December 1, 2017 Subject: NC ISD Applicationinnovativeschooldistrict.org/wp-content/uploads/... ·...

December 1, 2017

Dr. Eric Hall NC Innovative School District Education Building MSC 6312 Raleigh, NC 27699-631

Subject: NC ISD Application

Dear Dr. Hall

Please find enclosed Achievement for All Children’s (AAC) application for the operation and management of Southside-Ashpole Elementary School for the 2018-2019 school year under the NC ISD.

AAC respectfully submits this application, and we hope you’ll find our teams approach and experience to be a good fit for the operation and management of Southside-Ashpole.

AAC strives to turn mediocre schools into exemplary schools in the areas of compliance, finances, staffing, academics, and facility. To achieve these results for all students, families and community members must support and be involved in the school. Family and community participation is crucial in improving individual student achievement and overall school success. AAC helps schools clearly communicate its mission and vision with staff, parents, and the community at large to ensure an academically rigorous school.

Please let us know if you have any questions.

Sincerely,

Anthony Helton CEO AAC

Disclaimer

I certify that I have the authority to submit this application and that no part of this application is plagiarized. All information contained herein is complete and accurate. I realize that any misrepresentation will result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization.

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REQUEST FOR APPLICATION (RFA) OPERATION AND MANAGEMENT OF AN INNOVATIVE SCHOOL

FOR THE 2018-2019 SCHOOL YEAR

Innovative School District (ISD) 301 N. Wilmington Street

Raleigh NC 27601-2825 919-807-3435

Mailing Address:

6303 Mail Service Center Raleigh, NC 27699-6303

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SECTION I 2017-2018 Innovative Schools Application Timeline

To support the applicants, the ISD has assembled the following application timeline. The content of the calendar may change over time and may be modified by the ISD at any time. The process is also subject to the approval of the State Board of Education. The most up-to-date version of the calendar will be maintained and posted on the ISD website at www.innovativeschooldistrict.org.

September 29, 2017 Notice of Intent to Apply due

October 16, 2017 Application for Qualified CMO/EMO Operators Opens

October 18, 2017 Online Technical Assistance Session for Organizations submitting a Notice of Intent to Apply

October 23, 2017 Questions due from CMO/EMO applicants regarding application guidelines or processes

Week of October 30, 2017 CMO/EMO Tour of Potential ISD Schools

November 17, 2017 CMO/EMO Applications Due

Week of December 11, 2017 Presentations to external evaluators and matching committee by CMO/EMO candidates under consideration

January 4, 2018 ISD Superintendent presents recommendations for matched IS operators for selected school(s) to State Board of Education

February 1, 2018 Final selection of IS operator for prospective Innovative School by State Board of Education based on final recommendation of the ISD Superintendent

Upon final selection as a school operator, applicants will be required to attend planning sessions with the ISD Superintendent. Prior to contracting for services, the applicant will be required to submit additional information to the ISD Superintendent regarding school operations and startup procedures (e.g., staffing plan, budget, etc.).

http://www.innovativeschooldistrict.org/

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SECTION II Instructions and References

APPLICANT INSTRUCTIONS

Specifications

● This application may be completed with responses following each question, or by submitting a longer response at the end of each subsection (e.g., Record of Results, Education Plan, etc.). (Applicants will be given a PDF version of the application and must retype the questions provided.)

● The application was developed using multiple sources including the NC Office of Charter Schools and resources from other states.

● All elements of the application must be typed with 1-inch page margins and 11-point Cambria font, single spaced.

● Each major section (Executive Summary, Meeting the Need, Academic Plan, etc.) must begin on a separate page, as indicated in the application.

● Gray boxes may be omitted from the final submission.

● References and citations should be placed in the footer.

● If a particular question does not apply to your team or application, simply respond “Not Applicable,” AND state the reason this question is not applicable to your team or application.

● All questions, including those identified as “Not Applicable” and tables not utilized must be left in the document. Responses may not exceed 50 pages. Attachments are not included in the narrative page limit.

● All required attachments should be clearly labeled and provided in the file format specified.

● All pages must be numbered consecutively.

● Applicants must submit hard and electronic copies of applications.

○ Hard copies may be delivered or mailed.

○ Ten (10) hard copies must be submitted.

○ Electronic copies of applications and attachments must also be submitted on a USB drive with the hard copies of the applications. Electronic copies must be compiled into a single PDF document.

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○ All applications must be received no later than 5:00 PM EST on November 17, 2017.

○ Copies received later than 5:00 PM EST on November 17, 2017 will not be accepted regardless of the reason and regardless of postmark.

○ Hand-delivered copies will be accepted at Innovative School District Office, Attn: Eric Hall, Superintendent 301 N. Wilmington Street, Raleigh, NC 27601-2825 in Room 204.

○ Mailed copies may be sent to Innovative School District, Attn: Eric Hall, Superintendent 6303 Mail Service Center, Raleigh, NC 27699-6303

● Attachments may be formatted at the applicant’s discretion. All documents must be submitted as PDF documents.

● When submitting resumes and biographies, label each document with the individual’s affiliation with the proposed school (e.g., board member, principal, etc.).

● Review all elements of your application for completeness before submitting. Incomplete applications will not be accepted, and applicants are not able to amend, revise, or supplement their application after is has been submitted.

Submission Instructions

1. To be eligible to submit a full application for the 2018-2019 school year cycle, applicants first have submitted the Notice of Intent to Apply packet on September 29, 2017.

2. Applications should be prepared using the templates and submission process established by the ISD.

3. Applicants must submit hard and electronic copies of applications.

a. Hard copies may be delivered or mailed.

b. All applications must be received no later than 5:00 PM EST on November 17, 2017.

c. Copies received later than 5:00 PM EST on November 17, 2017 will not be accepted regardless of the reason.

d. Ten (10) hand-delivered copies will be accepted at Innovative School District Office Attn: Eric Hall, Superintendent 301 N. Wilmington Street, Raleigh, NC 27601-2825 in Room 204. Ten (10) mailed copies may be sent to Innovative School District, Attn: Eric Hall, Superintendent 6303 Mail Service Center, Raleigh, NC 27699-6303

e. Electronic copies of applications and attachments must also be submitted on a USB drive with the hard copies of the applications. Electronic copies must be compiled into a single PDF document.

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4. Late submissions, including applications that are partially uploaded, will not be accepted. Emailed copies of sections will not be accepted.

5. School operator applications are read and scored by an external team of evaluators.

6. The ISD Superintendent will make recommendations to the State Board of Education based on evaluation team’s recommendations.

Application Contents

Applicants must provide a comprehensive application and an authorized signature. Applications must include the following sections and attachments arranged in the following order:

1. Cover Letter

2. Title Page

3. Executive Summary

4. Addressing the Needs of Specific Innovative Schools

5. Record of Results

6. Education Plan

7. Operations Plan

8. Attachments

a. Attachment 1: Information on Schools Being Operated or Operated Within the Past Five Years by the Organization

b. Attachment 2: Synopsis of Planned Curriculum

c. Attachment 3: Detailed Startup Plan

d. Attachment 4: Quote from Insurance Provider

e. Attachment 5: Resumes of Key Members of the Organization

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Section III Application

TITLE PAGE

REQUEST FOR APPLICATION (RFA)

OPERATION AND MANAGEMENT OF AN INNOVATIVE SCHOOL FOR THE 2018-2019 SCHOOL YEAR

INNOVATIVE SCHOOL INFORMATION

Southside Ashpole Elementary in Robeson County, NC.

ORGANIZATION INFORMATION

Provide the following information about the organization

● Name of organization applying to operate an Innovative School: Achievement for All Children

● Mailing address: 9935D Rea Road, Ste. 149 Charlotte, NC 28277

● Primary telephone: 1-866-495-2221

PRIMARY CONTACT INFORMATION

Provide the following information about the person who will serve as primary contact for this application (Note: This person will serve as the contact for follow-up, interviews, and notices regarding this application.):

● Name of contact person: Anthony Helton

● Title/Relationship to organization: Chief Executive Officer

● Mailing address: 9935D Rea Road, Ste. 149 Charlotte, NC 28277

● Primary telephone: 1-866-495-2221 ext. 1

● Alternative telephone

● E-mail address: [email protected]

THIRD-PARTY INFORMATION

Provide the following information about third-party person or group assisting with this application:

mailto:[email protected]

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● Was this application prepared with the assistance of a third-party person or group? No: Yes: X

● Name of third-person or group, if applicable: Leaders Building Leaders

DISCLAIMER

Copy the following disclaimer to your cover page.

AUTHORIZATION SIGNATURE AND NOTARIZATION

Provide the following information authorizing submission of this application by the primary contact person as well as notarization of the signature:

● Signature:

● Printed Name:

● Title:

● Date:

Disclaimer

I certify that I have the authority to submit this application and that no part of this application is plagiarized. All information contained herein is complete and accurate. I realize that any misrepresentation will result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization.

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● Name of innovative school

EXECUTIVE SUMMARY (2 Page Limit)

● The outcomes you expect to achieve

● Summary of key components of your educational model and how the organization plans on meeting the expected outcomes

● The values, approach, and leadership accomplishments of your organization

● Key staff, supporters, partner, or resources that will contribute to your school’s success

Southside-Ashpole Elementary School is the name of the innovative school that Achievement for All Children (AAC) intends to operate and manage. As an organization, AAC strives to turn struggling schools into exemplary schools in the areas of compliance, finances, staffing, academics, and facility. In Southside-Ashpole, we will foster student learning and achievement by inspiring scholars to become independent thinkers, effective communicators, and lifelong learners who are prepared to become productive, accountable, and engaged citizens.

Through the delivery of a classical curriculum through the Core Knowledge Sequence for reading, science, and social studies instruction and Singapore Math for math instruction, we will nurture well-rounded, highly educated, successful scholars. Southside-Ashpole Elementary School will use a strong character education program, Core Virtues, to raise the level of student performance in all academic areas. A rigorous cross-curricular approach is the only path to academic success. Achievement for All Children believes that research and implementation with fidelity demonstrates that Core Knowledge, Core Knowledge Language Arts (CKLA), Singapore Math, and Core Virtues are the bedrock of education.

By emphasizing high academic expectations, strong character development, and individual responsibility, Southside-Ashpole will improve student learning and achievement results for all scholars and inspire scholars to become lifelong problem solvers, effective communicators, and contributing members of their community.

Achievement for All Children’s board of directors is comprised of proven thought leaders in the education community. Our CEO, Tony Helton, began his career as a sixth grade geography teacher and high school government AP. He went on to lead a charter school in Brevard, NC increasing test scores from 40.7 percent to 71 percent school wide. With the board and CEO’s wealth of knowledge and leadership abilities, AAC advances schools from unacceptable performance to exemplary academic success using proven methods.

Our key school staff will include a Principal, an Administrative Associate, a Guidance Counselor, Core Content Teachers, an Exceptional Children’s Teacher, an Exceptional Children’s Director, an Instructional Coach, Assistant Teachers, and a Community Liaison.

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Our partners will include the Core Knowledge Foundation, Core Virtues, TeamCFA, the local school district, Rowland Middle School, South Robeson High School, Americans for Indian Opportunity, the Center for Community Action, local churches, and local businesses.

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ADDRESSING THE NEEDS OF THE SPECIFIC INNOVATIVE SCHOOL

1. For the school the organization is interested in serving, describe your interest in the specific community/communities.

Achievement for All Children’s mission is to support the public schools in the State of North Carolina in achieving better outcomes for all children by focusing on our most socioeconomically and academically challenged K-5 public schools. Although rigorous, coherent, cumulative curricula is vitally important, we believe true success must also have strong community support working together with an army of talented and committed educators in each of our public schools.

Unfortunately, Robeson County has the highest crime rates in the state of North Carolina and is notably one of the poorest counties in the state. In addition, there are devastating community disadvantages due to rampant opioid use. They have also been identified as having a homicide rate that is more than triple the state average. A factor that cannot be overlooked is that since 2008, Robeson County has been identified as among the 10% of United States counties that are majority- minority. Race relations and struggles have long been documented as an underlying source of violence within the county.

AAC believes Robeson County has inner-city problems in a rural setting, and AAC understands the struggles of children living in the inner-city and the struggles of children living in a rural setting. We are uniquely suited to implement our program that is tailor-made for the challenges faced by Robeson County residents. AAC is committed to not only improving the education of scholars at Southside-Ashpole, but to also improving the community as a whole.

2. Review the comprehensive needs assessment (to be provided by the ISD) for the school you are interested in serving. For the school, explain how your model, and the commitment to serve this population, including the grade levels, would meet the student and community needs and align with the mission of the ISD.

AAC is committed to improving education across the state of North Carolina, and we believe that the only way to lead a school where students consistently achieve is to involve families and the larger community in the school. AAC will help communicate and bring to life the mission and vision with staff, parents, and the community at large to ensure that students attend and are a part of an academically rigorous school.

AAC was born out of the need for more focused direction and assistance within the the TeamCFA Network of schools. TeamCFA has a proven track record of improving student performance in rural North Carolina, inner-city Indianapolis, and low-socioeconomic and high-need Phoenix. TeamCFA’s

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model is not to operate schools; thus AAC was created to provide more direction and decision- making in running schools that need help in turning around the performance of the school.

AAC will facilitate the hiring, professional development, data analysis, public relations and advocacy for Southside-Ashpole. In addition, AAC will ensure that Core Knowledge, a nationally renowned curriculum, is taught with fidelity along with daily lessons from the character development program, Core Virtues.

3. Based on the comprehensive needs assessment(s), describe specific ways that you will engage and transform the existing school culture as you prepare to open and during the first year of operation. How will you determine what you will keep, modify, or add? Describe your plan for the school you wish to serve.

