facilities/  181 182 168       cleaning equipment to clean floors, cleaning and stocking bathrooms, making sure buildings are secure, cleaning windows, cleaning during breakfast and lunch, and minor building maintenance and repairs. This professional will perform general cleaning and minor maintenance duties in maintaining indoor and outdoor cleanliness, ensuring chemicals are non-hazardous and properly stored, and keeping equipment in clean, orderly and functional condition. Most importantly, this person has to possess the temperament to work with young children. Their Letter of Support, and information for a proposed maintenance professional is in Attachment E. (f) Any additional operations as applicable. Encore STEM Academy is contracting with EdTec to provide back office financial support for financial management. (g) If you intend to contract with specific educational service providers, such as a charter management organization (CMO), please detail: This section is not applicable to Encore STEM Academy. 2.9 Waivers Encore STEM Academy will request waivers applicable to our school model that positively impact student achievement. Pursuant to T.C.A. § 49-13-105, a sponsor of a proposed charter school may apply to either the local education agency or to the Commissioner of Education for a waiver of any state board rule or statute that inhibits or hinders the proposed charter school’s ability to meets its goals or comply with its mission statement. ​Encore STEM Academy Requested Waivers 169 How this waiver will Proposed replacement policy increase student or practice achievement T.C.A. Citation Description of Statute T.C.A. § 49-3- 306(a) Licensed Personnel ESA will ensure our staff will Salaries be paid appropriately, at regular intervals, and in a timely manner, disclosed the start of each year. T.C.A. § 49-3- 311 Capital Outlay ESA will ensure that our school facility is ADA compliant and meets all occupancy safety codes.. ESA’s teacher compensation is based on a variety of factors, most importantly student achievement instead of years of experience or additional degrees. Facilities have a great impact on student performance, and the facilities team is seeking the most appropriate and cost efficient facility.       T.C.A. § 49-5- 503 Tenure ESA Staff members are at-will ESA will hire staff or employees. maintain staff contracts based on indicators including professionalism, attendance, and student achievement ESA requests a waiver for ESA’s ED and ICL will Principals to teach road safety use those 15 minutes to instruction for 15 minutes per focus on academic week. achievement and 21st Century Core Competencies. T.C.A. § 49-6- 1003 Bicycle Safety Curriculum 49-5- 101(a) Licensed Principals Charter school administrators may not need a license, if the school applies for a waiver of the applicable laws and rules.184 ESA’s Leadership Team is composed of the Co-Founder/Executive Director (ED) [20 years experience, no admin license] and the Instructional and Curriculum Specialist. (ICS) T.C.A. § 49-6- 2206 T.C.A. § 49-6- 3004 184 The ICS will have in-depth content, data, and assessment skill sets to increase academic achievement. While the ​other​ Co-Founder has When there is a need for an Administrative License, the an admin license (ie, ICS has yet to be hired and may TEM) the ​other Co-Founder will support. not have very strong content knowledge and experience but may not have an admin license. Use of Unapproved ESA’s ICS, ED, and teachers ESA students will Books and will collaborate to determine the participate in TN State Instructional necessary curriculum. While we assessments, and the ICS Materials do have a plan, the ICS may will choose research make alterations, based on data based effective books trends, content, or student and instructional needs. STEM/Computer materials to close Science and Coding curriculum