Signature3 - BES



Charter ApplicationRespectfully submitted, on behalf of the founding team of Believe Memphis Academy Charter School, by Lead Founder and Proposed Head of School – Junghoo “Danny” Song – o April 3, 2017Table of ContentsGENERAL INFORMATION1ASSURANCES3Signature3SECTION 1: ACADEMIC PLAN DESIGN AND CAPACITY4School Mission and Goals4School Mission4Vision and Goals4Prescribed Purposes of Believe Memphis Academy11Priorities of Shelby County Schools12Specific Barriers to Student Achievement16Vision of Excellence21Enrollment Summary22Community22Rationale for the Medical District24Academic Performance of Schools Within and Around the Medical District25Target Population of Students26The Believe Memphis Academy Advantage28Enrollment Summary and Anticipated Demographics29Academic Focus and Plan30Academic Focus30Outline of Academic Plan30Characteristics of Academic Plan34Research-Based Practices38Curriculum and Learning Environment38Instructional Goals and Methods39Alignment with Student Population40Alignment with Tennessee Academic Standards41Blended Learning42Academic Performance Standards42Academic Achievement Goals42Setting, Monitoring, and Revising Academic Achievement Goals45Corrective Action Plans45Student Attendance46Student Matriculation49Exit Standards50Remediation and RTI2 Processes66Phase-In/Turnaround Planning : Not Applicable.67High School Graduation and Postsecondary Readiness: Not Applicable67Assessments68Assessment System68Academic Progress69Testing Coordination71Data-Driven Instruction71Data aaResponding to Data72Professional Development for Data Analysis72School Calendar and Schedule72Academic Calendar72Academic Calendar Rationale72Daily Schedule73Schedule Rationale76Typical Day in the Life of Believe Memphis Academy Student/Teacher77Extra-Curricular Activities82Saturday Academy83Special Populations and At-Risk Students83Comprehensive Plan to Serve All Students83Capacity to Serve All Students86Staffing87Data Informed Decision Making87Special Education89English Learners91At-Risk Students92Gifted Students92School Culture and Discipline93Student Handbook93School Culture93Cultivating Our Culture95A Culture of All96Discipline Policy97Philosophy of Discipline97Marketing, Recruitment, and Enrollment100Enrollment Policy100Community Marketing Strategy100Recruitment101Equal Opportunity102Community Organizations102Student Recruitment104Community Involvement and Parent Engagement104Parent and Community Demand104Community Engagement106Family Orientation108Family Programming108Community Support108SECTION 2: OPERATIONS PLAN AND CAPACITY109Governance109Governance Philosophy109Composition and Size of Governing Board109Evaluation by and of the Board112Board Development113Transition and Time of Chartering113Board Training and Development114Response to Complaints114Start-Up Plan115Start-Up Plan115Anticipated Challenges118Facilities119Facility Plans119Facility Needs120Our Capacity120Facility Identification and Acquisition Process121Compliance123Timeline123Contingency Plan123Personnel/Human Capital124Proposed Leadership Structure124Leadership Capacity124Hiring and Evaluating the Head of School125Staff Recruitment126Support and Development of Teachers127Future Leadership Capacity128Unsatisfactory Performance and Evaluation128Hiring and Dismissing Staff129Compensation System130Contracts131Employee Manual131Professional Development131Core Components of Professional Development Plan131Person(s) Responsible for Professional Development131Core Components of Professional Development132Schedule of Summer Training Camp133Future Leadership Capacity135Insurance135Types of Insurance135Plan for Coverage135Transportation136Transportation136Transportation Plan136Food Service136Food Service Plan136Low Income Students137Income Information from Families137Additional Operations137Technology137Student Information Management137School Health and Nursing Services138Safety and Security138School Maintenance138Additional operations138Contracts138Waivers138SECTION 3 FINANCIAL PLAN AND CAPACITY138Planning and Budget Worksheet (Attachment O)142Budget Narrative (Attachment P)142AttachmentTitlePageAttachment AAnnual School Academic CalendarAttachment BStudent HandbookAttachment CIncluded in Attachment BAttachment DStudent Enrollment PolicyAttachment EPledged Support from Prospective Partners & Letters of SupportAttachment FBoard Governance DocumentsF1. Articles of IncorporationF2. Non-Profit and Tax Exempt StatusF3. By-lawsF4. Code of EthicsF5. Conflict of InterestF6. Board Member ResumesF7. Board PoliciesAttachment GSchool Organizational ChartAttachment HSchool Leader ResumeAttachment IEmployment Manual/Personnel PoliciesAttachment JInsurance CoverageAttachment OPlanning and Budget WorksheetAttachment PBudget NarrativeGENERAL INFORMATIONName of proposed school: Believe Memphis Academy Charter School (“Believe Memphis Academy”)Projected year of school opening: 2018 Chartering authority for proposed school: Shelby County Schools Sponsor/Sponsoring Agency: Believe Memphis Academy, Inc. The sponsor is a not-for-profit organization with 501(c)(3) status: Yes_X _ No In Process Model or focus of proposed school: A college preparatory grades 4-8 charter school Name of primary contact person:_Junghoo “Danny” Song Mailing address: 2361 Eastwood Ave., Memphis, TN 38112 Primary Telephone: (901) 275-5652 Email Address: dsong@ Names, current employment, and roles of all people on school design team (add lines as needed):Full nameCurrent job title and employerPosition with proposed schoolAl BrightPartner, Waller, Lansden, Dortch & Davis, LLPFounding Board MemberKacy CobleAttorney, Constangy, Brooks, Smith & Prophete, LLPFounding Board Member, SecretaryElana ColeSenior Instructional Coach, Teach For AmericaFounding Board MemberJ. Thomas MarinoVice President, Mortgage Warehouse Lending, FirstTennessee BankFounding Board Member, TreasurerLuke PruettRecruitment Director, City LeadershipFounding Board MemberJacque Rowe FieldsAssistant Principal, Cornerstone Prep – Lester Elementary SchoolFounding Board MemberLisa SettleChief of Schools, Achievement SchoolsFounding Board Member, ChairA. Greg SpillyardsExecutive Vice President, Community AdvisorsFounding Board Member, Vice ChairJunghoo “Danny” SongFellow, Building Excellent SchoolsLead Founder & Head of SchoolName of proposed school leader (if any): Junghoo “Danny” Song Proposed school leader’s current employment: Fellow, Building Excellent Schools City or geographic community: Memphis, TN Does the proposed school intend to contract or partner with a charter management organization (CMO) ornot-for-profit education service provider? Yes No x Does this applicant have charter school applications under consideration by any otherauthorizer(s)? YesNo x Indicate Applicant Type:New-Start ApplicantASSURANCESAs the authorized representative of the sponsor, I hereby certify that the information submitted in this application for a charter for Believe Memphis Academy Charter Schoolis 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: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;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;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;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;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;Will utilize this application as a contract with the authorizer, if no other agreement is signed, pursuant to Tennessee Attorney General Opinion No. 10-45;Will comply with all provisions of the Tennessee Public Charter Schools Act, including, but not limited toemploying individuals to teach who hold a license to teach in a public school in Tennessee;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);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;following state financial (budgeting and audit) procedures and reporting requirements according to T.C.A. § 49-13-111, 120, and 127;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; andWill, at all times, maintain all necessary and appropriate insurance coverage.SignatureJunghoo SongLead Founder and Proposed Head of SchoolPrinted Name of Authorized SignerTitle of Authorized SignerSECTION 1: ACADEMIC PLAN DESIGN AND CAPACITYSchool Mission and GoalsSchool Mission Believe Memphis Academy Charter School prepares students in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.Vision and Goals “Public education in the United States is facing both a crisis and an opportunity.”– Destination 2025: 2015 Shelby County Schools Annual Report1Too often in Memphis and across our nation, student demographics determine their destiny.Within Memphis, communities with high percentages of students of color and families who are socio- economically disadvantaged have consistently had the lowest student achievement performance in the city. We believe that the children in Memphis, regardless of background, can measurably demonstrate that demographics do not determine achievement or destiny when they are afforded a high-quality public school option designed on research- and practice-proven elements, and led by a high capacity, mission- driven team.Believe Memphis Academy Charter School (“Believe Memphis Academy” or “School”) is a 4th through 8th grade school that will put the students of Memphis, many of whom have been historically underserved in traditional public schools, on the path to college and a life of opportunity. As such, we have identified eight (8) major goals that will drive our School toward the Mission.Goal 1: Students will be proficient in English Language Arts. Goal 2: Students will be proficient in Mathematics.Goal 3: Students will be proficient in Science.Goal 4: Students will be proficient in Social Studies.Goal 5: The School will demonstrate fiduciary and financial responsibility.Goal 6: The School will be fully enrolled, with high levels of daily attendance and student retention. Goal 7: Families will demonstrate satisfaction with the academic program and communication.Goal 8: The Board of Directors will provide effective and sound oversight of the school.These eight (8) goals have been further defined, with measurable outcomes listed, in Section 1.4(a) of this application. Our goals drive toward our Mission of high school, college, and life success. We believe that if we are to achieve our Mission, students graduate 8th grade academically proficient as defined in Goals 1 through 4. The School cannot ensure this success, however, without the structural and organizational integrity necessary to support the health of the School as an educational entity. Goals 5 through 8 have been established so that the School maintains organizational viability through fiscal health, steady enrollment, engagement of families, and strong governance. In pursuit of our Mission and goals, the vision for Believe Memphis Academy is anchored by six principles of design, each of which are aligned to the three key components of our Mission: Academic Rigor, Robust Supports, and Leadership Development.Figure 1.1(b)(1) – Believe Memphis Academy Principles of DesignMissionPrinciple of DesignAcademic RigorAn excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student1 Shelby County Schools. Destination 2025: 2015 Shelby County Schools Annual Report. . Web. 5 Sept. 2016.achievement.Robust SupportsClear structures and systems build the culture for high-quality instruction and individualized student supports.Strong, detail-oriented operations pave the way for high-quality instruction and a focus on students’ needs.Leadership DevelopmentA growth mindset supports student academic outcomes and leadership development, and allows all children to succeed.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.An excellent education is built, above all, by high-quality instruction.“More than any other variable in education—more than schools or curriculum—teachers matter.”– The Atlantic, 20102Since the Coleman Report of 1966, we have unequivocally known that teachers are the most important variable in a child’s success or failure in school, regardless of family income, race, or zip code of residence.3 Our first principal of design is to ensure we attract, develop, and retain teachers who can deliver our Mission for a college-preparatory education through high-quality instruction.We recognize the challenge of a shortage in high quality teachers.4 To attract high-capacity, Mission- aligned teachers, Believe Memphis Academy will leverage strategic partnerships with both traditional and nontraditional teacher training programs such as Rhodes College, University of Memphis, Christian Brothers University, Teach901, Teach For America, and the Memphis Teacher Residency. A survey of Memphis teachers published by Teach901 found that “nearly 50% of all survey respondents and 68% of novice teachers received their teacher training from a program within the state of Tennessee with the overwhelming majority being trained in Memphis.”5 The top three programs supplying the highest number of local teachers are the University of Memphis, Teach For America, and the Memphis Teacher Residency.6We believe our model will be attractive to high-capacity, Mission-aligned teachers precisely because of our second priority in creating high-quality instruction: development. The Teach901 survey of nearly 1,200 teachers revealed that teachers strongly desire to be challenged and developed. When asked what first attracted the teacher to a school, 42.1% of teachers cited the opportunity to “develop and improve my teaching skills.”7 Additionally, for teachers who left their previous schools, 35.9 percent cited “lack of effective professional development opportunities.”8Believe Memphis Academy is committed to providing all teachers with strategically designed and well- executed professional development prior to the start of and throughout each academic school year. Teachers will engage in 24 days of professional development annually, including an intensive summer2 Ripley, Amanda. “What Makes a Great Teacher?” The Atlantic Online. Web. January/February 2010. 05 Sept. 2016.3 Coleman, James S., Ernest Q. Campbell, Carol J. Hobson, James McPartland, Alexander M. Mood, Frederic D. Weinfield, and Robert L. York. Equality of Educational Opportunity. Rep. Washington, D.C.: U.S. Department of Health, Education, and Welfare, 1966. Print.4 Heim, Joe. "America has a teacher shortage, and a new study says it's getting worse." The Washington Post. WP Company, 14 Sept. 2016. Web. 02 Apr. 2017.5 City Leadership. Teach901. Making Memphis Teacher Town. Print.6 Ibid.7 Ibid.8 Ibid.professional development (“Training Camp”) in which they will develop a strong understanding of the mission and vision of Believe Memphis Academy, analyze their course scope and sequence and the key assessments that will drive our instruction, and meticulously plan for the first month of school. Training Camp will include curricular and instructional workshops, as well as practice-based sessions on classroom management and the internalization of schoolwide systems and routines. Throughout the school year, teachers will receive weekly formal observations followed by a debrief with their instructional coach (School Leadership Team and Teacher Leaders). In addition, teachers will participate in weekly professional development (“PD”) every week for two (2) hours. Our schedule will allow for this by having an abbreviated day each Friday, during which teachers will engage in practice-based PD focused both on instructional practices, data analysis, and school culture.As the school matures, teachers will be given extensive internal and external professional development opportunities, as well as opportunities to grow within and outside the classroom through grade-level and content-specific leadership opportunities. Staffing our school leadership will always look to promote from within the team first, rather than to look for external candidates. For example, in Year 3 of operations, we will hire a Director of Curriculum and Instruction (“DCI”). This position will be brought up from a teacher who has taught with us for at least one (1) year at Believe Memphis Academy. The DCI position will be a training ground for our Academy Director (“AD”) position, which will be hired in Year 5 of operations. This practice is to ensure we allow a pipeline of leadership development from within our school, as well as ensure the integrity of the leadership structure and mindset so that those leading our team is fully acculturated in our practices and beliefs.Our third priority in creating high-quality instruction is to retain our best teachers. The Teach901 survey also found that the number one factor that determined teacher retention was school leadership. We know that the teacher in the classroom is the most important factor in student achievement, therefore, the most important factor in school-wide achievement (i.e., teacher performance) is the leader in the building. For this reason, the Lead Founder and Proposed Head of School (“HOS”), Junghoo “Danny” Song, has invested a full year in an intensive Fellowship with Building Excellent Schools (“BES”) – a national nonprofit that recruits, trains, and supports leaders to found and lead high-achieving charter schools in high-needs communities. In the BES Fellowship, Mr. Song has studied the effective systems and curricula of over 40 high-achieving schools and has received over 600 hours of intensive leadership development.Through our three (3) priorities to attract, develop, and retain high-capacity, Mission-aligned teachers, we believe we will deliver high-quality instruction to all our students, preparing them for high school, college, and life.Quality instruction is designed by proven best practices and measured by student achievement.“What is distressing is that we already know what good schools look like. We already know what to do to provide quality education. It is just that we have chosen which children we will do it for.”- Dr. Lorraine Monroe9Our second principle of design is based on the philosophies of Aristotle,10 Immanuel Kant,11 and Dr. Monroe12 – all of whom believe in the idea that the actual proves the possible. The National Charter9 "Transforming Children's Lives." Dialogue 27 (1998): Pioneer Institute for Public Policy Research. Web. 5 Sept. 2016.10 Cohen, S. Marc. "Aristotle's Metaphysics." Stanford Encyclopedia of Philosophy. Stanford University, 08 Oct. 2000. Web. 30 Mar. 2017.11 Grier, Michelle. "Kant's Critique of Metaphysics." Stanford Encyclopedia of Philosophy. Stanford University, 29 Feb. 2004. Web. 30 Mar. 2017.12 "Transforming Children's Lives." Dialogue 27 (1998): Pioneer Institute for Public Policy Research. Web. 5 Sept. 2016.School Research Project at the University of Washington conducted comprehensive research on new schools trying to replicate practices of high-achieving charter schools.13 The report found four common practices of highly successful replications based on business replications:14Make sure you are trying to replicate something that can be copied and is worth copying.Observe the original model directly.Copy the original model as closely as you can.Adapt only after achieving acceptable results.Believe Memphis Academy is committed to these four practices in the design of the School. Through the Fellowship of BES, Believe Memphis Academy has identified schools worth replicating, observed the models directly and extensively, is committed to copying the original as closely as possible, and will adapt only after achieving acceptable results of student achievement. Through a direct study and observation of over 40 high-performing charter schools, we have taken the core designs and components of a handful of schools that share common practices. These schools are BES schools Nashville Prep and Liberty Collegiate Academy in Nashville, TN, Brooke Charter Schools and BES schools Excel Academy Charter Schools in Boston, MA, North Star Academy in Newark, NJ, and BES schools Democracy Prep Public Schools in New York, NY.Each of these schools has consistently outperformed their respective district averages and regularly outperform the proficiency scores of their respective states. Nashville Prep and Liberty Collegiate are the first charter schools in Tennessee to receive Reward School distinction for both performance and progress. Brooke Charter Schools and Excel Academy are consistently among the top performing middle schools in the State of Massachusetts, consistently achieving 80 to 100 percent proficiency rates on rigorous state assessments.The best practices of these schools are innovative not only in their approach, but, more importantly, in their results: year after year, students in these schools demonstrate top proficiency of achievement for low-income, minority students. The key practices of these schools and schools like these have been studied and codified in the Harvard University study by Roland G. Fryer, Jr., “Injecting Charter School Best Practices into Traditional Public Schools; Evidence from Field Experiments.”15 The study identified five (5) tenets of high-poverty, high-achieving schools16:Extended learning time – longer school day and extended school yearHuman capital – leadership and teachers with track record of success; continued development of those professionalsHigh-dosage tutoring – all students, not just students who were behind, received tutoring, with extra tutoring for those who were significantly behindData-driven instruction – regular interim assessments and individual goal setting with studentsCulture of high expectations – strict dress codes, contracts with families, and additional expectations for adultsThe practices outlined above have informed both our principles of design, as well as our core components outlined here:Unique 4th through 8th grade model with a commitment to a prioritized focus on literacy13 Lake, Robin J. Identifying and Replicating the "DNA" of Successful Charter Schools: Lessons from the Private Sector. National Charter School Research Project, May 2007. Print.14 Ibid.15 Fryer, Roland G., Jr. Injecting Charter School Best Practices into Traditional Public Schools; Evidence from Field Experiments. Rep.: Harvard University, 2014. Print.16 Ibid.instruction in the Lower Academy (grades 4-5) and a robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in the Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in the Middle Academy with a foreign language requirement in each year grades 6-8Individualized tutoring during the extended school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryImplementing these proven best practices, we will measure the quality of our instruction by consistent assessments. Our system of assessments include three (3) categories outlined below:Assessments to measure year-to-year progress: We will adopt and administer the Northwest Education Association (“NWEA”) Measure of Academic Progress (“MAP”) assessment in all grades. The NWEA MAP will be administered three times per year in both ELA and math and will measure the progress of students as compared to the nationally normed standard employed by NWEA. The results of NWEA MAP will be used as a comparative measure of the achievement and growth of our students on a nationally normed scale. These results serve as a comparison to assess our effectiveness in growing all students, provide a longitudinal measure within individual years and across years, and allow us to examine the degree to which we are consistently closing achievement gaps between student groups, including students with disabilities and English Language Learners (ELLs).Assessments to measure progress toward absolute achievement goals: We will create daily standards-based assessments (Exit Tickets), weekly assessments, unit assessments, and cumulative trimester exams to consistently monitor student achievement. Using a framework based on Driven by Data, we will analyze all assessment data, and make targeted action plans in response to that data, with the goal of ensuring all students, including students who started behind grade level or students with disabilities, are making progress toward the rigorous academic standards of our School, district, and state.17Assessments to measure absolute achievement: In accordance with state of Tennessee requirements, we will administer all state standardized assessments in all required subjects and grades to measure our students’ grade level performance as defined by the state of Tennessee. Success on these assessments will be our main academic goal toward which all other assessments will align. We will teach and remediate students as needed to meet the ambitious academic requirements set out by our state. Each year, students will take all required assessments that measures student proficiency of Tennessee academic standards.The data we gather from these multiple layers of assessments will be used to guide our teachers’ plans for targeted whole class and individual interventions, make necessary changes to curriculum, and inform the professional development needs for staff. Driven by our Mission, Believe Memphis Academy will use regular, timely, and rigorous internal and external assessments to provide the most concrete, accurate, and reliable measures of student success and needs for improvement.A final critical function of assessment data is to gauge how effectively our academic program is serving the diverse needs of individual students, as well as to examine the achievement of specific subgroups of our student population. With a robust system of data collection and analysis, we will ensure that all sub- groups, including students with disabilities, English learners (EL), gifted students, and economically17 Bambrick-Santoyo, Paul. Driven by Data: A Practical Guide to Improve Instruction.: John Wiley & Sons, 2011. Print.disadvantaged students, are making academic progress at the same rate as their peers.Clear structures and systems build the culture for high-quality instruction and individualized student supports.In a high-achieving school, the value of a strong, disciplined culture is parallel to rigorous, engaging academics. In No Excuses: Lessons from 21 high-performing, high-poverty schools, Samuel Casey Carter reminds us that “[a]chievement is the key to discipline… When a school clearly teaches by example that self-control, self-reliance, and self-esteem anchored in achievement are the means to success, that school’s own success inspires confidence, order, and discipline in its students. ”18The culture of achievement at Believe Memphis Academy will be supported by three pillars:High Expectations: Our culture is driven by an unwavering belief that all students can learn and achieve at high levels. Therefore, there is no excuse we will accept from ourselves as to why we cannot offer the high quality and college-bound education our students deserve.Support for All Students: Our culture is supported through well-planned, standards-driven, and engaging instruction and targeted, individualized daily interventions that ensures all students, including students currently under-performing academically, experience success.A Structured School Environment: Our culture is maintained by clear, firm, and consistent systems and boundaries that prioritize our student’s growth and success. Clear systems and boundaries facilitate the highest amount of learning with the least amount of distractions.We believe by faithfully and consistently cultivating our culture of high expectations, student supports, and consistent structures, our students and teachers can prove that demography need not determine destiny and that high academic achievement can be attained by all children in Memphis.Strong, detail-oriented operations pave the way for high-quality instruction and a focus on students’ needs.Just as our academic goals cannot be achieved without strong organizational integrity, high-quality instruction cannot thrive without strong, detail-oriented school operations that put teaching and learning at the heart of our School and allow us to be driven by the imperative of our Mission and the needs of our students. We design operations around student arrival, dismissal, nutrition, homework, bathroom usage, material distribution, data tracking, communications, facilities, etc. to protect the most valuable and irreplaceable resource in our school: instructional time. We cannot view the time we have with our students in years, months, weeks, or even days. We must plan to the minute, the second, to ensure students are spending the most amount of time learning. This level of planning requires that the logistics and operations are such that in the 55 minutes teachers are given to teach their content, that is all they do. School leadership and the operations team will clearly define procedures and systems in such a way that teachers can focus on teaching, and all the preparation and reflection necessary for teaching, as exclusively as possible, which directly supports our Mission by allowing students to focus on learning as exclusively as possible.A growth mindset supports student academic outcomes and leadership development, and allows all children to succeed.“All Shelby County students can learn and achieve to meet and even exceed the high expectations of our community and the educational standards of our State.”– Shelby County Schools Charter Compact, Shared Value/Guiding Principle 11918Carter, Samuel Casey. No excuses: lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation, 2001. Print.19 Shelby County Schools. SCS Charter Compact – District/Charter/Multi-Operator Compact for Quality Schools: A CollaborativeBelieve Memphis Academy is committed to explicitly teaching and supporting students to have what Dr. Carol Dweck calls a “growth mindset”.20 Through studying business executives, champion athletes, and successful entrepreneurs, Dweck, in her book Mindset, shows a commonality that these leaders, organizations, and teams had – the ability to see success in learning and failures as opportunities for growth.21 This mindset will be a critical component of the culture at Believe Memphis Academy. Based on most recently available academic data, we know that, on average, students will enter fourth grade with 32% proficiency in reading, and 48% proficiency in mathematics. Additionally, we know that our teachers, while high-capacity and Mission-aligned, may not begin as master teachers. As an organization, we must constantly learn, adapt, change, and grow.Hard work – not previous accomplishments or failures, learning disabilities, language proficiency, or family income – will be the factor that breeds success in our school. With our laser-like focus on academic achievement, we push all our teachers, students, and families to employ this principle in ensuring our collective success.Operating with a growth mindset for all students, we have built in time for targeted intervention and instruction within the school day. In our Lower Academy, students will have 190 minutes per day, four times per week, designated for tutoring, remediation and enrichment. In our Middle Academy, we have 145 minutes for the same type of supports. In addition, we have scheduled eight (8) Saturday Academies throughout the year to ensure students who need further support or remediation have opportunities to get the additional instruction they need.The values of our growth mindset culture are captured by the following character values of our School:Resilience – the ability to absorb hardship or set back and maintain purposeEmpathy – the ability to understand and support others’ feelingsAmbition – a drive to succeed and excelCuriosity – a mindset that thirsts for new learningHonesty – the integrity to admit the truth to oneself and othersThese are values toward which we as an organization will strive to grow, ask our teachers to exemplify, and teach our students to develop and embody. These values will create the framework by which we will drive toward our Mission and will underpin our students’ success and their leadership within their own lives, as well as within our school community and our city.Staff, students, and families focus on student learning and growth and celebrate equity and unity.“If you want to go fast, go alone. If you want to go far, go together.” –African ProverbAlthough our society accepts a myriad of excuses for why low-income communities correlate to underperforming schools, none is more deflecting or insidious than blaming the families from which students come. We believe it is the duty of the school to ensure families are welcomed as active partners in their children’s education, engaging them in the learning and growth of their children. The first step to accomplishing this vision is open, regular, and honest communication between the school and the family.We will communicate regularly with family members regarding their student’s academic progress, behavioral habits, and the goals we are setting with students for their development. This communication will begin right away from our very first interaction as we recruit and talk with families about the model of the School, along with our and their vision for their children. Before the start of each school year, everyAgreement to Improve Education in Shelby County Schools. Print.20 Dweck, Carol S. Mindset. London: Robinson, an imprint of Constable & Robinson Ltd, 2017. Print.21 Ibid.family who enrolls in Believe Memphis Academy will receive a personal Home Visit from the Head of School. These Home Visits are not only opportunities for the HOS to discuss not only Believe Memphis Academy’s goals, policies, and expectations, but also to hear from the family what they expect of Believe Memphis Academy, and what their goals are for their child. In addition, there will be annual family orientation events where the school casts the vision for the year and outlines parent leadership opportunities in the school. We will discuss how parents can best support their children through the year with homework support and regular communication with teachers to discuss the academic and leadership progress of their student(s).Before the launch of our School and throughout all operational years, we will build relationships and consistently stay in communication with our families, consistently celebrating the equity of all children and their power to succeed in life and in school and the unity of our school community, focused on that success:Home Visits – every newly enrolled student at Believe Memphis Academy will receive a Home Visit from the HOS, and each academic year, families will receive a Home Visit from a teacher.Monthly Family University Nights – each month, the school will host a Family University Night which will be content-based for families to learn about the instruction their child is receiving. The theme of each month will rotate around different contents taught, and families will gain insight into how the content is taught at Believe Memphis Academy, as well as gain strategies on how to support and further the learning of students at home.Monthly Meetings with HOS – each month, the HOS will designate a morning where families are welcome to come a join the HOS for questions, share feedback, and collaboratively solve problems within the school.Trimester Conferences – three times a year, the school will hold family conferences where families have individual meetings with teachers regarding the progress and achievement of their student.Family Advisory Council – the Family Advisory Council will be a group of families along with the HOS, who will serve as lead families in engaging other families, mobilizing volunteers, and organizing teacher appreciation initiatives for the school.Within our teaching staff, we will have intentional development around building a culture of equity, a focus on diversity, and a celebration of inclusivity. We will ensure that we intentionally select texts both for adults and children that are written by a diverse set of authors, with different backgrounds and experiences that may mirror the experiences of our children, or serve as windows into the experiences of others. We will ensure our teachers hold mindsets that celebrate the differences of experiences in their students and allow for students to develop positive self-identities based on their race, background, heritage, or nationality. We will primarily do this by choosing curricula and texts that have a focus on these values and intentionally seek to hire diverse teaching staff within our school.(c) Prescribed Purposes of Believe Memphis Academy In accordance with T.C.A. § 49-13-102(a), Believe Memphis Academy has been designed to address each of the six prescribed purposes for which charter schools were created in Tennessee:Improve learning for all students and close the achievement gap between high and low students;Provide options for parents to meet educational needs of students;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;Measure performance of pupils and faculty, and ensure that children have the opportunity to reach proficiency on state academic assessments;Create new professional opportunities for teachers; andAfford parents substantial meaningful opportunities to participate in the education of their children.In accordance with the stated purpose of T.C.A. § 49-13-102(a)(1) and (2), Believe Memphis Academy proposes a charter school specifically designed to meaningfully close the achievement gap between high and low students, and to provide options for families to meet the educational needs of students. Our core components of our design were built with these priorities in mind.By intent of charter law in Tennessee, as stated in T.C.A. § 49-13-102(a)(3), charter schools are given greater decision making authority in exchange for greater responsibility for student performance. This is a practice that has proven to be effective nationally, as reported by the Carter study on high performing, high poverty schools.22 Published in 2000, Carter’s team studied 21 schools that served predominantly low-income students and had high-achievement rates. These schools comprised of three charter schools, three private, and 15 public district schools – spread across the country from the Bronx to Los Angeles to rural Arkansas.23 The first commonality Carter found amongst these 21 schools, whether they be private, district, or charter operated schools, was that the school leader was given the autonomy to make key decisions around budget, staffing, and curriculum.24Purposes of charter schools outlined in T.C.A. § 49-13-102(a)(4), T.C.A. § 49-13-102(a)(5), and T.C.A. § 49- 13-102(a)(6) will be discussed further in Section 1.7 Assessments, Section 2.5 Professional Development, and Section 1.12 Community Involvement and Parent Engagement, respectively. Through our rigorous curriculum, robust structures of support, and development of both students and teachers, Believe Memphis Academy will fulfill the intention of T.C.A. § 49-13-102(b) “to provide an alternative means within the public school system for ensuring accomplishment of the necessary outcomes of education by allowing the establishment and maintenance of public charter schools that operate within a school district structure but are allowed maximum flexibility to achieve their goals.”In accordance with T.C.A. § 49-13-102(d), Believe Memphis Academy, as a public charter school, will accept all students, including students with special needs or disabilities and ensure we deliver instruction that expands access and opportunities for those students, as also specified in the federal Individuals with Disabilities Education Act (IDEA). Through implementing the innovative approaches of high-achieving, high-poverty schools across the country, we will operate as another “laboratory of teaching and learning” to foster educational innovations for implementation across our district and state, as stated in T.C.A. § 49- 13-102(e). We designed our School with practices that can be replicated throughout our district and state to ensure all students have access to a world-class education.Priorities of Shelby County Schools Destination 2025 identifies the need to improve post-secondary readiness as one of five priorities toward which it will drive.25 The goal is to ensure that by 2025, 90% of high school students graduate on time and 100% of graduates enroll in a post-secondary opportunity.26 Believe Memphis Academy is grateful to propose a school within, and thus propose true partnership with, a district holding such ambitious and clear goals. Our academically rigorous curriculum will prepare middle school students with the knowledge, skills, and drive necessary to enter college- and professional career-ready high schools that will support the priorities of the district.Currently in our district, as is common across the nation, standardized testing reveals that the gap between high and low achieving students can be correlated to respective family income levels. State test22 Carter, Samuel Casey. No excuses: lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation, 2001. Print.23 Ibid.24 Ibid.25 "Destination 2025." Destination 2025. Web. 02 Apr. 2017.26 Ibid.data shows that on many college-ready bars, our students across the state are not adequately prepared for college, and fall short of the college-readiness bar of scoring at least a 21 on the ACT.Figure 1.1(d)(1) – College Readiness DataAssessmentShelby Co. SchoolsWilliamson Co. SchoolsState AverageACT Composite2717.524.619.9Algebra I EOC286.8%44%20.8%When compared to the most affluent district in Tennessee, Shelby County Schools (“SCS”) students are drastically underperform their peers in academic achievement in all subject areas. Figure 1.1(d)(2) details standardized test scores from 2015, with SCS average placed in comparison with the Williamson County average – the highest performing district in Tennessee – as well as the state average.Figure 1.1(d)(2) – Standardized State Test Scores by District, 2015AssessmentShelby Co. SchoolsWilliamson Co. SchoolsState AverageMath Grades 3-8 Proficient/Advanced40.4%81.5%55.6%RLA Grades 3-8 Proficient/Advanced32.6%90.7%48.4%Sci Grades 3-8 Proficient/Advanced47.1%91.1%64.5%This deficit becomes even more significant when looking at the lowest performing schools. Of the 83 schools on the most recently released 2014 State of Tennessee Priority Schools list (the academically lowest-performing 5 percent of schools in Tennessee), 57 of them are in Memphis (45 overseen by SCS and 12 by the Achievement School District).29When further disaggregated, the data reveals significant gaps between subgroups of students.30 Economically disadvantaged, African American, students with disabilities, ELs, and Hispanic students underperform their white, Asian, and wealthier peers in all grade levels and subject areas; 2015 TCAP achievement data for grades 3-8 as well as the Algebra I EOC data disaggregated by race, family income level, English Learner designations, and disability identification are outlined in Figure 1.1(d)(2).Figure 1.1(d)(2) – Disaggregated Data of SCS Achievement by Subgroups31Subgroup3-8 Math, % Proficient or Advanced3-8 RLA, % Proficient or AdvancedAlgebra I, % Proficient or AdvancedAll40.4%32.6%54.1%Asian77.7%71.9%75.3%Black or African American36.2%28.6%53.4%Hispanic46.2%32.1%53.6%White65.3%63.3%61.3%Economically Disadvantaged36.3%27.5%52.6%NOT Economically Disadvantaged56.1%51.7%58.7%English Language Learner40.8%23.2%37.2%27 ACT Data by District. TN Department of Education. Data and Research. Web. 4 Sept. 2016.28 "State Report Card." - . Web. 03 Mar. 2017.29 "2015 School Accountability." - . Web. 04 Sept. 2016.30 "State Report Card." - . Web. 04 Sept. 2016.31 Ibid.NOT ELL40.4%33.5%55.0%Students with Disability18.4%14.5%30.0%Students with NO Disability43.8%35.4%57.8%When looking at the demographic breakdown of the district parallel to the achievement gaps that exist particularly between subgroups of race, the sobering conclusion is that we least effectively serve our largest demographic of students: African American students, who make up more that 75% of the total SCS student population, have the lowest achievement score with 36.2% scoring proficient in math and 28.6% scoring proficient in reading.Figure 1.1(d)(3) - SCS serves a population made up by the following racial percentages32Another underserved population within our district, as represented in Figure 1.1(d)(2), is students with disabilities: 18.4% of students with disabilities are proficient in math; 14.5% of students with disabilities are proficient in reading. This disparity reveals that instruction and services being provided to our students with disabilities are under-supporting students and failing to ensure they can both access and master the content expected of them. There are currently 11,200 identified students with disabilities within our district, who make up 10% of our total student population.33 To address these significant gaps, Destination 2025 outline five priorities to which the district will commit itself. One of those priorities is to “Expand High-Quality School Options.”34One manifestation of the district’s commitment to expand those quality options for families was the formation of iZone schools – priority schools that have been given greater autonomy to implement best practices similar to those identified by the Fryer study: extended school days, investment in human capital, data-driven instruction, high-dosage of tutoring, and culture of high expectations for all.35 The work of iZone schools has recently been recognized by a Vanderbilt study to have shown “moderate to large positive effects in Reading, Math and Science with strong consistent effects across subjects for Memphis iZone schools.”3632 "Shelby County Schools." Shelby County Schools. Web. 17 Feb. 2017. < Ibid.34 Ibid.35 Fryer, Roland G., Jr. Injecting Charter School Best Practices into Traditional Public Schools; Evidence from Field Experiments. Rep.: Harvard Univeristy, 2014. Print.36 Zimmer, Ron, et al. Evaluation of the Effect of Tennessee’s Achievement School District on Student Test Scores. Rep. Peabody College, Vanderbilt University. Nashville: Tennessee Consortium on Research, Evaluation & Development, 2015. Print.Charter schools within Shelby County Schools have provided another model that fulfills the stated priority of the district to expand high-quality school options. Seven of the 35 Memphis Reward Schools – the top 5 percent of schools for performance or year-over-year progress – are charter schools, showing a favored ratio of charter to traditional district schools as charter schools make up 15% of SCS schools while making up 20% of the Reward Schools.37Figure 1.1(d)(4) – 2015 State TCAP Proficiency Rates Among K-8 Charter Schools38The positive impact of charters in Memphis has also been recognized by the 2015 CREDO report.39 The Stanford report set out to study the impact of charter schools in urban areas, specifically analyzing the impact for students who have historically been most harmed by the achievement gap – “English Language Learners, students in poverty, and students receiving special education services.”40 The report, which analyzes the value added by charter schools as determined by “additional days of learning gained,” found that in math charter school students in Memphis gained an additional 97 days in learning per year, and in reading, students gained an additional 118 days of learning per year. From a study of 41 districts around the country, the impact of Memphis charter schools ranked fifth for the highest positive impact on average learning gains in math and third in reading.41This data reveals that the subgroups that benefit the most from charter schools are black students in math and reading and Hispanic students in math.42 Looking at this data in juxtaposition to the State Report Card data shown previously43 makes Memphis an ideal community for which charter schools can have real and measurable impact.Two additional relevant pieces of data from this report are the effect of charter schools in urban areas across the nation broken down by grade levels, and the additional impact made when students matriculate through multiple years in charter schools.44 The first data set shows that the highest impact37 "2015 School Accountability." - . Web. 04 Sept. 2016.38 Shelby County Schools: 2016 Annual Report. Shelby County Schools. Rep. Print.39 Urban Charter School Study Report on 41 Regions. Rep. Center for Research on Education Outcomes, Stanford University. Print.40 Ibid.41 Ibid.42 Ibid.43 "State Report Card." - . Web. 04 Sept. 2016.44 Urban Charter School Study Report on 41 Regions. Rep. Center for Research on Education Outcomes, Stanford University. Print.for learning gained in charter schools in comparison to traditional district schools occurs in middle school.Figure 1.1(d)(5) – Days of Learning Gained Per Year by Grade LevelGrade LevelMathReadingSta DevndardAdditionalStandardiationDaysDeviationCharter Elementary0.056400.04633Charter Middle0.101730.06345Charter High0.044320.0129Charter Multilevel0.0170.01612Additional DaysIn addition, the data below shows that learning gained is continuously increased, the longer a student matriculates within a charter school.Figure 1.1(d)(6) – Days of Learning Gained by Consecutive Years of Enrollment in Charter SchoolsYear in CharterMathReadingStandard DeviationAdditional DaysStandard DeviationAdditional DaysYear 1 in Charter0.017-0.01-7Year 2 in Charter0.08580.0643Year 3 in Charter0.12860.0643Year 4 in Charter0.151080.1072Based on the findings represented in Figures 1.1(d)(5) and 1.1(d)(6), Believe Memphis Academy has designed its grades 4 through 8 model to directly serve the students of highest academic need in the age range that research has found to have the highest impact. Our five (5) year model of grades 4 through 8 will ensure that our students will be prepared to enter and excel in a college-preparatory high school.To further support the learning gains of students in our district, and to directly support the goals of Destination 2025, Believe Memphis Academy humbly and urgently seeks the opportunity to expand high quality options so that every child from every family in every neighborhood of Memphis has access to a world-class education.Specific Barriers to Student Achievement The national challenge of closing and eliminating the achievement gap is the most urgent and important work facing our country today. As such, it comes with a myriad of challenges and barriers. Specific to our work, Believe Memphis Academy sees four primary challenges to the success of our program:A wide and persistent achievement gap for minority and socioeconomically disadvantaged studentsLimited pool of teaching talentRecruiting studentsForming a singular, clear mission and culture that is internalized by all stakeholdersA wide and persistent achievement gap for minority and socioeconomically disadvantaged students The first, a wide and persistent achievement gap, is particularly pronounced in Memphis. According to a study published by the New York Times, white students in Memphis perform, on average, about 0.5 grade levels ahead of the national norm. 45 Black students, on the other hand, perform, on average, 2.4 grade45 Rich, Motoko, Amanda Cox, and Matthew Bloch. "Money, Race and Success: How Your School District Compares." The New York Times. The New York Times, 29 Apr. 2016. Web. 20 Feb. 2017.levels behind the national average.46 This creates a gap of almost three (3) years between white and black students in Memphis.47This gap is most pronounced in literacy: 28.6% of Black students scored proficient or advanced in reading, while 63.3% of white students scored proficient or advanced in reading.48 Shelby County Schools has identified grade 3-8 literacy as an immediate need for the district in its charter application supplement. Based on this need, Believe Memphis Academy has designed a model committed to the foundational early literacy of our students. We propose a grade 4-8 model, where in grades 4 and 5 – our Lower Academy – we provide almost four hours of literacy instruction each day, Monday through Thursday.The study titled On the Clock: Rethinking the Way Schools Use Time, showed that while extending the time of school days can be a fundamental approach to closing the achievement gap, the most critical factor in this approach is to increase the right “types of time.”49 Believe Memphis Academy has extended our school day to ensure students have access to more time on the foundational skills of literacy and to develop deep understanding of mathematics, social studies, and science.Once in our Middle Academy, students are required to take foreign language, two periods of both literacy and math, and daily instruction in social studies and science. We chose foreign language as a discipline based on a recent study that found about a third of Tennessee high school graduates lacked the necessary credits for their diploma, with foreign language as the most common missing credit.50 Our preparation allows graduating eight graders to have the foundation to succeed in a college preparatory course of study in high school – to include the study of foreign language which is a prerequisite for entry into a selective, four-year college or university. Additionally, every student will take Algebra I in 8th grade to prepare for the opportunity to take higher math studies, up to and including Calculus, in the high school of their choice.Finally, every 7th and 8th grader will take the ACT Aspire assessment in both 7th and 8th grade. A challenging hurdle for Memphis high school students is to achieve a college-ready score of 21 on every section of the ACT. In 2015, Memphis high school students’ ACT average composite score was a 16.9.51 Failing to score a 21 or higher on a subject in the ACT means students are often required to take remedial courses in their freshman year of college, even if they are accepted. First-year college students taking remedial courses are 74% more likely to drop out than non-remediating peers, and that those who do graduate take nearly 1 year longer to do so.52 Believe Memphis Academy is committed to placing students on the pathway to college by structuring our school day, course selection, and effective use of our extended time.46 Ibid.47 Ibid.48 "State Report Card." - . Web. 04 Sept. 2016.49 Silva, Elena. On The Clock: Rethinking the Way Schools Use Time. Rep. Washington, D.C.: Education Sector, 2007. Print.50 Farmer, Blake. "Tennessee Says A Third Of Its High School Graduates Didn't Meet Requirements." NPR. NPR, 11 Feb. 2017. Web. 19 Feb. 2017.51 "State Report Card." - . Web. 04 Sept. 2016.52 Barry, Mary N, and Michael Dannenberg. Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability. Rep.: Education Reform Now, 2016. Print.Figure 1.1(e)(1) – Remedial Student Drop Out Rate53A final component of our design that was intentionally developed to overcome the barrier of the achievement gap and in response to the priorities of Tennessee charter law is time allocated within the school day for targeted remediation, tutoring, and enrichment for our students whom we anticipate will enter our school with a varied set of knowledge, skills, and individual needs. We have designated 190- minutes in our Lower Academy and 145-minutes in our Middle Academy, daily, four days per week, for individualized instruction through Literacy Circles (Lower Academy), Math and Literacy Extension Labs (Lower and Middle Academies), and Tutoring (Lower and Middle Academies).Limited pool of teaching talentThe second potential barrier to the success of our program is the limited talent pool of teachers within our district. The number one key finding of the latest Teach901 survey of more than 1,000 new and returning teachers in over 50 schools that span across SCS charters, iZone, traditional SCS district schools, and Achievement School District (“ASD”) schools, was that leaders are the key factor for teacher recruitment/retention.54 Our proposed Head of School is a well-recognized, well-respected educational leader in Memphis, with wide networks that allow us to address this components of teacher recruitment.In addition, we recognize that due to the prevalence of pre-existing charter schools, as well as long- standing district schools, a challenge we will face is the recruitment, particularly, of experienced teachers. Due to this foreseen challenge, we have designed our model to provide teachers with intensive preparation and development. Our development model is focused primarily on ensuring that our teachers master and internalize all necessary content for their subject. The HOS and/or DCI/AD will work closely53 Ibid.54 Tracking Teacher Talent in Memphis: The Results of the 2016 Teach901 Priority School Teacher Survey. Rep. Memphis: City Leadership, 2016. Print.with teachers to ensure they have a robust understanding of their content and the best instructional practices with which to deliver that content. While we will hire teachers who are highly-qualified in their content, in compliance with T.C.A. § 49-13-111(i), we also will support teachers to become masters of both content and pedagogy needed to propel the success of all students across all subgroups.Recruiting studentsThe third challenge we foresee is student recruitment. Charter School Board University cites that the number one reason charter schools are shut down is due to a lack of financial viability, most commonly caused by under-enrollment of students.55 A fundamental component of charter schools is that families can choose to enroll their children in these schools. The same study found that a school becomes fiscally viable with an enrollment of at least 300 students; any less than that does not generate enough revenue to sustain a school over a long period.56From our studies of successful and of failed charter schools, we know the vital importance and the challenge of student recruitment. Our enrollment targets are that by Year 3 of Operations, we will have hit the 300-student mark. At full enrollment, we will have 450 students. To ensure we hit our target enrollment numbers we have developed a robust and comprehensive recruitment plan that ensures we gain the numbers we need to sustain our organization for the long haul. While much of this plan in outlined in Section 1.11 of this application, we will briefly overview our strategy here.First, we have identified target communities that have a need for additional schools. Our target location within the zip code 38105, as described further in Section 1.2 of this application, is a place that has both a lack a high-quality school options, and families who will be displaced by recent instability in their neighborhood school options. In the target location of 38105, we will recruit students both from within that zip code, as well as surrounding high needs zip codes of 38126 and 38107.Figure 1.1(e)(1) – Target Recruitment Area57All three of these zip codes, which make up an approximately 3-mile radius of high needs communities, have all experienced uncertainty in their educational options. The SCS Board voted, unanimously, this past year to close Carnes Elementary School at the end of the 2016-17 school year58; Klondike Elementary55 Carpenter, Brian L. Charter School Board University: an introduction to effective charter school governance. Mt. Pleasant, MI: National Charter Schools Institute, 2007. Print.56 Ibid.57 Graphic from "Memphis, Tennessee Zip Code Boundary Map (TN)." Memphis, Tennessee Zip Code Boundary Map (TN). N.p.,n.d. Web. 30 Mar. 2017. < Taylor, Eryn. "SCS Board closes Carnes Elementary, but Hopson withdraws recommendation to close Dunbar." .School will be the first ASD school to close at the end of the 2016-17 school year59; Humes Preparatory Middle School will change operators in the 2017-18 school year, with Gestalt pulling out of both Humes and Klondike.60 This uncertainty of this situation, we believe, creates both a challenge and an opportunity. We have a unique opportunity in this time to re-engage the community and rally families around a new school that will serve their children with a high school and college-preparatory education.We believe family engagement and alignment will be fundamental to the success of our program. We have already engaged community institutions and organizations such as the Memphis Lift, Memphis Medical District Collaborative, local community centers, and faith organizations to establish our presence in the community, make connections with families, and hear the desires of the community. Most fervently, we have heard families desire that transportation be offered by the school. Therefore, we have proposed in our budget two (2) buses in the first year of operation to ensure we give access to all families who would desire our model. While partnerships with organizations provide structural support, we recognize and believe the core responsibility of community and family engagement must happen at the school level with the school leaders, teachers, and staff. Our family engagement and recruitment plans are in Section 1.12 of this application.Forming a singular, clear Mission and culture that is internalized by all stakeholdersThe final challenge of a new start school will be the critical component of ensuring all members of Believe Memphis Academy – governance team, management team, teachers, students, families, and community members – are aligned in a clear and singular mission.Our mission is clear: prepare all students for success in high school, college and life. Our vision is founded on six (6) core principles:An excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Clear structures and systems build the culture for high-quality instruction and individualized student supports.Strong, detail-oriented operations pave the way for high-quality instruction and a focus on students’ needs.A growth mindset supports student academic outcomes and leadership development, and allows all children to succeed.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.Our work is to align all of our stakeholders to have a clear understanding of our mission and vision. This task falls squarely on the shoulders of our Lead Founder and Proposed Head of School – Junghoo “Danny” Song. Mr. Song is currently a Fellow with Building Excellent Schools (BES), a national nonprofit that recruits, trains, and supports individuals to found and lead high-performing charter schools in communities with few quality options for families. In the Fellowship, Mr. Song is spending the 2016-17 school year honing, crafting, and specifying the mission of Believe Memphis Academy and the vision of what it looks like to live that mission. He has directly studied over 40 high-performing charter schools to clarify and solidify the vision. He has worked and will continue to communicate the vision to all stakeholders:News Channel 3, 31 Jan. 2017. Web. 30 Mar. 2017.59 Bauman, Caroline. "With no one willing to run it, Klondike will be first to close in Achievement School District." Chalkbeat. 22 Dec. 2016. Web. 30 Mar. 2017.60 Dries, Bill. "Frayser Charter Seeks to Take Over Humes Prep Academy." Memphis Daily News. N.p., 13 Jan. 2017. Web. 30 Mar. 2017.Board of Directors. Mr. Song has directly recruited and developed a team of committed and mission- aligned community leaders to populate our founding Board of Directors. Through a rigorous interview process and consistent development, the team has come together to become the governing body of the school, committed to the measurable success of our mission. The Board has joined Mr. Song to become the founding team of Believe Memphis Academy. More on board development is provided in Section 2.1 of this munity Members. Since Fall of 2016, Mr. Song has met with leaders in education, nonprofit and private institutions, community organizers, faith-based organizations and community leaders. Following those meetings, the founding team of Believe Memphis Academy has spread the mission and vision of the school through consistent communication, monthly newsletters, social media posts, and activating the Board’s wide networks. In the spring of 2017 through the summer and upon chartering, we will actively work to broaden our presence directly in our target community. Our specific plans are written in Section 1.12 of this application.Teachers. Upon chartering, the founding team of Believe Memphis Academy, led directly by Mr. Song, will being actively recruiting, interviewing, and making offers to teachers. Particularly in the initial years, Mr. Song will be the one primarily responsible for teacher development. This is a key decision driven by the challenge and opportunity of ensuring the mission and vision are clearly understood and embodied by all staff members. More on teacher recruitment, hiring, and development is written in Section 2.5 of this application.Students. The founding class of students (“scholars” as we will call them at Believe Memphis Academy) will be enculturated into the school through a unified teaching team that will message the key ideas and concepts of the mission through their everyday learning experiences. Not only will the mission be posted in classrooms, hallways, and handbooks, the mission will be referenced in community meetings, community celebrations, classes, and all parts of the day. More on student culture is provided in Section 1.10 of this application.Families. We believe family engagement is not only key to student achievement, but also to the long- term health of the school. Therefore, we will actively engage and invest families to be owners of the mission. Through Home Visits, Family University Nights, monthly meetings with HOS, family conferences, and our Family Advisory Council, we want to create the ownership in families to be active participants in our students’ education.The founding team of Believe Memphis Academy is acutely aware of the challenges that we will face in our plan. We are confident, however, that we have the right mission, structures, and capacity aligned to the priorities of Tennessee charter law, in response to our community’s needs, and with the ability to overcome these challenges, and thus ensuring that students and families of Believe Memphis Academy have access to the high-quality, college-preparatory education they deserve and need.Vision of Excellence When we are achieving our mission, Believe Memphis Academy students perform in the top 5 percent of all schools in the State of Tennessee on standardized state assessments. Graduates of Believe Memphis Academy attend college-preparatory district, optional, magnet, charter, or private high schools across the city. All the graduates from Believe Memphis Academy graduate from college-preparatory high schools and matriculate to colleges across the country.The mission is further achieved as our graduates earn college degrees in various fields and return to Memphis to work in legal, private, finance, real estate, government, and nonprofit organizations. The students of Believe Memphis Academy serve as a national proof point that demography need not determine destiny. The school serves as a proof point that any student, regardless of race, income, zip code, learning disability or English language proficiency, can learn at incredibly high levels.To achieve this vision, we will be a school that specifically targets a majority low-income, majority African- American student population. This is our target demographic because this is the demographic that simultaneously has had the lowest achievement within our district while simultaneously make up the largest percentage of all students within our district. For our city to thrive, for our community to thrive, and for our future to be bright, we must break the correlation between race, poverty and achievement. Believe Memphis Academy has specifically studied schools that have done just that and is committed to being a proof point that that can happen in Memphis – not just by growth, but by absolute, college- readiness measures.We prepare scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity. We will drive toward our mission by ensuring that, at the end of 8th grade:Our scholars can read, analyze, discuss in writing and verbally grade-level texts;Our scholars pass the Algebra I end of course (“EOC”) state exam;Our scholars have taken the ACT at least one time, with an average score of 17; andOur scholars have taken three (3) years of foreign languageEnrollment SummaryCommunity In accordance with Tennessee charter law, Believe Memphis Academy will accept any student living within the Shelby County Schools District, so long as we have the capacity as outlined in Section 1.2(g). Our target student recruitment efforts, however, will take place from the areas immediately surrounding the Medical District in the 38105, 38126, 38103 and 38107 zip codes. The Memphis Medical District is roughly defined as the area bordered by Poplar Avenue, I-40, Vance Avenue, and Danny Thomas Boulevard.61 Students currently living in our target recruitment zones are zoned to schools as identified below.Figure 1.2(a)(1) – Medial District Residents’ Elementary Schools62The following table shows the demographics of students in elementary schools surrounding the Medical District.61 "About." Memphis Medical District Collaborative. Web. 18 Feb. 2017.62 "SCS Elementary Attendance Zone Map 2016-2017." Shelby County Schools. Web. 18 Feb. 2017.< 1.2(a)(2) – Student Demographics – Medical DistrictSchoolStudent DemographicsHigh-Needs PopulationsStudent PopulationBruce Elementary75.8% Black15.9% Hispanic or Latino 5.9% Asian94.7% - Economically Disadvantaged 20.4% - English Language Learners 12.1% - Students with Disabilities355Carnes Elementary93.1% Black5.3% Hispanic or Latino98.8% - Economically Disadvantaged 5% - English Language Learners 9.9% - Students with Disabilities223Downtown Elementary87.6% Black7.1% White2.4% Hispanic or Latino 1.9% Asian78.4% - Economically Disadvantaged 6.1% - Students with Disabilities646Klondike Preparatory Academy99.3% Black97.3% - Economically Disadvantaged 13.7% - Students with Disabilities300LaRose Elementary99.3% Black96.1% - Economically Disadvantaged 7.3% - Students with Disabilities409Snowden Elementary73.6% Black17.5% White6% Hispanic or Latino 2.4% Asian59% - Economically Disadvantaged 5.6% - English Learner7.8% - Students with Disabilities1,529Shelby County Schools has recently made the decision to close Carnes Elementary School, a school that has traditionally served the students living in and around the Medical District. Recent enrollment figures show 223 students attending Carnes Elementary School. The students currently attending Carnes Elementary School will be rezoned to Downtown and Bruce Elementary, as shown in Figure 1.2(a)(2):63Figure 1.2(a)(3) – Carnes Students Rezoning Proposal for 2017-1864Students currently living in the Medical District are zoned to middle schools as shown below.63 Carnes Elementary School: Impact Report. Rep. Memphis: Shelby County Schools, 2017. Print.64 Ibid.Figure 1.2(a)(4) – Middle School Zones from the Medical District65The following chart shows the demographics of middle schools surrounding the Medical District area.Figure 1.2(a)(5) – Medical District Student DemographicsSchoolStudent DemographicsHigh-Needs Populations inTotal Student Population inBooker T. Washington99.7% Black98.8% - Economically Disadvantaged 23.2% - Students with Disabilities583Humes Preparatory Academy98.3% Black94.4% - Economically Disadvantaged 19.9% - Students with Disabilities408Memphis Academy of Science and Engineering97.7% Black64% - Economically Disadvantaged 10.8% - Students with Disabilities389Rationale for the Medical District Believe Memphis Academy weighed a number of factors when determining the Medical District as its target location. These factors included: accessibility and proximity to several high needs areas; lack of accessible, high-quality options; closure of current neighborhood schools; existence of community organizations that could partner with us; and availability of college-preparatory high school with whom we could partner for our graduates.Figure 1.2(b)(1) – Medical District Location ConsiderationConsiderationAlignment to Medical DistrictProximity: High Need AreasThe 38105 zip code of the Medical District is the second poorest zip code in our city.66 It is also surrounded by other high-poverty zip codes: 38126 and 38107.67Lack of High- Quality OptionsAs shown by the achievement data of surrounding schools in the area, including charter schools, there are not high-performing public schools near the Medical District. While this district has all the potential to become a vibrant community, a65 "SCS Middle Attendance Zone Map 2016-2017." Shelby County Schools, Web. 18 Feb. 2017.< "Data Points: Poverty Rates by Zip Codes." Smart City Memphis. N.p., 27 Mar. 2015. Web. 31 Mar. 2017.< Ibid.recent survey of residents, employees, and students living and working in the district showed that 62% of those surveyed had negative views of current public educational options in the district and approximately 22% were neutral or had no opinion on education options in and around the District.68 The same survey found that about 26% of Medical District parents want to enroll their student in a charter school or private school in the downtown, midtown, or Medical District area.69School ClosuresIn addition to low high-quality options, the identified neighborhoods have experienced school closures and turn-over of leadership – namely: Carnes and Klondike elementary schools are set to close at the end of the 2016-17 school year and Humes Prep will be under new leadership. This reason compelled us to specifically target the 38105 and 38107 zip munity PartnersAs a charter school looking to close the achievement gap, there are a myriad of needs we are not equipped to serve. We recognize need to partner with outside organizations who can support our students in various capacities of healthcare, nutrition, housing, etc. We have found partners in the Medical District including Medical District Collaborative, Neighborhood Christian Center, churches and community organizations willing and enthusiastic about partnering with us. Specific names of these local organizations are listed in Section 1.11 of this application.College- Preparatory High SchoolsIn addition to high-quality district options like Central High School, Middle College High School, and the newly converted East High School, three charter high schools are proposed to open within the downtown/midtown area: Crosstown High School, Artesian Charter School, and Gateway University Charter School. These schools, we believe, will provide students with strong college-preparatory high school options.The SCS Destination 2025 priority of ensuring 90 percent of high school students graduate high school on time and 100 percent of graduates enroll in a post-secondary opportunity directly aligns to Believe Memphis Academy’s priority of ensuring students in middle school are prepared to excel in high school and thrive in college.70 We believe that partnering with these college-preparatory high schools will help us to achieve these goals.Academic Performance of Schools Within and Around the Medical District Figure 1.2(c)(1) shows the most recent academic achievement data as well as recent demographic and student population data of the schools serving students within the Medical District.Figure 1.2(c)(1) – Elementary Schools Around the Medical District 2014-1571School% Proficient/ AdvancedBruce Elementary34.7% in math22.2% in RLA37.2% in scienceCarnes Elementary42.7% in math21% in RLA37.8% in scienceDowntown Elementary65% in math56.1% RLA68 Perceptions of Early-Childhood and Primary Education in the Memphis Medical District. Rep. Memphis: Hyphen Market Solutions, 2016. Print.69 Ibid.70 Shelby County Schools. Destination 2025: 2015 Shelby County Schools Annual Report. . Web. 5 Sept. 2016.71 "State Report Card." - . Web. 04 Sept. 2016.76.8% in scienceKlondike Preparatory Academy25.2% in math9.9% in RLA14.5% in scienceLaRose Elementary23.5% in math12.6% in RLA16.7% in scienceSnowden Elementary50.6% in math44.7% in RLA49.8% in scienceThe achievement data of Humes Preparatory Academy and Booker T. Washington, for which the predominant number of residents in the Medical District are zoned, as well as those of current surrounding charter school options, are shown in Figure 1.2(c)(2) below.Figure 1.2(c)(2) – Middle School Demographic and Achievement Data - The Medical District 2014-1572School% Proficient/AdvancedBooker T. Washington8.9% in math5.9% in RLA11.8% in scienceHumes Preparatory Academy17.1% in math16% in RLA29.6% in scienceMemphis Academy of Science and Engineering22.6% in math23.9% in RLA32.6% in scienceThe achievement data of these schools shows that too many students are not proficient on grade-level standards, and not meeting the standards of our District and State. The data is particularly troubling when comparing the achievement of schools like Downtown Elementary School and Snowden Elementary School in comparison to the others. Both schools show significantly lower economically disadvantaged student percentages, and those are the only schools in the surrounding area with somewhat substantial white populations. The data show that demographics are a strong predictor of achievement. This disparity reveals that there is a great need for innovative approaches specifically designed to achieve significantly different results, specifically for students living in poverty and students of color. Based on the design of schools that have proven that demographics need not determine destiny, Believe Memphis Academy seeks to provide a grades 4 through 8 school that will ensure students are on a drastically different path by 8th grade than what is evident currently in and around the Medical District.Target Population of Students As a public charter school, Believe Memphis Academy is committed to serving all learners regardless of race, family income, zip code, previous achievement, learning disability, or English language proficiency. We will provide all students with an excellent educational foundation that prepares them for high school, college, and life. We have targeted the Medical District and its surrounding area, specifically, because we seek to educate students who currently lack high quality options as evidenced by persistently low achievement in existing schools.72 "State Report Card." - . Web. 04 Sept. 2016.We have designed our model with the intention of serving a majority black and low-income student population. We target students in this demographic because this student demographic has been the most underserved within our district by academic achievement data and simultaneously make up the largest percentage of students in our district. To ensure we gain different results than those shown in our district historically, we will implement our Fryer’s five (5) tenets of high-achieving schools that serve high-poverty student populations:Extended learning time – longer school day and extended school yearHuman capital – leadership and teachers with track record of success; continued development of those professionalsHigh-dosage tutoring – all students, not just students who were behind, received tutoring, with extra tutoring for those who were significantly behindData-driven instruction – regular interim assessments and individual goal setting with studentsCulture of high expectations – strict dress codes, contracts with families, and additional expectations for adultsThese practices can be seen throughout our Mission, principles of design, and core components.Figure 1.2 (d)- Our Mission, Principles of Design, and Core ComponentsMissionBelieve Memphis Academy prepares scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.Principles of DesignAcademic RigorAn excellent education is built, above all, by high- quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Robust SupportsClear structures and systems build the culture for high- quality instruction and individualized student supports.Strong, detail-oriented operations pave the way for high-quality instruction and a focus on students’ needs.Leadership DevelopmentA growth mindset supports student academic outcomes and leadership development, and allows all children to succeed.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.Core ComponentsUnique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in Middle Academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryThe practices identified in our design have proven by the Fryer study, the CREDO report, and by the achievement data of schools like Nashville Prep, Liberty Collegiate, Brooke Charter Schools, ExcelAcademy, North Star Academy, and Democracy Prep to effectively eliminate achievement gaps and prove that all students can learn at high levels when given an excellent education.The Believe Memphis Academy Advantage Given the historic underperformance of students within our target population, Believe Memphis Academy has specifically designed a grades 4 through 8 school model that ensures students are prepared to enter and excel in competitive high school and college programs. Our Lower Academy (grades 4 and 5) is committed to literacy instruction, where we have built in four hours of literacy instruction daily, including having science and social studies content built-in to the daily literacy instruction. The four hours will be utilized as shown in Figure 1.2(e).Figure 1.2(e) – Lower Academy Literacy PlanBlockDescriptionCore LiteracyGrade-level, standards-aligned reading/language arts lessons centered on rich texts.Habits of character, aligned to our leadership development focus, built-in to text study.Lessons derived from curriculum identified by HOS, DCI, and/or AD. These lessons will be internalized by teachers where teachers are responsible for identifying student- misconceptions, script out questions to check for understanding, and develop exemplar answers to key parts of the lesson.Literacy LabAn additional language and learning block with multiple components of grammar and mechanics, reading and writing fluency, independent reading, and vocabulary development; this block will include blended learning components where students work on the specific skills they need extra practice with through online learning programs on Chromebooks. Literacy, Humanities, and intervention teachers use this time for small group and individual student interventions, for students who need more targeted instruction. These groups are developed based on the data from recurring assessments.Literature CirclesDuring this block, every teacher in Lower Academy becomes a reading teacher where each teacher works with differentiated groups of students, utilizing Close Reading strategies to deeply dive into texts of different genres.Close Reading is a strategy of teaching students to closely analyze and understand different genres of texts, with the intent of students being able to pull out the main idea and purpose of a short text using genre-based thinking jobs (GBTJ). The GBTJs are shown below:Fiction Thinking JobsWho are the characters?What is the conflict?What was the resolution?What lesson(s) can be learned? Informational Text Thinking JobsWhat is this text teaching me about this topic?What is the author’s point of view? BiographyWhat was their impact/key accomplishments?Why does their impact matter? Poetry Thinking JobsWhat is the literal meaning?What is the deeper meaning?Using these thinking jobs students will complete textual analysis that is contextualized, supported with evidence, and captures the deepest level of meaning from a given text.Social Studies/ ScienceStudents will explore science and social studies content through non-fiction texts and writing responses embedded in each unit. The science and social studies content will be derived from the state academic standards for each grade level, and teachers will work with HOS and/or DCI/AD to identify texts that are aligned to these standards and ensure literacy skills like Close Reading are utilized in these blocks.In the Middle Academy (grades 6 through 8), students will participate in a robust high school and college- preparatory academic program that includes two hours of literacy and math instruction, daily science, social studies, and foreign language.The first hour of each math and literacy block will be spent on grade-level material built on high quality curriculum determined by the Head of School (“HOS”), Director of Curriculum and Instruction (“DCI”), or Academy Director (“AD”). Teachers will be responsible for identifying student-misconceptions, scripting out questions to check for understanding, and developing exemplar student responses. These preparations will be captured using Believe Memphis Academy’s Intellectual Preparation Documents, that will be submitted to the HOS/DCI/AD on a weekly basis, and teachers will receive targeted feedback on their lesson preparation to ensure teachers are consistently improving their instructional capacity.Believe Memphis Academy’s Middle Academy program requires every student to take a foreign language each of the three years in grades 6 through 8. This intentional decision was made because of a recent report that revealed about a third of Tennessee high school seniors lacked the necessary credits for their diploma.73 The most common missing credit was foreign language.74 To ensure our students leave Believe Memphis Academy fully prepared for rigorous college preparatory high schools, we will require every student to have had three years of foreign language as part of their core studies.Enrollment Summary and Anticipated Demographics Figure 1.2(f) – Projected Enrollment of Believe Memphis AcademyGrade LevelNumber of StudentsYear 12018-19Year 22019-20Year 32020-21Year 42021-22Year 52022-23At Capacity 2023-24K123460909090909056060909090906606090909076060909086060909101112TOTAL12021030039042045073 Farmer, Blake. "Tennessee Says A Third Of Its High School Graduates Didn't Meet Requirements." NPR. NPR, 11 Feb. 2017. Web. 19 Feb. 2017.74 Ibid.Figure 1.2(f) (2) – Projected Demographics of Believe Memphis Academy75RacePercentageIdentified CategoryPercentageAfrican American93%Economically Disadvantaged89%Hispanic4%Special Needs13%White2%English learners4%Other1%If actual demographics are different, particularly around students with disabilities or English learner students, we will adjust our budget and staffing ensure we accommodate every student at Believe Memphis Academy.Academic Focus and PlanAcademic Focus We have designed a rigorous academic program that prepares students to enter and excel in college- preparatory high schools and selective colleges. To do that, we have made purposeful choices in our design to define the non-negotiable academic outcomes of our students. The full academic goals can be found in Section 1.4(a). The design elements are outlined below:Unique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in Middle Academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryOutline of Academic Plan Curriculum and MaterialsThe design of our curriculum and instruction will support our mission through implementing the best practices of the highest performing schools and adapting research-based pedagogical approaches to engaging instruction for our grades 4 through 8 students. The three major components of our academic plan are: rigorous curriculum, high-quality instruction, and targeted instruction and intervention for all students.Our approach to designing curriculum is founded on the work of Grant Wiggins and Jay McTighe in Understanding by Design.76 Wiggins and McTighe explain that in order to create effective scope and sequences, unit plans, and daily objectives, educators should first define the outcomes we expect from students at the end of a unit or the end of the year.77 To this end, the HOS78 of Believe Memphis Academy will oversee the selection, adaptation, and creation of the Believe Memphis Academy curriculum by first75 Anticipated demographics of each category were drawn as an average of surrounding schools of the Medical District.76 Wiggins, Grant P., McTighe, Jay. Understanding by Design. 