AAC will add support structures that are unique to this community and are the underpinnings of this school's failure, which include health, culture, and economics. To not only pull this failing school out of the spiral of failure, but to also create a clear pathway to success, we will build support structures that incorporate health and wellness practices, focus on movement and healthy eating choices. We will partner with the health department for vision, hearing, dental screenings, and drug awareness in grade 5. In addition, we will partner with the police and fire departments for gun and fire safety and who to call when there's a concern. To provide high-quality, relevant violence prevention programs, we will partner with the Center for Community Action, an organization that has studied the unique combination of issues that are the cause of so much struggle in Robeson County.

To engage community members and help them become a part of the change we are working to develop in Robeson County, we will invite them to participate in focus groups, forums, and events to identify strengths, resources, needs, and desires of the community. We recognize that we have a minority majority county; therefore, there are numerous voices that need to be heard. We will involve Native American, African American, and Hispanic community leaders to lead whole school activities that are inviting and meet the needs of all families to create bridges within the school and in the larger community.

To determine the effectiveness of our programming, we will collect and track data to analyze and find growth opportunities. For the activities associated with instruction, we will conduct pre- and post-tests to measure students’ growth in understanding the content and to measure teaching effectiveness. For the forums, and workshops, we will collect follow-up surveys to determine their effectiveness and determine what changes need to be made from year to year.

4. Describe the applicant’s experiences with partnering with local school districts. Explain the organization’s plans for engaging and partnering with other schools and the local school district where the innovative school is located.

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AAC believes that nurturing a well-rounded scholar involves many members of the community. We have fostered partnerships between schools in our network and the local school district through partnering with them for transportation for students who qualify for McKinney-Vento. In addition, two TeamCFA schools, Thomas Jefferson Classical Academy, CFA and VERITAS Community School, CFA, have negotiated desireable leases from the local school district. We will work with the Robeson County Schools district through pursuing shared services, such as services for maintenance, IT services, sports, and meals. We will also work with the public district and charter schools, Southeastern Academy and Cis Academy, to participate in middle school fairs to ensure that our families are aware of their school choices and enroll their child in the middle school that best matches their child’s aptitude.

5. Describe how the CMO/EMO intends to engage the local community and the strategies that will be used to engage partners to address both academic and non-academic barriers to achievement for the school the organization wishes to serve.

According to the 2017 County Health Rankings for North Carolina completed by the Robert Wood Johnson Foundation, community members in Robeson County received the lowest ranking for both health outcomes that measures length and quality of life and health factors that scores counties based on health behaviors, clinical care, social and economic factors, and the physical environment. In addition, the county’s youth death rate is more than double that of the rest of the state. This community is hurting. Not only are children attending a school that has earned a failing report card grade, their health is suffering with high rates of obesity and asthma, and their families are suffering with poverty and historic racial tensions.

In order to meet the needs of the community, a school must welcome in the community members who understand the needs of the community and the unique motivators in the community that will best bring about change. AAC will engage parents and the larger community in meetings, through news sources, on our school website, in social media, through promotional videos, and by meeting with leaders of religious organizations and preschools.

AAC will engage parents early and frequently in the school year and create incentive programs to encourage parents to volunteer and play an active role in their child's education. Through the school's intense focus on character development, there will be an increased focus on bridging the gap between home life and school. Bridging this gap will include several interactive lessons that will build on parental involvement.

AAC will also develop a strong Parent Teacher Association as a means for parents and teachers working closely together to carry out the mission of the school. In the current Southside-Ashpole Handbook, the PTO didn’t list any elected officers for the 2017-2018, indicating that parent leaders need to be identified. We will actively seek parent leaders and provide leadership training to these parents to provide them with the tools to organize events and fundraisers for the school. This will

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equip parents to connect the school with the community and provide a means for seeking additional volunteer and financial support.

6. Explain how the organization will establish a school-community identity while simultaneously respecting and reinforcing the building history, role in the community, and campus identity.

Southside-Ashpole has a long history in Robeson County and has undergone many changes that reflect the changes within the county and throughout our country. The school was built in 1926 as a small school serving grades one through twelve and became an integrated school in 1968, serving grades 4 through 8.

The county has always had a diverse community, historically, it has been a county where the races worked together to create a culturally diverse community. In fact, the county is called “The State of Robeson” not only because of its size, but because of its fierce independence and self-reliance. Unfortunately, the realities of factory closings, violence, opioid addiction, and obesity have crippled the county to the point that they need outside help to create a path to a successful future. AAC wishes to be of service to create that path and walk alongside them until they reach a time when they can again operate effectively on their own.

By building upon the ties that bind them, including a shared interest in the success of the school and the success of the community as a whole, and offering a rigorous instructional plan that includes programming that addresses their particular stressors, we will help them redefine themselves in a way that keeps the best of their history and the best from their present.

7. Identify any organizations, agencies, or consultants that are partners in planning and establishing the school, along with a brief description of their current and planned role and any resources they have contributed or plan to contribute to the school’s development. If the group is new to North Carolina, describe how your previous work has prepared you to establish relationships and supports in this new community.

AAC has consulted with Leaders Building Leaders (LBL) in the writing of this application and the planning of programing for this school. LBL’s mission is to assist school leaders and boards identify the causes of problems and execute sustainable solutions. LBL understands AAC’s commitment to achieving better outcomes for children and has provided program development, writing, and editing support for this application. As former charter school leaders and career educators, they have provided vital insight into how AAC can best meet the unique needs of Southside Ashpole scholars by melding the mission of AAC with the needs of the community. With the implementation of a rigorous, coherent, and cumulative curriculum and the creation of strong community support, we will change the trajectory of children’s lives. They will serve as coaching and mentoring supports when AAC leads the school.

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RECORD OF RESULTS

1. Describe your organization’s prior experience in assuming the operations of or turning around an underperforming school based on your record of results.

While AAC is currently in its first contract to turnaround an underperforming school, TeamCFA has a proven track record of moving the needle on underperforming schools in both rural and inner- city settings.

Pioneer Preparatory Academy, CFA was founded in 2009 to provide high-quality school choice opportunities to the underserved Maryvale neighborhood of Phoenix, Arizona. Pioneer’s school demographics are as follows:

● Race: 95% Hispanic/Latino; 2.5% African-American; 2.5% White ● Socioeconomic Status: 94% Free/Reduced Lunch ● Language Status: over 65% of Pioneer Prep CFA scholars are identified English Language

Learners (ELLs) Pioneer serves grades K-6 and brought its grade from a “D” to a “B”. By implementing the Core Knowledge sequence with a strong leader and good governance Pioneer was able to make remarkable gains in a struggling area.

Similarly, Aristotle Preparatory Academy, CFA located in Charlotte, North Carolina, serves a population of:

● Race: .8% White; 4% Hispanic; 89.5% African-American; and 5.6% Multi-Racial. ● Socioeconomic Status: 7% Free/Reduced Lunch

At the end of last school year, the Aristotle Board voted to approve a contract with AAC. Since that time, AAC has hired a new leader and staff, relocated to a new building, drastically changed the culture of the school, and increased the letter grade from an F to a D. Aristotle’s fall NWEA/MAP proficiency scores (at or above grade level) were 31.7 percent in Math and 30.5 percent in Reading. In the spring they had increased their NWEA scores to 37.9 percent in Math and 40.7 percent in Reading.

2. Describe your results in serving scholars with similar demographics of the school(s) you are interested in serving.

Thomas Jefferson Classical Academy, CFA is ranked in the top one percent of high schools in the nation and constantly scores well above the national average. Thomas Jefferson is located in Mooresboro, NC and has one of North Carolina’s poorest communities with high unemployment and rampant drug use. Thomas Jefferson is located in a community very much like Southside- Ashpole and yet year after year out performs almost all other North Carolina schools.

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Thomas Jefferson partners with families to educate scholars in grades K-12 in the trivium of grammar, logic, and rhetoric, thus graduating thoughtful, articulate young adults who are prepared for college and for a lifetime of citizenship and active intellectual inquiry. Thomas Jefferson was met with challenges in the beginning from the community, but with hard work and perseverance they gained the support of the community as a whole and engaged the families of the scholars.

3. Include, as Attachment 1, a table that lists the following:

a. Names of all schools currently being operated or operated within the past five years by the organization in this State or any other state regardless of current operational status

b. The city and state the schools are located

c. The length of time involved in operations of the school(s) (e.g., 1 year, 2 years, etc.)

d. Basic demographic information for the school including race/ethnic diversity, poverty levels, special education, and English Language Learners

e. A summary of the academic outcomes/data showing the results achieved by the school(s) in the applicant’s network or under the organization’s operation for each year (up to the most recent five years) the school was operated by the organization to include data on

i. Academic growth in reading and mathematics

ii. Grade-level proficiency in reading and mathematics

iii. Attendance data

iv. Discipline data

f. Third-party evaluations of your organization’s outcomes (optional)

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STRATEGIC EDUCATION PLAN

MISSION & VISION

1. State the mission of the proposed ISD school in thirty-five words or less.

AAC would keep the spirit of the original mission modify some of the words as follows:

“Southside-Ashpole Elementary School will ensure that every scholar is achieving at his or her maximum potential in a safe, engaging, and collaborative learning community."

2. Clearly describe the mission of the proposed school and how that mission will inform your school’s daily activities and scholars’ classroom experience.

Southside-Ashpole’s mission directly relates to the mission of AAC in promoting productive lifelong learners. The staff, students, and families will know the mission and hear it daily. It will be reinforced in the Core Virtues curriculum.

GOALS

1. Provide specific and measurable goals for the proposed school for the 5 years of operation outlining expectations for the proposed school's academics, school climate, and operations. Address how often, who, and when the information will be communicated to the ISD Superintendent and other stakeholders.

2. Describe the mechanisms by which the fundamental features you described in the previous question will dramatically influence student success. Please provide evidence from your organization’s experience and/or valid research.

3. How will you drive growth among students at all achievement levels, while also accelerating the achievement of those who are most behind?

Name of School: Southside-Ashpole - Whole School/Grade Level Data

Goal Evaluation Tool and

Frequency

Baseline 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

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1.5

years of growth

NWEA MAP 3x a Year

NWEA RIT Score Grade- Reading/Math 3rd - 188.3/190.4 4th - 198.2/201.9 5th - 205.7/211.4

Grade- R/M/Sc 3rd - 35%/44% 4th - 38%/27% 5th -30%/40%/62.5% % at or above grade level *based on % passing EoG in 2016

Grade- R/M/Sc 3rd - 50%/50% 4th - 50%/50% 5th - 50%/50%/66% % at or above grade level




Our goals have been adopted with a five-year vision to be the highest performing public school in Robeson County. For academics, our goal is that our students will achieve one and one-half years of growth each school year, will exceed the district averages by Year 2, and will exceed the State averages in Year 3. The percentage of scholars in grades 3 - 5 who are College and Career Ready according to the NC Ready Model, will consistently grow with the ultimate goal of reaching 85% for all subjects by Year 5 of operations as an Innovative School. In addition, according to the NC Ready Model, Southside-Ashpole will exceed academic growth annually, and the achievement gap for our subgroups (ELL, EC, FRL, African American, American Indian, and Hispanic) will continually decrease each year per subgroup until at least 50% of the students are performing on or above grade level.

To collect data and monitor the progress of all scholars as a means of steering instruction, we will conduct MAP testing for all grades three times per year and will communicate to the ISD Superintendent and other stakeholders the results of each test session along with a growth analysis for each scholar, grade, and sub-group. We will communicate these results after each test session along with a cumulative report at the end of the school year when NC EOG test scores become available for our 3rd - 5th grade scholars.

We will establish and implement an instructional monitoring plan that ensures the alignment of lesson plans to NC Standard Course of Study standards; utilizes data to meet the individual needs of all scholars for remediation and extension in small groups; and provides timely, descriptive, and relevant feedback to enhance instruction.

In order to dramatically increase student success, we will implement a Multi-Tiered System of Supports (MTSS) for both academics and behavior. The purpose of implementing MTSS “is to create pathways and remove barriers to enable LEAs to install systems that result in improved outcomes for students” (North Carolina Department of Public Instruction. (2016, October). NC MTSS Guidance. Retrieved from http://www.livebinders.com/play/play?id=2052295).

http://www.livebinders.com/play/play?id=2052295)

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We will provide professional development for all administrators, teachers, and staff in MTSS and implement the MTSS process schoolwide for academics IZto prevent problems and intervene early so that scholars can be successful.

Our MTSS Team will consist of the Principal, EC Director, 2 Lead Teachers, and the Guidance Counselor. We will use the second edition of the NC Self-Assessment of MTSS (SAM) to measure school-level implementation of MTSS and an evaluation will be completed at least annually to determine the areas of effectiveness and challenges involved in the MTSS implementation.

Since the staff at Southside-Ashpole are in their second year of implementation for PBIS, we would continue that implementation and include our Guidance Counselor in the MTSS meetings to ensure that behavioral concerns that could be indicators of academic struggles are considered during MTSS meetings. Over time, the Guidance Counselor would provide bridging professional development workshops to move the school from PBIS to MTSS to create a comprehensive intervention model that provides consistent interventions and supports.

● Design and carry out a professional development plan, including administrative

follow up, that builds teacher capacity in instructional best practices to foster student growth and achievement.

AAC recognizes the value of the schoolhouse as a training ground for teachers and aspiring teachers. Consequently, once teachers have been hired, great care will be given to ensuring that every teacher receives individualized professional development suited to their skill set, strengths, and weaknesses. All teachers will work with the principal to set individualized goals related to areas of weakness, areas of interest, and areas of need (as evidenced by data gathered on students from each preceding school year) at the beginning of each school year. The Principal will then work with teachers to provide professional development opportunities which aid such teachers in fulfilling their goals.