achievement gaps. comes from code.org but will be supplemented with other STEM materials are resources. gathered from a variety of resources. School Term TN Charter School Application Reference Guide page 2  170 The ED has a STEM skillset which is cogent to the school model, proven to increase academic achievement. ESA students will attend 180 days sf school, based on Shelby County Schools calendar. Teachers have an additional ESA staff are the Founding Teachers of a new school, which has a STEM 21st Century Core       week of In-Service prior to the Competency Focus. This beginning of the school year. additional week will allow increased time for school mission and vision, community engagement, and unpacking the standards, data analysis, and content deep dives. 171 T.C.A. § 49-6- 4002 Formulation and administration of behavior and discipline codes The ED and the teachers will ESA will follow have buy-in on the details of the guidelines of RCA discipline system, with the Responsible Community exception of legally mandated Action to focus on zero tolerance, bullying, and ownership of action that SWD guidelines. The lead to academic and non-discriminatory behavior behavioral success: and discipline codes will foster individually, collectively, success and inclusion for ALL and for the school students. community. State Board of Education Rule or Policy 0520-01-03.02(1)(b)2(i) Description of Rule Proposed replacement Rule, How this waiver will or Policy Policy or practice increase student achievement Length of Day for ESA proposes an additional ESA proposes an additional Students hour per day for instruction. hour per day which increases time for core content and RTI. 0520-01-03.03(5) Duty Free Lunch 0520-01-03.07(1) School Library Information Center ESA requests a waiver of mandate to provide duty-free lunch period to teachers, so we will have increased support during lunch periods. Every teacher has a daily planning period. Our staffing model includes a Teacher Assistant Y3, then we can adjust schedules. In lieu of a school library information center, ESA will have classroom libraries in each classroom and books available on the computers. This will provide increased flexibility for teachers to work with RTI groups, pull outs, and meet with other teachers, depending on their lunch/planning period. ESA will utilize the Myom Literacy program which provides access to 15,00 books 24 hours online or offline. Having access to books on the computers reduces resources for physical books. Students will have access to an       0520-01-02.02 172 Salary Schedules increased amount and genres of books. ESA’s Board will develop a Incentives and bonuses system of bonuses of teachers based on student success, based on student achievement rather than a predetermined data. fixed schedule, increases creativity and data driven content delivery, and attention to achievement.       Section 3.1 and 3.2 The Planning and Budget worksheets are in attached in O and P. References Acar, D., Tertemiz, N., & Taşdemir, A. (March 2018). The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers. ​International Electronic Journal of Elementary Education, 10(4), 505-513. Retrieved from ​https://files.eric.ed.gov/fulltext/EJ1176513.pdf Center for Digital Education. (2018).​ Rethinking Teaching: How K-12 and Higher Education Leaders can Facilitate Collaborative Learning with Technology. R ​ etrieved from https://media.erepublic.com/document/CDE18_BRIEF_Cisco_V.PDF Committee on STEM Education of the National Science and Technology Council. (December 2018) . Charting a Course to Success. Retrieved from https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf Glatter, H., Wong, A. & Deruy, Emily (2016, September). ​Reimagining the Modern Classroom: The seats, space, and stuff that idyllic learning environments are made of. ​Retrieved from https://www.theatlantic.com/education/archive/2016/09/reimagining-the-modern-classroom/498224/ Goertz, P., (February, 2015). ​10 Signs of a 21st Century Classroom. ​Retrieved from https://www.edutopia.org/discussion/10-signs-21st-century-classroom Nami, Y., Marsooli, H., & Ashouri, M. (2014). The Relationship between Creativity and Academic Achievement. ​Procedia - Social and Behavioral Sciences, 1​ 14(21), 36-39. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042813052919 173       Olivarez, N. (December 2012). The Impact of a STEM Program on Academic Achievement of Eighth Grade Students in a South Texas Middle School (Doctoral dissertation). Retrieved from https://tamucc-ir.tdl.org/bitstream/handle/1969.6/417/Olivarez_dissertation.pdf?sequence=1&isAllowed=y Penn State Center for Evaluation and Education Policy Analysis, College of Education Skip to content. (2015). ​The Importance of School Facilities in Improving Student Outcomes. ​ Retrieved from https://sites.psu.edu/ceepa/2015/06/07/the-importance-of-school-facilities-in-improving-student-outcomes/ Seyranian, V., Madva, A., Duong, N., Abramzon, N., Tibbetts, Y., & Harackiewicz, Judith. (2018). ​The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics.​ The Journal of STEM Education: Innovations and Research. 5. 1-14. 10.1186/s40594-018-0137-0. Soland, J. , Hamilton, L., and Stecher, B. (2013). ​Measuring 21st Century Competencies Guidance for Educators. ​Retrieved from h​ ttps://asiasociety.org/files/gcen-measuring21cskills.pdf SSC Services for Education. (2018). ​How dirty classrooms could be negatively affecting students and teachers. ​Retrieved from h​ ttp://sscserv.com/poor-school-facilities/ Stohlmann, M., Moore, T., & Roehrig, G.(2012). Considerations for Teaching Integrated STEM Education. ​Journal of Pre-College Engineering Education Research (J-PEER), 2​ (1), Retrieved from ​https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1054&context=jpeer Tennessee Department of Education. (2018). STEM Strategic Plan An Integrated K–12 STEM Proposal for Tennessee. Retrieved from https://www.tn.gov/content/dam/tn/education/ccte/ccte_stem_strategic_plan.pdf 174 175 Encore STEM Academy Section 3 Finances 3.1 mun-gamma) 8.2 wan-album?) Encore STEM Academy Attachment A Annual School Academic Calendar Engn?dlgii {Flags-gag. giggiggntuig; gigg?guii?sgt?ll it El. gust-ii mil-agdggulgurlgoi; is}; iilgg?iiu?gitis:? giggifiguigilgi?! giiagiai?ite8! 080.38.829.86: gi?agiagi?tGRCI-In an. . ii?cg fi??tozii"?lli. Encore STEM Academy Attachment Student Handbook School Forms 40-; SIIH SA 9&9 Encore STEM Academy Founding Family Handbook Home of the Techies Orange Mound, TN 2020-2021 Welcome to Encore STEM Academy, Home of the Techies! We are elated to have the opportunity to educate your precious intelligent. inquisitive. creative, enthusiastic, con?dent learner! We look forward to working together and embarking on an educational journey which will provide greater succeas for a lifetime! As one of the Founding Families of Encore STEM Academy you have chosen us to educate your child and for that. we are grateful. In this handbook, you will have information about the school, community resources. opportunities for meetings. and STEM and Computer Science curriculum in which your child will be engaged. We know that it will be a joint effort to work together to ensure academic success for the Techies! Thank you for this opportunity to partner in educational success. Each child is a ?ower to us. As a visual reminder of our Core Value of Environmental Stewardship, let's share this beautiful Peace Lily Flower. Just as you nourish, water, and provide sunlight for that plant to grow develop, ESA staff and community will do the same gor your Techie to grow and develop. Let?s Explore New Concepts of Rigor and Excellence together! Your School Founder. Mr. K. Edward Bradley. 