2nd ed., ASCD Book, 2005.77 Ibid.78 The proposed Head of School, Danny Song, has gained proficiency working with both Common Core and Tennessee-aligned state academic standards through his seven years of working in Tennessee public schools, teaching grades 5, 8, and 11 Reading/ Language Arts, and grades 3,4,6, &7 math, yielding consistently high achievement results. Every year of his teaching career, Mr. Song developed his own curriculum for students by backwards mapping from State Standards and State Standardized Assessments.identifying a curriculum that is aligned to the standards and standardized assessments of Tennessee. The priorities for identifying curriculum are as follows: alignment to standards and rigorous assessments, availability of materials for use in classrooms, ad adaptability of curriculum to fit our instructional model.Once the HOS has selected the curriculum, he will examine the proposed scope and sequence (S&S) of the curriculum. The S&S will set out, at a high level, which standards and skills will be taught at what points throughout the school year. The HOS will adjust the S&S as needed to fit our academic calendar and instructional priorities. One addition the HOS will make to the S&S is to align the different S&S of each content (science, social studies, math, and literacy) in such a way that social studies and science content will closely align with literacy and math skills, knowledge, and understandings. For example, as 4th grade social studies curriculum covers the history of America up to 1850,79 the reading novels, non-fiction texts, poems and short stories will be anchored by texts written about or during those time periods.Once the S&S has been set, the HOS will create the internal assessments which will be administered at the end of each trimester. All internal assessments will reflect the standards and rigor required by both the Common Core and Tennessee State Standards and will be based on the rigorous PARCC and TNReady exams. In the initial years of the school, the HOS will manage the curriculum selection and implementation for all grades and subjects. In year 3 of our operation, the school will hire a DCI who will work alongside the Head of School in this process. The internal assessments will be informed by studying the assessment materials of the highest performing charter schools and networks throughout the country such as Nashville Prep and Liberty Collegiate Academy in Nashville, TN, Brooke Charter Schools and Excel Academy in Boston, MA, Democracy Prep in New York, NY, and North Star Academy in Newark, NJ.The internal assessments will drive the rigor of unit assessments and unit plans. Teachers will be provided daily lesson materials from the selected curriculum. Teachers will be responsible for working closely with the HOS or DCI to adapt lesson materials as needed for their students and to meet the rigor of the internal assessments.In concert with our internally created assessments, Believe Memphis Academy will contract NWEA Measures of Academic Progress (MAP) assessments, which are also used throughout Shelby County Schools. The MAP assessment will be a valuable benchmark in assessing the growth of our students on a nationally-normed scale. Finally, based on the principles of Understanding by Design, our academic expectations for each grade will prepare students for the outcomes we expect of them in high school: success on the ACT and AP Exams. A study from Education Reform Now found that in 2015, 72% of high school seniors across our country did not meet college readiness benchmarks on the ACT.80 Furthermore, the same study found that students who must take remedial courses in college, in addition to the added cost and time expended toward classes that do not contribute to a degree, are 74% more likely to not graduate from college.81 In Memphis, the 2015 ACT average composite score was a 16.9,82 far below the college readiness benchmark of 21. Our students must enter college ready for entry level courses without the need for remediation. Additionally, to be competitive with students nationally, they must enter college with college credit already earned through AP courses in high school. For students to be prepared for this level of rigor in high school, we must align our curriculum to that end in middle school.79 "Education Mission." Department of Education Home - . Web. 31 Mar. 2017. < Barry, Mary N., Dannenberg, Michael. “Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability.” Education Reform Now. Education Post. Apr. 2016.81 Ibid.82 "State Report Card." - . Web. 04 Sept. 2016.Instructional MethodsAs with curriculum, the instructional methods and pedagogical practices of Believe Memphis Academy are heavily influenced by the methods and practices of the highest performing schools nationwide. The common framework utilized by these schools are the techniques and taxonomies outlined in Teach Like a Champion 2.0.83 Nine core techniques will be adopted throughout the school to build high academic and behavioral expectations as well as cultivate a community of trust within each classroom and throughout the school. Of those nine, we will focus on Cold Call, Radar, What to Do, Strong Voice, and Warm/Strict during our Summer Professional Development.Figure 1.3(b)(1) – Techniques Identified by Teach Like a Champion 2.084TechniqueCategoryDescriptionImpact for StudentsWithout ApologyHigh Academic ExpectationsEmbrace – rather than apologize for – rigorous content, academic challenge, and the hard work of studentship.Students are empowered through rigor.Cold CallHigh Academic ExpectationsCall on students regardless of whether they’ve raised their hands.Students are constantly accountable to academic engagement.Culture of ErrorHigh Academic ExpectationsCreate an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them.Students feel safe to take academic risks which allows for honest discourse around misunderstandings.RadarHigh Behavioral ExpectationsPrevent nonproductive behavior by developing the teacher’s ability to see it when it happens and by subtly reminding students that you are looking.Every student is seen and noticed in the classroom, demonstrating respect for each student.What to DoHigh Behavioral ExpectationsSpecific, concrete, sequential, and observable directions tell students what to do.When students know the expectations, they are more likely to meet them.Strong VoiceHigh Behavioral ExpectationsAffirm the teacher’s authority through intentional verbal and nonverbal habits, especially at moments when the teacher needs control.Students feel safe in a structured environment where the teacher is clearly in control.Warm/StrictBuilding Community & TrustBoth warm and strict at the same time to send a message of high expectations, caring, and respect.Students know the teacher is strict because he/she cares.Joy FactorBuilding Community & TrustCelebrate the work of learning as you go.Allows students to see success, which is the greatest motivator for hard work.Positive FramingBuilding Community & TrustGuide students to do better work while motivating and inspiring them by using a positive tone to deliverStudents are empowered and intrinsically motivated83 Lemov, Doug. Teach Like a Champion 2.0. Jossey-Bass, A Wiley Brand, 2015.84 Ibid.constructive feedback.to succeed.Instructional planning and execution as observed in the highest performing schools, place the cognitive lift of the lesson on the students. Through effective questioning and targeted activities, students will make conjectures on their own that they will test against prior knowledge and understanding. Classes will be rich with student voice and discussion where students will enthusiastically and respectfully build upon one another’s ideas and disagree using evidence or knowledge of rules. The teacher will interject thoughts or observations to push student thinking verbally and in writing.To deliver the highest quality rigorous instruction, the teacher must intellectually prepare following the backwards planning model of curriculum design. The teacher will plan their lesson by starting with designing the exit ticket. Once they have identified the specific output expected from students, they will craft a lesson with 5 main components identified below in Figure 1.3(c)(2).Figure 1.3(b)(2) – The Lesson ComponentsLesson ComponentStudent ParticipationTeacher ActionsActivatorStudents access prior knowledge or practice a pre- requisite skill required to master new skill/knowledge/ understanding.Teacher is circulating with a pen and clipboard. The clipboard has exemplar answers and scaffolded questions so teachers can probe and push student thinking.Teacher identifies work used for class debrief.Mini-LessonStudents are building on prior knowledge or understanding to apply to greater, more complex skills, knowledge or understandings.Students are starting to make conjectures on how new rules may be applied or discovered.Teacher leads class to arrive at new understanding through effective, sequential questioning, reading, or problem-solving.Teacher uses open ended questioning such as “tell me more,” “prove it,” “show me,” “why?”, “how do you know?”, and “explain that, please.”Teacher has very specific conclusions students should draw and teacher is using careful probing to lead class to said conclusions.Teacher is taking note of who is demonstrating understanding, who is not.ProcessingStudents discuss their new understanding and connect it to prior knowledge, make conjectures as to rules that may always be true, or discuss confusing wonderingsTeacher leads discussion and highlights strong moments of the lesson as well as students who were demonstrating core values of school. Teacher is ensuring students are using positive habits of discussion.Teacher targets questions towards those she noticed were not demonstrating understanding during the mini-lesson.Teacher, again, takes notes on who is demonstrating understanding and who is not.Application/ InterventionStudents engage in practice, centers-based extensions, or are given anTeacher spends first few minutes circulating with a clipboard and pen. The clipboard has exemplar answers of work so she can probeindependent/collaborative task to solidify their learning.and push students to higher levels of thinking or more effective/efficient strategies.Teacher targets students whom she did not observe demonstrate mastery.Teacher pulls students who are struggling the most into a small group for further intervention.AssessmentStudents take a short assessment called an “exit ticket” for teacher to get final gauge on class’ understanding of the objective.Teacher is circulating this time, not to verbally probe, but to take notes now on student work so that she can examine further later while grading exit tickets.Targeted Instruction and InterventionThe second component of our mission is robust supports. While we have ambitious and rigorous goals, we know that given the current achievement data across our district, particularly within our target student population, supports to reach those goals is mission-critical. We have built into our daily schedule for Lower Academy, where we will get the highest influx of new students, and where we anticipate students will enter farthest behind, 190 minutes of targeted instruction time that teachers can use for remediation, tutoring, or enrichment. While the specifics of this time will be further discussed in Section 1.8(c) where we explain our daily schedule, the overview is that targeted instruction will happen during these four times within the day:Math Lab (55 minutes) – blended learning time when students are working with adaptive and individualized online learning programs and teachers pull students for targeted instructionLiteracy Lab (55 minutes) – blended learning with literacy rotations: independent reading, guided reading, vocabulary/phonics, individualized online adaptive programs, targeted instruction timeLiteracy Circle (45 minutes) – close reading where students get small group instruction on shorter texts and excerpts of different genres to develop the skills of identifying the main idea and expressing it through writing and speakingTutoring/Tutoring (35 minutes) – blended learning time with homework assistance and targeted instruction timeCharacteristics of Academic Plan Our academic plan is grounded in the unwavering belief that, first and foremost, all students – regardless of race, family income, zip code, previous academic achievement, learning disability, or English language proficiency – can learn at incredibly high levels when given the proper structures and supports for them to access high quality instruction.Our academic model, and our school design, is predicated on the following principles of design:An excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Clear structures and systems build the culture for high-quality instruction and individualized student supports.Strong, detail-oriented operations pave the way for high-quality instruction and a focus on students’ needs.A growth mindset supports student academic outcomes and leadership development, and allows all children to succeed.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.These principles were taken, then, to establish our components of design:Unique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in Middle Academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryOur 4th through 8th grade model was intentionally crafted to ensure that every student, by the time they complete 8th grade, has been exposed to and succeeded with a rigorous curriculum and given the supports necessary to then enter and excel in a college-preparatory high school that will continue them on the path toward college matriculation and graduation.Most recently, 6.8% of Shelby County Schools students taking the Algebra I EOC assessment demonstrated proficiency.85 To ensure our students have every competitive advantage entering the most elite high school programs in our city, all our students will take Algebra I in 8th grade. To prepare our students for this ambitious goal, we will have two hours of daily math instruction in grades 4 through 8. Our extended school day allows for additional hours focused on the critical subjects of reading and math, while still allowing for students to receive high-quality instruction in social studies, science, and participate in an enrichment like Physical Education in our Lower Academy and foreign language in our Middle Academy.The most urgent need for students in our district, as outlined by SCS in its charter application supplement, is literacy proficiency for students in grades 3 through 8. In 2015, 32.6% of students scored proficient or advanced on the state 3-8 Reading Language assessment.86 Our model of grades 4 through 8 addresses this need with a commitment to literacy instruction in grades 4 and 5 and an extension of literacy instruction in grades 6 through 8. In grades 4 and 5, as outlined in Section 1.2(e), students receive 210 minutes of literacy instruction, and receive 110 minutes of math instruction in grades 6 through 8. In grades 6 through 8 students also receive daily instruction in social studies, science, and a foreign language.The principles of the Universal Design for Learning will be embedded into our curriculum, specifically outlining best practices for educating students with learning differences or exceptionalities.87 In understanding the diverse learning needs of our students, we have built in to our day designated times for targeted intervention, tutoring, and enrichment. In the Lower Academy, students receive 190 minutes of daily targeted instruction and intervention which includes a rotation of technology assisted blended learning programs and small group or individualized tutoring with a teacher. Our Middle Academy maintains this focus with 145 daily minutes of targeted instruction and intervention.85 Tatter, Grace. "UPDATED: Urban districts score below statewide averages on new TNReady tests, with some bright spots." Chalkbeat. Chalkbeat Tennessee, 13 Dec. 2016. Web. 20 Feb. 2017.< some-bright-spots/>.86 "State Report Card." - . Web. 04 Sept. 2016.87 "Home." National Center On Universal Design for Learning. Web. 27 Feb. 2017. < final and perhaps most critical component of our academic plan is based on our second principle of design: Quality instruction is designed by proven best practices and measured by student achievement. With this principle in mind, we have designed a robust and intensive teacher development model that is focused on content mastery for students. Our teachers, before they even begin the school year, will spend three weeks in professional development where they will master and internalize skills around classroom management, aligning on our routines and procedures. The most critical component of the summer professional development, however, is to establish the framework and structure around the ongoing development teachers will receive to become masters of their content and pedagogy.Throughout the year, teachers will meet with the HOS, DCI, or AD once per week for a coaching meeting that will last at least 55 minutes. These coaching meetings will be heavily practice-based where the manager will lead the teacher through practice in executing a component of their lesson that the teacher will incorporate the remainder of that week and moving forward. The structure of these weekly meetings will follow the model developed by Uncommon Schools and adopted throughout the highest performing charter schools across the country.Figure 1.3(c)(1) – Six Steps to Effective Feedback88Prepare During observationPrepare—During ObservationVideotape while you observe: mark time stamps in your six steps planning templatePlan your feedback while observing: fill out the six steps planning templateRe-watch video once to tighten probing question and practiceHave teacher’s upcoming lesson plans ready for planning aheadStep 1 Praise 1-2 minPraise—Narrate the positive:“We set a goal last week ofand I noticed how you [met goal] by [state concrete positive actions teacher took.].”“What made that successful? What was the impact of [that positive action]?”Step 2 Probe 2-6 minProbe – Check for Understanding:“What is the purpose of[concise action step/taxonomy topic]? What impact does that have on your instruction?”“What was your objective/goal for[the activity, the lesson]? What did the students have to do to meet this goal/objective?“Let’s look at your upcoming assessment and the questions measuring your objective. What will students need to be able to do to answer these correctly?”Analyze the gap:“What is the gap between [your goal/purpose] and [your activity/your in-class quiz/your independent practice] today?”“What was the challenge in implementing this effectively?”Show a classroom video of the moment in class that clearly demonstrates the problem: “What are the students doing? What are you doing?”Present classroom evidence: “Do you remember what happened in class when _?” [Teacher then IDs what happened; leader provides data if teacher cannot] “What effect did that have on the class/learning?”Close the gap (present a model, watch an exemplar, debrief real-time feedback):Show video of effective teaching: “What do you notice about how the teacher did ? How is this different than what you did in class?”88 Designed by Uncommon Schools.Model it for the teacher: “What did you notice about how I just did [this action] compared to how you did it in class today?”Intervention in class: “When I intervened, what did I do? What was the impact of the intervention?”Step 3 Action Step 1 minAction Step- high-leverage, measurable, bite-sizedChoose an action step that is linked to the teacher’s PD goals. “In keeping with our goal of, the next thing we want to do is…”State clearly and concisely the bite-size action step that is the highest lever.Have teacher restate the action step; then write it downStep 4Plan Ahead As much time as remainsPlan Ahead—Design/revise upcoming lesson plans to implement this action:“Where would be a good place to implement this in your upcoming lessons?”“What are all the actions you need to take/want to see in the students?”Script the language and actions to be taken—have lesson plans and/or a template ready for the teacher to fill in.Plan before you practice: keep probing to make the plan more precise and more detailed“Now that you’ve made your initial plan, what will do you if [state student behavior/response that will be challenging]?If teacher needs extra development: Model for the teacher first, then debrief. “What do you notice about how I did that?”Step 5 Practice As much time as remainsPractice—Role play how to implement action step in current or future lessons:Round 1— “Let’s Practice” or “Let’s take it live.”[When applicable] Stand up/move around classroom to simulate the feeling of classPause the role play at the point of error to give immediate feedbackRepeat until the practice is successful. CFU: “What made this successful?”Round 2—add complexity (if mastering it):[Once successful in Round 1]: “Let’s try that again. This time I will be [student x who is slightly more challenging].”Step 6 Follow-up 1-3 minSet Timeline for Follow-up:“When would be best time to observe your implementation of this?” OR “When I review your plans, I’ll look for this modification.”Newer teacher: “I’ll come in tomorrow and look for this technique.”Set dates for all the following—both teacher and leader write them down:CompletedMaterials:whenteacherwillcompleterevisedlesson plan/materials.Leader Observation: when you’ll observe the teacher(When valuable) Teacher Observes Master Teacher: when they’ll observe master teacher in classroom or via video implementing the action step(When valuable) Self-Video: when you’ll tape teacher to debrief in future meetingIn addition to weekly coaching meetings, teachers will have planning meetings that are held at the beginning of each unit. Before the start of a unit, teachers will meet with HOS, DCI, or AD to establish a clear vision for each unit. This vision should include identifying the progression of objectives students will need to reach mastery. It should also include concepts, misconceptions, and key points that will drive instruction throughout the course of the unit. The HOS/DCI/AD, as they observe classrooms will be looking for these components and will coach the teacher’s execution of these components.Research-Based Practices Carter, in his study of high-achieving, high-poverty schools, says that improving quality of instruction is the only way to improve student achievement.89 Quality instruction is delivered through two inputs: rigorous curriculum and teacher development.The research of our curriculum selection is based on proven curricula that are aligned to rigorous standards and state assessments. To support the selection of our curriculum, the proposed HOS has studied the curricula being used at the highest performing charters across the country and have adopted the same approach to curriculum development and implementation that is being used in these schools. These schools follow the practices of Understanding by Design.90 In addition to the network of BES, the HOS has directly talked with curriculum professionals from Open Up Resources to vet and select research- based, standards-aligned curriculum.91 Our teacher development model, like our curriculum, is based on the practices of high-achieving schools.92 The second tenet of the Fryer study of high-poverty, high achieving schools is human capital in selecting the right individuals and then continuously developing those individuals.93 “One of the most important components of achievement-increasing charter schools is the feedback given to teachers by supervisors on the quality of their instruction.”94 The feedback was delivered in a myriad of ways, and always followed explicit trainings around classroom management, lesson planning, differentiation, and student engagement.95 Finally, the third component of our research- based academic focus is targeted intervention and instruction. As outlined in several sections of this application, we have built-in to the day, specific times for tutoring, remediation, and enrichment to occur in alignment with research-based best practices of high-achieving schools. Tenet 3 of the Fryer study is high-dosage tutoring. The study describes the ideal way to provide differentiation for students to increase the school day by two hours and use the additional time to provide tutoring in math and reading for students in all grade levels.96 That is exactly how we have structured our school day.Our school day is two (2) hours longer than the minimum required school day as mandated by the state. The extra time is focused on math and literacy, with the bulk of the time designated for targeted instruction and intervention for all students. The Fryer study found that students in low-achieving schools should assume all students in the school could benefit from tutoring “either to remediate deficiencies in students’ math skills or to provide acceleration for students already performing at or above grade level.”97 The secondary advantage of making tutoring available to all is that it removed the stigma that could be attached to it and developed a culture where all students need and benefit from tutoring.98Curriculum and Learning Environment The curriculum of Believe Memphis Academy will be reviewed and revised each academic year per best practices based on leading research and the evolution of state academic standards. Initially, Believe89 Carter, Samuel Casey. No excuses: lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation, 2001. Print.90 Wiggins, Grant P., McTighe, Jay. Understanding by Design. 2nd ed., ASCD Book, 2005.91 "Home." Open Up Resources. Web. 31 Mar. 2017.92 Carter, Samuel Casey. No excuses: lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation, 2001. Print.93 Fryer, Roland G., Jr. Injecting Charter School Best Practices into Traditional Public Schools; Evidence from Field Experiments. Rep.: Harvard Univeristy, 2014. Print.94 Ibid.95 Ibid.96 Ibid.97 Ibid.98 Ibid.Memphis Academy is working with Open-Up Resources99 to identify the highest quality, research-based, and standards aligned curricula for our students. The leading curricula to be considered at this point are EL Education100 for our literacy curriculum and Eureka Math101 for our grades 4 and 5 math curriculum and Illustrative Mathematics102 for our grades 6 through 8 math curricula. Both curricula are free, open- source resources that have been adopted by schools across the country. Both curricula take a constructivist approach to instruction, which lead students through preconceptions, values the use of logic, and is rich with class-based discussion that does not allow students to opt out of the learning process.Teachers will be responsible for internalizing the curricula and adapting as necessary for their students. Teachers will submit their intellectual preparation documents, which must include key points, check for understanding questions, exemplar student answers, and anticipated student errors. The Head of School or Dean of Curriculum and Instruction will review these intellectual preparation documents and provide weekly feedback to teachers, as well as observe the teachers execute each lesson.Each cohort will have 30 students per class. Classroom instruction will be executed by the teachers in the classroom, which includes the teacher planning meaningful questions and activities that allow students to actively participate in sharing misconceptions, identifying efficient and reliable solutions, and learning from mistakes. Teachers will receive weekly coaching on instructional methods and execution, as well as weekly professional development on content internalization and management strategies.Our school includes a Lower Academy and Middle Academy structure. Our Lower Academy focuses intensely on literacy development, so that by the time students enter 6th grade, they can take texts and distill main ideas and write and speak about them, using textual evidence. Once this key skill is internalized, students in the Middle Academy branch out into more complex disciplines of study with separate social studies and science blocks, and gain the added challenge of a foreign language.Instructional Goals and Methods Our instructional goals are grounded in the achievement of our scholars and the health of our organization:Goal 1: Students will be proficient in English Language Arts. Goal 2: Students will be proficient in Mathematics.Goal 3: Students will be proficient in Science.Goal 4: Students will be proficient in Social Studies.Goal 5: The School will demonstrate fiduciary and financial responsibility.Goal 6: The School will be fully enrolled, with high levels of daily attendance and student retention. Goal 7: Families will demonstrate satisfaction with the academic program and communication.Goal 8: The Board of Directors will provide effective and sound oversight of the school.Goals 1 through 4 identify the academic goals toward which we will drive. Goals 5 through 8 identify the organizational goals needed to inform and underpin that academic success. With these goals in mind, our instructional goals are to ensure that every student is prepared and supported in meeting these goals.We created the structure for this work by our components of design:99 "Home." Open Up Resources. Web. 23 Feb. 2017. < "EL Education." EL. Web. 23 Feb. 2017. < "Great Minds - Eureka Basic Curriculum." Great Minds - Eureka Basic Curriculum. Web. 23 Feb. 2017.< "Illustrative Mathematics." Illustrative Mathematics. Web. 23 Feb. 2017.< 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in Middle Academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryWe give additional time to the most critical subjects of math and literacy, with a heavy focus on literacy, particularly in our Lower Academy. With these structures, it is our goal that by 8th grade, our students demonstrate proficiency on the Algebra I EOC, read on or above grade level, and are proficient in science and social studies content to be fully prepared to enter and excel in a college preparatory high school. We define a college preparatory high school as a school that would offer AP or dual-enrollment classes so that our students can earn college credit courses during their high school careers. We require all our students to take Algebra I in 8th grade so that when they enter high school, they are on a path to take AP Calculus by senior year. We require our students to read on grade level by the time they leave 8th grade so that they can take AP English to earn college level credit by the time that graduate high school. We require our students to be proficient in science and social studies, because we expect students to take at least one (1) AP history and AP science (biology, chemistry, or physics) in high school. First-year college students taking remedial courses are 74% more likely to drop out than peers, and that those who do graduate take nearly 1 year longer.103 We want to ensure that our students enter college not only ready to take freshman level courses, but with a semester of college credits already in their possession so they begin college ahead of their peers, not behind.Our benchmark toward these goals are as follows:All students grow an average of at least 1.5 grade levels each year in reading and in math in grades 4 through 8, until they are reading on or above grade level. When students reach grade level proficiency, it is our expectation that students still grow an average of at least 1.2 grade levels each year. We have set this goal so that we ensure we support and accelerate the growth of all students. Grade level growth will be measured by MAP scores and nationally normed reading assessments.As more detailed in Section 1.4(e), our promotion requirements are set such that students must demonstrate mastery of a grade level before being promoted to the next grade. We do not promote socially. We promote based on academic readiness demonstrated by assessments aligned to state academic standards.In addition to the above benchmarks, the benchmarks used to measure success of Believe Memphis Academy are outlined in Section 1.4: Academic Performance Standards.Alignment with Student Population Believe Memphis Academy exists to ensure every child who enters our school building is given an excellent education. We have designed the three components of our academic plan – rigorous curriculum, high- quality instruction, and targeted instruction and intervention based on practices proven to work for specifically economically disadvantaged students.103 Barry, Mary N, and Michael Dannenberg. Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability. Rep.: Education Reform Now, 2016. Print.The proof is in the results. Through the BES Fellowship, the proposed Head of School has directly studied high-achieving, high-poverty schools. Believe Memphis Academy’s model has been influenced by the work and impact of BES schools Nashville Prep and Liberty Collegiate in Nashville, TN, BES schools Excel Academy Schools and Brooke Charter Schools in Boston, MA, BES school Democracy Prep in New York, NY, and North Star Academy in Newark, NJ. These schools, while serving students in different communities, each serve a high-needs population of predominantly low-income students.Nashville Prep, in its first year of operation, posted achievement results that rivaled Williamson County Schools – the highest performing district in the state.104 In all four subjects their achievement was closer to the achievement of Williams County than that of Davidson County.105 In the 2012-13 school year, 83.5% of students at Nashville Prep were from economically disadvantaged homes, and 13.5% of students had identified learning disabilities, which was higher than Davidson County district which had 12% students with disabilities.106Figure 1.3(d)(1) – 2012-13 Academic Achievement Results of Nashville Prep107SubjectNashville Prep% Proficient/AdvancedDavidson County% Proficient/AdvancedWilliamson County% Proficient/Advanced3-8 Math72.4%42.5%77.3%3-8 RLA71.9%40%83.5%3-8 Science87.8%46.1%91.8%3-8 Social Studies99%76.5%97.9%Liberty Collegiate, in 2015, was named a Reward School for both progress and performance, meaning its students performed in the top 5% of all schools in the state and had the top 5% of growth among all schools in the state.108 Brooke Charter Schools, last year, for the second year in a row, had more African American students score at the highest level of math PARCC than their counterparts in the entire Boston Public School system.109Believe Memphis Academy has adopted the curriculum approach of these schools to replicate for our own. We know the instructional strategies of our model are well-suited for our target community, because we are adopting the innovative practices of schools across the country that are attaining results than what has historically been true of many neighborhoods in Memphis.Alignment with Tennessee Academic Standards The founders of Believe Memphis Academy include a group of educators who have worked directly with Tennessee schools over the last decade. As such, we have closely followed the evolution of Tennessee state standards from our own state standards, to the adoption of Common Core standards, to an adoption of Tennessee Ready standards. We will ensure our academic program is directly aligned to these most current state academic standards.In adherence to the principles of backwards planning, we will begin with the state standards, examine how standards are assessed through state tests, then determine our scope and sequence, unit plans, and daily lesson plans. For any curriculum which we implement, we will use the backward design process, to ensure we use the standards, not the curriculum, to guide our instruction and academic program.104 "State Report Card." - . Web. 04 Sept. 2016.105 Ibid.106 Ibid.107 Ibid.108 "2015 School Accountability." 2015 School Accountability - . Web. 31 Mar. 2017.109 "Achievement." Brooke Charter Schools. N.p., n.d. Web. 31 Mar. 2017.Blended Learning In our daily schedule, we have built in times for targeted instruction through intervention, tutoring, and enrichment. The incorporation of blended learning in these times (math and literacy labs) allow us to differentiate instruction on a broader scale and ensure each student is getting work on his or her level, while freeing up the teacher to pull a small group of students for targeted instruction. Our blended learning model is meant to be supplementary to teacher guided instruction and not a replacement of teacher instruction.A Fall 2016 report by Innovate Public Schools found that while the Bay Area schools, like many regions in the country, face a wide achievement gap between groups of students, there are schools who are effectively closing that gap.110 A network of schools highlighted in this report, Rocketship Education, is using blended learning as a key strategy in their success of closing the achievement gap for its students. One of its schools, Rocketship Discovery, had the highest growth in proficiency rates among low-income Latino students among Bay Area elementary schools.111 Rocketship defines blended learning as “creating a flexible space where teachers leverage tools—tutors, online learning programs and their peers—to engage kids in a truly personalized learning experience.”112 Similarly, Believe Memphis Academy will incorporate blended learning into our literacy and math blocks to allow teachers the flexibility to work directly with small groups of students, while others are getting adaptive and engaging work that targets their specific area of need and growth. The research-based blended learning platforms we will use ST Math and Achieve 3000 and will allow students to work both at their own level and pace.Academic Performance StandardsAcademic Achievement Goals “When you can measure what you are speaking about, and express it in numbers, you know something about it, when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind; it may be the beginning of knowledge, but you have scarcely, in your thoughts advanced to the stage ofscience.” – Lord Kelvin113To measure the impact and progress of Believe Memphis Academy on behalf of our students, we have established ambitious and concrete goals that will serve as standards of accountability. Aligned with the SCS operational scorecard and national charter school best practices, we have established operational and governance-related goals that are necessary to the success of our academic goals.Goal 1: Students will be proficient in English Language Arts.Absolute Measure 1.1: At least 50 percent of all students who attended Believe Memphis Academy for three consecutive years will read on or above grade level as defined by performance on a nationally normed literacy assessment. At least 60 percent will read at or above grade level after their fourth year and at least 80 percent after their fifth parative Measure 1.2: On the Tennessee state assessment for English Language Arts: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the State of Tennessee; students who attended110 "2016 Top Schools." Innovate Schools Reports. Web. 23 Feb. 2017. < Ibid.112 "Blended Learning." Rocketship Education News. Web. 23 Feb. 2017. < Morgan, Jacob. "Lord Kelvin on Measurement." Jacob Morgan., 23 Sept. 2009. Web. 31 Mar. 2017.Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the State of Tennessee.Growth Measure 1.3: Teacher effectiveness rating in English Language Arts, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Growth Measure 1.4: In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Believe Memphis Academy students on the Reading Comprehension section of the NWEA MAP test will average a minimum of five percentiles of growth per year until the average percentile score reaches the 75th percentile.Goal 2: Students will be proficient in Mathematics.Absolute Measure 2.1: The proficiency rate of students taking the Algebra I EOC assessment, who have attended Believe Memphis Academy for the full five years, will match or exceed the proficiency rate of the highest performing district in Tennessee up to 85%.Comparative Measure 2.2: On the Tennessee State assessment for mathematics: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the State of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the State of Tennessee.Growth Measure 2.3: Teacher effectiveness rating in mathematics, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Growth Measure 2.4: In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Believe Memphis Academy students on the Mathematics section of the MAP test will average a minimum of five percentiles of growth per year until the average percentile score reaches the 75th percentile.Goal 3: Students will be proficient in Science.Absolute Measure 3.1: 7th grade students who attended Believe Memphis Academy for four consecutive years will, on average, attain a score on the science section of the ACT Aspire that is in the 60th percentile. 8th grade students who attended Believe Memphis Academy for five consecutive years will, on average, score in the 73rd percentile114 on the science section of the ACT parative Measure 3.2: On the Tennessee State assessment for science: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced114 In 2015, 72 percent of high school graduates taking the ACT did not meet college readiness benchmarks across the disciplines of math, English, reading, and science. (Barry, Mary N., Dannenberg, Michael. “Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability.” Education Reform Now. Education Post. Apr. 2016.) To ensure our students are solidly on the path to college, they must outscore at least 72 percent of the country.that is in the top 25 percent of schools in the State of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the State of Tennessee.Growth Measure 3.3: Teacher effectiveness rating in science, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Goal 4: Students will be proficient in Social parative Measure 4.1: On the Tennessee State assessment for social studies: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the State of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the State of Tennessee.Growth Measure 4.2: Teacher effectiveness rating in social studies, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Goal 5: The School will demonstrate fiduciary and financial responsibility.Measure 5.1: External, annual audit reports will demonstrate that Believe Memphis Academy meets or exceeds professional accounting standards.Measure 5.2: Budgets for each academic year will demonstrate effective allocation of financial resources to ensure effective execution of the mission as measured by yearly balanced budgets.Goal 6: The school will be fully enrolled, with high levels of daily attendance and student retention.Measure 6.1: The school will enroll and maintain a class of students equal to our projected enrollment (with attrition) every year.Measure 6.2: 90% of students completing the year will re-enroll the following year, except in cases where family moves out of the district or who lose access to transportation.Measure 6.3: The school will average 95% or higher daily attendance each year.Goal 7: Families will demonstrate satisfaction with the academic program and communication.Measure 7.1: Satisfaction with the academic program, as measured by an annual survey at the end of each school year, will on average exceed 80%, with 85% of families responding.Measure 7.2: Satisfaction with the school’s communication, as measured by an annual survey at the end of each school year, will on average exceed 80%, with 85% of families responding.Goal 8: The Board of Directors will provide effective and sound oversight of the school.Measure 8.1: The Board will conduct a formal annual review of the school leader, using an evaluation tool and metric determined by the first board meeting of the annual school calendar.Measure 8.2: The Board will conduct a formal annual review of bylaws and policies.Measure 8.3: The Board will conduct an annual self-evaluation to assess strengths/weaknesses.Measure 8.4: The Board will conduct annual review of organizational strengths/weaknesses.Upon chartering, the Believe Memphis Academy Board of Directors will set internal benchmarks andtimelines to measure progress toward these goals, as well as incorporate progress toward these goals as part of the evaluation metric for the Proposed Head of School.Setting, Monitoring, and Revising Academic Achievement Goals Our goals were set in alignment with our mission in three categorical measures: absolute, comparative, and growth. We started with absolute measures as the baseline of what we believe our students must achieve for our school to know we are achieving our mission. We set these measures in place so that there are clear outcomes toward which we will drive, regardless of what other schools may or may not be achieving around us.The second measure is a comparative measure. We are petitioning for a charter for Believe Memphis Academy because we believe we must elevate the quality of education options currently available to students and families in our community. Therefore, if we are to succeed in our mission, we must have measurably higher results than that of our surrounding district. Our comparative measures were drafted, therefore, to keep us aligned to what we must accomplish for our charter to be worthy of consideration.The final measure is a growth measure. We measure and value growth because it demonstrates the impact our program is having on our students. We can predict that many of our students will arrive to our program in 4th grade behind grade level in one or more subjects. We must ensure those students grow within our program at a rate that is faster than the national norm so that they can catch up to the appropriate grade level performance. In addition, we believe we must grow all students – including students who may perform at or above grade level. Our growth measure, therefore, is designed to ensure we continue to add value even after we reach our absolute and comparative measures of achievement.Any changes to our academic goals must happen before the beginning of the school year, so that each year, we have a clear benchmark to which we will strive, and the school leader will be evaluated on the school’s ability to meet these goals. The board will be informed on progress toward our goals at each monthly board meeting, with the Academic Achievement Committee directly overseeing the success or struggles of the school in its academic achievement. Revision of goals will not be based on the achievement of students to lower goals. The board may elect to raise the benchmark of goals, if school consistently meets goals as they are written. Goals may also be revised if state of Tennessee changes is academic state standards or testing.Corrective Action Plans In firm commitment to our mission, Believe Memphis Academy is committed to ensuring our school leadership, board of directors, staff and students have the tools and accountability necessary to achieve our mission. Upon completion of the BES Fellowship, the proposed HOS will receive Follow-on Support in the form of regular check-ins with BES staff and a personal coach who visits the school and provides regular feedback for school improvement. This follow-on support is designed to ensure the school stays ahead of corrective action protocols needing to go into effect. In addition, the HOS will provide monthly updates to the Board in the form of a data dashboard on progress toward its academic and operational goals. These will be presented in a dashboard that captures key numbers around enrollment, finance, student attendance, school culture, and academic achievement. The Board of Directors will adopt the format and content of data dashboard to be used upon chartering.In the case the school fails to meet adequate progress toward annual academic or operational goals, with the support of the Academic Achievement Committee, the HOS will propose a corrective action plan derived from the cause of the stated benchmarks not being met. This plan will be implemented and progress towards outcome will be tracked on a bi-monthly basis through the data dashboard. If progress is made and the school is on track to meeting the goals, the committee will focus closely on the necessarysubset of data once every two months. If progress is not made after the first two months, the Academic Achievement Committee of the Board will increase the frequency of monitoring to biweekly. The Academic Achievement Committee may, at this time, ask the Head of School to revise the original implementation plan. The Academic Achievement Committee will resume biweekly monitoring of progress. If, by the fourth consecutive month, progress is not made, the Board will aid the school leader in selecting a task force of members from within and/or without the Board to work closely with the school leader to get student progress back on track. The Academic Achievement Committee will resume biweekly monitoring of progress. If, by the end of the academic year progress has not been made, the Board will determine whether to re-hire the school leader.Throughout this process outlined above, if progress gets back on track at any point, the Board will resume its normal monthly monitoring.Student Attendance Research from Johns Hopkins University, led by Robert Balfanz and Joanna Fox, identified three early indicators of high school drop outs: Attendance, behavior, and academic course performance. Students exhibiting one or more of these indicators in sixth grade had only a 15% to 25% chance of graduating within one year of the anticipated graduation date.115 Per the study, poor attendance was a risk factor when students were in attendance less than 85% to 90% of required daily attendance, which translates to missing 20 or more days of school during the course of one school year. To accomplish our mission of high school, college, and life opportunities, we have set a goal of 96% average daily attendance for our students each year.The first step in ensuring daily attendance is to build family investment into our program. As outlined in Section 1.12 of this application, we have developed a robust community engagement plan that has been in place since the early stages of planning our school. Upon chartering, we will immediately engage families living in and around our target recruitment areas to explain our academic model and the benefits afforded to our students.The summer before our inaugural year, we will hold three (3) Family Information Sessions that describe the daily schedule and why it is critical students are present at school every day. Each day for a Lower Academy student receives 210 minutes of literacy instruction, 110 minutes of mathematics instruction, and 190 minutes of targeted instruction and intervention that a student would miss upon his or her absence. Given our model was designed to close the achievement gap of students who are currently significantly behind grade level proficiency and the academic performance of their peers, we must approach every day, hour, and minute of instruction with urgency and purpose. We will further invest families in the academic program of our school through Family University Nights during which we expose and teach families our methods and standards of instruction, including upcoming units, strategies of learning to practice at home, and celebrating student achievements.For students, we will have daily incentives for attendance as part of our culture systems. We will implement a “Paycheck” system as our behavior management and discipline system where students earn student “dollars” based on merits of demonstrating our school core values (Resilience, Empathy, Ambition, Curiosity, and Honesty), and demerits when they do not demonstrate our core values. As attendance is a critical component to high school graduation, when absent or tardy, students will miss the opportunity to earn dollars on their weekly paychecks, REACH Reports.115 Balfanz, Robert, Joanna Fox. “Early Warning Systems – Foundational Research and Lessons from the Field.” Everyone Graduates Center, Johns Hopkins University, Oct. 2011. Philadelphia. Print.If a student is tardy or absent, a staff member of the school will call the family to check-in and make sure the child and family are safe. If we are unable to reach family by phone, we will leave a message through voicemail, text, or email, requesting a signed note be sent with the student, next time he or she attends school clarifying the reason for absence. After five (5) absences, a meeting with the Head of School will be required, during which an attendance plan will be put into place.Finally, we believe strategic community partnerships can be a key lever in ensuring high daily attendance for our students. We are looking to connect with local community development corporations, faith-based institutions, and other nonprofits or businesses invested in the community to support high daily attendance of our students. An example of a way institutions may support the school accomplish high daily attendance could be eliminating barriers to attendance by sponsoring a washer and dryer to ensure students have consistently clean uniforms to wear to school. The organization might sponsor events that make the family and community feel more connected to the school by hosting a weekend barbecue or a holiday events.Through strategic community partnerships, engagement with families, and incentives for students, Believe Memphis Academy will do whatever it takes to ensure students and families commit with us for daily attendance averages of at least 96%. Believe Memphis Academy will adopt the attendance policy of Shelby County Schools, which excuses student absences for the following reasons116:Illness, injury, pregnancy, homebound circumstance, or hospitalization of student. The School may require a parent conference and/or physician verification to justify absences after the accumulation of ten (10) days of absence during a school year. Notes must be date specific and will be required for subsequent absences beyond ten (10) days.Death or serious illness within the student's immediate family.When the student is officially representing the school in a school sponsored activity or attendance at school-endorsed activities and verified college visits.Special and recognized religious holidays regularly observed by persons of their faith. Any student who misses a class or day of school because of the observance of a day set aside as sacred by a recognized religious denomination of which the student is a member or adherent, where such religion calls for special observances of such day, shall have the absence from that school day or class excused and shall be entitled to make up any school work missed without the imposition of any penalty because of the absence.A court order; a subpoena; and/or a legal court summons.Extenuating circumstances over which the student has no control as approved by the Head of SchoolIf a student's parent, custodian or other person with legal custody or control of the student is a member of the United States Armed Forces, including a member of a state National Guard or a Reserve component called to federal active duty, the student's Head of School shall give the student:An excused absence for one (1) day when the student's parent, custodian or other person with legal custody or control of the student is deployed;An additional excused absence for one (1) day when the student's parent, custodian or other person with legal custody or control of the student returns from deployment; andExcused absences for up to ten (10) days for visitation when the student's parent, custodian or other person with legal custody or control of the student is granted rest and116 "SCS 2016-17 Student-Parent Handbook." Shelby County Schools, 17 June 2016. Web. 24 Feb. 2017.< leave and is stationed out of the country.Excused absences for up to ten (10) days cumulatively within the school year for visitation during the deployment cycle of the student's parent, custodian or other person with legal custody or control of the student. Total excused absences under this section (c) and (d) shall not exceed a total of ten (10) days within the school year. The student shall provide documentation to the school as proof of the deployment of the student's parent, custodian or other person with legal custody or control of the student.Participation in a non-school-sponsored extracurricular activity. A school principal or the principal's designee may excuse a student from school attendance to participate in a non-school- sponsored extracurricular activity, if the following conditions are met:The student provides documentation to the school as proof of the student's participation in the non-school-sponsored extracurricular activity; andThe student's parent, custodian, or other person with legal custody or control of the student, prior to the extracurricular activity, submits to the principal or the principal's designee a written request for the excused absence. The written request shall be submitted no later than seven (7) business days prior to the student's absence. The written request shall include:The student's full name and personal identification number;The student's grade;The dates of the student's absence;The reason for the student's absence; andThe signature of both the student and the student's parent, custodian, or other person with legal custody or control of the student.The Head of School or the Head of School’s designee shall approve, in writing, the student's participation in the non-school-sponsored extracurricular activity.The Head of School may limit the number and duration of non-school-sponsored extracurricular activities for which excused absences may be granted to a student during the school year; however, such the principal shall excuse no more than ten (10) absences each school year for students participating in non- school-sponsored extracurricular activities. A written statement within two (2) school days of the student's return to school shall be required from the parent or guardian explaining the reason for each absence. If necessary, verification is required from an official source to justify absences. All absences other than those outlined above shall be considered unexcused.Parents may appeal unexcused absences to their child’s school Head of School (or designee). The appeal must be: (1) in writing and include documentation necessary to support the appeal; (2) submitted within five (5) school days of the parent’s receipt of the first official attendance letter generated by the District that is referenced in policy 6016 Truancy District; and (3) based on one or more of the allowable reasons for excused absences outlined in this policy. Within five (5) school days of receipt of the request for appeal, the Head of School (or designee) shall review the appeal, meet with the parents to allow them an opportunity to be heard, and render a decision regarding the appeal. The decision of the Head of School (or designee) that is compliant with applicable law and district policy is final. (This appeal process for determining unexcused absences is ancillary to a truancy decision rendered by a juvenile court judge as described in TCA 49-6-3010.)One deviation from the SCS policy of excused absences is where the SCS policy states, “Students receiving an excused absence under this section shall have the opportunity to make up school work missed and shall not have their class grades adversely affected for lack of class attendance or class participation dueto the excused absence,”117 Believe Memphis Academy policy will hold that students receiving an excused absence under these provisions shall have the opportunity to make up school work missed and students will be expected to complete make up work in order to receive credit. Incomplete make up work will adversely affect class grades. Students will have up to ten (10) school days to submit all make up assignments. Students will be provided with opportunities to receive support on these assignments during tutoring, Tutoring, or Saturday Academy. Extensions and/or exceptions to this policy may only be made by the Head of School. In the event of an unexcused absence, students will have one day of makeup time for each day of absence, up to ten (10) school days. Students with 15 or more absences in a school year (excused or unexcused) must have a conference with Head of School and teachers regarding promotion. Considering mastery grades, nature of absences and participation in intervention opportunities such as Saturday Academy, Head of School will make final decision on retention or promotion of each case.If a student has five (5) unexcused absences within a year, family must meet with Head of School (or designee) regarding impact of absences and to develop a plan to ensure the school and family can work together to mitigate future absences. Head of School (or designee) at this time will clarify our absence policy and make up work schedule for family. Any unexcused absence beyond five (5) will result in a phone call from the Head of School (or designee) and another meeting may be requested. Students with cumulative absences will lose school-based privileges such as paycheck student dollars and field trip eligibility. After seven (7) unexcused absences, parent must have second meeting with school leader, at which point school leader will discuss that at the sixth unexcused absence the school is required to report parent for truancy. Certified letter will be mailed home to parent as follow up communication. Nine (9) or more unauthorized absences from school is considered truancy and will be treated as such. This includes absence from any class, Tutoring, or activity during the school day for which the student is scheduled and remedial programs that are offered at no cost to parents provided that prior to requiring the student to attend the program a commitment of transportation is provided to those students who qualify for transportation to and from school. The Head of School, in coordination with any teachers who provide instruction to a student and any other appropriate school faculty, shall make the decision to require the student's attendance at such remedial instruction occurring outside of the regular school day, including but not limited to programs conducted during the summer and after the conclusion of the regular school day pursuant to state law118.Student Matriculation As a school focused on a clear and unwavering mission of college preparation, we will apply rigor to promotion and retention policy to ensure all students have the supports necessary for achieving that Mission. Students will be graded and promoted to each grade based on the combination of assessments that mirror our academic goals (described in Section 1.4(a) of this application) as an organization: absolute, comparative and growth measures.Our assessment system, described in Section 1.7 of this application, identifies the measures we will use to determine students’ achievement on these metrics. Students will receive grades in class through assignments and assessments that measure absolute mastery. As described in Section 1.3(b) of this application, our curriculum is backwards planned to be aligned to the rigorous Tennessee State academic standards, anchored by assessments that mirror and align to our state assessments that measure mastery of those standards. To attain class mastery, therefore, our students must demonstrate a depth of knowledge and understanding of those standards through carefully outlined unit plans, driven by clear, rigorous, and measurable objectives.117 Ibid.118Ibid.Grades earned in class will be the primary indicator or a student’s readiness to be promoted to the next grade. Grades in each class and our grading scale will be composed of the following:Trimester Assessments: 25%Weekly/Unit Assessments: 25%Classwork: 25%Homework: 25%Promotion to 5th and 6th Grade?100-90%:A?90-80%:B?80-70%:CBelow 70%:FAny student who passes all core classes will automatically be promoted to the next grade.Students who fail no more than one (1) core class (literacy, math, humanities).A student who fails more than one (1) core academic class will be considered for retention.Any student who fails one (1) core academic class plus an enrichment class (physical education or foreign language) will be considered for retention. Any student who fails one (1) core academic class or less will be eligible to be promoted to the next grade up to 6th grade.Up to 6th grade, any student who is failing more than one (1) core academic class may be promoted to the next grade, if a student demonstrates comparative achievement of scoring at or above the 50th percentile on the NWEA MAP assessment in reading or math.Up to the 6th grade, any student who is failing at least one (1) but not more than two (2) core academic classes may be promoted to the next grade, if a student demonstrates growth in NWEAP MAP or a nationally normed literacy assessment of greater than 1.5 years.Promotion to 7th and 8th GradeAll students must pass all four (4) core academic classes (literacy, math, social studies, and science) and must not fail more than one (1) enrichment class.Up to the 7th grade, any student who is failing at least one (1) but not more than two (2) core academic classes may be promoted to the next grade, if a student demonstrates growth in NWEA MAP of greater than 2 years in the core subject he or she failed. If student failed both math and literacy, MAP growth must be greater than 2 years of growth in both subjects.Up to the 8th grade, any student who is failing one (1) or more core academic class, but less than three(3) may be eligible for promotion is he or she demonstrates comparative achievement of scoring at or above the 50th percentile on the NWEA MAP assessment in both reading and math.Students who are in consideration for retention based on mastery of core and enrichment classes may be considered for promotion if they meet one or more of the stated contingencies. The final decision for promotion in the above cases will be made by the HOS, and this decision will be final. The HOS will confer with general education teachers and family members to make this decision. The HOS will communicate decision to family of student before the last day of school. The promotion policy will consider a special education needs, accommodations, and modifications required by students with individualized education plans (IEPs), as is outlined in Section 1.9 of this application. This policy exists, first and foremost, to protect the integrity of the academic achievement of our students. For our students to be successful in high school and college, we must ensure our academic program has the rigor and supports students need and deserve. We approach each lesson with purpose and urgency knowing that these academic years have the most amount at stake for the student in each seat.Exit Standards Believe Memphis Academy prepares students in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead livesfull of opportunity. It is our vision that by the end of 8th grade, students will be fully prepared with the academic and leadership skills to navigate any high school environment successfully to then matriculate into any college of their choice.Believe Memphis Academy will assess the readiness of students to graduate from 8th grade and enter high schools prepared to excel from day one of 9th grade. Through our program and close monitoring of student progress, we would know much sooner than the final year whether a student is prepared to the necessary degree. Our standards of achievement for our 8th grade students are based on the Tennessee state academic standards. In 8th grade, students will take Algebra I, 8th grade English, 8th grade science and social studies and will demonstrate the mastery required to matriculate through any grade in our Middle Academy: students may not fail any core academic subjects, nor can they fail more than one (1) enrichment class. The academic standards for 8th grade mastery are shown below.Figure 1.4(f)(1) – Tennessee 8th Grade English Standards:119Grade 8 Reading Standards for LiteratureKey Ideas and DetailsCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Analyze how particular lines or dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other pare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.Integration of Knowledge and IdeasAnalyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.(Not applicable to literature)Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.Reading Level and Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.Grade 8 Reading Standards for Informational TextKey Ideas and DetailsCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Craft and Structure4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.119 "Tennessee's State English Language Arts Standards: Grade 8." TN Dept of Education: English Language Arts. Tennessee Department of Education, Web.Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.Integration of Knowledge and IdeasEvaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or text.Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.Reading Level and Text Complexity10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.Grade 8 Writing StandardsText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the information or explanation presented.Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structures event sequences.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another, and show the relationships among experiences and events.Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.Production and Distribution of WritingProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 53.)Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.Research to Build and Present KnowledgeConduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Grade 8 Speaking and Listening StandardsComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, ideas.Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.Presentation and Knowledge of IdeasPresent claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)Grade 8 Language StandardsConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of verbs (gerunds, participles, infinitives) in general and their function in specific sentences.Form and use verbs in the active and passive voice.Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.Recognize and correct inappropriate shifts in verb voice and mood.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use punctuation (comma, ellipsis, dash) to indicate a pause or break.Use an ellipsis to indicate an omission.Spell correctly.Knowledge of LanguageUse knowledge of language andconventions when writing, speaking, reading, or listening.Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).Vocabulary Acquisition and UseDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.Use context (e.g., overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to meaning of a word or phrase.Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Interpret figures of speech (e.g., verbal irony, puns) in context.Use the relationship between particular words to better understand each of the words.Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Figure 1.4(f)(2) – Tennessee Mathematics Standards – Algebra I:120120 "Tennessee's State Mathematics Standards: Grade 8." Mathematics. TN Department of Education, Web. 25 Feb. 2017.< and QuantityReal Number SystemUse properties of rational and irrational numbers3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.Quantities (N-Q)Reason quantitatively and use units to solve problems.Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Define appropriate quantities for the purpose of descriptive modeling.Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.AlgebraSeeing Structure in Expressions (A-SSE)Interpret the structure of expressionsInterpret expressions that represent a quantity in terms of its context.Interpret parts of an expression, such as terms, factors, and coefficients.Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r) n as the product of P and a factor not depending on P.Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).Write expressions in equivalent forms to solve problemsChoose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.Factor quadratic expression to reveal zeros of function it plete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Arithmetic with Polynomials and Rational Expressions (A-APR)Perform arithmetic operations on polynomials1.Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Understand relationship between zeros and factors of Polynomials3.Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.Creating Equations (A-CED)Create equations that describe numbers or relationshipsCreate equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Reasoning with Equations and Inequalities (A-REI)Understand solving equations through reasoning and explain1.Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.Solve equations and inequalities in one variableSolve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p) 2 = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Solve systems of equationsProve that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.Represent and solve equations and inequalities graphicallyUnderstand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Graph the solutions to a linear inequality in two variables as a half- plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.FunctionsInterpreting Functions (F-IF)Understand the concept of a function and use function notationUnderstand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1)= f(n) + f(n-1) for n ≥ 1.Interpret functions that arise in applications in terms of the contextFor a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.Analyze functions using different representationsGraph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.Graph linear and quadratic functions and show intercepts, maxima, and minima.Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a pare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Example: given a graph of one quadratic function and an algebraic expression for another, say which has larger maximum.Building Functions (F-BF)Build a function that models relationship between two quantitiesWrite a function that describes a relationship between two quantities.Determine an explicit expression, a recursive process, or steps for calculation from a context.Build new functions from existing functions3.Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.FunctionsLinear, Quadratic, and Exponential Models (F–LE)Construct and compare linear, quadratic, and exponential models and solve problemsDistinguish between situations that can be modeled with linear functions and with exponential functions.Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Interpret expressions for functions in terms of the situation they model5.Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial functionStatistics and ProbabilityInterpreting Categorical and Quantitative Data (S-ID)Summarize, represent, and interpret data on a single count or measurement variableRepresent data with plots on the real number line (dot plots, histograms, and box plots).Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.Interpret differences in shape, center, and spread in context of data sets, accounting for possible effects of extreme data points(outliers).Summarize, represent, and interpret data on two categorical and quantitative variablesSummarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential rmally assess the fit of a function by plotting and analyzing residuals.Fit a linear function for a scatter plot that suggests a linear association.Interpret linearInterpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the pute (using technology) and interpret the correlation coefficient of a linear fit.Distinguish between correlation and causation.Major ContentSupporting ContentAdditional ContentFigure 1.4(f)(3) – Tennessee 8th Grade Science Standards:121StrandState Performance IndicatorsLife ScienceSPI 0807.5.1 Use a simple classification key to identify an unknown organism.SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment.SPI 0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions.SPI 0807.5.4 Identify several reasons for the importance of maintaining the earth’s biodiversity. SPI 0807.5.5 Compare fossils found in sedimentary rock to determine their relative age.MatterSPI 0807.9.1 Recognize that all matter consists of atoms.SPI 0807.9.2 Identify the common outcome of all chemical changes.SPI 0807.9.3 Classify common substances as elements or compounds based on their symbols or formulas.SPI 0807.9.4 Differentiate between a mixture and a compound. SPI 0807.9.5 Describe the chemical makeup of the atmosphere.SPI 0807.9.6 Compare the particle arrangement and type of particle motion associated with different states of matter.SPI 0807.9.7 Apply an equation to determine the density of an object based on its mass and volume. SPI 0807.9.8 Interpret the results of an investigation to determine whether a physical or chemical change has occurred.SPI 0807.9.9 Use the periodic table to determine the properties of an element. SPI 0807.9.10 Identify the reactants and products of a chemical reaction.SPI 0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass of the products (Law of Conservation of Mass).SPI 0807.9.12 Identify the basic properties of acids and bases.Forces in NatureSPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil. SPI 0807.12.2 Describe the basic principles of an electromagnet.SPI 0807.12.3 Distinguish among the Earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet.SPI 0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.SPI 0807.12.5 Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.SPI 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system.Figure 1.4(f)(4) – Tennessee 8th Grade Social Studies Standards:122Colonialism (1600-1750)Students will understand the social, political, and economic reasons for the movement of people from Europe to the Americas, and they will describe the impact of colonization by Europeans on American Indians and on the development of the land that eventually became the United States of America.Standards:Explain the primary motivations for English colonization of the New World, including rise of the middle class (joint stock companies), the need to move surplus population, and the search for religious freedom. (E, G, H)Trace and explain the founding of Jamestown, including: (E, G, H) Virginia Company, James River, John Smith, Pocahontas, Powhatan, John Rolfe, “starving time”, Tobacco, Bacon’s Rebellion, Indentured servants and slaves, The arrival of women, House of Burgesses8.3 Explain the founding of the Plymouth Colony, including the Separatists, William Bradford, Mayflower,121 "Science." Science - . Tennessee Department of Education, Web. 25 Feb. 2017.< "Social Studies." Social Studies - . Tennessee Department of Education, Web. 25 Feb. 2017.< Compact, and Squanto. (C, G, H, P)Analyze the reasons for the settlement of the Massachusetts Bay Colony and the events and the key figures of the colonies, including: (C, E, G, H, P ) Non-Separatists/Puritans, John Winthrop, Theocracy, Town meetings, Anne Hutchinson and Roger Williams-Rhode Island, Thomas Hooker-Connecticut, Salem Witchcraft TrialsDescribe the settlement of New Netherlands and the subsequent possession of the colony by the English, including: (C, E, G, H) Dutch influences, Peter Stuyvesant, Patroon System, Renaming to New York, Diverse populationAnalyze the founding of Pennsylvania as a haven for Quakers and the tolerance that drew many different groups to the colony, including: (C, E, H, P) William Penn, Philadelphia, Role of women, Relationship with IndiansExplain the reasons behind the settlement of the Georgia Colony, including the role of James Oglethorpe and Georgia as a “debtor” colony and a “buffer” colony. (C, E, G, H)Describe the location and reasons for French exploration and settlements in North America, including the Huguenots. (E, G, H, P)Cite textual evidence analyzing examples of both cooperation and conflict between American Indians and colonists, including agriculture, trade, cultural exchanges, and military alliances and conflicts. (C, E, G, H, P)Locate and identify the first 13 colonies, and describe how their location and geographic features influenced their development. (E, G, H, P)Describe the significance of and the leaders of the First Great Awakening, and the growth in religious toleration and free exercise of religion. (C, H, P)Compare and contrast the day-to-day colonial life for men, women, and children in different regions and of different ethnicities, including the system of indentured servitude, as well as their connection to the land. (C, E, G, H, P)Analyze the ideas that significantly impacted the development of colonial self-government by citing textual evidence and examining multiple perspectives using excerpts from the following documents: (C, H, P) The First Virginia Charter, 1606; The Mayflower Compact, 1620; Charter of the Massachusetts Bay Colony, 1629; The Fundamental Orders of Connecticut, 1639; The New England Articles of Confederation, 1643; The Maryland Toleration Act, 16498.14 Identify the origins and development of slavery in the colonies, overt and passive resistance to enslavement, and the Middle Passage. (C, E, G, H, P)Primary Documents and Supporting Texts to Read: excerpts from The First Virginia Charter, 1606; The Mayflower Compact, 1620; excerpts from the Charter of Massachusetts Bay Colony, 1629; excerpts from The Fundamental Orders of Connecticut, 1639; excerpts from The Maryland Toleration Act, 1649; excerpts from The New England Articles of Confederation; excerpts from A Historie of Virginia, (“starving time”) John Smith; excerpts from Of Plymouth Plantation, William BradfordDevelopment of a New Nation (1720-1787)Students will understand the major events preceding the founding of the nation and relate their significance to the development of American pare the government structures and economic base and cultural traditions of New France and the English colonies. (C, E, G, H, P)Explain how the practice of salutary neglect, experience with self-government, and wide spread ownership of land fostered individualism and contributed to the American Revolution. (C, E, H, P)Evaluate the contributions of Benjamin Franklin to American society in the areas of science, writing and literature, and politics, including analysis of excerpts from Poor Richard’s Almanac, The Autobiography of Benjamin Franklin, the Albany Plan of Union and the Join or Die cartoon. (C, H, P)Describe the impact of the John Peter Zenger trial on the development of the principle of a free press. (C, P)Describe the causes, course, and outcome of the French and Indian War, including the massacre at Fort Loudoun. (C, G, H, P, TN)Explain the impact of individuals who created interest in the land west of the Appalachian Mountains, including: (C, G, H, TN)long hunters ? Wilderness Road ? Daniel Boone ? William Bean ? Thomas Sharpe Spencer ? Dr. Thomas WalkerSummarize the major events of the Watauga Settlement, including: (E, P, TN)Battle of Alamance and Regulators ? Watauga Purchase and Compact ? James Robertson ? Little Carpenter, Dragging CanoeAnalyze the social, political and economic causes of the American Revolution and the major battles, leaders and events, including: (C, E, H, P)Mercantilism ? Pontiac’s Rebellion ? The Proclamation of 1763 ? The Sugar Act, 1764 ? The Quartering Act, 1765 ? The Stamp Act, 1765 ? The Declaratory Act, 1766 ? The Townshend Act, 1767 ? The Boston Massacre, 1770 ? The Boston Tea Party, 1773 ? The Intolerable Acts, 1774 ? Patrick Henry ? Benjamin Franklin ? John Adams ? Sam Adams ? John Hancock ? Thomas Jefferson ? Sons of LibertyDetermine the central ideas expressed in the Declaration of Independence and write an expository piece in which the legacy of these ideas in today’s world is described and validated with supporting evidence from the text. (H, P)Using Thomas Paine’s Common Sense and The Crisis identify aspects of the texts that reveal the author’s point of view and purpose including loaded language. (H, P)Identify and explain the significance of the major battles, leaders, and events of the American Revolution, including: (C, E, H, P, TN)Battles of Lexington and Concord ? Capture of Fort Ticonderoga ? Battle of Bunker Hill (Breed's Hill) ? Battle of Trenton and Princeton ? Battle of Saratoga ? Valley Forge ? Battle of King’s Mountain ? Battle of Yorktown ? George Washington ? Benedict Arnold ? Hessians ? Marquis de La Fayette ? Friedrich von Steuben ? George Rogers Clark ? Francis MarionSummarize the effect of the Revolution on the Wataugans and the reasons, plans, and struggles in creating the Cumberland Settlement, including: (G, P, TN)formation of Washington District ? Cherokee War ? Nancy Ward ? Watauga Petitions ? Transylvania Purchase ? Richard Henderson ? James Robertson ? John Donelson ? severe winter and river travel ? Cumberland Compact ? Indian attacks ? Battle of the BluffsCompare the points of views of the Loyalists and Patriots by integrating visual information through charts, graphs, or images with print texts. (C, E, G, H, P)Primary Documents and Supporting Texts to Read: excerpts from “Give Me Liberty or Give Me Death” speech, Patrick Henry; The Declaration of Independence; excerpts from “Common Sense” and “The Crisis,” Thomas Paine; excerpts from Autobiography of Benjamin FranklinPrimary Documents and Supporting Texts to Consider: excerpts from Andrew Hamilton’s closing argument in the trial of John Peter Zenger; excerpts from John Donelson’s journalThe Constitution and Foundation of the American Political System (1777-1789)Students analyze the political principles underlying the Constitution, compare the enumerated and implied powers of the federal government, and understand the foundation of the American political system and the ways in which citizens participate.Describe the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact in relation to the development of government in America. (C, H, P)Analyze the Land Ordinance of 1785 and the Northwest Ordinance of 1787 and their impact on the future development of western settlement and the spread of public education and slavery. (E, G, P)Analyze the weaknesses of the Articles of Confederation, including no power to tax, no common currency, no control of interstate commerce, and no executive branch, failure of the Lost State of Franklin and the impact of Shays’ Rebellion. (C, E, H, P, TN)Identify the various leaders of the Constitutional Convention and analyze the major issues they debated, including: (C, E, H)distribution of power between the states and federal government ? Great Compromise ? Slavery and the 3/5 Compromise ? George Washington and James MadisonExplain the ratification process and describe the conflict between Federalists and Antifederalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from theFederalist Papers No. 10 and 51 and other primary source texts. (H, P)Describe the principles embedded in the Constitution, including the purposes of government listed in the Preamble, separation of powers, check and balances, the amendment process, federalism, and recognition of and protections of individual rights in the Bill of Rights. (P)Write an opinion piece arguing for the importance of a particular right as it impacts individuals and/or groups, using evidence from the Bill of Rights and contemporary informational text. (P)Analyze the major events of George Washington’s presidency, including Pinckney’s Treaty, Jay’s Treaty, Whiskey Rebellion, and precedents set in the Farewell Address. (G, P)Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties by analyzing their views of foreign policy, economic policy (including the National Bank), funding, and assumption of the revolutionary debt. (C, E, G, H, P)Explain the controversies that plagued the administration of John Adams, including the conflicts with England and France and the Alien and Sedition Acts. (H, P)Primary Documents and Supporting Texts to Read: excerpts from The Articles of Confederation; the U.S. Constitution; The Federalist Paper # 10 and #51; The Bill of Rights; Washington’s Farewell Address .Primary Documents and Supporting Texts to Consider: excerpts from The Kentucky and Virginia Resolutions, Thomas Jefferson and James Madison; Patrick Henry’s arguments against ratificationGrowth of the Young Nation (1789-1849)Students analyze the aspirations and ideals of the people of the new nation.Describe daily life — including traditions in art, music, and literature — of early national America by examining excerpts from the stories of Washington Irving and James Fenimore Cooper. (C, H, P)Identify the leaders and events and analyze the impact of western expansion to the development of Tennessee statehood, including: (G, H, P, TN)William Blount ? John Sevier ? Rocky Mount ? Treaty of Holston ? Cumberland Gap ? River systems ? Natchez Trace ? Jackson PurchaseAnalyze the role played by John Marshall in strengthening the central government, including the key decisions of the Supreme Court - Marbury v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland. (H, P)Explain the major events of Thomas Jefferson’s presidency, including his election in 1800, Louisiana Purchase, the defeat of the Barbary pirates, and the Embargo Act. (E, G, H)Analyze the impact of the Lewis and Clark Expedition by identifying the routes on a map, citing evidence from their journals. (C, E, G, H)Primary Documents and Supporting Texts to Read: excerpts from the journals of Lewis and Clark; excerpts from decision in Marbury vs. Madison, John Marshall Primary Documents and Supporting Texts to Consider: excerpts from John Marshall’s decisions in Gibbons v. Ogden and McCulloch v. Maryland; excerpts from “Rip Van Winkle” “The Legend of Sleepy Hollow”, Washington Irving; excerpts from The Deerslayer series, James Fenimore CooperUnited States’ Role on the World Stage (1789-1849)Students analyze United States foreign policy in the early Republic.Explain the causes, course, and consequences of the War of 1812, including the major battles, leaders, events and role of Tennessee: (E, H, P, TN)Impressment ? War Hawks ? Henry Clay ? Burning of Washington ? Fort McHenry ? William Henry Harrison ? Tecumseh ? Andrew Jackson ? Battle of Horseshoe Bend ? Battle of New OrleansIdentify on a map the changing boundaries of the United States, including the Convention of 1818 and Adams-Onis Treaty. (G, P)Analyze the relationship the United States had with Europe, including the influence of the Monroe Doctrine (E, G, P)Primary Documents and Supporting Texts to Read: excerpts from The Monroe DoctrineThe SectionalismStudents analyze the paths of the American people in the three regions of the United Statesof the American North, South, and West (1800-1850)from 1800 to the mid-1800s and the challenges they faced as they became increasingly sectionalized.Analyze the physical obstacles to and the economic and political factors involved in building a network of roads, canals and railroads, including Henry Clay’s American System. (E, G, H, P)Explain the causes and effects of the wave of immigration from Northern Europe to the United States, and describe the growth in the number, size, and spatial arrangements of cities as a result of events such as the Great Potato Famine. (C, E, G, P)Analyze the 19th century reforms influenced by the 2nd Great Awakening such as the Temperance Movement, Prison Reform, Mental Health Reform, and education, including tent meetings, establishment of churches, Horace Mann, Dorothea Dix, and temperance societies. (C, P)Analyze the women’s suffrage movement and its major proponents, including Elizabeth Cady Stanton, Lucretia Mott, and Susan B. Anthony and examine excerpts from the writings of Stanton, Anthony and Sojourner Truth. (C, P)Identify common themes in American art and literature, including transcendentalism and individualism by analyzing essays and stories by Ralph Waldo Emerson, Henry David Thoreau, Louisa May Alcott, Nathaniel Hawthorne and Henry Wadsworth Longfellow. (C)Trace the development of the agrarian economy in the South, the locations of the cotton producing states, and the significance of cotton, the cotton gin and the role of Memphis as the Cotton Capital of the South. (C, E, G, P, TN)Analyze the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. (C, E, G)Write a narrative with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee. (G, H, TN).Identify the constitutional issues posed by the doctrine of nullification and secession and analyze the earliest origins of that doctrine. (C, P)Explain the events and impact of the presidency of Andrew Jackson, including the “corrupt bargain,” the advent of Jacksonian Democracy, his use of the spoils system and the veto, his battle with the Bank of the United States, the Nullification Crisis and the Indian removal. (C, E, G, H, P, TN)Analyze the contributions of Sequoyah to the Cherokee. (C, TN)Write a narrative piece that describes the impact of the Indian Removal Act of 1830 and the struggle between the Cherokee Nation and the United States government and cites evidence from primary source accounts of the Trail of Tears. (C, G, H, TN)Describe the concept of Manifest Destiny and its impact on the developing character of the American nation, including the purpose, challenges and economic incentives for westward expansion. (C, E, G, H, P)Describe American settlements in Texas after 1821 and the causes for the Texas War of Independence, including the roles of David Crockett and Sam Houston in the war and the legacy of the Alamo. (G, H, P, TN)Analyze the reasons, outcome and legacy of groups moving west including the mountain men/trail blazers, Mormons, missionaries, settlers, and the impact of the Oregon Trail and John C. Frémont. (C, G, H)Describe the major events and impact of the presidency of James K. Polk, including his “Dark Horse” nomination, the settlements of the Oregon boundary, the annexation of Texas, and the acquisition of California through the Mexican War. (E, G, H, P)Describe the causes, course, and consequences of the Mexican War, including the controversy over the Rio Grande boundary, the roles played by Zachary Taylor and Winfield Scott, the Mexican Cession and the Wilmot Proviso. (C, E, G, H, P)Trace the major figures and events in the discovery of gold in California and its impact on the economy of the United States, including John Sutter, and 49’ers. (C, E, G, H)Primary Documents and Supporting Texts to Read: excerpts from “The Declaration of Sentiments,” Seneca Falls Convention; excerpts from “Nature” and “Self-Reliance, Ralph Waldo Emerson; excerpts from “Walden” and “Civil Disobedience,” Henry David Thoreau; excerpts from “Ain’t I A Woman,” Sojourner Truth translated byFrances Dana Barker Gage; excerpts from Eliza Bryan of the New Madrid EarthquakesPrimary Document and Supporting Texts to Consider: excerpts from Roughing It, Mark Twain; excerpts from A Narrative in the Life of David Crockett of the state of Tennessee, David CrockettSlavery in America (1800-1850)Students analyze the growth of slavery and the resulting controversies.Describe the significance of the Northwest Ordinance and the banning of slavery in new states north of the Ohio River. (C, E, P)Describe the reasons for and the impact of the Missouri Compromise of 1820. (G, H, P)Analyze the impact of the various leaders of the abolitionist movement, including John Brown and armed resistance; Harriet Tubman and the Underground Railroad; William Lloyd Garrison and The Liberator; Frederick Douglass and the Slave Narratives; and Harriet Beecher Stowe’s Uncle Tom’s Cabin, Virginia Hill and Free Hill, Tennessee; Francis Wright and Nashoba Commune; and Elihu Embree’ s The Emancipator. (C, E, H, P, TN)Explain the reasons for and the impact of the Compromise of 1850, including the roles played Daniel Webster and John C. Calhoun and the Fugitive Slave Law. (C, E, G, H, P)Explain the motivations behind passage of the Kansas-Nebraska Act of 1854, including the rise of the Republican Party, “Bleeding Kansas,” the Sumner Brooks incident, and the John Brown raid on Harper’s Ferry. (H, P)Analyze the reasons