In addition, we will forge relationships with local colleges and universities that house teacher training programs as a means for teacher candidates to participate in student teaching opportunities and conduct in- depth education research.

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INSTRUCTIONAL PROGRAM

1. Provide a detailed description of the overall education plan of the proposed innovative

school, including major instructional methods, assessment strategies, and explain how this instructional program and model meet the needs of the targeted student population.

For core subjects, AAC would implement The Core Knowledge Sequence, which we will utilize in full, will create a rigorous, exciting learning atmosphere that will produce effective communicators, lifelong problem solvers and outstanding American citizens. This curriculum is both deep and wide in its approach to learning, calls for cross-curricular teaching and builds on prior knowledge, encouraging teachers to disseminate the content in a variety of age- appropriate ways. The curriculum also spirals so the content that scholars learn about in first grade is revisited in later grades. The most exciting part about this is that not only will teachers be able to collaborate within each grade, they will also be able to do so between the grades.

Scholars will be assessed utilizing a variety of formal and informal assessments. They will be assessed using rubrics, traditional tests, class participation, portfolios, and homework effort. Teachers in the lower grades will also use running records and anecdotal evidence to provide scholars and parents with a complete picture of their progress. We will also fully participate in the state's accountability models, including all EOG and EOC testing.

We will offer a rigorous, differentiated approach that gives the scholars real-world experience, while building on a core foundation of knowledge that they will use in their future education. The end result will be scholars who are not average or below average. They will be well-educated, culturally literate members of society who will score well above average on the state's accountability tests. Schools implementing the Core Knowledge Sequence with fidelity are outperforming the majority of public schools in North Carolina (i.e. Thomas Jefferson Classical Academy in Rutherford County).

Additionally, Southside-Ashpole Elementary School will use a strong character education program, Core Virtues, to raise the level of student performance in all academic areas. By emphasizing high academic expectations, strong character development, and individual responsibility, Southside- Ashpole will improve student learning and achievement results for all scholars.

2. Describe the basic learning environment (e.g., classroom-based, independent study), including class size and structure for each grade.

Our goal is to create a learning environment with a maximum student to teacher ratio average of 20:1. This will give teachers an opportunity to spend more time learning the strengths and weaknesses of each scholar and give those teachers an opportunity to be effective when designing

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class-based instruction, as well as independent study projects. Our goal is to recruit the best connectors and content educators for each teaching position.

In keeping with the philosophy of the school, all classrooms will be equipped with manipulatives and materials appropriate to the lesson being taught. Teachers within grade levels will collaborate on lesson preparation and classroom set-up. Classrooms will be arranged so that scholars feel a sense of order and purpose; displays will be presented in a such a way as to complement, not compete with, instruction being given; materials will be ready at hand for exploration and manipulation as called for by the lessons planned for the day.

3. Provide a synopsis of the planned curriculum in Attachment 2, including one sample curriculum outline (in graph form) in the attachment for one core subject (specific to the school's purpose) for each grade the school would serve.

4. Identify how this curriculum aligns with the proposed school's mission, targeted student population, and North Carolina state standards.

The Core Knowledge Sequence is a "coherent, cumulative, and content-specific core curriculum" developed by the Core Knowledge Foundation. In alignment with our mission, the innovative, rigorous academic nature of the Core Knowledge Sequence will result in improved student learning and achievement results. In studies (and in North Carolina charter schools), the Sequence has consistently produced scholars who score better on tests, are better prepared to address a broad range of topics and who are excited about learning more. It has also been shown to create an environment of collaboration and collegiality among teachers.

In keeping with the standards set forth by the Core Knowledge Foundation, we have specifically chosen to use Singapore Math for our mathematics instruction. The program offered with this rigorous curriculum is based on the model of teaching mathematics in Singapore, where scholars consistently outscore and outperform their United States counterparts. Further, there is a great deal of emphasis on problem solving and the solving of multi-step problems in this math program. A scholar who has been trained using this method will be better prepared to look at and solve problems from many different angles.

These curricula align directly with the Common Core State Standards, as the Core Knowledge Sequence is the driving force behind the CCSS. The Core Knowledge Sequence has been shown to be effective for all scholars and to level the playing field for scholars of all backgrounds, including low- wealth, at-risk scholars. It has been shown that at-risk and lower academic achieving scholars generally have lower standards and expectations set for them. The Core Knowledge Sequence in conjunction with its higher standards, will create scholars who are able to achieve more and who are better prepared to compete and succeed in a global society.

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5. Describe the primary instructional strategies that the school will expect teachers to master and explain why these strategies will result in increased academic achievement for the targeted student population.

First and foremost, teachers will be expected to master the ability to utilize the clear outline of content to be learned year by year. Although the Sequence is not specifically a strategy itself, without this mastery of the Sequence, it will be challenging for the knowledge, language, and skills to build cumulatively from year to year. The strategy of sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, it also helps prevent the repetitions and gaps that so often characterize current education.

Integrating technology into the classroom will empower scholars to stay connected in this technological era. Teachers will develop technology-rich lessons to keep scholars motivated and engaged longer. Some examples of utilizing technology in the classroom (primary strategy) would be to create web-based lessons, flipped classrooms, virtual field trips, research, animation, or develop some type of graphic. A supplemental strategy would be utilizing specific programs such Compass Learning to reinforce and assess learning. Any of these technology integration strategies will have a positive impact on student learning.

Through direct instruction, teachers are expected to teach in a manner that incites wonderment and inspires their scholars to learn more. To that end, we expect cross-curricular teaching with hands-on, real-life applications. This will create lifelong learners who are able to apply what they learn to everyday situations. Teachers will team with assistants to increase opportunities for differentiation.

6. Describe how teachers and other team members will be trained and coached.

Teacher professional development will focus on techniques for delivering the Core Knowledge Sequence in a way that elicits both excitement and a sense of ownership on the part of the scholars. This development plan calls for a three-year, in-depth professional development series that will take teachers from an understanding of the tenets of the Core Knowledge Sequence to being true collaborators and creators of content-rich units. Teachers will also learn to act as facilitators of learning, guiding scholars to discover truths through kinesthetic, auditory, and visual learning.

To assist teachers with continual improvement of their instructional practices. AAC will contract with the TeamCFA School Support Team. That team will provide on-site support with a half-time instructional coach. The instructional coach will provide teachers with the necessary training in Core Knowledge, Core Knowledge Language Arts, Singapore Math, as well as variety of instructional delivery methods; the coach will also work side-by-side with the teachers to model lessons, increase content and skill retention, increase rigor, and develop a learning environment conducive to growth.

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To that end, we provide, but are not limited to, the following levels of support:

● Focused and specific instructional coaching of educators in strategies, pedagogy, behavior management, and best practices

● Professional development, as requested, tailored to the needs of each staff from Core Knowledge to CKLA to rigor to behavior management to data analysis

● The director of the School Support Team will provide any level of support to School Directors from high level managerial items to working with educators to community support to board work to logistics, etc.

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7. Explain how the proposed instructional plan will ensure student readiness to transition

from grade to grade and to the next grade span upon completion.

Every teacher, staff and administrative member is dedicated to the success of every scholar. We believe that all scholars are "at-risk" of falling behind academically and socially. We will implement a progress monitoring intervention system for all scholars utilizing research based programs focused on indicating academic deficiencies. Along with the expertise of teachers, counselors and other personnel for early identification of scholars who are "at-risk," the primary prevention level includes high quality instructional practices and implementation of the Sequence with fidelity.

To ensure sustained support, scholars will receive a Personalized Education Plan (PEP) based upon locally determined assessments and teacher observation. Through collaborative efforts, multiple tiers of increasingly intense instruction/intervention services will be implemented to support student academic proficiency. scholars needing remediation or intensive instructional support will be matched to strategic and intensive instruction/interventions based on screening, progress monitoring, and diagnostic assessments.

The school will develop a student support team comprised of our best classroom teachers, instructional coaches and administrators to collectively analyze, brainstorm interventions and solutions to promote student success.

8. Describe how the CMO/EMO will personalize learning for each student in the school

To ensure that each scholar is able to grow, learn, and achieve, educators will use NWEA MAP data to plan laser-focused and specific lessons for scholars based on their individual needs. NWEA MAP data can be used to ascertain the exact state standards and skills that each scholar needs to master in order to be able to grow along the RIT bands within NWEA. Using the Classroom Breakdown Grid and the Learning Continuum within the NWEA MAP portal, scholars can be provided with instruction on both the individual and small group level, allowing the educator to truly differentiate instruction. What this ultimately does is create a scaffolded form of instruction where upon skills are built upon skills.

Skills that are determined to be valuable and necessary on a classwide basis can be easily aligned with the rich content of Core Knowledge. The content within the curriculum can easily be blended with the skills required of the scholars within the state standards; this marriage of skills and content will provide engaging lesson that support every scholar in areas of their greatest need.

9. Describe the structure of the school day, week, and year. Include the number of instructional minutes/hours in a day for core subjects such as language arts, mathematics, science, and social studies. Note the length of the school day, including start and dismissal times. Explain

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why the school’s daily and weekly schedule will be optimal for the school model and for student learning. Provide the minimum number of hours/minutes per day and week that the school will devote to academic instruction in each grade.

The school day for students will run from 8 am until 4 pm. Work days for Staff will run 7:30 am until 4:30 pm, which will comprise a 45-hour work week. Some employees, non-teaching, will have a 40-hour work week. The PE, Music, and Art Instructors will be placed in needed levels from 9:00 am to 9:55 am each day to assist with needed instruction and remediation. The Music and Art Instructors will decide which classes need additional work on extra days each month.

Kindergarten:

• 8:00 – 10:00 Literacy Block

8 – 8:30 Unpack/Core Virtues/Calendar (Core Virtues 15-20 Minutes)

• 8:30 – 10:00 CKLA: Skills (approximately 90 mins) • It is recommended by the Foundation that students in first and second grade who need additional support have the opportunity to receive skills instruction on their individual level. The CKLA placement test determines this level of instruction. • This extra time will compensate for lost time in transition time due to flexible grouping across grade levels. K-2 will work with groups by level, mixing students by need beginning at 9:15.

• 10:00 – 11:00 Math (60 mins) IZ Exploration Time IZ Math/Number Talk IZ Lesson using the CPA approach IZ Guided Practice IZ Independent Practice

• 11:00 – 11:30 IZ Lunch

• 11:35 – 12: 05 Music/Art IZ M/W/F Music, T/Th Art the first and third week each month IZ M/W/F Art, T/Th Music the second and fourth week each month

• 12:10 – 12:50 IZ P.E.

• 1:00 – 1: 30 IZ Math (30 Minutes)

• 1:30 – 2:15 IZ CKLA: Listening and Learning (45 mins)

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3:00-3:25

IZ CKLA: Extension IZ Content-Based Read Aloud IZ Content-Based video

• 3:25 – 4:00 IZ Small group IZ Remediation/Enrichment IZ Fun Read Aloud

First Grade:

• 8:00 – 10:00 Literacy Block • 8 – 8:30 Unpack/Core Virtues/Calendar (Core Virtues 15-20 Minutes)


• 10:05 – 10:40 Music/Art • M/W/F Art, T/Th Music the first and third week of the month. • M/W/F Music, T/Th Art the second and fourth week of the month.

• 10:45 – 11: 15 Math (30 mins) • Exploration Time • Math/Number Talk • Lesson using the CPA approach • Guided Practice • Independent Practice

• 11:20 – 11:45 • Lunch


• 12:55 – 1:40

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• PE • 1:45 – 3:15 CKLA: Listening and Learning (90 mins)

• CKLA: Listening and Learning • CKLA: Extension • Content-Based Read Aloud • Content-Based video

• 3:15 – 4:00 • Small group • Remediation/Enrichment • Fun Read Aloud

Second Grade:



• 10:00 – 10:45 Math (45 mins) • Exploration Time • Math/Number Talk • Lesson using the CPA approach • Guided Practice • Independent Practice

• 10:45 – 11:30 Music/Art IZ M/W/F Music, T/Th Art 1st and 3rd weeks per month

M/W/F Art, T/Th Music 2nd and 4th weeks per month


• 12:15 – 12:45

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• Lunch • 12:45 – 2:15 CKLA: Listening and Learning (90 mins)

• CKLA: Extension • Content-Based Read Aloud • Content-Based video

• 2:15 – 3:00 • PE


Third Grade:


• 8:30 – 10:00 CKLA: Skills (approximately 90 mins) • Students who have extreme deficits could travel to a lower grade level during this time if necessary.


• 11:30 – 11:55 • Lunch

• 12:00 – 12:45 CKLA: Listening and Learning (45 mins) • 12:50 – 1:35 Music/Art

• M/W/F Art, T/Th Music 1st and 3rd weeks of the month • M/W/F Music, T/Th Art 2nd and 4th weeks of the month

• 1:40 – 2:25 CKLA: Listening and Learning (45 mins) • CKLA: Extension • Content-Based Read Aloud • Content-Based video


• 3:00 – 3:45

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• PE • 3:45 – 4:00

• Small group

Fourth Grade:

• 8:00 – 10:00 Literacy Block • 8:00 – 8:30 Unpack/Core Virtues (30 Minutes)

• 8:30 – 10:15 CKLA: Skills (approximately 105 mins)Students who have extreme deficits could travel to a different grade levels during this time if necessary.