2020 Comm WM. thny,4cs. mwctam. EmSTEMAc-amvsm mszenmemCompam WMMWIMMSIEMNM MMHW.HUISM.W.NCM ?mum. mmuwmpmamaammtumm wemewMu?mszanuymW Manama!? I I am a critical thinker who communicates effectively and collaborates with my fellow Techies to successfully create real world solutions that change the world! WW I am an advanced academic achiever, lifelong learner, and savvy scholar who uses STEM and Computer Science to bene?t society with in?nite possibilities! I am an environmental steward and I respect nature, plants, animals, and the environment! 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Sgt-nigge- igzgagigzg ggizi. 2;!!gaggi Orange Mound Lifelong Orange Mound resident recognized by City of Memphis as community historian . I000. - W'Ms?mjr .O'wg- Mama novnorx?oodnmoOr, olemIs WmanamMsMammaanmz? .Icwns?cxmm?onsolsmam 1" iigurio?s 8935;33:3188233381535 no. 3;.gizgstisgsistii gfzgigig .isipalSE-ngliggxs 1.8888 . 0:01.00 me neighbomood to out 000919 to We womeocod to the as! of the war Macho" re?ected Ova Macho?: Mame, O'mqo Mound punk: and valor: the my tussock: ?"6.th a waned through Wood Wu II. the cm! or: and unto the 1973? A: mnmfodmng made as exodus abroad the 00-9th began 30 00cm Oumg the 19800 no 1990; was one of many owe:- my no-ohoomooas ravaom by Danny and mm. a common watery ?and by many uncut! Ms boon (have to soc a: ?Yhoprm Mandamysoomo?ak abounro expouotmammnoclogngam 'n my Ocuoton Waugh moienca 0! Mn 3 natural dorm, a not plenum by: Orange Mama utomum mom mum 500mm? 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TN 38114 (301) mam I 775-3161?) ?316128. 2019 MMWOMUMSM Ot.JahRay.8W 160mm Magma Fin: Baptist Church and am 01 In Conway Association. A: a many m. Damon's-aloud Church lmetw?hor. mmEmNta-n. mm mmwawmmuwummwu ALLchudmA?m.mm10MIOdme hawk-ant. WW. mum. lamina. i 3:1? .51 8mm. CatrolynGoocMm-WIM 08060:. We Katha. Chairman Trust? Board. Magma Bapbt Chum Chairman. MCCA MW ?Slang-m um.msaaox (90307-6329 wawummwuwm ?5.2018 WMaMd?hmumm Runway! 1.: Pufv.? Fang Elva-5:33:32; . $2.8m $82323 lizi?lggniailgig gigissoislziggsgig gain-co 33518.53 8833;133:9513 38.3581 sagmggacg halt EJ IE 33.2! 38.3.- giifz?gfl $3.338 vial; ggt?iiaI?BI-E?i?} g! 189irrilg'uggciglg is. rigiilith?i?Pgtl gtot?ll calfts.?? 'ila?i? gill?lg it'ii?l??g'ii gtiaglgigl Eggti?itsig?gf? 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The Diversity Club and Club of the Arts to honor Memphis State Eight pioneer Bertha Rogers Looney Feb. 7 7 ammonium ?Cranium-1m 20.1.?dedethqu 'BomoOrwri'Loo-cym Worm WOMM Mqum *umuh-?Mm gig B'ioiIHSo33-v'o? 038?..ng- ?go-?31: Sofia-lag $5336 Figueroa??395.10! rt. diam; a; rig?waggigt; Gigi; gigging-?zrgiagml' 5.01;; eu?oqti?? gtzoq>?>ltl18??o Ix. igligin?goqigms Wim??f .ilgcatai 'o?io'h?io sofa. ?Pull m1.? mama?s-y. quumwb?wmww mum.wumtumm mm. mm I Tennessee State Parks TN Wt Teacher Resource Guide 5' i Sum Parks to supporting Truman-Mo's cducuton. We otnw to provide pmductnt- development opportumtm {at trurl?wn "mood guest with. foe claw-moms. and quality Ahomhool 5m studrnu nmfumnx Iuodnrdu. 2mm pm Wm Want standard-shew. hands-on . - (N ., traumas: you can take ?night to tho- and recent PDP (Mu. wo? Sam-up or mm: a trauma: from out anx?cd facilnatanY Subyada an mauled in mono: bus tau-(mu seamlessly 1M0 who: tubxcu Winn Deepen your ntudenlo' loamm; m-unuco with a run! from our {rm-mum:- Rungwo? Program an be ui'nrrd to meet sandm- and your ("do kvol'a puma um!? f?mgums arr damned the throa-dunrmicmal boa-Ann plan In mum) and we heard oubwcu such an anoc. math. and arm! studm 4? 11mm?: The Jumur Rana-r Pn 1mm at?vn 1cm 6 to H. a [tub 203k a! uorld around thorn. In-pmnx a [me of nuturv and thy mud. nun. this ?touchy-:1 pmurnm dun-o 2mm tomes lilo nuulrnr safety. hum-my. plants, and wulur (?untmt Barbara in n'qumt ynur Junuur Rang" rm- fiddling? Tumour-o State Parks proud? 