for and applied by the Supreme Court in the Dred Scott v. Sandford case and the resulting divisiveness between the North and South. (C, H, P)Examine the arguments presented by Stephen Douglas and Abraham Lincoln in the Illinois Senate race debate of 1858. (H, P)Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives. (C, H)Primary Documents and Supporting Texts to Read: excerpts from Uncle Tom’s Cabin, Harriet Beecher Stowe; excerpts from the Lincoln-Douglas Debates; excerpts from Roger Taney’s decision in the Dred Scott case; excerpts from The Autobiography of Frederick Douglass, Frederick Douglass.Civil War (1830-1865)Students analyze the multiple causes, key events, and complex consequences of the Civil War.Identify on a map the boundaries constituting the North and the South and delineate and evaluate the geographical differences between the two regions, including the differences between agrarians and industrialists. (E, G, P)Describe the influence of industrialization and technological developments of the regions, including human modification of the landscape and how physical geography shaped human actions-growth of cities, deforestation, farming and mineral extraction. (E, G, H, P)Evaluate each candidate and the election of 1860 and analyze how that campaign reflected the sectional turmoil in the country. (G, P, TN)Explain the geographical division of Tennessee over the issue of slavery and secession, including Governor Harris, secession convention vote of 1861, anti-secession efforts, and Scott County. (P, TN)Describe Abraham Lincoln’s presidency and his significant writings and speeches, including his House Divided speech in 1858, Gettysburg Address in 1863, Emancipation Proclamation in 1863 and inaugural addresses in 1861 and 1865. (C, H, P)Explain the roles of leaders during the Civil War, including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson and soldiers on both sides of the war, including Tennesseans David Farragut, Nathan Bedford Forrest and William Brownlow. (C, E, H, P, TN)Describe African-American involvement in the Union army, including the Massachusetts 54th Regiment and the 13th U.S. Colored Troops in the Battle of Nashville. (C, H, TN)Cite textual evidence analyzing the life of the common soldier in the Civil War, including Sam Watkins and Sam Davis. (C, H, TN)Trace the critical developments and events in the war, including geographical advantages and economicadvantages of both sides, technological advances and the location and significance of the following battles:Anaconda Plan ? First Battle of Bull Run ? Fort Henry and Fort Donelson ? Shiloh ? Antietam ? Stones River ? Fredericksburg ? Chancellorsville ? Gettysburg ? Vicksburg ? Chickamauga ? Lookout Mountain ? Franklin ? Nashville ? Sherman’s “March to the Sea” ? Appomattox Court House8.81 Assess the impact of the assassination of President Abraham Lincoln on both the North and the South. (C, E, H, P)Primary Documents and Supporting Texts to Read: excerpts from the “House Divided” speech in 1858, Gettysburg Address in 1863, Emancipation Proclamation in 1863, and Inaugural Addresses in 1861 and 1865, Abraham Lincoln; excerpts from The Respective of Co. Aytch, Sam WatkinsReconstruction (1865-1877)Students analyze the character and lasting consequences of Reconstruction.Explain the significance of 13th, 14th and 15th Amendments to the U.S. Constitution. (P)Analyze the choice of Andrew Johnson as Vice-President, his succession to the Presidency, his plan for Reconstruction and his conflict with the Radical Republicans. (H, P, TN)Compare the 10 Percent Plan to the Radical Republican Plan for Reconstruction. (C, P)Explain the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and Jim Crow laws. (C, H, P)Trace the rise of the Ku Klux Klan and vigilante justice, including its role in Tennessee. (C, P, TN)Explain the movement of both white and black Northern entrepreneurs (carpetbaggers) from the North to the South. (C, E, P)Explain the controversy of the 1876 presidential election and the subsequent removal of federal troops from the South. (H, P)Describe the push-pull effect in the movement of former slaves to the North and West, including the Exodusters and Pap Singleton. (C, E, G, H, TN)Describe the major developments in Tennessee during the Reconstruction Era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878 and the election of African-Americans to the General Assembly. (G, P, TN)Primary Documents and Supporting Texts to Read: excerpts from the 13th, 14th, and 15th Amendments to the Constitution; Primary Documents and Supporting Texts to Consider: excerpts from Black Codes and Jim Crow LawsWestward Expansion post Civil War (1865-1890)Students analyze the social, political, and economic transformation of America as a result of westward expansion.Explain patterns of agricultural and industrial development after Civil War as related to climate, use of natural resources, markets and trade and location of such development on a map. (E, G)Trace the evolution of federal policies toward American Indians, including movement to reservations; assimilation, boarding schools, wars with Indians (Little Big Horn and Wounded Knee), and the impact of the railroad and settlement patterns of pioneers, Buffalo Soldiers (George Jordan), and Dawes Act. (C, E, G, H, P, TN)Explain the significance of various American Indian leaders, including: (H)Crazy Horse ? Geronimo ? Sitting Bull ? Chief JosephExplain the impact of the Homestead Act. (E, H, P)Analyze how significant inventors and their inventions, including barbed wire, the six shooter, windmills, sod housing, and the steel plow changed life in the West. (C, E, H, P)Trace the expansion and development of the Transcontinental Railroad, including the Golden Spike event (1869), and the role that Chinese immigrant laborers (Central Pacific track) and Irish immigrant laborers (Union Pacific track) played in its construction. (C, E, G, P)Examine the development and life of the iconic American cowboy, including his skills, clothes and daily life and work. (C, H)Explain the concepts of the Open Range, Long Drive and cow towns in the development of the American ranching industry. (E, G, H)Primary Documents and Supporting Texts : excerpts from A Century of Dishonor, Helen Hunt Jackson.Remediation and RTI2 Processes Instruction, intervention, and enrichment are fundamental components of our academic design. We hold an unwavering belief that all children can learn at high levels, with a firm understanding that our students will enter our program on a wide spectrum of grade-level proficiency and previous academic achievement. Therefore, we have built into our design intentional supports to meet the diverse, individual needs of all our students.For our students who need intervention and remediation due to academic underperformance, Believe Memphis Academy will implement the Response of Instruction and Intervention (RTI2) procedures outlined by the state of Tennessee Department of Education.123 While more detail on RTI2 can be found in Section 1.9 of this application, the outline below shows our commitment to remediating our students who need more support.Tier 1: Instruction and Intervention for All StudentsHigh quality instruction implementing principles of Universal Design for Learning (UDL)Multiple methods of instruction through whole group engagement, small group, online learning programs, tutoring embedded in the day for all studentsIntentional focus on core content of literacy and mathematicsProfessional development for teachers to ensure teachers internalize content and best practices of pedagogyAll students take nationally normed, skills-based screener assessments of NWEA MAP at the beginning of the year, as well as a nationally normed literacy assessment124 to identify each students’ beginning level and what interventions each student will need to be successfulOngoing assessments to monitor progress of all students, paying close attention to students not making academic progressTier 2: Targeted Intervention for Students At-Risk for Academic UnderperformanceStudents who are not demonstrating academic growth or mastery are identified and prioritized for tutoring during the end of day tutoring time, as well as during math and literacy labs.Interventions will be matched to area of need identified through dataInterventions will be monitored by Special Education CoordinatorTier 3: Intensive Intervention for Identified StudentsStudents are placed in most intensive intervention groups during labs, Tutoring, and Saturday AcademiesAll interventions are directly monitored by Special Education Coordinator to ensure students are receiving necessary accommodations and modifications necessary for successIf interventions are not shown to be effective, student supports team (SST) will consider referral for special education identification or supports.The flow chart shows the decision-making process of the RTI2 model as adopted by the Tennessee Department of Education.123 Response to Instruction and Intervention Framework. Publication. TN Department of Education. Print.124 School will utilize a research based literacy assessment such as Fountas and Pinnell or Scholastic Reading Inventory.Figure 1.4(g) – RTI2 Decision-Making ProcessBelieve Memphis Academy is committed to providing all supports and structures necessary for students to achieve academic success, without compromising rigor and a bar of high expectations. We commit to serving all students and have built the academic program and structures of support to ensure all students are successful within our school.Phase-In/Turnaround Planning : Not Applicable.High School Graduation and Postsecondary Readiness: Not Applicable.AssessmentsAssessment System Believe Memphis Academy will use a robust and interconnected system of assessments to ensure we can measure, and therefore know, our progress toward the mission of preparing students for high school, college, and life. We set the bar high academically for our students, because we know that too often the bar of expectations and rigor for students in poverty and students of color is too low, and therefore, achievement suffers.125 To measure our progress toward the goals stated in our accountability section, we will build the following assessment suite into our education program:Figure 1.7(a) – Assessment OverviewTypeWhen/How Often?Purpose & RationaleNWEAMeasures of Academic Progress (MAP)Three times per year (Fall, Winter, Spring)The NWEA-MAP test is a nationally normed test measuring student proficiency level and growth within a given year, independent of grade level.Believe Memphis Academy implements a nationally normed test, as it allows us to compare the achievement of our students to students across the country – a measure that state-standardized assessments like the TCAP cannot provide.Trimester ExamsAt the end of each trimesterFor each of the core contents (ELA, math, science, and social studies), Believe Memphis Academy will administer internally created trimester assessments, created by the HOS or DCI/AD and Instruction, that will mirror the assessment style and rigor of the state standardized assessment.These trimester exams will drive the unit assessments that will be created by HOS/DCI/AD, which will then drive weekly assessments created by teachers, under close partnership with the HOS or DCI/AD. The content of these exams will follow a predetermined scope and sequence that will also have been developed by the HOS/DCI/AD. The trimester exams serve as benchmarks for rigor and the bar for how we will measure student mastery of state academic standards.Unit AssessmentsAt the end of each unit (6-8 times per year)The HOS and DCI/AD will oversee the development of a curriculum aligned by units. The HOS and DCI/AD will create unit assessments that measure students’ success on each unit.Clear, rigorous assessments help teachers see the end-goal and support them in the creation of lesson objectives and lesson plans that ensure student mastery of standards. The results obtained from unit assessments will determine which standards must be revisited by the teacher or which students need further interventions on specific standards.Weekly AssessmentsOnce per week when no other assessments are givenTeachers will create weekly assessments what assess students’ mastery of weekly objectives that are part of a given unit. During a Vision of Excellence meeting between the teacher and HOS/DCI/AD, the key objectives and standards to assess weekly will be determined. Using the unit plan, teachers will first create a weekly assessment that will drive125 Dr. Lorraine Monroe – New York City educator and former principal of Central Harlem’s Frederick Douglass Academy – said, “What is distressing is that we already know what good schools look like. We already know what to do to provide quality education. It is just that we have chosen which children we will do it for.” ("Transforming Children's Lives." Dialogue 27 (1998): Pioneer Institute for Public Policy Research. Web. 5 Sept. 2016.)their daily lesson planning and creation of daily exit tickets.We ensure alignment between all levels of our assessments so that teachers can constantly assess the effectiveness of their instruction and students can tangibly see the growth of their learning and track their own mastery.Daily AssessmentsAt the end of each lessonTeachers will create daily exit tickets that will drive their daily lesson plans and execution. This is the first level of intervention and analysis in our instructional assessment cycle.Analyzing daily student mastery will inform student misconceptions and skill gaps that can be immediately addressed, whether to the whole class or individual tutoring.Nationally Normed Literacy Assessment126Administered three times per year, in between MAP testsShelby County Schools has identified literacy growth and proficiency as its most urgent need across all grade levels127. To assess the effectiveness of our literacy development and enrichment program, Believe Memphis Academy will administer reading assessments at a minimum of three times per year.Literacy assessment data will support our ability to gauge the critical skill of reading comprehension and ability to express comprehension and higher levels of thinking like inference, analysis and critical thinking of scholars. We will use the data to determine the specific supports students need during literacy circle and literacy lab times.Non-Academic AssessmentsTo assess our progress toward the final goal of our mission – leadership development – Believe Memphis Academy will collect and study data revealing internalization of our culture through REACH values: Resilience, Empathy, Ambition, Curiosity, and Honesty. REACH Reports will be sent home weekly to families, outlining student actions and choices in each classroom. We will hold a Family University Night that explains the weekly report to parents to ensure parents have clear expectations and language around how to dissect and discuss these reports with their students for highest leverage conversations. As a school leadership team, we will use data from REACH reports to identify school-wide trends in behavior, identify teachers or students who need more support, and determine which families we need to engage to further support students’ success at Believe Memphis Academy.SurveysBelieve Memphis Academy is committed to continuously improving its practices to best educate students and support families in getting each student on the path to and through college. We will have semi-annual surveys in December and May for families and students to gather feedback, allowing school management to reflect on the experiences and perceptions of school culture and the academic program of Believe Memphis Academy. In addition, teachers will be surveyed three times per year providing feedback on Believe Memphis Academy’s academic program, school leadership, and general staff satisfaction. In that statement, we define value by those with the most direct capacity to reach our mission. This data will be reported to the Academic Achievement Committee and the Governing Board as available, with a summary of feedback data and plans to implement trends in this feedback annually.Academic Progress Believe Memphis Academy teachers and leadership will aggressively monitor the academic progress of all126 School will utilize a research based literacy assessment such as Fountas and Pinnell or Scholastic Reading Inventory127Additional Information for Charter School Applicants. Office of Charter Schools. Shelby County Schools. 2016.our students. Our second principle of design – quality instruction is designed by proven best practices and measured by student achievement – serves as a pillar of our commitment to regularly monitoring each student’s progress. Monitoring occurs at high levels during our key assessment dates such as the NWEA MAP tests and trimester exams. We believe, however, if we wait until these major assessments to identify students’ progress, we will have lost too many opportunities for targeted intervention and remediation. We constantly remediate, reteach, and intervene when we student misunderstandings. This can only happen at a high level when teachers know what to look for during each part of their lesson and when teachers can anticipate student errors. Our aggressive monitoring of student progress, therefore, begins with teachers’ intellectual preparation of daily lesson plans. Our intellectual preparation documents require teachers to identify potential pitfalls and student misconceptions, craft exemplar student answers, and script probing questions to lead students to better conclusions. Throughout each lesson, teachers should be circulating during student work to jot notes and identify students’ mistakes.By the end of the lesson, teachers will have identified students who need further intervention and clarifications. An exit ticket at the end of class, serves as a catch-all so teachers have a formal way of assessing student progress each day. This data is used to inform small group instruction and intervention to be implemented during math and literacy lab times, as well as end of day tutoring times. During math and literacy labs, there will be a component of blended learning where students will use Chromebooks to access individualized online learning programs that deliver instruction differentiated by individual student need. During weekly staff professional development on Fridays, teachers will have the opportunity to examine their data to determine necessary tutoring groups to pull during the following week’s lab times and Tutoring times. Tutoring will be monitored by each cohort’s homeroom teachers where students are given opportunities for further work on online learning programs, homework assistance, or independent reading. On Mondays and Wednesdays, literacy teachers use this time to tutor students, and Tuesdays and Thursdays, mathematics teachers will tutor. The Tutoring monitor will also work with small groups assisting students with homework or concepts students did not understand that day.The ongoing data analysis will include analysis of individual students, as well as performance of cohorts and grade levels. This data will serve as checkpoint to analyze the effectiveness of our instruction, teacher coaching, and execution of lessons. We will disaggregate the data by subgroups of at-risk students to keep a close eye on any gaps in achievement that may be forming within our subgroups of students. Should any trends be recognized, we will examine what factors may be leading to trends and determine action steps to correct any negative trends. These subgroups include Special Education students and English Language Learners.Our academic calendar shows three (3) Data Days planned throughout the year to ensure our teachers and leaders can examine school-wide data to determine trends and action steps. While data analysis at the classroom, teacher, and school leader levels should be happening daily and weekly, these data days allow us to step back to look at larger periods of data in conjunction with major assessments, as they are strategically scheduled after Trimester 1, after winter break, and one (1) month before state assessments window.At the end of each year, students will receive comprehensive report cards and families will be invited for an end-of-year conference to go over each student’s progress, accomplishments, and any areas of concern moving into next year. Mastery grades of core classes, along with student performance on NWEA-MAP assessments will determine each student’s eligibility for matriculation to the next grade (see Section 1.4(e) for more details). The staff, led by the Building Testing Coordinator (identified in the following Section 1.7(c)), will analyze whole school data trends and perform personal and school-wide reflections on adjustments necessary for the next year. During staff closeout, the week after the last day of school,teachers and staff will reflect on early released scores of student achievement on state standardized assessments. This reflection will serve a pre-work before the start of summer for the teachers, led by HOS, DCI, and/or AD to make curriculum adjustments for the coming school year.Testing Coordination For each major assessment that has the potential to disrupt the daily operations of Believe Memphis Academy’s daily schedule (NWEA-MAP, Trimester Exams, literacy assessments, and state standardized assessments), the HOS, DCI, or AD will serve as the Building Testing Coordinator. The Building Testing Coordinator will form a Testing Committee made up of the Building Testing Coordinator and at least oneteacher from the tested content and/or grade. This committee will go over schedule changes, security protocol, handling of testing equipment, and procedures to protect the integrity of testing environments and materials. This committee will meet at least six (6) weeks prior to administration of test to determine necessary protocols. The committee will finalize plans at least two (2) weeks prior to administration of test, and will communicate testing protocol to all teachers at least one (1) week prior to administration of test during afternoon professional development.Data-Driven Instruction Our structure for student data analysis is built from Driven by Data: A Practical Guide to Improve Instruction128, allowing us to create interventions, re-teach lessons, and small group remediation plans to address specific skills that students need to master to meet end-of-year mastery and growth targets. Teachers will collect student data from exit tickets, weekly assessments, and unit assessments. During weekly coaching meetings, teachers will discuss student work with their coach (Head of School or designee) to discuss trends, student misconceptions, and what strategies could support students in mastering skills and concepts during instruction and intervention times, as well as approaches and strategies for addressing any skill or content gaps.In addition to on-going data collection, input, and analysis, the school will hold three (3) school-wide Data Days for teachers to spend a day analyzing school-wide accomplishments, trends and gaps in student performance. These days will be spent with high level school-wide data overview followed by content and grade-level specific planning meetings to address needs excavated through data analysis. Teachers must meet with Head of School or designee by end of day to review the intervention plans that will be implemented as a result of data meetings. The results of this data analysis will be a targeted action plan that outlines student skill and content gaps both and individually and whole group, and provides a clear plan for re-teaching those skills and concepts.Believe Memphis Academy will ensure all instructional staff members of the school discuss and share data of students to ensure we take an “all-hands-on-deck” approach to making sure every student is supported by every teacher in the building. We will not share the specific individual data of any student with the public, but will share student data regularly with parents through weekly reports that outline student behavior and academic achievements. We will utilize Kickboard, a software we will purchase to track student data, to generate these reports.Data Analysis Academic data collection and analysis at Believe Memphis Academy is a team approach. Teachers will collect and analyze student and class level data daily with exit tickets, weekly assessments, and unit assessments. School leadership will collect, and provide training and support for teachers to create clear action plans for trimester assessments, as well as annual assessments. The leadership team will have weekly meetings to look at data and discuss high level trends of achievements and short-comings.128 Bambrick-Santoyo, Paul. Driven by Data: A Practical Guide to Improve Instruction. San Francisco, CA: Jossey-Bass, 2010.Leadership team members will use the data to inform what priorities must be set for the coming week and how leadership team needs to support teachers to continue to excel in areas of achievement and change directions in areas of short-comings. Student data will be presented to the Board of Directors each month during the monthly Board meeting. The data will be shared with Board Chair and Academic Achievement Committee at least one week prior to board meetings.Responding to Data Ongoing data collection is a part of the Tier 1 RTI2 protocol of our school. To ensure we are not leaving students behind in gaps or not identifying at-risk students, we continuously collect academic data through aggressive classroom monitoring of progress, active lesson intellectual preparation, and formalized assessments as described in Section 1.7(a) of this application.Ongoing coaching of teachers will empower teachers to analyze student data and use data to inform their instruction in their classroom by targeting checks for understanding questions, ensuring students are getting appropriate work that is rigorous and scaffolded with supports. Data analysis will also inform the intervention groups and tutoring groups formed by teachers. Coaching of teachers will occur through weekly coaching meetings as well as school-wide professional development. The school wide professional developments that are scheduled for Friday afternoons will interchange between instructional and classroom management strategies, including data analysis best practices.Professional Development for Data Analysis In addition to the professional develop opportunities and structures established through our data days, weekly professional development, and weekly coaching meetings, school leadership will actively seek development and training around continuing to improve its understanding, capacity and execution around data collection, analysis, and actions.Building Excellent Schools, through its Follow-on Support, will assign a coach who will work directly with the school leader to coach on all aspects of school leadership, including working to understand and respond to the school’s academic data and supporting to ensure systems for data collection and analysis, as outline in this charter application, are robust and effective. As pre-work to data days, teachers will receive assessment reflection templates that guide teachers to identify high level takeaways from assessments like target students, target standards, and preliminary planning of remediation for identified students and standards. School leadership will meet with teachers individually during data day to go over their plan and identify any areas of weakness in plans before creating full implementation plan for remediation, reteach, and tutoring.School Calendar and ScheduleAcademic Calendar See Attachment A for Believe Memphis Academy’ Annual Calendar.Academic Calendar Rationale Academic achievement drives every part of the design of Believe Memphis Academy. To ensure our students are on an academic pathway to high school and college graduation, we provide an extended school day and extended school year. The mindset, however, is not simply that extended time generates additional learning. Time only gives us the framework and opportunity to provide more high-quality instruction to students. Our school calendar contains 184 days on instruction annually, providing four (4) additional days of instruction compared Shelby County Schools.The first day of school in Year 1 is July 31, 2018 and the last day of school is May 24, 2019. We will follow the Shelby County School’s calendar for major holidays and vacations, including: Labor Day, Fall Break inOctober, Thanksgiving, Winter Break in December and January, Martin Luther King, Jr. Day, Presidents Day, and Spring Break in March.Believe Memphis Academy operates on a trimester schedule anchored by three separate NWEA Measure of Academic Progress (MAP) assessments to measure student growth on a nationally normed scale throughout the year. While NWEA- MAP tests will be useful in measuring student growth, these tests will be paired with internally created trimester assessments that demonstrate absolute mastery of grade-level Tennessee state academic standards. At the end of each trimester, we have scheduled parent conference windows of two days each. To ensure we eliminate as many barriers as possible for parents to attend conferences, we will hold conferences across two days at varying times and provide reminders to students and families alike with phone calls and flyers sent home about each trimester conference.We have also included monthly Family University Nights into the calendar. These provide regular times when families will have the opportunity to come to the school to learn about instructional practices, methods and approaches. Parents would go to classrooms where teachers will lead a lesson to give parents and families an immersive experience of a classroom lesson. Families will also be given tools and strategies to practice at home. In addition to Family University Nights, we have built in three (3) family conferences throughout the course of the year. These conferences will be held at the end of the first trimester, end of the second trimester, and end of the school year. Families will be given regular updates about academic and behavioral progress on a weekly basis, but conferences will be an opportunity for families to meet with teachers one on one to hear directly about the strengths and areas of growth for each student.In examining the data of student achievement in Memphis, we can predict that our students will begin our entry grade two to three grade levels behind in their literacy and mathematics skills and understandings.129 To change the course of our students’ academic trajectories, we build in robust supports of academic intervention. In addition to building in targeted intervention time throughout the school day, we hold eight (8) Saturday Academies of intensive tutoring for our students with the largest skill deficits, as outlined in our annual calendar.As we prioritize the development of teachers, Believe Memphis Academy has 24 days for professional development. This includes our 16-day Summer Training Camp, 3 Data Days, and 5 additional PD Days that focus on instructional practices and school culture. Within the 184-day school year, we have built one abbreviated day per week (Friday) to provide two (2) hours of professional development for staff. These days will consist of structured practice and specific feedback around instructional delivery and classroom leadership of teachers. Teachers will also reflect as grade level teams to hold weekly data and culture meetings. The special education team will join these meetings each week to identify ongoing targeted instruction and intervention plans for students who are not performing well on class assessments.Daily Schedule Our daily schedule was crafted in alignment with our core components:Unique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in Lower Academy with science and social studies embedded in literacy instruction110 minutes of literacy and math instruction in Middle Academy with a foreign language requirement each year grades 6-8129 In 2015, 32.6% of students grade 3-8 scored proficient or advanced on the State standardized assessment.Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryWith our Lower Academy schedule, students have seven (7) classes per day including 55 minutes each of math, literacy and humanities, and 55 minutes each of a literacy and math lab. All students also have a 45-minute daily Literacy Circle (30 minutes on Friday) where they engage in Close Reading strategies in mixed ability groups. Finally, in our Lower Academy, we intentionally included daily physical education (“PE”) and recess to ensure our students have the opportunity for physical exercise to focus the rest of their day. Friday schedules were abbreviated to ensure there was adequate time for weekly professional development and data reflection.Figure 1.8(c)(1) - Lower Academy Monday-Thursday Schedule2018-19 Daily ScheduleTime4th Grade5th GradeTeachersCohort 1Cohort 2Cohort 1Cohort 2PlanningSupport7:10-7:20Teacher Huddle7:20-7:45Student Arrival/Breakfast7:45-7:55Community Meeting/AM Homeroom7:55-8:50PELiteracyHumanitiesLiteracy4/5M, 4H8:50-9:45LiteracyMathMathLiteracy Lab4H, PE5H9:45-9:55AM Break9:55-10:50Literacy LabMath LabPEMath5L, 5HLT, 4H10:50-11:35Literacy CirclePE11:35-12:25Lunch/RecessLT12:25-1:10MathHumanitiesLiteracy LabMath Lab4LPE, 5H1:10-2:05Math LabLiteracy LabLiteracyPE5M, 5HLT, 4H2:05-2:15PM Break2:15-3:10HumanitiesPEMath LabHumanities4/5L, 4MLT3:10-3:20PM Advisory3:20-3:55Tutoring3:55DismissalTeacher Key4th Math4th Literacy4th HumanitiesPE5th Math5th Literacy5th HumanitiesFigure 1.8(c)(2) – Lower Academy Friday Schedule2018-19 Daily ScheduleTime4th Grade5th GradeTeachersCohort 1Cohort 2Cohort 1Cohort 2Planning7:10-7:20Teacher Huddle7:20-7:45Student Arrival/Breakfast7:45-7:55AM Homeroom7:55-8:50LiteracyMathLiteracyMath4/5 H8:50-9:45HumanitiesLiteracyHumanitiesLiteracy4/5 M9:45-9:55AM Break9:55-10:50MathHumanitiesLab4L10:50-11:45LabMathHumanities5L11:45-12:15Literacy Circle12:15-12:40Lunch12:40-1:05Community Celebration1:05Dismissal1:30-4:30Staff PDFigure 1.8(c)(3) – Lower Academy Core Instructional MinutesHours/MinutesTotalLiteracyMathIndividual and Small Group Instruction130Mon.-Thurs. Daily Hours/Minutes8.5 hours210 minutes110 minutes190 minutesWeekly Hours/Minutes13139.5 hours17.25 hours8.25 hours14.1hoursOur middle school model has been designed to ensure students are prepared for the rigors of a college- preparatory high school experience. With our Middle Academy schedule, we carefully considered what differences we could incorporate into our Middle Academy to ensure we make strategic curricular decisions to support more responsibility and rigorous learning as students matriculate through our school. With those considerations, our Middle Academy has twice daily literacy and math, once daily science and social studies, and once daily electives, which alternate between foreign language and physical education. Fridays remain abbreviated for students so that teachers are given time for professional development, data analysis, and grade-level/content-specific meetings.Figure 1.8(c)(3) – Middle Academy Monday-Thursday Schedule2019-2020 Daily ScheduleTime6th GradeTeachersCohort 1Cohort 2Planning7:10-7:20Teacher Huddle7:20-7:45Student Arrival/Breakfast7:45-7:55Community Meeting/AM Homeroom7:55-8:50LiteracyMathSS/SCI8:50-9:45MathLiteracySS/SCI9:45-9:55AM Break9:55-10:50Social StudiesEnrichmentMath/Literacy10:50-11:45EnrichmentSocial StudiesMath/Literacy11:45-12:15Lunch12:15-1:10ScienceLiteracy LabMath1:10-2:05Math LabScienceLiteracy2:05-2:15PM Break2:15-3:10Literacy LabMath LabSS/SCI3:10-3:20PM Homeroom3:20-3:55Tutoring3:55DismissalMathLiteracySS/SCIEnrichment130 Targeted instruction constitutes math and literacy lab times, literacy circle, and tutoring.131 Hours/minutes calculated by multiplying each day’s minutes/hours by 4 and adding Friday’s times.Figure 1.8(c)(4) – Middle Academy Friday Schedule2019-2020 Daily ScheduleTime6th GradeTeachersCohort 1Cohort 2PlanningSupport7:10-7:20Teacher Huddle7:20-7:45Student Arrival/Breakfast7:45-7:55AM Homeroom7:55-8:50LiteracyScienceMath8:50-9:45MathSocial StudiesLiteracy9:45-9:55AM Break9:55-10:50ScienceLiteracyMath10:50-11:45Social StudiesMathLiteracy11:45-12:15Tutoring12:15-12:40Lunch12:40-1:05Community Celebration1:05Dismissal1:30-4:30Staff PDFigure 1.8(c)(5) – Middle Academy Core Instructional MinutesHours/MinutesTotalLiteracyMathTargeted InstructionMon.-Thurs. Daily Hours/Minutes8.5 hours110 minutes110 minutes145 minutesWeekly Hours/Minutes13239.5 hours8.25 hours8.25 hours10.2 hoursSchedule Rationale Our schedule allows for our teachers and students to have the time needed not only for deeply engaging with rigorous content, but our schedule allows the flexibility for students to receive targeted instruction in the form of tutoring, intervention of enrichment at multiple points in the day.In our Lower Academy schedule, students have 210 minutes of literacy instruction and 110 minutes of math instruction. In our Middle Academy, students have 110 minutes of literacy and math instruction, as well as 55 minutes each of science and social studies, daily. Within these extended literacy and math times, our 4th and 5th graders are given 190 minutes of targeted instruction and intervention, while our 6th through 8th graders are given 145 minutes of targeted instruction and intervention time, both four times per week. This schedule will allow us to live out our mission of rigorous academics and robust supports. We hold high expectations of behavior and achievement, but we also ensure all students in our school have the access and opportunity to be highly successful.In our math and literacy blocks through all grades, students will receive 55 minutes of on-grade-level instruction that is based on content directly derived from grade-level academic standards and drive toward mastery of state standardized assessments. Then, in each of our grades, students have a math and literacy lab period, respective for each subject. This time is where we will incorporate a blended learning model where students will access online learning programs that are individualized and suited for the level132 Ibid.of each student. We have identified ST Math and Achieve 3000 to be the math and literacy programs for our students. During this blended learning block the teacher will pull a small group of students for tutoring, remediation, enrichment, or in the case of literacy lab, for a guided reading group. Guided reading is a time when students will receive texts that are on their level with peers on similar levels.In our Lower Academy, the social studies and science standards will be taught in one class as the “humanities” class. Just like every other class, the HOS will develop the curriculum for this class, and will heavily infuse this class with reading language arts standards so that the humanities class is an extension of literacy class. Also, in Lower Academy, there is a designated literacy circle time where students engage in Close Reading in mixed ability groups. All students take PE as their enrichment four (4) times per week.In Middle Academy, the social studies and science classes are separated and students will receive daily science and social studies for 55 minutes each. This is so that students, having gained a strong literacy emphasis in Lower Academy, now can delve deeper into content of science and social studies. For enrichment, students will have a combination of a foreign language and PE. Students will take each enrichment two (2) times per week.In both Academies, there is tutoring time at the end of each day. This allows us to have additional tutoring time for students who may not have mastered that day’s objective, or for students who need support on homework. During this time, students will have a rotation of blended learning, homework, or independent reading time. Finally, we have intentionally made Fridays an abbreviated day for students so that teachers can engage in meaningful and ongoing professional development. Students dismiss at 1:05pm so that staff is able to have weekly two-hour professional development.With the composition of these elements, Believe Memphis Academy has developed a daily schedule that will allow us to pursue our Mission every day.Typical Day in the Life of Believe Memphis Academy Student/Teacher Day in the Life of a Believe Memphis Academy ScholarA ringing alarm disrupts the sleep of James Johnson. When he opens his eyes, it’s still dark outside – 5:30am. While tempted to push snooze, he doesn’t; he can’t – not today. He knows he has a test in his first period math class. Besides, he can’t be late. As he gets out of bed, adjusts his sheets and turns on the lights, he sees his uniform laid out beside his bed. He grabs his khaki pants, brown belt, navy socks, light blue collared shirt and heads to the shower. He smiles thinking about how next year, he’ll add a tie to his uniform – the rite of passage for 6th graders.Before he walks out the door, he kisses his mom goodbye, who herself is getting dressed and ready for her work. He grabs his backpack and is about to walk out the door when he pauses to unzip his backpack. He examines it to ensure he has his homework folder with the four different colored sheets of homework; he counts out 5 pencils, an eraser, 2 pens, a highlighter and sticky notes. Something is missing: his reading book. He rushes back to his room to find his book at his bed side. He carefully closes it, ensuring he bookmarks the page, and heads back toward the door. He walks down to his bus stop, it’s 6:27am. He sees his friend Tyla is already waiting at the bus stop. Soon the bus pulls up, hissing as it comes to a halt. When the doors swing open, he lets Tyla get on first and steps onto the bus. His bus driver, Mr. Smith is wearing his Believe Memphis Academy sweater and greets James with a good morning. He looks at the first seat to find Mr. Clark sitting there.“Good morning, James!” Mr. Clark says with a smile. “Good morning, Mr. Clark.” James replies.Mr. Clark is the Director of Operations at Believe Memphis Academy. While James isn’t fully sure what all Mr. Clark does, he always sees him busy during meal times, supporting with Chromebook set-up, or delivering materials to classrooms. As James finds his assigned seat, he sets his backpack on the floor, and leans his head against the window. This is his first year at his new school. In fact, it’s the very first year of any student, or “student,” at Believe Memphis Academy. He remembers his mom coming home one-day sounding excited about a new school in Memphis.“James!” mom called as she entered the door. “Turn off that TV and come here.”James, hoping he wasn’t in trouble, complied and walked over to his mom. “Yes, ma’am?”“I think I found a new school for you!” mom said. “This man was sitting outside the grocery store with a sign that said they were enrolling rising 5th graders for next year. He told me he is opening a new school. A 4th through 8th grade school that focuses on college.”Back on the school bus, James’ thoughts drifted to the first day of school. Wearing his brand-new uniform, sitting in the cafeteria, nervously eating breakfast when Mr. Song started call the attention of all students and began talking about college. He talked about how this was a special school and that all the students of this school would be going to college. He called them “scholars.” James liked being called scholar. It made him feel special – like the teachers believed in him. As the bus pulled up to the school, James could see out the window, Ms. Valenzuela approaching the bus. He also could see Mr. Song standing in front of the school, in his usual suit and tie. Ms. Valenzuela stepped on the bus, checked in with Mr. Clark and Mr. Smith and then looked toward the students.“Good morning, scholars!” Ms. Valenzuela said, with a bright smile.“Good morning, Ms. Valenzuela!” The students responded. Even James raised his voice for the greeting because he wanted to be sure to show he was ready for the day.“Alright,” Ms. Valenzuela began her directions. “Scholars on the left side, silently gather your belongings and exit the bus.”Students on the other side of the bus stood and formed a silent line as they exited the bus. The line moved toward Mr. Song, who broke into a smile.“Scholars on the right,” Ms. Valenzuela continued. “Silently gather your belongings and exit the bus.” All the students formed a second line and joined the previous line.“Good morning, Craig.” James could hear Mr. Song greeting each student in front of him. The student greeted back and sometimes Mr. Song would give a short compliment on the greeting. As James awaited his turn, he tried to remember all the things that made a strong greeting: direct eye contact, firm grip, strong voice, and a smile.“Good morning, James.” Mr. Song said extending his hand.“Good morning, Mr. Song!” James replied, taking Mr. Song’s hand. “Nice firm handshake, James. And great eye-contact.”James smiled as he entered the doors. He found the breakfast table and gathered his breakfast items and head toward his class. He saw this homeroom teacher, Mr. Tate standing outside the class door. Once again, James reached out his hand and exchanged a similar greeting with Mr. Tate as he did with Mr. Song. Once past the classroom threshold, James quickly surveyed the similar scene. His other homeroom teacher, Ms. Martin was at one corner of the class checking homework. His classmates were seated eatingtheir breakfasts while working on their brain-breakfast. James made his way to his own seat. He set his breakfast items down on the desk, careful not to place his milk carton on his brain-breakfast, as to not get it wet. He then made his way to the coat rack. He took off his backpack, making sure to gather all his materials for class – his homework folder, pencils, highlighter, pens, and independent reading book. He placed his backpack on the shelf, and brought his homework folder to Ms. Martin, placing each assignment into the corresponding trays.“Good morning, James. Are you ready for your math test?” Ms. Martin asked. “Yes, ma’am.”“Great. I know you’ll do great. Do you remember your goal this week?”“Yes, ma’am. I want to score above 85% percent this week so I can get my name on the wall.”“James, it’s not to just get your name on the wall! It’s so you can show you actually mastered our unit!”“Yes, ma’am.” James said with a grin. These teachers are always talking about learning and goals and college and stuff. At first, James was skeptical. To be honest, though, he liked it. This school made James feel smart. It made him feel like teachers cared about his learning. It made him feel, well, again, special.Eight o’clock. Morning advisory had just ended. Usually there is a quote or a picture that students examine and discuss together. The quote and picture is typically tied to something going on in the world or in Memphis. Ms. Martin had just led the class in a deep breathing exercise to get the students minds ready for the day. At first, James thought this was quite odd, but now, he appreciates the process. It helps him let go of distractions and start the day in a calm and focused manner. Ms. Martin then passed out the tests and James got started. As students worked silently, Ms. Martin walked up and down the aisles, occasionally stopping to glance down at students’ work. She never interrupted, however. After all, this was a chance for students to show how much they learned this past week. As the morning went on, James completed his test, and continued through his classes. In humanities, the students continued prepping for their upcoming debate. They were in their final phases of preparation and while students worked in groups to continue their research on Chromebooks, Mr. Hudak conferenced with different groups regarding their strategies and argumentation. Finally, for reading/language arts, the class finished up their novel study of Number the Stars, which describes the story of a family during World War II. James found it so interesting how people could discriminate against other people for such trivial differences. Friday is an abbreviated day, which is nice because every other day, the school lasts until 3:55pm. He also enjoys Fridays because he always looks forward to community celebration after lunch. At lunch, all his friends were talking about how they thought they did o the test today, what they were doing this weekend, and some were excitedly talking about the upcoming community celebration. There’s always something fun and exciting.At 12:25pm, designated students started to walk down the aisles to collect the trash. At 12:30pm, Mr. Song stood in front of the cafeteria and silently raised his hand. Almost immediately the cafeteria grew silent and students all around James were raising their hands and tracking Mr. Song. Once everyone had their hands up and were tracking Mr. Song, he greeted us with a “Good afternoon, scholars!”The students responded in unison, “Good afternoon, Mr. Song!”“It has been another strong week at Believe Memphis Academy. I am so proud of the work each of you have done this week.“We are going to start community celebration by recognizing those scholars who have done an outstanding job demonstrating our core values this week!”The familiar music started to play. It always made James’ heart pound. He has never been in the top earners before but he had been working hard this week to earn merits and minimize his demerits.“In third place, from Embark 5, with a total of 74 dollars, Karly Mims!” Mr. Song’s voice sounded over the music to the applause of students throughout the cafeteria.“In second place, from Discovery 5, with 80 points, Jatavius Parker!” more applause.“Finally, in first place this week, a first-time winner, from Endeavor 5,” James could feel his heart pounding.“With 84 points, James Johnson!” James stood up, beaming. He made his way to the front, to shake Mr. Song’s hand and receive his certificate. As he made his way forward, though, to his surprise, he was his mom standing to the side. She came over to meet him and gave him a hug.“Your school called yesterday to tell me you won!” James’ mom told him. “I’m so proud of you!”As James rode home with his mom, he looked at his certificate. This certificate is presented to James Johnson in recognition of his demonstration of Believe Memphis Academy’s core values: Resilience, Empathy, Ambition, Curiosity, and Honesty.Day in the Life of a Believe Memphis Academy TeacherMs. Martin begins her day with the usual routine of coffee and a bagel. She grabs her lunch for the day and heads out the door. The commute from her apartment to her school isn’t very long – less than 10 minutes usually. She looks at her radio before getting out of the car: 6:30am, perfect, as this is her favorite time of day to get work done. Walking up to the school in the cold morning air, walking through the silent halls of the school, going into the quiet teacher work room and preparing for the day. She always makes her copies on the Friday before leaving school, and keeps her papers in designated bins on her desk. She grabs today’s stack and places them on her teacher cart – a mobile cart each teacher is given that is always supplied with extra pencils, pens, paper clips, a stapler, and a hole-punch.Soon, the hallways echo with familiar footsteps and greetings by other teachers. She goes to her classrooms and writes her objectives and agendas for each class. This is Ms. Martin’s third year teaching, but first year at Believe Memphis Academy Charter School. She was being a founder - she wanted to be a part of building something great in her hometown of Memphis.“SWBAT (Students Will Be Able To) add fractions with unlike denominators.” Her fourth graders are in the middle of a unit on fractions. She has taught fractions before, but she never taught fractions the way she was teaching this year. She writes down her agenda: Activator – 8:50-9:00; Discussion – 9:00-9:10; Number String – 9:10-9:25; Math Workshop – 9:25-9:35; Exit Ticket – 9:35-9:45Two weeks ago, she met with Mr. Song to solidify her plans on how to teach this objective. She looked over her intellectual preparation documents to make sure she quickly reviewed the key points, checks for understanding questions, and exemplar answers. 7:08am. Her phone alarm goes off, signaling time for morning huddle. She walks down to the cafeteria where she finds Mr. Song and a couple of other teachers already in a circle. She joins the circle and starts talking to her coworkers. The action the teachers are working on this week are scanning after giving precise directions. Mr. Song quickly models, “When I say go, not before I say go, stand and push in your chairs. Your voice level is zero. Go.” Mr. Song makes exaggerated movements with his body to make it obvious that he is scanning the room: stands on his tip toes, cranes his neck. Now each teacher goes around the circle and practices a direction they will give today, mimicking the exaggerated scans to make sure students know we are expecting and verifying compliance.7:20am. Doors open and students enter the building. Ms. Martin stands at her post by the homeworksubmission bin. She greets each student with a “Good morning” as students place their homework assignments in different bins according to subject. Following breakfast and a morning community circle led by Mr. Song, Ms. Martin leads her homeroom to their classroom. Ms. Martin has a planning period during first period. Today, she has her weekly coaching meeting with Mr. Song. During their coaching conversation, Mr. Song starts by recognizing how she’s been using her radar well and asks what she’s found to be the impact of her radar.“I feel like it’s been helpful for me to obviously show I’ve been scanning after my directions for two reasons,” Ms. Martin responded. “First, it reminds me to actually look. I hadn’t realized how many students may try to not follow directions or only follow them halfway, but by me scanning, it helps me make sure I keep all my students accountable. Second, it communicates to students that we are actually holding them to high expectations.”“That’s exactly it,” said Mr. Song. “Especially the second part: we want to show students that we believe in them. Sometimes it just helps that students know we notice them.” From here, Mr. Song showed a video from the previous week. It showed Ms. Martin leading her class through a direction. She gave a clear direction, and as she scanned she noticed two students were not following her direction. She repeated her direction, which led to one of them following the direction. The other still did not. The video showed Ms. Martin moving on to the next activity.“What did you see?” Mr. Song asked.“I noticed that Jason didn’t comply with my direction even after I repeated it,” Ms. Martin said. “I did as well. What are your reflections on that?” Mr. Song asked again.“Well, I thought that it would be better at that point to move on than to wait for Jason,” explained Ms. Martin. “I didn’t want to lose the rest of the class.”“I understand,” started Mr. Song. “What do you think was the impact on Jason and the rest of the class?”“Jason knew he got away with something,” reflected Ms. Martin. “Later that class, he had a hard time and earned a couple of demerits. I ended up having to call his mother that day.”“Thank you for following up with Jason’s mom,” said Mr. Song. “When we allow small misbehaviors to continue or go unnoticed, it leads to bigger issues. What I want to work on today is adding positive narration as you scan, immediately following a direction.“Here’s how it would go,” Mr. Song said as he stood up. “Track me.” Mr. Song paused and scanned the room. “I have Tori’s eyes. Thank you, Jason. The whole third row is tracking me.”Mr. Song sat down again. “What was the impact of me adding in the narration?” “It felt positive, and I wanted to make sure I got recognized, too.” Ms. Martin said.“Right,” said Mr. Song. “Positively narrating the behavior you want to see gives you an opportunity to both recognize students who are doing right, and remind others of what your expectation is. Now your turn: Try giving a direction and immediately narrate 3 students who are meeting your expectation.”Ms. Martin and Mr. Song spent the next 10 minutes practicing this skill. Mr. song would interrupt occasionally to give her quick feedback on her voice, her stance, or the speed of her narration. This type of practice often reminded Ms. Martin of her days playing college basketball. At the end of the coaching meeting, Mr. Song and Ms. Martin confirmed their next steps and an upcoming unit planning meeting they had. Ms. Martin walked out of the meeting and went to teach her first class. The previous teacher,Ms. Valenzuela was administering the exit ticket. While Ms. Valenzuela was finishing up, Ms. Martin set up her computer, placed her copy of the packet on the cart under the doc-cam and started to place the class notes at the beginning of each row. Students were still working on exit tickets. The row captains knew not to touch the notes just yet. Soon Ms. Valenzuela collected exit tickets gave her salutation and walked out of the class. Ms. Martin took a second, looked around the room, and greeted the class, “Good Morning, Discovery 5!”“Good morning, Ms. Martin!” the class responded in unison.“Great to see you this morning. I have Jason’s eyes. Tori is sitting very professionally.” Ms. Martin narrated as she scanned the room. “When I say go, not before I say go, take a packet, pass the stack, and begin your do now. Go.”Papers started flowing down the rows. “Angela has started her do now and she is working silently. Kaveon is waiting patiently for his packet to arrive and he’s going to get started right away.” As the class worked on their do now she circulated the room with her pen. Marking feedback on students as they attempted a problem ? + ?. She was circulating, not to see who gets the right answer, she was looking for students using strategies they had discussed. One student wrote 2/6. As she passed by, Ms. Martin said, “prove it to me using a picture,” and continued circulating.She then came across a student who drew a number line. She had increments of 1/4s on the number line. She showed one jump from 0 to ? and then two more jumps to ?. “Why did you make two jumps here?” Ms. Martin asked. “Because I saw adding ? and I know that ? is the same as 2/4,” the student answered.“Great.” Ms. Martin said marking a star on her paper.After a few minutes Ms. Martin called the class to attention. “Scholars, when I say go, transition to the rug. If you have a star on your paper, bring your paper. If not, just bring yourself. Go.” The class then went into a discuss about the different strategies students attempted and why some worked and some didn’t. As the class continued, the big idea that was captured was that to add fractions, we need to have the same denominators. At lunch, she made sure to connect with Jason to follow-up regarding the demerits he earned the other day. They had a good conversation and agreed that they would both do better to make sure he was most successful as a Believe Memphis Academy student. This was her week to be in the cafeteria during lunch. She didn’t mind it because the rotations worked so that she served lunch duty one week every three weeks. This also gave her a chance to connect with her students outside of class. Taught one more class, tutored students during math lab, monitored restroom break, had another planning period, and finished the day with tutoring three (3) students who were struggling with drawing number lines to represent fractions. 5:30pm. Ms. Martin gathered her things and was heading out the door. The sun was setting and she admired the colors against the downtown skyline. She was exhausted, but in a good way. She knew she was in the right place. She knew she was making a difference for her students.Extra-Curricular Activities Our extended school day model allows us to focus extra time on critical subjects like literacy and math, but also gives us the time to offer daily tutoring and extra-curricular activities.In our Lower Academy, students will have daily physical education, as well as a recess period to allow students the opportunity for exercise and physical activity. A report from the National Academy of Sciences’ Institute Medicine finds that physical activity and exercise lead to higher levels of cognitive processing, attention, and memory.133 Physical Education will take place during the school day, as a part133 Brown, April. "Why recess and physical education are making a comeback." PBS. Public Broadcasting Service, 4 Apr. 2014.of the core curriculum. Recess will occur immediately following lunch.In Middle Academy, students will have Physical Education twice per week and foreign language the other two days, Monday through Thursday. While we continue to value physical activity, our research has also found that lacking foreign language credits account for about one third of Tennessee graduates not actually meeting graduation requirements.134 We require all our students to take foreign language for their three years within our Middle Academy, so that when they exit 8th grade, they will have a significant advantage toward exceling in high school. Physical Education and foreign language will take place for our Middle Academy students during the school day as part of their core curriculum, and will play a role in requirements for matriculation to each next grade. As represented in our budget, we have budgeted for enrichment teachers as part of our operating expenses. When we are a fully operationalized grades 4 through 8 school, we will have a total of three (3) enrichment teachers: Lower Academy PE teacher, Middle Academy PE teacher, and a Middle Academy foreign language teacher.Finally, we will seek out strategic community partnerships with after school programs and athletic organizations to offer our students and family an opportunity to participate in additional extra-curricular offerings. These would not be part of our core curriculum and would not take part of our budget, but we value community partnerships that would enrich these critical developmental years of our students. Believe Memphis Academy has already sought out partnerships and began conversations with Memphis Athletic Ministries, Hoop4Life, Memphis Gridiron Ministries, Girls Inc., and Memphis Inner-City Rugby.Saturday Academy As part of our academic calendar, we have built-in eight (8) Saturday Academies throughout the year. These Academies are designed for remediation purposes and are by invitation-only. Families must arrange for transportation, but the school will work with families who may need support with transportation. As noted on our Academic Calendar (Attachment A of this application), there is one Saturday Academy per month until the state standardized assessment window. Saturday Academies will last about two (2) hours and will focus on math or reading tutoring. Students will be invited to Saturday Academies who need more intentional small group or one-on-one instruction time. These academies will smaller student to teacher ratios and intervention strategies utilized during Saturday Academy will be overseen by the Special Education Coordinator and/or HOS/DCI/AD.135Students will be identified for Saturday Academy if they have already received consistent tutoring during our targeted intervention and instruction time, but still have not shown growth or still need more intervention or instruction to continue on a path toward academic success. These will typically be students in the bottom 15% of performance. Students who miss tutoring at the end of the day for detention will also be required to attend Saturday Academy. If a student misses three (3) or more tutoring sessions due to detention, then family will be called for a conference and at the conference, School will explain that child must attend the next available Saturday School to make up tutoring.Special Populations and At-Risk StudentsComprehensive Plan to Serve All Students Believe Memphis Academy is committed to meeting the diverse needs of individual students, including students with Individualized Education Plans (IEPs) or Section 504 plans, English Learners (ELs), and students at risk for academic failure. We agree with Tennessee Education Secretary Dr. Candice McQueenWeb. 26 Feb. 2017. <;. 134 Farmer, Blake. "Tennessee Says A Third Of Its High School Graduates Didn't Meet Requirements." NPR. NPR, 11 Feb. 2017. Web. 19 Feb. 2017.135 Director of Curriculum and Instruction will be hired in Year 3 of school operations.who states, “Most importantly, we believe that all means all: All students deserve high-quality Tier I instruction; all students can benefit from intervention and enrichment; and all students can graduate from high school with the knowledge and skills to embark upon their chosen path in life.”136Believe Memphis Academy will follow all laws, regulations and best practices regarding instruction of students with IEPs in compliance with the federal Individuals with Disabilities Education Act and T.C.A. § 49-13-102 to ensure all students receive a free and appropriate public education (FAPE), within their least restrictive environment (LRE) for learning. In accordance with our Mission and T.C.A. § 49-13-111(a)(4), we will provide special education services for students in the same manner as all other public schools, ensuring there is no discrimination on the basis of eligibility for services under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, or the Americans with Disabilities Act. We will do this with priority that to the greatest extent allowable by students with IEPs within the general education classroom, pushing for a full-inclusion model for instruction, with robust and high quality Tier I instruction and intervention for every student in every class, all throughout the day.The following is a list of supports we offer for every student in our school as a part of our Tier I instruction and intervention:Extended Time. We provide 184 days of instruction from 7:45am to 3:55pm. Tennessee RTI2 recommends 150 minutes of daily ELA instruction in grades K-5 for Tier I instruction and intervention137; Believe Memphis Academy provides 210 minutes. The RTI2 recommends 55-90 minutes of daily ELA instruction in grades 6-8138; Believe Memphis Academy provides 110 minutes. RTI2 recommends 90 minutes of daily instruction and intervention for math instruction in grades 3-5 and 5-90 minutes for math instruction in grades 6-8139; Believe Memphis Academy provides 110 minutes in all grades.High Quality Instruction. In our literacy and humanities classes, we provide students regular practice with complex texts and academic language; reading, writing and speaking grounded in evidence from texts; and building knowledge through content-rich nonfiction. Our literacy instruction will be student focused and text-based, meaning the questioning, thinking, and discussion in class will be driven by student responses in accordance with the content and demands of rich texts. Our mathematics instruction will be grounded in the principles of giving students opportunities to develop conceptual understanding, procedural fluency, and engage in meaningful problem solving application investigations. Finally, our social studies and science instruction, in conjunction with the belief that “a student’s ability to master ELA standards in middle and high school is in part dependent on their engagement with complex texts in non-ELA classes,”140 will provide students opportunities to be immersed in rich primary sources documents, scientific journals and practice applying and testing concepts from these disciplines.Intervention and Enrichment. Targeted intervention time is built into every daily lesson agenda. Math and humanities or literacy classes are also given an additional lab period designed for intervention and enrichment time where students will be utilizing adaptive computer software to target individualized skills in reading and math concepts. Our Lower Academy has Literacy Circles during which students work on close reading strategies to study short texts of different genres in mixed ability groups. Math and literacy/humanities teachers will also utilize this extended time for extra tutoring and support. Furthermore, outside of the general education classes, students have136 Response to Instruction and Intervention Framework. Publication. TN Department of Education. Print.137 Ibid.138 Ibid.139 Ibid.140 Ibid.opportunities of tutoring during tutoring time built in to the end of each day. Finally, there will be Saturday Academies built into the yearly calendar for extensive, targeted tutoring of students who need the most amount of intervention. Although Saturday Academies are designed to prioritize intervention, they can, when appropriate, also be used as enrichment opportunities for our highest performing mon Whiteboard Configuration. The whiteboard of each classroom will list out the day’s objective, daily schedule, agenda for each class, and homework assignments. This serves as a support for students to lower their anxiety associated with unpredictability in the school day. This consistency particularly helps students who feel stressed or anxious in uncertain environments, and for students who may have experienced previous trauma.Word Walls and Anchor Charts. Every classroom will have commonly used and academically rigorous, content-specific vocabulary words so that students can habitually see and add terminology to their vocabulary. Anchor charts will serve as reminders to previously learned content and concepts the class has discussed so students always feel a sense of building upon previous learning. This is particularly helpful for EL students.Total Physical Response Language Acquisition. New concepts and terms introduced will follow the practice of incorporating total physical response of bodily movements with verbal definitions for language and vocabulary acquisition.141Student Supports Team. Believe Memphis Academy will employ a robust support system based on Response to Instruction and Intervention systems that allow for students who need higher levels of accommodations or modifications to be able to access the learning in their least restrictive environment. The SST is made up of the Special Education Coordinator (“SEC”)142, special education teacher, general education teacher of a student who is being considered for further supports, and at least one (1) member of the leadership team. The SST’s responsibility is to share multiple perspectives on a student’s need for further interventions, to track the interventions that have been used, to ensure interventions are properly executed, and, when necessary, to identify students who need further evaluation to screen for potential learning disabilities.If, after providing extensive supports in Tier I instruction and intervention, ongoing assessments and data collected from those assessments reveal that there are students who are not making adequate academic progress – such as consistently failing in class assessments, not making growth in literacy or MAP assessments (for students performing behind or ahead of grade level), and not responding to interventions of small group instruction or individualized instruction – teachers will work with Special Education Coordinator143 to identify a tailored and targeted instruction and intervention plan for each student. At this point, families will be invited to a meeting to inform family member or trend we are seeing in the student’s academic progress and to inquire family’s perspective on student’s achievement and progress, or lack thereof. School will present the interventions that have taken place up to this point, and discuss with family the plan to further support their student. Together, the teachers and family will identify a comprehensive plan for school work and homework interventions to ensure students are set up for success.141 Asher, James J. "The Total Physical Response Approach to Second Language Learning." The Modern Language Journal 53.1 (1969): 3. Web.142 In Year 1, the special education teacher will serve as SEC.143 Special Education Coordinator will communicate progress and identification of interventions of students with rest of leadership team to ensure all leadership team members are made aware and given information necessary to support teachers and students in the interventions being utilized for students. In Year 1, the special education teacher will be our Special Education Coordinator.Our Tier II interventions will take place during to set intervention times during the day: math and literacy lab, literacy circle, and Tutoring/tutoring time. This gives our school 190 minutes of targeted intervention time daily, Monday through Thursday, for our students who need further supports. The interventions given during this time will be by our licensed teachers, special education teachers, leadership team members, or Special Education Coordinator. The Special Education Coordinator will oversee the interventions, their effective execution and implementation.For students who need more intensive interventions than is provided for Tier II interventions, our special education teachers and Special Education Coordinator144 will work directly with these students as part of our Tier III instruction and intervention supports. Our special education teacher and/or Special Education Coordinator will push-in to general education math and literacy classes to provide support for these students during the general instruction. These students will also meet with the special education teacher or Special Education Coordinator each morning during breakfast to preview the day’s objectives, as well as go over homework with the students. Special education teachers and the Special Education Coordinator will pull students during our intervention times to provide instruction that is specific to building skills for our students requiring Tier III interventions. Tier III intervention students will take the priority of our special education and Special Education Coordinator, as is necessary for their capacity, depending on the number of students who need this support. Students with Tier III intervention plans will receive daily instruction and intervention during each of our intervention times. Progress will be directly overseen by our Special Education Coordinator, who will also communicate progress with leadership team. Families will, again, be informed when it is determined that their student requires Tier III interventions.Capacity to Serve All Students The founding team of Believe Memphis Academy brings a wealth of knowledge, experience and expertise in working with students with high needs including special education, EL students, and students with 504 plans. We are uniquely equipped to design and lead a school that ensures it serves all students.The Lead Founder and Proposed Head of School has worked in Tennessee public schools for seven (7) years as a teacher and school leader. In his capacity, he has worked directly with students with disabilities ranging from developmental delay to mild and severe autism. In his capacity as teacher, Mr. Song taught math and English language arts in every grade between 3rd through 8th grade. He worked closely with special education teachers to co-plan, create accommodations and modifications for testing and instruction, and provided additional interventions such as reading instruction to students identified as having learning disabilities. In his role as teacher, Mr. Song has consistently seen high academic results with his students. As a 6th grade math teacher, one class that had all identified special education students and the lowest performing students in the school. Within two quarters, that class outperformed an initially higher performing class on a school-wide interim assessment.In addition to his instructional experience, as founding Dean of Students at Cornerstone Prep – Lester Elementary, Mr. Song managed the special education team, working closely with the special education teachers to implement the state’s RTI2 process and create an internal identification and testing process in compliance with the RTI2 model. Mr. Song participated in almost every IEP meeting in the school, as the school’s LEA representative.Lisa Settle, a Founding Board Member and current Chief of Schools of the Achievement Schools, has eight(8) years of experience working with special education and EL students. In her current role as Chief of Schools and her previous role as Co-Founder and Principal, she served as the Special Education Coordinator. As Chief of Schools, she has worked at a network level, ensuring each of the schools she144 In Year 1 of operation, the special education teacher will be our Special Education Coordinator.manages properly serves special education and EL students for the past two (2) years. In her different capacities, she worked with students with 504s, served on IEP teams, 504 teams, manifestation determination reviews, extended school year teams, evaluated special education teachers, and has served on the ASD’s special education team.Jacque Rowe Fields, a Founding Board Member and current Assistant Principal at Cornerstone Preparatory Charter School, has ten (10) years of experience working with students with IEPs in speech and language. She also has multiple years’ experience working with EL students and students with 504 plans. In her different capacities, she has supervised EL staff, served as parent advocate at IEP and 504 meetings, and served as the LEA for IEP and 504 meetings.Elana Cole, a Founding Board Member and current Senior Instructional Coach at Teach For America, has worked with EL students for the past five (5) years coaching and evaluating teachers who support EL students in charter schools, ASD schools, I-Zone schools, and traditional district schools in SCS. She has spent the last twelve (12) years working with students with special education needs. In addition to coaching and evaluating teachers through her current role, she herself is highly qualified to teach special education and has passed the PRAXIS exam for special education. As a Founding Master Teacher of a charter school, she wrote IEP and 504 plans for students in her school, formally tested students to determine eligibility and need for special education services, trained other teachers in writing IEPs and 504 plans, and led IEP meetings.Staffing During the planning year, the founding team of Believe Memphis Academy will search for a highly qualified, capable, and mission-aligned individual to serve as our founding special education teacher. The candidates we will interview will have at least three (3) years of experience working with high needs populations in schools serving a similar projected demographic as our school. This person must have experience working with students with IEPs, Section 504 plans, and EL students. If this individual proves successful in their role, they will be grow into the role of Special Education Coordinator in our second year of operation, who will then manage all components of our high needs and gifted populations for the school. If our special education population exceeds the projected population of 13% of our student body, we will hire a special education assistant to work with our special education teacher, directly under his/her management to support the needs of our students. This teacher will be licensed and highly qualified as a special education teacher in Tennessee. In year 2, we will have one special education teacher and one Special Education Coordinator. In year 3 of our operation, we will hire one additional special education teacher as well as a special education assistant, and keep this model for the remainder of our organization. Again, we will adapt as necessary to be responsive to the needs of our specific student body. If, for example, our EL population far exceeds our projection of 4%, we will hire additional supports for our students, such as a part or full-time EL instructor who will work with our Special Education Coordinator.We will seek development for teachers around language acquisition strategies, trauma-informed practices, and proven best practices of instruction, with a Universal Design for Learning philosophy that ensures we plan our program for the students in the margins – thereby better serving all students. In addition, our special education staff will have training on Easy IEP to ensure we maintain accurate and up- to-date records of all students with IEPs as a part of our comprehensive and thriving special education program.Data Informed Decision Making From our Tier I instruction and intervention, we will, in adherence to the RTI2 model, constantly gather and analyze student achievement data to determine to effectiveness of our instruction and interventions for all groups of students. Our ongoing assessments will gather data from daily Exit Tickets and Do Nows,weekly content-specific assessments, unit assessments, as well as our benchmark assessments such as our Trimester Exams and nationally normed literacy assessments145. From our data, we will adjust instruction or intervention for all, some, or few students who demonstrate need for different instruction or intervention. In weekly grade level meetings, there will be a portion of the meeting dedicated to reviewing student data and identifying students who are at-risk for academic failure in one or more subjects. Teachers will review the interventions being used for these students and identify new interventions, if necessary. Teachers will monitor the effectiveness of interventions on a weekly basis as students make or do not make progress.Students whose academic progress does not respond to the interventions of small group instruction or individualized instruction in Tier I will be identified as students who may need Tier II supports. Teachers will identify these students during their weekly data review meetings, by analyzing the data of students who consistently demonstrate risk for academic failure or students who fail to make progress as compared to the rest of the class. The differentiation of a student’s performance as compared to the rest of the class is an important distinction to identify student-outliers versus a teacher’s instructional effectiveness. This comparison will be made within classrooms and across grade levels. Once students’ whose data reveal themselves to be outliers, teachers will collaborate with the Special Education Coordinator to identify a tailored and targeted instruction and intervention plan for each student. 