• 11:05 – 11:50 • PE

• 11:55-12:20 Lunch • 12:25-1:10 Math (30 minutes)

• Exploration Time • Math/Number Talk • Lesson using the CPA approach • Guided Practice • Independent Practice

• 1:10-2:10 CK: History (60 minutes) • 2:15 – 3:00 Music/Art

• M/W/F Music, T/Th Art 1st and 3rd weeks of the month • M/W/F Art, T/Th Music 2nd and 4th weeks of the month

• 3:05-3:35 CK: Science (35 Minutes) • Specials

• 3:35-4:00 • Small group

Fifth Grade:

• 8:00 – 10:00 Literacy Block • 8:00 – 8:30 Unpack/Core Virtues (30 Minutes)

• 8:30 – 10:15 CKLA: Skills (approximately 105 mins)Students who have extreme deficits could travel to a different grade levels during this time if necessary.

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• 10:00 – 10:50 PE • 10:55-11:55 Math (60 Minutes)

• Exploration Time • Math/Number Talk • Lesson using the CPA approach

• 12:00-12:25 • Lunch

• 12:30 – 1:00 Math (30 Minutes) • Guided Practice • Independent Practice

• 12:45 – 1:45 Core Knowledge History (60 mins) • 1:45 – 2:40 Core Knowledge Science (55 mins) • 2:40 – 3:00

• Small group • Remediation/Enrichment • Fun Read Aloud

• 3:00 – 3:45 • M/W/F Art, T/Th Music 1st and 3rd weeks of the month • M/W/F Music, T/Th Art 2nd and 4th weeks of the month

• 3:45 – 4:00 • Small group

Year Calendar for Southside-Ashpole 2018-2019

August 27 First day for students August 31 Teacher Workday September 3 No School Labor Day September 12 Noon Release September 26 Noon Release October 10 Noon Release October 24 Noon Release October 30 End of 1st 9 weeks November 1-2 Teacher Workdays November 12 Veteran’s Day November 21-23 Thanksgiving Break December 24 – January 5 Christmas/New Year Break January 15 Rev. Dr. Martin Luther King, Jr. Holiday

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January 21 End of 2nd 9 weeks February 2 President’s Day Holiday February 6 Noon Release February 20 Noon Release March 6 Noon Release March 20 Noon Release March 29 End of 3rd 9 weeks April 1-5 Spring Break April 19 Easter Holiday May 27 Memorial Day Holiday June 7 Last Day for Students

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SPECIAL PROGRAMS AND STUDENTS AT RISK 1. Please explain the extent to which the organization has the capacity and experience working

to achieve high academic outcomes for students with disabilities, including students with mild, moderate, and severe disabilities and students protected under Section 504 of the Rehabilitation Act.

School Name % Proficient Students with

Disabilities % Proficient Economically

Disadvantaged Students

Aristotle Preparatory Academy 8.7 38.6

Brevard Academy 33.3 60.7

Cornerstone Charter Academy 37.3 53.9

Excelsior Classical Academy 18.6 26.2

Lake Lure Classical Academy 32.5 65.3

New Dimensions 26.1 65.9

Piedmont Community Charter School

29.8 67.7

Shining Rock Classical Academy 17.2 59.9

Thomas Jefferson Classical Academy

64 81.4

VERITAS Community School * 40.9

TeamCFA Network Schools - Performance in 2016-17

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2. Describe the methods and support systems you will use to ensure students with disabilities receive a Free and Appropriate Public Education (FAPE) and that the school will be in compliance with federal and state regulations.

Regardless of a scholar’s unique needs, they all deserve the chance to be able to grow and learn in a safe, engaging, and rigorous environment. scholars with disabilities will receive any and all services required by their Individualized Education Plan (IEP). That being said, these same scholars still need to be exposed to the rich content within the Core Knowledge curriculum. The classroom and EC educators will work together to ensure that the Core Knowledge content will be delivered in a modified form so that they are still being exposed to the knowledge within the curriculum.

AAC will provide educational opportunities to scholars with disabilities in the least restrictive environment with the full continuum of alternative placements, as appropriate. We anticipate that 12% of our school population will require EC services and will plan accordingly. There will be at least one Exceptional Children's teacher on staff who will be responsible for implementing IEPs and monitoring scholars' progress.

Classrooms will be equipped with the necessary materials to ensure access to the curriculum. Quarterly, the EC teacher will meet with scholars' classroom teacher(s) to discuss progress and determine if a parental meeting is necessary. On an annual basis, parents, the EC teacher, one regular education teacher, a school administrator, and an individual who can interpret any evaluation data will meet to review the scholar's IEP and to make any necessary changes or recommendations. Parents may request an IEP meeting at any time.

We will ensure that all scholars with disabilities have access to a free and appropriate public education. We will focus on their special education and related services needed in order to ensure that they acquire the best possible education and are being prepared for further education, employment and independent living. We will follow all federal and state laws and regulations relating to the education of scholars with disabilities. All staff will be educated as to the contents and implications of these laws.

We will contract with the appropriate related service providers, including occupational therapists, physical therapists and speech therapists.

3. If the school operator, in consultation with the ISD Superintendent, wishes to enter into a Memoranda of Understanding for Alternate Arrangements with the local school district for services for children with disabilities, describe the plan for providing these services.

Not applicable because AAC will provide these services to students.

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4. Explain the extent to which the organization has the capacity and experience working to achieve high academic outcomes of English learners.

English Language Learners will be able to fully participate in experiencing the Core Knowledge curriculum and all of its engaging content. Modifications can be easily made so that ELL scholars will be exposed to the Core Knowledge content at the appropriate grade level; using the Assessment and Remediation guide provided in the Core Knowledge Language Arts program will give the ELL scholars the same content framed appropriately for their language level.

A major goal of the ELL program is to ensure that each ELL scholar reclassifies to a proficient language level in accordance with the North Carolina state requirements. The use of the Core Language Arts Programs is a strong curricular tool in ensuring that ELL scholars develop a strong phonetic background that is directly linked to robust vocabulary and rich content. The CKLA program is also equipped with an Assessment and Remediation guide that allows educators to review and develop background knowledge in order to push scholars to perform at and above grade level.

TeamCFA has four schools in the Phoenix, Arizona area with a high number of ELL scholars. In regards to Pioneer Preparatory School in the Maryvale neighborhood of Phoenix, a very high number of incoming scholars do not speak English. The Core Knowledge Language Arts program, along with ELL strategies and structures such as grammar studies and word walls, has lead to an average reclassification rate of all ELL scholars of over 50% for the last 5 school years. Knowing the power that the CKLA program has with regards to teaching scholars the foundational skills of the English language through engaging content coincided with ELL strategies, we can see that scholars can grow at high rates with regards to language fluency and acquisition.

5. Explain the extent to which the organization has the capacity and experience in working to ensure positive academic outcomes for students at-risk of underachievement.

AAC has access to resources that will provide the necessary support to our teaching and administrative team to ensure positive academic outcomes for students at-risk of underachievement. Aristotle is a school in our network that was a struggling school with a disengaged school leader. Students failed to achieve academically, and there was a general lack of focus within the school. At the end of the 2016-2017 school year, the Aristotle Board voted to approve a contract with AAC. Since that time, AAC has hired a new leader and staff, relocated to a new building, drastically changed the culture of the school, and increased the letter grade from an F to a D. Aristotle’s fall NWEA/MAP proficiency scores were 31.7 percent in Math and 30.5 percent in Reading. In the spring, Aristotle had increased their NWEA scores to 37.9 percent in Math and 40.7 percent in Reading.

6. Explain how you will ensure the social-emotional needs of students are met.

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Scholars are expected to follow all behavioral guidelines set forth in the Scholar Handbook. Teachers and administrators will model the behavior they expect and reinforce those behaviors as they see them taking place in the school. Further, our character development program will play a role in helping scholars control their own behavior and solve problems without teacher intervention. As the Core Knowledge Sequence builds on prior knowledge, we believe this educational model allows for scholars to recognize appropriate behaviors that have been previously taught and modeled. Therefore, just as scholars will build on prior knowledge academically, they will be expected to do so socially and emotionally as well.

7. Describe how the needs of students will be met through wrap-around services (e.g., mental health partnering agencies, student basic needs services).

In an effort to build constructive relationships and support networks among scholars identified as having emotional or behavioral disabilities (EBD), we will create comprehensive wraparound plans that addresses needs at school, home, and in the community. If interventions are not achieving the desired results, the support team will come together and rethink the services, supports, and interventions being offered to ensure success.

The goal of wraparound services is to connect families, schools, and community partners in an effort to solve a problem. The difference between typical special education or mental health treatment is that EBD works on building constructive relationships and supports outside the home to support children and their family. We will accomplish this by creating a team with each scholar and the scholar's family that is invested in achieving agreed-on quality-of-life indicators.

When progress-monitoring indicates that the families have found solutions to getting their big needs met, the team meets and the facilitator reviews and celebrates the accomplishments and guides the team into developing a transition plan.

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ACHIEVING MEASURABLE RESULTS

1. Describe any mission-specific academic goals and targets that the school will have for the five-year contracted period. State goals clearly in terms of the measures or assessments you plan to use and describe the process by which you will determine and set targets. (The innovative school will be required to participate in all state-mandated assessments.)

AAC’s mission specific academic goals and targets include empowering scholars to become lifelong learners, and this begins with content knowledge and critical skill sets that are taught throughout grades K-5 in The Core Knowledge Sequence. Our underlying belief that all children want to learn, guided us as we created realistic yet achievable goals that will challenge students to demonstrate their understanding of new content and aptitude with new skills. Using the NWEA MAP Progress Assessment as a diagnostic measure taken three times a year, we would give them at the beginning of the year, the middle of the year, and the end of the year with a minimum of 12 instructional weeks in between each assessment. This allows for data to be used to drive instruction in each classroom and grade level. The baseline score was taken from the beginning of the year normative scores for 2015 as published by NWEA.

The percent at or above grade levels in each of the subsequent three school years were derived as follows:

● The scholars of Southside-Ashpole Elementary will Exceed Academic growth annually according to the NC Ready Accountability Model.

● 2018-2019 overall Grade Level Proficiency will be greater than 37% overall, doubling the 2016-2017 EOG proficiency results. .

● 2019-2020 scores are all set with the goal of getting 50% of the scholars at or above grade level.

● 2020-2021 scores aim to get 66% (two-thirds) of all scholars to be at or above grade level. ● 2021-2022 scores aim to get 75% of all scholars to be at or above grade level. ● 2022-2034 scores aim to get 85% of all scholars to be at or above grade level. 2. In the table below and for the school you wish to serve, outline the clearly measurable

annual performance and growth goals that the school will set in order to meet or exceed state expectations for student academic growth. You may add or delete rows as needed. Also:

a. Describe your presumed baseline and explain how it was set.

During the 2016-2017 school year, the students of South Ashpole Elementary achieved an overall Grade Level Proficiency (GLP) score of 18.4%. The following table demonstrates their GLP scores per grade level.

NC Ready Model Proficiency Comparisons Per Grade Level Averages for 2016-2017:

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South Ashpole Proficiency

Robeson County Proficiency

North Carolina Proficiency

Third Grade Reading 17.8% 38.6% 57.8%

Fourth Grade Reading 19.2% 22.4% 57.7%

Fifth Grade Reading 15.0% 20.5% 56.7%

Third Grade Math 22.7% 49.3% 63.6%

Fourth Grade Math 13.5% 35% 58.6%

Fifth Grade Math 20.0% 37% 60.3%

Fifth Grade Science 27% 70.1%

These data align to the previous two years proficiency and EVAAS growth data. The school is on the decline in terms of student achievement.

● 2014-2015 Proficiency Reading 29, Math 17, Science 67, EVAAS Growth 60.6 ● 2015-2016 Proficiency Reading 18, Math 18, Science 63, EVAAS Growth 81.6

By the 2018-2019 school year, the 5th grade students have graduated to middle school. Assuming the the third and fourth grade cohorts will return, the school’s expected percentage of students at grade level is as follows:

The baseline for overall proficiency was based upon the 2016-2017 proficiency scores.

2016-2017 Reading Math

3rd Grade: 17.8% 22.7%

4th Grade: 19.2% 13.5%

5th Grade: 15.0% 20.0%

b. Articulate how the organization will measure and evaluate academic progress – of individual students, student cohorts, sub-groups, and the entire school – throughout the school year, and at the end of each academic year.


4th Grade: 38% 27%

5th Grade: 30% 40%


4th Grade - 50% 50%

5th Grade - 50% 50%

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Each projection summary is based on using the NWEA MAP Progress Assessment as a diagnostic measure taken three times a year. These assessments are typically given at the beginning of the year, the middle of the year, and the end of the year with a minimum of 12 instructional weeks in between each assessment to allow for data to be used to drive instruction in each classroom and grade level. The baseline in each chart is based on the beginning of the year normative scores for 2015 as published by NWEA. The percent at or above grade levels in each of the subsequent three school years were derived as follows: the 2018-2019 percentages are twice as high as the 2016 EOG proficiency levels; the 2019-2020 scores are all set with the goal of getting 50% of the scholars at or above grade level; and the 2020-2021 scores aim to get 66% (two-thirds) of all scholars to be at or above grade level.

Name of School: Southside-Ashpole - Whole School/Grade Level Data

Goal Evaluation Tool and Frequency

Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year

NWEA RIT Score Grade- R/M/Sc 3rd - 188.3/190.4 4th - 198.2/201.9 5th - 205.7/211.4

Grade- R/M/Sc 3rd - 35%/44% 4th - 38%/27% 5th -30%/40%/62.5% % at or above grade level *based on % passing EoG in 2016



Name of School: Southside-Ashpole - Whole School Data - Female Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year

2016 EOGs Math - 16.7% Reading - 22.7%

NWEA % At or Above Grade Level Math - 34% Reading - 45%



Name of School: Southside-Ashpole - Whole School Data - Male Subgroup

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Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year

2016 EoGs Math - 20% Reading - 12.7%




Name of School: Southside-Ashpole - Whole School Data - American Indian

Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year

2016 EoGs Math - 20.8% Reading - 13%




Name of School: Southside-Ashpole - Whole School Data - African American

Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year

2016 EoGs Math - 17.9% Reading - 20.9%




Name of School: Southside-Ashpole - Whole School Data - Two or More Race

Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year





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Name of School: Southside-Ashpole - Whole School Data - Economically Disadvantaged Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year


NWEA % At or Above Grade Level Math - 26.3% Reading - 25%



Name of School: Southside-Ashpole - Whole School Data - Students with

Disabilities Subgroup


Baseline 2018-2019 2019-2020 2020-2021

1.5 years of growth

NWEA MAP 3x a Year





3. In addition to mandatory state testing, identify the primary interim academic assessments the school will use to assess student-learning needs and ensure progress towards state proficiency targets and describe how they will be used.

a. Explain the use of any evaluation tool or assessment that the school will use in addition to any state or federally mandated tests. Describe how this data will be used to drive instruction and improve the curriculum over time for the benefit of students.