56 run- purk Inoumn- {or pm! ?hoe-Z ?eld tnp? Punt-1 trap pm?rnmu may be customxud for your gunk-~14 w! and umdoomu' nomi- and an- {ncnintazed In our knuwb?dsrubh- and Hymn-nu?! Team?s-m Park Runwns. lrarn (bu cucmnoc hzdma a new of marblm ?penance the of our Tcnnouu' hummus. or walk the huwnc of Tenn Tb: pouzbulntwa sm- ?mile? Stay nonmvuvd In}: "(bu (?mud and rum-{arena} ?m rmnmunui c-dumtun' Ear More lnformuionfonnct KM \Vunwwukr?t gm Sarah ?m cm- I 483$ sun-339's gag 2.3.6.83 is?! 9.833.; 0-233; 51!.iingltigii.klr? ?ggitiisggt'gisg? Ssgaiggli?gtg. all! Shelby Connty Schools Board at Edneation Ollice ol Charter Schools Daphne Robinson, Director 160 Hollywood Street Memphis. TN To the Shelby County Schools Board ol Education. My name is Sybil Amati. lonnder ot The Great Girlfriends and a native I have been involved in snppoeting the developmental Encore STEM Academy as a brand strategist and advocate {or resonrces in nnderserved As ol? Memphis Central lligh School and a woman solely edncated in schooh from primary school and exposnre to innovative leaning materials being instramentnl towards Schools System prepared me to be an excellent scholar and graduate of an HBCU (Dillard University onlyenlty (Colombia University at New Yorit ?tlli. Beennse ol the tremendons amount ol exposore and that was made available. I now area as a volunteer and mentor with Covenant House. and a workshop facilitator tor llnt'lem?s Children Zone. Memphh is on encelent city with a rich heritage in education and African Ameriean A large part 0! that cultnral preservation wonld be investing in Memphis yonth with state of the arts education services speci?c to areas where African Americans have traditionaly community and growth. Orange Monnd was one olthe most rich areas in Memphis at one point. and the commonly deserves another opportunity to foster connection. growth. and heritage throngh edncatlon. When the yonth maltegreat lslowered and children becoming podtive contributors to the workforce and city as a whole. I believe tresb talent and edncational ambassadors lor the hum. Sincerely, Anna. H.811). (to-Fonda. The Gm! Gm 421+ i mum. manna-worm mum dint.? Mm hum mum-mum M18101, mammals m. manna. WW MGM-nulls warm mwtmu Mums: sax-cam Eltg?3 ?usual-P 3 span in 8? ?on 34:33:73 i ii; a. insignia-83? elm 55a ell-Roarirxgit; igli?li ai?ct?isiln?lt?n?gaic gaggtriaiggt?iri tt'ictigaglin?gc? 338831ggsEIi. agglutgliziiti'g Ilqigi?l- a .v in?: 233928.; Ba .v 53:38; a .v 332;; 06! .v 3 33 38.8 Cigigsg?iig pg pg 3.- Eggiigoggo?i?g 2:121:13. at ti! ii. i! 9g? 33% Iii; gliigzil?i. zzg?g. gigg?igisi. Sigiicasls:gu. itiiz?.; igitiigiitits. gigiitsi?ii iigiagiia??3 Isl-2:; iggiglog"il is. ititsil?iitg issllIt?iioigI-a?lgt: gliloaiuligigi: a; gztgiizitsg? igilizslgis ixitgtzillii?gg alas-8:853:89 {lull-.182. i ii. mM-?hmm M, Ma? 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I tfl?:?i ?if! {Itittg?zg itiauI-I'. {ill-I. Eitibit} fist-{brig {nil-loll} I Shiitibii Iti?btigtl?h?t! 1? than-MW?? ?Um-w 401 maul-H4 tun-w cos MN ?we Inn-w MAM Mn. thumb-Cum 01010?! hall?s-uh mam mm H. mm M. ?if?2017-2018 Award Letter SIEERAMSHAW OMJ . Mcn?l??u 105w mutant" 1: Nu me?mlmolcu 1?08 NW8 Manon. Matron-mum Backhand?. WthumeW. mwuu'wmumu. stipend mmdeu-y minus WJWIW 81W Now AnnulSduy 8681?.? Your sum-u will meow to amh?ewmm??m Gnu and Madman- Shelby County Schools partnering with The West TN STEM Hub University of Memphis: 2014 STEM Teacher Training Lomtion: East High School Dates: lnne 16-20. 8:30 mama pm. Lunch on site 1 1:30-12:00 . Selected 6? - 12" CRISTAL Wicks-tenant mum WNW introduction: a Dr. Alfred Mali. Assistant Professor ofSaenre ?moon. (MW 0] Hub Web/the West TNSTEM Hub 0 Melissa W, 50? CTESTENMW i-pieinentin; holed-Based learning (PM) Tenders will complete P81. activity Dr. Alfred ?on 5 Site visit to see robotics in manhunt-in. 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