146 We will gather at least ten(10) consecutive weeks of data points that demonstrate the effectiveness of our Tier I interventions and a student’s rate of improvement before considering a move to Tier II interventions, but will not wait more than fifteen (15) weeks before formally developing a Tier II intervention plan, if a student is demonstrating risk for academic failure by a lack of growth or declining rate of improvement.The Special Education Coordinator will directly oversee the implementation of Tier II interventions and will perform weekly check-ins on progress of students on Tier II intervention plans by accessing and examining student data, directly observing/supporting students in class and during intervention times, and checking-in with teachers regarding progress of students. In accordance with Tennessee RTI2 guidelines, students on Tier II interventions should comprise of 10-15% of total student body. The students identified to be at risk or advanced and in need of Tier II interventions will be identified from students performing below the 25th percentile of national norms or students performing above the 85th percentile of national norms. If a large percentage of our students fall into either category (and based on our demographic research, we predict a large percentage of students may perform below the 25th percentile on nationally normed assessments), then we will use relative norms and identify students who may be performing below the 15th percentile within our specific population on assessments in each discipline.Teachers, in collaboration with their instructional leaders (HOS/DCI/AD) and Special Education Coordinator or Special Education Teacher, will carefully track and analyze the data of all students, paying close attention to students receiving Tier II supports. When a student continues to fail to make progress through carefully planning and faithfully executed Tier II interventions, which will be documented and recorded, then the teachers, instructional leaders, and Special Education Coordinator or Special Education Teacher will form a Student Supports Team (SST) to discuss potential of creating even more intensive supports through Tier III supports. We will, again, require at least ten (10) consecutive weeks of data points that demonstrate the effectiveness of our Tier II interventions and a student’s rate of improvement before considering a move to Tier III interventions, but will not wait more than fifteen (15) weeks before145 School will utilize a research based literacy assessment such as Fountas and Pinnell or Scholastic Reading Inventory.146 Special Education Coordinator will communicate progress and identification of interventions of students with rest of leadership team to ensure all leadership team members are made aware and given information necessary to support teachers and students in the interventions being utilized for students. In Year 1, the special education teacher will be our Special Education Coordinator.formally developing a Tier III intervention plan, if a student is demonstrating risk for academic failure by a lack of growth or declining rate of improvement.This process will be expedited if our initial universal screening on the NWEA MAP or our normed literacy assessment demonstrates that a student is performing at least 1.5 grade levels behind by nationally normed standards. If the majority of our students perform at least 1.5 grade levels behind, we will then use relative performance to determine the students who need Tier II interventions the most. We will also ensure that our Tier I supports become robust with high quality instruction and intervention that is aligned to the needs of our students. If, as we anticipate it being so, it is the case that the majority of our students are behind at least 1.5 grade levels, then we will carefully examine the performance of students who may need further enrichment opportunities, as students who perform at or above grade level to ensure all our students receive opportunities to grow.For students who come to Believe Memphis Academy already with IEPs, we will hold an initial meeting with family and SST to ensure the IEP is up-to-date and accurately representative of the special needs and accommodations of said student. Our special education team will meet with each student’s general education teachers to ensure all teachers have a clear understanding of needs of individual students with identified disabilities. We will track all achievement data of all students and specifically disaggregate data for students with IEPs to ensure they are growing and achieving at comparable rates to students without disabilities. Disaggregated data of student subgroups by race, disability, EL, and economic disadvantage of interim, MAP, and nationally normed literacy assessments will be presented to board at the end of each assessment cycle as a measure of reporting accountability.Special Education After careful planning and faithful implementation of Tier II and potentially Tier III interventions have failed to demonstrate academic progress for students at risk for failure, the SST will, with input and involvement from the family of a student, discuss the need for a special education referral. We recognize and are sensitive to the national trend of over-representation of minority children for special education services147, and therefore balance our commitment of ensuring all students get the support they need by solidifying and emphasizing the supports we build in Tier I and II interventions. For a student to move to a Tier III intervention, including special education referral, we must have documented proof of high quality interventions in Tiers I and II that were faithfully administered and failed to produce results. Once it is made clear that the supports of Tiers I and II are failing, we equally commit to ensuring we do provide the necessary supports for all students to be successful.As a school, we ensure every child has access to their right to a Free and Appropriate Public Education (FAPE) in their Least Restrictive Environment (LRE). This assurance means we are a full-inclusion model, to the farthest extent allowable by an IEP. For students without IEPs, we offer the high-quality instruction and intervention prescribed in our academic program. So that all students receive the full benefit of our program, we will not pull students during recess, lunch, or enrichment periods, unless absolutely necessary. We will dedicate designated times to implement intervention and enrichment for students who need them.If it is determined a student should go through an initial evaluation to identify eligibility for special education services, a referral for special education will, in compliance with Tennessee’s RTI2 guidelines, include, at minimum148:Parent input to include any pertinent familial information, family/student medical history, etc.147 Salzman, Avi. "Special Education and Minorities." The New York Times, 20 Nov. 2005. Web. 03 Mar. 2017.148 Response to Instruction and Intervention Framework. Publication. TN Department of Education. Print.Teacher input to include an indirect observation, work samples, documentation of differentiated instruction, etc.Documentation of the problem to include classroom-based performance assessments, standardized testing results, and other relevant assessment dataA detailed description of the intervention process to include interventions used, attendance, frequency of implementation, duration of implementation, and fidelity monitoringProgress monitoring data indicating lack of responsiveness to interventionComponents of a special education evaluation/re-evaluation with appropriate and necessary testing and input from a psychologist.As part of the evaluation process, students will not be considered eligible for special education services if any of the following is determined to be the primary reason for a student’s underachievement:Visual, Motor, or Hearing Disability – determined by a screening or medial recordIntellectual Disability – determined by classroom performance, academic skills, language development, adaptive functioning, or IQ assessmentEmotional Disturbance – determined by classroom observation, student records, family history, medical information or emotional/behavioral screeningsCultural Factors – evidenced by a student’s level of performance and rate of progress compared to students from same ethnicity with similar backgroundsEnvironmental or Economic Factors – evidenced by a level of performance and rate of progress compared to students from similar economic background or situational factors that are student- specificLimited English Proficiency – determined by language acquisition and proficiency, level of performance and rate of progress compared to other EL students with similar exposure to language and instructionExcessive Absenteeism – based on attendance records within a 3-year period, tardies, and absent for 23% of instruction and/or interventionWhere appropriate, our school will partner with related service providers such as speech therapists, physical therapists, and any other therapists that a student might have identified or need to be included on an IEP. Services will be contracted services with professionals who come to Believe Memphis Academy for the necessary hours to accommodate all needs of students. If the student is eligible for special education services, an IEP for that student will be developed. All IEPs will be evaluated and revised as needed at least annually. All assessments and evaluations will be repeated at least once every three years.For students who are identified to have a learning disability, our model will continue to be a full-inclusion model to the fullest extent allowable by an IEP. We will ensure our students get as much of the general education curriculum delivered to them with the right supports in place. Our special education teachers will work closely with general education teachers so that when they push-in to a room for support, they act as a co-teacher, not a teaching assistant. This means that special education teachers must be acutely aware of intellectual preparation plans and lesson plans of the core subjects. When general education teachers submit intellectual preparation documents, the reviewer (HOS, DCI or AD) will return feedback to the general education teacher as well as the special education teacher, so that all teachers are aligned.When appropriate, weekly coaching conversations will occur with general education teacher and special education teacher at the same time, so that teachers are made aware and developed in their roles as co- teachers, as it is a much different skill than lead-teaching. General education teachers and special education teachers will conduct practice lessons and go over tricky parts of lessons so that special education teacher is able to support all students in the classroom, not just students with IEPs. Academicand behavioral progress will continue to consistently monitored for students with IEPs, as they are with all students in our school through REACH reports, regular testing, and consistent communication with family. Through MAP, interim assessments, and nationally normed literacy assessments, when examining the data, the leadership team and teachers will disaggregate the data by students with IEPs, and EL students to ensure we are not leaving any students behind or not serving the needs of any student. The SEC will oversee the special education department so that all students are receiving all necessary services and supports to access the general education curriculum.English Learners Shelby County Schools has a growing EL population. Most recent data reflected in the SCS website shows that 6.3 percent of the student population within SCS has an EL designation. While not an anticipated majority of our student population, with our Mission to prepare all students who enter our doors with a rigorous, supportive, and developmental education, we will ensure we support our EL students with all necessary accommodations for their success. These supports will manifest in three main processes: identifying, serving and assessment EL students. These processes will be overseen by our Special Education Coordinator.Believe Memphis Academy, as part of the family enrollment process will administer a home language survey for all students to gather information about each student’s language background. Based on the survey, students whose families identify a primary home language other than English will take an English language proficiency (ELP) test to determine whether a student may qualify for English learner services. The home language survey will be given initially between March 15 and March 30, for early applicants. We will then administer our first round of ELP assessment by March 30. Our second round of surveys will take place between May 1 and May 15, following our lottery date, with ELP assessments being administered for identified students by May 31. Students who enroll post May 31, will take a home language survey and ELP assessment before the end of the first thirty (30) days of school.We will use the WIDA-ACCESS assessment for our ELP assessment for potential Els.149 For students coming from another school within the district who have already been identified as ELs, we will request the WIDA- ACCESS scores from the previous school, district, or state. Any student who is new to the country and newly enrolled at Believe Memphis Academy whom the family identifies in our enrollment packet as an EL will take the WIDA-ACCESS in the spring before school year begins. If a student enrolls in our school after the WIDA-ACCESS testing window before the start of the school year, we will administer the W-APT for students whose families have self-identified as ELs. All ELs will participate in our internal assessments including NWEA MAP tests, quarterly exams, unit exams, and daily exit tickets, with appropriate accommodations and modifications wherever necessary. Teachers will continuously monitor student progress as they do for all Believe Memphis Academy students.All our teachers will be highly trained in research-based instructional practices for educating ELs with language acquisition development strategies such as total physical response (TPR) techniques to teach vocabulary, prevalence of anchor charts and graphic organizers, and allows ELs to utilize their home language in conversations with other students during group work. Our EL students, as is the case for all students, will have full access to our Tier I and II instruction and intervention supports, as is needed. While we have in our plan to hire a Students Supports Coordinator to oversee EL services, in the case we have more EL students than anticipated, we will hire part-time or full-time support to ensure our students receive the services necessary to access our educational program.149 “English Learner (EL) Assessments.” – . Web. 07 Oct. 2016.At-Risk Students Our data-informed practices will ensure we regularly look for and identify students who are potentially at-risk for academic failure. We will identify students at-risk as students whose achievement or performance falls significantly behind (1.5 grade levels or more) national norms on nationally normed assessments such as MAP and our literacy assessments. Because we anticipate, data from the elementary schools in the proposed Medical District area that shows an average of 32% of students are proficient in math and 17% of students are proficient in reading, that a significant portion of our student body will fall into that category of being at least 1.5 grade levels behind national norms, we have specifically designed our academic program and curriculum to ensure our Tier I instruction and intervention is designed to meet the needs of our students.Believe Memphis Academy’s academic model and supports will measurably and significantly close gaps for at-risk students. Within our population, however, we will be mindful to watch our relative norms to identify students who are at-risk for academic failure even within our rigorous and robust program. Those students will be identified during weekly data meetings within grade levels where teachers will identify students who are performing in the bottom 15th percentile of their classes in mastery and achievement. Those students will receive priority Tier I and potentially Tier II supports to ensure we leave no child behind in our Mission to prepare all students for high school, college and a life of opportunities.These students will receive targeted instruction in flexible group settings during our math and literacy lab times, literacy circle in Lower Academy, and our Tutoring/tutoring block at the end of the day. Students may also be invited to Saturday Academy to receive small group instruction and intervention for specific skills that they struggled to master as part of daily and weekly assessments. When creating and analyzing assessments, teachers will identify specific skills within each question of the assessment and identify, before administering the assessment, what potential pitfalls and deviations students may take, as well as what misconception or lack of understanding might lead to that pitfall/deviation. Then, when analyzing the results of the assessment, teachers will be able to quickly categorize specific skills or knowledge a student needs to be successful. This type of intervention is part of our Tier I supports that all students receive. If these supports fail to demonstrate growth for any student, that student will be identified as potentially needing Tier II supports, as determined by the Special Education Coordinator/Special Education Teacher.Gifted Students In addition to the over-representation of minority students in special education services, there is a significant under-representation of minority students in gifted education programs.150 The model of robust supports of our academic program is not only designed to serve the purpose of closing persistent and prevalent achievement gaps that exist within our community. It is our deeply held belief and conviction that there are students in our communities whose intelligence is being underserved by them lacking opportunities to tailored for intellectually gifted students.As part of our ongoing assessment and analysis, weekly data meetings will identify students who are performing above the 85th percentile of national norms. If the school is lacking students currently performing at this level, we will use relative norms and identify students above the 90th percentile of our student body. These students will receive enrichment opportunities during our lab, literacy circle and tutoring times to ensure they are being challenged with tasks, assignments, projects, and problems that ensure they continue to grow and receive services that is a right to them as their free and appropriate public education. Believe Memphis Academy will present students who are in this category with150 Ford, D. Y. "The Underrepresentation of Minority Students in Gifted Education: Problems and Promises in Recruitment and Retention." The Journal of Special Education 32.1 (1998): 4-14. Web. 4 Mar. 2017.opportunities for further enrichment during summers to partner with colleges that offer summer programs for gifted and talented students, such as Duke University’s Talent Identification Program (TIP)151 for 7th grade students who score high results on the ACT. Students in the top 25th percentile of our school will be encouraged to take the ACT in 7th grade to determine their qualification for programs like Duke’s TIP. To ensure we actively and effectively increase minority representation in gifted programs, we will follow the five (5) recommendations for schools of a leading researcher in this field, Dr. Donna Ford152, outlined below153:Use valid and reliable instruments. Believe Memphis Academy will continuously research the best proven curriculum and instructional techniques, particularly ones that have proven to effectively close achievement gaps and measurably increase achievement of minority students. We will hold an annual review of curriculum and assessments, and ongoing adaptation and improvement of lesson plans and materials. This task will be overseen by the HOS, DCI, and/or AD, with guidance from Building Excellent Schools, as well as other educational experts.Collect multiple types and sources of information. Dr. Ford encourages both qualitative and quantitative sources of data. Believe Memphis Academy will employ a variety of assessments types that measure students’ mastery and growth through class assignments, teacher analysis, family input, nationally normed assessments, and internally created assessments.Provide support services and educational opportunities. Dr. Ford’s research corroborates previous research that found students in academically subpar environments struggle to perform at levels of students from academically rigorous environments. At Believe Memphis Academy, rigor is our Mission. We provide rigorous curriculum and assessments, because we know our students are capable of mastering them.Provide extensive teacher and school personnel training. Dr. Ford strongly encourages specific training to address and eliminate stereotypes teachers may have toward minority students. Believe Memphis Academy is committed to the belief that all children can learn, and that the prevalent and persistent achievement gap between races in an injustice and violation of the right to a free and appropriate public education guaranteed to all children in our nation. In our recruitment, hiring, and development of teachers, we will specifically look for candidates who share this belief and continue to develop teachers around cultural sensitivity and awareness.Increase family involvement. Dr. Ford encourages early engagement and involvement of families in the screening, identification, and placement process of gifted students. Believe Memphis Academy is committed to open and fluid communication between the school and all families. It is our belief that students are most set up for success when there is clear communication and commonly held beliefs between the home and school.School Culture and DisciplineStudent Handbook Believe Memphis Academy’s Student and Family Handbook can be found in Attachment B.School Culture If we could summarize our culture in a word it would be urgency. The founders of Believe Memphis Academy understand the urgency of our mission to prepare all students in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in151 "Discover. Explore. Celebrate." Welcome | Duke TIP. Duke University, 04 Mar. 2017. Web. 04 Mar. 2017.< Dr. Donna Ford currently teaches and furthers her research at Vanderbilt’s Peabody School of Education.153 Ford, D. Y. "The Underrepresentation of Minority Students in Gifted Education: Problems and Promises in Recruitment and Retention." The Journal of Special Education 32.1 (1998): 4-14. Web. 4 Mar. 2017.college, and lead lives full of opportunity. We feel the urgency of the need to address the achievement gap. Black students in our community, on average, perform 2.4 grade levels behind the national norm and almost 3 grade levels behind their white peers.154 Memphis has the second highest poverty rate among large metropolitan areas in the nation155 and the highest child poverty rate for metropolitan areas with populations greater than 1,000,000.156In the midst of these sobering statistics, research finds, again and again, that a powerful education that prepares students growing up in poverty to enter and graduate from elite post-secondary institutions is one of the best levers to break the cycle of poverty.157 The urgency of the need and our mission drive the three pillars of our school culture: high expectations, high level of supports, and high levels of structure.Our high expectations derive from what some have called a “Whatever It Takes” mindset in ensuring all our students are solidly on a path to college. To be clear, our high expectations start with the adults. Our culture is driven by a clear and unwavering commitment by all adults in our organization – leadership team members, board members, teachers, and support staff – that there is no excuse we will accept for ourselves why we cannot offer the high quality and life-changing education our students deserve. All the adults in our organization will relentlessly do whatever it takes to ensure our students are firmly and measurably on a path of success toward college. With these mindsets, we urgently place supports in place so that every student is successful in our school. We urgently collect, analyze, and respond to data to evaluate our own effectiveness and identify students who need further support. We urgently commit to growing ourselves first so that we can effectively grow our students.In our urgency, however, we do not lose sight of our core value of empathy. We hold high expectations of ourselves and our students, but we also ensure we build a high level of supports so that all students truly experience success. Our academic program is built to serve students who are currently underperforming academically. Therefore, we build in robust instruction and intervention supports that make our rigor accessible for all our students.Finally, to ensure our urgent mission is accomplished, we establish a high level of structure within our school. Structures, for Believe Memphis Academy, are defined as systems and boundaries and facilitate the highest amount of learning possible with the least possible amount of distractions. If pencils are not readily available for students, that distracts from learning. If lunch lines take too long and students do not have the full time to eat and socialize with their peers, it creates frustration for the afternoon classes. If there are not clear boundaries and parameters that establish the norms of behavior in our school, students do not feel safe, which raises anxiety and lowers the cognitive ability for focus, memory, creativity, and collaboration. Our structures are clear, firm, and consistent. They dictate transition expectations, appropriate engagement and interaction during lessons, and cover logistical necessities like bathroom usage, nutrition services, transitions, homework expectations, arrival and dismissal plans, and discipline policies. Our staff practice and internalize these structures so that there is consistency across the board and cohesion in our culture.We believe by faithfully and consistently cultivating our culture of high expectations, high supports, and high structures, our students and teachers can prove that demography need not determine destiny, that154 Rich, Motoko, Amanda Cox, and Matthew Bloch. "Money, Race and Success: How Your School District Compares." The New York Times. The New York Times, 29 Apr. 2016. Web. 20 Feb. 2017.155 Kirkham, Kendall. "New report shows Memphis' poverty rate declining." Breaking News, Weather, Traffic and Sports - WMC Action News 5 - Memphis, Tennessee. WMC Action News 5, 20 Sept. 2016. Web. 04 Mar. 2017.156 Memphis Poverty Fact Sheet: 2016 Update. Rep. Memphis: U of Memphis, 2016. Print.157 "Some Colleges Have More Students From the Top 1 Percent Than the Bottom 60. Find Yours." The New York Times. 18 Jan. 2017. Web. 04 Mar. 2017.high academic achievement can be attained by minority children living in poverty, and that our children in Memphis currently growing up in marginalized and disenfranchised communities can become the leaders of this next generation.Cultivating Our Culture As we consider our mission, the founders of Believe Memphis Academy have developed a shared set of values that we believe students living into our Mission must exemplify. Believe Memphis Academy students REACH for excellence with Resilience, Empathy, Ambition, Curiosity, and Honesty:Figure 1.10(c)(1) – Believe Memphis Academy Core Values and Corresponding ActionsCore ValuesExamples of Behaviors Displayed in SchoolResilienceAbility to continue on path to achieving goals despite challenges or setbacks facedReceive criticism, setback or hardship as not personal, permanent, or pervasiveReach out for support through challenges facedEmpathySupport classmates when it is apparent they are struggling or experiencing difficultyCelebrate the success and achievements of classmatesProactively consider the impact of one’s actions on othersConsider others before one selfAmbitionPush toward prestigious and challenging goalsPush for highest level of excellence in assignments, discourse, and assessmentsConstantly strive for better, no matter circumstances or previous achievementsCuriosityTake academic or social risks in pursuit of new knowledgeDemonstrate an insatiable appetite for learningQuestion the current state of things and wonder about what is possibleInspire oneself and/or others to try something new or challenging using strategiesHonestyDemonstrate integrity in school work ensuring work is intellectuallyDemonstrate values and rules of school, even when no one is watchingAdmit when something is challenging or difficult and employ a growth mindsetShared values not only dictate what behaviors one should exhibit. Values also deter us from behaviors that are not accepted within a given community that has a strong culture. In our school, behaviors that are antithetical to our REACH values will not be tolerated. The following are some examples of behaviors that we consider counterproductive to our Mission and therefore unacceptable in our culture.Figure 1.10(c)(2) – Actions Antithetical to Believe Memphis Academy Core ValuesCore ValuesExamples of Antithetical BehaviorsResilienceGiving up on difficult tasksTaking feedback or criticism so harshly that it causes one to stop tryingGiving in to temptation to quit because of setback or failure, not asking for helpEmpathyMocking other classmates for challenges or setbacks they are experiencingShowing jealousy to the success of othersDisrespectful words or actions toward othersPutting one’s own needs above the needs of the communityAmbitionShowing no initiative to set and reach challenging goalsNot completing or minimal effort to coursework, assignments, or assessmentsBeing content with where one is and not demonstrating desire to become betterCuriosityShowing a lack of desire to learn something newAccept current state of things as permanent, whether that is for one self or othersUnwilling to try something different or newHonestyLying or cheating on assignmentsOnly following rules of expectations when an adult is watchingBlaming the task or others for one’s own failures or poor choicesEvery culture has a set of traditions, rituals and routines that give it a unique identity, as well as a sense of belonging for all members of the community. Believe Memphis Academy will ritualize both daily, monthly, and annual practices. Daily ritual will be a community circle in the morning for the whole school, grade level, or cohort. Community Circle will be an intentional time to build the culture of the school and community amongst staff and students. One weekly ritual will be a community celebration where the whole school comes together to celebrate academic and cultural progress on Friday of each week158. An annual ritual will be a ceremony of matriculation as students earn their right to move on to the next grade. Throughout the year, there will be different celebrations established so that we as a community can share in joy of personal and communal accomplishments. These celebrations will fall in one of four categories.159Figure 1.10(c)(3) – Celebrations CategoriesCategoryDescriptionExampleEarned and ExpectedReward that is announced ahead of time that students must earn by meeting predetermined and announced criteria.Special field trip for students who meet behavioral expectations for a month.Earned and UnexpectedReward that is not announced ahead of time, but students earn through meeting predetermined but unannounced criteria.At end of a week, every student who has had complete homework for the week earns a special trip to student store.Unearned and ExpectedCelebration that is announced ahead of time, but one students do not have to “earn” through specific criteria, other than being a student at Believe Memphis Academy.A field trip for all students.Unearned and UnexpectedCelebration that is not announced ahead of time, and students do not have to “earn” that serves to build school culture and community.Students are given a special treat during lunch.All components of Believe Memphis Academy’s school culture will be explicitly taught to families, students, and staff. Our culture will only be as strong as our stakeholder share a common vision of it. Our teachers must embody the core character values. For students who enter at the middle of the year, the student and family will first receive an orientation with the HOS. The HOS will overview the key components of our culture and academic model, as well as our expectations for all students. Once a student is enrolled in our school, we will assign a student-leader to help the student learn the systems and acculturate to our school environment.A Culture of All Our sixth principal of design is that staff, students, and families focus on student learning and growth and celebrate equity and inclusivity. We believe an inclusive community makes us stronger and is necessary for us to truly live our mission and commitment to preparing all students in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.158 Weekly celebration has been adopted from Roxbury College Preparatory Charter School in Boston, MA.159 This celebration system has been adopted from BES school Excel Academy in Boston, MA.Aligned with the principles of Universal Design for Learning, we believe if we will address and educate students in our margins well, we will better serve our entire community. To do this, primarily, our entire staff will be committed to embracing a growth mindset, as described by Dr. Carol Dweck.160 Her book, Mindset, will be required reading for every member of our staff during summer Training Camp. We will then incorporate her principles of internalizing, owning, and developing a growth mindset amongst our staff and students. “Students who are mastery-oriented think about learning, not about proving how smart they are. When they experience a setback, they focus on effort and strategies instead of worrying that they are incompetent.”161 This belief of students who are mastery-oriented is in direct alignment with our core character value of resilience. To build this type of mindset, Dweck encourages educators to praise effort, not intelligence. Teachers should pay attention to strategies students use, rather than outcomes. In a math class, for example, teachers highlighting student work will focus the discussion on strategies students incorporated rather than the final answer. The class will evaluate the soundness of logical thought progressions and praise students for using multiple methods to arrive at their conclusions. Teachers to praise students on the sophistication or simplicity of strategies and embrace students who tried different strategies than ones discussed by the teacher. This practice will support our core character values of resilience and curiosity. Employing this type of practice over time, per Dweck’s research, increases students’ willingness to take intellectual and social risks, which leads to higher participation and engagement, as well as effort from students.162In addition to fostering a growth mindset, our core value of empathy will be explicitly taught as a value to exercise when someone shows a difference in learning style or ability. Our daily community meetings and weekly community celebrations will focus on each our core values, including empathy. If there is ever an issue where these core character values are not being demonstrated throughout the school community, we would address it as a community during community meeting or community celebration.Finally, we will ensure that our reward program of scholar dollars and celebrations do not accidentally leave any one out or create exclusive systems. We will always consider how our incentive systems are accessible to all and how we can support our students with disabilities in having the same chance to earn rewards and recognition for their hard work.Discipline Policy Our discipline policy is included in Attachment B, Student-Family Handbook.Philosophy of Discipline Believe Memphis Academy implements a consistent and fair student discipline system, rooted in the idea that students have choice. If they choose to adhere to our school values, they are rewarded. If they violate our school values, they face timely and appropriate consequences. Our discipline and incentives system holds students accountable both as individuals, as well as whole-group within a classroom. Students at Believe Memphis Academy receive consistent feedback on their leadership development and academic habits as merits and demerits, which add and detract dollars from our weekly paycheck system. Merits and demerits serve as quick affirmations or consequences of positive and negative behavior choices, respectively. The accumulation of merits will earn special privileges, while the accumulation of demerits will warrant consequences. Merits and demerits will be tracked by every adult in the building and communicated to families regularly. The merit and demerit system is one that has been used widely in high performing schools, including BES schools Excel Academy in Boston, MA and Liberty Collegiate Academy in Nashville, TN.160 Dweck, Carol S. Mindset. London: Robinson, an imprint of Constable & Robinson Ltd, 2017. Print.161 Ibid.162 Ibid.Starting on the first day of school, expectations in alignment with our core values are explicitly taught to students. Once teachers and school leaders have clearly defined expectations, the rules must be enforced with fidelity. Student behavior will constantly be monitored and supported through clear consequences and rewards. Teachers will communicate and narrate student behaviors, positive and negative, to iterate the value of student actions and choices. In class, hallways, cafeteria, and on the bus, students will be held accountable for their actions.Students of Believe Memphis Academy will earn merits based on behaviors and choices that reflect the academic and leadership values of the school. Merits earned will yield extra points on weekly reports that can be used for items at the student store on a weekly basis to purchase treats, snacks, Believe Memphis Academy gear, school supplies, or uniform pieces. In addition, accumulation of merits on a quarterly basis will earn special privileges for field trips, school-wide events or surprise treats.Along with individual recognition of our values, classes will earn whole group points based on our core character values. At the end of each class, teachers will assign REACH points to the class based on the overall class’s representation of the schools’ values. At the end of each day and each week, the number of REACH points earned is totaled, and classes will compete with for recognition and a class trophy during community celebration.Negative behavior will be tracked with matched consequences on a three (3)-tier system of low level infractions escalating to character violations and community violation. Specific behaviors will be tied to specific consequences as demonstrated below.Figure 1.10(f)(1): Rule Violations – Demerit or 1:1 conference (subtract 1 point from paycheck)InfractionConsequenceOtherDisruption to instruction, talking out of turnDemeritInappropriate or Unprofessional Response (rolling eyes, lip- smacking) to demerit or directionsDemerit or 1:1 with teacherTeacher follows up with restorative conversation. If student is unwilling to engage in positive restorative conversation, this leads to a Tier 2: Character Violation.Not following directionsDemeritOut of seat without permission, Tardy to classDemeritAs demerits accumulate, additional consequences are as follows:2 demerits in one class = 1:1 conference with teachers2 demerits in one class = parent call3 demerits in one class = referral from class, detention5 demerits in one day = detentionDetention will take place at the end of the day during enrichment/tutoring time. Detention during this times means student who needs tutoring must come after school or Saturday Academy for tutoring.Figure 1.10(f)(2): Character Violations – Demerit and 1:1 conference (subtract 3 points from paycheck)InfractionConsequenceOtherAggressive name calling – cursing, yellingCharacter Violation + ConferenceRestorative conversation.In-Class Separation may be warranted.Not engaging teacher in restorative conversationReferralRestorative conversation with teacher following referral. In-Class Separation may be warranted.StealingCharacter Violation + Referral 1st infraction – phone call to parent + In-Class Separation 2nd infraction – Parent conference + 1-3 day out-of- school suspensionDepending on item stolen, consequence may immediately escalate to out-of-school suspension.Uniform violationCharacter Violation + Student is given extra uniform article for dayParent is notified by phone. Consistent violations result in parent conference.Figure 1.10(f)(2): Community Violation + Referral (subtract 5 points from paycheck)InfractionConsequenceOtherHitting/inappropriate touching– e.g., punching, slapping, kicking, biting, shoving, fightingCommunity Violation + Referral1-3 day out-of-school suspension. Parent meeting required before re-entry to school munity apology.Threats of physical violenceCommunity Violation + Referral1-3 day out of school suspension. Parent meeting with school leadership and threatened munity apology.Shoving desks, chairs, or other furnitureCommunity Violation + ReferralIn-Class Separation. Repeated cases will result in 1-3 day out of school suspension. Community apology.Trends of student behavior will be closely monitored to ensure we are providing students with multiple opportunities to develop positive habits that contribute to academic success. Individual support and improvement plans will be implemented for students who are particularly struggling with meeting the cultural expectations of the school. These plans will be developed as a cooperative plan between the teacher, family member, leadership team member, and, if appropriate, the special education teacher. Policies of higher level consequences including suspension and expulsion are outlined in Attachment B.Believe Memphis Academy will carry out these policies and discipline for all students, ensuring clear and consistent boundaries. Simultaneously, we will ensure we consider individual students’ rights per known disabilities, IEPs, Section 504 plans, or students with special needs. As part of our RTI2 process, we will incorporate the SST to evaluate a student’s behavioral trends as it impacts academic achievement.Students, with partnership between school and family, may get individualized behavior plans to support their success at Believe Memphis Academy.After a cumulative suspension period of over ten (10) days, the school will hold a manifestation determination meeting to determine if a student’s behavior is the primary manifestation of any disability or special needs a student has. At this meeting, the SST and family will determine a behavior plan moving forward which will include a closer communication loop between family and school and specific rewards and consequences that will result from specific behaviors exhibited by the student.The discipline policy will ultimately always be upheld by the Head of School. At Year 3 of operation, the Head of School will establish grade level chairs in each grade who will lead disciplinary decisions of each grade. The grade level chairs will meet with Head of School at least once per week during first trimester of school, and team will determine meeting frequency moving forward in each trimester. Grade level chairs must have at least three (3) years of experience teaching in schools serving a high-needs population, be able to work well within a team, and adhere to the beliefs and principles of our mission. In Year 4 of operation, the school will formally hire a Dean of Students. This person will take over direct management of grade level chairs (GLC) and disciplinary policy of the school. It is our plan to hire a Dean of Students from amongst our grade level chairs, if skillset and interest align with the role. Should a grade level chair not seek the position, or the Head of School determines no GLC is prepared to take on the role, the school will either delay hiring a Dean of Students or conduct a search for a qualified, mission-aligned Dean of Students. In Year 5 of operation, the school will formally hire two Academy Directors for the Lower Academy and Middle Academy. The Academy Directors will be cultural and instructional leaders of their respective academies and will report directly to Head of School. Academy Directors will be promoted from within the school, ideally from the existed Director of Curriculum and Instruction and Dean of Students. Should the individuals in these positions not seek these positions, or Head of School determines individuals are not ready, the school will conduct a search to hire qualified and mission-aligned individuals to serve in this capacity. The Academy Directors will oversee GLCs and content chairs (CC) within their academies. GLCs and CCs will serve as teachers who will receive additional stipends to take on these additional responsibilities.The discipline policy will always be communicated to families during our Annual Family Orientation that occurs at the beginning of the school year. The Parent and Family Advisory Council will always play a role in evaluating our discipline policy each year. Families will receive a copy of the discipline policy as part of their student and family handbook they will receive at the beginning of each year. Any questions, complaints, or comments regarding the discipline policy shall go to Head of School, Dean of Students, or Academy Directors. Head of School will make final decisions on policy each year and will submit policy to the Board of Directors for review and final approval.Marketing, Recruitment, and EnrollmentEnrollment Policy Our enrollment policy is provided as Attachment munity Marketing Strategy In our planning year leading to our founding year, we will partner with existing community organizations and institutions to support us to spreading the word to families and parents regarding the opportunity to enroll their child in a new charter school, Believe Memphis Academy. We have already started fruitful conversations with Memphis Lift, Memphis Medical District Collaborative, Edge Neighborhood Association, Streets Ministries, and churches within the Medical District.Our model of rigor, supports, and leadership development that places students on the path to college will provide an attractive option to families within Memphis. Our board of directors will work closely with theproposed Head of School to build relationships within the community, connect with community institutions, and engage families. We will use some traditional advertising methods of print and online media, but our primary means of marketing will be relationships we build within the community and asking early adopters to be advocates for us to spread the word with other families.Recruitment Figure 1.11(c) – Recruitment TimelineTimelineEvent/Strategy DescriptionResponsible Parties and Potential PartnersBenchmark/ OutcomeSpring- Summer 2017Build relationships with existing community institutions, community leaders, community centers, and faith-based organizationsCommunity Engagement Task Force of BoardLead FounderMemphis Medical District CollaborativeEdge Neighborhood Assoc.Medical InstitutionsRecruit board member who is connected with institutions in Medical DistrictSummer 2017Connect with families and residents of target recruitment areaCommunity Engagement Task Force of BoardLead FounderLake Grove Missionary Baptist ChurchNeighborhood Christian CenterAt least 1 barbecue or cookout eventAt least 1 children-focused eventFall 2017Neighborhood CanvassingCommunity Engagement Task Force of BoardLead FounderCommunity VolunteersTarget and conduct 3 strategic neighborhood canvassing events Host tabling event once per month between July and October in front of local businesses and public parksDecember 2017Send out first wave of mass mailing during winter break for application deadlines and information sessionsCommunity Engagement Task Force of BoardLead FounderMail out flyers and place flyers in community partner organizationsJanuary 15,2018Engage early adoptersCommunity Engagement Task Force of BoardLead Founder60 applications collectedJanuary 15,2018MLK Jr. Day of ServiceBoard of DirectorsLead FounderVolunteersService at a local community organization in target recruitment areaJanuary– March 2018Family information sessionsCommunity Engagement Task Force of BoardLead FounderHost monthly family information sessionsLead Founder conducts home visits for all early adoptersMarch 15,2018Early Application DeadlineCommunity Engagement Task Force of BoardLead Founder120 applications collectedMarch 31,2018Early Application celebration – have a family picnic at local park for families who haveCommunity Engagement Task Force of BoardLead FounderHave > 80% of applicants in attendancesubmitted applications by March 15 dateMarch-May 2018Early application engagement – continue to keep early applicants engaged through newsletters and mailing items with school logo and informationCommunity Engagement Task Force of BoardLead FounderSend monthly updates and paraphernalia of school (stickers, folders, pens)Lead Founder conducts home visits for all early applicantsMay 1, 2018Application deadline – host lottery, for founding class of 120 BMA studentsBoard of DirectorsLead Founder240 applications collectedMay 27,2018Founding Family Information SessionBoard of DirectorsLead FounderSchool Staff (if identified)Families complete enrollment packets and receive BMA uniformsEqual Opportunity Our area of focus is college preparation for all students. We will target our recruitment efforts first in zip codes and neighborhoods that lack high quality school options for students and families. Those areas tend to be areas with high concentrations of African-American and Hispanic communities living in poverty. We will ensure all recruitment and enrollment materials are in both English and Spanish, and other home languages as appropriate, and that we clearly explain our inclusive model for Special Education students and English Learners. Although as a public charter school, we will accept applications and enrollment of any student within our target grades living within the Shelby County Schools District, we will target our recruitment efforts first from the areas immediately surrounding the Medical District in the 38105, 38103, 38126, and 38107 zip codes.Figure 1.11(d) – Memphis Area Zip Codes163Community Organizations Since Fall of 2016, we have actively sought partnerships with businesses, organizations, institutions and community groups throughout the city of Memphis. Through our research and listening to community input, we have identified the Medical District of Memphis to be our target location for the school. The163 "Data Points: Poverty Rates by Zip Codes." Smart City Memphis. Smart City Memphis, 27 Mar. 2015. Web. 07 Mar. 2017.< major influences in this decision-making was first, the depth of need for a high quality, particularly middle grades option in that community, and second, the existence of community organizations already at work in that community.Below is a list of organizations with whom we have already had conversations, as well as other organizations with whom we will seek partnerships:Figure 1.11(e) – Community PartnersOrganizationStated MissionAlignment with BMA MissionStatusMemphis Medical District CollaborativeThe MMDC is responsible for making the district more livable, economically prosperous, clean, and safe.We seek to ensure the current residents of the Medical District have access and opportunities within the thriving sector of their communityMet with leadership staff to start active conversations to make community connections.Edge District Neighborhood Association Marshall/ Monroe Ave, 38103The Edge district is located around the intersection of Marshall and Monroe in Memphis Tennessee. It is the home of Sun Studios.The neighborhood association seeks to make the area a vibrant and dynamic area while retaining the eclectic nature and diversity of the neighborhoodMet with leadership members to seek out active partnerships and potential facilities within this area.Neighborhood Christian Center 785 Jackson Ave.,38107The primary mission of the Neighborhood Christian Centers, Inc., is to guide those in need toward stability and sustainability through compassionate, Christ-centered ministries and empowerment programs.The NCC has worked in our target community for multiple generations and is actively involved in education and community health initiatives.Met with leadership staff to start active conversations around opportunities to cohost events for children and families.Lake Grove Missionary Baptist Church 265 Leath Street,38105"If I help somebody along the way, then my living shall not be in vain."The pastor has been in service since 2001. A graduate of Hamilton High School, with multiple post-secondary degrees, the pastor has expressed keen interest and knowledge of the life-changing value of education.Met with senior pastor to begin conversations around community partnership.St. Mary’s Episcopal Cathedral700 Poplar Ave,38105The people of St. Mary’s Episcopal Cathedral, a house of prayer for all people since 1858, are committed to being agents of social transformation and Gospel-inspired change.This historic church has been in this community since 1858. We hope to tap into its rich and deep history to form meaningful partnerships to engage the residents.Met with leadership to begin conversations around community partnership.Agape North2132 West Street38138Agape North exists to help people thrive throughgiving. Agape North works with many businesses, non-profits, universities, schools and churches give back school uniform shirts locally and internationally.Agape North has worked with charter and district schools throughout the city to connect businesses and organizations to schools primarily serving high- need students in Memphis.Met with Director of School Relations to begin early talks of community partnerships throughout the city.Klondike/Smokey City CDC943 VollintineAve, 38107Dedicated to celebrating and revitalizing two of the oldest African American neighborhoods in Memphis.We deeply believe in strategic community partnerships as an element that drives student success in schools.Seeking an introduction to begin early partnership.Student Recruitment After the founding year of 2018-2019, we will focus our primary recruitment efforts on 4th grade enrollment. We will open our enrollment to 90 students in 4th grade each year moving forward through our charter. As a public charter school, we will always actively recruit students to ensure we are recruiting students for whom our program is designed to serve the most. We will host family engagement sessions throughout the year, and Home Visits from staff will continue so that every family of every student receives an annual Home Visit from a staff member of the school. Our goal will always be to have more applications than available seats, so that we can build a healthy wait list that would be needed if families do not accept an offered munity Involvement and Parent EngagementParent and Community Demand Our sixth principle of design – staff, students, and families focus on student learning and growth and celebrate equity and inclusivity – captures our belief that we will accept no excuses that hinder or limit our students’ ability to achieve at high levels. T.C.A. § 49-13-102(a)(6) requires that charter schools “[a]fford parents substantial meaningful opportunities to participate in the education of their children.” We believe all children are capable of high academic achievement when given the proper structures and supports of an excellent education. We also believe that all families can be active participants of their child’s academic achievement, and that it is the school’s responsibility to ensure parents are invested and empowered to be active partners with schools for their children’s education.Since the Fall of 2016, Believe Memphis Academy has met with community members, leaders, faith organizations, and professionals in Memphis to build partnerships with families and members of the community with whom we will be working directly. The figure below shows the efforts that have been made thus far to build strategic community partnerships. Throughout the 2017-2018 planning year, if approved, Believe Memphis Academy will continue to foster relationships with a multitude of organizations, glean best practices of community engagement from successful schools, and establish new partnerships with organizations for the work going forward.Figure 1.12(a) – Believe Memphis Academy’s Community WorkDateOrganizationOutcomeNext StepsAugust- November 2016Community MembersInvited eight (8) founding board members with diverse skillsets and backgrounds to serve as founding team of Believe Memphis AcademySubmit charter application by April 3, 2017September 2016Binghampton Development CorporationMet with Executive Director of Binghampton Development Corporation to discuss community engagement work in Binghampton communitySeptember 2016Agape NorthMet with Director of School Relations to discuss potential partnershipsContinue to stay connected and involved to explore future partnershipsSeptember 2016Tennessee Charter School CenterMet with Memphis Advocate to hear about community engagement work and needs within charter sector of MemphisContinuing to work as an advocate and thought partner of Believe Memphis AcademyOctober 2016Teach For AmericaAttended TFA-Memphis’s 10th year anniversary celebrationMet with teachers and leaders in Memphis to build network and community relationshipsOctober 2016New Memphis InstituteAttended a meet and greet of New Memphis Institute Fellows interested in getting involved with nonprofit organizations in MemphisCultivated list of Memphians interested in partnerships, volunteering, or supporting the work of Believe Memphis AcademyOctober 2016Memphis Teacher ResidencyMet with teachers interested in school leadership opportunitiesKeeping in touch with teachers in Memphis classrooms and supporting them in their growth as leadersOctober 2016Memphis LiftAttended a community event at the Memphis Lift to hear from families regarding their desires for higher quality school options for their childrenContinuing to partner with Memphis Lift to meet families who may be interested in sending children to Believe Memphis AcademyNovember 2016Parent UniversityMet with representative from the District’s Parent University program to hear about how the district is approaching community development and engagementWill work together to make introductions to families interested in exploring different education optionsNovember 2016Memphians for Educational EquityAttended a meeting of engaged Memphians interested in learning more about the work of education reform in MemphisMade connections with community members with whom we will continue relationshipsDecember 2016Heights Development CorporationMet with Executive Director to hear about their work in the community and interests in partnering with a charter schoolServe as liaison for introductions to members within the communityDecember 2016Memphis Medical District CollaborativeMet with President of MMDC to learn about its priorities for community development and its interest in partnering with a school to serve students within the districtOngoing partnership to facilitate relationships with facilities acquisition, community partnership, and partnerships with businesses/institutions in the districtDecember 2016STAND for ChildrenMet with Director of Memphis office to hear about the organization’s work with community engagementPartner together moving forward in meeting families interested in exploring charter optionsJanuary 2017American Federation for ChildrenMet with Director of Hispanic and Latino Engagement to discuss opportunities to partner in community engagementPartner together moving forward in meeting families interested in exploring charter optionsJanuary 2017Choose901Attended the “Home for the Holidays” event connecting Memphis High School graduates with local businesses and organizationsMet with organizations interested in partnering and/or supporting the work of Believe Memphis AcademyJanuary 2017NAACPAttended the NAACP task force meeting in Memphis to hear community input and voice around the work of charters in MemphisMet other individuals interested in partnering and/or supporting the work of Believe Memphis AcademyFebruary 2017Leadership for EducationalAttended event with LEE Memphis to connect with teachers and localConnected with individuals interested in partnering and/orEquityprofessionals in Memphis interested in education policysupporting the work of Believe Memphis AcademyFebruary 2017Leading Innovation Through EducationMet with Founder of LITE to hear about their work in supporting students to become entrepreneursContinue cultivating relationships for future opportunities for students of Believe Memphis Academy.February 2017Edge Neighborhood AssociationAttended monthly neighborhood association meeting to learn about priorities of communityContinue to meet with members of community to cultivate community relationshipsMarch 2017Neighborhood Christian CenterMet with CEO to discuss community partnerships in Medical District areaContinue to cultivate relationships within the communityMarch 2017St. Mary’s Episcopal CathedralMet with Senior Pastor to discuss community partnerships in Medical District areaContinue to cultivate relationships within the communityMarch 2017Lake Grove Missionary Baptist ChurchMet with Senior Pastor to discuss community partnerships in Medical District areaContinue to cultivate relationships within the communityTo date, Believe Memphis Academy has met with leaders from the following charter schools and charter management organizations to learn community engagement strategies and best practices in Memphis: Freedom Preparatory Academy Charter School, Memphis College Preparatory, Capstone Education Group, Aspire Public Schools, Arrow Academy of Excellence, The Soulsville Charter School, Grizzlies Preparatory Charter School, Veritas College Preparatory Charter School, Aurora College Preparatory Charter School, Promise Academy Charter School, Leadership Preparatory Charter School, Memphis Rise Academy Charter School, KIPP Memphis, Memphis Delta Preparatory Charter School, Crosstown High School, Gateway University School, Gestalt Community Schools, Vision Prep, and Memphis Academy of Science and munity Engagement When Linda Brown’s father Oliver Brown refused to accept the status quo of segregated schools, it led to the landmark Supreme Court decision of Brown vs. Board of Education that declared segregated schools were unconstitutional. Involved parents such as Oliver Brown will literally change the world to ensure their children have access to the best education possible. This is the power of a strong education. This power should be a right to all, not a privilege to some.Believe Memphis Academy will plan to engage families and provide opportunities for parents to be active partners of the child’s education. The following table shows the strategic ways and times the school has built into its school year to partner authentically with families.Figure 1.12(b) – Family Engagement OverviewDateStrategyDescriptionPurposeFall, 1 year before start of schoolCommunity OutreachSchool leadership and members of board and staff (if hired) attend community events from where students will be recruitedBuild relationships with community members and become a familiar face within the community in which we will serve.January-May before start of schoolHome VisitsEvery new student receives a home visit from a member of the school staffThis ensures the school leadership can hear directly from families what their hopes and dreams are for their children and share the vision, Mission, and design of Believe MemphisAcademy.April, July, August before/ shortly after start of schoolFamily Orientation3 distinct orientations that share the Mission, vision, and design of the school at a high levelFamilies can get a sense of the values and design of the school. These serve as an orientation to families about what they can expect from the school year.Weekly during schoolREACHReportsFamilies will receive weekly reports on behavior, homework completion and academic progress of students from the school.Ensures families are empowered with knowledge of their children’s progress and actions in school that contribute to or detract from their success.Monthly during schoolCoffee with Head of SchoolHead of School will host a monthly coffee meeting open to any parents who want to learn more about updates and initiatives of the school as well as ask some question of the school leader.Head of School builds in time to listen to families and hear concerns or appreciations of families.Monthly during schoolFamily University NightStarting in September, every month that does not have a parent conference will host a Family University Night rotating between special events and celebrations.The school gives families a chance to experience school and learn about the culture of the school. The school will host different events such as “math night” or “literacy night.” This is also a good chance to celebrate accomplishments of the students.Trimester conferencesParent ConferencesThree times a year, families meet with teachers to go over the child’s academic and leadership development within the school.Families need to be closely engaged with the academic progress of their children so that they can best support the academic program and be best equipped for how to advocate for their child’s educational opportunities beyond their years at BMA.In accordance with our sixth principle of design, we believe it is the school’s obligation to create structures and systems so that families are consistently and clearly informed as to the progress of their student, his/her strengths and challenges, and what the school is doing to support his/her learning and development. Believe Memphis Academy is honored and excited for the chance to partner with families in Memphis to ensure students can access a path expanding education for their futures.In accordance with T.C.A. § 49-13-109, our governing body shall include at least one (1) parent representative whose child is currently enrolled in Believe Memphis Academy. This appointment will be made within six (6) months of the school’s opening date. Believe Memphis Academy may elect to satisfy this requirement, as allowed in Tennessee law, to establish an advisory school council of no fewer than five (5) members including the head of school, at least one (1) parent or legal guardian and at least oneteacher representative.Should a family advisory council be established, the council’s primary responsibility will be to represent the interests and concerns of families of students in Believe Memphis Academy. As such, the council will hold no fewer than three (3) listening campaigns through the course of each academic year. If no council is formed, the Board of Directors will establish and parent and community engagement task force that will host these listening campaigns. The campaign will strive to hear the feedback of families and address concerns or praise to inform the improve the quality of our academic program.Family Orientation Before the start of the school year of our founding year, there will be three (3) separate family orientation events leading up from early summer to the start of school. These orientations will serve as opportunities for families to see the school (if facility has been acquired by this time), meet staff, and learn about the mission, vision, and programming of the school. Families will receive a Family Handbook and orientation will outline all policies, commitments from family, and volunteer opportunities at the school. Families will be asked to attend at least two (2) of these events, with highly invested families attending all threeto support as ambassadors of the school. The first two (2) Family Orientation sessions will be information sessions that families are asked to attend to complete all registration information for enrollment. The last Family Orientation will occur the week before school for families to meet teachers, see the school and walk through classrooms. In the spring and summer before our launch, as families submit applications, the HOS will conduct a home visit with every family before the start of school. In addition, upon the start of the school year, every family will receive a home visit from at one teacher.Each year moving forward, there will be at least two (2) Family Orientation events each spring and summer for new families considering Believe Memphis Academy. Each year, during the summer and fall before the school year, families will receive at least one (1) Home Visit the HOS and one additional home visit from an academic teacher during the school year. This will be a way to build relationships between school and families, as well as allow families to have further opportunity to learn about the school and ask any questions they may have. Throughout each school year, families will be informed on upcoming events, academic priorities, and opportunities for family involvement through weekly newsletters and monthly Family University Nights. The Family Advisory Council will organize ongoing volunteer opportunities, teacher appreciation initiatives, and listening campaigns.Family Programming We believe that the home is a center of learning. Through active partnerships, we work to ensure that the learning at school supports the learning at home and vice versa. Believe Memphis Academy seeks to support families in ensuring families have tools, knowledge and resources to ensure families can extend the learning at school at their homes. We do this primarily through our Family University Nights.Family University Nights may consist of student presentations and galleries of student work, followed by a time for families to learn about what is happening within the classrooms by giving them exposure to the content and methods used to teach in class. The outcomes of these nights are to empower families to be active owners in the learning of their children and allow them a space to learn about what concepts are being taught in school, so that families can support that learning at home.Figure 1.12(d) – Sample Agenda of Family University NightTimeAgenda ItemDescription5:00-5:30Gallery walk of student workStudent work will be presented throughout room for students to show their families. Students will bring families to meet teachers and show their classroom space to their families. Light refreshments provided.5:30-5:50Address from Head of SchoolHead of School will share high level data updates, achievements and recognitions of students, and where we are heading5:50-6:30ClassroomsFamilies go into various classrooms that will be presenting on different materials. One month, a classroom may present on reading strategies at home, while another presents on math skills to reinforce at munity Support Our letters of support are provided in Attachment E.SECTION 2: OPERATIONS PLAN AND CAPACITYGovernanceThe following governance documents are provided in Attachment F. F1. Articles of IncorporationF2. Proof of non-profit and tax exempt statusF3. By-lawsF4. Code of EthicsF5. Conflict of Interest PolicyF6. Board member resumes (including references)F7. Board policies (including frequency of meetings, and policies on open meetings and open records)Governance Philosophy The charter of Believe Memphis Academy will be governed by a group of Memphis professionals who are committed to the mission and work of Believe Memphis Academy. We define governance as ensuring the success of the school by fulfilling the following ten basic responsibilities164: Determine the mission and purpose of the organization; Select the chief executive; Support and evaluate the chief executive; Ensure effective planning; Monitor and strengthen programs and services; Ensure adequate financial resources; Protect assets and provide proper fiscal oversight; Build and maintain a competent board; Ensure legal and ethical integrity; Enhance the organization’s public standing.At the heart of our governance philosophy is the continuous emphasis on understanding and keeping separate the roles of governance and management as they pertain to the health and efficient functioning of the organization. The governing body will hold management accountable for keeping them well- informed of the day-to-day operations of the school including progress toward performance outcomes. It will remain focused on providing oversight and monitoring progress to ensure compliance with and fulfillment of the goals in the position and Size of Governing Board The founding board of Believe Memphis Academy is a group of committed Memphis community members who have worked on the design of Believe Memphis Academy since November of 2016. Board members were invited initially by their alignment with the vision, understanding of need, commitment to education in Memphis, and professional expertise in areas of finance, law, marketing, community engagement, education, commercial real-estate, and governance experience.With support from Building Excellent Schools (“BES”), board members completed a rigorous screening process meant to ensure mission alignment, capacity to govern, and necessary skill sets, and to set clear mutual expectations early on about how best to approach the work of successfully designing the school proposal, engaging the school community, and preparing to govern the proposed school upon authorization. Board members were given ample opportunities to ask and answer questions of both the Lead Founder, Danny Song, and governance staff at BES to ensure clear understanding of necessary time commitment, assess team fit, and think strategically about leveraging the individual skillsets of each team member for the benefit of Believe Memphis Academy.164 Ingram, Richard T. What Are the Basic Responsibilities of Nonprofit Boards? Rep. Washington, D.C.: BoardSource, 2009. Print.Figure 2.1(b) – Current and Identified Board Members of Believe Memphis AcademyFull NameCurrent Job and EmployerArea of Focus/ExpertiseChair: Lisa R. SettleChief of Schools, Achievement SchoolsEducation LeadershipVice-chair: A. Greg SpillyardsSenior Vice President, Community AdvisorsCommercial Real EstateTreasurer: J. Thomas MarinoVice President of Mortgage Warehouse Lending, First Tennessee BankFinanceSecretary: Kacy CobleAttorney, Constangy, Brooks, Smith & Prophete, LLPLaw , Human ResourcesAl BrightPartner, Waller, Lansden, Dortch & Davis, LLPLaw , Business TransactionsElana ColeSenior Instructional Coach, Teach for AmericaTeacher CoachingLuke PruettRecruiting Director, City LeadershipMarketingJacque Rowe FieldsAssistant Principal, Cornerstone Prep-Lester Elementary SchoolCommunity EngagementJunghoo “Danny” SongFellow, Building Excellent SchoolsSchool LeadershipAl Bright, Jr., Partner, Waller, Lansden, Dortch & Davis, LLP. Al Bright, Jr. leads a diverse and varied legal practice, providing assistance and advice on mergers and acquisitions, securities offerings, and capital raising activities along with the negotiation of licensing and development collaborations and supply, distribution, and sales agreements. Mr. Bright’s experience also includes serving as company counsel in a number of international transactions. Mr. Bright attended the University of Tennessee, Knoxville where he earned his Juris Doctor degree before returning to Memphis. He has served as founding Board Chair of Freedom Preparatory Academy, the first BES school to open in Memphis. Since opening its doors in 2009, Freedom Prep has consistently been one of the strongest and highest performing schools in Memphis, serving the Westwood community. Mr. Bright comes to Believe Memphis Academy to make a positive difference in the community he loves and leverage his skills toward empowering our children.Kacy Coble, Attorney, Constangy, Brooks, Smith & Prophete, LLP. After earning her Bachelor of Arts degree in English from Union University in Memphis, Kacy Coble changed her career path to pursue justice through law and attended the Cecil C. Humphreys School of Law at the University of Memphis. After law school, Ms. Coble built a strong track record of accomplishment at various law firms in Texas and California but eventually sought out opportunities to return to Memphis because she believes in the city’s potential and its people. Her passion for justice continued as she worked within organizations like Stand for Children, the Fair Housing Center, and The Office of the Advocate for the Non-Custodial Parent. In addition, Ms. Coble spent several years representing undocumented immigrants before the Executive Office for Immigration Review. She currently practices labor and employment litigation and HR compliance. Ms. Coble strongly supports the mission of Believe Memphis Academy and welcomes the opportunity to contribute to the school’s success.Elana Cole, Senior Instructional Coach, Teach For America. A graduate of Capella and Drury Universities with Master of Science in K-12 Education and an English/History dual major Bachelor of Arts respectively, Ms. Cole began her education career in Memphis as a teacher at Fairley Senior High School. Ms. Cole’s students far outpaced the district, with 86 percent achieving proficiency or advanced ratings on the state exam. She then joined the founding team of Memphis Academy of Science and Engineering where shespear-headed the culture of the school. Again, her students' performance outcomes were exemplary, with 98 percent of her students scoring proficient or advanced on the state assessment. Ms. Cole joined Teach For America as a teacher leadership coach before assuming her current role as Director of Teacher Leadership Development. She regularly works with the senior leadership team of TFA-Memphis in developing strategic plans and setting vision for the corps member classroom, Memphis region, and the national TFA organization. Ms. Cole has a passion for serving the children of Memphis and joins Believe Memphis Academy with a shared dedication to raise the bar for excellence in education for students and families across the city.J. Thomas Marino, Vice President of Mortgage Warehouse Lending, First Tennessee Bank. J. Thomas Marino is a graduate of White Station High School and attended Mississippi State University where he earned a Bachelor of Arts degree in Business Administration. Mr. Marino returned to Memphis where he began building his career in commercial lending at Regions Bank before joining the mortgage warehouse lending division at First Tennessee Bank. He brings his experience in analyzing financial statements, tax returns, and pro forma financials to determine companies’ financial health and readiness for multimillion dollar lines of credit. In addition, he has gained extensive knowledge of financial operations at small and large organizations, managing a portfolio of accounts representing over $800MM in credit exposure. Mr. Marino believes that a great education can transform lives and that every child deserves access to a world- class education and takes pride in being part of a city where so many of its citizens actively engage in the betterment of their community through giving of resource, time, and skills.Luke Pruett, Recruiting Director, City Leadership. Luke Pruett grew up in Blytheville, Arkansas, splitting time between private and public education. Mr. Pruett graduated from Union University as senior class president with a Bachelor of Arts in English Literature. After earning his Juris Doctor from Cecil C. Humphreys School of Law at the University of Memphis, he joined the team of City Leadership where he manages its major campaigns of Choose901, Teach901, and Serve901, each of which work to draw workforce talent to Memphis in various nonprofit and for-profit sectors of Memphis. Through his work with City Leadership, he has hosted over 1,000 strategic Memphis recruits in 2016, which included recruiting 201 educators into high priority positions within the ASD, I-Zone, and SCS schools. Mr. Pruett oversaw the launch of Choose901 and Teach901 newsletters that gained over 25,000 subscribers in three months, evidence of invaluable community engagement skills that, coupled with the belief that every child deserves an excellent education, will be an enormous asset to Believe Memphis Academy.Jacque Rowe Fields, Assistant Principal, Cornerstone Prep-Lester. Jacque Rowe-Fields is a results-driven leader with a track record of successfully developing, implementing, and evaluating new initiatives that foster student success. Mrs. Rowe-Fields holds a Bachelor of Arts in Speech Pathology and Audiology from Western Union University. Her experience in higher education includes serving as Assistant Director of the Entrada Students Pre-College Program at Calvin College where she oversaw course selection, scheduling, and student retention and serving as an Academic Advisor and Assistant Dean of Student Development at the same institution. Her school administration experience includes serving as the Director of Community and Family Engagement for the founding years at Cornerstone Prep-Lester Elementary in Memphis and most recently as the school’s Assistant Principal. Her primary role as parent liaison for the school, with direct oversight of student recruitment and support for talent acquisition, leverages a broad skill set that will be a benefit to the Believe Memphis Academy founding team.Lisa Settle, Chief of Schools, Achievement Schools. Lisa Settle graduated from Central High School and has earned two Bachelors, Masters, and Doctoral Degrees from the University of Memphis, Union University, and Capella University, respectively. After a successful career in higher education where she taught and chaired a department, she transitioned to elementary education as Co-Founder and Principal of Cornerstone Preparatory School. During the planning year of the school, Ms. Settle completed the Building Excellent Schools Executive Fast-Track Leadership program. She then served as Founding Principal of Cornerstone Prep-Lester Elementary when it joined the Achievement School District. In both places,she led her teachers and students to incredibly high results in achievement. She is now Chief of Schools within the ASD, managing and coaching principals of multiple schools. With her background in higher education, founding two schools, and the coaching and management of principals, Ms. Settle brings her passion for educational equity and expertise in school leadership to Believe Memphis Academy because she wants to ensure that all of the children of Memphis have ample opportunities to access educational excellence.A. Greg Spillyards, Senior Vice President, Community Advisors. A. Greg Spillyards is a native Memphian and graduate of Christian Brothers High School. He holds a Bachelor of Arts in Business Administration with concentrations in Marketing and Real Estate from the University of Memphis. In his current role, Mr. Spillyards is responsible for the Community Advisors service line of Cushman & Wakefield | Commercial Advisors where his primary purpose is to provide brokerage, management, redevelopment, and financial expertise in underserved core city neighborhoods. His work seeks to revitalize areas throughout the city with passion, thoughtfulness, and entrepreneurship as a social and cultural vision is sustained through creative real estate investment and development solutions. Prior to his current role, Mr. Spillyards worked with CBRE Memphis for more than nine years, involved in multiple disciplines of commercial real estate. He joins Believe Memphis Academy to leverage his skills in support of its vision, to be a school where students of all backgrounds are challenged and inspired together as they collaborate and work hard towards a bright future that includes higher education.Junghoo “Danny” Song, Fellow, Building Excellent Schools. Danny Song is a Fellow with Building Excellent Schools, a national nonprofit that recruits, trains, and equips individuals to lead high-performing, college preparatory urban charter schools across the country. Prior to the BES Fellowship, Mr. Song joined the education reform movement through the Memphis Teacher Residency (MTR). As an MTR graduate and alum, he helped found three different charter schools in the capacity of founding teacher, Dean of Students, and Assistant Principal in Memphis and Nashville. He also worked on the new teacher Summer Institute teams of Teach For America in Memphis and Nashville as a teacher leadership specialist and school site director. A 2015 recipient of the national Sontag Prize in Urban Education, Mr. Song holds a Bachelor of Arts in Journalism and a Masters of Arts in Urban Education from Union University.Should Believe Memphis Academy be granted its charter, the Board will form four distinct committees: Academic Achievement, Finance and Facilities, Governance, and Development. Each board member will serve on at least one committee. Attachment F3 shows are our proposed Bylaws that will govern committee structures and roles and responsibilities. The Board will consist of 7 to 15 members through the time of its charter. The Board’s primary role will be to provide oversight for the Head of School to ensure the school faithfully executes its mission, is academically successful and fiscally responsible, adheres to the school’s charter agreement with the authorizer, and is compliant with all applicable local, state and federal laws.Evaluation by and of the Board The Board will have a formalized process for evaluating the school leader that will be implemented annually by an appointed subcommittee. The subcommittee will be led by the Board Chair and include no fewer than 3 members including the Board Chair, as well as one member of the Academic Achievement Committee and one member of the Finance Committee, most likely the Treasurer. The Board Chair and Governance Committee will put in place a system for annual self-assessment to ensure that the Board is completing all activities necessary for effective oversight of the school. As is stated by our governance goals, the Board will ensure success of the organization with sound tools of evaluation for the Head of School as well as an evaluation of the Board itself.Goal 8: The Board of Directors will provide effective and sound oversight of the school.Measure 8.1: The Board will conduct a formal annual review of the school leader, using anevaluation tool and metric determined by the first board meeting of the annual school calendar.Measure 8.2: The Board will conduct a formal annual review of bylaws and policies.Measure 8.3: The Board will conduct an annual self-evaluation to assess strengths/weaknesses.Measure 8.4: The Board will conduct annual review of organizational strengths/weaknesses.The annual review of the school leader will include the school’s annual academic performance as measured by our goals and benchmarks, student enrollment and attendance, disciplinary issues, parent engagement, fiscal responsibility, timely and regular reporting to the Board, and drive toward mission.Board Development Continuous Board development is a critical part of founding and sustaining a high-achieving school. The Board of Directors of Believe Memphis Academy will invest the necessary time and resources to ensure the school maintains a highly effective governing body. The Believe Memphis Academy bylaws call for board leadership consisting of four officers: Chair, Vice Chair, Treasurer, and Secretary. To ensure a pipeline of board members capable of taking on these roles, the Board will emphasize strategic recruitment, ongoing Board training, and active committee participation.As documented in our bylaws, our Governance Committee will have the responsibility for identifying potential new members, presenting them to the full Board for consideration, and orienting new members to the business and policies of the Board and the school. In addition to formal Board members, the Board will develop volunteers, ad-hoc committee members and supporters of the school who will be involved and invested in the school. This will not only increase our support base, but continuously keep a pipeline for recruitment for the Board, should the need for new members arise. The Governance Committee will also oversee an annual Board self-assessment to identify the Board’s strengths and challenges.The Governance Committee will implement an annual process for determining Board member recruitment priorities – such as professional expertise, experience, and background – and recruiting for these specific needs. Priority will be placed on identifying and inviting Board members who have the potential to serve in a leadership capacity. Increasing attention will also be paid to recruiting new members with governance experience. The Board will also ensure that, at all times, at least two members of the Board have deep financial expertise such that they would be able to assume the role of Treasurer. As the Board considers new members any member of the Board must embody the following characteristics:Unwavering belief that all children can learnProven track record of success in their respective professional field, as it is relevant and helpful to the Mission of Believe Memphis AcademyWillingness to give the time and resources necessary to actively support the mission of the school and serve on one or more Board committeesThe Governance Committee of the Board will suggest new Board members for the Board to review to ensure we maintain a Board that is diverse in skillset and aligned in mission. New Board members will receive training led by Board Chair and our Governance Committee around the mission and vision of the school, the understanding of community need, the distinction of responsibilities between governance and management, the core components of the school design, as well as the committee structures of the Board.Transition and Time of Chartering The Founding team will transition to a fully-functioning Governing Board, made up of no more than 15 members, immediately voting to adopt our proposed bylaws, conflict of interest policy, and establish committee structures upon the first meeting once authorized. The Founding team of Believe Memphis Academy enthusiastically proposes Junghoo “Danny” Song to serve as Founding Head of School for BelieveMemphis Academy. At the time of charter authorization, the Board will establish evaluation metrics for the Head of School and hire the Head of School. Post authorization, the Head of School will serve as an ex officio, non-voting, member of the Board.Board Training and Development Believe Memphis Academy is committed to the development of all constituents, including the Governing Board. To date, the founding team has received training and development as outlined in Figure 2.1(f).Figure 2.1(f) Training Received by The Founding Board of Believe Memphis AcademyDateTopicContentsNovember 30,2016Mission, Vision of School Overview of Community NeedLead Founder and Proposed Head of School presented the mission and vision of Believe Memphis Academy, a brief history of public education and education reform in America, and the current state of education in our districtJanuary 18,2017Governance vs. ManagementBoard accessed resources provided by Building Excellent Schools around board governance versus management, the delineation of responsibilities, and the impact of a high functioning board on the day to day operations of a schoolFebruary 13 &15, 2017Board RetreatBoard studied the following components of the school:Academic Design (calendar, daily schedule, assessments, goals)School CultureFinance and FacilitiesCommunity EngagementFebruary 27-March 10,2017Task Force MeetingsTask Forces within board (Academic Achievement, Community Engagement, Finance and Facilities) meet with Lead Founder to discuss and review application components and make strategic plans for next stepsMarch 29,2017Final Charter OverviewFinal read through of Charter Application to submit to District and State on April 3, 2017April 12, 2017Community BoardBoard will meet with charter, education, and community leaders within our community to hear feedback on our design, approach and gain insight into best practicesMoving forward, the board will participate in an annual board training beyond our annual board retreat, as required by T.C.A § 49-13-111(o), that is certified by the Tennessee Charter Schools Association, which will be reported to our authorizer each year. Building Excellent Schools will continue to provide governance-specific coaching to the board post-authorization. The Governance Committee will implement an ongoing board training program and invite in other experts in critical areas such as academic assessment, fundraising, and charter school finances, as appropriate. Believe Memphis Academy recognizes that committee membership and leadership are two of the most effective strategies for deepening board member leadership capacity and engagement. The Governance Committee will ensure 100 percent participation on committees and will consider committee membership during the annual board member self-assessment. Finally, the Governance Committee and Board Chair will engage each board member in annual reflection on his or her work on the board, offering feedback and opportunities for development.Response to Complaints The majority of staff and family concerns will be handled at the school level, with appropriate parties, and if needed, with the Head of School. In the instance of a direct complaint to the Board, the complaint would be directed to the Head of School and attempt to resolve the issue at the school level. If the parentremains unsatisfied, s/he can bring formal complaint, and any ethical, legal, or safety issues would be heard by the Board as a formal complaint in accordance with our Complaint Policy. The Board is legally responsible for following the Complaint Policy when responding to formal complaints. Individuals or parties filing a formal complaint/or objection must do so in writing one week prior to the next Board meeting. The formal written complaint/objection must be submitted via mail service, delivered to the school in a sealed envelope, or email (submitted complaints will be addressed on an as-needed basis). The Board will respond by the following regularly scheduled public Board meeting. The Board will work with the Head of School to ensure every effort is made to address and resolve each matter to the satisfaction of the individual or group presenting the complaint. The Board reserves the right to direct the Head of School to engage all parties involved, and work to resolve the concern. In writing, the Board would communicate a determination on the complaint/objection.Any student or staff member of Believe Memphis Academy who believes that the organization has discriminated against or harassed him or her because of race, color, national origin, sex, disability, or age in admission to, access to, treatment in, or employment in the school's services, programs, and activities may file a complaint with the Head of School. If the Head of School is the person who is alleged to have caused the discrimination or harassment, the complaint may be filed with the Board Chair. The Head of School or Board Chair will communicate with the individual(s) who filed a grievance, investigate said grievance(s), document all interview(s) related to the grievance, and propose a resolution designed to stop the harassment or discrimination. All grievances will be thoroughly investigated and responded to, as discrimination and harassment of any kind will not be tolerated at Believe Memphis Academy.A person who alleges discrimination on the basis of disability relative to the identification, evaluation, or educational placement of a person, who because of a handicap needs or is believed to need special instruction or related services, pursuant to Section 504 of the Rehabilitation Act of 1973, Chapter 766, and/or the Individuals with Disabilities Education Act, must use the procedure outlined in the TN Department of Education's Students' Rights Brochure rather than this outlined procedure. A copy of the brochure will be available from the office of the Special Education Coordinator.Should Believe Memphis Academy receive its charter to operate, the Board of Directors reserves the right to establish procedures to execute our grievance procedures, including (but not limited to) the timing and scope of any investigation, deliberation, and/or decision, all in compliance with applicable state, local, and/or national laws. The Board will also establish an appellate process to address the review of any decision made in accordance with these procedures. If an individual would like to issue a complaint against a specific individual, decision, or policy of the school, he or she should directly reach out to the Head of School. If the individual would like to issue a complaint directly to the board, he or she may speak during the public hearing portion of the monthly public board meeting. Board will review complaint and issue a response within 30 days of hearing the complaint.Start-Up PlanStart-Up Plan Should Believe Memphis Academy receive its charter, the first order of business by the proposed Founding Board of Directors will be to approve our bylaws, establish officers and committee structures of our board, in accordance with our bylaws, and to hire Junghoo “Danny” Song as Head of School.The start-up budget, as included in our budget submission, considers costs for compensation, benefits, contracted services, legal fees, supplies and materials, facilities, staff recruitment/development, and other equipment. Immediately upon chartering, the Head of School will focus on four (4) main tasks: planning the implementation of curriculum for the school; recruiting, interviewing and hiring staff;executing a lease for the facility of the school; engaging families and recruiting the founding class of students. The Board of Directors will form the following committees to directly support the work of the Head of School: Academic Achievement, Finance/Facilities, Development, and Governance. The Academic Achievement Committee will work with the HOS to support the selection of curriculum, gathering of resources, and put together solid plans for supporting all students, especially focusing on our special needs populations. The Finance/Facilities Committee will immediately begin the facilities search process. The Development Committee will approach local foundations to garner financial support for the school, and it will create a community engagement task force that will work directly with the HOS to formally begin recruiting our founding class of students. The Governance Committee will serve as the Board’s accountability measure to ensure all Board members are actively engaged in the work, and recruit other community members to present to the Board as potential Board members.Planning the Implementation of Curriculum for the SchoolLead: Head of SchoolSupport: Academic Achievement Committee, other charter school partners, Building Excellent SchoolsFor grades 4 and 5, adopt a curriculum to implement; evaluate scope and sequence for the year and adjust where necessary; create trimester exams; adjust unit plans and lesson plans – by May 2018Contract with vendors for blended learning, textbooks, assessment companies – by May 2018Figure 2.2(a)(1) – Curriculum Start Up PlanTaskResponsible PartiesDescription of TaskDate of CompletionChoose Curricula for Grades 4/5Head of SchoolHead of School will determine a curriculum to adopt for math and literacy. He will review the materials provided, including scope and sequence, assessments, unit plans, and lesson plans.August 31,2017Create Internal AssessmentsHead of SchoolBased on selection of curriculum, Head of School will review the suggested scope and sequence and align to our academic calendar. He will then create Trimester exams to which students will be expected to master by end of each trimester.HOS will create scope and sequence and trimester exams for social studies and science.October 30,2017Review Unit Plans and AssessmentsHead of SchoolHead of School will review provided (if any) unit plans and assessments of chosen curriculum. If provided, HOS will make revisions as necessary to fit BMA model. If not provided, HOS will create unit plans and assessments outlining daily objectives and class lesson structures of school. Unit plans and assessments will be created for all subjects for both grades 4 and 5. Head of School will create a list of paired texts, aligned to unit plans and scope and sequence, for all subjects.December 30,2017Revisit and Revise CurriculumHead of School, Academic Achievement Committee, BESHead of School will submit curriculum plans for revision and review of BES and oversight by our Academic Achievement Committee. HOS will submit to these two parties by January 15, 2018. Feedback will be returned by February 1, 2018, and HOS will implement feedback by February 28, 2018.February 28,2018ContractsHead of SchoolHead of School will seek out contracts for assessment companies such as NWEA MAP, a nationally normed reading assessment, and online learning software.May 31, 2018Recruiting, Interviewing, and Hiring StaffLead: Head of SchoolSupport: Local schools of education, Teach For America – Memphis, Memphis Teacher Residency, Teach901, Building Excellent SchoolsHire a Director of Operations – finalize offer by December 2017 to begin part-time by January 2018; full time in June 2018Hire all staff – founding teachers, special education teacher, front desk coordinator, PE teacher – finalize offer by May 2017 to begin full-time by July 2018Figure 2.2(a)(2) – Staffing Start Up PlanTaskResponsible PartiesDescription of TaskDate of CompletionCreate Job DescriptionsHead of School, Board of DirectorsHead of School will draft a complete set of Job Descriptions for all positions for Year 1 of Operations and submit to board for review by September 1, 2017Board will approve or return for revision by September 15, 2017Head of School will finalize Job Descriptions by September 30, 2017September 30, 2017Create Interview ProcessHead of School, Board of DirectorsHead of School will draft interview process, ensuring we follow applicable laws and non-discriminatory practices. HOS will submit process to board for review by September 1, 2017; Board will approve or return for revision by September 15, 2017; Head of School will finalize interview process by September 30, 2017September 30, 2017Post Job PostingsHead of SchoolHead of School will post Job Descriptions on school website and other job search sitesOctober 1,2017RecruitmentHead of SchoolHead of School will partner with local schools of education and teacher preparation/recruitment programs to build relationships with pipelines for talentOctober 2017-April 2018InterviewsHead of SchoolHead of School will execute interview process, overseen by (but with no participation from) Board.October 2017-April 2018Offer PositionsHead of SchoolHead of School will make offers based on strengths of interview. (Director of Operations: Dec 15, 2017)By May 1,2018Identifying a FacilityLead: Head of SchoolSupport: Finance/Facilities Committee, Development Committee, local architects, Memphis Medical District CollaborativeIdentify and lease a building for school – ready for occupancy by June 30, 2018Figure 2.2(a)(3) – Facility Start Up PlanTaskResponsible PartiesDescription of TaskDate of CompletionPreliminary PlanningHead of School, Board of DirectorsStrategic planning Project definitionAugust 2016-March 2017Transaction ExecutionHead of School, Finance/Facilities Task Force ArchitectIdentify potential options Select potential properties Refine selection/space planningNegotiation strategy and actions Final negotiationsSpring 2017-December 2017Project ImplementationHead of School, Finance/Facilities Task Force, Construction company, ArchitectDesign ConstructionClose-out/CompletionJanuary-June 2018Engaging Families and Recruiting StudentsLead: Head of SchoolSupport: Community Engagement Task Force, community organizationsRecruit the founding class of Believe Memphis Academy students – lottery held and 120 students confirmed by May 22, 2018Identify partner organizations for enrichment opportunities, mentoring capacities, after-school programs for our students – MOUs signed by June 2018Figure 2.2(a)(3) – Recruitment Start Up PlanTaskResponsible PartiesDescription of TaskDate of CompletionMarketing, BrandingHead of School, Community Engagement Task ForceHead of School will seek out contracts with marketing, design professional to create a final logo, website, put together enrollment packets, flyers and posters for schoolAugust 31,2017Community EngagementHead of School, Community Engagement Task Force, community volunteersHead of School, with community engagement task force, will conduct canvassing events, neighborhood barbecues, partner with local community organizations and faith-based institutionsSpring- December 2017Mail MarketingHead of School, Community Engagement Task ForceSend first wave of mass mailers to students currently in grades 2 and 3 in our target neighborhoodsDecember 2017Application CollectionHead of School, Community Engagement Task Force, Director of OperationsBegin collecting applications, hold community information sessions, and continue to partner with community organizationsJanuary-May 2018LotteryHead of School, Community Engagement Task Force, Director of OperationsHold lottery, if necessary, for founding class of Believe Memphis Academy students on May 1, 2018. Confirm lottery recipients and list of founding students by May 22, 2018May 22, 2018Anticipated Challenges We anticipate there will be a myriad of challenges in starting a game-changing school for the students and families of Memphis. Each component of our start-up plan, as defined in Section 2.2(a) of this application, will face challenges: curriculum, staffing, facilities, and student recruitment.CurriculumPrimary Challenge: Identifying a strong curriculum and ensuring it aligns to Tennessee State standards and assessments.Of the four primary challenges, challenges, curriculum will be a matter of putting in the work and leveraging our partnerships with high performing charter schools across the country such as BES schools Excel Academy, Liberty Collegiate, and Nashville Prep, as well as Brooke Charter Schools, and North StarAcademy through the Building Excellent Schools Fellowship. In addition, our proposed Head of School has a strong track record of success in educating Tennessee students, serving students with similar demographics to our anticipated population of students. Our startup budget has a line item for professional development, which will include the HOS’ capacity to attend further professional development as he creates the curriculum plan for Believe Memphis Academy.Student and Staff RecruitmentPrimary Challenge: District-wide shortage of students/many other charter, i-Zone, ASD, and traditional district schoolsMore so than the curriculum challenge, staff and student recruitment lend themselves to many more factors and variables that have the potential of affecting our best-laid plans. Given the close to 70 charter schools in our district and a district-wide shortage of students as compared to available seats, it will be challenging to recruit both teachers and students for our founding year, and every year moving forward. For student recruitment, we have already begun building relationships with organizations within the community. We will continue to leverage these relationships as our entry point into communities and request additional referrals to families to begin building relationships directly with families. In addition, we will host community engagement events and information sessions to ensure we have a comprehensive strategy in reaching families.We have built strategic partnerships with teacher recruitment and preparation programs like Teach For America, Memphis Teacher Residency, and Teach901. We will also build relationships with local schools of education. Through our strong connections to the education community in Memphis, we will request connections and the spreading of word of mouth to recruit Mission-aligned, capable, driven, teachable, and effective teachers. The startup budget includes a line item for recruitment that includes some travel costs for recruitment and early development of hired teachers.FacilitiesPrimary Challenge: Limited capital and tight timelineWe have begun conversations with building owners regarding potential facilities for the school. We are grateful to the experience our board brings in contract negotiation, facility acquisition, and fiscal management. Due to our limited capital, we will approach owners who would be willing to lease us a small portion of a building that we might be able to grow into. A second option is that we have had several conversations with churches and institutions within our target recruitment area who have expressed interest in leasing some space for our activities for the first one or two years of operation to give us time to build more capital for a larger facility. Our startup budget includes budget for anticipated rent in the spring and summer before start of school in case we need to start paying the lease of our facility before start of fiscal year in July.FacilitiesFacility Plans Through the Building Excellent Schools Fellowship, the founders of Believe Memphis Academy have seen schools make use of facilities across the spectrum from schools the operate in churches165 to schools operating out of the third floor of a nursing home166 to schools operating out of old district school buildings,167 to schools that just built brand new multi-million dollar facilities. From our extensive studies,165 California Collegiate Charter School, in its founding year of 2016-17 is operating out of three classrooms in a local church. 