To ensure that each scholar is able to grow, learn, and achieve, educators will use NWEA MAP data to plan laser-focused and specific lessons for scholars based on their individual needs. NWEA MAP data can be used to ascertain the exact state standards and skills that each scholar needs to master in order to be able to grow along the RIT bands within NWEA. Using the Classroom Breakdown Grid and the Learning Continuum within the NWEA MAP portal, scholars can be provided with instruction on both the individual and small group level, allowing the educator to truly differentiate instruction. What this ultimately does is create a scaffolded form of instruction where upon skills are built upon skills.

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High level MAP data can and will be used to drive developmental grouping within and even amongst grade levels, further ensuring targeting needs and aligning levels. This same data can be used for reporting to the board and holding the school leader/leadership team accountable to growing the scholars at 1.5 years or more according to the 2015 NWEA MAP Progress Assessment Normative Scores.

Edgenuity (formerly known as Compass/Odyssey Learning) is a piece of educational software directly linked to a scholar’s performance on the NWEA MAP Progress Assessment. Each scholar’s “backpack” is filled with interactive lessons, activities, and assessments that are at each scholar’s RIT range. Educators have the ability manipulate the “backpacks” by adding items either below or above a scholar’s level in addition to the “on level” materials already there. Edgenuity is a powerful tool to build background for scholars and enrich what is they already know. Regardless of a scholar’s RIT level, they can each be pushed towards achieving mastery of skills.

b. How will you support teachers in developing embedded assessments and checks for understanding in order to ensure that instruction meets student needs?

Teachers will be given professional development and common planning time in order to horizontally and vertically articulate in an effort to create common assessments and checks for understanding across grade levels. These assessments and checks will be aligned to the Core Knowledge curriculum, the Core Knowledge Language Arts program, and Singapore Math, and thereby, align with the North Carolina state standards. The goal of these assessments and checks will be to measure all scholars on what they are required to learn, know, and do; these assessments will give the educators data to either remediate or enrich based on the results.

c. Explain how you will know that your proposed interim assessments are valid and reliable indicators of progress. Explain how these interim assessments align with the school’s curriculum, performance goals for the school, and state standards.

Educators will use professional development time and common planning time to review and analyze the data for the common grade level assessments and checks for understanding. Educators will determine the mean level of proficiency, as well as review the scholars who scored on the low and high end of the bell curve. This can be accomplished by determining the mean percentage of scholars who achieved 80% proficiency or the mean percentage of overall proficiency. Either method will determine next steps within the grade level and individual classroom. Possible responses to the data may look like developmental grouping across the grade level, small groups led by an educator, focused centers, and possible push in/pull out scenarios. As mentioned in subsection B, all assessments and checks will be aligned to the Core Knowledge curriculum, the Core Knowledge Language Arts program, and Singapore Math, and thereby, the North Carolina state standards. The skills and knowledge listed therein will be the focus of each and every assessment.

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d. Describe the corrective actions the school will take if it falls short of student academic achievement expectations or goals at the school-wide and classroom levels. Explain what would trigger such corrective actions and who would be responsible for implementing them.

IZWith the implementation of MTSS, teachers will carry throught the three tiered system to ensure that all students are receiving the instruction tha they need to make continued progress toward performing on grade level in all core subjects. All scholars will be provided Tier 1 instruction. For scholars who score below expectations in one or more critica areas, teachers will provide IZTier II instruction. This provides additional instruction designed to supplement, enhance and support Tier 1 for scholars. Tier III services will be offered to scholars who are not showing sufficient progress in Tier II. Tier III services includes intensive, individualized interventions and supports.

e. Articulate how interim assessments will be used to inform instruction. How will

teachers and school leaders be trained in their use?

Educators will determine the mean level of proficiency, as well as review the scholars who scored on the low and high end of the bell curve. This data will determine next steps within the grade level and individual classroom. Possible responses to the data may look like developmental grouping across the grade level, small groups led by an educator, focused centers, and possible push in/pull out scenarios. Educators and school leaders may work with TeamCFA, as contracted through AAC, to provide NWEA, data analysis, and small group trainings.

f. In the table below and for the school you wish to serve, identify specific interim performance goals and assessments that you will use to confirm that the school is on-track to meet ambitious academic goals throughout the school’s first year with students. You may add or delete rows as needed.

Name of School: Southside-Ashpole Schoolwide Goals

Goal

Assessment

Quarter 1

Quarter 2

Quarter 3

Quarter 4

1.5 years of

growth each school year.

NWEA MAP 3x a Year

Grade - Reading/Math

3rd - 15%/15% 4th - 15%/10%


3rd - 25%/30% 4th - 25%/18%


3rd - 35%/44% 4th - 38%/27%

NA

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5th -10%/15% *% At or Above

Grade Level


Grade Level


Grade Level

4. Describe the process for collecting and storing data, including the information system(s) used.

We will follow FERPA’s data handling best practices, which require the administrative team to consider the purpose of access to student data for each member of the school team and to develop a plan to protect collected information. All information will be kept in a primary source, and copies will be secured in locked files along with other access-controlled student record file locations. We will keep all paper student records locked when not being accessed, and we will log out of our computers when we step away from them.

For NC BOG and NC EOG scores, we will use the State’s secure shell to collect and store student accountability data, and for NWEA MAP data, we will use their secure online system to collect and store student accountability data.

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SCHOOL CULTURE

1. Describe the characteristic spirit of the proposed school and explain how it will promote a

positive academic environment and reinforce student intellectual and social development.

The spirit and culture of Southside-Ashpole begins with it’s mission, vision, and statement of belief.

Our Mission: "The Purpose of Southside Ashpole Elementary School is to empower every scholar to become a lifelong learner who is a responsible, productive, and engaged citizen within the global community."

Our Vision: “Southside Ashpole Elementary School will ensure that every scholar is achieving at his or her maximum potential in a safe, engaging, and collaborative learning community."

Southside-Ashpole Elementary School’s Statements of Belief includes the following statements: Learning starts at home and progresses at school; it takes the whole community to educate the child; positive environments create success in learning; instruction must be adapted to varied learning and succeeding; scholars need frequent opportunities to enhance reading comprehension, problem solving, critical thinking, and creative writing; and building a positive attitude, behavior, and discipline helps to develop a responsible citizen.

AAC helps schools clearly communicate their mission and vision to staff, parents, and the community at large to ensure an academically rigorous school by having conversations early and often. by being present in families’ lives, and offering multiple areas and opportunities for engagement.

2. During the startup phase, how will you integrate parent and community input into the plan for developing a positive school culture? What specific initiatives and/or strategies will you implement to learn from and engage the neighborhood and community?

To engage community members and help them become a part of the school culture we will invite them to participate in focus groups, forums, and events to identify strengths, resources, needs, and desires of the community. We recognize that we have a minority majority county; therefore, there are numerous voices that need to be heard. All the while, we will be creating an environment where all individuals feel safe and valued.

By creating a mission-based culture it will ensure a unified school culture. Each partnership and activity will align with the school’s mission and set of beliefs while addressing the needs of the scholars.

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3. Describe how you will develop and establish this culture for the various stakeholders, including students, teachers, administrators, and parents starting from the first day of school.

Expectations, procedures, and the school mission must be first and foremost beginning with day one. Developing and maintaining a culture within the school where staff, scholars, and family and community members feel valued and empowered starts with the principal.

The principal must create a positive school culture that promotes a safe and positive learning environment for scholars and adults. School culture is imperative to achieve school improvement and growth. By developing relationships with the teachers, they will feel valued will empowered to have professional dialogue and set goals to meet and exceed expectations. scholars who feel valued and cared for will be motivated to do more and achieve more. Parents and community members will be complementary to the school. Parents and community members who feel engaged and valued will more freely offer feedback and assistance.

A cohesive, positive school environment for all stakeholders is essential to student achievement and starts with the principal. AAC will ensure a strong leader is in place to bring the school’s mission to life.

4. Discuss your approach to reinforcing positive student behavior and ensuring that all students remain on track to achieve the academic and social objectives set out in the mission of your school.

In addition to the expectations outlined in the Scholar Handbook, the staff will create an annual contract regarding expectations that aligns to the school's discipline policies and core values. These contracts will be discussed during open house and signed by the parent and scholar. The first week of school there will be a heavy emphasis on teaching procedures and expectations. Throughout the year the values and expectations will be connected to the taught character education curriculum.

The Code of Conduct contract will be provided to parents and scholars prior to the start of the school year to ensure all families are aware of the possible consequences faced if a scholar chooses to misbehave in school. It outlines and defines the infractions that may lead to in-school consequences, and/or to suspension and expulsion. Depending on the severity and situation of each case, some offenses may lead to a consequence ranging from in-school disciplinary action to long- term suspension.

Scholars will be granted due process rights, including the opportunity for a hearing before the Board, in accordance with the state law for suspensions and expulsions. While it may be necessary for scholars with disabilities to be suspended or expelled, before those scholars can be suspended for more than 10 school days in a given school year, a manifestation determination meeting will be held by the IEP team to decide if the scholar's disability caused the misbehavior. The outcome may

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impact any further disciplinary action taken related to the scholar, as to ensure the scholar will not be denied FAPE per federal law.

5. Describe your plans for the school to align staff and students around high expectations for student behavior.

By implementing the the Core Virtues program, originally designed to be used in conjunction with the Core Knowledge Sequence, teachers and staff will reinforce the virtues so vitally important to student success. By simultaneously implementing Core Virtues and Core Knowledge, scholars will begin controlling their own behavior and modeling for their classmates.

Additionally, scholars are expected to follow all behavioral guidelines set forth in the Scholar Handbook. Teachers and administrators will model the behavior they expect and reinforce those behaviors as they see them taking place in the school.

6. Explain how you will measure school culture and evaluate implementation of your culture plan. Include how parent and student feedback will be incorporated in measuring your school’s success in creating a positive culture.

Through the use of annual surveys and exit feedback forms, we will measure school culture and evaluate the successes and challenges of our culture plan. Primarily through the development of family-school partnerships, we will create multiple ways for families and the school to work together to support our scholar’s academic and social-emotional development. This will include connecting what scholars are learning at school with how they learn at home, helping families respond early to scholar’s learning challenges, and extending learning time around the things that the scholars are passionate about.

7. Describe the school’s approach to help support all students’ social and emotional needs. Detail the identification strategy, interventions, and remediation to be implemented and cite the research/rationale for the selected methods. How will you measure the success of your social and emotional remediation efforts (in year 1, year 3, year 5)? How will you communicate the need for remediation to parents and invest them in supports?

In order to promote healthy social and emotional development, we will start each school day day with time spent on Core Virtues, a literature-based program in character education. The goal of this program is to cultivate character through the promotion of basic moral, civic, and intellectual virtues and to help children align themselves with the good and cultivate a vocabulary of virtue. Through this program and the rigorous vocabulary building found in the Core Knowledge sequence, we will give students the language that will become the building blocks of the person are students are forming each day.

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Given the high need in Robeson county, AAC will support all students’ social and emotional needs through the Core Virtues program. Students who demonstrate difficulty with typical expectations within the classroom, such as following directions, using respectful language, sharing, and obeying the classroom routines, will be identified early in the school year, will be offered intervention and remediation through the MTSS process.

Multi-tiered System of Support (MTSS) is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction. MTSS supports students with behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.

MTSS is defined as "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions" (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student's difficulty. The school works to identify those environmental factors and provides services/intervention as soon as the student demonstrates a need. Teachers will evaluate students in key social-emotional learning competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, and refer to the school guidance counselor those students who aren’t regularly demonstrating these competencies at developmentally appropriate levels.

Through a tiered approach, from Tier 1 to Tier 3, AAC’s goal is to meet the needs of each student at the appropriate tiers and offer the support that the student needs to returned to the highest tier of functionality possible for each child.

To monitor and evaluate the implementation of the MTSS process, we will collect three types of data:

1. Process data that memorializes the actions taken to remediate a child. This data will be collected after each session between a child and the Guidance Counselor.

2. Perception data that measure the competency achieved, knowledge gained, and the attitudes/beliefs of students. Perception data will be collected through informal exit conversations between the Guidance Counselor and the child and through formal surveys.

3. Outcome data that demonstrates whether or not the MTSS process has positively impacted the student’s ability to utilize the knowledge, attitudes, skills to affect the behavior.

The MTSS process will be reviewed at the end of the first year, and its effectiveness in reducing the number of student absences, referrals to the office, and positive progression of academic achievement will inform the further development of the program. After three years, we will collect this data for our school and evaluate the program’s effectiveness to determine where changes need to be made. After five years, we will again collect the data from participating years and prepare a

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white paper about the effectiveness of the MTSS process in meeting the social emotional needs of our students and ultimately promoting positive perspectives, behaviors, and beliefs.