166 Roxbury College Preparatory Charter School, the flagship Uncommon School in Boston, MA, operated out of the third floor of a nursing home until this past year.167 Milwaukee Excellence Charter School uses one hallway of an old district school building.one truth has been made clear: The building does not determine the quality of a school.For projections of our facility needs, we have consulted experts through Building Excellent Schools as well as local expertise to determine the estimated needs, cost, and capacity of our facility plan. During our founding year, we have estimated a need between 70 to 100 square feet per student. For purposes of our budget, we have estimated 80 square feet per student for a target facility of approximately 9,600 square feet. Within the facility, we will require, minimally, four (4) classrooms that can accommodate thirty (30) students. Our classrooms will require capacity for desks and chairs for each student, as well as space for a projector and whiteboard. Ideally, we would like the classroom to have enough space to accommodate at least two (2) spaces for small group work stations such as a small group table and a rug. Our ideal classroom size is between 700 and 900 square feet per room. We would search for a facility that has a common flexible space that could be used for assemblies, meal times, and community events.We have projected in our budget $10 per square foot to lease a building. We see this as a conservative budget given other charter schools that lease space ranging from around $5 per square foot from the district.168 We will explore both district space, commercial real estate, as well as local church buildings to explore potential space for our short-term and long-term operations.Facility Needs In Year 1 of operation, we will require, at minimum, four (4) general education classrooms, a space for PE, and a teacher work room. Additionally, we will seek a common meeting space in which to hold school- wide celebrations, meals, and community events. The following are not necessary to our operation, but are items we seek for the benefit of our students and staff: office space for our front desk coordinator and administrative office, a teacher professional development room, a pull-out room for small group instruction169, and outdoor space for recess and PE.Our Capacity Believe Memphis Academy will glean from the experience and capacity of founding Board members proficient in education, facilities, law and finance to identify strategic location and facility. In addition, we are considering using Cushman & Wakefield | Commercial Advisors to guide the facility search. C&W | CA is a leading commercial real estate services provider in Memphis specializing in third party leasing, property and construction management, marketing/research, valuation/appraisal, and incentives analysis. A. Greg Spillyards, the proposed Vice-Chair of the founding Board of Directors of Believe Memphis Academy, currently works as Senior Vice President in Cushman & Wakefield | Commercial Advisors, leading Community Advisors, which is a service line for the larger company. In his role, he provides brokerage, management, redevelopment and financing expertise in underserved core city neighborhoods. In alignment with our Conflict of Interest Policy, Mr. Spillyards will recuse him regarding any discussion of securing services from and the work of C&W with the proposed school.For legal, business transaction, and contract negotiation expertise, Believe Memphis Academy is honored to have Al Bright, Jr. serve as a founding member of our Board of Directors. Mr. Bright serves as legal counsel on a wide range of corporate and transactional matters. Serving as outside general counsel to168 Kebede, Laura F. "With a charter comes the search for school space. Here's how one Memphis operator is doingit." Chalkbeat. 29 Aug. 2016. Web. 20 Mar. 2017. < search-for-school-space-heres-how-one-memphis-operator-is-doing-it/>.169 Though small group instruction is a key component of our design, with the right structures and culture, in our model that promotes full inclusion to the extent allowed by a child’s IEP, we can and will hold small group instruction within each classroom. The founders of Believe Memphis Academy observed several schools like Liberty Collegiate Academy in Nashville, TN, who designated hallway space for pull-out instruction incorporating a desk and chairs.clients in diverse fields biotechnology, pharmaceutical, life sciences, medical device companies as well as manufacturers, distributors, and other emerging companies, Mr. Bright holds a diverse and varied practice in which he provides assistance and advice on mergers and acquisitions, securities offerings, and capital raising activities along with the negotiation of licensing and development collaborations and supply, distribution, and sales agreements. In addition to serving as a founding board member of Believe Memphis Academy, Mr. Bright currently serves as Chairman of the Board of Directors for the Economic Development Growth Engine for Memphis and Shelby County (“EDGE”), and he is a member of the Board of Directors for Evolve Bank & Trust.J. Thomas Marino, the proposed Treasurer of the founding board for BMA, is Vice President of Mortgage Warehouse Lending at First Tennessee Bank, where he serves in a hybrid credit and business development role lending funds to mortgage banks nationwide. In his nearly nine years in financial services, he has acquired deep experience in bank line of credit contract negotiations, financial covenant tracking, as well as budget and pro forma financial monitoring. He also has experience with construction lending to mortgage companies, reviewing policies and procedures, and monitoring draw schedules.Facility Identification and Acquisition Process Believe Memphis Academy will identify a facility that meets the needs of our program and students within proximity of our target recruitment areas. We will approach facilities acquisition through three stages: preliminary planning, transaction execution, and project implementation.Figure 2.3(d)(1) – Preliminary PlanningPLANNINGSTAGEGOALS/TASKSTIMELINEStrategic PlanningAssessment of Requirements, Objectives, BudgetDetermine Mission/vision of school, identify programmatic needs, and anticipated budgetFall 2016Market DiscussionIdentify target recruitment areas, research demographic data, assess availability of facilitiesAugust 2016-February 2017Program DevelopmentContinue to revisit programmatic needs and identify additional facilities needs to accommodateAugust 2016-March 2017Consider Future/Phased Growth of SchoolDetermine short-term/long-term needs of schoolOngoingProject DefinitionReconfirm Goals/ObjectivesRevise and define program details and plans; define facilities needs accordinglyFebruary 2017 (Board Retreat)Confirm Target DateDetermine target date for facilities acquisition and assuming occupancySpring 2017Establish TimelineBuild timeline based on target dateSpring 2017Figure 2.3(d)(2) – Transaction ExecutionSTAGEGOALS/TASKSTIMELINEIdentify OptionsSurvey Targeted AreaWork with local owners, contractorsSpring-Fall 2017Develop List of Possible OptionsIn alignment with goals and objectives identify list of all possible options, no less than 3, that could serve as short-term and/or long-term facilityAugust 2017Select Potential PropertiesEvaluate OptionsEvaluate on basis of layout and conduciveness to educational environment Evaluate building systems and existing conditionsAugust 2017Determine Site FeasibilityEngage architect to provide code, life safety, accessibility feedback for each potential propertyAugust 2017Refine Selection/ Space PlanningSend Requests for Proposal to property ownersSend RFPs to identified potential propertiesAugust 2017Examine ResponsesCompare costs and alignment to needs and vision for each responseAugust 2017Develop Space Plans for each LocationEngage architect to develop plans of usage, modification, or improvement of each site Estimate construction costsAugust - September 2017Respond to ProposalsFinance/Facilities committee of Board responds to RFPsSeptember 2017Review Counter ProposalsReview counters given (if any) by property owners/managersSeptember – 2017Negotiation Strategy and ActionsReduce AlternativesIdentify best options out of proposals and counter proposals.October 2017Discuss Negotiation StrategyEngage architect, Finance/Facilities Committee and Head of School, as well as other pertinent consultants, determine best options and areas for negotiationOctober 2017Conduct Final Financial Analysis of ProposalsEngage architect, Finance/Facilities Committee and Head of School, as well as other pertinent consultants, determine best options and areas for negotiationOctober2017Prepare Letter of IntentPrepare document to send to best option for intent to sign lease agreementOctober – November 2017Negotiate IncentivesDetermine other benefits or agreements with owner of buildingOctober – November 2017Final NegotiationEstablish Final Terms and ConditionsReview lease agreementNovember - December 2017Negotiate Lease Document/ ProvisionsDocument delineation of responsibilities and negotiate terms of leaseDecember 2017Negotiate Work LetterDraft and negotiate work letter for remodeling/reconstruction of building as necessaryDecember 2017Execute LeaseBy December 15, execute a lease agreementDecember 2017Document IncentivesDocument all provisions, incentives and agreements between owner and schoolDecember 2017Figure 2.3(d)(3) – Project ImplementationPROJECTSTAGEGOALS/TASKSTIMELINEDesignDevelop Construction DocumentsEngage architects, engineers, and life safety specialist to develop construction documents and MEP plansJanuary 2018IT and Security IntegrationIncorporate security protocols and information technology software and hardware necessaryJanuary 2018Confirm Schedule/ Budget ComplianceEnsure schedule and budget align with plans and capacityJanuary 2018Construction DocumentFinance/Facilities Committee of BoardJanuary 2018ReviewReviews with Head of SchoolFurniture, Cabling, Classroom EquipmentCoordinate with specialty vendors, send requests for proposal for furniture, cabling, classroom equipmentJanuary-March 2018ConstructionConstruction Document Bidding/Construction CommencementSend RFP for construction needs and select general contractor/Start ConstructionMarch – June 2018Engage Cabling/furniture/ specialty vendorsRespond to proposals from RFP and contract with best aligned vendorsMarch – June 2018Close Out/ CompletionFinal Punch ListGet architectural sign off for safety/compliance of building, in compliance with all pertinent codes and lawJune 2018Document Maintenance AgreementsEngage owner of building to finalize maintenance agreement and delineation of responsibilitiesJune 2018Final AccountingReview budget and plansJune 2018Lien WaiversDocument from contractors to demonstrate receipt of payment and waive rights to buildingJune 2018Develop Lease AbstractPrepare summary of the key financial, business and legal information that exists between owner and schoolJune 2018Compliance As part of the site selection and due diligence process, an architect will be engaged to perform predesign services by gathering existing site information and other items of note to inform the design and direction. This data will be used to develop a code assessment to assist in the due diligence effort. A series of design strategies will be evaluated to create a code diagram and to ensure compliance with all Americans with Disabilities Act (ADA) requirements and city planning review procedures and safety requirements.Timeline The leadership and founders of Believe Memphis Academy have actively been in conversations to explore potential facilities for our activities since Fall of 2016. Upon submission of our charter, we will immediately engage local owners and contractors to continue the search and identify our target buildings. By Fall of 2017, we will determine options of buildings within our budget and inside our target recruitment area, with the goal of executing a lease agreement by December 15, 2017. Starting the first of 2018, we will begin contracting with architects and contractors who will oversee any compliance issues or reconstruction of building for safety or usage. Construction and remodeling should begin by March 2018, and construction should be complete by end of June 2018. Teachers will begin Summer Training Camp in July, and our founding students will begin attendance August 1, 2018.Contingency Plan Throughout our Facilities Identification and Acquisition Process, we will always build contingency plans and explore alternative options, in the not uncommon event that our primary facility falls through. We have engaged other charter schools who have experienced this hardship and are aware of the risks of a facility falling through in the last minute. Our first response will be to lean upon our community relationships with churches or institutions within the district to determine where we could most quickly change course and utilize for the opening or all of Year 1. We have already had generous offers from local churches like St. Mary’s Episcopal Cathedral who has expressed interest in partnering with us for an initial start. Secondly, we will reengage Finance/Facilities Committee to determine how this impacts our long-term plan for facility acquisition. Should we need fund support, we will engage our partners and local foundations to raise the necessary support to ensure our students and teachers have the necessary space for our program. Finally, once a facility plan is identified, we will notify parents and families of the change and reassure them that our facility was never the key to ensuring we live up to our Mission. It is necessary for our operations, but as we have observed through the BES Fellowship, the building does not determine the quality of the school.Personnel/Human CapitalFigure 2.4 – Staffing Chart, Start-Up through Year 5 of OperationsPositionStart-upYear 1Year 2Year 3Year 4Year 5Head of School111111Academy Director000002Director Curriculum and Instruction /Dean of Students000120Director of Operations0.2511111Special Education Coordinator001111Classroom Teachers0610141921Special Education Teachers011222Student Support Positions 170---111Enrichment Teachers011233Special Education Assistant001111Front Desk Coordinator011111Teaching Aides or Assistants000011Proposed Leadership Structure Our Year 1 and Full Capacity Organizational Charts are provided in Attachment G of our application.In Year 1 of Operations, as with all subsequent years, the mission will be our ultimate governing agent of our School. The Board will be directly responsible for ensuring fulfillment of the mission each year. The HOS will directly report to the Board in compliance with the mission and policies set forth by the Board. In Year 1, the HOS will manage all teachers and will have on leadership team the Director of Operations and Special Education Teacher. As outlined above, the staff and leadership team will grow year to year in response to enrollment growth and student needs.Leadership Capacity The 2016 Teach901 survey of more than 1,000 teachers in Memphis showed, for the second consecutive year, the number one push and pull factor of teacher recruitment and retention in schools is school leadership.171 Beyond the critical importance of teacher recruitment, development, and retention172, school leadership is the key factor in operating and sustaining highly effective schools.173The Lead Founder and Proposed Head of School for Believe Memphis Academy, Junghoo “Danny” Song, is a proven local educator, having learned best practices from the highest performing urban charter schools across the country. An alum of the Memphis Teacher Residency, a program recognized by SCS170 In Year 3, we will hire a special education assistant. Ongoing from Year 1, the school will contract with local professionals for 171 Tracking Teacher Talent in Memphis: The Results of the 2016 Teach901 Priority School Teacher Survey. Rep. City Leadership, Web. 18 Mar. 2017. < Ripley, Amanda. “What Makes a Great Teacher?” The Atlantic Online. Web. January/February 2010. 05 Sept. 2016. 173 Carter, Samuel Casey. No excuses: lessons from 21 high-performing, high-poverty schools. Washington, DC: Heritage Foundation, 2001. Print.reports that found “MTR teachers outperformed their non-MTR counterparts by… more than one (1.10) standard deviation.”174 The Lead Founder has taught and led in Memphis schools for five (5) years, before joining the founding team of Rocketship Nashville Northeast Elementary in Nashville, TN. During the scope of his teaching career in Memphis and in Nashville, every year that he taught he received a TVAAS score of 5, showing significant value added to his students.175 In his experience with traditional district schools, independent charter schools, and ASD schools, Mr. Song has learned the critical components of high performing schools, which he seeks to bring together in Believe Memphis Academy.Beyond the rich experiences of directly teaching and leading in Tennessee public schools, Mr. Song joined the Building Excellent Schools (BES) Fellowship this past year to both further his understanding of high- achieving urban charter schools and further increase his leadership capacity. Through the BES Fellowship, Mr. Song directly observed over 30 high-achieving urban charter schools, spent more than 600 hours of rigorous training, development, and practice, and recruited a team of committed, accomplished, and mission-aligned founding Board of Directors.The resume of our proposed Head of School is included, as directed, in Attachment H of this application.Hiring and Evaluating the Head of School The following is the proposed job description of Head of School at Believe Memphis Academy.Role Descriptions: School Leadership Qualifications and Certifications – Head of SchoolPosition Summary: The Board of Directors will hold the Head of School of Believe Memphis Academy accountable with regard to all aspects of the school’s academic program, financial management, and organizational health. The Head of School is entrusted with advancing the school’s Mission, maintaining the financial viability of the organization, and determining the future direction of the school in accordance with the Mission.QualificationsStrong commitment to, belief in, and alignment with the school’s mission and vision.Experience in leadership and management of both adults and students.Minimum of Bachelor’s Degree; Master’s or Advanced Degree preferred.Ability to assess data, find trends, and use information to make strategic decisions.Knowledge of or experience in education, school finance, governance, management, or law.Experience in budgetary planning, accounting, and effective allocation of school resources.Exceptional verbal and written communication skills.Strong organizational skills and ability to manage multiple responsibilities at once.Ability to approach situations with optimism and perseverance, willingness to take personal responsibility, open to and interested in feedback on performance, eagerness to continue to improve in effectiveness, and steady determination to pursue excellence regardless of the situation.ResponsibilitiesCreate, monitor and sustain school culture of academic excellence through consistent implementation of systems, and structures to maximize student learning.174 Memphis Teacher Residency in 2014-15. Rep. Office of Strategy & Innovation: Department of Performance Management & Research, Shelby County Schools. Web. Sept. 2015.175 At Veritas, Mr. Song’s math students showed the second highest math growth in the Memphis City Schools district, and during his second year, his 7th grade students achieved 96% proficiency (63% advanced). With Cornerstone Prep, Mr. Song’s 5th grade ELA students showed that highest growth according to TVAAS of all the ASD schools. At Rocketship, Mr. Song’s 4th graders had the second highest TVAAS score in the Metro-Nashville Public Schools district.Manage and work closely with the Director of Operations, Director of Curriculum and Instruction, Dean of Students (DCI and DOS positions will become Academy Directors beginning in Year 5), Special Education Coordinator, as well as other staff and representatives of outsourced business functions.Effectively lead school-wide community meetings in coordination with teachers, Dean of Students/Academy Directors.Effectively lead all staff development and administrative meetings in coordination with the Director of Curriculum and Instruction/Academy Directors.Manage and direct recruitment, hiring, and retention of all staff members, including salary, contract, and benefit orientations.Draft and provide evaluations of all staff members.Work with Director of Operations to coordinate lottery, admissions, enrollment, and waitlist procedures for the school.Lead orientation, training and evaluation of all staff members.Implement all student discipline, code of conduct, and behavior standards in conjunction with other leadership and teaching staff.Review all student report cards before disbursement to families, or delegate to appropriate staff upon school growth.Serve as primary spokesperson for school to both internal and external constituents including media, community members, parents, political leaders and representatives, and visitors.Support and work with all Board committees as well as provide information, data, reports, and context necessary to assist in effective governance of the school.Manage and allocate school resources, including financial resources, in alignment with values of school; work with external back office providers and Director of Operations to evaluate the accuracy of all financial documents.Supervise and monitor daily inputs and outputs of school including accounts payable and receivable, cash receipts and disbursements, payroll benefits, taxes, staff, and school supplies.With Director of Operations, DCI, and Academy Directors to prepare, oversee and submit required reports, evaluations, and data to external and funding sources.Develop a financial plan for school’s capital needs to secure permanent facility for school.Inspire staff and student body to remain focused on determined in work of fulfilling Mission of school.As we examine the breadth and scope of the responsibilities of the HOS, the founding team proposes Junghoo “Danny” Song as the founding HOS, with confidence and excitement. Should we receive our charter, the Board will hold an organizational meeting that formally hires Mr. Song as the Head of School. Through the first year, the Board of Directors will serve as the HOS’s primary supporters in ensuring effective, timely, and excellent preparation for a successful charter year. Before the start of Year 1 of operations, the Board will formally adopt evaluation metrics of the HOS to support and evaluate the performance of the Head of School.Staff Recruitment In the community of Believe Memphis Academy, every staff member plays a critical role to the overall success of the organization. Within a competitive market, we will strategically utilize our community partnerships and leverage our strong academic model to recruit and hire a staff that is completely Mission- aligned, relentless in their pursuit of the mission, and continuously driven to improve their own practices for the betterment of the entire community – especially our students.To ensure we continuously recruit high quality staff members, we will implement the following recruitment and staffing process:Post job openings on our website and social media platforms, career and education websites, schools of education, and teacher pipeline organizationsRequest resume, cover letter, and short essay responses through our online application platform.Brief screening interview (in-person or by phone)For teachers, request a sample teaching lesson followed by debrief with Head of SchoolExtensive in-person interview with members of the school’s current staff with situational scenarios and role playsVerification of credential and previous employment, State and Federal background checks, and professional and personal reference checksHead of School will make offers of employment to strongest candidatesOur job postings will be posted annually by October 1 or each year. The Head of School will manage hiring process for the school. Application review and interviews will be conducted throughout the school year, focusing on immediate needs as they may arise.Support and Development of Teachers Quality instruction is designed by proven best practices and measured by student achievement – we will relentlessly pursue growth for our teachers and leadership team members in our understanding of pedagogy, content, curriculum, and proven effective instructional practices. Part of this support and development will come through regular observations, coaching sessions, celebrations and evaluations of our teachers. All our teachers will get at least one (1) full class observation per week. Following the observation, teacher will get a debrief and coaching meeting with the HOS, DCI, or AD. These members of the leadership team will be referred to as “coach” for remainder of this section. The coach will identify one high leverage action step for the teacher to implement to increase his/her effectiveness either in classroom management or instructional delivery. An example of classroom management step might be for the teacher to use less words when giving concise, clear, and crisp directions. An example of an instructional delivery action step might be for the teacher to incorporate more turn and talk as a strategy to increase student engagement in the lesson. Coach and teacher will go after one technique at a time throughout the course of the year to ensure all teachers are being developed, supported, and coached.The coach will perform regular, unannounced visits to classrooms and observations noticed during these meetings will be shared with teacher. The coach may share the feedback in the moment, which we call real-time coaching; the feedback may be shared in an email or note; or the feedback may be shared during the weekly coaching meeting. In addition to observations and coaching meetings, the coach and teacher will meet for unit planning meetings 3 weeks before the start of every unit. The initial meeting will be to align on key skills and potential pitfalls of the unit. The second meeting will be to evaluate and internalize the unit plan provided for each unit.Teachers will receive two formal evaluations per year. The first formal evaluation will happen in the middle of the second trimester. Coach will compile observation notes and teacher progress, student achievement data, a rubric of classroom management, as well as a self-assessment survey to determine an evaluation score for each teacher. The evaluation is meant to be a measure to show the teacher his or her areas of strengths versus his or her areas of growth. The coach will have a full debrief conversation with each teacher by the end of the second week in January.An end-of-year teacher evaluation will take place which will include the same components of the mid- year evaluation. The end-of-year evaluation will play a role in determining whether a teacher receives a renewal of their contract for the following year. End-of-year evaluations and debriefs will occur during the last month of school and must happen before the end of staff closeout. Excellence for our staff will be celebrated by the following metrics:Student Achievement – measured by growth and achievement of students on MAP, interim and standardized state assessmentsFamily Engagement – measured by family and student surveys, home visit completion, and family conference attendance ratesCore Character Values – rubric will measure teacher’s embodiment of our core values; specific actions will be tied to each value and teachers will be measured by actions like timely submission of intellectual preparation plans, punctuality, collaboration with of other teachersFuture Leadership Capacity For the long-term sustainability of the school, Believe Memphis Academy will prioritize the continual development of our leadership pipeline. As is projected in our budget and our staffing model, we will always look first to promote from within the organization to develop the leadership capacity and potential of our staff members.In Year 1 of operations, we will have our special education teacher work closely with the Head of School (HOS) to develop this individual into the Special Education Coordinator in Year 2. This role will continue through the remainder of the charter, with an increase of responsibility until we reach capacity. In Year 3 of operations, we will hire a Director of Curriculum and Instruction (DCI). We will initially interview teachers from within our organization, and the HOS will identify candidates based on individual capacity, talent, and desire for the role. The HOS will keep this in mind when he hires teachers in Years 1 and 2 of the school’s operation to intentionally hire teachers who have the capacity to grow into this role, and will give these teachers specific coaching around developing their leadership capacity and instructional knowledge. Also, in Year 3 of operations, we will formally establish grade level chairs and content chairs, who will work with the Head of School and DCI to gain leadership responsibilities. In Year 4 of operations, we will hire a Dean of Students (DOS). As with the DCI, we will interview, first, teachers within our organization, specifically looking at grade level chairs who may have the capacity and interest to serve in this role. In Year 5 of operations, our DOS and DCI will be promoted to Academy Directors for our Lower and Middle Academies. The role of Academy Director (AD) will be a combination of the two previous roles, functioning as the lead in content and culture of their respective grades. These two ADs will report to the HOS. All grade level chairs and content chairs will report to their respective ADs. This structure allows for teachers to gain leadership experience and opportunities while remaining in the classroom. We deeply believe in allowing teachers to continuously develop their leadership and broaden their impact while doing what they are most passionate about – teaching. This leadership structure also allows us a robust pipeline and strong bench from which to bring future leaders as leadership changes need to occur within the school.Unsatisfactory Performance and Evaluation In the urgency of our mission, it is with unwavering belief that the core of our work must always put the needs of students first. As such, our systems, expectations, and responsibilities for adults have been intentionally crafted to ensure we uphold a growth mindset on why any student cannot achieve at high academic and behavioral levels. Through regular observation and feedback, teachers will receive coaching on development on how to improve their practices and increase their effectiveness. We understand that some teachers will perform at higher levels than others and that some teachers will require more support than others. If a teacher is consistently failing to meet his or her expectations or obligations that teacher may receive a written warning followed by a professional improvement plan. The following are examples in which a written warning may be warranted:Consistent tardiness to school;Consistently being absent or late to assigned duty posts during transition times;Consistently missing deadlines or non-responsive communication with staff or families;Failing to adhere to Professional Conduct expectations outlined in the Employee Manual;Using inappropriate language or tone when speaking with students or other staff members; orAny other behavior or failure to meet expectations that hinders the school’s ability to serve its missionFor purposes of these procedures, “consistent” behaviors are defined as more than three (3) instances within a two-week period. For example, if a teacher is late to work three (3) times within a two (2) week period, he or she may receive a written warning, except in the case of extenuating circumstances. These circumstances may only be approved by the Head of School. Once a written warning has been given, the staff member will have two (2) weeks from reception of warning to show improvement where the specific behavior is not repeated more than one (1) time. If behavior is repeated more than one (1) time within a two (2) week period following written warning, the staff member may be placed on a professional improvement plan. If staff member successfully shows improvement within two (2) weeks of written warning, warning will be filed away and no further action will be necessary. If, after successfully showing improvement, same behavior for which warning was assigned is repeated in consistent manner, staff member will receive a professional improvement plan, rather than another written warning.Certain behaviors, such as failing to follow professionalism expectations or using inappropriate language or tone may warrant immediate written warning, rather than observing for consistent pattern of such behavior. Professional improvement plans will be specific to observed behavior. Professional improvement plans will consist of the same behavior outlined in written warning preceding the professional improvement plan. Professional improvement plans will outline clear timeline in which behavior must be corrected or eliminated, the support that will be given from leadership team or other staff in supporting the staff member to be successful in improving said behavior, and next steps should staff member successfully demonstrate improvement or fail to demonstrate improvement. Failure to demonstrate improvement may lead to further consequences up to dismissal of staff member.In addition to professional expectations outlined above, the School, in accordance with its mission, will hold teachers accountable for the academic performance and growth of students. Teachers whose students fail to make progress as assessed by NWEA MAP, interim, and state standardized assessments may not have contracts renewed. Immediate dismissal of staff may be warranted for gross underperformance of students along with teacher’s inability or unwillingness to change actions leading to underperformance.The following would constitute as unsatisfactory student performance:MAP assessment shows less than one (1) year growthTVAAS evaluation from state shows less than level 3 student growthStudent achievement deteriorates between interim assessment cyclesThe school leader’s performance will be evaluated by the Board. The Board will evaluate the HOS on academic performance as measured by our goals and benchmarks, student enrollment and attendance, disciplinary issues, parent engagement, fiscal responsibility, timely and regular reporting to the Board, and drive toward Mission.Hiring and Dismissing Staff Once we have determined through our recruiting and application process to extend an offer of employment with an applicant, the following procedures will be followed as part of the hiring process.Letter of Agreement: Sign and submit a letter of agreementPayroll and Tax Forms: Complete a direct deposit form (with check), Form I-9, Form W-4, TCRS Form CertifiedPersonnel Forms: Complete a personal bio and new hire sheetCertification: As applicable, submit all certification documents and fill out forms as needed; register for PRAXIS tests as neededBackground Check and Fingerprinting: Complete criminal background check and fingerprintingDismissal of staff may occur if, after written warning and professional improvement plan, improvement of specific behaviors that are not representative of Believe Memphis Academy professional norms do not improve. Unethical, illegal, or gross misconduct are grounds for immediate termination without warning.Emergency Leadership Transition PlanThe following outlines the school’s plan in the case an emergency transition of the Head of School is necessary. The Head of School may be immediately dismissed in cases of unethical or illegal behavior, gross misconduct, mishandling of funds, or continued underperformance of munication: In the case of the Head of School needing an emergency transition out of his role, the Board Chair will become the first point of contact, notifying all board members of the transition, and leading discussion about next steps. The Board Chair will send subsequent communication containing the circumstances and recommend plan of action to the full Board for approval and to the school staff for information. Once the full Board has approved a plan of action, the Board Chair will send a message to the organization’s key stakeholders, e.g., the authorizer, funders, parents, and Building Excellent Schools detailing the plan. The Board will ensure ongoing access to key stakeholder contact lists and to critical passwords, such as those used for social media accounts.Financial Oversight: To enable business to continue in the case of an emergency Head of School transition, the Board will ensure that the Chair and Treasurer are signatories on the school’s checking accounts. For ease of access, the Board will ensure the ability to make transactions electronically on all accounts. The Board will also ensure ongoing access to current contact details for all financial advisors, accountants and back-office providers, and key funders. Finally, the Board will ensure that a schedule of key activities and deadlines, such as the IRS Form 990 is current and accessible.Interim Management: In the case of an emergency transition, the board will designate the Director of Curriculum and Instruction or one of our Academy Directors as acting Head of School. The active Head of School has limited executive power. He or she will be appointed by the Board to provide leadership during the planning and/or implementation phases of the executive search.Executive Search: The Board will immediately convene an ad hoc committee comprise of the Chair and two other Board members, and chaired by the pensation System Our compensation for teachers is based on a three-tiered system, setting starting salary of new teachers to Believe Memphis Academy in three categories: Emerging, Proficient, and Master teachers. The three categories are determined as shown below:Figure 2.4(i) – Teacher Compensation TiersTierDescriptionEmerging TeacherStarting salary set at $44,000Comes to Believe Memphis Academy with less than 2 years of teaching experienceProficient TeacherStarting salary set at $46,000Comes to Believe Memphis Academy with 2-3 years of measurable data showing student gains, particularly data showing teacher’s capacity to grow studentswho started the year behind grade-level (acceptable forms of data would include TVAAS, state assessments, or national normed assessment data)Eligible to apply for grade level chair or content chair positions, which would include an annual $2,000 stipendMaster TeacherStarting salary set at $49,000Comes to Believe Memphis Academy with at least 3-5 years of measurable data showing student gains, particularly data showing teacher’s capacity to grow students who started the year behind grade-level (acceptable forms of data would include TVAAS, state assessments, or national normed assessment data)Eligible to apply for grade level chair or content chair positions, which would include an annual $2,000 stipendAll our teachers and leadership team members must have at least a bachelor’s degree, but beyond that, compensation will not be determined by level of education. Rather, proven student performance in measurable data will play the greatest role in determining starting salary.We believe that meaningful work, opportunities for growth, recognition of achievements, and a community-based culture are the keys to retaining talent at our school. We all would agree teachers are not compensated enough for the sacred work to which they are entrusted. We will, as other funds or grants may become available, to always examine how we can first invest in our teachers through increased salary, more opportunities for professional development, and increased opportunities for leadership.Contracts An employee’s relationship with Believe Memphis Academy is an employment “at will.” Accordingly, either the employee or the School may terminate the employment relationship at any time with or without cause. However, no person other than the Head of School has authority to enter any agreement for employment for any specified period and any such agreement must be in writing.Employee Manual Our employee manual provided in Attachment I of our application.Professional DevelopmentCore Components of Professional Development Plan We have built into our academic calendar, 24 full days of professional development. These are days designated for staff only, where students will stay at home. Sixteen (16) of these days occur during the summer before school starts. There are professional development and data days scheduled throughout the academic calendar. Professional development days are opportunities to reset culture or launch new initiatives for the school. Data days are to build time for teachers to analyze student data and create action plans for instruction and intervention.Besides the full days of professional development, the core components of professional development are: Weekly observation and coaching meeting; Unit planning meeting; Weekly feedback on intellectual preparation plans; Collaboration with other teachers, Weekly professional development and data analysis. Within each day, teachers are given two (2) periods of planning time to allow for teachers to examine student work, meet with instructional coach (Head of School or designee), and collaborate with other teachers across grade level or content.Person(s) Responsible for Professional Development The Head of School will be responsible for the professional development of all staff at Believe Memphis Academy. As part of the growth of teachers, the HOS may designate other teachers at times to lead professional develop sessions, invite guest trainers, collaborate with other schools, or send staff onprofessional development opportunities of seminars. As the school matures and we hire more leadership team members such as a Special Education Coordinator, DCI, DOS, and AD, the HOS will work with these individuals to oversee the professional development of staff, but ultimately the vision and responsibility for professional development will rest with the Head of School.Core Components of Professional Development Summer Training CampTo achieve our ambitious academic and organizational goals (see accountability section), we will ensure a strong summer launch where staff become aligned on our mission and vision, engage in continuous practice sessions to norm around common routines and procedures within the school, and engage in the intellectual preparation necessary for the first two (2) weeks of school. Teachers will engage in professional development on best practices of classroom management, instruction, planning, data analysis, and special education. In addition, teachers will receive overview of operations within the school. The proposed summer training camp schedule is detailed in the next section.Weekly Professional Development/Grade Level MeetingsWithin the 184-day school year, we have built in 37 abbreviated days in which the instructional staff can engage in weekly professional development. These days will consist of structured practice and specific feedback around instructional delivery and classroom leadership of teachers. The professional development delivered on these abbreviated days will alternate between intellectual preparation development, content-specific trainings, and classroom management strategies. Two (2) hours of Friday afternoons are designated for professional development, and one hour for grade level data analysis.Professional Development and Data DaysDuring strategic times in the year, there are five (5) days of professional development and three (3) data days. his time will also be utilized to look deeply into internal and standardized assessment data. Professional development days are scheduled in September, January, February, and at the end of the year. The days are scheduled throughout the year to serve as points to re-align the team on priorities and initiatives, as well as have a longer time to build skill around key components of instruction like classroom management, intellectual preparation, and content knowledge. Data days are scheduled after the first trimester, after winter break, and one-month prior to the state assessment window. These are scheduled to do a deep analysis of student achievement, looking at aggregate and disaggregated data by student subgroups, identify clear plans for targeted intervention and instruction of priority standards and students, using a data analysis protocol of analyzing student mastery of our interim assessments.Intellectual PreparationTo best support students in the classroom, teachers must be fully prepared to deliver well-executed lessons, which stem from strong intellectual preparation. The goal of intellectual preparation is for teachers to fully internalize the lesson plan and thoughtfully prepare how to tailor lessons so that students are set up for mastery. Teachers, at the beginning of the year will be given end-of-year assessments from which to backwards plan. Four weeks before the start of each unit, teachers will be given the next unit assessment, which teachers must take themselves and identify the skills/objectives necessary to master this test. Three weeks prior to the beginning of the unit, the teacher(s) will meet with HOS/DCI/AD to go over the skills and objectives identified and then begin to create a unit plan of objectives for the coming unit. Two weeks prior to the beginning of a unit, teachers will submit their first week’s intellectual preparation documents which include the daily exit ticket, lesson structure, lines of questioning to check for understanding, and exemplar answers to those questions. These documents will be due on an ongoing basis on Monday evenings. Teachers will receive feedback from HOS/DCI/AD and Instruction by end of day Wednesday of that same week. Teachers will implement feedback, make adjustments, and print all lesson materials before leaving school on Friday afternoon.Intellectual preparation should include key points, definitions of terms, specific questions to check for student understanding, exemplar answers to those questions, anticipated misconceptions of students and clear steps to address those misconceptions. This is so that teachers go into lessons with clear plans on addressing the key points of the lesson as well as plans to support students who may struggle to reach the objectives of the lesson. The HOS/DCI/AD will have these plans on hand when observing teachers to evaluate the connection between planning and execution of lessons.Coaching CycleWe think of our preparation as practice and the execution of lessons as our games. As with any serious competitor, athletes are judged on their performance in games and practice is used to constantly improve personal and team performance. Similarly, teachers of Believe Memphis Academy will be observed by the HOS/DCI/AD (“coach”) at least once per week for a full lesson. During each observation, teachers will receive live coaching, where the coach will give cues directly to the teacher to make adjustments in the moment to the lesson. Each teacher will also spend 55 minutes each week debriefing their specific lesson that their coach observed, which will be a quick check-in meeting to assess effectiveness of the coaching cycle and ensure teacher and coach are aligned in next steps for continued support and improvement.Schedule of Summer Training Camp Summer Training Camp is a critical part of our strategy to achieve our mission. Each year, before the start of School, teachers will engage in professional development to align on our mission, vision, and priorities of the year; build skill on best practices of instruction; and build the foundation for a successful year. An overview of the Summer Training Camp schedule is shown below.Figure 2.5(d) – Summer Training Camp Scope and SequenceDatesFor Whom?PurposeOutcomeJuly 9-13Whole StaffMission/Vision AlignmentUsing school’s mission/vision, teachers create class-specific mission/vision that are aligned to our school’s missionTeachers flesh out core character values of school and what specific behaviors in their classroom would exhibit student internalization of core character values.Teachers understand our mission to serve all students, including students with disabilities.Instructional StaffBackwards planning frameworkTeachers take end-of-course exams as related to their content: practice state assessment, Benchmark IA’s, ACT AspireTeachers take Unit 1 exam and map out objectives to create Unit 1 plan of objectives.Instructional StaffEL and SPED practicesTeachers receive professional development on creating an inclusive classroom and learn school- wide procedures and practices to ensure instruction is accessible by all students. Teachers receive clear guidance on collaboration protocol around RTI2 practices of school including data tracking, child find, and instruction/intervention protocolsWhole StaffTeacher presence – introduction toTeachers have clear understanding of taxonomy and spend time practicing moves of eachelements of 100% TLaC: What to Do TLaC: RadarTLaC: Make Compliance VisibleWhole StaffDiscipline SystemTeachers will understand how to deliver merits and demerits, and how to best respond to student misbehaviors.Whole StaffProfessional Norms/ExpectationsEmployee handbook overviewWhole StaffFamily EngagementTeachers internalize our school’s priority of family engagement.Teachers begin to plan and schedule home visitsJuly 16-20Whole StaffRoutines/Procedures TLaC: Strong Voice TLaC: Warm/Strict TLaC: Firm/Calm FinesseTeachers internalize common routines, procedures of whole schoolTeachers practice and internalize the behavior intervention system of defining behaviors that warrant consequences and delivery of those consequencesTeachers create, if necessary, class-specific routines, procedures (common classroom desk configuration)Whole StaffOperations OverviewSchool operations dealing with safety/security, emergency plans, operational plans such as schedule, transitions, arrival/dismissal, lunch, etc.Whole StaffFamily EngagementTeachers host home visitsInstructional StaffIntellectual PreparationTeachers create intellectual preparation plans for week 1 of school – based on routines/procedures that will be taught to students; teachers will practice teaching and leading these lessons.Teachers create intellectual preparation plans for week 1 of instruction starting 8/6July 23-27Instructional StaffIntellectual PreparationTLaC: Cold Call, Turn and Talk, All handsTeachers rehearse lesson plans for week 1 of school of teaching routines/procedures for students.Teachers create intellectual preparation plans for week 2 of instruction, starting 8/13Whole StaffFamily EngagementTeachers practice/role-play interactions with families during Family Orientation NightWhole StaffVisual CultureTeachers and staff members go over expectations for physical space for common areas, classrooms, hallways, and bathrooms. Teachers start to set up classrooms including college banners, placement of materials, etc. – classrooms are set up in time for family orientation night on 7/26July 30-31Whole StaffDress rehearsalDay 1 dress rehearsalFurther practice around instructionThe outcomes of Summer Training Camp will be: Staff-wide alignment to mission, vision, and school-wide routines and procedures; Internalized scope and sequence for the year; Intellectual preparation plans for first two weeks of school; Classroom systems established and set up for Day 1; 50% of Home Visits by teachers complete; Establish culture of feedback, support, and collaboration.Future Leadership Capacity For the long-term sustainability of the school, Believe Memphis Academy will prioritize the continual development of our leadership pipeline. As is projected in our budget and our staffing model, we will always look first to promote from within the organization to develop the leadership capacity and potential of our staff members.In Year 1 of operations, we will have our special education teacher work closely with the HOS to develop this individual into the Special Education Coordinator in Year 2. This role will continue through the remainder of the charter, with an increase of responsibility until we reach capacity. In Year 3 of operations, we will hire a Director of Curriculum and Instruction (DCI). We will initially interview teachers from within our organization, and the HOS will identify candidates based on individual capacity, talent, and desire for the role. The HOS will keep this in mind when he hires teachers in Years 1 and 2 of the school’s operation to intentionally hire teachers who have the capacity to grow into this role, and will give these teachers specific coaching around developing their leadership capacity and instructional knowledge. Also, in Year 3 of operations, we will formally establish grade level chairs and content chairs, who will work with the Head of School and DCI to gain leadership responsibilities. In Year 4 of operations, we will hire a Dean of Students (DOS). As with the DCI, we will interview, first, teachers within our organization, specifically looking at grade level chairs who may have the capacity and interest to serve in this role. In Year 5 of operations, our DOS and DCI will be promoted to Academy Directors for our Lower and Middle Academies. The role of Academy Director (AD) will be a combination of the two previous roles, functioning as the lead in content and culture of their respective grades. These two ADs will report to the HOS. All grade level chairs and content chairs will report to their respective ADs.InsuranceTypes of Insurance Property – Need to know the exposure before can recommend a limit of insurance.Business Income/Extra Expense – Need to know exposure before can recommend a limit of insurance.Equipment Floater – Need to know the exposure before can recommend a limit of insurance.Crime – Need to know the exposure before can recommend a limit of insurance.General Liability (at least) – $1,000,000 each occurrence/$3,000,000 aggregate.Educator’s Errors & Omissions Liability (at least) – $5,000,000 each occurrence/$5,000,000 aggregate.Sexual Abuse and Molestation Liability (at least) - $1,000,000 each occurrence/$3,000,000 aggregate.Auto Liability (at least) – Combined Single Limit of $1,000,000.Workers Compensation/Employer’s Liability (at least) - $500,000 each accident/$500,000 disease – policy limit/$500,000 disease – each employee.Directors & Officers Liability (at least) – $5,000,000 each occurrence/$5,000,000 aggregate.Excess Liability - (at least) – $5,000,000 each occurrence/$5,000,000 aggregate.Cyber Liability/Identity Theft/Data Breach Liability (at least) - $1,000,000.Other: Depends upon exposure.Plan for Coverage We have contacted representatives of several insurance carriers that have charter school programs. We look forward to designing an insurance program that not only meets Shelby County Board of Educationneeds but also the needs of the school. We will ensure any carrier with whom we contract will abide by the 10-day cancellation provision, pursuant to T.C.A. § 49-13-107(b)(19).Please see in Attachment J for a letter outlining this provision from an insurance company.TransportationTransportation As a part of our mission to serve predominantly students of highest need and to ensure we meet our enrollment targets, we will provide transportation. Believe Memphis Academy will provide two (2) bus routes in the first two years of the charter. In Year 3, we will provide three (3) bus routes, and in Year 4, we will provide four (4) bus routes. We will maintain four (4) bus routes for the duration of our school. We have included the cost of providing transportation into our budget, because we want to truly ensure all students have access to our school – particularly students whose families may not have access to consistent and reliable transportation sources. While this causes a strain on our budget, we believe providing access to students is critical for the fulfillment of our mission, so we will invest in the costs of providing this transportation service. We are planning for buses to operate only on regular school days, however, and will not operate for afterschool activities or Saturday Academies. This plan may change, if we find a significant number of students who are invited to Saturday Academy struggle to find consistent transportation. Buses will be provided for field trips or activity that requires transportation of students.Transportation Plan Believe Memphis Academy plans to contract with a bussing company to operate the buses, hire drivers, and we will work with the provider to design routes that meet the needs of our students. The board of directors will solicit competitive bids for the contract with local companies.Special transportation will be provided when necessary for students with disabilities. In compliance with state and federal laws and regulations, we will ensure all personnel directly involved in providing transportation of students with disabilities will have training regarding the needs of students with disabilities. If costs of providing transportation affects our budget, the Head of School will work with our Director of Operations and back office provider to revise our budget so that we can ensure we accommodate the additional costs for students. School management will take the revised budget to the financial committee of the board for review. Board will determine if budget is acceptable or if we must come up with other plans such to accommodate the increased costs.Food ServiceFood Service Plan Believe Memphis Academy plans to contract with the district’s meal service plan to have meals delivered to the school. The school will designate a location with warmers for the food and coolers for the milk to be stored. Depending on our facility’s space, breakfast and lunch may be served in a cafeteria or in classrooms. We will ensure all applicable district, state, and federal guidelines and regulations are followed. We will closely monitor practices and regulations around handling food and drinks, how to discard waste, and how to distribute food to students ensuring compliance said practices and regulations.Should we choose to seek out other food service providers, Believe Memphis Academy will create an “invitation to bid” for meal services so that we can ensure we select the vendor with the highest quality and competitive cost. In all bids, prince per meal will include: a reimbursable meal including milk, condiments applicable to the menu, serving utensils if applicable, packaging and containers needed to transport food in a sanitary manner, and transportation to and from the school. Any vendor must submit milk in a variety of fat contents as defined by current regulations of the National School Lunch Program.Sample contract provisions and expectations include:Maintaining Tennessee Health Department Bi-Annual Inspection with a Passing ScoreHaving a HACCP program in place and be able to provide proof of suchMaintaining daily Individual Meal Food Production RecordsMaintaining Daily Individual Meal Component DocumentationMaintaining 21-day Monthly Cycle MenusMaking accommodations for Food AllergiesEnsuring hot meals maintained at 140 degrees or above and cold meals at 40 degrees or below prior to and during transport and deliveryProviding meals that are individually packaged and sealedAll meals will be priced as a unit, which meet USDA requirementsAny provider shall implement the “Traditional Menu Planning Approach”All meals and menus will be appropriate to the age of Believe Memphis Academy studentsThe provider substitute food components for a student with disabilities that restricts their dietThe Director of Operations will manage vendor to ensure all regulations and meet the needs of the school.Low Income Students We anticipate that we will serve a majority low-income student population of about 89% of our total student body. We will ensure all students’ families, as part of orientation to school, report household earnings so that free and/or reduced price lunch may be offered to all families who qualify.Income Information from Families As part of our orientation and enrollment packet, we will give families an income verification form, which they may elect to complete to determine students who are eligible for free or reduced-price lunch.Additional OperationsTechnology As we prepare students who will become leaders in the 21st century, we will integrate technology into our school to the fullest extent that directly supports students’ learning. We have set aside in our budget resources to provide 60 Chromebooks in Year 1 of operations. Moving forward, we will have at least 60 Chromebooks per grade of 90 students. This is so that Chromebooks can be utilized for blended learning during the second math and literacy periods each day, where teachers will assign students in differentiated groups and tasks to maximize their individual learning. We will provide each teacher with a laptop computer, access to a copier, and the whole school will have access to wireless internet. Each classroom will be equipped with a projector, document-projecting camera, and whiteboard. All items listed have been accounted for in the budget.Student Information Management Believe Memphis Academy will comply with the Family Education Rights and Privacy Act (FERPA) regulations with respect to publication of students’ names before, during, or after the enrollment and lottery process. The Head of School and Director of Operations will manage this process to ensure compliance for all students and families. Believe Memphis Academy will respect the right to privacy for all students and families. As the Head of School, Director of Operations, and Front Desk Coordinator will have direct access to student information, information will only be distributed with written consent from families. This policy applies to directory information such as student name, address, and phone number and confidential records such as grades, evaluations, disciplinary actions, and health records.Teachers will have access to both sets of information for students, but may not distribute information to individuals outside the school or to other families and students who may or may not be enrolled at Believe Memphis Academy. Teachers will only use the information to contact families in regards to studentprogress in school and as means of data analysis for student, class, grade-level, and school-wide achievement data.School Health and Nursing Services Believe Memphis Academy, in compliance with the Coordinated School Health Program, will contract with the school health provider Well Child. Should a student (or multiple students) enroll in our school who has more severe and specific disabilities that require more intensive nursing and health services, we will consider our contingency budget to determine if we can meet the child’s health needs from that budget. Should we need to pull more funds than are available in our contingency, Head of School with work with Director of Operations and back-office provider to reassess budget and allocate funds to ensure we meet the needs of said student(s).Safety and Security Safety and security of our students is the most important priority of Believe Memphis Academy. Starting from securing entry into the building, it will be our policy that no door leading to the outside of the building is to remain open or unlocked during school hours. In addition, all visitors to the school must enter through the front doors and sign in at the office with the front desk coordinator. No child may be picked up from school by any individual who is not on the parent or guardian specified individual authorized for pick up. Should a family friend or other family member need to pick up a child, the school must be notified directly by the parent or primary legal guardian. Non-family member guests who wish to tour the building or observe classrooms must notify the school 48-hours in advance and must sign in at the front desk. All guests and non-staff members who wish to tour the building (including family members) may only do so with the accompaniment of a staff member. A person wishing to volunteer at the school must subject himself or herself to a background check before being allowed to volunteer at the school on a regular basis, exceeding 5 hours during any week.Once the school identifies a location, the Director of Operations and the Head of School will create a school crisis plan that will articulate the school’s process for emergency situations. At minimum, the school will create emergency plans for fire, tornado, flood, earthquake, bomb threat, emergency lockdown of school with armed intruder inside building, and emergency lockdown of school with danger outside building. Staff members will receive training on these plans during the summer, and students will regularly practice the procedures of each plan.School Maintenance We are planning to contract school maintenance and upkeep services, including custodial services in the initial years of operation. During the day, any maintenance needs like small clean-up will be managed by members of the leadership team. If the condition of our facility is older and requires more regular maintenance, we will examine the cost/benefit of hiring a part- or full-time building engineer.Additional operations Believe Memphis Academy intends to contract with EdTec as our back-office provider to support with budget management, payroll logistics, and monthly review of our finances. EdTec will work directly with Head of School and Director of Operations. They will also create monthly reports for board meetings and will, at times, work with the Finance/Facilities Committee to create plans and budgets for those plans.Contracts Not Applicable.WaiversFigure 2.10(a) – Waivers Requested for Programming of Believe Memphis AcademyT.C.ACitationDescription of StatuteProposed replacement policy or practiceHow this waiver will increase student achievementT.C.A. § 49-3- 306(a)Licensed Personnel SalariesBelieve Memphis Academy will ensure our personnel will be paid adequately and in regular, timely manners that are disclosed at the beginning of each year. Our fiscal year ranges from July 1 to June 30. Our salary ranges will be determined by proven track record of student achievement as measured by standardized tests and nationally normed assessments.We will recruit the highest quality staff possible, who will be singularly focused on student achievement. Our pay scale must reflect our values; therefore, it is critical we pay teachers for accomplishments, which we define as student achievement, rather than number of years teaching or higher degrees of education beyond a bachelor’s degree.T.C.A. § 49-3- 311Capital OutlayBelieve Memphis Academy will ensure its building is compliant with all ADA requirements and occupancy safety codes. We will seek facilities that best meet our needs as close to our target recruitment areas as possible.Having flexibility to determine our own facility will give us the capacity to find a building that is competitive in price and serves the need of our students to the highest extent possible.T.C.A. § 49-5- 503TenureBelieve Memphis Academy teachers and staff maintain an “at-will” contract with the school.As we prioritize student achievement, we require maximum control over the staffing structure of our school to recruit and retain the highest talent.T.C.A. § 49-6- 1003Safety instructionWe request a waiver of the requirement for principals to teach road safety instruction for fifteen (15) minutes each week.We require the highest amount of flexibility possible in our curriculum and instructional materials, so that we can ensure we can give our students the tools and instruction they need to achieve at high levels.T.C.A. § 49-6- 2206Use of unapprove d books and instruction al materialsBelieve Memphis Academy’s Head of School, Director of Curriculum and Instruction, or Academy Director will determine the curriculum of each school year, which may include the use the textbooks that may or may not be on the approved list of books allowed by the state. We will ensure the textbooks or other instructional materials we choose are aligned to Tennessee academic standards and students will take all required state assessments.We require the highest amount of flexibility possible in our curriculum and instructional materials, so that we can ensure we can give our students the tools and instruction they need to achieve at high levels.T.C.A. § 49-6- 3004School TermBelieve Memphis Academy students will attend school for 184 days, with teacher professional development ranging between 15 and 20 days in the summer prior to school year beginning. In addition, Believe Memphis Academy may require teachers to be present at up to eight (8) Saturday Academies as well as teacher in- service and training or development on days when students are on vacation.Increasing quality of instruction is the only way to increase quality of a child’s education. We will work relentlessly to ensure children have access to the highest quality instruction through rigorous, supportive, and consistent teacher development.T.C.A. § 49-6- 4002Formulatio n and administrat ion of behavior and discipline codesBelieve Memphis Academy, under direction of Head of School, Dean of Students, or Academy Director will formulate and administer a discipline policy that ensures all students and staff can teach and learn in a safe and positively focused environment. Our discipline policy will ensure no discrimination takes place by race, gender, religion, disability or any otherWe will create a unique school culture that is safe, positive, and achievement-oriented. We take discipline at the school incredibly seriously as children cannot learn in chaotic environments and will uphold students to the highest level of expectations.demographic factor.State Board of Education Rule/PolicyDescription of Rule of PolicyProposed Replacement Rule, Policy, or PracticeHow this waiver will increase student achievement0520-01-03-.02(1)(b)2(i)Length of Day for StudentsWe request to waive section (b)2(i) under Length of School Day for Students, which states that “Early dismissals shall not exceed the equivalent of 13 days and shall not exceed 3.5 hours in any week.”As outlined in our academic calendar, there are two times in the year when parent conferences are held requiring two early dismissals in those weeks. We petition the authorizer to grant us the ability to hold two (2) abbreviated days during weeks in which parent conferences occur. During these two weeks, the two early dismissals would accumulate to 5.5 hours of early dismissal from our regular schedule. On parent conference weeks, school would run regular schedule Monday through Wednesday, with Thursday and Friday assigned as early dismissal days in order to hold parent conferences in the afternoons.Family engagement, we believe, is a pillar of student achievement. By assigning two abbreviated days in which families can come to the school for a family-teacher conference allows for more opportunities for families to be engaged in the school and meet with teachers regarding their child’s performance.Even with these abbreviated days included in our calendar, because we have regular school days that last a little more than 8.5 hours, we still exceed the minimal hours required by the state of 6.5-hour school days for 180 days in one year. This minimum requirement requires 1,170 hours in a year; our 184-day calendar with 39 proposed abbreviated days would be more than 1,402 hours in one year, thus exceeding the state required minimum.0520-01-.03-.03(3)Class Size for Grades K-12We request a waiver of class size requirements which limit maximum class size of students in grades 4-6 to 30. We propose we extend maximum limit of class size of students in grades 4-7 to 32.We are currently projected to enroll 30 students per class. By expanding enrollment to 32 students per class, we are first able to serve more students. In addition, the added enrollment gives us additional funds with which we can increase programming funds to better serve students with disabilities and increase tools and materials we can provide teachers and students.0520-01-03-.03(5)Duty Free Lunch PeriodWe request a waiver of the mandate to provide duty free lunch periods of our teachers, so that teachers may support during lunch and recess times of students. Teachers will receive at least two planning periods within the day that lasts 55 minutes each, but they may not fall during a traditional lunch period.To maintain a strong and safe culture at all times of the school day, we must ensure there is adequate support and supervision of students at all times throughout the day, including lunch times.0520-01-03-.05(6)(g)5.Fine ArtsWe request a waiver in requiring Fine Arts instruction at our school. As stated in T.C.A. 0520-01-03-0.5(6)(g)5, “The visual arts and music programs, provided annually, shall be based on state curriculum standards and shall be developmentally appropriate. Instruction in theater arts and dance may be incorporated into the curriculum consistent with state curriculum standards”. We will partner with local organizations to ensure students at Believe Memphis Academy have access to fine arts opportunities. These community partners will provide opportunities throughout the yearWe have prioritized much of the time in our school day to the core subjects of math, English language arts and reading, science and social studies. The mission of our school is to close achievement gaps in these core subjects as shown by standardized tests, particularly in reading and math. These are the areas of most critical need in our district, and therefore we have allotted extended time to these subjects. In lieu of offering our own fine arts curriculum, we plan to expose our students to fine arts through strategic partnerships with organizations in our community like theto come into the school and provide Fine Arts exposure.Memphis Music Initiative. By partnering with community organizations, rather than implementing our own curriculum, we are able to devote our resources on curriculum review and creation on critical core subjects while still allowing for students to have exposure and experiences in the arts through talented and committed individuals who can also serve as additional positive adult role-models and mentors for our students. We will work with these community partners and invite them to lead enrichment opportunities for students in fine arts at strategic points during the year.We will also use field trips throughout the year to expose our students to opportunities and experiences in and around our community. We have set aside funds each year in our budget for field trips like this.0520-01-03-.07(1)School Library Informatio n CenterThe books and computers available to students will be in classrooms, and will not be accessible for parents and community members for consumption.With limited facility space and resources, we will dedicate as much of our resources as possible to directly support students.0520-01-03-.07(2)Library Informatio n Center PersonnelWhile we will not have a library information specialist with an endorsement, all our libraries will function out of classrooms, with general education teachers directly managing the libraries and overseeing student usage of library materials.Having libraries inside classrooms allows us to conserve resources and differentiate books by grade levels. Should students require or request books that are of different grade levels, if they are not already available within classroom libraries, students will be permitted to go to different grade level classrooms to check-out books, or teachers can access those books on behalf of specific students.0520-01-02-.02Salary SchedulesBelieve Memphis Academy will develop a system of determining salary and bonuses of teachers based on demonstrated student achievement at Believe Memphis Academy or previous experience.Our Mission is student achievement. We will hire teachers, therefore, who agree to determine their compensation rate not based on level of education beyond bachelor’s degree or years of experience, but rather based on a proven track record of student achievement and growth.0520-01-02-.03(6)PrincipalsOur instructional leadership positions (Head of School, Academy Directors, Director of Curriculum and Instruction) will be staffed by highly capable, mission-aligned individuals who bring a strong track record of success in education.By eliminating the licensure requirement of these positions, it allows us to search a greater market of talent beyond those who may or may not hold principal licensures. We will always ensure only the highest quality individuals hold any positions within our school, especially that of our instructional leaders.Removed Waiver Requests and Rationale0520-01-02-.03(4) “Employment Standards (art, music, PE)” – in compliance with Tennessee Public Charter Schools Act, all our teachers will meet licensure requirements.0520-01-03-.05(1) “Curriculum Standards” – waiver requested not needed for our program.0520-01-03-.05(3) “Grading and Promotion” – waiver requested not needed for our program.SECTION 3 FINANCIAL PLAN AND CAPACITYPlanning and Budget Worksheet (Attachment O)Planning and Budget Worksheet are included as Attachment O of this application.Budget Narrative (Attachment P)Budget Narrative is included as Attachment P of this application.Attachment A: 142SCHOLAR AND FAMILY HANDBOOKThis document includes Believe Memphis Academy’s Discipline PolicyAcknowledgementsBelieve Memphis Academy is grateful for the work of charter schools across the country that have served as proof points of what is possible: scholars in poverty can achieve at incredibly high levels when given the opportunity, structures, and supports necessary. We have adopted many of the practices of these schools including the following seven principles of our design:An excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Clear structures and discipline systems build the culture for high-quality instruction.Strong, detail-oriented operations pave the way for high-quality instruction.A growth mindset supports student academic outcomes.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.We are particularly grateful to Excel Academy Charter School in Boston, MA, and Purpose Prep Charter School and Republic Charter Schools in Nashville, TN, for informing many of the policies in this handbook.Letter from the Head of School Dear Community of Believe Memphis Academy,We are beginning a journey together toward a path of ensuring every scholar at Believe Memphis Academy is prepared to excel in high school, thrive in college, and lead lives full of opportunity. We believe the children in Memphis can become influential, thoughtful, compassionate, and positive leaders of our next generation. In pursuit of our common and unwavering mission, we present to you the Believe Memphis Academy Scholar and Family Handbook.The community of Believe Memphis Academy is one school, with one vision, on one mission. The purpose of this Scholar and Family Handbook is to ensure all families have a clear idea of the expectations, procedures, and culture of our school. As a family, please read through this handbook, so that we can be informed and invested partners in the work of ensuring all our children have the necessary knowledge, skills, tools, and mindsets to be successful.While we have attempted to make this handbook clear and detailed, we recognize it may not answer all your questions about Believe Memphis Academy. If you have additional questions or concerns, please contact the school for any clarification.We look forward to this exciting journey with you. We are grateful for your partnership. We are inspired by your children.Believe Memphis, Danny SongFounder and Head of School,Believe Memphis Academy Charter SchoolBelieve Memphis Academy Charter SchoolOur Mission. Believe Memphis Academy prepares scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.Our Vision and Design. Too often in Memphis and across our nation, student demographics determine their destiny. Within Memphis, communities that have high percentages of students of color and families who are socio-economically disadvantaged have consistently had the lowest student achievement performance in the city. We believe that the children in Memphis, regardless of background, can measurably demonstrate that demographics do not determine achievement or destiny when they are afforded a high-quality public school option designed on research- and practice-proven elements, and led by a high capacity, mission-driven team.Believe Memphis Academy Charter School (“Believe Memphis Academy”) is a 4th through 8th grade school that will put the students of Memphis, many of whom have been historically underserved in traditional public schools, on the path to college and a life of opportunity.We believe all students are capable of incredible high academic achievement, when given high quality instruction and supports. To uphold our mission of high school, college, and life success, Believe Memphis Academy has been designed with seven core principles and beliefs.An excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Clear structures and discipline systems build the culture for high-quality instruction.Strong, detail-oriented operations pave the way for high-quality instruction.A growth mindset supports student academic outcomes.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.Our Core ComponentsBelieve Memphis Academy proposes a charter school specifically designed to meaningfully close the achievement gap between high and low students, and provide options for families to meet educational needs of students. The following core components of our design were built with these priorities in mind:Unique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents4 hours of literacy instruction in lower academy with science and social studies embedded in literacy instruction2 hours of literacy and math instruction in middle academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryResponsibility & AccountabilityScholars, Families, and Teachers. The Believe Memphis Academy School – Scholar – Family Accountability Contract, reprinted on the following pages, represents some of the most important responsibilities for being a member of the Believe Memphis Academy community. For scholars, the Contract provides an overview of what being a Believe Memphis Academy scholar is all about. For families, the Contract outlines some of the specific expectations the school will hold for families in order to provide a clear alignment between home and school for our scholars. In exchange for what scholars and families do, the faculty and administration of Believe Memphis Academy will work tirelessly to provide scholars with a safe and orderly environment in which they can achieve academic success.Signing this contract is not a requirement of families for enrollment into Believe Memphis Academy. As a public charter school, we welcome all families who would seek enrollment of their child(ren) into our program. We deeply believe, however, that a clear, open, and consistent partnership between families and school is an incredible accelerator for our scholars reaching their full potential.Believe Memphis Academy School – Scholar – Family ContractWhen a scholar joins the Believe Memphis Academy Charter School community, he or she joins a community of one school, with one vision, on one mission. To achieve our mission of scholar success in high school, college and life, we must work together. We all must have a full and clear understanding of the responsibilities of the members of this team. The Believe Memphis Academy School – Scholar – Family Accountability Contract spells out the most important responsibilities.SCHOOL COMMITMENT HIGH QUALITY EDUCATIONWe will work relentlessly to ensure that our scholars get the excellent education they deserve. We will neither make no excuses as to why every child cannot be highly successful.We will constantly strive to improve our practices to ensure our scholars receive an excellent and competitive education. We will give our best to each of our scholars every day.RESPECT and FAIRNESSWe will encourage and respect every scholar. We will listen to scholars and their needs. We will not tolerate scholars disrespecting each other.We will teach Believe Memphis Academy’s REACH values consistently and fairly. We will communicate with families when scholars fail to meet expectations just as when they exceed expectations. Decisions, including consequences, will be made in the best interest of our scholars.We will give scholars recognition, incentives and privileges if they do well and give consequences and remove privileges if they do MUNICATIONWe will communicate regularly with families about their child’s progress and make ourselves available in person and on the phone.We will return parent phone calls and e-mails as soon as possible, usually within 24 hours.HOMEWORK and ACADEMIC SUPPORTWe will assign quality homework to reinforce and support skills and concepts learned in class.We will support scholars with excellent teaching.We will use a multi-tiered approach to ensure every scholar receives the support he/she needs to reach his/her full potential.SAFETYWe will always work to provide a safe learning environment. We will always work to protect the safety, dignity and rights of all individuals.PARENT/FAMILY COMMITMENT ATTENDANCE and PROMOTIONI will ensure that my child comes to school every day on time.I will not schedule family vacations during school time. I will do my best to schedule important appointments for out of school time.I understand that promotion to the next grade must be earned every year. Scholars who fail academic courses or have too many absences will be considered for retention, as the school is committed to ensures scholars are prepared for the next grade.HOMEWORK and ACADEMIC SUPPORTI will provide a quiet place to study and see that my scholar completes homework and independent reading nightly.I will check my child’s homework every night. If Believe Memphis Academy standards have been met, I will sign my child’s homework. I will help my child study for tests/quizzes, give them support when they need help and praise when they do well.I will arrange for my scholar to be at Saturday Academy if assigned by my scholar’s teacher or teachers.BEHAVIOR and DRESS CODEI understand that my child will serve consequences and/or lose privileges if he/she violates the rules and expectations of the school community.I understand that should my child serve an in-school consequence or out-of-school suspension for violating the code of conduct. In cases of out-of-school suspension I will be required to come into school for a family meeting. Certain in-school consequences, especially if they are repeated infractions, may require a family meeting at the school as well.If my scholar’s behavior, physical condition, and/or mental state requires it, I will come to school immediately. If Out-of-School Suspended, I will remove my child from the building until my child has fulfilled the terms of his/her suspension.I understand that the school follows a strict bullying prevention and intervention plan and if my child violates that plan they will receive consequences stated in that plan.I will send my child in proper dress code every day. If my child arrives out of uniform, I’ll arrange for a family member to bring proper attire.FAMILY SUPPORT and COMMUNICATIONI agree to work to as part of a community for the academic success & behavioral growth of my child. I will return phone calls, review & sign documentation sent home including progress reports & behavior reports. I will attend parent-teacher conferences and meetings about my child.SCHOLAR COMMITMENT EFFORT and HELPI understand that my education is paramount.I will do whatever it takes for my fellow scholars and me to learn. I will do all homework. I will work to exceed the school’s expectations.If I need help, I will ask for it. If I can give help, I will give it.ATTENDANCE and UNIFORMI will come to school and ready to learn by the start of school each day.If I need to miss class or school, I will ask for and make up all assignments. I will stay after school if/when I am required to do so.I will wear the proper uniform every day and remain in uniform throughout the MUNICATIONI will listen to directions. If I cannot solve the problem myself, I will raise my hand and ask for help. I will help my classmates if they need help. I will be honest with my teachers and myself.R.E.A.C.H. EXPECTATIONSI will learn and strive to grow in Resilience, Empathy, Ambition, Curiosity, and Honesty every day as part of the community of Believe Memphis Academy.Scholar Name (Printed)Scholar SignatureParent SignatureSchool Representative SignatureAttendance Through strategic community partnerships, engagement with families, and incentives for scholars, Believe Memphis Academy will do whatever it takes to ensure scholars and families commit with us a daily attendance rate above 96%.On TimeSchool doors will open at 7:20am, breakfast will be served until 7:40am, and Community Meeting will start at 7:45am. Doors to cafeteria will be closed at 7:45am for the duration of Community Meeting, and classes will start at 7:55am. Scholars who arrive to school after 7:45am will be considered tardy. Breakfast will stop being served at 8:00am. Once attendance is taken and verified, families of absent scholars will receive a call home.Excused AbsencesIllness, injury, pregnancy, homebound circumstance, or hospitalization of scholar. The School may require a family conference and/or physician verification to justify absences after the accumulation of ten (10) days of absence during a school year. Notes must be date specific and will be required for subsequent absences beyond ten (10) days.Death or serious illness within the scholar’s immediate family.When the scholar is officially representing the school in a school sponsored activity or attendance at school-endorsed activities and verified college visits.Special and recognized religious holidays regularly observed by persons of their faith. Any scholar who misses a class or day of school because of the observance of a day set aside as sacred by a recognized religious denomination of which the scholar is a member or adherent, where such religion calls for special observances of such day, shall have the absence from that school day or class excused and shall be entitled to make up any school work missed without the imposition of any penalty because of the absence.A court order; a subpoena; and/or a legal court summons.Extenuating circumstances over which the scholar has no control as approved by the Head of SchoolIf a scholar’s parent, custodian or legal guardian of the scholar is a member of the United States Armed Forces, including a member of a state National Guard or a Reserve component called to federal active duty, the scholar’s Head of School shall give the scholar:An excused absence for one (1) day when the scholar’s parent, custodian or other person with legal custody or control of the scholar is deployed;An additional excused absence for one (1) day when the scholar’s parent, custodian or other person with legal custody or control of the scholar returns from deployment; andExcused absences for up to ten (10) days for visitation when the scholar’s parent, custodian or legal guardian of the scholar is granted rest and recuperation leave and is stationed out of the country.Excused absences for up to ten (10) days cumulatively within the school year for visitation during the deployment cycle of the scholar’s parent, custodian or legal guardian of the scholar. Total excused absences under this section (c) and (d) shall not exceed a total of ten (10) days within the school year. The scholar shall provide documentation to the school as proof of the deployment of the scholar’s parent, custodian or other person with legal custody or control of the scholar.Participation in a non-school-sponsored extracurricular activity. The Head of School or the designee may excuse a scholar from school attendance to participate in a non-school-sponsored extracurricular activity, if the following conditions are met:The scholar provides documentation to the school as proof of the scholar’s participation in the non-school-sponsored extracurricular activity; andi. The scholar’s parent, custodian, or other person with legal custody or control of the scholar, prior to the extracurricular activity, submits to the Head of School or the designee a written request for the excused absence. The written request shall be submitted no later than seven(7) business days prior to the scholar's absence. The written request shall include: The scholar’s full name and personal identification number; The scholar’s grade; The dates of the scholar’s absence; The reason for the scholar’s absence; and The signature of both the scholar and the scholar’s parent, custodian, or other person with legal custody or control of the scholar; The Head of School or the designee shall approve, in writing, the scholar’s participation in the non-school-sponsored extracurricular activity.The Head of School may limit the number and duration of non-school-sponsored extracurricular activities for which excused absences may be granted to a scholar during the school year; however, such the Head of School shall excuse no more than ten (10) absences each school year for scholars participating in non- school-sponsored extracurricular activities.A written statement within two (2) school days of the scholar’s return to school shall be required from the parent or guardian explaining the reason for each absence. If necessary, verification is required from anofficial source to justify absences. All absences other than those outlined above shall be considered unexcused.Families may appeal unexcused absences to their child’s school Head of School (or designee). The appeal must be: (1) in writing and include documentation necessary to support the appeal; (2) submitted within five (5) school days of the parent’s receipt of the first official attendance letter generated by the District that is referenced in policy 6016 Truancy District; and (3) based on one or more of the allowable reasons for excused absences outlined in this policy. Within five (5) school days of receipt of the request for appeal, the Head of School (or designee) shall review the appeal, meet with the parents to allow them an opportunity to be heard, and render a decision regarding the appeal. The decision of the Head of School (or designee) that is compliant with applicable law and district policy is final. (This appeal process for determining unexcused absences is ancillary to a truancy decision rendered by a juvenile court judge as described in TCA 49-6-3010.)If a scholar has five (5) unexcused absences within a year, family must meet with Head of School (or designee) regarding impact of absences and to develop a plan to ensure the school and family can work together to mitigate future absences. Head of School (or designee) at this time will clarify our absence policy and make up work schedule for family. Any unexcused absence beyond five (5) will result in a phone call from the Head of School (or designee) and another meeting may be requested. Scholars with cumulative absences will lose school-based privileges such as paycheck scholar dollars and field trip eligibility. After seven (7) unexcused absences, parent must have second meeting with school leader, at which point school leader will discuss that at the sixth unexcused absence the school is required to report parent for truancy. Certified letter will be mailed home to parent as follow up communication. Nine (9) or more unauthorized absences from school is considered truancy and will be treated as such. This includes absence from any class, study hall, or activity during the school day for which the scholar is scheduled and remedial programs that are offered at no cost to parents provided that prior to requiring the scholar to attend the program a commitment of transportation is provided to those scholars who qualify for transportation to and from school. The Head of School, in coordination with any teachers who provide instruction to a scholar and any other appropriate school faculty, shall make the decision to require the scholar's attendance at such remedial instruction occurring outside of the regular school day, including but not limited to programs conducted during the summer and after the conclusion of the regular school day pursuant to state law. Scholars with 15 or more absences in a school year (excused or unexcused) must have a conference with Head of School and teachers regarding promotion. Taking into account mastery grades, nature of absences and participation in intervention opportunities such as Saturday Academy, Head of School will make final decision on retention or promotion of each case.Make-Up WorkBelieve Memphis Academy policy will hold that scholars receiving an excused absence under these provisions shall have the opportunity to make up school work missed and scholars will be expected to complete make up work in order to receive credit. Incomplete make up work will adversely affect class grades. Scholars will have up to ten (10) school days to submit all make up assignments. Scholars will be provided with opportunities to receive support on these assignments during tutoring, study hall, or Saturday Academy. Extensions and/or exceptions to this policy may only be made by the Head of School. In the event of an unexcused absence, scholars will have one day of makeup time for each day of absence, up to ten (10) school days. In the case of extended absences exceeding ten (10) school days, family must meet with HOS and teachers to develop a make-up work plan to determine what scholar, family, and school must do to support scholar’s ability to catch up on work and make the most of that academic year.TardinessIf a scholar is late three (3) times within a trimester, the family will be sent a tardy concern notification. If a scholar is late six (6) times within a trimester, the family will receive a phone call from the school to discuss implementing an “On Time” plan. If a scholar is late nine (9) times in a trimester, the family must meet with the Head of School to refine the “On Time” plan before the scholar will be allowed to participate in field trips and may miss opportunities to participate in other extra-curricular activities. Every five (5) tardies over the course of the year will be counted as an absence against a scholar’s attendance record. Excessive tardies will be seen as a truancy issue.Inclement WeatherIn the event of poor weather conditions such as snow, please listen to your local television or radio stations for relevant information regarding school cancellation. Believe Memphis Academy follows the same cancellation policies as Shelby County Schools, so if Shelby County Schools are closed or delayed, so is Believe Memphis Academy.ArrivalBelieve Memphis Academy opens its doors at 7:20am every day. Scholars are welcome to arrive as early as 7:20am to eat breakfast, complete their morning work, and read independently. Scholars may not enter the building before 7:20am unless an appointment has been arranged in advance with a specific staff member. Scholars are expected to arrive each day on time, in full uniform attire, with completed homework ready to submit.DismissalScholars will be dismissed from school at 3:55pm on Monday, Tuesday, Wednesday, and Thursday. Scholars will be dismissed at 1:05pm on Friday to allow for professional development of staff and teachers. Parents and guardians who arrive before the dismissal time must wait outside the school building until scholars are dismissed. If parents or guardians need to speak to a teacher or conduct any other classroom business, this should occur after dismissal when teachers and staff are available. Believe Memphis Academy does NOT provide after school child-care services. By 4:15pm on Monday, Tuesday, Wednesday, and Thursday and 1:25pm on Friday, all scholars must be picked up. Failure to do so will result in a late charge of $0.50 per minute.Early Dismissal PolicyParents and guardians will not be allowed to pick up scholars early except for in preplanned extenuating circumstances. Parents should contact the school in advance and provide a signed note to the school explaining the situation surrounding an early dismissal. Unless the school has granted permission, no scholar will be dismissed early from school. In addition, the parent or guardian must sign the scholar out with the Main Office before removing the scholar from school grounds.In order to minimize disruptions to class, we ask that notification regarding early dismissals be made as far in advance as possible, but no later than 8:00am of the day prior to the early dismissal. Doctor and dentist appointments should be limited to non-school hours to avoid scholars missing class time. Parents and guardians should inform the classroom teachers of early dismissals in written form by sending a note in the child’s homework folder. Teachers will then be responsible for having the scholar sitting in the Main Office at the requested time in order to minimize disruption to class time. The school will record dismissals as absences when the child has been at school for less than three and a half hours. In general, scholars must be present for at least 3 1/2 hours of the allotted instructional time on a given day in order to be considered present.AcademicsBelieve Memphis Academy is committed to supporting the academic achievement and leadership development of each and every scholar by implementing a strong, rigorous academic program that sets them on the path to college. Believe Memphis Academy operates with an extended day and a longerschool year. Scholars attend 181 school days, and our school day begins at 7:20am and ends at 3:55 pm, with the exception of every Friday, which operates from 7:20am to 1:05pm to provide teachers with on- going, targeted professional development. The extended instructional day ensures that scholars benefit from 210 minutes of literacy instruction and 110 minutes of math instruction daily, as well as 190 minutes of targeted instruction composed of small group or individual tutoring and enrichment.Our academic plan is grounded in the unwavering belief that, first and foremost, all students can learn at incredibly high levels when given the proper structures and supports for them to access high quality instruction. Our 4th through 8th grade model was intentionally crafted to ensure that every scholar, by the time they complete 8th grade, has been exposed to a rigorous curriculum and given the supports necessary to then enter and excel in a college-preparatory high school that will continue them on the path toward college matriculation and graduation.HomeworkHomework is an essential component of Believe Memphis Academy’s educational program. Homework reinforces the concepts and skills that are taught in class, support scholars to develop a deeper understanding of academic concepts, and promote the habits that we recognize will be important in college and in life. Homework will be assigned every night at Believe Memphis Academy, including on weekends. It is critical that families review their child’s homework and monitor progress every night.Homework includes weekly reading assignment of 60 minutes of reading per week, including weekends, holidays, and vacations. Parents and guardians will be required to sign their child’s reading log throughout the week as their child reads. Homework must be completed in full and meet the high standards that Believe Memphis Academy sets for effort and presentation.All scholars will be given a Believe Memphis Academy folder that includes the work that needs to be completed as well as a nightly Reading Log. Homework folders are designed to teach scholars essential organizational skills. Reading Logs must be filled out properly and completely and signed by a guardian; all homework must be completed neatly and thoroughly and returned with the child in the folder. Believe Memphis Academy folders will be turned in to teachers every morning as soon as the scholar arrives at school. Scholars are expected to complete their homework assignments each day it is assigned. If homework is consistently late, missing, incomplete, or of poor quality, the parent or guardian will be notified. If a scholar has completed less than 90% of homework assignments in a trimester, consequence include a parent action planning meeting, out of school suspension, or if ongoing, retention.Homework ExpectationsThe scholar should:Promptly inform parents/guardians of the homework assignment by showing them the daily homework agendaBe responsible for completing assignments on time, accurately, and neatlyComplete missing assignments due to absencesRead every dayAlways try his/her best The parent should:Provide time and a quiet place for students to studyHelp the scholar develop responsibility by completing all their assignmentsBe aware of all assignments (in homework agenda), review the child’s work, and assist as neededMake sure that every assignment is completed to Believe Memphis Academy’s standardsTalk to their child about what he or she learned at school and encourage child to develop a positive attitude about learningEnsure their child reads for at least 60 minutes per week at homePromotion PolicyAs a school focused on a clear and unwavering mission of college preparation, we will apply rigor to promotion and retention policy to ensure all scholars have the supports necessary for achieving that mission. Scholars will be graded and promoted to each grade based on measures of achievement on grade-level standards mastery (as determined by class grades), annual growth in math or reading (as determined by MAP assessments), and attendance in school.Grades earned in class will be the primary indicator or a scholar’s readiness to be promoted to the next grade. For promotion to 5th and 6th grade, scholars must not fail more than one (1) core class (literacy, math, humanities) to meet this metric. A scholar who fails more than one (1) core academic class will be considered for retention. In addition, any scholar who fails one (1) core academic class plus an enrichment class (physical education or foreign language) will be considered for retention. Any scholar who passes all core classes will automatically be promoted to the next grade.To be promoted up to 7th and subsequently to 8th grade, all scholars must pass all core academic classes and must not fail more than one (1) enrichment class. This policy will take into account a special education needs, accommodations, and modifications required by students with individualized education plans (IEPs). This policy exists, first and foremost, to protect the integrity of the academic achievement of our scholars. For our scholars to be successful in high school and college, we must ensure our academic program has the rigor and supports scholars need and deserve. We approach each lesson with purpose and urgency knowing that these academic years have the most amount at stake for the scholar in each seat. Our grading scale will be as follows:?100-90%:A?90-80%:B?80-70%:CBelow 70%: FTrimester Assessments: 25%Weekly/Unit Assessments: 25%Classwork: 25%Homework: 25%Scholars who are in consideration for retention based on mastery of core and enrichment classes may be considered for promotion if they meet one or more of the following contingencies:Up to 6th grade, any scholar who is failing more than one (1) core academic class may be promoted to the next grade, if a scholar demonstrates comparative achievement of scoring at or above the 50th percentile on the NWEA MAP assessment in reading or math.Up to the 8th grade, any scholar who is failing one (1) or more core academic class, but less than three(3) may be eligible for promotion is he or she demonstrates comparative achievement of scoring at or above the 50th percentile on the NWEA MAP assessment in both reading and math.Up to the 6th grade, any scholar who is failing at least one (1) but not more than two (2) core academic classes may be promoted to the next grade, if a scholar demonstrates growth in NWEAP MAP or a nationally normed literacy assessment of greater than 1.5 years.Up to the 7th grade, any scholar who is failing at least one (1) but not more than two (2) core academic classes may be promoted to the next grade, if a scholar demonstrates growth in NWEA MAP or a literacy assessment of greater than 2 years.The decision for promotion in the above cases will be made by the Head of School, and this decision will be final. The Head of School will confer with general education teachers and family members to make this decision. Head of School will communicate decision to family of scholar before the last day of school.School Culture If we could summarize our culture in a word it would be urgency. The founders of Believe Memphis Academy feel the urgency of our mission to prepare all scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity. We feel the urgency of the need to fulfill this mission for our scholars. The urgency of the need and our mission drive the three pillars of our school culture:High Expectations: Our culture is driven by an unwavering belief that all students can learn and achieve at high levels. Therefore, there is no excuse we will accept from ourselves why we cannot offer the high quality and college-bound education our scholars deserve.Support for All Students: Our culture is supported through instruction and intervention that ensures all scholars, including scholars currently under-performing academically, experience success.A Structured School Environment: Our culture is maintained by clear, firm, and consistent systems and boundaries facilitate the highest amount of learning possible with the least amount of distractions.Core ValuesAs we consider our mission, the founders of Believe Memphis Academy have developed a shared set of values, REACH Values, that we believe scholars living into our mission must exemplify. Believe Memphis Academy scholars REACH for excellence with Resilience, Empathy, Ambition, Curiosity, and Humility:Believe Memphis Academy Core Values: ExamplesValueExamples of Behaviors Displayed in SchoolResilienceAbility to continue on the path to achieving goals despite challenges or setbacks faced Receive criticism, setback or hardship as not personal, permanent or pervasiveResist the temptation to deem criticism, setback or hardship as failureEmpathySupport classmates when it is apparent they are struggling or experiencing difficulty Celebrate the success and achievements of classmatesProactively consider the impact of one’s actions on others Consider others before one selfAmbitionPush toward prestigious and challenging goalsPush for highest level of excellence in coursework, discourse, assignments, or assessmentsConstantly strive for better, no matter present circumstances or previous achievementsCuriosityTake academic or social risks in pursuit of new knowledge Demonstrate an insatiable appetite for learningQuestion the current state of things and wonder about what is possible Inspire oneself and/or others to try something new, challenging, or risky using responsible strategiesHonestyDemonstrate integrity in school work ensuring all work is intellectually honest – giving best effortDemonstrate values and rules of school, even when no one is watchingAdmit when something is challenging or difficult and employ a growth mindset of “I don’t know this yet”Shared values not only dictate what behaviors one should exhibit. Values also deter us from behaviors that are not accepted within a given community that has a strong culture. In our school, behaviors that are antithetical to our REACH values will not be tolerated. The following are some examples of behaviors that we consider counterproductive to our mission and therefore unacceptable in our culture.Believe Memphis Academy Core Values: ViolationsValueBehaviors Violating Core ValuesResilienceGiving up on difficult tasksTaking feedback or criticism so harshly that it causes one to stop trying Giving-in to the temptation to quit because of setback or failureEmpathyMocking other classmates for challenges or setbacks they are experiencing Showing jealousy to the success of othersDisrespectful words or actions toward othersPutting one’s own needs above the needs of the communityAmbitionShowing no initiative to set and reach challenging goalsNot completing or putting minimal effort to coursework, discourse, assignments, or assessmentsBeing content with where one is and not demonstrating desire to become betterCuriosityShowing a lack of desire to learn something newAccept current state of things as permanent, whether that is for one self or others Unwilling to try something different or newHonestyLying or cheating on assignmentsOnly following rules of expectations when an adult is watching Blaming the task or others for one’s own failures or poor choicesEvery culture has a set of traditions, rituals and routines that give it a unique identity, as well as a sense of belonging for all members of the community. Believe Memphis Academy will ritualize both daily, monthly, and annual practices. An example of a daily ritual will be a community circle in the morning for the whole school, grade level, or cohorts. Community Circle will be an intentional time to build the culture of the school and community amongst staff and scholars. An example of a weekly ritual will be a community celebration where the whole school comes together to celebrate academic and cultural progress. An annual ritual will be a ceremony of matriculation as scholars earn their right to move on to the next grade. Throughout the year, there will be different celebrations established so that we as a community can share in the joy of personal and communal accomplishments. These include special field trips for students who meet behavioral expectations for a month, weekly homework completion rewards, class field trips, and special treats during lunch.Discipline PolicyBelieve Memphis Academy ensures all school expectations are clear to students to ensure a safe school environment. To ensure consistency and clarity, we implement a Merit/Demerit system which holds students accountable to demonstrating our core values and following school rules. Once teachers and school leaders have clearly defined expectations, the rules must be enforced with fidelity. Student behavior will constantly be monitored and supported through clear consequences and rewards. Teachers will communicate and narrate student behaviors, positive and negative, to iterate the value of student actions and choices. In class, hallways, cafeteria, and on the bus, scholars will be held accountable for their actions.Merits and DemeritsStudents at Believe Memphis Academy receive consistent feedback on their leadership development and academic habits as merits and demerits. Merits and demerits serve as quick affirmations or consequences of positive and negative behavior choices, respectively. The accumulation of merits will earn special privileges, while the accumulation of demerits will warrant consequences. Merits and demerits will be tracked by every adult in the building and communicated to families regularly. Students of Believe Memphis Academy will earn merits based on behaviors and choices that reflect the academic and leadership values of the school. Merits earned will yield extra points on weekly reports that can be used for items at the scholar store on a weekly basis to purchase treats, snacks, Believe Memphis Academy gear, school supplies, or uniform pieces. In addition, accumulation of merits on a quarterly basis will earn special privileges for field trips, school-wide events or surprise treats.Consequence SystemDemerits Scholars who do not follow directions or meet behavioral expectations will earn demerits, which deduct points from weekly paychecks.Lunch Detention Scholars will be required to attend lunch detentions for reasons including but not limited to the following reasons: Incomplete homework, out of proper uniform, tardy to school.Out of proper uniformTardy to schoolStudy Hall/Tutoring Detention Scholars will be required to attend Study Hall/Tutoring Detention for reasons including but not limited to the following reasons: 4 demerits in one class, 5 demerits in one day, Leaving class without permission, Disrupting class (i.e. – talking back, arguing with another student or staff member). Scholars who must attend Study Hall/Tutoring Detention and who require tutoring will need to attend tutoring after school or during a Saturday Academy to make-up their tutoring time.In-Class Separation Scholars who commit more serious infractions may warrant In-Class Separation, which is a consequence that is served throughout the day as follows:Scholar and family member check-in with Head of School or Dean of Students at beginning of day to outline expectations and schedule for the day.Scholar will have a separate desk in each class period, but will otherwise participate in class, other than his or her cohort. If scholar becomes disruptive, he or she will immediately be removed from class and referred to office.Scholar will not participate in group assignments or activities during general education classes; scholar will participate in literacy circle and tutoring groups.Scholar will serve lunch detention and not participate in PE or recess.If scholar successfully serves the term of in-class separation, he or she will rejoin his or her cohort at end of ICS term.Scholars may earn In-Class Separation for behaviors including, but not limited to, the following infractions:DishonestyLeaving class without permissionUsing profanityThree days of earning detention within a weekOut-of-School Suspensions Scholars who act in manners that threaten the safety or integrity of Believe Memphis Academy’s culture may earn out-of-school suspension. Actions warranting OSS include, but are not limited to:Using high-level profanityContinued, intentional disruptive behavior in classDamaging, destroying, or stealing school propertyUsing or possessing tobacco productsDisruption of ICSCommitting sexual, racial, or any other form of harassment or intimidationUsing abusive, vulgar or profane languageSetting off false fire alarmsFightingLeaving school grounds without permissionExpulsion Believe Memphis Academy reserves the right to utilize expulsions or cumulative suspensions lasting more than ten (10) school days in extreme cases where illegal or extreme behaviors compromise the safety and integrity of the school culture. Scholars who exhibit behaviors listed below will be subject to expulsion:Unauthorized possession on school property of a firearmCommitting a battery upon a teacher, principal, administrator, or another employeeUnlawfully possessing any drug, including any controlled substance as defined by T.C.A. §§ 39-17-403 through 3-17-415 and 53-10-101.Tiered Consequence System Infractions to school rules and expectations and their subsequent consequences are structured by a three- tiered system of consequences as outlined below:InfractionConsequenceOtherLow-level disruption to instruction, talking out of turnDemeritInappropriate or Unprofessional Response (rolling eyes, lip- smacking) to teacherDemerit and 1:1 with teacherTeacher follows up with restorative conversation. If scholar is unwilling to engage in positive restorative conversation, this leads to a Tier 2 Character ViolationNot following directionsDemeritOut of seat without permission, Tardy to classDemeritRule Violations – Demerit or 1:1 conference (subtract 1 point from paycheck)As demerits accumulate, additional consequences are as follows:2 demerits in one class = 1:1 conference with teachers2 demerits in one class = parent call3 demerits in one class = referral from class, detention5 demerits in one day = detentionDetention will take place at the end of the day during enrichment/tutoring time. Detention during this times means student who needs tutoring must come after school or Saturday Academy for tutoring.Character Violations – Demerit and 1:1 conference (subtract 3 points from paycheck)InfractionConsequenceOtherAggressive name calling – cursing, yelling, or threateningCharacter Violation + DetentionRestorative conversationIn-Class Separation may be warrantedNot engaging teacher in restorative conversationReferralRestorative conversation with teacher following referralIn-Class Separation may be warrantedStealingCharacter Violation + Referral 1st infraction – phone call to parent + In-Class Separation2nd infraction – Parent conference+ 1-3 day out-of-school suspensionDepending on item stolen, consequence may immediately escalate to out-of-school suspensionUniform violationCharacter Violation + Student is given extra uniform article for dayParent is notified by phone. Consistent violations result in parent munity Violations – Community Violation + Referral (subtract 5 points from paycheck)InfractionConsequenceOtherHitting/inappropriate touching – e.g., punching, slapping, kicking, etcCommunity Violation + Referral 1-3 day out-of-school suspensionParent meeting required before re-entry, community apologyThreats of physical violenceCommunity Violation + Referral 1-3 day out of school suspensionParent meeting with leadership and threatened adult, community apologyShoving desks, chairs, or other furnitureCommunity Violation + Referral In-Class SeparationRepeated cases will result in 1-3 day out of school suspension, community apologyTrends of student behavior will be closely monitored to ensure we are providing students opportunities to develop positive habits that contribute to academic success. Individual support and improvement plans will be implemented for students who are particularly struggling with meeting the cultural expectations of the school. These plans will be developed as a cooperative plan between the teacher, family member, leadership team member, and, if appropriate, the special education teacher.Believe Memphis Academy will carry out these policies and discipline for all scholars, ensuring clear and consistent boundaries are present for all scholars. Simultaneously, we will ensure we take into account individual scholars’ rights according to known disabilities, IEPs, Section 504 plans, or scholars with special needs. After a cumulative suspension period of over ten (10) days, the school will hold a manifestation determination meeting to determine if a scholar’s behavior is the primary manifestation of any disability or special needs a scholar has. At this meeting, the student supports team and family will determine a behavior plan moving forward which will include a closer communication loop between family and school and specific rewards and consequences that will result from specific behaviors exhibited by the scholar. The discipline policy will ultimately always be accountable to the Head of School.The discipline policy will always be communicated to families during our back to school orientation that occurs at the beginning of the school year. The Parent and Family Advisory Council (please see Family Involvement Section of Handbook) will always play a role in evaluating our discipline policy each year.Families will receive a copy of the discipline policy as part of their student and family handbook they will receive at the beginning of each year. Any questions, complaints, or comments regarding the discipline policy shall go to Head of School, Dean of Students, or Academy Directors. Head of School will make final decisions on policy each year and will submit policy to the Board of Directors for review. In the case of Expulsion appeals, the Board of Directors will have the final decision.Bus BehaviorBuses provided by Believe Memphis Academy are considered school property and scholars are accountable to behaviors on bus in the same manner as they are on school campus. The following additional rules apply to the bus:Scholars must remain seated at all times, in their assigned seatsFailing to take the assigned seat, putting hands out of the bus, throwing objects, inappropriate language, and not obeying the bus driver, are all infractions, in addition to infractions listed in our Discipline Policy. More serious behavior (i.e. fighting) will be investigated and assigned consequences just as if it happened on school grounds.First infraction = consequence consistent with the Discipline Policy (i.e. same as if infraction occurred on school ground). Second (or more) infractions = consequence consistent with the Discipline Policy (i.e. same as if infraction occurred on school ground) and, if warranted, loss of bus privileges. Infractions, if serious enough, can warrant immediate loss of bus privileges. Other consequences (e.g., demerits, detentions, suspensions) apply as well. Families are strongly encouraged to reinforce the importance of proper bus behavior and the potential consequences for misbehavior. Consequences for misconduct by Special Education scholars riding on transportation provided by their Individual Education Plan will be dealt with on a case by case basis.Uniform PolicyWe demonstrate our respect for our school community, our unity in mission and vision, and our professional attitude toward learning through ensuring scholars wear uniforms to school.Light blue or grey polo shirt with school logoKhaki or grey pantsGirls may wear skirts or pants; pants must be khaki or grey; skirts may be solid khaki, solid grey or plaid in the colors of the school (yellow, blue, grey); skirts must be no higher than two-inches above the knee and girls opting to wear skirts must wear solid black, grey, or navy leggings, stockings or tightsClosed-toe running shoes (no sandals or boots); shoes may not have light-up function or wheels. Scholars may wear dress shoes to school, as long as they cover toes and heels; scholars must bring pair of running shoes for PE and recessScholars may only wear sweaters, cardigans, or fleeces in school purchased from a specified uniform vendor. Students will not be permitted to wear other coats or jackets inside school.Shirts must remain tucked at all times for all scholarsBoys must wear a solid black or brown belt; girls may choose whether to wear beltsNo hats may be worn inside school, unless for religious or health reasons.If a child comes to school out of proper and full uniform, he or she will be given the missing article of clothing to borrow for the day before he or she is permitted to enter class. Family will be called and notified that child was out of uniform and that he or she will serve detention during lunch. If a scholar is out of uniform more than one time in a week, scholar will be held back in office and family will be called to bring missing articles to school. Scholar will not be permitted to go to class until missing uniform items have been brought to school.Jewelry. Our jewelry policy follows the overall vision of our uniform policy: to demonstrate respect for our community, unity in mission, and professional attitude toward learning through our apparel.Earrings must studs and smaller than a dime. This is a safety issue for recess and gymNecklaces must be worn underneath shirtsNo face piercings will be permitted, including nose ringsSchool Safety Closed CampusSafety and security of our scholars is the move important priority of Believe Memphis Academy. Starting securing entry into the building, it will be our policy that no door leading to the outside of the building is to remain open or unlocked during school hours. In addition, all visitors to the school must enter through the front doors and sign in at the office with the front desk coordinator.Visitor PolicyNo child may be picked up from school by any individual who is not on the parent or guardian specified individual authorized for pick up. Should a family friend or other family member need to pick up a child, the school must be notified directly by the parent or primary legal guardian. Non-family member guests who wish to tour the building or observe classrooms must notify the school 48-hours in advance and must sign in at the front desk. All guests and non-staff members who wish to tour the building (including family members) may only do so with the accompaniment of a staff member. A person wishing to volunteer at the school must subject himself or herself to a background check before being allowed to volunteer at the school on a regular basis, exceeding 5 hours during any week.Emergency PlansBefore the start of each year, the Director of Operations and the Head of School will create school crises plans that will articulate the school’s process for emergency situations. At minimum, the school will create emergency plans for fire, tornado, flood, earthquake, bomb threat, emergency lockdown of school with armed intruder inside building, and emergency lockdown of school with danger outside building. Staff members will receive training on these plans during the summer, and scholars will regularly practice the procedures of each plan.Scholar SearchesIn order to maintain the security of all scholars, Believe Memphis Academy reserves the right to conduct searches of its scholars and their property. If searches are conducted, the school will ensure that the privacy of the scholars is respected to the greatest extent possible and that scholars and their families are informed of the circumstances surrounding and results of the search. School cubbies and desks, which are assigned to scholars for their use, remain the property of the school and scholars should, therefore, have no expectation of privacy in these areas. Such areas are subject to canine searches and to random searches by school officials at any time.Mandated Reporter PolicyAccording to TCA 37-1-403(i)(1), all school personnel are mandated reporters of suspected abuse and/or neglect. Mandated reporters are required to report suspected child maltreatment immediately when they have reason to believe that harm has come to a child that “reasonably appears to have been caused by brutality, abuse or neglect.” Under this law, failure to report such abuse is a Class A Misdemeanor. Once any staff member becomes aware that a student may be the victim of abuse or neglect, they must:Call the DCS central intake hotline at (877) 54-ABUSE (552-2873)Notify the Head of SchoolComplete a Believe Memphis Academy incident report.When calling the hotline, the staff member must have the following information (or as much as is known): the name, birth date, and address of the alleged victim; the name, address, age or birth date, and relationship of the alleged perpetrator; what type of injury or harm was allegedly done to the victim; anda description of the incident (time/date, place in which it occurred, and indication of intention to harm). The staff member should also have the names and ages of other children in the household, information as to whether or not English is fluently spoken by the parents and the work phone number of the alleged perpetrator. While these steps are taking place, Head of School will assist both the faculty member and student in understanding the ramifications of the call. The Head of School will debrief the student and, when appropriate, will contact the parent(s)/guardian.Family Involvement We believe active and engaged families are key to the long-term success of our scholars. We want our families to have strong relationships with the leadership team members and teachers within our school, actively volunteer with school projects, support teachers and show appreciation for them, and have an active voice in the experience of their scholars at Believe Memphis Academy.Parent and Family Advisory CouncilBelieve Memphis Academy will form a Parent and Family Advisory Council (“council”), consisting of Head of School, at least one (1) teacher, and at least one (1) parent. We will have a maximum of two (2) teachers and five (5) parents on the advisory council – one from each grade. This council will convene at a minimum of once per trimester, and as often as once per month. The council will be led, in Year 1 of operations, by the Head of School. In Year 2 of operations, the Head of School will appoint a parent to chair the council. Every year following Year 2, the council will vote the chair of the council for the upcoming year at the end of each school year. The primary purpose of the council is to engage families of the school, create opportunities for parents and families to be involved at the school, launch annual listening campaigns where the council actively seeks the input and parents and families, and find ways to support and encourage the teachers in school. All families are asked to take an active role in the school. At minimum, we ask all families to commit to the following:Sign and abide by our School-Family-Scholar contractAssume the best in all situations regarding school decisions and policies, and when issues or questions arises, share concerns with school staffSupport scholars at home in completing homework, reading assignments and projectsKeep active communication with scholar regarding progress in school academically and behaviorally; notify the school of any concerns or issues raised by the scholarAttend all requested family meetings, family conferences, and return phone calls from school.Consistently communicate with the school regarding any changes in scholar’s mood or behavior at home to ensure we can effectively partner with family in monitoring development of every scholarParticipate in orientation sessions, Family University Nights, and coffee with the Head of SchoolScheduling Meetings with Head of SchoolThe Head of School is happy and open to meet with all our families. To ensure he can set aside the appropriate time to dedicate his full attention to the meeting, it would be most helpful to schedule a meeting in advance. If you would like to schedule a meeting with the Head of School, please email or call the Front Desk Coordinator to schedule a plaint PolicyIf an individual would like to issue a complaint against a specific individual, decision, or policy of the school, he or she should directly reach out to the Head of School. If the individual would like to issue a complaint directly to the board, he or she may speak during the public hearing portion of the monthly public board meeting. Board will review complaint and issue a response within 30 days of hearing the complaint. If Board does not address the complain to his or her satisfaction, individual may file complaint for Shelby County Schools School Board. A parent/guardian may file a complaint with Tennessee Department of Education at any time if he or she believes that the school has violated any federal or state law or regulation.Nondiscrimination PolicyIn compliance with T.C.A § 49-13-107(b)(9) and in accordance with our mission to serve all students, Believe Memphis Academy prohibits discrimination for enrollment into our school on the basis of race, creed, color, gender, national origin religion, ancestry, English proficiency, or need for special education services.Application ProcessIn compliance with T.C.A § 49-13-113(b)(1), Believe Memphis Academy will enroll any eligible student who submits a timely application, unless the number of applications exceeds the capacity of a program, class, grade level or building.Application for enrollment may be submitted online, by mail, or in-person. Our team will compile basic information from the application forms into a secure applicant database so that we may communicate with families about their status. Original applications will be maintained until the following year’s lottery in case students are later admitted.TimelineOur application period will run from the first business day in January, which in 2018 is January 2, to the first business day in May, which in 2018 is May 1, at 5:00pm. If dates are changed, public notice will be provided at least two (2) weeks in advance. Any applications received after close of business of the first business day in May will be time-stamped.Preference for AdmissionIn compliance with T.C.A § 49-13-113(b)(2)(A), if applications exceed the planned capacity of Believe Memphis Academy, the following preferences shall apply:Students in attendance the previous school year at any public school that converts to become a public charter school;Children residing within the LEA service area in which Believe Memphis Academy is located, but who are not enrolled in public schools, if those children would otherwise be included in the area in which the public charter school will focus; andChildren residing outside the LEA service area in which Believe Memphis Academy is located and whose needs would be included in the area in which Believe Memphis Academy will focus.In accordance with T.C.A § 49-13-113(c), Believe Memphis Academy reserves the right to reserve up to ten percent (10%) or twenty-five seats, whichever is less, for preference of enrollment of children of teachers, sponsors, or member of governing body of the charter school, as long as it is based on parent choice and parent submits a timely application.In accordance with T.C.A § 49-13-113(d), Believe Memphis Academy will give preference to siblings of a student who is already enrolled in the school, as long as it is based on parent choice and parent submits a timely application.LotteryIn compliance with T.C.A § 49-13-113(b)(2)(B), if applications for enrollment by the end of our application period whose qualifications meet the preferences stated above exceeds our planned capacity, we willconduct a lottery. The lottery will occur within seven (7) days of the close of application period (on or before May 8, 2018), during which names will be randomly selected for each available seat. Notifications will be sent within one week of the lottery. Families will then have one additional week to confirm acceptance for the seat, with a deadline on or before May 22. If confirmation is not received, seat will be offered to next name on the waitlist. Confirmation will be received by families completing an admissions packet. Families may confirm seats and extend submission of admissions packet by submitting a written letter of confirmation or verbally accepting confirmation by phone.WaitlistWaitlist will be formed after available seats are filled during the lottery. During the lottery process, once all available seats are filled, Believe Memphis Academy will continue drawing the names of the remaining applicants and place them on the waitlist according to order of lottery. Families of children on waitlist will be notified by mail of waitlist status at same time as accepted students. Families will be notified of available seats as they may become available. Families selected from waitlist will have two (2) weeks from date of acceptance to accept seat by submitting all required enrollment paperwork.Believe Memphis Academy shall comply with the Family Educations Rights and Privacy Act (20 U.S.C. § 1232g) with respect to the publication of any list of students’ names before, during or after the enrollment and lottery process. Waitlist will be purged at the beginning of each new application period.AdmissionIf number of applications do not meet or exceed the number of seats available by the close of application period, all applicants will be accepted into the school, and additional seats will be filled on a first-come, first-serve basis.Upon admission to the school, all families must complete an admissions packet that will include home language survey, enrollment forms, immunization records, transportation needs and preferences, and medical history documents. Admissions packets will be mailed within one week of accepting a seat at Believe Memphis Academy, and families will have one week to submit admissions packet for final admission. Families may extend completion of admissions packet and reserve seat, as needed, if they call school or submit a written letter of confirmation.Withdrawal and TransferIf a family wishes to withdraw or transfer admission of a student, they must submit the request in writing to the office. If the student is moving out of area, the transfer will generally be processed within one day. The office will send copies of student records to the receiving school indicated by the family. If a student is departing for other reasons, the school will request an exit interview with the family prior to processing the transfer request. Students that transfer out may not automatically re-enroll and will be added to the end of the wait list for the current year upon reapplication. For reapplication for future years, they will submit an application and be entered into the lottery.Attachment E: Letters of Support163197ARTICLE I. Name, Office, Purpose and Objectives. Section 1.1 Name. The name of the organization will be Believe Memphis Academy, Inc. (hereinafter “Believe Memphis Academy” or the “School”). Section 1.2 Principal Office. The initial principal office of Believe Memphis Academy will be located at 2361 Eastwood Ave., Memphis, TN 38112. Section 1.3 Registered Office. The initial registered office of Believe Memphis Academy shall be 2361 Eastwood Ave., Memphis, TN 38112. Believe Memphis Academy may also have offices at such other places as its Board of Directors (the “Board”) shall determine the business of Believe Memphis Academy requires; provided, however, that the registered office shall be registered with the Secretary of State of Tennessee and the agent so registered shall be located at the same address, or as otherwise provided by the Board. Section 1.4 Purpose. The purpose for which Believe Memphis Academy is organized is to establish and run a Charter School (the “School”) in Memphis, Tennessee, pursuant to the Tennessee Public Charter Schools Act of 2002, as amended, supplemented or replaced, (“The Charter Schools Act”), under its Charter Agreement with Shelby County Schools and Shelby County, Tennessee (the “Charter Agreement”), with a stated mission of providing students in grades four through eight with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity. Section 1.5 Dissolution. If, for any reason, Believe Memphis Academy should dissolve, organization assets shall be distributed for one or more exempt purposes within the meaning of § 501(c)(3) of the Internal Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to the federal government, or to a state or local government, for a public purpose.ARTICLE II. Board of Directors. The Board of Directors shall have all powers and duties for the conduct of the activities of Believe Memphis Academy. Believe Memphis Academy shall not have members. While persons who associate with, or attend programs of, participate in, contribute to, or benefit from Believe Memphis Academy may be referred to as “members,” no rights, voting or otherwise, will inure to any such persons. Section 2.1 General Powers. The Board shall have the power to govern the business, affairs, and property of Believe Memphis Academy in accordance with the applicable laws and regulations of the state of Tennessee and any limitations in the Articles of Incorporation or these Bylaws. The Head of School will be an advisory, non-voting member of the Board (ex officio). As required by law (currently, TCA § 49-13-104), the Board shall contain at least one (1) parent representative whose child is currently enrolled in the School. The parent representative shall be appointed by the Board within six (6) months of the School’s opening date. Section 2.2 Number. The Board shall consist of at least seven (7) Directors and no more than fifteen (15) Directors. All Directors will have identical rights and responsibilities. Section 2.3 Qualifications. Directors will be selected who have the qualifications and diversity of expertise to fulfill Believe Memphis Academy’s mission and objectives. Section 2.4 Compensation. Directors shall serve without compensation.Section 2.5 Selection. The Governance Committee (defined at 6.2) shall present a slate of potential Directors and Officers for election by the Board. Board shall approve a process for nominating Directors to the Board through Governance Committee. There will be a meeting annually dedicated to election of nominated Directors. Section 2.6 Tenure. Directors shall serve staggered terms to balance continuity with new perspectives. Directors shall serve a term of three (3) years from the date of their appointments, or until their successors are seated. A full three (3) year term shall be considered to have been served upon the passage of three (3) annual meetings following elections. After election, the term of a Director may not be reduced, except for cause as specified in these bylaws. No Director shall serve more than three (3) consecutive terms. Section 2.7 Vacancy. Any vacancy occurring in the Board of Directors and any position to be filled by reason of an increase in the number of Directors may be filled, upon recommendation of a qualified candidate by the Governance Committee, by two-thirds (2/3) vote of the seated Directors. A Director elected to fill the vacancy shall be elected for the unexpired term of his/her predecessor in office. Section 2.8 Resignation. A Director may resign at any time by filing a written resignation with Chair of the Board. Section 2.9 Removal. The Board may remove any Officer or Director for cause by majority vote of the entire Board of Directors at any regular or special meeting of the Board, if a statement of the reason or reasons shall have been mailed by Registered Mail to the Officer or Director proposed for removal at least thirty (30) days before any final action is taken by the Board. This statement shall be accompanied by a notice of the time when, and the place where, the Board is to act on the removal. The Officer or Director shall be given an opportunity to be heard and the matter considered by the Board at the timeand place mentioned in the notice. Section 2.10 Initial Board. The initial Board of Directors will serve staggered terms. The initial Board shall consist of at least two (2) Directors who will serve a one (1) year term, at least twoDirectors who will serve a two (2) year term, and at least two (2) Directors who will serve a three (3) year term. Section 2.11 Members of the Board: (a) Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in performance of voluntary Believe Memphis Academy activities in accordance with Believe Memphis Academy policies. (b) Shall serve with the highest degree of duty, loyalty, and care and shall undertake no enterprise to profit personally from his, or her, position with Believe Memphis Academy. (c) Shall be bound by the Board’s Code of Conduct, Conflict of Interest and Confidentiality policy statements. (d) Shall have no direct or indirect financial interest in the assets or lease of Believe Memphis Academy; any Director who individually or as part of a business or professional firm is involved in the business transactions or current professional services of Believe Memphis Academy shall disclose this relationship and shall not participate in any vote taken with respect to such transactions or services. (e) Shall be covered and Officers Insurance Provided by Believe Memphis Academy in amounts required by the Board in its reasonable discretion.ARTICLE III. Officers Section 3.1 Number. There shall be four (4) elective Officers of the Board: a Chair, a Vice- Chair, a Secretary, and a Treasurer. Section 3.2 Election. The Governance Committee shall present a slate of Officers to the Board of Directors. The nominated Officers shall be drawn from among the members of the Board of Directors. The election of Officers shall be held at the annual meeting of the Board. Section 3.3 Tenure. The newly elected Officers shall take office on July 1 following the close of the meeting at which they are elected and the term of office shall be one year, or until respective successors assume office. A Director may serve more than one (1) term in the same office, but not more than three consecutive terms in the same office. Section 3.4 Chair Vacancy. In the event that the office of the Chair becomes vacant, the Vice-Chair shall become Chair for the unexpired portion of the term. In the event that the office of Vice-Chair or Secretary-Treasurer becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled meeting of the Board can be held.ARTICLE IV. Meetings. Section 4.1 Regular Meetings. There shall be at least 10 regular meetings of the Board held each year. Notice shall be given to each Director thirty (30) days prior to the date of every regular meeting of the Board. Notice of any meeting to the public shall include the date, time, and place of a meeting and a statement or agenda specifying the nature of business to be conducted. The meetings of the Board are deemed to be “public business” and must be held in compliance with TCA §§ 8-44-101 et seq. Section 4.2 Annual Meeting. The annual meeting of the Board shall occur in the last quarter of the fiscal year. Section 4.3 Special Meetings. Special Meetings of the Board may be called by the Chair or by a majority of the Board filing a written request for such a meeting with the Chair and stating the object, date, and hour therefore, due notice having been given to each Director five (5) calendar days prior to the meeting. Notice of any meeting to the public shall include the date, time, and place of a meeting and a statement or agenda specifying the nature of business to be conducted. Such notice shall also comply with the requirements regarding the posting and notice of meetings to the public, pursuant to TCA §§ 8-44-101 et seq. Section 4.4 Quorum. One-half of the Directors then in office shall constitute a quorum for the transaction of business at any regular or special meeting of Board of Directors, except where otherwise required by these Bylaws. Section 4.5 Minutes. Minutes of each meeting of the Board of Directors shall be recorded in writing and kept with the records of Believe Memphis Academy. The contents of such minutes, as well as the provisions for providing the minutes to the public, shall comply with the provisions of TCA §§ 8-44-101 et seq. Section 4.8 Open Meetings. Meetings of the Board shall be public in accordance with state and federal laws and regulations. Members of the public shall have an opportunity for input at meetings of the Board. Section 4.9 Absentee Board Member. An absentee Board member may not designate an alternate to represent him, or her, at a Board meeting. A member of the Board may be deemed to be present for purposes of achieving a quorum and may cast a vote if he, or she, grants a signed, written proxy to another Board member who is present at the meeting. The proxy must direct a vote to be cast with respect to a particular proposal that is described with reasonable specificity in the proxy. No other proxies are allowed. Section 4.10 Regular Meetings. Notice of allregular meetings of the Board, an agenda of all items to be discussed at such meetings, and agenda support materials shall be circulated to all Directors prior to the meeting. Any Director may waive notice of any meeting. The attendance of a Director at any meeting also shall constitute a waiver of notice of such meeting, except where the Director attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened.ARTICLE V. Conflict of Interest. Section 5.1 Conflict of Interest. All Directors, Officers, and employees of Believe Memphis Academy shall be subject to the Conflict of Interest Agreement.ARTICLE VI. Committees and Task Forces. Section 6.1 Composition. A Board resolution shall appoint committees or task forces of the Board, except the Governance Committee. Committees may be composed of Directors or community members, or both. The Board may prescribe the need and/or the composition such committees. Section 6.2 Governance Committee. There shall be a standing nominating committee, known as the Governance Committee. This committee shall be composed of at least three (3) persons recommended by the Chair and elected by the Board of Directors at its annual meeting. Each committee member shall serve a term of two (2) years and these terms shall be staggered to ensure continuity of committee membership. The committee shall elect its own chair. The duties of the Governance Committee shall be (a) to study the qualifications of candidates and present a slate of the best qualified as nominees for the vacant Director positions on the Board; (b) to present a slate of nominees for Officers to the Board for election at the annual meeting; (c) to recommend candidates to Board to fill vacancies that arise outside regular nominating process; (d) to provide ongoing orientation to Directors; (e) to oversee a Director assessment process to ensure optimum performance; and (f) to recommend appointment of past Chair to Board, if necessary, in the interests of continuity. Section 6.3 Finance Committee. There shall be a standing committee known as the Finance Committee. The committee shall be composed of at least two (2) persons elected by the Board of Directors at its annual meeting. Each committee member shall serve a term of at least two (2) years, and these terms shall be staggered to ensure continuity of committee membership. The Treasurer will serve as chair of this committee. Section 6.4 Academic Achievement Committee. There shall be a standing committee known as the Academic Achievement Committee. This committee shall be composed of at least three (3) persons elected by the Board of Directors at its annual meeting. Each committee member shall serve a term of two (2) years, and these terms shall be staggered to ensure continuity of the committee membership. The committee shall elect its own chair. Section 6.5 Quorum for Committees. There shall be no quorum requirement for any committee.ARTICLE VII. Fiscal Year and Check Signing. Section 7.1 Fiscal Year. The fiscal year of Believe Memphis Academy shall begin on July 1 of each calendar year and terminate on June 30 of the following year. Section 7.2 Check Signing. The signature of both an Officer and the Head of School shall be required on any check in excess of $5,000.ARTICLE VIII. Rules of Order. In the event of a conflict or challenge, the rules of order in the current edition of Robert’s Rules of Order shall govern the conduct of all meetings of Believe Memphis Academy.ARTICLE IX. Amendments. These Bylaws may be amended at a regular meeting by a two-thirds vote of all Directors then in office; provided that notice of the proposed amendment, together with a copy thereof, is mailed to each Director at least fifteen (15) days prior to the meeting at which the amendment is to be considered.ARTICLE X. Indemnification. Believe Memphis Academy shall indemnify each Director of the Board to the full extent permitted by the Tennessee Nonprofit Corporation Act. Each Board member shall enjoy the protection and immunity provided by TCA § 48-58-601, as (and if) limited by The Charter School Act. A Board member or Officer shall not be personally liable to Believe Memphis Academy for damages for breach of any duty owed to Believe Memphis Academy, its beneficiaries, or the Board, except that nothing contained herein shall relieve a Board member or Officer from liability for breach of duty based on an act or omission: (a) in breach of such person’s duty of loyalty to the Corporation; (b) not in good faith or involving a known violation of the law; or (c) resulting in receipt of an improper personal benefit.Attachment F4: Code of Ethics of Believe Memphis Academy, Inc. All Directors of the Corporation must:Uphold and abide by all laws, regulations, and rules pertaining to schools issued by the Tennessee State Board of Education, the courts, and any other relevant authority.Effectuate desired changes only through lawful and ethical processes.Make decisions grounded on the educational welfare and wellbeing of the children served by the School without consideration to race, religion, color, sex, income level, or any other irrelevant characteristic.Use his or her independent judgment in reaching all decisions.Not use his or her position as Director for personal gain or profit.Conduct himself or herself in a manner that reflects positively on the school.Make all reasonable efforts to support the school’s mission and personnel.ARTICLE I: Purpose. The purpose of the conflict of interest policy is to protect the interests of Believe Memphis Academy, Inc. (“Believe Memphis Academy”). In the event Believe Memphis Academy is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or director of Believe Memphis Academy or might result in a possible excess benefit transaction. This policy is intended to supplement but not replace any applicable state and federal laws governing conflict of interests applicable to nonprofit and charitable organizations.ARTICLE II: Definitions Section 2.1 Interested Person. Any director, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person. Section 2.2 Financial Interest. Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial. A person has a financial interest if the person has, directly or indirectly, through business, investment, or family:An ownership or investment interest, other than de minimis, in any entity with which Believe Memphis Academy has a transaction or arrangement,A compensation arrangement with Believe Memphis Academy or with any entity or individual with which Believe Memphis Academy has a transaction or arrangement, orA potential ownership or investment interest, other than de minimis, in, or compensation arrangement with, any entity or individual with which Believe Memphis Academy is negotiating a transaction or arrangement.ARTICLE III: Procedures Section 3.1 Duty to Disclose. In connection with any actual or possible conflict of interest, an interested person must disclose the existence of a financial interest and be given the opportunity to disclose all material facts to the directors and members of committees with governing board delegated powers considering the proposed transaction or arrangement. Section 3.2 Determining Whether a Conflict of Interest Exists. A financial interest is not necessarily a conflict of interest. A person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists. After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists. Notwithstanding anything herein, a conflict of interest shall not exist and no review or action by any governing board or committee shall be necessary for one or more grants in an aggregate amount of Five Thousand Dollars ($5,000) or less in any single calendar year, from Believe Memphis Academy to an organization that is tax exempt under Section 501(c)(3) of the Internal Revenue Code, where a financial interest as described herein exists.(a) Procedures for Addressing a Conflict of Interest: (a) An interested person may make a presentation at the governing board or committee meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest. (b)The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement. (c) After exercising due diligence, the governing board or committee shall determine whether Believe Memphis Academy can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest. (d) If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in Believe Memphis Academy’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination it shall make its decision as to whether to enter into the transaction or arrangement.(a) Violations of the Conflicts of Interest Policy (a) If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. (b) If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the governing board or committee determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action.ARTICLE IV. Records of Proceedings. The minutes of the governing board and all committees with board delegated powers shall contain:The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed.The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings.ARTICLE V: CompensationA voting member of the governing board who receives compensation, directly or indirectly, from Believe Memphis Academy for services is precluded from voting on matters pertaining to that member’s compensation.A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from Believe Memphis Academy for services is precluded from voting on matters pertaining to that member’s compensation.A voting member of the governing board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from Believe Memphis Academy, either individually or collectively, is prohibited from providing information to any committee regarding compensation.ARTICLE VI: Annual Statements Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person:Has received a copy of the conflicts of interest policy,Has read and understands the policy,Has agreed to comply with the policy, andUnderstands Believe Memphis Academy is charitable, in order to maintain its federal tax exemption, it must engage primarily in activities accomplishing one or more of its tax-exempt purposes.ARTICLE VII: Periodic Reviews. To ensure Believe Memphis Academy operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s length bargaining.Whether partnerships, joint ventures, and arrangements with management organizations conform to Believe Memphis Academy’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.ARTICLE VIIIUse of Outside Experts. When conducting the periodic reviews as provided for in Article VII, Believe Memphis Academy may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for ensuring periodic reviews are conducted.Al Bright, Jr.8680 River Hollow Drive, Cordova, TN 38016 * (901) 218-4161 * bright2al@PROFESSIONAL HISTORYMember, Waller Lansden Dortch & Davis, LLPMemphis, TennesseeCorporate & Securities GroupFebruary 2014 to presentDraft and negotiate various types of legal documents, including but not limited to the following:purchase agreements for acquisitions and dispositions involving both private and public entities;distribution agreements, supply agreements, sales agreements, service agreements, management agreements and license agreements; andconfidentiality and non-disclosure agreements, consulting agreements, and employment agreements.Participate in the operation of privately held companies, including assisting in corporate governance matters, securities filings and offering documents for equity and debt offerings.Draft formation documents for various business entities, including shareholders’ agreements, operating agreements and partnership agreements.Coordinate due diligence processes for acquisitions.Member, Butler Snow LLP,Memphis, TennesseeHealth Industries and Business ServicesSeptember 2008 to February 2014 September 2003 to September 2007Draft and negotiate various types of legal documents, including but not limited to the following:purchase agreements for acquisitions and dispositions involving both private and public entities;distribution agreements, supply agreements, sales agreements, service agreements, management agreements and license agreementsconfidentiality and non-disclosure agreements, consulting agreements, and employment agreements; andreview of promotional and marketing materials prior to distribution.Participate in the operation of both public and privately held companies, including assisting in corporate governance matters, securities filings and offering documents for equity and debt offerings.Draft formation documents for various business entities, including shareholders’ agreements, operating agreements and partnership agreements.Coordinate due diligence processes for acquisitions.Medtronic, Inc.Memphis, TennesseeLegal Counsel, Medtronic Spine & BiologicsSeptember 2007 to September 2008Draft and negotiate various types of legal agreements, including, but not limited to the following:purchase agreements for acquisitions and dispositions,license agreements; supply agreements, services agreements and distribution agreements;research agreements, including research agreements for public and private colleges and universities; andconfidentiality and non-disclosure agreements.Assist in the acquisition and disposition of patents and other types of intellectual property.Review promotional and marketing materials prior to distribution to third parties.Coordinate due diligence process for acquisitions.EDUCATIONUniversity of Tennessee College of Law, Knoxville, TennesseeDoctorate of Jurisprudence, Concentration in Business Transactions, Spring 2003 Executive Editor, Transactions: The Tennessee Journal of Business LawDean’s List – Spring 2001 (Honors), Spring 2002 (Honors), and Spring 2003 (Honors)University of Memphis, Memphis TennesseeBachelor of Business Administration, Finance, cum laude, Summer 2000PROFESSIONAL ORGANIZATIONS & ACTIVITIESAdmitted to practice before the following courts: United States District for the Western District of Tennessee and Tennessee Supreme Court.Member of the following bar associations:American Bar Association, National Bar Association, Tennessee Bar Association, and Memphis Bar AssociationParticipated in the following leadership programs: New Memphis Institute, Fellows Program, Leadership Memphis, Executive Program and Memphis Bar Association, Leadership ForumSelected as a Mid-South Rising Star? in 2010 and 2011, Business/CorporateChairman of the Board of Directors, Economic Development Growth Engine for Memphis and Shelby County (“EDGE”)Board of Director, Evolve Bank & TrustBoard of Director, Believe Memphis Academy (upcoming charter school in Memphis, Tennessee)Board of Governors, New Memphis InstituteREFERENCESJohnny B. Moore, President SunTrust Bank999 S. Shady Grove Road Memphis, Tennessee 38120Email: johnny.moore@Don B. Clanton, Chief Operating Officer Duncan Williams6750 Poplar AvenueMemphis, Tennessee 38138 Email: dclanton@Uri L. Clinton, Senior VP and Legal Counsel MGM Resorts International3950 Las Vegas Blvd. South Las Vegas, Nevada 89110Email: uclinton@Kacy L. Coble100 Peabody Place, Suite 1165, Memphis, TN 38103(901) 326-3510; kcoble@LICENSESTennessee Bar (2012)California Bar (2016)EXPERIENCECONSTANGY, BROOKS, SMITH & PROPHETE, Memphis, TN & Los Angeles, CAAttorneyPractice labor and employment litigation in Tennessee and California, representing public and private sector employers. Assist clients in disputes arising under state and federal laws, including but not limited to FLSA, ADA, Title VII, FMLA, ADEA, THRA, ERISA, IRC, and workers compensation statutes.TEAMONE EMPLOYMENT SPECIALISTS, LLC, Los Angeles, CACorporate Manager, Operations and ComplianceServed as business and legal consultant in the areas of workers’ compensation, human resources, immigration compliance, and federal, state, and local labor and employment laws. Organized and managed benefits administration for internal staff and temporary employees and ensured compliance with ERISA, ACA, and IRS. Worked directly with vendors (brokers and carriers) for health, vision, dental, life, and accident benefit programs. Wrote, audited, and revised policies and procedures for US operations, such as policies regarding paid time off, paid sick leave, holiday pay, and compensation packages. Negotiated contracts and developed relationships with stateside vendors.MONTY & RAMIREZ LLP, FordHarrison Affiliate, Houston, TexasAssociate AttorneyPracticed labor and employment law, and worked with federal and state L&E laws, including but not limited to FMLA, FLSA, ADA, OSHA, and INA. Represented employers in federal court and at administrative hearings. Handled Title VII, whistleblower, and wage and hour claims. Advised clients on ACA compliance and assisted with updates to existing ERISA plans and benefit programs affected by ACA. Served as co-author for the briefing of a matter before the Texas Supreme Court.FRAGER SUTTON HAUPT, PLLC, Memphis, TennesseeAssociate AttorneyPracticed immigration law and managed a large caseload, working primarily in the areas of removal defense before EOIR and family-based and employment-based immigration before USCIS. Attended hearings an average of three times per week and prepared a variety of cases representing clients from Central America, South America, Europe, Africa, and Asia.KIESEWETTER LAW FIRM, PLLC, Memphis, TennesseePre-Bar Associate/Law ClerkPracticed employee benefits and executive compensation and worked with retirement plans, health plans, ERISA, and the Internal Revenue Code. Audited retirement plans in advance of termination before IRS and secondary to company mergers. Corrected retirement plan errors. Examined client governance of retirement plans and plan language to determine compliance. Counseled third party vendors regarding new regulatory requirements. Drafted individualized plan language for a governmental client’s section 403(b) retirement plan.EDUCATIONTHE UNIVERSITY OF MEMPHIS, Cecil C. Humphreys School of Law, Juris Doctor, May 2012, cum laudeSenior Associate, Mental Health Law and Policy Journal;Top Oral Advocate, Advanced Moot Court CompetitionCALI Awards: International Law, Products Liability, and Federal Discrimination LawUNION UNIVERSITY, Jackson, TN, Bachelor of Arts, English, June 2009, cum laude Tennessee Baptist Merit Scholarship, Rotary Club Scholarship, Leadership University Scholarship Sigma Tau Delta, English Honors SocietyZeta Tau Alpha, National Fraternity, President (2008) and Vice-President (2007) National Zeta Tau Alpha Leadership Award, 2008REFERENCESRODRICK HOLMES, Partner, Constangy, Brooks, Smith & Prophete 100 Peabody Place, Suite 1165Memphis, Tennessee 38103(901) 232-4967Current SupervisorKIMBERLY SUTTON, Law Office of Kimberly Sutton, PLLC 670 White Road, Suite ASpringdale, Arkansas 72762(479) 657-3060kimberly@ Former SupervisorAMBER SAUBER, Attorney, Nahon Saharovich & Trotz, PLC 2709 North Highland AvenueJackson, Tennessee 38305(731) 427-5550Former ColleagueElana Charlean Cole4825 Southern Hill Drive #202, Memphis, Tennessee 38125(901) 620-7856 elanaccole@ObjectiveI am seeking the opportunity as a senior leader. My resume demonstrates that I am consistent with overseeing large projects, creating strong culture, and managing through layers.Stellar relationship-building skillsStrong ability to work collaborativelyHighly organized with excellent record- keeping skillsStrong interpersonal skillsSpecial SkillsConsistent self-starter & independent workerStrong communication & writing skillsStrong critical thinking skillsFast learner & detail orientedStrong ability to manage multiple projectsExcels in a fast-pace environmentRelated Responsibilities and ExperienceStudied, researched, and developed diversity training and culturally responsive teaching practices to bring to the regionTrained teacher coaches to understand the community in which they support and provide strategies for coaches to build meaningful relationships with multiple stakeholders within the community and on staffDesigned, facilitated and evaluated learning experiences, activities, and discussion sessions for adult professional one-on-one and group developmentRegularly analyzed data to make strategic decisions about improvement in education within the teachers’ classroom, coach’s cohort, Memphis region, and national Teach for America organizationRelentlessly pursued outcomes by training teacher coaches and working with peers to set ambitious goals and establish foundational tools for the classroom from pre-service training and throughout the yearContinuously conducted internal and external research to increase knowledge of various topics regarding education and information related to Culturally Responsive Teaching, Diversity and inclusiveness, and Teaching as LeadershipLeadership Accomplishments and ExperienceDesigned and spear-headed the culture of a founding charter school, pre-service training school, and five cohorts of teachers that believed in high student achievement through excellent teacher developmentServed on the Teacher Leadership Development Cabinet to make strategic decisions for the entire Teacher Leadership Development teamParticipated in hiring process for Executive Director and leadership team of the largest charter school in Tennessee; participated in hiring process for Teach for America staffExecuted organizational strategies and managed projects for the staff and senior leadershipDesigned, developed, and headed school-wide discipline and policies; co-developed a variety of vision and strategic plans for Teach for America-Memphis regionCreated and designed entire School Improvement Plan as required by lawGave formal public speeches/presentations for Shelby County School Board, government officials, and community membersGathered and analyzed school-wide and region-wide dataCoached teachers and coaches to diagnose top needs based on student progress and gaps in their learningServed as liaison between stakeholders, front-line staff and senior leadershipEvaluated teachers and teacher coaches for performance reviewsMasters of ScienceEducationDegree: K-12 Studies of Education (concentration in professional development) Capella University, Minneapolis, Minnesota (July 2009-June 2011)Bachelors of ScienceDual Degree: English and HistoryDrury University, Springfield, Missouri (June 2003-December 2004)Associates of ArtsDegree: General Studies (Concentration in business)Central Texas College, Fort Leonard Wood, Missouri (August 2000-June 2003)Related Education & Professional DevelopmentDiversity, Equity, Inclusiveness/Culturally Responsive Pedagogy Coaching DevelopmentNewark, New Jersey 2014-2015Focused on implementing adult diversity trainingDamascus Road Leadership InternshipMemphis, Tennessee 2013-2014Focused on leadership development, personal identity, building team culture, and organizational effectiveness, and building relationshipsBefore You Ask: Nonprofit ManagementMemphis, Tennessee 2013Focused on understanding the basics of nonprofit leadership, management, and operationsExperience in EducationTeach for AmericaMemphis, Tennessee 6/2012-present Title: Director, Teacher Leadership DevelopmentAchievement: Led professional development sessions with up to 99% approval rating, Staff Survey Satisfaction Rating: highest in country among 100 companies surveyedNew Consortium of Law and BusinessMemphis, Tennessee 6/2009-6/2012 Title: Lead Master Teacher & Associate Executive DirectorAchievement: 76% of students were proficient or advanced on TCAP testingMemphis Academy of Science and EngineeringMemphis, Tennessee 8/2006-8/2009 Title: Teacher, Senior Class AdvisorAchievement: 98% of students were proficient or advanced on TCAP testFairley Senior High SchoolMemphis, Tennessee 8/2005-8/2006 Title: TeacherAchievement: 86% of students were proficient or advanced on Gateway Test (state test).ReferencesChaKia Parham (current manager)Chakia.Parham@Chris Coleman (mentor)Christopher.Coleman@Jamie Kennedy (colleague)Jamie.Kennedy@Attachment F6: Board Member Resume J. Thomas Marino3680 Waynoka Ave. Memphis, TN 38111- (901)-359-0010- jtmarino@Summary?????Extensive knowledge of mortgage banking-related finance and secondary market functions.Strong finance background and customer relationship management experience.Financial analysis focus through financial statements, tax returns, and pro forma financialsEducationBachelor of Business AdministrationMississippi