To inform parents and invest them in the supports given through the MTSS process, the school will call home to discuss the reason for the referral to the guidance counselor and offer an explanation of the process and the potential outcomes, described in a manner that will demonstrate to the parent that the positive changes are transferrable in the home. The school will also send home a letter explaining the reasons and process and will also send home a permission form. The guidance counselor will offer to meet with the parent and will make the parent aware of upcoming workshops that will assist the parent in using the same strategies at home that the school is teaching at school. In addition, teachers will send home and share on their teacher websites the vocabulary of virtue that the children are learning, examples of ways to demonstrate the virtues at home, and book selections that highlight that virtue as a means of giving parents easy paths to follow to incorporate what is being taught at school in their home.

8. Describe your goal for student attendance and explain how you will ensure high rates of student attendance. What supports will be in place to reduce truancy and chronic absenteeism?

AAC will provide parents and families with information about the importance of attendance as one of the primary prevention strategies. Moreover, the school will also introduce school-wide incentives to encourage students to strive for good or perfect attendance as well as a Healthy Hands program and curriculum that will emphasize the importance of preventing the spread of germs. We will communicate these programs to parents through open-house presentations, monthly newsletters, incentives, and special programming.

AAC’s goals for student attendance will be to improve student attendance by:

● Reducing the number of students arriving late for class by 20%. ● Decreasing the number of students who miss five or more days of school during fall

semester by 50%. ● Decreasing the number of students who miss 10 or more days during the school year by

50%. ● Increasing parental awareness about the importance of school attendance, arriving on-time,

and the resources/supports available. AAC will adopt a tiered series of notifications for students who are missing an increasing number of school days. The school will use a variety of communication measures to connect with parents. The communications will occur as students miss two, five, seven, or ten days of school, and they include a series of phone calls, letters, mandatory meetings, and home visits.

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OPERATIONS PLAN

STARTUP PLANNING

1. Provide a detailed startup plan as well as specific organizational goals for the planning year (SY 2017-2018) to ensure that the school is ready for a successful launch in fall 2017. Outline key activities, responsible parties, and milestones and submit as Attachment 3.

2. Explain who will work on a full-time or nearly full-time basis immediately following assignment of a location to lead development of the school(s) and the plan to compensate these individuals. In addition, explain the ability of the organization to fund any additional expenses related to the opening of the school prior to availability of funds before July 2018.

Tony Helton, AAC’s CEO will be the full-time person, but we will immediately hire an AAC transition director who will hold meetings to engage, include and partner with the Rowland community. These individuals will be compensated from AAC’s current operating budget.

3. List any State Board of Education rules, regulations, policies, and procedures, or the provisions of the statute for innovative schools you potentially foresee submitting to the ISD Superintendent to request a waiver from the State Board of Education.

AAC would like waivers from the SBE for the following areas:

● Teacher evaluations and Teacher Effectiveness, Beginning Teacher Support Programs, Any required testing outside of what is stated in the North Carolina READY Accountability Model, State mandated Low Performing Schools Documentation (i.e. NC Stars). Any contract restrictions or RFP processes.

CIVIL LIABILITY AND INSURANCE

1. Complete the chart below with details based on a quote from an insurance provider.

Area of proposed coverage Proposed amount of coverage Cost (Quote)

Officers and Directors/Errors and Omissions

$1M/$2M

$4,380

General Liability

$1M/$2M

$1,178

Property Insurance

$2M

$6,921

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Crime Coverage

$100,000

$50

Motor Vehicle Liability

HIRED/NON OWNED ONLY

$225

Workers’ Compensation $500,000

$4,548

Bonding Minimum/Maximum Amount

$250,000 per employee

$332

Other

$1M/$2M

$1,411

Total Cost

$19,045

2. Submit a quote from an insurance provider as part of this application to

demonstrate the levels of insurance coverage and projected cost. as Attachment 4.

RESUMES

1. In Attachment 5, provide resumes of all key stakeholders responsible for operating the innovative school either in the startup or operation phases.

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ATTACHMENT #1

Achievement Data

School Name City, State Years Open

Reading Proficiency 2016/2017

Math Proficiency 2016/2017

Growth 2016/ 2017

2015- 2016 Letter Grade

2016- 2017 Letter Grade

Absenteeism Rate 2016-2017

Discipline Data - # of Suspensions in 2016-2017

Aristotle Preparatory Academy

Charlotte, NC 4 35/40.4 10/38.6 67.1/ 79.6

F D 1.00% 2

Brevard Academy Pisgah Forest, NC

19 73/77 53/53.6 71.4/ C B 5.50% 11

Coastal Preparatory Academy

Wilmington, NC

1 NA NA NA NA Open in August 2017

NA NA

Cornerstone Charter Academy

Greensboro, NC

5 72/76.7 62/61 71.2/ 80.3

B B 8.81% 70

Excelsior Classical Academy

Durham, NC 2 59/58.3 33/47.5 59.8 D C 3.11% 7

Lake Lure Classical Academy

Lake Lure, NC 7 70/70 44/53.6 72.2/ C B 5.90% 24

New Dimensions Charter School

Morganton, NC

16 76/72.3 60/55.4 77.8/ B C 5.25% 20

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Piedmont Community Charter School

Gastonia, NC 17 71/73.8 64/66.4 67.3/ C B 4.40% 59

Pine Springs Preparatory School

Holly Springs, NC

1 NA NA NA NA Open in August 2017

NA NA

Shining Rock Classical Academy

Waynesville, NC

2 73/67.3 68/53 58.6/ 75.2

B C 18.00% 42

Thomas Jefferson Classical Academy

Mooresboro, NC

18 88/87.5 84/81.8 69.7/ B B 3.00% 30

Unity Classical Charter School

Charlotte, NC 1 NA NA NA NA Open in August 2017

NA NA

VERITAS Community School

Charlotte, NC 2 58/60.5 47/51.2 78.2/ C C 5.00% 45

Ethos Academy Glendale, AZ 3 46/22 31/20 NA Grades not issued by AZ

Not Rated (too few schola rs)

8.00% 30

Hirsch Academy Scottsdale, AZ 4 18/12 17/15 NA Grades not issued by AZ

D 6.00% 8

Pioneer Preparatory School

Phoenix, AZ 8 29/25 21/29 NA Grades not issued by AZ

C 6.00% 18

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Western School of Science & Technology

Phoenix, AZ 3 25/29 24/35 NA Grades not issued by AZ

B 7.00% 34

Indianapolis Academy of Excellence

Indianapolis, IN

28/15 16/10 F Not Rated (too few schola rs)

7.00% 154

Rock Creek Charter School

Sellersburg, IN 8 63.8/64.1 54.2/59.5 B B 4.00% 65

Demographic Data

School Name

Caucasian

African American

Asian American

Native American

Hispanic

Multi-Racial

Pac. Islander

Indian

Other

F/R Lunch

SPED/E C

Ethos 16.00% 22.00% 0.00% 0.00% 57.00% 5.00% 0.00% 0.00% 0.00% 91.00% 11%

Pioneer 0.80% 2.00% 0.00% 0.00% 97.00% 0.20% 0.00% 0.00% 0.00% 95.00% 12%

Western 2.00% 2.00% 0.00% 0.00% 96.00% 0.00% 0.00% 0.00% 0.00% 94.00% 10%

Hirsch 2.00% 0.00% 0.60% 0.60% 97.00% 0.00% 0.00% 0.60% 0.00% 99.00% 19%

IAE 2.00% 86.00% 0.00% 0.00% 7.00% 5.00% 0.00% 0.00% 0.00% 99.00% 21%

Rock Creek 77.30% 11.40% 0.60% 0.00% 3.00% 7.30% 0.40% 0.00% 0.00% 23.50% 29%

Shining Rock 90.90% 1.00% 0.50% 3.50% 3.30% 3.50% 0.50% 0.30% 0.00% 5.30% 12.43%

Brevard 88.80% 2.00% 0.80% 0.03% 5.20% 1.80% 1.00% 0.00% 0.00% 0.00% 12%

New Dimensions

84.50%

4.90%

0.70%

0.00%

5.30%

4.60%

0.00%

0.00%

0.00%

0.00%

15.36%

Lake Lure 85.00% 2.00% 2.00% 0.00% 6.00% 5.00% 0.00% 0.00% 0.00% 54.00% 10.97%

TJCA 80.00% 6.00% 1.00% 0.00% 7.00% 6.00% 0.00% 0.00% 0.00% 50.00% 6%

Piedmont 63.90% 17.00% 1.90% 0.00% 11.90% 5.30% 0.00% 0.00% 0.00% 23.60% 9.6%

Unity 34.00% 35.80% 4.70% 0.90% 18.90% 5.60% 0.00% 0.00% 0.00% 32.60% 2.80%

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Aristotle 0.80% 89.50% 0.00% 0.00% 4.00% 5.60% 0.00% 0.00% 0.00% 71%% 10%

Veritas 28.20% 45.80% 1.10% 0.00% 15.30% 9.60% 0.00% 0.00% 0.00% 45.00% 9.70%

Cornerstone 75.80% 10.30% 2.90% 0.30% 4.80% 5.90% 0.00% 0.00% 0.00% 1.90% 9.97%

Excelsior 55.80% 23.90% 1.90% 0.50% 10.30% 8.10% 0.20% 0.00% 0.00% 0.00% 10.00%

Pine Springs 75.80% 4.30% 3.90% 0.00% 6.70% 9.20% 0.00% 0.00% 0.00% 3.30% 9.00%

Coastal 85.27% 1.36% 1.63% 0.00% 3.10% 9.11% 0.00% 0.00% 0.00% 8.00% 7.00%

AVERAGE 49.94% 19.33% 1.28% 0.31% 24.15% 5.10% 0.11% 0.05% 0.00% 40.29% 11.94%

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Attachment #2

Curriculum Plan for Grades K-5

Topic Kindergarten 1st 2nd 3rd 4th 5th

Singapore Math Curriculum, K-5

Grade Level Examples for Each Category

Number and Operations

Use concrete and pictorial models Use concrete and to create a set pictorial models to Use concrete models and with a given create a set with a pictures to create sets number of given number of

Sets and Numbers with given numbers of objects to 20.

objects (up to 120).

objects (up to 1,000).

Use number Use place value

bonds to models to create Represent numbers represent equivalent to 10,000 in Represent numbers to Understand place value

Number Representation Use numbers to represent quantities to 20.

number combinations.

representation of numbers

different equivalent forms.

100,000 in various contexts.

concepts though millions.

Count

Explore count sequence and number names to 100.

Count within 120.

Count within 1,000

Count within 10,000

Compare and Order

Compare and order sets and numbers up to 20 using counting and matching strategies

Compare and order whole numbers to 100.

Compare and order whole numbers to 1,000.



Compare and order whole numbers to 10,000,000.

Compose and decompose

Compose and Decompose Numbers

numbers less than or equal to 10 into pairs in more than one way.

Compose and decompose Use place value Use place value

numbers from 11 to 19 models and place Use base-ten models models to read, Write numbers to into ten ones and some value charts to and place value write, and 100,000 in standard, Understand place-value

Place Value further ones and 20 as 2 tens.

represent numbers to 120.

charts to represent numbers to 1,000.

represent numbers to 10,000.

expanded, and word forms.

concepts through millions.

Understand the Recognize, write,

Partition circles and meanings and uses name, and illustrate

Partition shapes rectangles into unit of fractions mixed numbers and Understand how to

Fraction Concepts into two to four equal shares.

fractions halves, thirds, and fourths.

including fraction of a set.

improper fractions in various forms.

convert fractions to decimals.

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Money

Identify and relate coin values (penny, nickel, dime, quarter).

Identify and relate coin values (penny, nickel, dime, quarter).

Identify $1, $5, $10, and $20 bills.

Add and subtract money.

Decimal Concepts

Use the dollar sign and decimal point.

Use the dollar sign and decimal point in money amounts.

Model decimals using tenths and hundredths.

Model decimal using thousandths.

Model regrouping

Whole Number Computation: Addition and Subtraction

Model joining and separating sets.

Model addition and subtraction situations.

Model addition and subtraction within 100 using place- value strategies.

in addition and subtraction using place-value strategies.

Model regrouping in addition and subtraction using place-value strategies.

Represent and solve Whole Number Computation: Addition and Subtraction Real- World Problems

addition and subtraction stories with manipulatives, actions, drawings, and number sentences.

Create addition and subtraction stories.

Practice addition and

Develop fluency with addition and subtraction to 5

subtraction in different contexts with words, models, fingers, and numerals.

Whole Number

Computation: Multiplication and Division Concepts

Count by twos and fives to 20.

Skip count by 2s, 5s, and 10s.

Multiply and divide with 2, 3, 4, 5, and 10.

Multiply and divide with 3, 4, 6, 7, 8, and 9.

Whole Number

Computation: Multiplication and Division Algorithms

Multiply by 1s, 10s, and 100s with and without regrouping.

Develop fluency in multiplying multi-digit numbers.

Multiply multi-digit numbers.

Use bar models to represent multiplication and division situations.

Use bar models to represent multiplication and division situations.

Multiply or divide to

solve word problems involving multiplicative

Whole Number comparison by using drawings and

Computation: Multiplication and Division Real-World Problems

equations with a symbol for the unknown number to represent the problem.

Compare the size of a product to one factor without multiplication.

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Fraction Computation

Add and subtract like fractions (halves, thirds, fourths).

Add and subtract like fractions.

Add and subtract unlike fractions.

Add and subtract unlike fraction and mixed numbers.

Decimal Computation

Add and subtract money.

Solve addition and subtraction word problems involving money.

Add and subtract money amounts.

Add and subtract decimals.

Add and subtract decimals.

Use mental math and

Use estimation and

Use mental math estimation strategies mental math to

Estimation and Mental Math

Use mental math strategies to add and subtract.