State University, Starkville, MS2008Career HistoryVice President of Mortgage Warehouse Lending, First Tennessee Bank.Work directly with CEO and CFO level executives of large mortgage banking operations regarding financing, strategic business operations, secondary market hedging practices, and M&A activity.Manage portfolio of accounts that represented over $900MM in credit exposure.Play key role in business development of mortgage warehouse product line throughout the U.S.Prepare corporate financial reports analyzing quantitative and qualitative risks and exploring their mitigants for continued credit servicing review by credit officers and bank examiners.2009-PresentCommercial Lending Credit Analyst, Regions Financial2008-2009Financial risk analysis and review for companies in the commercial and industrial sector determining price and facility structuring, by initiating a SWOT analysis for each relationship.Oversight of relationships that included syndications and multi-product credit offerings for customers as liaison between customers, relationship managers, and credit officers.Regions Financial Management Associate ProgramSelected out of 3,000+ applicants to participate in executive management training at corporate pleted five month intensive training program focusing on credit structuring and analysis.Mentored by senior members of Regions Financial Executive Council.Financial Advisor Summer Internship, Morgan Keegan.Researched equity markets and collaborated on prospective client presentationsCommunicated with current clients regarding industry regulation changes and distribution schedules for IRA accounts.Fellowships with private client financial advisors, equity researchers, MBS bond fund managers, and professional sports agency representatives.2007AffiliationsChrist United Methodist Church Finance Committee (2014-2016)Christ United Methodist Church Administrative Board Member (2009-2011)Volunteer for non-profits Binghampton Art Garden basketball coach, Cornerstone Prep, Christ Feeds, East High Football FCA, and Binghampton Development Corporation. (2011-Current)Mississippi State Baseball Student Manager (2004-2008)AWARD – 2016 Diamond Circle Award (FTB Sales Award)References for Thomas MarinoFinancial Services FieldBob GarrettExecutive Vice President, Mortgage Warehouse Lending, First Tennessee Bank 7640 Poplar Ave Suite 210Germantown, TN 38138Work: 901-759-7755Email: ragarrett@Scott WalkerSenior Vice President, Mortgage Warehouse Lending, First Tennessee Bank 7640 Poplar Ave Suite 210Germantown, TN 38138Work: 901-759-7770Email: swwalker@CharacterMackay LeeMiddle School Student Director, Christ United Methodist Church 4488 Poplar AveMemphis, TN 38117Work: 901-261-2172Email: mackayl@EXPERENICELUKE J. PRUETT230 N. Auburndale * Memphis, Tennessee 38112 * 901-607-1828* luke@July 2015-PresentCITY LEADERSHIP, Memphis, TennesseeRECRUITING DIRECTORHosted over 1,000 strategic recruits in Memphis in 2016.Recruited 208 educators into high priority positions in ASD, I-Zone, and SCS schools in 2016.Launched Choose901 and Teach901 newsletters totaling over 25,000 subscribers in three months.Managed 7 employees and four campaigns Choose901, Teach901, Serve901, and Play901 that visited over 50 campuses, threw over 35 events, celebrating over 15,000 millennials investing their lives in Memphis.In 2016 spoke at 64 events, conference, and meetings on the mission of City Leadership, the history of Memphis, and opportunities to Choose901.Alongside counsel filed, processed, and defended (against Levi-Strauss) the trademark process of Choose901Partnering with local high school alumni counselors to find Shelby County School graduates economic opportunities in Memphis.January 2015-OUR JACKSON HOME, Jackson, Tennessee June 2015EXECUTIVE DIRECTORFounded Jackson’s first community advocacy journalism network leading a team of 40 volunteers in actively contributing to a daily website, weekly podcast, and quarterly magazine.Created a nonprofit media site that still exists and I serve on the Board for.June 2014-The UNITED STATES ATTONEY’S OFFICE, Western District of Tennessee, Jackson Branch January 2015SUMMER CLERKComposed and submitted a Habeas Corpus Ineffective Assistance of Counsel Response to Federal District Court.Wrote a research memorandum on Federal Rules of Evidence 403 and 408, which was used for a successful suppression of evidence posed a 6th Circuit Appellee Brief regarding sentencing enhancements.July 2008-UNION UNIVERSITY RESIDENCE LIFE, Jackson, Tennessee July 2012UPPERCLASSMEN RESIDENT DIRECTORAdministrative and relational director overseeing one full time assistant, 13 resident assistants, over 300 Upperclassmen per semester, an event budget of $80,000, and property valued at 21.4 million.Duties included: Event management, property caretaking, judicial response, community care, administration, hospitality and friend making, which often led to life coaching and minor counseling.August 2006-UNION UNIVERISTY UNDERGRADUATE ADMISSIONS, Jackson, Tennessee July 2008ENROLLMENT COUNSELORRecruited 70+ students a year from a six state region in the Southeast U.S.Worked individually with students and families, guidance counselors, and youth pastors to help guide the students through both the enrollment and financial aid process.EDUCATIONMay 2015UNIVERSITY of MEMPHIS, CECIL C. HUMPHREYS SCHOOL of LAW, Memphis, TennesseeJuris Doctor, May 2015Awarded the Amy E. Spain Memorial Scholarship, 2013Won Criminal Procedure (2013) and Health Law (2014) Mock TrialsAwarded the National Worker’s Rights Conference Scholarship, 2014Served as a Peer Mentor, 2014Lectured in Union University Sports Law Undergraduate Courses Fall and Spring 2014Vice President of the Christian Legal SocietyDean’s Distinguished Pro Bono Award RecipientMay 2006UNION UNIVERSITY, Jackson, TennesseeBachelor of Arts in English, May 2006Ethics and Philosophy MinorsSenior Class PresidentLUKE J. PRUETT230 N. Auburndale * Memphis, Tennessee 38112 * 901-607-1828* luke@ReferencesJohn Carroll, City Leadership Executive Director John@(901) 628-5474Hon. Kyle Atkins, Circuit Court Judge 26th Judicial District Division III Judge.Kyle.Atkins@ (731) 423-6039Jana Mitchell, Attorney at AutoZone, Inc.Jana.mitchell@autozone(901) 857-2820Jonathan Torres, Memphis Athletic Ministries Vice President and COO torres@(901) 489-7866Kimberly Thornbury, Vice President for Strategic Planning The King’s College kthornbury@tkc.edu(212) 659-7200Jacqueline Rowe Fields1403 Hamilton Hill Dr. Cordova, TN.616- 308-0042Jacquerowe5@CAREER SUMMARYA results driven administrator with a track record of successfully developing, implementing and evaluating new initiatives that foster student success. Accomplished and creative instructor, academic advisor and group facilitator. Commited to building schools that value parental empowerment, community engagement and cross-cultural compentency.EXPERIENCECornerstone Prep, Assistant Principal, Memphis, TN07/2015 - CurrentPrimary liaison between familes/community and school, including organizing parent engagement opportunities and family wrap around servicesCoordinate volunteer efforts, including afterschool programs, tutoring and internshipsSupervise and support Small Group and Special instructors through teacher coaching and curriculum designDevelop and implement school wide systems to ensureefficient transitions in and around the campus, including all safety drills and emergency plansSupervise and counsel school Behavior Team, assist with all extreme behavior, equip teachers with classroom management skillsManage student recruitment, support talent acquisition for the charter management organization (Capstone Education Group)Developed and delivered professional development focused on race, class and gender in the classroom for Capstone Education Group and Memphis Teacher ResidencyCornerstone Prep, Director, Community and Family Engagement, Memphis , TN03/2012 - 07/2015Established a network of contacts in Binghampton to provide feedback and support as school tansitioned to neighborhoodDesigned and implemented student recruitment strategy to hit sudent enrollment targets for Capstone Education Group (Lester Prep, Cornerstone Prep-Lester, Conerstone Prep-Denver)Worked collaboratively with parents to form Parent Council as a vital tool for helping reshape school policyEstablished “Parent Prep” a series of workshop for equipping families to become advocatesResponsible for evaluation of Parent Engagment as required by Achievement School DistrictServed as resource and speaker for other Parent Engagement programs in SCS, ASD and community agenciesUtilized knowledge and understanding of diverse poplulations to offer ongoing professional developmentCalvin College, Assistant Dean, Student Development, Grand Rapids, MI08/2000 – 06/2011Provided vision and leadership for programs and policies to actualize the College’s vision for a diverse faculty, staff and student bodyRe-invented Admission Office, creating social media presence, upgrading printed materials, revamping yield processServed as Recruitment Officer for on-campus and off campus eventsPartnered with key offices to increase student retention and graduation rates for under-represented ethnic minority students by providing opportunity and supportDesigned and implemented educational opportunities designed for all students to engage topics of diversity and inclusionCreated and implemented living/learning community focused on multiculturalismAdvised department chairs, supervisors and campus leaders on matters related to equity and inclusionManaged the annual budget of the Student development Office and state grantsAssisted with the planning of major campus events; Graduation, Orientation and Campus Visitation DaysInterpreted and aggregated assessment data to monitor and ensure institutional effectivenessServed on key policy making committees to ensure a diverse perspectiveSupervised professional and student employeesCalvin College, Academic Advisor/Instructor Student Academic Services, Grand Rapids, MI08/1995 – 6/2000Served as Academic Counselor for at-risk and probationary studentsServed as Academic Advisor for non-declared majorsImplemented workshops for professional and student staff in Academic Services/Enrollment OfficeDesigned college-wide early alert systems and intervention protocols to support at- risk studentsContinuously evaluated academic services to increase student retentionPrepared annual assessment report regarding program effectiveness and student retention ratesCoordinated services for at-risk students with Tutoring Center, Disability Services and Counseling CenterChaired Admissions and Retention Committees to admit students, award scholarships, analyze enrollment data and address trends in student retentionLead Admissions Office through a strategic planning process for recruiting a more diverse admissions staffDeveloped and instructed First Year Experience coursesProvided faculty workshops on enhancing multiculturalism in the classroomEDUCATIONBachelor of Science, Speech Pathology/Audiology Western Michigan University, Kalamazoo MIReferencesLisa R. Settle, Head of Schools, Achievement School District LSettle@, 901-270-1492Larissa Gregory, Assistant Principal, Grad Academy Memphis LGregory@, 901-482-0213John D. Wilson, Director of Students, Visible Music College JohnDavidWilson@, 901-509-5141Dr. Schwander, Assistant Professor-Sociology, Calvin College LSchwan@Calvin.edu, 616-581-1405Lisa R. Settle9717 Woodland View Lane Cordova TN, 38018901.270.1492elleesse1908@SkillsManagementSchool LeadershipTurn-around School Leadership and SuccessBehavior ManagementMicrosoft OfficeEducationUnion University2014Doctorate of Education –Education Leadership doctoral studiesCapella UniversityAll but DissertationDoctorate of Human Services – Criminal JusticeUnion UniversityEarned May 2010Master of Education – Elementary EducationBuilding Excellent SchoolsCompleted May 2010Fellowship – Executive Fast-Track Leadership ProgramThe University of MemphisEarned May 1998Master of Arts – Criminology/Criminal JusticeThe University of MemphisEarned May 1994Bachelor of Arts – Criminology/Criminal JusticeExperienceChief of Schools – Achievement SchoolsJune 2015 – to presentManages, supports and coaches Achievement Schools principals across all elements of the Leadership FrameworkWorks in collaboration with the Executive Director to hire principals who embody the mission and beliefs of the Achievement SchoolsManage the budget for direct reportsSupervises principals in the managing of their budgetsSupervises principals in the hiring and management of school staffPlans and implements strong accountability systems and professional development opportunities for principalsSupervises principals in the creation and implementation of effective professional development opportunities for their staffSupervise Behavior Analysts, Social Workers, Assistant Principals of Instruction and Assistant Principals of CultureDevelops a system for performance evaluation of principals aligned to the Leadership FrameworkManages long-term and annual school planningOversees/manages contracts with partner organizations to provide high- quality assessments and professional development for schoolsDirects the tracking of student interventions to ensure that students get instructional and behavioral support aligned to their needsImplements practices to appropriately recognize and reward excellence and effectively address poor performanceOversees employee relations across the five schools, ensuring cohesion and collaboration among all elementary and middle school staffWorks as a member of the Achievement Schools Leadership Team that sets, maintains the vision and mission of the organizationCo-Founder & Principal: Cornerstone Prep School – Lester CampusJune 2012 – June 2015Co-founded the public charter school by partnering in the writing of the school’s charter: for current charter, creation of the CMO and replication of schoolParticipated in the multi-round charter approval process with the Achievement School DistrictConducted all the community meetings to meet and answer questions for stakeholdersParticipated in fund-raising activities for the schoolCreated the school-wide systems for attendance, grading, and reportingCreated the culture of the school and trained school personnel on said culturesCreated the mission and vision for the school with school brandingManage the day-to-day operations of the schoolTrain school personnel on the creation and analysis of data, assessments and student performanceServe as the LEA Representative for Special Education, Special Education Coordinator, and the English as a Second Language teacher coordinatorSet the academic calendar for the schoolPartnered in the creation of the school’s gifted student program (ACE) and lead gifted teacherWorked with representatives from RISE to institute RTI-B in the schoolObserve teachers and provide direct feedbackWeekly meetings with Director of Operations, Dean of Students, Directors of Curriculum and InstructionLead weekly staff meetingsCreate, coordinate and teach Professional Development for all staffHelped to maintain the school in the top 5 of the Achievement School District for student academic growthCo-Founder & Principal: Cornerstone Prep SchoolJune 2009 – May 2012Chair of Arts and Science: Crichton CollegeJuly 2006 – June 2009Associate Professor of Criminal Justice: Crichton CollegeJuly 2006 – June 2009Instructor of Criminal Justice: LeMoyne-Owen CollegeJuly 2006 – June 2009Leadership Development Intensive: New MemphisOctober 2016Executive Leadership Training ProgramOther work and leadership experience and references available upon requestA.GregorySpillyardsgreg.spillyards@515 Melody Lane, Memphis, TN 38120(901) 827-6568PROFESSIONAL EXPERIENCECUSHMAN & WAKEFIELD | COMMERCIAL ADVISORS - MEMPHIS - Senior Vice President (2014-Current)Founded, and currently lead, the Community Advisors team of Cushman & Wakefield | Commercial Advisors where primary purpose is to provide brokerage, management, redevelopment and financing expertise in underserved core city neighborhoods. This pursuit specializes in the unique real estate needs of nonprofit and public sector organizations in the greater Memphis, TN area. ()Clients Served Include:Advance Memphis (Acquisition/Brokerage) City Leadership (Lease Representation)Clayborn Temple Redevelopment LLC (Acquisition/Brokerage) Christ United Methodist Church (Lease Representation)Hope Christian Community Foundation (Acquisition/Brokerage)One Family Memphis/Tom Shadyac (Acquisition/Brokerage and Property/Project Management) Porter Leath (Acquisition & Disposition/Brokerage and Lease Representation)United Methodist Church Neighborhood Centers (Disposition/Brokerage)ASBURY THEOLOGICAL SEMINARY - Student (2011-2014)Completed Master of Divinity Degree (MDiv) - May 2014Participated in the inaugural “Oikonomia” cohort/internship sponsored by the Kern Foundation (Asbury - Office of Faith Work and Economics) Explored multiple forms of ministry through marketplace vocation.CHRIST UNITED METHODIST CHURCH - MEMPHIS - Director of Outreach (2010-2011)Served the church by developing, coordinating and executing an effective and comprehensive outreach plan along with providing leadership to and supervision of staff members and volunteers involved in the ministry.CBRE - MEMPHIS (2001-2010)Marketing/Brokerage, Industrial Asset Services (2007-2010)Charged with the task of Repositioning and Marketing Trammell Crow’s 3.2 Million Square Foot Memphis Portfolio in Challenged Geographic Location. Increased Portfolio Occupancy 20% by completing 110 Lease Transactions equaling a total value of $30 Million.Managed and completed $10 Million Capital Improvement Campaign alongside 7 person team while reporting to Executive Vice President of CB Richard Ellis Successful Tenant Retention Accomplished by Establishing Strong Relationships with Existing Tenants and the Brokerage CommunityDeveloped and Coordinated Marketing and Public Relations Strategies with a Goal to Effectively Communicate to the Business Community Information Regarding the Capital Improvements and New Ownership of the Park.Project Manager- Asset Services (2003-2007) Tenant Finish and Capital Construction Budgeting Project Evaluation/AssessmentDesign/Construction for Tenant and Capital ImprovementsCapital ForecastingProperty Manager-Asset Services (2001-2003)Budgeting and Reporting to Property Ownership and Developing Tenant Relationships.PROFESSIONAL MEMBERSHIPSTennessee Real Estate LicenseMemphis Area Association of Realtors (MAAR) Commercial CouncilCOMMUNITY ENGAGEMENT/LEADERSHIPChrist United Methodist Church Administrative Board Alliance for Nonprofit Excellence Board MemberUnited Methodist Neighborhood Centers Board Member Believe Memphis Academy Board MemberStage Door Productions Board Member - Vice PresidentEDUCATIONAsbury Theological Seminary - Master of Divinity Degree (MDiv) 2011-2014 University of Memphis - Bachelor of Business Administration 2000 Christian Brothers High School - Memphis 1995REFERENCESChad M. WilgenbuschAssociate Attorney, Baker Donelson Bearman & Berkowitz, PC 165 Madison Ave., Suite 2000Memphis, TN 38103Direct: 901.577.8272Cell: 901.596.1154cwilgenbusch@Michael DrakeCEO, MasterIT57 Germantown Court, Suite 201Memphis, TN 38018Direct: 901.377.7891mdrake@master-ADDITIONAL BOARD POLICIESOverview – Responsibilities of the Board of DirectorsThe Board of Directors holds the charter for Believe Memphis Academy Charter School.The Board is an organized group of volunteers who, collectively, are legally and ethically accountable to the community and the state for the health, vitality, and effectiveness of our organization. The primary role of the Board is “governance.” Governance encompasses legal responsibilities, general and academic oversight, planning and policy-making, and meeting fiduciary requirements.The Believe Memphis Academy Charter School Board Policy Manual contains the policies used to effectively govern the organization for the purpose of creating a high quality public charter school for the students and families of Memphis, Tennessee.Individual Board Member Responsibilities:Support and advocate for mission and vision of the schoolCommit 10 hours per month (includes meetings, phone calls, and emails)Attend monthly board meetings and actively serve on at least one committeeSupport decisions made by the board as a wholeCultivate community support for the schoolBoard Responsibilities:Support and advocate for mission and vision of the school. Evaluate and review the stated mission and purpose that articulates the organization’s goals, means, and primary constituents served.Select, support and evaluate the Head of School. Ensure the chief executive is qualified for the position, and ensure chief executive has the moral and professional support necessary to further the stated mission and goals of the school.Ensure effective planning. Actively participate in overall planning process and assist in implementing and monitoring the plan’s goals.Monitor and strengthen programs and services. Determine alignment of programming with mission of the school and monitor their effectiveness.Ensure adequate financial resources. Secure adequate resources for organization to fulfill mission.Protect assets and provide proper financial oversight. Assist in developing the annual budget and ensure proper financial controls are in place.Build a competent board. Define prerequisites for candidates, orient new members, and annually evaluate board’s performance.Ensure legal and ethical integrity. Ensure adherence of school to legal standards / ethical norms.Enhance the school’s public standing. Clearly articulate the school’s mission, accomplishments, and goals to public and garner support from community.Section 1 – The SchoolMission, Vision, and Principles of DesignMission. Believe Memphis Academy prepares scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.Vision. Too often in Memphis and across our nation, student demographics determine their destiny. Within Memphis, communities that have high percentages of students of color and families who are socio- economically disadvantaged have consistently had the lowest student achievement performance in the city. We believe that the children in Memphis, regardless of background, can measurably demonstratethat demographics do not determine achievement or destiny when they are afforded a high-quality public school option designed on research- and practice-proven elements, and led by a high capacity, mission- driven team. Believe Memphis Academy Charter School (“Believe Memphis Academy”) is a 4th through 8th grade school that will put the students of Memphis, many of whom have been historically underserved in traditional public schools, on the path to college and a life of opportunity.School Legal StatusBelieve Memphis Academy Charter School is proposed to be a Shelby County Schools District charter school. Believe Memphis Academy will operate pursuant to a charter being granted by the Shelby County Schools District, a department of the Tennessee Department of Education, upon charter application approval. Believe Memphis Academy Charter School is a public school, and its status as a nonprofit corporation does not affect its status as a public school. However, for governance, finance, and administrative purposes, Believe Memphis Academy operates as a Tennessee nonprofit corporation. The nonprofit’s Articles of Incorporation and non-profit status are provided as addendum to this manual.Non-Discrimination PolicyThe officers, directors, committee members, employees, and persons served by this corporation shall be selected entirely on a nondiscriminatory basis with respect to age, sex, race, religion, national origin, and sexual orientation. It is the policy of Believe Memphis Academy Charter School not to discriminate on the basis of race, creed, ancestry, marital status, gender, sexual orientation, age physical ability, veteran’s status, political service or affiliation, color, religion, or national origin in admissions, hiring, selection or appointment to any office.Section 2 – The BoardDecision MakingBelieve Memphis Academy Charter School has been created to serve students. All decisions by the Board of Directors and the administration should be made within the parameters of the mission and vision of the school, always keeping in mind the interest of students.Policy MakingThe Board shall be solely responsible for adopting, repealing or amending policies for Believe Memphis Academy Charter School. Action by the Board shall be accomplished as set forth in the bylaws.Except in cases of special need, the Board shall follow the following procedure in adopting, repealing or amending policies at Believe Memphis Academy:The First Reading. The proposed policy shall be submitted for approval on first reading at a regular or special meeting of the Board called for that purpose. The proposed policy shall be contained in the Board packet distributed prior to the meeting. At first reading the Board shall receive public comment and comments from the sponsor of the proposed policy. A vote of the Board will be taken after the reading, and if the amendment receives a simple majority vote of the Directors present at the meeting, it will be placed on the agenda for a second reading at the next meeting of the Board.The Second Reading. If the proposed policy is approved on first reading, it will be placed on the agenda and considered at the next regular or special meeting of the Board called for that purpose. No amendment shall be adopted at second reading unless the amendment receives a two-thirds vote of the Directors present at the meeting. If the proposed policy is adopted upon second reading it shall become a policy of Believe Memphis Academy, and the Policy Manual shall be amended accordingly.Special Need. Upon a two-thirds (2/3) vote of the Directors present at a regular or special meeting called for that purpose, a special need may be declared. If a special need is declared, a policy may be adopted on first reading.A proposed policy should reference the policy provision it will be amending. Ideally, the entire policy will be reprinted with new language in all caps, and language to be deleted lined out. New policies should include the proposed table of contents, policy title, and code number.Board Review of Administrative ProceduresThe Board recognizes its role of ensuring the fiscal and organizational health of the school through oversight and continuous progress monitoring The Head of School shall be responsible for the day-to- day administration of affairs of Believe Memphis Academy and shall manage all activities of the school as prescribed by the Board. As a result, the Board need not review administrative policies and regulations in advance of issuance except as required by law. However, the Board should approve in advance any highly sensitive matters of policy and/or regulations that have the potential to impact its duties and obligations to Believe Memphis Academy and/or the Tennessee Department of Education. To that end, the Head of School shall exercise his or her discretion to identify and bring to the Board’s attention any such policies and regulations prior to issuance.Administrative policies and regulations should reference existing Board policy when applicable. The Board reserves the right to review administrative policies and regulations at its discretion. However, the Board shall revise or veto such regulations only when, in its judgment, such regulations are inconsistent with the Board’s policies.Summary of Tennessee Open Meeting LawThe Open Meetings Act, commonly referred to as "Sunshine Law," is found in T.C.A. § 8-44-101 et seq. Any action taken in a meeting in violation of any of foregoing requirements is void. T.C.A. § 8-44-105. The requirements of this law are as follows:All meetings of any governing body are declared to be public meetings and must be open to the public at all times. T.C.A. § 8-44-102;Adequate public notice of all regular and special meetings must be given. T.C.A. § 8-44-103;The minutes of the meetings must be recorded and open to public inspection and at a minimum must contain a record of the persons present, all motions, proposals and resolutions offered, the results of any votes taken, and a record of individual votes in the event of a roll call. T.C.A. § 8-44- 104(a); andAll votes must be by public vote, public ballot, or public roll call; secret votes are prohibited. T.C.A.§ 8-44-104(b).Board Attendance PolicyPurpose. This policy was developed with the recognition that Board membership is voluntary and that individual members contribute their time and energy in different ways. However, because Board meetings are the only forum during which the Board can discuss and vote on major school policies and decisions, attendance at these meetings carries a special importance. All Board members will receive a copy of this policy to ensure that everyone is properly informed about the expectations for Board attendance. Definitions. “Notified” Absence: For absence to be “notified,” a Board member must notify the person running the meeting (usually Chair or Vice-Chair) by 12:00pm the day of the meeting that s/he will be absent. “Un-notified” Absence: For absence to be “un-notified,” a Board member failed to notify the person running the meeting (usually Chair or Vice-Chair) by 12:00pm of meeting day that s/he will be absent. Unsatisfactory Attendance. If any of the following conditions exist, an individual board member will be considered to have unsatisfactory attendance: (1) the member has two “un-notified” absences in a row; (2) the member has three “notified” absences in a row; or (3) the member misses one third of the total number of Board meetings during one of their term years. Process for Responding to Unsatisfactory Attendance. The Board Vice Chair will keep track of Board member attendance through Board meeting minutes and will provide this information to the Chair. The Chair will directly contact aBoard member at risk of potentially violating the policy to issue both verbal and written warning as well as discuss the problem. If a Board member does violate the policy, the Chair will bring this to the Board’s attention for discussion, after which point a majority vote will be held to determine possible termination from the Board.Public Attendance at Board MeetingsBelieve Memphis Academy will provide opportunities for any member of the community to express interest in and concern for the school. Accordingly, all community members will have access and be notified well in advance of all open meetings of the Board. A pre-scheduled time for public comment shall be a part of every regular Board meeting. The Board reserves the right to establish reasonable time limits for such public comment.Meetings are closed to the public only when the Board is meeting in executive session. An executive session may be called only to discuss matters not appropriate for public discussion, as defined under Tennessee law. An executive session may be called only upon the affirmative vote of two-thirds of the quorum present. No formal action of the Board may be taken in any executive session.Persons who wish to make requests, presentations, or proposals to the Board should direct any inquiry to the Head of School, who will respond according to the following procedures:The Head of School will consult with the Board Chair and, if appropriate, other Board members about including the request on the agenda for the next regularly scheduled Board meeting.If the item is included on the agenda, the Board will receive in their packet for the next regularly scheduled meeting written information directly from the person making the request. If specific Board action is being requested, that action should be in the written document.The person may present their information orally to the Board when the agenda item is discussed. The Board reserves right to establish reasonable time limits for public comment and presentations.Notice of meetings of the Believe Memphis Academy Board shall be posted in the school offices and on the school website at least 7 days prior to the meeting and in full compliance with all public meeting laws in the state of Tennessee.Standing CommitteesAcademic Achievement Committee – The Academic Achievement Committee will be responsible for reviewing school assessment policies and procedures and ensuring that those policies conform to district and state standards. The Academic Accountability Committee is also responsible for reviewing results of school assessment programs and reporting findings to the Board. Finance Committee – The Finance Committee is responsible for reviewing and submitting an annual balanced budget to the Board and, after Board approval, making the budget available to the public. The Finance Committee will also oversee preparation of the annual report, including audited financial statements, and other exhibits required by the Tennessee Department of Education, and make them available to the public as stated in Tennessee law. Governance Committee – The Governance Committee is responsible for setting criteria for Board election, and identifying and evaluating candidates for the Board of Directors. The Governance Committee will present a slate of candidates for election to the Board at least once annually. Election will be by a simple majority of the sitting Board. The Governance Committee will also conduct the Board self-evaluation, described in Section 2.13, and write and review all board policy.Ad-Hoc-CommitteesThe Believe Memphis Academy Charter School Board of Directors reserves, per its bylaws, the ability to appoint ad-hoc committees of an advisory nature regarding pertinent business of the board comprised of board members or community members appointed by the board.Board Fundraising PolicyThe Believe Memphis Academy Charter School Board of Directors is a 100% giving Board. Board members are expected to give an annual monetary gift to Believe Memphis Academy and are asked to make Believe Memphis Academy a priority in their personal giving. Board members are expected to be involved in fundraising by using their personal and business connections when appropriate, by soliciting funds when appropriate, by serving on fund-raising committees, and by attending fund-raising events.Board Election ProceduresThe Governance Committee shall prepare and submit to the Board a report of the nominees it recommends for election to the Board. The number of seats available shall be determined in accordance with the by-laws. Whenever possible, nominated board member credentials will be presented one meeting prior to their election. Board members will be elected by a 2/3 vote of the quorum present at the meeting during which elections are held. Each director shall serve from the next scheduled Board meeting after the election until the end of his or her term as determined by the Board.Board Self EvaluationThe Board believes that efficient and effective performance of the Board itself can have a significant impact on the overall success of the school and is an essential component of good governance. Therefore, the Board will conduct an annual assessment of its own work. The Governance Committee will conduct the assessment. This Committee shall determine the format of the assessment, but it must include a formal written survey/self-assessment tool. The evaluation process should be designed to encourage constructive feedback aimed at improvement.Indemnification PolicyBelieve Memphis Academy will purchase and maintain Directors and Officers Liability Insurance (often called D&O), liability insurance payable to the directors and officers of a corporation, or to the organization(s) itself, as indemnification (reimbursement) for losses or advancement of defense costs in the event an insured suffers such a loss as a result of a legal action brought for alleged wrongful acts in their capacity as directors and officers. The corporation will not provide indemnification for items arising from the individual’s participation in an excess benefit or self-dealing transaction. Indemnification may also be denied in a proceeding brought by or on behalf of the corporation (except for expenses), if it is determined that the indemnitee did not meet the standard of conduct required. This indemnification includes expenses (including attorneys’ fees), judgments, fines, and amounts paid in settlement actually and reasonably incurred by him/her in connection with such action, suit, or proceeding if s/he acted in good faith and in a matter s/he reasonably believed to be in or not opposed to the best interests of the Corporation. With respect to any criminal action or proceeding, s/he must also have had no reasonable cause to believe his/her conduct was unlawful.Section 3 – Ethics1.1 Confidentiality PolicyIt is the policy of Believe Memphis Academy that directors and employees may not disclose, divulge, or make accessible confidential information belonging to, or obtained through their affiliation with Believe Memphis Academy to any person, including relatives, friends and business and professional associates, other than to persons who have a legitimate need for such information and to whom Believe Memphis Academy has authorized disclosure. Directors and employees shall use confidential information solely for the purpose of performing services as a director or employee for Believe Memphis Academy. This policy is not intended to prevent disclosure where disclosure is required by law. Directors must exercise good judgment and care at all times to avoid unauthorized or improper disclosures of confidential information. Conversations in public places, such as restaurants, elevators, and airplanes, should be limited to mattersthat do not pertain to information of a sensitive or confidential nature. In addition, directors and employees should be sensitive to the risk of inadvertent disclosure and should for example, refrain from leaving confidential information on desks or otherwise in plain view and refrain from the use of speaker phones to discuss confidential information if the conversation could be heard by unauthorized persons. At the end of a director’s term in office or upon termination of an employee’s employment, he or she shall return, at the request of Believe Memphis Academy all documents, papers, and other materials, regardless of medium, which may contain or be derived from confidential information, in his or her possession.Section 4 – LeadershipHead of School PolicyThe Board shall rely on its Chair and the Head of School to provide professional and administrative leadership. The Head of School shall be hired by and report directly to the Board of Directors.The Head of School will be responsible for the day-to-day administration of the school’s affairs and will manage and direct all activities of the organization as prescribed by the Board. The Head of School will have the power to hire and discharge employees of the school and will oversee and direct their activities in carrying out the work of the school. The Head of School is the Board’s only link to operational achievement and conduct, so that all authority and accountability of staff, as far as the board is concerned, is considered the authority and accountability of the Head of School. The Head of School will, directly or indirectly, supervise all other staff members employed by the school and is responsible for selecting staff members, conducting staff evaluations, and recommending compensation levels. Accordingly:The Board will never give instructions to persons who report directly or indirectly to the Head of School.The Board will refrain from evaluating any staff other than the Head of School.The board will use the performance of the school as a primary indicator of the school leader's performance.Annual Head of School Performance EvaluationCharter schools receive autonomy over fiscal management and the academic program in exchange for accountability, which measures the school’s attainment of specific mission-oriented academic, operational, and governance goals. The Board of Directors’ key responsibility is to manage the school through the performance of the Head of School of Believe Memphis Academy Charter School. There are three core purposes of the evaluation: to recognize areas of particular strength and success, to identify areas for improvement and/or focus, articulate areas for improvement and/or focus, and to inform the board’s request for a plan of action from the school leader that addresses how the goals in the charter will be met. Annually, the Board will convene an ad hoc Head of School Evaluation Committee, to consist of three members to include the Board Chair, the Treasurer, and a member of the Academic Accountability Committee. The Committee will conduct the evaluation in accordance with its Head of School Evaluation Protocol (which provides guidelines for: how to gather information to inform the evaluation; a timeline for evaluation activities that aligns with the school year; and what to include in the written evaluation document).Leadership Sustainability PolicyThe Believe memphis Academy charter school will have a sustainability policy that:Ensures ongoing and continuous development of leadership capacity at the Head of School and Board levels.Responds in a timely and effective manner to an emergency leadership transition.Responds in a timely and effective manner to a planned leadership transition.Section 5 – Media PolicyMedia PolicyThis Media Policy applies to all employees of Believe Memphis Academy as well as members of the Board of Directors. This policy covers all external news media including broadcast, electronic, and print.To ensure the quality and consistency of organizational information disseminated to media sources, the following policy shall be enforced:All media contacts are to be handled by the Head of School, or his or her designee, regardless of who the media representative is or whom he or she represents or how innocuous the request.All press releases or other promotional materials are to be approved by the Head of School or his or her designee prior to dissemination.If a reporter, producer, or other news media person should contact an employee of Believe Memphis Academy or a member of the Board of Directors, the individual who is contacted should refer the media person to the Head of School.Section 6 – Finance and AccountingThe Board of Directors of Believe Memphis Academy Charter School will ratify, annually review and maintain a separate Fiscal Policy Manual to cover the robust breadth and depth of fiscal compliance and governance. This Policy Manual will contain clear policies to provide for legal compliance, best practices in alignment with Generally Accepted Accounting Principles and best-in-class fiscal governance.In order to establish these policies, Believe Memphis Academy will consult with a back office provider in creating a draft financial policy handbook which will ultimately be approved by the Board. The policies and procedures will detail the internal institutional controls necessary in reporting, procurement, purchasing, and all transactional approvals. The Head of School, Director of Operations, and Treasurer will serve as the three chief financial agents of the organization; all processes requiring the disbursement and management of funds will require the proper segregation of duties and double approvals necessary to ensure fiscal oversight, and compliance with the law and GAAP. Minimally, the policies will outline:Preparation of financial statements such as Balance Sheets, Cash Flow, YTD Actuals to ensure timely, accurate review by the Finance Committee and Board of DirectorsBudgeting creating and approval process which allow for thorough review by the Finance Committee and approval for timely submission to the authorizerSecuring a reputable auditor, and engaging in an annual auditBank account management and segregation of duties between issuing and signing checks, opening and closing accounts, and completing monthly reconciliationsPetty cash management policy and deposit policyContracting and RFP thresholds processes and policiesPurchasing controls and segregation of dutiesManagement and the Treasurer will collaborate with a back-office provider to create a draft financial policy manual, which will be reviewed by the Finance Committee and ultimately approved by the Board.Attachment G: Organizational Chart Year 1 of Operations, 2018-19MissionBoard of DirectorsHead of SchoolDirector of OperationsGeneral Education Teachers (6)Special Education TeacherPE TeacherFront Desk CoordinatorFull Capacity – Year 6 of Operations, 2023-24MissionBoard of DirectorsHead of SchoolDirector of OperationsLower Academy DirectorMiddle Academy DirectorSpecial Education CoordinatorFront Desk CoordinatorContent Chairs (3)Grade Level Chairs (2)PE TeacherContent Chairs (3)Grade Level Chairs (3)Enrichment Teachers (2)Special Education Teachers (2)General Education Teachers (8)General Education Teachers (10)Special Education AssistantJUNGHOO (DANNY) SONGAddress: 2361 Eastwood Ave * Memphis, TN 38112Cell: (901) 275-5652 * Email: dsong@PROFILE & OBJECTIVE“Urban education is the greatest social justice and civil rights issue facing America today.” – Memphis Teacher ResidencyEDUCATIONMaster of Arts in Education with emphasis in Urban Education, May 2010 UNION UNIVERSITY, Germantown, TNGPA: 4.0TN Licensure: Secondary English (7-12), Middle School Certification (4-8), Reading (K-12)Bachelor of Arts in Communication Arts with a major in Journalism, May 2009UNION UNIVERSITY, Jackson, TNGPA: 3.51Major GPA: 3.91Minor: EnglishPROFESSIONAL EXPERIENCEBUILDING EXCELLENT SCHOOLS, Fellow and Proposed Founder of Believe Memphis Academy, 2016-presentPart of a year-long intensive, leadership development fellowship studying the practices of the highest achieving charter schools across the country to inform the school design of a proposed charter school in Memphis.ROCKETSHIP EDUCATION, Rocketship Nashville Northeast Elementary, Nashville, TN, 2014 – 2015Assistant Principal, 2015 – presentSupported intellectual preparation and execution of conceptual mathematics in grades K-4.Grade level manager for grades 2-3. Managed teacher expectations and organized grade level events.Founding 3rd/4th Grade Math Teacher, 2014 – 2015Joined the founding team at RNNE to launch the first Rocketship school in Tennessee.Achievement: 2nd highest TVAAS growth score across all elementary schools in Nashville.TEACH FOR AMERICASchool Director, Greater Nashville Regional Institute, Summer 2016Managed high school site with 23 corps members, 4 instructional coaches, 4 specialists, and director of operationsTAL-Teacher Leadership Specialist, Memphis Regional Institute, Summer 2014Facilitated sessions in within a Teaching as Leadership framework for 91 corps members across two school sites.*Achievement: Highest corps member satisfaction ratings in regionCAPSTONE EDUCATION GROUP, Cornerstone Prep School–Lester Campus, Memphis, TN, 2012 – 2014Founding 5th Grade ELA Teacher, 2013 – 2014*Achievement: Level 5 TVAAS; Highest Reading/Language Arts growth within the Achievement School DistrictAsst. to the Executive Director, June 2013 – August 2013Served as thought-partner to executive director on operational, cultural and academic vision of school. Oversaw launch of inaugural Cornerstone Prep-Memphis Teacher Residency partnership in MTRCamp.Founding Dean of Students, 2012 – 2013Created school-wide systems that fostered a strong culture for learning. Supported and developed teachers and managed the special education team.VERTIAS COLLEGE PREPARATORY CHARTER SCHOOL, Memphis, TN, 2010 – 20126th/7th Grade Math Teacher, 2011 – 2012Founding 6th Grade Math Teacher, 2010 – 2011Achievement: Achieved Level 5 teacher status as evaluated by TVAAS in both years (2010-2012) 96% of 7th grade class scored Proficient/Advanced, 63% Advanced, on TCAP (2011-2012)MEMPHIS TEACHER RESIDENCY, Memphis, TN, 2009 – 2010Secondary English Teaching Resident, 2009 – 2010Residency: Booker T. Washington High School (Fall 2009), Kingsbury Middle School (Spring 2010)Extra-Curricular: Assistant Soccer Coach for KMS boys’ teamJUNGHOO (DANNY) SONGAddress: 2361 Eastwood Ave * Memphis, TN 38112Cell: (901) 275-5652 * Email: dsong@PROFESSIONAL REFERENCESStephanie PattonAssociate Director, The FellowshipBuilding Excellent Schools Phone: 617.921.1638Email: spatton@David MontaguePresidentMemphis Teacher Residency Cell: 901.937.4680Email: david@Bianca JonesPrincipalRocketship Nashville Northeast Elementary Charter School Cell: 615.788.4000Email: bjones@INTRODUCTIONFor the benefit of all employees, both new and experienced, we would like to acquaint you with the policies governing employment with Believe Memphis Academy Charter School (“the School” or “Believe Memphis Academy”). This manual sets out and explains the School’s basic employment policies and supersedes all previous manuals and written or implied policies.Occasionally, it may become necessary to modify, change, update, revoke, replace or even terminate the policies outlined in this manual, and the School reserves the right to make changes at any time at its discretion. Generally, you will be informed about the change, but changes may also be made without notice. The language in this manual is provided for informational purposes only. It contains some of the policies and practices of the School but is not intended to be a statement of all policies and practices. They are not intended to, and do not, create or constitute a contract of employment or promise of any kind between the School and its employees. No agent or other representative of the School, except the Head of School, has the authority to make any promises, representations or statements concerning employment for a specified period of time or contrary to the policies outlined in this handbook.This manual applies to all employees of the School, unless otherwise stated. At all times, the School remains solely responsible for the interpretation of this manual’s provisions and their applications. In applying its policies, procedures and benefits, the School retains the right to make decisions based on the Administration’s assessment of its needs and consideration of the specific facts and circumstances presented by each situation. If you have any questions, please do not hesitate to contact the Head of School.We are grateful to the support of Building Excellent Schools for sharing resources that informed the creation of this manual. In particular, we have adopted several policies from Liberty Collegiate Charter School, a high-performing public charter school in Nashville, Tennessee.SECTION 1 – EMPLOYMENT POLICIESEqual Opportunity EmploymentBelieve Memphis Academy is an Equal Employment Opportunity (EEO) employer, and makes all employment decisions based on qualifications to perform the work without regard to race, color, age, sex, religion, national origin, disability, veteran status, marital status, gender identity, sexual orientation, or any other characteristic protected by law. All employment decisions at Believe Memphis Academy are made in a non-discriminatory manner, and are based on the needs and requirements of the School and qualifications, abilities, and merits of each individual applicant.Non-Discrimination Policy/Anti-Harassment PolicyBelieve Memphis Academy expressly prohibits any form of unlawful discrimination or harassment based on race, color, age, sex, religion, national origin, disability, veteran status, marital status, gender identity, sexual orientation, or any other characteristic protected by law.Harassment may include, but is not limited to, derogatory, vulgar or offensive comments or jokes, and distribution of written or graphic material containing such comments or jokes. Sexual harassment is considered to be:Unwelcome sexual advances, requests for sexual favors, and all other verbal or physical conduct of a sexual or otherwise offensive nature, especially whereSubmission to such conduct is made either explicitly or implicitly a term or condition of employment;Submission to or rejection of such conduct is used as the basis for decisions affecting an individual’s employment; orSuch conduct has the purpose or effect of creating an intimidating, hostile, or offensive working environment.Offensive comments, jokes, innuendoes, and other sexually oriented statements.Sexually explicit or offensive pictures, greeting cards, articles, books, magazines, photos, cartoons or other written of pictorial materials.Employees who experience any job-related discrimination or harassment based on their race, color, age, sex, religion, national origin, disability, veteran status, marital status, gender identity, sexual orientation, or any other characteristic protected by law, or believe that they have been treated in an unlawful, discriminatory manner, should report the incident to their supervisor or to the Head of School. If the Head of School is the person who is alleged to have caused the discrimination or harassment, the complaint may be filed with the Board Chair. Complaints will be investigated promptly, and will be kept confidential to the extent possible.If Believe Memphis Academy determines that an employee has engaged in inappropriate, harassing, unlawful, or otherwise prohibited discriminatory conduct, disciplinary action may be taken against the offending employee, up to and including termination of employment.Believe Memphis Academy prohibits retaliation for reporting, in good faith, unlawful discrimination, harassment, or retaliation or for assisting in any investigation following and relating to a complaint.Accommodations of Individuals with DisabilitiesQualified individuals with a disability may make a request for reasonable accommodation to the Head of School. On receipt of an accommodation request, the Head of School will meet with the requesting individual to discuss and identify the precise limitations resulting from the disability and the possible reasonable accommodation(s) that Believe Memphis Academy might make to help overcome those limitations. Believe Memphis Academy may request medical certification from the individual’s doctor in order to verify the disability and the precise nature of the limitations.Employment ChecksTo help ensure that all staff members at Believe Memphis Academy are of the highest quality, we will conduct extensive checks of employment references, educational verification and Criminal Offender Record Information (CORI) on all applicants prior to extending an offer of employment. Your employment with Believe Memphis Academy is contingent on your timely cooperation in and satisfactory results from background checks (both at the time of hire and from time to time during employment).Employment at WillAn employee’s relationship with Believe Memphis Academy is an employment “at will.” Accordingly, either the employee or the School may terminate the employment relationship at any time with or without cause. However, no person other than the Head of School has authority to enter into any agreement for employment for any specified period of time and any such agreement must be in writing.Performance ReviewIn order to constantly improve as a School, staff members of Believe Memphis Academy must continuously reflect upon and work to progress their craft. Performance reviews and evaluations, both informal and formal, will be an integral part of every staff member’s professional development.SECTION 2 – SCHEDULES and COMPENSATIONEmployment ClassificationsAll employees of Believe Memphis Academy will be classified as either full-time or part-time, and either exempt or non-exempt. The School may also hire consultants and/or temporary employees.Full-time employees: Full time employees are those who are scheduled to work the full-academic year and who work no fewer than 40 hours per week. All full-time employees are eligible to participate in the School’s benefits program.Part-Time Employees: Part time employees are those who work fewer than 40 hours per week. Part-time employees are not eligible to participate in the School’s benefits program.Exempt/Non-Exempt: Believe Memphis Academy will abide by the Fair Labor Standards Act (FLSA) in determining whether an employee is exempt or non-exempt. Employees classified as exempt are not eligible to receive overtime pay.Consultant: Consultants are independent contractors who work under a consultancy agreement. Consultants have no employee status, and are not eligible for benefits.Temporary Employee: Temporary employees are those employees whose employment with the School is for a limited period, generally not exceeding two academic quarters, or five months, whichever is greater. Temporary employees are not entitled to participate in the School’s benefits program.2.2 Work Day SchedulesThe job of an educator is never finished. To that end, all Believe Memphis Academy employees are expected to work as many hours each day as needed to contribute fully to the fulfillment of the School’s mission. Teachers begin employment on the first day of Summer Training Camp and end June 30 the following year. Unless otherwise agreed upon with the Head of School, all staff must arrive at School at least thirty (30) minutes prior to the start of morning work. Staff must remain at School until the completion of student dismissal, unless there is an event scheduled during the evening or the weekend, in which case staff may need to stay later.Pay ScheduleEmployees are paid twice per month, on the 15th and 30th of the month (or last day of the month for February). All requisite contributions to benefits will be split evenly between these paychecks.School ClosingsIn the event of poor weather conditions such as heavy snow, ice or rain, please listen to local TV or radio stations for relevant information regarding School cancellations or delays. Believe Memphis Academy follows the delay and cancellation policies of Shelby County Schools. If SCS is closed or delayed, this Believe Memphis Academy will follow suit, accordingly. Staff are expected to be responsive to email and phone calls on these days, and all deadlines, submissions or projects due on this day should be submitted, when possible, electronically. Issues should be directed to Head of School or designee.Instructional time that is lost as a result may be made up by adding an equal number of days to the end of the School year. This decision will be made by the Head of School.BenefitsThe Employee is eligible to participate in the benefits program available to all full-time employees, including health, dental, life, and disability insurance benefits, subject to the terms and conditions of the benefit plans. If the Employee chooses to participate in the health, dental, life, and disability insurance benefits Plans, s(he) will be responsible for payment of the employee’s share of the premiums.SECTION 2 – TIME AWAY FROM WORKSchool Vacations and Holidays: Academic Year EmployeesFull-time academic year employees are not expected to work on days on which the School closes for School vacations and holidays; however, teachers will continue to receive their salary during School vacations and holidays. With the exception of these School approved days and personal days, (described below) teachers do not receive vacation time.School Vacations and Holidays: Calendar Year EmployeesFull-time calendar year employees are employed year-round, including during days when the School closes for vacations. However, they are not expected to work on the following major holidays: Labor Day, Thanksgiving and the day after Thanksgiving, Christmas Day, New Year’s Day, Memorial Day, 4th of July In addition to sick and personal days described below, full-time administrators receive ten (10) days of paid vacation each summer. Vacation time must be requested at least 2 weeks beforehand and is subject to the approval of the employee’s supervisor. If the full-time administrator does not use all of his/hervacation days before June 30, s(he) will be compensated for the unused days, but they cannot be carried over to the next School year.Sick DaysEvery full-time employee is entitled to four (4) paid sick days per School year. If an employee is not able to report to work because of a sickness, or sickness to someone dependent on them for care such as a parent, spouse, partner, or child, it is expected that the employee will contact the Head of School with as much advance notice as possible, and by 5:30 am on the day of the absence, allowing enough time for Head of School to find substitute teacher or temporary help. Sick days will not roll over from year to year.Personal DaysEvery full-time employee is entitled to three (3) paid personal leave days per School year beginning September 1 to be available for use through June 30. Employees hired after August 1 in any given year are granted a pro rata portion of the three (3) personal leave days for that ten (10) month period immediately upon the first day of employment. Employees with unused personal leave days by June 30 of each year will receive compensation for these days following June 30. Personal days cannot roll over from year to year. Personal days need to be requested at least a week in advance and will be approved by the Head of School. Personal days may not be taken on days immediately before or immediately following a school vacation or holiday.Jury DutyAll employees will be granted jury duty leave when summoned for jury duty for the duration of their service. Employees summoned for jury duty should inform the Head of School immediately so that alternative accommodations can be made. Employees will be paid regular wages for up to five days of actual time served on jury duty. Thereafter, jury duty will be unpaid. Employees are expected to return to work on any day or portion of a day they are released from jury duty.Bereavement PolicyFull-time employees are entitled to take up to five (5) consecutive days off, with pay, to attend to a family death. Employees may be granted additional time without pay or may use unused personal leave days for additional bereavement leave. For these purposes, family is defined as a spouse, domestic partner, child, parent, sibling, grandparent or grandchild and the child, parent, sibling, grandparent or grandchild of a spouse or domestic partner.Military LeaveThe Unified Services Employment and Re-employment Act (USERRA) provides job-protected leaves of absence to employees who serve in the military for up to five (5) years (cumulatively) and who are honorably discharged at the conclusion of their service. Such leave will be granted whether the service is voluntary or involuntary.Family Care, Maternity, and Adoption Leaves of AbsenceFull-time employees who have completed at least ninety (90) days of continuous employment will be entitled to an unpaid leave of absence for family care, maternity or adoption. An employee may apply for a family care leave of absence to care for certain members of his/her immediate family (parents, children, spouse, domestic partner, siblings, and grandparents) due to the family member’s serious health condition. Family care leaves of absence also may be used to care for a newborn or newly adopted child as maternity leave, paternity leave, and adoption leave. Family care leaves of absence may be authorized for up to twelve (12) weeks. Proper documentation may be required for these leaves.An employee may apply for a maternity leave of absence as a result of her pregnancy or childbirth or the pregnancy or childbirth of the employee’s spouse of domestic partner. A maternity leave of absence may consist of two types of leave: 1) a disability leave of absence, (for the employee’s period of actual disability), and 2) a family care leave of absence (for any additional period of time requested by the employee to care for the newborn child). Total leave time may be up to twelve (12) weeks. If theemployee is disabled due to pregnancy for longer than twelve (12) weeks, the employee may continue to qualify for disability leave. The family care portion of a maternity leave must be concluded within the twelve (12) month period following the date of the child’s birth. An employee may apply for an adoption leave of absence for the adoption of a child or placement of a foster child in the employee’s home. Adoption leaves of absence may be authorized for up to twelve (12) weeks. The adoption leave of absence must be concluded within twelve (12) months following the date of the adoption or placement.Returns from LeaveIf an employee returns to work at or before the scheduled expiration of a leave of absence and within twelve (12) weeks, he or she is entitled to return to the same or an equivalent job, if available, with no reduction in salary or benefits. If an employee requires more than one family care leave of absence in any rolling twelve (12) month period, then the employee’s job will be held for a total of ninety (90) days. The ninety (90) day period will include all leave time used in connection with all family care leave taken during the previous twelve (12) months, not just the leave time used in connection with the current leave. If an employee does not return to work at or before the scheduled expiration of the leave, the employee will be considered to have voluntarily resigned.SECTION 4 – PROFESSIONAL CONDUCTDress CodeAll staff members are expected to set a positive example for students by dressing professionally when performing any duties associated with the School. Dresses and blouses may be sleeveless, but only in the most literal sense—any form of tank top is prohibited. The following items are considered to be inappropriate: jeans, shorts, tank tops, sweat suits, flip-flops or sandals, and leggings. In addition, ripped or soiled clothing is always inappropriate.Please note that if a staff member comes to school dressed in an unprofessional manner, s(he) may be asked to return home to find more suitable garments. Exceptions to this policy will be made on certain occasions (e.g. Field Trips, etc.) and for certain staff, such as the fitness instructor.Tobacco-Free Workplace PolicyEmployees may not use any tobacco products on School grounds, anywhere off School grounds that is visible from School grounds, or anywhere that it could be reasonably expected to encounter students during or outside of the School day. Any violation of this policy may result in disciplinary action.Drug-Free Workplace PolicyIn accordance with the Federal Drug-Free Workplace Act, which requires that Schools maintain a drug- free workplace as a condition of receiving federal grants and contracts, Liberty Collegiate Academy prohibits the possession, distribution or use of alcohol or any illegal narcotic, drug, or controlled substance on its premises or during any School activity. Employees who report to work under the influence of alcohol or of an illegal drug, narcotic, or controlled substance will be subject to disciplinary action, including immediate discharge. An employee taking prescription medicines as prescribed for that employee by a licensed medical doctor will not be in violation of this policy.Cellphone PolicyDuring any act where staff are responsible for monitoring students, they are prohibited from using cellphones or personal digital assistants (PDAs) for any reason including phone calls, texting, or web access. This includes while staff are teaching, monitoring groups (e.g. lunch, breakfast, emergency drills, etc.) or while representing the School at official functions. Staff members who are issued School cellphones as part of their duties are exempt from this policy, but phones should be used only as needed to the fulfill functions objectives and of job.Electronic Mail, Communications and Information Systems PolicyThe School’s email and other computer applications are intended for use by employees engaged in administrative or educational work. Employees who use these systems for personal communications aresubject to the terms of this policy. The School reserves the right to review all email messages and Internet transactions, and users of the School’s systems have no right to privacy in messages either sent or received. The use of obscene or harassing language when sending email message is strictly prohibited. Similarly, employees may not use the Internet to send, access, display, download or print pornographic or sexually explicit materials, derogatory, racial or religious messages, or other material which a reasonable person would find offensive. Such conduct may be grounds for discipline, up to and including munications ExpectationsStaff is expected to check email and voicemail a minimum of three times daily. All non-emergency emails and voicemails that require a reply should be responded to within 48 hours. Replies may let the party know that you will get back to them with further information at a specific, later time. All emails and their content should be treated confidentially. No papers, fliers, surveys or other information may be distributed in the School without written approval from an administrator.Media PolicyThis Media Policy applies to all employees of Believe Memphis Academy as well as members of the Board of Directors. This policy covers all external news media including broadcast, electronic, and print.To ensure the quality and consistency of organizational information disseminated to media sources, the following policy shall be enforced: All media contacts are to be handled by the Head of School, or his or her designee, regardless of who the media representative is or whom he or she represents or how innocuous the request; All press releases or other promotional materials are to be approved by the Head of School or his or her designee prior to dissemination; If a reporter, producer, or other news media person should contact an employee of Believe Memphis Academy or a member of the Board of Directors, the individual who is contacted should refer the media person to the Head of School.ConfidentialityIt is the policy of the School to ensure that the operations, activities and business affairs of the School are kept confidential to the greatest possible extent. If during the course of employment, the employee acquires confidential information or proprietary information about the School and its students, such information is to be handled in strict confidence and is not to be discussed with persons outside the School. Such confidential information includes, but is not limited to, the following: student records, compensation, certain policies and procedures and, and building and security-related information. Employees are responsible for the internal security of such information. Please remember that keeping all of the School’s proprietary information confidential is part of your employment arrangement with the School. This obligation shall remain in effect during your employment at the School and at all times thereafter.Mandated Reporter PolicyAll School personnel are mandated reporters of suspected abuse and/or neglect. Mandated reporters are required to report suspected child maltreatment immediately when they have “reasonable cause to believe that a child who is 17 years of age or younger and known to them in a professional or official capacity has been harmed or is in danger of being harmed –physically, sexually, or through neglect—and that a caregiver either committed the harm or should have taken steps to prevent the child from harm.” “Once you become aware that a student may be a victim of abuse or neglect, you MUST take the following steps:Notify the Head of School of the situation.Call the DCS hotline at 1-877-542-plete an incident report.The Head of School will assist you and the student in understanding the ramifications of the call and, when appropriate, will contact the parent/guardian. No one in the workplace, even a supervisor, is permittedto suppress, change, or edit a report of abuse. A mandated reporter who willfully fails to report suspected incidents of child abuse or neglect is subject to license suspension or revocation, and commits a misdemeanor. Falsely reporting information to the hotline is also a misdemeanor.Property and Workplace SearchesTeachers may bring their own property to School for use in their classroom or desk. The School is not responsible for any property lost or stolen during, or outside of School hours. To safeguard the safety and property of our employees, students and Believe Memphis Academy, the School reserves the right to inspect any packages, parcels, purses, handbags, briefcases, or any other possession or articles carried to and from work areas. Therefore, there is no reasonable expectation of privacy with regard to items brought onto the School premises. It is considered to be part of each employee’s job at Believe Memphis Academy to cooperate fully with such searches. Refusal to cooperate may lead to disciplinary action, up to and including discharge.Outside Employment and Activity PolicyHelping students achieve their full academic potential, and working to help the School realize its mission will take a significant investment of time from every staff member. To that end, employment outside of the School is strongly discouraged. Any outside employment that an employee decides to pursue must not conflict in any way with staff responsibilities within the School. Employees may not conduct outside work or use School property, equipment or facilities in connection with outside work while on School time.Additionally, outside employment or any kind of outside activities that may conflict with the employee’s position at Believe Memphis Academy must be reported to the Head of School for approval.Being Alone with StudentsNo staff member or other adult should be alone with any student, regardless of age or gender, behind a closed door or in any other isolated situation. When a situation arises that calls for a staff member to be alone with a student, it is the staff member’s responsibility to move to an open location, or to seat him/herself and the student where they are completely visible to passersby.Home VisitsOvernight stays by students in staff homes is strictly prohibited. Staff may not have students visit their homes unless they have advance written permission from the Head of School and parent/legal guardian of the child.ACKNOWLEDGEMENT OF RECEIPT OF MANUALI have received my copy of the Manual, which outlines the personnel policies of the School. I will familiarize myself with the information in the Manual and agree to observe these policies in all aspects.I recognize that the Manual does not constitute a contractual agreement and that either the School or I may terminate my employment at any time for any reason, with or without cause, and I understand that no manager or representative of the School, other than the Principal has any authority to enter into any employment agreement for a specified period of time or to make any promises or commitments contrary to the foregoing. Further, any such agreement, if made, shall not be enforceable unless it is in writing and signed by both myself and the Head of School. I understand that the information contained in the Manual represents guidelines only, and that the School may change, rescind or add to any policies, benefits or practices described in this Manual at any time at its sole and absolute discretion with or without prior notice.Employee’s SignatureDateEmployee’s Printed NameYear 0Year 1Year 2Year 3Year 4Year 52017-182018-192019-202020-212021-222022-239) SummaryPage 26 of 26Introduction. Shelby County Unified School District (SCS) requires a five-year financial outlook in addition to a budget for the planning year prior to the first year of operation of the school. Believe Memphis Academy completed the required state template information and has created an even more detailed look at the school’s proposed budget with the inclusion of an additional budget template in the appendix portion of the submission should the review committee want to see more detail. Provided below are details of the assumptions that went into the creation of the budget document. In this narrative sections have been organized around the various enrollment and student population assumptions, a summary of revenue and expense assumptions, a discussion of sustainability, cash flow, and finally, contingency plans.Enrollment and ADM Assumptions. We assume the following student enrollment plan.Grade LevelYear 1Year 2Year 3Year 4Year 54th60909090905th60609090906th0606090907th006060908th0005454Total120210300384414We plan to locate its school in the Medical District and recruit students primarily from the surrounding neighborhoods, specifically in the 38105, 38107, and 38126 zip codes. Despite the desire to locate and recruit within the Medical District community, leadership has also planned for alternative locations and understands that as a free choice SCS charter school, some students that enroll may be from outside the 38105, 38107, and 38126 zip codes. Believe Memphis Academy will backfill from grades 4-7, as we are confident in our ability to achieve the mission for students starting in those grades and to consistently maintain maximum student enrollment per grade. We will also backfill based on attrition in between school years to ensure that each existing grade level continues to maintain maximum enrollment of 90 students in each grade upon maturity of the middle school. Since the school is not backfilling in 8th grade, a conservative 10% attrition factor has been applied for fiscal conservancy. Prior to the school’s maturity, during the years in which it is growing a grade per year, Believe Memphis Academy will backfill students to 90 students per active grade. For the first year of operation, Believe Memphis Academy has reduced its enrollment target to 60 per grade, proposed to start with grades 4 and 5, as it realizes as a new school without a previous operating track record it is more challenging to recruit students and the leadership team also wants to hold enrollment down in the first year to establish a strong culture and high functioning operations in the building before scaling it the following years. The leadership team also understands that the 4th and 5th grade are traditionally not break years for most existing SCS traditional public schools.For Basic Education Program (BEP) projection purposes, Believe Memphis Academy has taken a conservative approach by hedging its enrollment assumptions and estimating average daily membership (ADM) of 96% in all years to remain conservative. The anticipated demand for the school is expected to far exceed the number of seats which we can supply given our location. This gives the school some safety with respect to revenue expectations as we are not projecting revenues at 100% ADM. This ADM percentage is consistent to the actual percentages reported by similar Memphis charter schools.Year 1Year 2Year 3Year 4Year 5ADM115202288367397To remain conservative with expense projections, we have leveraged the enrollment, not ADM, as the driver for expenses. By differentiating these two drivers for BEP and student-driven spending, the school is conservatively estimating revenue while allowing for more variance for expenses.Other Demographic Factors. The school anticipates the demographics of Believe Memphis Academy to be consistent with neighboring Shelby County schools. The school has assumed the following: 89% of students will qualify for free or reduced lunch; 4% of the students will be considered English Language Learners; and 13% of the student population will have an active IEP. These demographic factors have both revenue and expense implications, described in greater detail in their respective sections.Revenue Assumptions. The source of startup year funding is the Walton Family Foundation Startup grant for charter schools. Building Excellent Schools (BES) has partnered with the Walton Family Foundation to implement the Walton Family Foundation’s Public Charter Startup Grant Program. The Startup Grant Program supports the creation of public charters by providing grants to school developers as they launch new schools in Memphis. The grant program offers financial support of up to $325,000 to qualified schools during the authorization process and through their first year of operation. Believe Memphis Academy anticipates receiving $250,000 in their start-up year and $75,000 during the first operational year, totaling$325,000 disseminated through BES. Please see BES Letter regarding such commitment. Funds are restricted for use on start-up activities including but not limited to, personnel expenses, facility, expenses, supplies, professional development, and recruitment expenses. All costs outlined in the budget for the start-up year and first year of operation are eligible under the grant with eligible costs far exceeding the amount of the grant in the first year of operation as well. Therefore, we see no reason that the full$325,000 award will not be granted and expensed by the end of Believe Memphis Academy’s first year of operation. We will apply for the Charter School Program (CSP) grant recently awarded to the State of Tennessee by the federal government. While the exact award amounts have not been disclosed by the state, given the size of the total ward and the previous precedent set forth by the administration of the grant the last time the state was awarded such funds, we conservatively estimate the amount of the award to be $200,000. Similar to the Walton Grant the funds can be utilized for start-up costs and planning year expenditures, however, Believe Memphis Academy, plans to spend the grant money during its first year of operation. Per the grant, funds can be spent all the way up through October of your second operating year. All funds received by this grant will be exhausted by this date. During the first operational year (2018-19), Believe Memphis Academy anticipates the following sources of public funding:RevenueRateDriverSourceofRate AssumptionBEP$8,482ADMTN DOETitle I$300# of FRL StudentsTN DOEBEP Capital$300ADMTN DOERates have been set according to information disseminated by SCS during their new charter application meeting. The BEP rate is inclusive of transportation as we intend to provide busing for students. In Years 2 through 5, we have assumed a very conservative 0% year over year increase of the BEP per pupil funding rate, despite the most recent historical trends in the rate which has shown an average growth of between.5% and 4% annually over the last 3 years. BEP Capital, and Federal Funding (Title I) have been kept flat to remain conservative and consistent with the federal budget’s trends. There is no assumption of any School Nutrition Program (SNP) reimbursements because the school will pursue contracted meals 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.During the first operational year (2018-19), Believe Memphis Academy anticipates the following sources of private funding: In Year 1, the $75,000 Walton Family Foundation Startup money deferred from the startup year is present in the private funding projections along with the full deferred amount from the CSP grant of $200,000. While we anticipate funding to come from local foundations for Believe Memphis Academy as it has for other BES fellows in Memphis, there are currently no commitments in writing from such organizations. To remain most conservative and reflect operational capacity on just state and federal funds, we have decided not to include funds without a written commitment. We assume private donations may come from corporate donations, fundraising, competitively awarded grants, and donations by the Board of Directors. The amounts included account for anticipated money coming from these various sources and scale conservatively over the years as the school grows from an amount of $5,000 in the first year of operation to $100,000 in year 5 when the school is fully mature and at maximum enrollment capacity. Overall, the school is anticipating total revenues for Year 1 to equal $1.32 million. Annual revenues are anticipated to increase each subsequent year until the school is grown to scale, primarily due to the addition of a new grade levels each year for five years, or Year 5 (2022-23) of operation. In Year 5, anticipated total revenues should equal $ 3.69 million.Expense Assumptions. Start-up expenses mainly consist of compensation for the Head of School and the Director of Ops. Salaries and benefits are based on annual numbers but pro-rated to reflect the actual start date of the position. The Head of School will start immediately upon authorization, and will receive compensation starting in September 2018. The Director of Ops starts on a part time stipend basis in January until becoming full time in June 2018. Another large line item in the startup year is the facility. We have planned in our budget funds to commence paying rent on our facility in April of 2018. This projection of building occupation is based on a plan to execute a lease by December 2017, begin construction in January 2018, and completion of construction/improvements by June 2018. If we pursue a temporary smaller space or shared space building, we would utilize this strategy and negotiate with the landlord to take on the cost of building improvement, where we would start paying rent upon completion of improvements; i.e., July 1, 2018. Should we need to take on costs of building improvements, it would require us to pursue and raise additional funds to support rent and improvement costs starting in January of 2018. This strategy would be utilized if the board can secure additional funds and there is a building in which landlord agrees to a phased move-in to accommodate our slow-growth model. Additional start-up year expenses are recruiting expenses, marketing, finance and accounting, legal, furniture, and technology expenses. Altogether we plan to spend $235,365 in its start-up year with 41% of this money dedicated to personnel and benefit related expenditures. Even after all expenditures in the startup year, Believe Memphis Academy expects to carry into its first operating year a cash balance of $14,635.Staffing. The school’s staffing structure outlined below includes administrative positions along with the teaching positions scaling with the size of the student body. Year 1 is staffed to accommodate the 4th and 5th grades. We will employ a slow growth model to hire staff and enroll students. In Years 2, 3, and 4 an additional grade will be added to reach full-scale of 4th through 8th grades by Year 4 of operation. With the addition of each new grade year after year until maturity, new staff is strategically added to the core staff that is hired to operate in the first year. The teaching staff consists of three different classifications master, proficient, and emerging. The breakdown of experience and compensation can be found in the chart below.Besides teaching staff, selected support staff are added throughout the growth years of the school to ensure student to instructor ratios remain low and that students get more than a core curriculum education. Believe Memphis Academy plans to add 1 fully licensed Special Education Coordinator in addition to a special education assistant to support deeper intervention if needed. The SPED personnel at Believe Memphis Academy will also be supplemented by additional services for high needs services supplied by contracted providers on an hourly basis (see contracted services line item). A Director of Curriculum and Instruction and a Dean of Students are both added in subsequent years to join theadministration team and assist the Head of School with both instructional leadership and student discipline. These positions are both pathway positions for Academy Directors that are installed once the school has fully matured. Both pathway positions go away and are replaced by the Academy Director positions once the school reaches maturity. Other critical areas of operation that would otherwise have a school staffing requirement have been built into the budget under the assumption that the school will be outsourcing these services from established local vendors and contractors. These areas include financial services, custodial and maintenance work, legal counsel, IT support, and BES Follow-On Support. We are engaged in talks with numerous vendors and gathering multiple bids to ensure the best agreement is reached for the school in relation to services needed. We are currently working with EdTec, a well- recognized and respected provider of financial services for charter schools across the country, to aid in their budget development. As mentioned, SCS will be their meal provider. As for the remaining contracted services, they have been bid out to receive accurate cost information, but currently not decided pensation. Salaries for both certificated and support staff members are set to remain competitive with other Memphis charter schools and to compensate teachers based on their previous experience. We have budgeted for the recruitment of the following tiers of general education teachers:TierDescriptionEmerging TeacherStarting salary set at $44,000Comes to Believe Memphis Academy with less than 2 years of teaching experienceProficient TeacherStarting salary set at $46,000Comes to Believe Memphis Academy with 2-3 years of measurable data showing student gains, particularly data showing teacher’s capacity to grow students who started the year behind grade-level (acceptable forms of data would include TVAAS, state assessments, or national normed assessment data)Eligible to apply for grade level chair or content chair positions, which would include an annual $2,000 stipendMaster TeacherStarting salary set at $49,000Comes to Believe Memphis Academy with at least 3-5 years of measurable data showing student gains, particularly data showing teacher’s capacity to grow students who started the year behind grade-level (acceptable forms of data would include TVAAS, state assessments, or national normed assessment data)Eligible to apply for grade level chair or content chair positions, which would include an annual $2,000 stipendSalaries are meant to be competitive to attract the talent necessary to provide students with a high-quality education. Salaries have been compared with other schools in the district, charter and traditional, and are competitive, which should allow us to meet its staff recruiting goals. Salaries are meant to represent average salary figures as actual pay will fluctuate based upon experience and organizational responsibilities. A 1.5% increase has been applied to all future year salaries as a COLA. 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, we want to ensure that the school has adequately planned for possible increases in general. Actual staff bonuses have been included in the form of stipends in the budget to provide leadership opportunities for teachers. $20,000 was set aside in year 3 of operation for four (4) grade level chairs (one per grade, grades 4-7) and six (6) content leads (4-5 math; 4- 5 literacy; 4-5 humanities; 6-7 math; 6-7 literacy; 6-7 SS/SCI) each earning $2,000. $22,000 was set aside for subsequent years for five (5) grade level chairs and six (6) content chairs. We know the importance of retaining great teachers and the financial hardships that come with having to replace teachers. For this reason, the school is committed to teacher development and has budgeted for competitive salaries.Employer Benefits and Liabilities. The school has assumed the standard 6.2% and 1.45% on all wages each year for Social Security and Medicare employer contributions, respectively. Per SCS, we have received advice that the State unemployment should be budgeted at $400 per full- time equivalent (FTE). Similarly, worker’s compensation insurance, which is usually purchased in conjunction with general liability and D&O insurance, has been estimated at 1.8% of total compensation. At the end of each fiscal year, this rate will be adjusted based on actual earnings and claims reported. For the purposes of estimating employer contributions to the TN Consolidated Retirement System (TCRS) for certificated and classified staff, the school has assumed starting rates of 9.1% and 9.27% respectively for classified and certified retirement. At this time Believe Memphis Academy anticipates participating in the TCRS defined benefit plans but understands that it can utilize other retirement options should they find more suitable cost effective replacements. Health, dental, vision, and life insurance employer contributions have been approximated at $6,000 per full time equivalent (FTE) based upon 70% of the current total single payer plan cost through the SCS benefits program. Similarly, to retirement benefits, we anticipate participating in the SCS health care benefits program, however, understands that we can utilize other health insurance options should we find more suitable cost effective replacements in the future. There may be different costs associated for certificated and classified insurance programs, and there may be different costs depending on the type of plan participation (single, single+1, and family). The $6,000 per FTE represents the proposed financial capacity of the school to contribute 70% towards insurance costs for all FTE’s. Since individual employee elections are currently unknown, Believe Memphis Academy has conservatively prepared to incur costs for all FTEs as single enrollees. Each subsequent year, a 5% year-over-year increase has been assumed to reflect potential health insurance cost increases that may be realized in future years.Contracted Services. By and large, contracted services will scale with the overall size of the school, starting at approximately $213,930 in Year 1 and growing to around $393,606 when the school reaches scale in 2022/2023. Prices reflect actual bids by service providers when given or historical numbers from other operating charter schools so that the costs reflected are as accurate as possible. The major expenses that will be covered in this category in the Year 1 are: $55,000 – assumes that Believe Memphis Academy will fully outsource its back-office functions to a service provider like EdTec. All accounting and finance activity will be the responsibility of the provider with the Director of Operations at Believe Memphis Academy managing the vendor relationship; $2,500 – legal assistance assumes basic retainer for counsel should any matters arise over course of school year; $1,800 – health services assumes estimated rate for outsourced provider like Well Child to come to school on limited basis to provide auditory and vision testing plus provided limited hours for care; $100,000 – transportation assumes lease of 2 buses to transport students to and from school along designated routes, outsourced to approved local vendor with relationship managed by Director of Operations; $10,000 – student support services assumes flat estimate for hours in case of high needs special education intervention; $12,000 – educational software assumes licensing fees for software such as Kickboard, ST Math, and Achieve 3000; $9,000 – internet and phone service assumes $750 per month for basic internet, phone and all-call services; $10,000 – audit services assumes annual fee for comprehensive financial audit consolidating activity in planning year and first year of operation; $10,000 – Follow-On Support from BES includes coaching and development of school leader, scheduled school observations, and on-going support of BES network. In addition, we plan on incurring additional expenses that, while minimal in materiality to the budget, remain critical to successful operation. These expenses include but are not limited to bank charges, postal charges, and payroll fees.Supplies & Materials. Year 1 has $150,360 budgeted for Supplies & Materials and will scale with the overall size of the school and are subject to a modest inflation factor of 1.5% on specific line items. Prices reflect actual bids by service providers when given or historical numbers from other operating charter schools so that costs reflected are as accurately as possible. Year 1 expenses that lead growth in theexpense category over the remaining years are as follows: $6,000 – office supplies assumes $500 for basic supplies on monthly basis, scales with size of school in future years, does not include classroom supplies which has its own $6,000 budget and instructional supplies line item with budget of $4,000; $7,000 – uniforms assumes one complete uniform consisting of shirt, pants, and belt for each new student; $30,000– computer equipment assumes purchase of staff laptops, student tablets, and networking equipment;$34,000 – furniture assumes blend of new and used furniture for students and staff, recurring as we add staff and for replacement upon maturity of the school; $8,400 – copier fees assumes monthly lease rate and usage fees for color and black and white copier, scales with size of school and addition of copier units and usage fees per increased output; $2,000 – assumes flat estimate for building decorum which consists of corkboards and minor decorations; $4,800 – library books assumes 4 classroom sets of books per grade and 3 books per student; $6,000 – textbooks assumes one textbook with accompanying workbook per student, with majority of curriculum delivered via classroom handouts and teacher generated content;$6,000 – printing paper assumes 10 reams of paper per pupil per year; $24,000 – testing and evaluation assumes licensing MAP assessments and participating in Achievement Network; $4,800 – gifts and awards assumes $40 per pupil for monthly achievement parties throughout year; $6,000- field trips assumes local trips to museums or local colleges, with bus, admission, lunch fees included; $3,000 extracurricular supplies assumes purchase of basic sports equipment and art supplies.Facilities. We are currently investigating property in the 38105 zip code. According to research, the Year 1 cost per square foot in the submitted budget model for the cost of the facility is $10 per square foot assuming we could rent 9,600 sqft. It is assumed we will acquire additional square footage as we add to enrollment year after year. If the school ends up securing an SCS building or a commercial space that is less per square foot, but needs renovations, that option is built into this assumption by assuming high cost per square foot in the budget than actual rent. Comparable SCS leases are at $7.50 per square foot according to comparable peer charter schools located in the area. We have budgeted $169,200 for all facility related expenses in Year 1. Using metrics and rates currently used by other Memphis charter schools, school budgets rent expense conservatively at $10/square foot, or $96,000 in Year 1, and$331,200 when the school is grown to full scale in year 5. Other utilities are commensurate to SCS’s costs per square foot, such as utilities and custodial services. As represented as a percentage of total expenses, Believe Memphis Academy has currently budgeted 13% to its facility expenses which is slightly below the state average of successful first-year charter schools at 15%.Other Expenses. We have budgeted $12,000 in Year 1 for teacher recruitment and $22,000 each subsequent year. We intend to utilize recruitment services like Teach For America to find high quality teachers. Such contracts are for 2 years that spread the fee over two years so that teachers employed through these services will still have a fee associated with them in year 2 while we add a new cohort of teachers that incur their first-year fee. We will employ no more than 2 such teachers in any given cohort. All new employees will have a background check run prior to their hiring including any Teach For America teachers. This cost of $550 has also been accounted for in the budget. $5,500 of professional development is anticipated in the first year and grows as we add staff. Most PD will be held on the campus with infrequent instances of travel for select individuals to receive external development. Lastly Memphis Believe has budgeted for an authorizer fee at the rate of 3% per year.Building & Site Improvements. We do not anticipate needing building improvements based on the options researched at $10/square foot. Any building needing site improvements will have a lower rent of$6 - $8/square foot and therefore the difference in a lesser rent cost would be used for improvements if needed. The improvements costs will likely be rolled into the monthly rent and bring it back in line with the budgeted $10 per sqft number. There is a $10,000 allotment for building maintenance set aside.Depreciation. Given the size of the anticipated capital expenses for technology, equipment, & furniture and building & site improvements, there will be depreciation expense. While these expenses will be paid in full in respective years, we have included a calculated depreciation expense, operating income including depreciation, and the impact on fund balance. Depreciation treatment allows for a more expansive treatment of expenses that may otherwise have utility over multiple years. For simplicity purposes, technology, equipment, & furniture expenses have been depreciated each year over five years and building & site improvements over 10 years, notwithstanding the expenses actually meet the adopted depreciation threshold.Financials Sustainability. Our budget projects a positive operating income over the first five years of operation and in the planning year. In years 1 through 5 of operation, we post operating incomes excluding depreciation of $42,449, $29,235, $50,570, $86,148, and $128,126, respectively. Overall, we forecast to have good fundamental financials year over year which includes a positive operating income for each year, adequate cash to meet operational needs, and a growing fund balance year over year. Its forecasted ending fund balance (excluding depreciation) in year 5 is $366,163 which represents a reserve of over 1% of total expected annual expenditures.Cash Flow. A cash flow has been provided for the periods of pre-opening (any time before July 2108) and July 2018 through June 2019, the first year of operation. Revenue and expenses have been aligned to their typical schedules of distribution, and where possible, schedules have been differentiated to reflect the nature of how Tennessee charter schools receive and spend money based on the time of the year. The year 1 operating cash flow assumes the major following assumptions: The school will start out with$14,635 in cash, or the carryover from the startup budget year. The main source of revenue, BEP, will be distributed in ten payments from August through June, with the exception of no payment in May. This is the typical BEP distribution schedule. Other sources like Title I funding have been projected conservatively at quarterly intervals to account for the processing of funding requests, any compliance documents, etc. All staffing and benefit expenses are projected over 12 months. Most expense categories are aligned to a 12-month schedule with some targeted spending to occur in the first few months to align with expenses incurred when the school is opening. The output of this model indicates that the school will have no cash need in its first year of operations. This conclusion carries with it a high degree of certainty as the lowest the forecasted cash balance goes is $45,405. Despite not being supplied in the budget calculations the cash flow of the school will need to be monitored closely throughout its operations. The BEP schedule as previously outlined creates cash flow issue for all operating charter schools that can be alleviated by the following actions on the part of the school: Establish a line of credit with a financial institution. Similar schools have been able to secure lines of credit in excess of $50,000 before entering their first year of operation; Negotiate more favorable terms with vendors. For example, there are considerable sums in Technology, Equipment, and Furniture line item. It is estimated that over 80% of that purchase would require delivery in July. As part of the negotiations for these substantial purchases, the school could require that the vendors grant Net 60 terms; Secure short-term private loans from philanthropic individuals and institutions; and Negotiate a delayed or deferred payment structure into the lease during the summer months. The school’s cash shortfall would be manageable based upon the above techniques. These techniques have been utilized at other charter schools with great outcomes.Contingency Planning. While creating a budget, there must be an evaluation of hypothetical, yet realistic situations regarding what the school would do should certain revenues not materialize, expenses run higher than current budget projections, or cash flow runs into issues. From a planning perspective, wherever possible, we have taken the approach of under-estimating revenue and over-estimating expenses. This hedge already built into the current budget outlook is the first line of defense shouldadditional developments take place that worsen the financial picture. We have taken the strategy of not assuming any additional resource beyond the Walton Family Foundation grant in the Planning Year. We have only budgeted for public resources (BEP and Title I allocations) and a $5,000 annual commitment from its board members or school fundraising with 0% revenue inflation built into the BEP per pupil rate while holding the BEP Capital and Title I constant over five years. The restriction of growth for the state and federal funds was intentional to demonstrate that the educational model can operate sustainably without growth. The budget developed is a feasibility analysis based on the program and school design being proposed, but not necessarily the final operating budget; the budget will continue to undergo forecast revisions in the next year. The school’s leadership understands that enrollment is the major driver of school revenue and that staffing is the major driver of school expenses. If there were a material revision on the revenue or expense side, the budget would have to be reevaluated, redeveloped, and reapproved by the Board of Directors. The start-up budget might have to be tailored to align with the available startup resources, or be reduced so as to generate a larger startup year carryover into Year 1. Given its size share of the budget, the staffing plan would likely need to be reevaluated. Positions might have to be reduced to part-time or delayed to a later start date, or even delayed to the following school year. Certain equipment and furniture purchases might have to be delayed. Service contracts might have to be renegotiated for a reduced scope. Looking at the five-year outlook, Believe Memphis Academy will face the largest financial challenge at the end of the first year of operation transitioning into the second year of operation. However, the school is committed to having a positive fund balance by the end of Year 1, and that commitment is what will drive a lot of the budget decisions and budget revisions in order to address any potential shortfalls. Similarly, with the ending cash balance in Year 1, the school is going to evaluate all financing options available to it. In addition to pursuing a line of credit, it is going to pursue vendor credit, credit cards, and any options available that will not create a cash deficit. Since the budget has been built conservatively, the expectation is that the cash flow will also follow a similar line of conservatism.Shelby County Schools2017 Charter School Application SupplementRespectfully submitted by the Founding Team of Believe Memphis Academy, Inc. to open Believe Memphis Academy Charter School starting in 2018-19 school year.ContentsSection 1 Addressing Areas of Need1Mission1Vision1Alignment to Need in Shelby County Schools1Section 2 Percentile Rank, Success Rate, and TVAAS6Anticipated Success6Our Approach to Meet our Goals8Outline of Academic Plan8Instructional Methods9Section 3 Operational Scorecard13Overall Approach13Our Specific Plans13Federal Programs13Student Information PowerSchool SMS13Student Discipline14Student Reenrollment14Student Stability15Financial and Organizational Health and Audit15Additional Compliance Timeline16Section 4 Capacity Review18Capacity and Contributions of Founding Team to Our Community18Capacity and Contribution of Proposed Head of School20Junghoo “Danny” Song, Fellow, Building Excellent Schools;20Lead Founder and Proposed Head of School20Responsibilities of Head of School21Community Partnerships21Contributors to the School22Development22Section 5 Regional Data23Current Student Data in Target Communities23Facility Search27i.Section 1 Addressing Areas of NeedMissionBelieve Memphis Academy prepares scholars in grades 4 through 8 with the academic rigor, robust supports, and leadership development necessary to excel in high school, thrive in college, and lead lives full of opportunity.Vision“Public education in the United States is facing both a crisis and an opportunity.”– Destination 2025: 2015 Shelby County Schools Annual Report1Too often in Memphis and across our nation, student demographics determine their destiny. Within Memphis, communities that have high percentages of students of color and families who are socio- economically disadvantaged have consistently had the lowest student achievement performance in the city. We believe that the children in Memphis, regardless of background, can measurably demonstrate that demographics do not determine achievement or destiny when they are afforded a high-quality public school option designed on research- and practice-proven elements, and led by a high capacity, mission- driven team.Believe Memphis Academy Charter School (“Believe Memphis Academy”) is a 4th through 8th grade school that will put the students of Memphis, many of whom have been historically underserved in traditional public schools, on the path to college and a life of opportunity.To uphold our mission of high school, college, and life success, Believe Memphis Academy has been designed with six core principles and beliefs:Our Principles of DesignAn excellent education is built, above all, by high-quality instruction.Quality instruction is designed by proven best practices and measured by student achievement.Clear structures and discipline systems build the culture for high-quality instruction.Strong, detail-oriented operations pave the way for high-quality instruction.A growth mindset supports student academic outcomes.Staff, students, and families focus on student learning and growth and celebrate equity and inclusivity.Alignment to Need in Shelby County Schools“When I’m talking to people now, I’m like, this is the big leagues… If you think you’re ready for the big leagues, come to Memphis.”– Chris Barbic, former superintendent of Tennessee Achievement School District2Since the Tennessee Public Charter Schools Act was enacted in 2002, with the first charter schools opening in 2003 (3 opening in Memphis)3, Tennessee and Memphis have committed to serving its most at-risk children living in poverty and zoned to schools that have been chronically underperforming. Memphis1 Shelby County Schools. Destination 2025: 2015 Shelby County Schools Annual Report. . Web. 5 Sept. 2016.2 Massell, Diane, Joshua L. Glazer, and Matthew Malone. "This Is the Big Leagues": Charter-Led Turnaround in a Non-Charter World. Rep. Peabody College, Vanderbilt University. Nashville: Tennessee Consortium on Research, Evaluation & Development, 2016. Print.3 Tennessee Department of Education. Office of Research and Policy. Charter Schools 2015 Annual Report. Tennessee Department of Education. Mar. 2015. Web. 4 Sept. 2016.now is home to 45 Shelby County Schools charter schools4 and 31 Achievement School District (ASD) Schools (4 having opened in fall of 2016)5, in total serving nearly 20,000 students6 – by far the highest number of charter school students in the state. In addition, Shelby County Schools operates 18 iZone schools7.In spite of our deep dedication to the education of our children, academic measures through standardized testing reveal the work Memphis has set out to do in ensuring a world-class education for all of its students is far from complete. When compared to the most affluent district in Tennessee, Memphis students are drastically underperforming their peers in academic achievement in all subject areas. Figure 1.1 reveals the most recent standardized test scores8. The table shows the SCS average in comparison with the Williamson County average – the highest performing district in Tennessee – as well as the State average.Figure 1.1 – State/National Test Scores by District9AssessmentShelby Co. SchoolsWilliamson Co.SchoolsState AverageACT Composite17.524.619.9Math Grades 3-8 Proficient/Advanced40.4%81.5%55.6%RLA Grades 3-8 Proficient/Advanced32.6%90.7%48.4%Sci Grades 3-8 Proficient/Advanced47.1%91.1%64.5%Algebra I EOC6.8%44%20.8%In view of these challenges, Shelby County Schools increased their commitment to improving its schools. In its annual report entitled Destination 2025, Shelby County Schools takes an honest look at its need for improvement by recognizing “Public education in the United States is facing both a crisis and an opportunity.”10 The report goes on to outline five priorities to which the district will commit itself. One of those priorities is to “Expand High-Quality School Options.”11Based on the deep need and proven models of success within our district, Believe Memphis Academy seeks to support that priority by providing a high-quality school option within our district. We have designed a model that is directly focused on the areas of deepest need in Memphis: grades 3-8 reading/language arts achievement, Algebra I proficiency, and pushing toward the high objective of 2025: 80% college readiness, 90% graduation, and 100% post-secondary enrollment by graduates12.Believe Memphis Academy’s principles of design directly support these priorities. Our approach to executing these principles can be described through our core components.Core Components4 "Shelby County Schools." Shelby County Schools. Web. 04 Sept. 2016.5 "Schools - Achievement School District." Achievement School District. Web. 04 Sept. 2016.6 Tennessee Charter School Center. 2014-2015 State of the Sector: Tennessee Charter Schools. Tennessee Charter School Center. Web. 4 Sept. 2016.7 "Shelby County Schools." Shelby County Schools. Web. 04 Sept. 2016.8 ACT and Algebra I scores represent 2016 scores. TCAP scores represent 2015 scores, as the state did not administer standardized assessments in 2016 for grades 3-8.9 < Shelby County Schools. Destination 2025: 2015 Shelby County Schools Annual Report. . Web. 5 Sept. 2016.11 Ibid.12 < Memphis Academy proposes a charter school specifically designed to meaningfully close the achievement gap between high and low students, and provide options for families to meet educational needs of students. The following core components of our design were built with these priorities in mind:Unique 4th through 8th grade model with a commitment to literacy instruction in Lower Academy (grades 4-5) and robust college preparatory program in Middle Academy (grades 6-8)Extended school day for more time on the most critical contents210 minutes of literacy instruction in lower academy with science and social studies embedded in literacy instruction110 of literacy and math instruction in middle academy with a foreign language requirement each year grades 6-8Individualized tutoring during the school day and on 8 Saturdays each yearRobust and intensive teacher development, focused on content masteryUnique 4th – 8th Grade ModelOur Mission is to ensure our scholars are prepared to enter and excel college preparatory high schools reading on grade level and having taken Algebra I. In order to achieve this Mission, we have designed our School to begin in grade 4. We have divided our school into Lower and Middle Academies. The Lower Academy is grades 4 and 5, with a focus on literacy instruction. Scholars in Lower Academy receive 210 minutes of literacy instruction, with science and social studies standards embedded into the literacy curriculum. Scholars receive 110 minutes of mathematics instruction. Scholars have daily recess and PE.The Middle Academy is grades 6 through 8 with rigorous disciplines of literacy, math, social studies, science, PE and foreign language. Scholars receive 110 minutes of literacy and math, with 55-minute social studies and science classes, and an alternating enrichment period of PE and foreign language. Scholars will take each enrichment two times per week.In our grades 4 through 8 model scholars receive between 145 to 190 minutes of targeted instruction and intervention time, which is for tutoring, blended learning, remediation, and enrichment.Extended School DayBelieve Memphis Academy has both an extended school year (184 days) and an extended school day. This extended time allows for a strategic focus on literacy in 4th and 5th grade, and the addition of foreign language in 6th through 8th grade.Our Lower Academy (grades 4 and 5) is committed to literacy instruction, where we have built in 210 minutes of literacy instruction with science and social studies content built-in to the literacy instruction. The 110 minutes will be utilized as shown in Figure 1.2.Figure 1.2 – Lower Academy Literacy PlanComponentDescriptionCore Literacy 55 minutesGrade-level, standards-aligned lesson based on rich texts.Habits of character, aligned to our leadership development focus, built-in to text study.These lessons will be derived from curriculum identified by Head of School (HOS) and/or Director of Curriculum and Instruction (DCI). These lessons will be internalized by teachers where teachers are responsible for identifying student-misconceptions, script out questions to check for understanding, and develop exemplar answers of scholars.Literacy Extension Lab55 minutesAdditional language and learning block with multiple components of grammar and mechanics, reading and writing fluency, independent reading, and vocabulary development; this block will include blended learning components where scholars can work on these different skills through online learning programs on Chromebooks. Literacy, Humanities, and intervention teachers use this time to pull intervention groups and tutor scholars who need more targeted instruction. These groups are developed based on data of recurring assessments.Literacy Circles45 minutesDuring this block, every teacher in Lower Academy becomes a reading teacher where each teacher works with differentiated groups of students, utilizing Close Reading strategies of deeply dive into texts of different genres.Close Reading is a strategy of teaching students to approach different genres of texts differently, with the intent of students being able to pull out the main idea of a short text using genre-based thinking jobs (GBTJ). The GBTJs are shown below:Fiction Thinking JobsWho are the characters?What is the conflict?What was the resolution?What lesson(s) can be learned? Informational Text Thinking JobsWhat is this text teaching me about this topic?What is the author’s point of view? BiographyWhat was their impact/key accomplishments?So what? Poetry Thinking JobsWhat is the literal meaning?What is the deeper meaning?Using these thinking jobs scholars should be able to complete a main idea jot that is contextualized, able to be supported with evidence, and captures the deepest level of meaning from a given text.Social Studies/ Science55 minutesScholars will explore science and social studies content through non-fiction texts and writing responses embedded in each unit. The science and social studies content will be derived from the state academic standards for each grade level, and teachers will work with HOS and/or DCI to identify texts that are aligned to these standards and ensure literacy skills like Close Reading are utilized in these blocks.In the Middle Academy (grades 6 through 8), scholars will participate in a robust high school and college- preparatory academic program that includes 2 hours of literacy and math instruction, and daily social studies and science instruction.The first hour of each math and literacy block will be spent on grade-level material built on high quality curriculum determined by HOS and/or DCI. Teachers will be responsible for identifying student- misconceptions, scripting out questions to check for understanding, and developing exemplar answers of scholars. These preparations will be captured through “Intellectual Preparation Documents” that will besubmitted to HOS and/or DCI on a weekly basis, where teachers will receive targeted feedback to ensure teachers are consistently improving their level of instructional capacity.In addition to the core curriculum, Believe Memphis Academy’s Middle Academy program requires every student to take a foreign language each of the three years in grades 6 through 8. This intentional decision was made in light of a recent report that revealed about a third of Tennessee high school graduates lacked the necessary credits for their diploma13. The most common missing credit was foreign language14. To ensure our scholars leave Believe Memphis Academy fully prepared for rigorous college preparatory high schools, we will require every scholar to have had three years of foreign language as part of their core studies.Schools in Shelby County Schools have already proven that the methods proposed above will work. The work of iZone schools has recently been recognized by a Vanderbilt study to have shown “moderate to large positive effects in Reading, Math and Science with strong consistent effects across subjects for Memphis iZone schools.”15 Key components of iZone schools are that principals are given greater autonomy over their schools and the schools have extended school days.Charter schools within Shelby County Schools have provided another model fulfills the stated priority of the district to expand high-quality school options. Seven of the 35 Memphis Reward Schools – the top 5 percent of schools for performance or year-over-year progress – are charter schools, showing a favored ratio of charter to traditional district schools as charter schools make up 15% of SCS schools while making up 20% of the Reward Schools16.Individualized Tutoring and Saturday AcademyAccording to a Harvard study by Ronald G. Fryer, he found five (5) tenets of highly effective practices that support schools in reaching high achievement scores within high-poverty schools.17 Two of these tenets are high-dosage tutoring and data-driven instruction.18 In a city that is has the second highest poverty rate of large metropolitan areas in our country,19 these are the principles we must adopt as part of our model. We have taken these tenets to create a model that prioritizes tutoring, remediation, and enrichment. Teachers will review data of student data on a weekly basis and identify target students who need targeted instruction and intervention. Teachers will create specific plans for targeted intervention and instruction to occur during our intervention times of math and literacy labs, literacy circle, and afternoon study/hall tutoring time and Saturday Academies.Robust and intensive teacher development, focused on content mastery13 Farmer, Blake. "Tennessee Says A Third Of Its High School Graduates Didn't Meet Requirements." NPR. NPR, 11 Feb. 2017. Web. 19 Feb. 2017.14 Ibid.15 Zimmer, Ron, Adam Kho, Gary Henry and Samantha Viano. Evaluation of the Effect of Tennessee’s Achievement School District on Student Test Scores. Rep. Peabody College, Vanderbilt University. Nashville: Tennessee Consortium on Research, Evaluation& Development, 2015. Print.16 "2015 School Accountability." - . Web. 04 Sept. 2016.17 Fryer, Roland G., Jr. Injecting Charter School Best Practices into Traditional Public Schools; Evidence from Field Experiments. Rep.: Harvard Univeristy, 2014. Print.18 Ibid.19 Charlier, Tom. "Memphis no longer nation's poorest large metro area as poverty rate falls, census figures show." Memphis no longer nation's poorest large metro area as poverty rate falls, census figures show. Commercial Appeal. Web. 01 Apr. 2017.We have designated 24 full days of professional development within an academic calendar year. Sixteenof these days occur in the summer, five (5) days throughout the year, and three (3) data days.In addition, teachers receive ongoing development through weekly observations, coaching conversations, intellectual preparation feedback, and Friday afternoon professional development sessions.Each of the components of professional development are described further in our full application.Section 2 Percentile Rank, Success Rate, and TVAASAnticipated SuccessAs a newly proposed school in Memphis, we anticipate, based on our school model, support of the Building Excellent Schools network, our own network of educators and leaders within Memphis, that within the first three years of operation, we anticipate our school-wide TVAAS scores to be at least a level 4 school.The following represent our organization’s goals around academic achievement of our scholars. Goal 1: Students will be proficient in English Language Arts.Absolute Measure 1.1: At least 50 percent of all students who attended Believe MemphisAcademy for three consecutive years will read on or above grade level as defined by performance on a nationally normed literacy assessment. At least 60 percent will read at or above grade level after their fourth year and at least 80 percent after their fifth parative Measure 1.2: On the Tennessee state assessment for English Language Arts: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the state of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the state of Tennessee.Growth Measure 1.3: Teacher effectiveness rating in English Language Arts, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Growth Measure 1.4: In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Believe Memphis Academy students on the Reading Comprehension section of the NWEA MAP test will average a minimum of five percentiles of growth per year until the average percentile score reaches the 75th percentile.Goal 2: Students will be proficient in Mathematics.Absolute Measure 2.1: The proficiency rate of students taking the Algebra I EOC assessment, who have attended Believe Memphis Academy for the full five years, will match or exceed the proficiency rate of the highest performing district in Tennessee up to 85%.Comparative Measure 2.2: On the Tennessee state assessment for mathematics: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate ofproficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the state of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the state of Tennessee.Growth Measure 2.3: Teacher effectiveness rating in mathematics, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Growth Measure 2.4: In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Believe Memphis Academy students on the Mathematics section of the MAP test will average a minimum of five percentiles of growth per year until the average percentile score reaches the 75th percentile.Goal 3: Students will be proficient in Science.Absolute Measure 3.1: 7th grade students who attended Believe Memphis Academy for four consecutive years will, on average, attain a score on the science section of the ACT Aspire that is in the 60th percentile. 8th grade students who attended Believe Memphis Academy for five consecutive years will, on average, score in the 73rd percentile20 on the science section of the ACT parative Measure 3.2: On the Tennessee state assessment for science: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the state of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the state of Tennessee.Growth Measure 3.3: Teacher effectiveness rating in science, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Goal 4: Students will be proficient in Social parative Measure 4.1: On the Tennessee state assessment for social studies: Students who attended Believe Memphis Academy for two consecutive years will, on average, attain a rate of proficient or advanced at least 10 percentage points higher than the surrounding district average; students who attended Believe Memphis Academy for three consecutive years will, on average,20 In 2015, 72 percent of high school graduates taking the ACT did not meet college readiness benchmarks across the disciplines of math, English, reading, and science. (Barry, Mary N., Dannenberg, Michael. “Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability.” Education Reform Now. Education Post. Apr. 2016.) To ensure our students are solidly on the path to college, they must outscore at least 72 percent of the country.attain a rate of proficient or advanced that is equal to or above the state average; students who attended Believe Memphis Academy for four consecutive years will, on average, attain a rate of proficient or advanced that is in the top 25 percent of schools in the state of Tennessee; students who attended Believe Memphis Academy for five consecutive years will, on average, attain a rate of proficient or advanced that is equal to or above the top 10 percent of schools in the state of Tennessee.Growth Measure 4.2: Teacher effectiveness rating in social studies, as measured by TVAAS, will, on average, demonstrate at least Level 4 evaluation, each year, until 50 percent of students perform on grade level, at which point teacher effectiveness ratings will maintain at least a Level 3 evaluation by TVAAS standards.Our Approach to Meet our GoalsThe founders of Believe Memphis Academy comprise a group of educators who have worked directly with Tennessee schools over the last decade. As such we have closely followed the evolution of Tennessee state standards from our own state standards, to the adoption of Common Core standards, to an adoption of Tennessee Ready standards. We will ensure our academic program is directly aligned to state academic standards.Outline of Academic PlanThe design of our curriculum and instruction will support the mission through implementing the best practices of highest performing schools and adapting research based pedagogical approaches to engaging instruction for our grades 4 through 8 scholars.Our approach to curriculum is founded on work of Grant Wiggins and Jay McTighe in their book Understanding by Design21. The premise of the research is that in order to create an effective scope and sequence, unit plans, and daily objectives, educators should first define the outcomes we expect from students22. To this end, the HOS of Believe Memphis Academy will oversee the creation and implementation of the curriculum by first identifying the assessments by which we will assess mastery of the Tennessee’s academic state standards for each subject in each grade.Believe Memphis Academy will incorporate a robust assessment suite made up of internally created trimester exams and unit exams that are created and or vetted by the HOS or DCI. In the initial years of the school, the HOS will manage the curriculum selection and implementation of the school. In year 3 of our operation, the school will hire a DCI who will work alongside the HOS in this process. The HOS has gained proficiency working with both Common Core and Tennessee-aligned state academic standards through his seven years of working in Tennessee public schools23. He also has been exposed to high-impact professional development sessions around curriculum and instruction through the Memphis Teacher Residency, Teach For America, Building Excellent Schools, Uncommon Schools, Success Academies, and21 Wiggins, Grant P., McTighe, Jay. Understanding by Design. 2nd ed., ASCD Book, 2005.22 Ibid.23 Mr. Song has taught 5th and 8th Reading/Language Arts, 11th grade English, and 3rd, 4th, 6th, and 7th grade math. During his teaching career, he has received a TVAAS Level 5 designation every year of teaching demonstrating significant student growth (2010-2015), two times demonstrating the second highest growth in two separate districts (2010, Memphis City Schools; 2015, Metro Nashville Public Schools). His 7th grade math students had 96% of students scoring proficient or advanced on the TCAP, with 63% of students scoring advanced (2011-2012). His 5th grade RLA students had the highest RLA growth within the Achievement School District (2013-14). Every year of his teaching career, Mr. Song developed his own curriculum for students by backwards mapping from State Standards and State Standardized Assessments.Rocketship Education24. The internal assessments will be informed by studying the assessment materials of the highest performing charter schools and networks throughout the country such as Nashville Prep and Liberty Collegiate Academy in Nashville, TN, Brooke Charter Schools and Excel Academy in Boston, MA, Democracy Prep in New York, NY, and North Star Academy in Newark, NJ.From the trimester exams, the HOS will create yearly scope and sequences for each subject. The scope and sequence will be a cross-curricular pacing guide in which grade-specific Social Studies content will closely align with Reading/Language Arts skills, knowledge and understandings, and Science content will closely align with Math skills, knowledge, and understandings. From the unit plans, the HOS will create a rigorous unit assessment that will drive daily lesson plans, which will be created by content-specific teachers in close collaboration with the HOS and/or DCI. In addition, teachers will create weekly assessments to drive daily objectives and, in turn, daily exit tickets to drive each day’s lesson.In concert with our internally created assessments, Believe Memphis Academy will contract NWEA Measures of Academic Progress (MAP) assessments, which are also used throughout Shelby County Schools. The MAP assessment will be a valuable benchmark in assessing the growth of our students on a nationally-normed scale.Finally, based on principles of Understanding by Design, our backwards plan will derive from the outcomes we expect of students: the ACT and AP Exams. A study from Education Reform Now found that in 2015, 72 percent of high school seniors across our country did not meet college readiness benchmarks on the ACT25. Furthermore, the same study found that students who have to take remedial courses in college, in addition to the added cost of finances and time expended toward classes that do not contribute to a degree, are 74 percent more likely to not graduate from college26. In Memphis, the 2015 ACT average composite score was a 16.927, far below the accepted college readiness benchmark of 21. Our students must not only enter college ready for entry level courses, they must in fact enter college with college credit already earned through AP courses in high school. For students to be prepared for this level of rigor in high school, we must align our curriculum to that end in middle school.Instructional MethodsAs with curriculum, the instructional methods and pedagogical practices to instruction of Believe Memphis Academy are heavily influenced by the methods and practices of the schools the founder has studied through his fellowship year with Building Excellent Schools28. A common framework utilized by these schools are the techniques and taxonomies outlined in Teach Like a Champion 2.029. Nine core24 Mr. Song is an alum of the Memphis Teacher Residency; he has worked on staff at Teach For America summer training institute for two summers; he has attended guided reading professional development sessions by the Uncommon Charter Schools network; he has attended math instruction and curriculum design professional development from Success Academies; he has worked as a teacher and assistant principal with Rocketship Education; and he is currently a fellow with the Building Excellent Schools fellowship.25 Barry, Mary N., Dannenberg, Michael. “Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability.” Education Reform Now. Education Post. Apr. 2016.26 Ibid.27 "State Report Card." - . Web. 04 Sept. 2016.28 Liberty Collegiate Academy (Nashville, TN), Brooke Charter Schools and Excel Academy (Boston, MA), and North Star Academy (Newark, NJ).29 Lemov, Doug. Teach Like a Champion 2.0. Jossey-Bass, A Wiley Brand, 2015.techniques will be adopted throughout the school to build high academic and behavioral expectations as well as cultivate community of trust within each classroom and throughout the school:Figure 2.1 – Techniques Identified by Teach Like a Champion 2.030TechniqueCategoryDescriptionImpact for StudentsCold CallHigh Academic ExpectationsCall on students regardless of whether they’ve raised their hands.Students are constantly “on” and adds accountability to student engagement.RadarHigh Behavioral ExpectationsPrevent nonproductive behavior by developing the teacher’s ability to see it when it happens and by subtly reminding students that you are looking.Every student is seen and noticed in the classroom, demonstrating respect for each student.What to DoHigh Behavioral ExpectationsSpecific, concrete, sequential, and observable directions tell students what to do.When students know the expectations, they are more likely to meet them.Strong VoiceHigh Behavioral ExpectationsAffirm the teacher’s authority through intentional verbal and nonverbal habits, especially at moments when the teacher needs control.Students feel safe in a structured environment where the teacher is clearly in control.Warm/StrictBuilding Community& TrustBoth warm and strict at the same time to send a message of high expectations, caring, and respect.Students know the teacher is strict because he/she cares.Instructional planning and execution will be designed so that through effective questioning and targeted activities, students will make conjectures they will test against prior knowledge and understanding. Classes will be rich with student voice and discussion where students will enthusiastically and respectfully build upon one another’s ideas and disagree using evidence or knowledge of rules. The teacher will interject thoughts or observations to push student thinking verbally and in writing.To achieve a classroom of high rigorous discussion, the teacher must intellectually prepare following the backwards planning model of curriculum design. The teacher will plan their lesson by starting with designing the exit ticket. Once they have identified the specific output expected from students, they will craft a lesson with 5 main components identified below in Figure 2.7.Figure 2.2 – The Lesson ComponentsLesson ComponentStudent ParticipationTeacher ActionsActivatorStudents access prior knowledge or practice a pre-requisite skill required to master new skill/knowledge/understandingTeacher is circulating with a pen and clipboard. The clipboard has exemplar answers and scaffolded questions so teachers can probe and push students. Teacher is also identifying student exemplary work that she will use to debrief activator with class.30 Ibid.Mini-LessonStudents are building on prior knowledge or understanding to apply to greater, more complex skills, knowledge or understandings. Students are starting to make conjectures on how new rules may be applied or discovered.Teacher leads class to arrive at new understanding through effective, sequential questioning, reading, or problem-solving.Teacher uses open ended questioning such as “tell me more,” “prove it,” “show me,” “why?”, “how do you know?”, and “explain that, please.”This process is not as open-ended as it seems. Teacher has very specific conclusions students should draw and teacher is using careful probing to lead class to said conclusions.Teacher is taking note of who is demonstrating understanding and who is not sure.ProcessingStudents discuss their new understanding and connect it to prior knowledge, make conjectures as to rules that may always be true, or discuss confusing wonderingsTeacher leads discussion and highlights strong moments of the lesson as well as students who were demonstrating core values of school. Teacher is ensuring students are using positive habits of discussion.Teacher targets questions towards those she noticed were not demonstrating understanding during the mini-lesson.Teacher, again, takes notes on who is demonstrating understanding and who is not.Application/ InterventionStudents engage in practice, centers-based extensions, or are given an independent/collaborative task to solidify their learning.Teacher spends first few minutes circulating with a clipboard and pen. The clipboard has exemplar answers of work so she can probe and push students to higher levels of thinking or more effective/efficient strategies.Teacher targets students whom she did not observe demonstrate mastery.Teacher pulls students who are struggling the most into a small group for further intervention.AssessmentStudents take a short assessment called an “exit ticket” for teacher to get final gauge on class’ understanding of the objectiveTeacher is circulating this time, not to verbally probe, but to take notes now on student work so that she can examine further later while grading exit tickets.Through a team of committed adults, who will work relentlessly to ensure every student has the supports he or she needs to succeed, the Believe Memphis Academy community will ensure every student is on the path to excel in high school, thrive in college, and lead lives full of opportunity.Our 4th through 8th grade model was intentionally crafted to ensure that every scholar, by the time they complete 8th grade, has been exposed to a rigorous curriculum and given the supports necessary to thenenter and excel in a college-preparatory high school that will continue them on the path toward college matriculation and graduation.Most recently, 6.8% of Shelby County Schools students taking the Algebra I EOC assessment demonstrated proficiency on said assessment31. In order to ensure our scholars have every competitive advantage entering into the most elite high school programs in our city, we will ensure all our scholars take Algebra I in 8th grade, with our scholars’ proficiency rate matching or exceeding the proficiency rate of the highest performing district average in Tennessee. To prepare our scholars for this ambitious goal, we will have two hours of daily math instruction every year in grades 4 through 8. Our extended school day allows for these additional hours focused on the critical subjects of reading and math, while still allowing for students to receive high-quality instruction in social studies, science, and participate in an enrichment activity like Physical Education in our Lower Academy and foreign language in our Middle Academy.The most prevalent need for students in our district is literacy proficiency for students in grades 3 throughIn 2015, 32.6% of students scored proficient or advanced on the state 3-8 Reading Language assessment32. Our model of grades 4 through 8 addresses this need with a commitment to literacy instruction in grades 4 and 5 and an extension of literacy instruction in grades 6 through 8. In grades 4 and 5, scholars receive 210 minutes of literacy instruction in grades 4 and 5, and receive 110 minutes of literacy instruction in grades 6 through 8. In grades 6 through 8, however, students also receive daily instruction on social studies and science as separate classes and also a foreign language.An educational philosophy that will be embedded into our curriculum is the principles of Universal Design for Learning, which specifically outlines best practices of educating students with learning differences or exceptionalities33. In understanding the diverse groups of learners our school will have the privilege of educating, we have built-in to our day, designated times for targeted intervention, tutoring, and enrichment. In the Lower Academy, scholars receive 140 minutes of daily individualized learning times that include a rotation of technology assisted blended learning programs and small group or individualized tutoring with a teacher. Our Middle Academy maintains this focus with 100 daily minutes of individualized learning times.The final and perhaps most critical component of our academic plan is based on our third principle of design: Improving quality of instruction is the only way to improve overall student achievement. With this principle in mind, we have designed a robust and intensive teacher development model that is focused on content mastery. Our teachers, before they even begin the school year, will spend three weeks in professional development where they will master and internalize skills around classroom management, aligning on our routines and procedures and going on home visits. The most critical component of the summer professional development, however, is to establish the framework and structure around ongoing development teachers will receive around becoming masters of their content and pedagogy.Throughout the year, teachers will meet with the HOS or DCI once a week for a coaching meeting that will last at least 60 minutes per week. These coaching meetings will be heavily practice-based where the31 Tatter, Grace. "UPDATED: Urban districts score below statewide averages on new TNReady tests, with some bright spots." Chalkbeat.ChalkbeatTennessee,13Dec.2016.Web.20Feb.2017.< some-bright-spots/>.32 "State Report Card." - . Web. 04 Sept. 2016.33 "Home." National Center On Universal Design for Learning. Web. 27 Feb. 2017. < will lead teacher through practice sessions around executing a component of their lesson that teachers will incorporate the remainder of that week and moving forward. The structure of these weekly meetings will follow the model developed by Uncommon Schools and adopted throughout the highest performing charter schools across the country.In addition to a coaching meeting, teachers will have planning meetings that are held at the beginning of each unit. Before the start of a unit, teachers will meet with HOS or DCI for two 2-hour meetings to establish the vision of excellence for each unit and identify the progression of objectives to mastery. The concepts, misconceptions, and key points developed from these meetings will drive coaching conversations throughout the course of the unit.Section 3 Operational ScorecardOverall ApproachBelieve Memphis Academy seeks to be a strong partner with our district. We will ensure we are always in full compliance of expectations, responsive with communication, and direct supports of the identified initiatives of the district as outlined in Destination 2025. Our goal is to consistently score at least a level 4 in all categories, and in areas in which we need to grow to meet that metric, work with all diligence to ensure Believe Memphis Academy will be at a level 4 or 5.For most of these areas, our Director of Operations (DOO) will oversee compliance in operations of our school, but he or she will directly report to the HOS, and HOS will audit the work of DOO on a regular basis to ensure the quality of our operations are representative of the mission and vision of Believe Memphis Academy.Our Specific PlansFederal ProgramsWe will submit all required reimbursement paperwork one (1) to five (5) days in advance, ensuring we meet level 4 or 5 performance score. Whenever applicable, Believe Memphis Academy will submit purchase requests one (1) to five (5) days before each deadline and correctly complete the appropriate documentation as outlined in reimbursement schedule.Student Information PowerSchool SMSWe will submit all required paperwork and information requested from the district one (1) to five (5) days in advance of the deadline.Calendar and Schedule Our annual school calendar will be drafted by the HOS in conjunction with other members of school leadership team. This calendar will be presented to Board of Directors by May of each year to be voted on and adopted by June. School leadership and Board will ensure no errors are present before submitting. Should one (1) or two (2) errors be found by the District, Believe Memphis Academy will rectify errors and resubmit as quickly as possible. The annual calendar and class schedule will be submitted to the District by June 30th of each year.Student Enrollment Data During our enrollment process, we will have two (3) family orientation nights before the start of our first school year. After founding, we will host no less than two (2) family orientation events. These events willinclude the opportunity for families to confirm their child’s enrollment and complete any outstanding enrollment information necessary for the school to have all director information necessary to report to the district. Given this information, the DOO will work with the Front Desk Coordinator to ensure all data and information is ready to go, to the fullest extent possible, by Day 1 of school. By the 5th day of school, the data will be cleaned up and organized in a manner to present to district by that date.Grades and End-Of-Year Closeout Believe Memphis Academy will operate on a trimester schedule. All scholars’ grades will be entered within two (2) days of the end of each trimester. To ensure we reach this goal, one week prior to end of each trimester, teachers will be required to finalize class grades by homework, classwork, and assessment mastery. Scholars will be required to submit any outstanding make-up work by one week prior to end of trimester. Any make-up work submitted after this date, will not be counted as part of scholars’ grades. The teachers will then input trimester exam grades, which will be held during the final week of each trimester. All grades should be finalized by the final day of each trimester; HOS and/or DCI/Academy Directors (AD) will review final grades to approve within two (2) days following the end of each trimester.Trimester end dates are as shown below:Trimester 1: August 1-October 26Trimester 2: October 29-February 1Trimester 3: February 4-May 24Following April 18, upon completion of state assessments, and Trimester 3 Assessments, the final weeks of school will be spent as remediation and preparation for the upcoming school year. Teachers will focus their lessons based on anchor standards necessary to master the next year’s standards. Final grades will be cumulative grades for Trimesters 1-3. Promotion and retention decisions will be made during these weeks and final decisions will be communicated to District by the last day of May, or by the date of the District’s deadline, whichever is sooner. At this time, the school will also complete any required year-end check out with the District.Student DisciplineAny long-term suspension or expulsion (suspension of scholar in excess of ten [10] days) will be submitted to the District within 24-hours of the decision and communication to family. HOS or Dean of Students (DOS)/AD will be responsible for overseeing decision and communication following any short- or long- term suspension of scholars. Responsible party will be sure to communicate with Front Desk Coordinator to follow up with communication to District. District can reach the school with any questions regarding the suspension.Student ReenrollmentWe have set our goal for 90% of all scholars to re-enroll year after year. If a family decides to withdraw their child’s enrollment by choice or necessity, the school will look to replace that scholar’s seat from a waitlist up through the end of 7th grade, with no more than 10% attrition between 7th and 8th grade. It is our mission to provide the quality education students and families of Memphis deserve, need and want. A primary gauge of our success will be the re-enrollment rate of our scholars. Our primary means of keeping scholars enrolled in our school year after year will be outstanding scholar achievement and consistent two-way communication.The first reason, we believe, any family would choose our school is because of our promise to ensure a quality education that puts scholars firmly on a path to high school and college success. We will ensure we live up to our promise by always evaluating the effectiveness of our academic program and highlighting the success of scholars within it.Secondly, families must be made aware of our initiatives, achievements, and priorities to ensure we are delivering on our promise. Our two-way communication will not only ensure the school sends regular and clear communication to families, we will also actively solicit the feedback of families. Our school will establish a family advisory council who will launch listening campaigns and share the positive and negative feedback of families directly to the school. In addition, the school will hold monthly conversations with the HOS, as well as monthly Family University Nights. Finally, the school will hold trimester conferences at the end/beginning of each trimester.Student StabilityWe have set our enrollment goal to maintain 96% average daily membership of scholars. As stated above, we will build in clear communication structures to maintain a high ADM of our student-body. In addition to engaging families, we will create internal incentives for scholars to have high attendance. These incentives will start with a structured and supportive environment where all scholars attain success. Furthermore, attendance will be incentivized through the earning of scholar dollars on weekly paychecks that allow for scholars to “purchase” rewards from a weekly-held scholar store. Attendance will also factor into scholars’ ability to participate in field trips and other school- or class-wide celebrations and rewards.Financial and Organizational Health and AuditIn January of each year, the HOS, DOO and back-office provider will work together to develop the next year’s budget that captures the school’s priorities, anticipated revenues and expenses. The school leadership will present the first version of the budget to the Finance Committee of the Board, with full assumptions and explanations. The Finance Committee will review the budget to ensure it is balanced, that assumptions are sound and accurate, and that the budget represents the mission of the school. The Finance Committee will return budget with questions or revisions to align with these priorities, and the school will present revised budget to the full board by April of each year. The Board will also review budget and will vote to adopt budget, if acceptable, by June of each year.Through this budget building process, as is required by charter law and is best practice of organizations, the school will hire an outside firm or financial expert to audit the school’s finances on an annual basis. The HOS, DOO, and back-office provider will participate in ensuring the auditor has all necessary information and that our records are in order such that the financial statements present fairly, in all material respects, the financial position, results of operation, and cash flows of the school in conformity with the applicable financial reporting framework.The report of the auditor should find not going concern or material weakness and no more than two (2) significant deficiencies.Primary Reserve Ratio The school will work each year to build a more significant reserve, with the goal of attaining ratio between0.1 and 0.15 by Year 5 of operations.Current Ratio From the Year 1 of operations, the school will maintain a current ratio greater than or equal to 0.9. The school will continuously work to build a higher ratio, eventually exceeding 1.1 by Year 5 of operations.Unrestricted Cash Days In order to ensure sound fiscal practices, the school will maintain 60 days of cash on hand at all times. During the planning year, we will establish this by opening a line of credit with a local bank to ensure we can access 60 days cash, if necessary. Ongoing, the school will work to build up its own cash reserves to maintain 60 days cash at all times.Debt to Asset Ratio At all times of school operations, our debt to asset ratio will not exceed 0.9. As mentioned previously, we will work to continuously reduce our debt to asset ratio, ensuring it falls below 0.8 during operations.Enrollment Variance We have set an internal goal to have at least 96% of actual enrollment throughout the school year.Total & Aggregated Total Margin Our net income, on an annual basis will maintain a positive balance every year of operation so that our total and aggregated total margin will yield a positive percentage.Multi-Year Cash Flow We will ensure we always maintain positive cumulative cash flow every year of operations and our multi- year cash flow demonstrates a positive cash flow each year.Debt Service Coverage Ratio Our ratio of debt service coverage will maintain a ratio greater than 1.0.Additional Compliance TimelineThe following represent dates and items the District has identified as necessary by charter schools within Shelby County Schools to remain in compliance. As with all aspects of our design, we strive to partner with the District to demonstrate excellence in all operations.Figure 3.1 – Additional Compliance TimelineTime FrameCompliance DemonstratedJuneThe IEP at a Glance has been generated and provided to general education teachers for all students.General education teachers have reviewed and signed the IEP section documenting teachers not in attendance (if not present at the current IEP meeting).School is compliant with administrative complaints and due process in order to resolve the issue(s).Manifestation meetings are held for students according to guidelines and the school’s SPED advisor is invited to the meeting.The school adhered to the SCS End of Year guidelines as outlined on the EasyIEP main page.The school’s files are in compliance. (Three randomly selected files will be web based monitored each month using the records review protocol).The schools’ files are in compliance. (One randomly selected file will be monitored on site each month using the records review protocol).The school is in compliance as determined by the SCS Division of Federal Programs School Level Monitoring Instrument.100% of teachers are fully licensed in Tennessee and hold endorsements in the classes to which they are assigned.100% of teachers are highly qualified in the area(s)/classes to which they are assigned.Proof of TCRS submission via Concord is provided each month.Proof of hybrid submission via Great West is provided each month.Proof of payment to TCRS is provided each month.Proof of payment to Great West is provided each month.ACA reporting is submitted on time each month.Parents receive verbally and in writing their right to due process related to their child’s long term suspension. (Even under zero tolerance).School accommodates students with 504 modifications as outlined in the plan.SeptemberThere is training compliance for school staff assisting students who self-administer medication.AFR was both balanced and received by July 15th.A state budget document that ties to the board approved document was received by July 15th.At least three (3) full time school staff who remain at the same location for the entire day are trained in the use, monitoring and management of AED equipment. These staff are not shared between locations and do not travel as part of their job.The school provides CPR/First Aid training to PE teachers, coaches and individuals working with student athletics.The school provides CPR/First Aid training to at least three (3) full time staff who remain at the same location for the entire day. These staff are not shared between locations and do not travel as part of their job.JanuaryThe school held their Annual Title 1 Meeting for parents on or before September 30th.A copy of audit was received by December 31st.A copy of Form 990 Return of Organization Exempt from Income Tax was received by December 31st.The school is not in default of loan covenant and/or is not delinquent with service payments.The school has a positive net position (assets + deferred outflows of resources – liabilities - deferred inflows of resources).The school posts an annual list of employees currently trained in CPR/First Aid.Section 4 Capacity ReviewCapacity and Contributions of Founding Team to Our CommunityAl Bright, Jr., Partner, Waller, Lansden, Dortch & Davis, LLPAl Bright leads a diverse and varied legal practice, providing assistance and advice on mergers and acquisitions, securities offerings, and capital raising activities along with the negotiation of licensing and development collaborations and supply, distribution, and sales agreements. Mr. Bright’s experience also includes serving as company counsel in a number of international transactions. Mr. Bright attended the University of Tennessee, Knoxville where he earned his Juris Doctor degree before returning to Memphis. He has served as founding board chair of Freedom Preparatory Academy, the first BES school to open in Memphis. Since opening its doors in 2009, Freedom Prep has consistently been one of the strongest and highest performing schools in Memphis, serving the Westwood community. Mr. Bright comes to Believe Memphis Academy to make a positive difference in the community he loves and leverage his skills toward empowering our children.Kacy Coble, Attorney, Constangy, Brooks, Smith & Prophete, LLPAfter earning her Bachelor of Arts degree in English from Union University in Memphis, Kacy Coble changed her career path to pursue justice through law and attended the Cecil C. Humphreys School of Law at the University of Memphis. After law school, Ms. Coble built a strong track record of accomplishment at various law firms in Texas and California but eventually sought out opportunities to return to Memphis because she believes in the city’s potential and its people. Her passion for justice continued as she worked within organizations like Stand for Children, the Fair Housing Center and The Office of the Advocate for the Non-Custodial Parent. In addition, Ms. Coble spent several years representing undocumented immigrants before the Executive Office for Immigration Review. She currently practices labor and employment litigation and HR compliance. Ms. Coble strongly supports the mission of Believe Memphis Academy and welcomes the opportunity to contribute to the success of the school.Elana Cole, Senior Instructional Coach, Teach For AmericaA graduate of Capella and Drury Universities with Master of Science in K-12 Education and an English/History dual major Bachelor of Arts respectively, Ms. Cole began her education career in Memphis as a teacher at Fairley Senior High School. Ms. Cole’s students far outpaced the district, with 86 percent achieving proficiency or advanced ratings on the state exam. She then joined the founding team of Memphis Academy of Science and Engineering where she spear-headed the culture of the school. Again, her students' performance outcomes were exemplary, with 98 percent of her students scoring proficient or advanced on the state assessment. Ms. Cole joined Teach For America as a teacher leadership coach before assuming her current role as Director of Teacher Leadership Development. She regularly works with the senior leadership team of TFA-Memphis in developing strategic plans and setting vision for the corps member classroom, Memphis region, and the national TFA organization. Ms. Cole has a passion for serving the children of Memphis and joins Believe Memphis Academy with a shared dedication to raise the bar for excellence in education for students and families across the city.Thomas Marino, Vice President of Mortgage Warehouse Lending, First Tennessee BankThomas Marino is a graduate of White Station High School and attended Mississippi State University where he earned a Bachelor of Arts degree in Business Administration. Mr. Marino returned to Memphis where he began building his career in commercial lending at Regions Bank before joining the mortgagewarehouse lending division at First Tennessee Bank. He brings his experience in analyzing financial statements, tax returns, and pro forma financials to determine companies’ financial health and readiness for multimillion dollar lines of credit. In addition, he has gained extensive knowledge of financial operations at small and large organizations, managing a portfolio of accounts representing over $800MM in credit exposure. Mr. Marino believes that a great education can transform lives and that every child deserves access to a world-class education and takes pride in being part of a city where so many of its citizens actively engage in the betterment of their community through giving of resource, time, and skills.Luke Pruett, Recruiting Director, City LeadershipLuke Pruett grew up in Blytheville, Arkansas, splitting time between private and public education. Mr. Pruett graduated from Union University as senior class president with a Bachelor of Arts in English Literature. After earning his Juris Doctor from Cecil C. Humphreys School of Law at the University of Memphis, he joined the team of City Leadership where he manages its major campaigns of Choose901, Teach901, and Serve901, each of which work to draw workforce talent to Memphis in various nonprofit and for-profit sectors of Memphis. Through his work with City Leadership, he has hosted over 1,000 strategic Memphis recruits in 2016, which included recruiting 201 educators into high priority positions within the ASD, I-Zone, and SCS schools. Mr. Pruett oversaw the launch of Choose901 and Teach901 newsletters that gained over 25,000 subscribers in three months, evidence of invaluable community engagement skills that, coupled with the belief that every child deserves an excellent education, will be an enormous asset to Believe Memphis Academy.Jacque Rowe Fields, Assistant Principal, Cornerstone Prep-LesterJacque Rowe-Fields is a results-driven leader with a track record of successfully developing, implementing, and evaluating new initiatives that foster student success. Mrs. Rowe-Fields holds a Bachelor of Arts in Speech Pathology and Audiology from Western Union University. Her experience in higher education includes serving as Assistant Director of the Entrada Scholars Pre-College Program at Calvin College where she oversaw course selection, scheduling, and student retention and serving as an Academic Advisor and Assistant Dean of Student Development at the same institution. Her school administration experience includes serving as the Director of Community and Family Engagement for the founding years at Cornerstone Prep-Lester Elementary in Memphis and most recently as the school’s Assistant Principal. Her primary role as parent liaison for the school, with direct oversight of student recruitment and support for talent acquisition, leverages a broad skill set that will be a benefit to the Believe Memphis Academy founding team.Lisa Settle, Chief of Schools, Achievement SchoolsLisa Settle graduated from Central High School and has earned two Bachelors, Masters, and Doctoral Degrees from the University of Memphis, Union University, and Capella University, respectively. After a successful career in higher education where she taught and chaired a department, she transitioned to elementary education as Co-Founder and Principal of Cornerstone Preparatory School. During the planning year of the school, Ms. Settle completed the Building Excellent Schools Executive Fast-Track Leadership program. She then served as founding principal of Cornerstone Prep-Lester Elementary when it joined the Achievement School District. In both places, she led her teachers and students to incredibly high results in achievement. She is now Chief of Schools within the ASD, managing and coaching principals of multiple schools. With her background in higher education, founding two schools, and the coaching and management of principals, Ms. Settle brings her passion for educational equity and expertise in schoolleadership to Believe Memphis Academy because she wants to ensure that the children of Memphis have ample opportunities to access educational excellence.A. Greg Spillyards, Senior Vice President, Community AdvisorsGreg Spillyards is a native Memphian and graduate of Christian Brothers High School. He holds a Bachelor of Arts in Business Administration with concentrations in Marketing and Real Estate from the University of Memphis. In his current role, Mr. Spillyards is responsible for the Community Advisors service line of Cushman & Wakefield | Commercial Advisors where his primary purpose is to provide brokerage, management, redevelopment, and financial expertise in underserved core city neighborhoods. His work seeks to revitalize areas throughout the city with passion, thoughtfulness, and entrepreneurship as a social and cultural vision is sustained through creative real estate investment and development solutions. Prior to his current role, Mr. Spillyards worked with CBRE Memphis for more than nine years, involved in multiple disciplines of commercial real estate. He joins Believe Memphis Academy to leverage his skills in support of its vision, to be a school where students of all backgrounds are challenged and inspired together as they collaborate and work hard towards a bright future in settings steeped in academic excellence.Capacity and Contribution of Proposed Head of School Junghoo “Danny” Song, Fellow, Building Excellent Schools; Lead Founder and Proposed Head of SchoolJunghoo “Danny” Song is a Fellow with Building Excellent Schools, a national nonprofit that recruits, trains,and equips individuals to lead high-performing charter schools across the country. Prior to the BES Fellowship, Mr. Song joined the education reform movement through the Memphis Teacher Residency (MTR). As an MTR graduate and alum, he helped found three different charter schools in the capacity of founding teacher, Dean of Students, and Assistant Principal in Memphis and Nashville. He also worked on the new teacher Summer Institute teams of Teach for America in Memphis and Nashville as a teacher leadership specialist and school site director. 2015 recipient of the national Sontag Prize in Urban Education, Mr. Song holds a B.A. in Journalism and an M.A. in Urban Education from Union University.In each of Mr. Song’s years as a teacher, he has earned a TVAAS level 5 designation for demonstrating growth of his students. He has taught 6th and 7th grade math, 3rd and 4th grade math, and 5th grade ELA. In 2011, his students earned the second highest growth score in Memphis City Schools. In 2012, 96% of his students in 7th grade math scored proficient or advanced, with 63% scoring advanced. In 2014, his students showed the highest reading language arts growth in the Achievement School District, and more 70% of his students grew over 1.5 years on MAP. In 2015, his 4th graders showed the second highest overall TVAAS growth scores of all elementary schools in Metro Nashville Public Schools.To ensure Mr. Song would take his instructional knowledge and experience and grow his leadership skills to become a highly effective school leader, Mr. Song joined the nationally recognized Building Excellent Schools Fellowship. Through the Fellowship, Mr. Song has visited over 30 high achieving charter schools across the country both founded by BES leaders and others not founded by BES leaders. He has spent over 600 hours receiving direct training, coaching, and development in his leadership presence, mindset and practices.Responsibilities of Head of SchoolThe position of HOS at Believe Memphis Academy carries the responsibility of the academic, finance and organizational health and success of the school. The HOS will lead curriculum and instruction, define and uphold the culture of the school for both students and staff, and oversee the finance and operations of the school. In the planning year, the school will hire a DOO to take on the operational responsibilities of the school. The DOO will directly manage the relationships with vendors, purchase of materials, and will work with the back-office provider to ensure the mission of the school is carried out through its operations. The DOO has not yet been identified, but the ideal candidate is incredibly detail-oriented, mission-aligned, has school experience, and experience with running operations at a school is highly munity PartnershipsBelieve Memphis Academy has been incredibly grateful and humbled by the enthusiasm of members within our community who have expressed interest in partnering with us to accomplish our mission. The following table shows organizations who have expressed a strong alignment with our mission and seek formal and informal partnerships with us.Figure 4.1 – Believe Memphis Academy Community PartnershipsSectorOrganizationProposed PartnershipFoundationPoplar FoundationExpressed interest to support financiallyFoundationHyde FoundationExpressed interest to support financiallyFoundationPyramid PeakExpressed interest to support financiallyEducationVision Prep Charter SchoolSupported our charter application; desires partnership around sharing best practicesEducationGrizzlies Prep Charter SchoolSupported our charter application; desires partnership around sharing best practicesEducationMemphis Delta Prep Charter SchoolSupported our charter application; desires partnership around sharing best practicesEducationArrow Academy of Excellence Charter SchoolExpressed desire to partner around student matriculation to our schoolEducationAurora Collegiate Charter SchoolExpressed desire to partner around student matriculation to our school (6th grade)EducationMemphis Rise Academy Charter SchoolExpressed desire to partner for our scholars to matriculate to their high schoolEducationGateway Charter SchoolExpressed desire to partner for our scholars to matriculate to their high schoolEducationMemphis Teacher ResidencyExpressed support of school and desire for more high-quality school options for their alumniEducationTeach For AmericaExpressed support of school and desire for more high-quality school options for their corps members and alumniEducationTeach901Expressed support of school and desire for more high-quality school options for their recruitsEducationLeadership for Educational EquityExpressed support of schoolCommunityHeights Development CorporationExpressed desire to partner around family engagementCommunityMemphis LiftExpressed desire to partner around family engagementCommunityMemphis Medical District CollaborativeExpressed desire to partner around engaging businesses and institutions around Medical DistrictCommunityEdge District Neighborhood AssociationExpressed desire to partner around facilities acquisitionCommunitySt. Mary’s Episcopal CathedralExpressed desire to support community engagementCommunityNeighborhood Christian CenterExpressed desire to support community engagementCommunityRiverdeep ChurchExpressed desire to support community engagementCommunityNew Memphis InstituteSupported in finding board members and will continue to provide potential board membersEnrichmentMemphis Athletic MinistryExpressed desire to provide enrichment opportunities for scholarsEnrichmentHoop4LifeExpressed desire to provide enrichment opportunities for scholarsEnrichmentGirls, Inc.Expressed desire to provide enrichment opportunities for scholarsEnrichmentMemphis Inner City RugbyExpressed desire to provide enrichment opportunities for scholarsEnrichmentGrizzlies FoundationExpressed desire to provide mentors for scholarsEnrichmentLeading Innovation Through EducationExpressed interest in finding partnership opportunities for scholarsLegalButler SnowExpressed desire to provide legal servicesUniformAgape NorthExpressed interest in partnering for community engagement and uniform providerContributors to the SchoolBuilding Excellent Schools has provided direct support of our proposed HOS, Junghoo “Danny” Song, around leadership development, organizational best practices such as hiring, developing and managing a budget, board governance, teacher development, community engagement, student recruitment, and many other aspects of school leadership. Moving forward, BES will provide additional coaching in the form of Follow-On Support for the school leader.We have had conversations with Open Up Resources and Achievement Network around supporting the identification and development of high quality curriculum at Believe Memphis Academy.DevelopmentThe Board of Directors, along with the HOS, will lead development efforts of Believe Memphis Academy. First, the Board will be a 100% giving board, each member contributing an amount that is meaningful to them. Secondly, the Board will access networks and connections in the community to lead fund-raising efforts, develop meaningful interest in the school, and identify opportunities of financial development ofthe school. These efforts will be led by Development Committee of the Board. The Board has committed to an initial commitment of $5,000 in Year 1 of the school. The contribution commitment will increase each year, as reflected in our proposed budget, and by Year 5, the board will commit to raising $100,000 on behalf of the school.Section 5 Regional DataCurrent Student Data in Target CommunitiesIn accordance with Tennessee charter law, Believe Memphis Academy will accept any student living within the Shelby County Schools District, so long as we have the capacity as shown in our enrollment capacity below.Figure 5.1 – Enrollment Capacity in Years 1-5 of OperationsY1: 2018-19Y2: 2019-20Y3: 2020-21Y4: 2021-22Y5: 2022-23Grade 46090909090Grade 56060909090Grade 6-60609090Grade 7--606090Grade 8---6060Total120210300390420Our target student recruitment efforts, however, will take place from the areas immediately surrounding the Medical District in the 38105, 38103, 38126, and 38107 zip codes. The Memphis Medical District is roughly defined as the area bordered by Poplar Avenue, I-40, Vance Avenue, Danny Thomas Boulevard34.Students currently living in the Medical District are zoned to schools as marked below.Figure 5.2 – Medial District Residents’ Elementary Schools3534 "About." Memphis Medical District Collaborative. Web. 18 Feb. 2017.35 "SCS Elementary Attendance Zone Map 2016-2017." Shelby County Schools. Web. 18 Feb. 2017.< County Schools has recently made the decision to close Carnes Elementary School, a school that has traditionally served the students living in and around the Medical District. The students currently attending Carnes Elementary School will be rezoned to Downtown and Bruce Elementary, as shown in Figure 5.336:Figure 5.3 – Carnes Students Rezoning Proposal for 2017-1837Students currently living in the Medical District are zoned to middle schools as shown below.36 Carnes Elementary School: Impact Report. Rep. Memphis: Shelby County Schools, 2017. Print.37 Ibid.Figure 5.4 – Middle School Zones from the Medical District38Tommy Pacello, President of the Memphis Medical District Collaborative, has called this district a potentially vibrant “lynchpin between midtown and downtown”39.While this district has all the potential to become a vibrant community, according to a recent survey of residents, employees and students living and working in the district, 62% of those surveyed had negative views of current public educational options in the district and approximately 22% were neutral or had no opinion on education options in and around the District40.The same survey found that about 26% of Medical District parents want to enroll their student in a charter school or private school in the downtown, midtown, or Medical District area41.Believe Memphis Academy, in alignment with its mission, also seeks the Medical District in which to place its school in order to partner with several nearby college preparatory high schools such as Middle College High School, Central High School, and the newly proposed Crosstown High School42. Destination 2025 priority of SCS of ensuring 90 percent of high school students graduate high school on time and 100 percent of graduates enroll in a post-secondary opportunity directly aligns to Believe Memphis Academy’s priority of ensuring students in middle school are prepared to excel in high school and thrive in college43.38 "SCS Middle Attendance Zone Map 2016-2017." Shelby County Schools, Web. 18 Feb. 2017.< Rupersburg, Nicole. "Innovator of the Week: Tommy Pacello." High Ground. 1 July 2016. Web. 18 Feb. 2017.< Perceptions of Early-Childhood and Primary Education in the Memphis Medical District. Rep. Memphis: Hyphen Market Solutions, 2016. Print.41 Ibid.42 Bauman, Caroline. "As Crosstown High Seeks to Open a Year from Now in Memphis, Here Are Questions That Still Loom."Chalkbeat, 12 July 2016. Web. 04 Sept. 2016.43 Shelby County Schools. Destination 2025: 2015 Shelby County Schools Annual Report. . Web. 5 Sept. 2016.Figure 5.5 shows the most recent academic achievement data as well as recent demographic and student population data of the schools serving students within the Medical District.Figure 5.5 – Elementary Schools Around the Medical District%Proficient/Advanced in 2014-1544Student Demographics in 2014-1545High-Needs Populations in 2014-1546Total Student Population in 2016-1747Bruce Elementary34.7% in math22.2% in RLA37.2% in science75.8% Black15.9% Hispanic or Latino 5.9% Asian94.7% - Economically Disadvantaged20.4%-English Language Learners 12.1% - Students with Disabilities355Carnes Elementary42.7% in math21% in RLA37.8% in science93.1% Black5.3% Hispanic or Latino98.8% - Economically Disadvantaged5% - English Language Learners9.9% - Students with Disabilities223Downtown Elementary65% in math56.1% RLA76.8% in science87.6% Black7.1% White2.4% Hispanic or Latino 1.9% Asian78.4% - Economically Disadvantaged6.1% - Students with Disabilities646LaRose Elementary23.5% in math12.6% in RLA16.7% in science99.3% Black96.1% - Economically Disadvantaged7.3% - Students with Disabilities409The achievement data of the two schools Humes Preparatory Academy and Booker T. Washington, for which the predominant number of residents in the Medical District are zoned, as well as current surrounding charter school options are shown in Figure 2.5 below.Figure 5.6 – Middle Schools Around the Medical District%Proficient/Advanced in 2014-1548Student Demographics in 2014-1549High-Needs Populations in 2014-1550Total Student Population in 2014-1551BookerT Washington8.9% in math5.9% in RLA11.8% in science99.7% Black98.8% - Economically Disadvantaged58344 "State Report Card." - . Web. 04 Sept. 2016.45 Ibid.46 Ibid.47 Carnes Elementary School: Impact Report. Rep. Memphis: Shelby County Schools, 2017. Print.48 "State Report Card." - . Web. 04 Sept. 2016.49 Ibid.50 Ibid.51 Ibid.23.2% - Students with DisabilitiesHumes Preparatory Academy17.1% in math16% in RLA29.6% in science98.3% Black94.4% - Economically Disadvantaged19.9% - Students with Disabilities408Memphis Academy of Science and Engineering22.6% in math23.9% in RLA32.6% in science97.7% Black64% - Economically Disadvantaged10.8% - Students with Disabilities389The need for high-achieving elementary and middle school options in our targeted zip codes of 38105, 38107, and 38126 were the primary factors in our decision to target 38105 as our zip code for idea locations.In addition, Exhibit 3 of the Shelby County Schools Charter School Application Supplement shows that the downtown area has sustained stable enrollment at the middle school level and middle schools are over capacity.A report produced by Meridian Econometrics that studies population density by demographic information and location52, showed that there are over 6,000 children within a 5-mile radius of the 38105 zip code who are under the age of 9, with a family income less than $75,000.Facility SearchAs noted above, as Carnes Elementary School is proposed to close that is an option we would certainly seek to explore with the District. As it is a large building with high deferred maintenance costs as reported in the Shelby County Schools Report,53 we are actively seeking other options that would fulfill the needs of our academic program as well as provide a safe and inspiring facility for our scholars and teachers.Upon authorization, Believe Memphis Academy will immediately engage the district and other building owners to seek out our best facilities option. We are grateful for the partnership of Cushman & Wakefield| Commercial Advisors, through Greg Spillyards who is Vice-President of Community Advisors who will serve as our founding Vice-Chair of the Board of Directors, who will serve on our Finance and Facilities Committee to spearhead the facilities search for Believe Memphis Academy.52 "Meridian Econometrics." Meridian Econometrics. N.p., n.d. Web. 27 Mar. 2017. < Carnes Elementary School: Impact Report. Rep. Memphis: Shelby County Schools, 2017. Print. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download