Use mental math strategies to add and subtract.

strategies to add, subtract, multiply, and divide.

to find sums, differences, products, and quotients.

estimate sums, differences, products, and quotients.

Algebra

Identify, describe,

and extend two- Describe, extend, Identify, describe, and and three- and create two- Create and describe Identify, describe, and extend numeric

Patterns Describe and extend repeating shape patterns.

dimensional shape patterns.

dimensional shape patterns.

multiplication and division patterns.

extend numeric and non-numeric patterns.

patterns involving all operations.

Explain patterns in the number of zeroes and Identify 0 as the Understand that in the placement of the identity element addition and Understand that Represent division as decimal point when

Properties for addition and subtraction.

subtraction are inverse operations.

multiplication and division are related.

the inverse of multiplication.

multiplying a number by a power of 10.

Number Theory

Determine whether a group of objects has an odd or even number of members.

Identify odd and even numbers.

Find the greatest common factor and least common multiples.

Recognize how bar Understand the relationships between the numbers in multiplication- division fact

Understand the Understand the Understand the models show relationships between relationships between relationships relationships the numbers and the numbers and between the between numbers symbols in formulas symbols in formulas for

Functional Relationships numbers in fact families.

and unknowns in number sentences.

for area and perimeter.

surface area and volume.

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families.

Use a variety of

Use a variety of concrete, pictorial, Use a variety of Use a variety of concrete, pictorial, and symbolic concrete, pictorial, and Use parentheses, concrete, and symbolic models for multi- symbolic models for brackets, or braces in pictorial, and models for addition, digit addition, multiplication and numerical expressions, Use objects, fingers, symbolic models subtraction, subtraction, division; and addition and evaluate

Expressions/Models drawings, and symbols to represent numbers.

for addition and subtraction.

multiplication, and division.

multiplication, and division.

and subtraction with fractions and decimals.

expressions with these symbols.

Model addition

and subtraction Model multiplication situations by and division Model addition and writing addition situations by writing Write and solve Write and solve

Number Sentences and Equations

subtraction stories with addition and subtraction number sentences.

and subtraction number sentences.

multiplication and division number sentences.

Write multiplication and division number sentences.

number sentences for multi-step word problems.

number sentences and equations for multi- step word problems.

Use and create

Understand the models that Understand the meaning difference demonstrate Understand

Equality and Inequality of the = sign in number sentences.

between equality and inequality.

equality or inequality.

equality and inequality.

Understand equality and inequality.

Understand equality and inequality.

Geometry

Size and Position

Use big, middle sized, small, smaller, smallest, bigger, biggest to identify and compare sizes.

Describe position with left and right.

Lines and Angles

Identify parts of lines and curves.

Identify perpendicular and parallel lines.

Draw perpendicular and parallel lines.

Understand how to work with angles on a straight line.

Recognize and draw shapes based on Describe, compare, and specified attributes. name two-dimensional Identify triangles, shapes regardless of their quadrilaterals,

Two-Dimensional Shapes orientations and overall sizes.

pentagons, hexagons, and cubes.

Identify real-

Three-Dimensional Shapes

Analyze, describe, compare, name, and sort solid shapes.

world three- dimensional shapes.

Identify and classify prisms and pyramids.

59

Develop initial Recognize a line of

Congruence and Symmetry

understanding of congruence and symmetry.

symmetry and symmetrical figures.

Recognize line and rotational symmetry.

Transformations

Identify pairs of shapes that show a flip, slide, and turn.

Use transformations to form tessellations.

Coordinate Geometry

Develop coordinate readiness with tables and line graphs.

Plot points on a coordinate grid (first quadrant only).

Measurement

Compare the length of two objects by Compare and order comparing each Select appropriate lengths (long, short, with a third Demonstrate linear units and tools to

Length and Distance longer, shorter, longest, shortest)

length (transitivity).

measure as an iteration of units.

estimate and measure lengths.

Weight/Mass

Compare and order objects by weight.

Compare and measure weights using non- standard units.

Compare and measure masses.

Select appropriate units and tools to estimate and measure weight.

Use measurement conversions of weight/mass in solve real-world problems.

Use measurement conversions of Select appropriate capacity/volume in tools and units to solving real-world estimate and problems. Estimate and

Capacity/Volume Describe and compare capacities.

Measure volume (capacity) in liters.

measure volume and capacity.

measure volume in cubic units.

Read a calendar to identify the Identify placement of days of the week, events in a time sequence; months, and

Time identify yesterday, today, and tomorrow.

seasons of the year.

Tell time to the nearest minute.

Temperature Read a Fahrenheit

thermometer.

Angles

Compare angles to right angles.

Estimate and measure angles in whole- number degrees with a protractor.

Apply the idea that the sum of angles on a straight line is 180 degrees.

Perimeter Measure perimeter

of plane figures. Find the perimeter of composition figures.

60

Area

Compose and decompose two- dimensional shapes (foundation for understanding).

Develop foundations for understanding area.

Find and compare the area of plane figures in different square units.

Understand that area is an attribute of two- dimensional figures.

Find the area of a rectangle with fractional side lengths.

Surface Area and Volume

Decompose solid figures to find the surface area.

Data Analysis

Classifying and Sorting

Understand similarities and differences in objects and shapes.

Sort and classify geometric shapes.

Sort and classify two- and three- dimensional shapes by properties.

Classify and sort polygons and quadrilaterals by attributes and properties.

Collect and Organize Data

Organize data for a picture graph.

Collect and organize data in different ways.

Collect and organize data in different ways.

Represent Data

Represent data in picture graphs.

Represent measurements and data in picture graphs, tally charts, and bar graphs.

Represent measurement data in a line plot using whole numbers.

Represent measurement data in a line plot where the horizontal scale is marked in whole numbers, halves, or quarters.

Make a line plot to display a data set of measurements in fractions of a unit.

Make a line plot to display a data set of measurements in fractions of a unit.

Interpret/Analyze Data

Interpret data show in tally charts and graphs.

Interpret data in picture graphs, tally charts, and bar graphs.

Interpret picture graphs with scales.

Interpret picture graphs with scales.

Interpret tally charts, bar graphs, picture graphs, tables, line graphs, and line plots.

Interpret tally charts, bar graphs, picture graphs, tables, line graphs, and line plots.

Make Sense in Solving Problems

Build Skills Through Problem Solving

Build skills in comparing sets, and addition and subtraction encountering, discussion, and solving problems.

Build skills in addition, subtraction, and measurement through problem solving.

Build skills in addition, subtraction, multiplication, division, and measurement through problem solving.

Build skills in addition, subtraction, multiplication, division, and measurement through problem solving.

Build skills in multiplication, division, fraction concepts, data analysis, and measurement through problem solving.

Build skills in multiplication; division; fraction concepts; decimals; decimals, geometry; data analysis; and measurement through problem solving.

Solve Real-World Problems

Solve real-world problems involving sorting, counting, and addition and subtraction.

Solve real-world problems involving addition and subtraction.

Solve real-world problems involving addition, subtraction, multiplication, division, and

Solve real-world problems involving addition, subtraction, multiplication, division, and

Solve real-world problems involving addition, subtraction, multiplication, division, and measurement,

Solve real-world problems involving multiplication; division; concepts with whole numbers, fractions, decimals, data analysis,

61

measurement. measurement. including time and money.

and measurement.

Use Appropriate Strategies and Thinking Skills to Solve Problems

Decide on number sentences to fit addition and subtraction situations.

Apply problem- solving strategies.



Use appropriate strategies to solve real-world problems.

Use appropriate strategies to solve real- world problems.

Apply and Explain Problem Solving

Solve real-world problems and describe methods for doing so.

Apply and explain problem- solving processes.

Apply and explain problem-solving processes.




Reasoning

Explore Concepts

Use models to explain reasoning.

Explore concepts more deeply and justify reasoning.





Investigate Mathematical Ideas

Apply counting and comparing skills in wide variety of contexts; use numerals to convey information.

Further investigate mathematical ideas by completing critical thinking skills activities.





Identify, Demonstrate, and Explain Mathematical Proof

Explain ways of identifying equal sets or explain which set has more or fewer.

Explore transitivity by comparing lengths and weights of three different objects.

Demonstrate the inverse relationship between the size of a unit and the number of units.

Demonstrate the relationship between fractions on a number line and rules marked with halves and fourths of an inch.

Demonstrate that figures and their flip, slides, and turn images are congruent.

Examine the relationship between three-dimensional figures and the faces of the two-dimensional figures that form them.

Use a Variety of Reasoning Skills

Sort and classify using attributes.

Recognize shapes from different perspectives.

Identify surfaces that slide, stack, and roll.

Model, define, and explain properties of multiplication.

Use properties of squares and rectangles to solve problems about area and perimeter.

Use properties to classify triangles and quadrilaterals.

Communication

Consolidate Mathematical Thinking

Consolidate thinking in independent activities.

Present mathematical thinking through math journal activities.





62

Communicate with Peers, Teachers, and Others

Discuss mathematical ideas in paired and small group activities as well as activities led by the teacher.

Discuss mathematical ideas in activities.





Share Mathematical Thinking

Share mathematical ideas in paired and small group activities.

Share mathematical ideas with others during activities.





Construct Arguments and Express Mathematics Ideas

Express ideas--with words and gestures--in paired and small group activities as well as activities led by the teacher.

Express ideas in math journal activities, using lesson vocabulary.





Connections and Structure

Look for Use and Structure to Recognize Connections in Mathematical Ideas

Understand the connection between quantities and written numerals.

Relate counting to additional ND examine and apply the inverse subtraction.

Examine and apply the inverse relationship between addition and subtraction.

Apply the inverse relationship between multiplication and division.

Demonstrate that decimal notation is an extension of the base- ten system.

Understand the relationship between fractions and division.

Understand How Concepts Build on One Another

Explore relationships amend counting, ordering, and ordinal numbers.

Learn how place value concepts apply to regrouping in addition and subtraction.

Understand how patterns can be described using numbers, operations, and data displays.

Understand the meanings and uses of fractions including fraction of a set.

Describe number relationships in context.

Explain the relationships among area formulas of different polygons.

Solve Real-World Problems in Contexts of Mathematics

Solve real-world problems involving more and less, and addition and subtraction.

Solve real-world problems involving addition and subtraction.

Solve real-world problems involving addition, subtraction, multiplication, division, measurement, and data analysis.

Solve real-world problems involving addition, subtraction, multiplication, division, measurement, and measurement.

Solve real-world problems involving addition, subtraction, multiplication, division, measurement, data analysis, and measurement.

Solve real-world problems involving all four operations with whole numbers, fractions, and decimals; algebra, geometry, measurement, and data analysis.

Represent and Model Mathematics

Use Representations to Attend to Precision

Use concrete models to create a set with a given of objects to 20.

Use concrete and pictorial models to create a set with a given number of objects (up to 120).

Use concrete and pictorial models to create a set with a given number of objects (up to 1,000).

Use place value models to read, write, and represent numbers to 10,000.

Represent numbers to 100,000 in various contexts.

Explore negative numbers in context.

63

Select and Apply Appropriate Models and Tools to Represent Models

Represent quantities with objects, number cubes, fingers, pictures/drawings, number cards, acting out, tallies, and numerals.

Use number bonds to represent number combination..

Use place value models to create equivalent representations of numbers.

Use a variety of models to represent fractions and equivalent fractions.

Translate between equivalent improper fractions and mixed numbers.

Translate among fractions, mixed numbers, and decimals.

Measure and Use metric

compare lengths customary units to Use referents to

Interpret Phenomena through Representations

Show understanding of big, middle-sized, small, and same size.

and weights using non- standard units.

measure length, volume (capacity), weight, and mass.

estimate length, capacity, and weight.

Measure perimeter and area in customary and metric units.

Measure volume of a rectangular prism.

64

Attachment #3

Southside-Ashpole Elementary Startup Plan

February

February After notification from the ISD that we have been chosen as the group to lead Southside/Ashpole, AAC will be in the community of Rowland to meet the Community leaders and put a face with the program. We will ask for interviews with the local media as well.

Social Media will be used extensively to get the message out that this is still Southside/Ashpole Elementary School. That Southside/Ashpole is still their community school.

Contact local Little League for sponsorship opportunities to begin to support the community. Begin to establish relationships with local groups like; Boy/Girl Scouts, Girls on the Run, Sheriff’s education team, etc.

Immediate interviews for the position of School Director will begin.

March

March As soon as official SBE approval is received, AAC will conduct the first of weekly

Community Visits. These visits will be in various locations around the community of Rowland to include if approved; The Fire Department, The Masonic Lodge, The Southside Alumni Association, locale Churches, the parking lot of Dollar General, the parking lots of the 3 convenience stores, and other locations that reach the community.

Recruitment of Staff and interviews will also be conducted in March. We intend to name the School Director in March.

Evaluate the facility for needed updates, cosmetic and otherwise.

April

April Weekly Community Meetings continue in various locations. Southside/Ashpole

will have a presence at community events to include but not limited to; Little League games, public events and activities hosted by community groups,

65

as well as hosting events.

AAC as well as any staff named will attempt to schedule a meeting with the Leaders of Rowland Middle School in hopes of understanding the needs of RMS. AAC would also like to schedule a meeting with the 6th grade teachers of Rowland Middle to understand the needs of current 5th grade students at Southside/Ashpole as they become Cobras.

May

May Finalize all teaching contracts. Continue Weekly Community Meetings

June

June 8 Begin contacting by phone, letter or visit, each and every returning

Pony student. The contact in an introduction and an opportunity to schedule an in-person visit by the administration of Southside-Ashpole.

June 18Beginning of Home Visits by Administration These visits will be scheduled and completed by August 3

June Continuation of Weekly Community Visits

July

July 2-6 Holiday for Independence Day July Continuation of Home Visits by Administration to be complete by August 3

Continuation of Weekly Community Visits July 2-31 Begin any cosmetic repairs/improvement to Southside/Ashpole facility

August

August 6-23 Staff Professional Development August 13-22 Individual Meetings with Teachers and Families August 23rd Open House for all Students. 2 Open House times, 2 pm and 7 pm August 24 Vacation Day for Staff August 27 First Day of School for Students August 31 Teacher Workday-Evaluation of Beginning

Attachment #4 Insurance

Quotation of Commercial Insurance

Prepared for: SOUTHSIDE/ASHPOLE ELEMENTARY S CHOOL

607 S MARTIN LUTHER KING JR ST ROWLAND, NC 283839649

[email protected]

Presented By: CAROLINA UNDERWRITERS & FINANCIAL GROUP

Proposal Print Date:11/30/2017


Quotation of Commercial Insurance Schools

New Business

Prepared for: SOUTHSIDE/ASHPOLE ELEMENTARY S CHOOL

607 S MARTIN LUTHER KING JR ST ROWLAND, NC 283839649

[email protected]

Presented By: CAROLINA UNDERWRITERS & FINANCIAL GROUP

The following quotation of insurance has been developed for the above captioned risk. IT IS AGREED AND UNDERSTOOD NO COVERAGE HAS BEEN BOUND.

This quotation will expire after ( 30 ) days or the effective date of requested coverages unless otherwise notified.

Proposal Print Date: 11/30/2017 Underwritten By:

Selective Ins Co of the Southeast



SOUTHSIDE/ASHPOLE ELEMENTARY S CHOOL

Quote # 87163900

Policy Period: 11/30/17 to 11/30/18

Table Of Contents

Page # Premium Summary. ................................................................................................................................................. 4 Premium Recap. ...................................................................................................................................................... 5 Location Schedule. .................................................................................................................................................. 6 Property. .................................................................................................................................................................. 7 Crime Fidelity. ......................................................................................................................................................... 8 General Liability. ..................................................................................................................................................... 8 Automobile. ............................................................................................................................................................. 9 Terrorism (Certified Acts) Information. ................................................................................................................. 10 Billing Information. ................................................................................................................................................ 11 IN0585 0116.............................................................................................................................................................A. ppendix I

This non-binding proposal is only a summary of premium. It is not a guarantee that the actual premium will not exceed the amount of the proposal. No coverage is provided by this summary nor does it replace any provisions of the final policy. For specific terms and restrictions, refer to the individual policy and coverage forms.



Quote # 87163900


Premium Summary

Coverage Premium

Property

$6,921.00

Crime Fidelity

$50.00

General Liability

$1,178.00

Automobile

$225.00

Total Premium $8,374.00




Quote # 87163900


Line Of Business Premium Recap

Property Premium Totals

Coverages Schools Property Extension Coverage $368.00 Business Personal Property $6,14$0.00 Business Income Educational Institution Included Power Pac Class Rated Premium $179.00 Terrorism (Certified Acts) $234.00

Grand Total LOB Premium $6,921.00

Crime Fidelity Premium Totals

Coverages Premium Ip - Theft Of Money And Securities Included Ip - Robbery Or Safe Burglary Of Othr Prop Included Outside The Premises Included Schools Crime ElitePac Endorsement $50.00

Grand Total LOB Premium $50.00

General Liability Premium Totals

Coverages Premium Premises Operations $1,089.00 Terrorism (Certified Acts) $23.00 Schools General Liability Extension Coverage $66.00

Grand Total LOB Premium $1,178.00

Automobile Premium Totals

Liab Coverages Premium Excess Hired $76.00 Non-owned $116.00 Terrorism Premium $8.00 Schools Auto Extension Coverage $25.00

Grand Total LOB Premium $225.00




Quote # 87163900


Policy Location Schedule

Loc# Bldg# Street City State Zip 001 001 607 S MARTIN LUTHER KING JR ST ROWLAND NC 28383




Quote # 87163900


Property

Policy Level Deductible: 2,500 Coinsurance: Bldg: 80 BPP: 80 Loss Free Years: 0

Optional Coverages/Extensions Limit Premium Schools Property Extension Coverage $368.00

Location Level

Location 001/001 - 607 S MARTIN LUTHER KING JR ST, ROWLAND, NC Coverage Limit Premium Business Pers Prop - Business Personal Property 2,000,000 $6,140.00 Business Income Educational Institution

Agreed Value – Yes Civil Authority - Modification of One-Mile Radius

Systems Power Pac

550,000

5 miles

Included

$179.00

Location 001/001 - Total Premium 6319

Other Terrorism Premium (Certified Acts)

$234.00

Total Property Premium $6,921.00




Quote # 87163900


Crime Fidelity

Coverages Deductible Limit Premium

Schools Crime ElitePac Endorsement $50.00

Location Level

Location 001/001 - 607 S MARTIN LUTHER KING JR ST, ROWLAND, NC

Coverages Deductible Limit Premium IP - Theft of Money and Securities $500.00 25,000 Included IP - Robbery or Safe Burg of Other Prop $500.00 25,000 Included Outside the Premises $500.00 25,000 Included

General Liability

Policy Level Limit Premium

General Aggregate 2,000,000 Products/Completed Ops 2,000,000 Each Occurrence 1,000,000 Personal & Advertising Injury 1,000,000 Fire Damage 1,000,000 Medical Expense 10,000

Additional Coverages Quantity/Limit Premium Schools General Liability Extension Coverage $66.00

Location Level

Location 001/001 - 607 S MARTIN LUTHER KING JR ST, ROWLAND, NC Class 47471 - SCHOOLS PUBLIC ELEMENTARY,KINDERGARTEN

Coverage Exposure Premium Premises Operation (Final Rate 4.323) 252 $1,089.00


Total Crime Fidelity Premium $50.00



Quote # 87163900


Other Terrorism Premium (Certified Acts)

Premium $23.00

Total General Liability Premium $1,178.00

Automobile

Policy Level

Liability Limit Type CSL

Symbol Limit Premium

- Liability 8,9 1,000,000 Schools Auto Extension Coverage $25.00

State Level Coverages (NC)

Coverage Symbol Limit Premium Non-Owned IF ANY $116.00 Excess Hired IF ANY $76.00

Other Premium Terrorism Premium $8.00


Total Automobile Premium $225.00



Quote # 87163900


Terrorism (Certified Acts) Information

Refer to attached IN 0585 0116 Policyholder Disclosure Notice - Offer of Terrorism Insurance Coverage and Rejection Form – Effective Until Revoked

YOUR POLICY INCLUDES TERRORISM COVERAGE FOR AN ADDITIONAL PREMIUM OF: TERRORISM - CERTIFIED ACTS: $257.00 TERRORISM – AUTO $8.00

IF YOU REJECT THE TERRORISM COVERAGE, AS NOTED ABOVE, THE PREMIUM FOR THE TERRORISM (FIRE ONLY) COVERAGE IS $141.00.


We understand that each customer has unique needs—that’s why Selective offers a variety of installment plans. Your agent can assist you with selecting a plan that works best with and meets the eligibility requirements for your particular policy. Please note that policies on the same account may have different payment plans and installment fees may apply.

• 1-Pay: Due in full at policy inception • 2-Pay: Two equal installments due at policy inception and in the 6th month of the policy term • 4-Pay: Four equal installments due at policy inception and in the 3rd, 6th and 9th months of the

policy term • Quarterly: Four equal installments due quarterly starting at policy inception • 10-Pay: 19% due at policy inception, the remaining balance billed in nine equal monthly installments

The SelectPay® Advantage (Electronic Funds Transfer) With our free SelectPay® service, your insurance payments can be automatically deducted from your checking or savings account. Not only will this save you time, but you’ll avoid installment and late fees.

Signing up for SelectPay® is easy – just visit www.selective.com and sign in. Click the “Billing & Payments” tab and then choose the “Pay Bill” link. You will need your policy number and bank account information to complete the transaction.

PaySync® Flexible Payment Program Get the cash flow flexibility you need with PaySync® for your Selective Workers Compensation (WC) and Commercial Package Policy (CPP). With PaySync® WC, pay your premium installments when you pay your payroll; with PaySync® CPP, premiums are broken down into 12, 24, 26, or 52 payments – your choice during policy issuance. Benefits include:

• No down payments and installment fees • PaySync® is simply another pay plan option, so no special underwriting guidelines apply

You’ll need to provide Selective with your payroll information each pay cycle to be eligible to the PaySync® WC program. Payroll information can be submitted by you or a third party, such as an accountant or payroll processor, on your behalf. For more information about the program, please visit selective.com/paysync or contact your agent.

Your time is valuable. Selective lets you manage your policy on your own time through our online Customer Self-Service site. Here you can:

• Pay your bill • Schedule future payments • Build and print certificates of insurance • Print automobile ID cards • File a claim • Review, download or print a copy of your policy

Registration is simple. Have your policy or bill handy when you visit www.selective.com and then click “Need a Customer User ID and Password”. Follow the onscreen instructions to answer the three security questions identifying your policy and begin managing your account 24/7.

The Selective insurance companies are: Selective Ins. Co. of America, Selective Ins. Co. of New England, Selective Ins. Co. of N.Y., Selective Ins. Co. of S.C., Selective Ins. Co. of the Southeast, Selective Way Ins. Co., Selective Cas. Ins. Co. and Selective Fire and Cas. Ins. Co. This is not an advertisement to sell products in those states in which Selective is not qualified to do business or has not secured the necessary licenses to do business. Not all of Selective insurance companies’ products are available in all states.

http://www.selective.com/

http://www.selective.com/paysync

http://www.selective.com/

IN 05 85 01 16 Page 1 of 2

Copyright, 2016 Selective Insurance Company of America. All rights reserved. Includes copyrighted material of Insurance Services Office, Inc., with its permission.

POLICYHOLDER DISCLOSURE NOTICE OFFER OF TERRORISM INSURANCE COVERAGE

AND REJECTION FORM — EFFECTIVE UNTIL REVOKED

Offer of Coverage:

You are hereby notified that under the Terrorism Risk Insurance Act, as amended, you have a right to purchase insurance coverage for losses resulting from “acts of terrorism”, as defined in Section 102(1) of the Act. The term “act of terrorism” means any act or acts that are certified by the Secretary of the Treasury - in consultation with the Secretary of Homeland Security, and the Attorney General of the United States - to be an “act of terrorism”; to be a violent act or an act that is dangerous to human life, property, or infrastructure; to have resulted in damage within the United States, or outside the United States in the case of certain air carriers or vessels or the premises of a United States mission; and to have been committed by an individual or individuals as part of an effort to coerce the civilian population of the United States or to influence the policy or affect the conduct of the United States Government by coercion.

You may accept or reject insurance coverage for losses resulting from certified “acts of terrorism”.

• If you accept this offer of coverage simply pay your billed premium, which includes the amount

shown below. You do not need to do anything else.

• If you would like to reject this coverage, please see the section of this form entitled Rejection of Terrorism Insurance Coverage and follow the instructions. Even if you reject this coverage, state law prohibits us from excluding fire losses resulting from an “act of terrorism”. Therefore, the terrorism exclusion we place on your policy will contain an exception for fire losses resulting from an “act of terrorism”. The additional premium for such fire losses resulting from an “act of terrorism” is shown below. Please note that if you reject coverage for losses resulting from certified “acts of terrorism”, we will not provide coverage on renewals of this policy unless you ask us for coverage in the manner set forth in our “Offer of Terrorism Insurance Coverage When Terrorism Insurance Coverage Was Previously Rejected” form, which will be attached to renewals of this policy.

Disclosure of Premium:

The portion of your annual premium that is attributable to coverage for “acts of terrorism” is

and does not include any charges for the portion of loss that may be covered by the federal government under the Act.

The premium for terrorism (fire only) coverage is and is due regardless of whether you reject coverage for certified “acts of terrorism”.

Please be aware that even if you purchase coverage for losses resulting from certified “acts of terrorism”, your policy will still contain other policy terms, conditions, limitations and exclusions that may impact whether coverage is available in the event of a loss resulting from a certified “act of terrorism”.

IN 05 85 01 16 Page 2 of 2

Copyright, 2016 Selective Insurance Company of America. All rights reserved. Includes copyrighted material of Insurance Services Office, Inc., with its permission.

Federal Participation in Payment of Terrorism Losses:

You should know that where coverage is provided by this policy for losses resulting from certified “acts of terrorism”, such losses may be partially reimbursed by the United States Government under a formula established by federal law. Under the formula, the United States Government generally reimburses the following percentages of covered terrorism losses exceeding the statutorily established deductible paid by the insurance company providing the coverage:

a. 85% through 2015; b. 84% beginning on January 1, 2016; c. 83% beginning on January 1, 2017; d. 82% beginning on January 1, 2018; e. 81% beginning on January 1, 2019; f. and 80% beginning on January 1, 2020.

Cap on Insurer Participation in Payment of Terrorism Losses:

You should also know that the Terrorism Risk Insurance Act, as amended, contains a $100 billion cap that limits United States Government reimbursement as well as insurers’ liability for losses resulting from certified “acts of terrorism” when the amount of such losses in any one calendar year exceeds $100 billion. If the aggregate insured losses for all insurers exceed $100 billion, your coverage may be reduced.

Rejection of Terrorism Insurance Coverage:

You may reject this offer of coverage by checking the box, filling in the information below, signing and returning this form to your agent. If you choose to reject this offer of coverage, we will add an exclusionary endorsement to your policy to eliminate coverage for losses resulting from certified “acts of terrorism”.

Date

Title

Policy or Quote Number Print Name

Insurance Company Policyholder/Applicant’s Signature

Rejection of Coverage - Effective Until Revoked I HAVE READ THIS FORM IN ITS ENTIRETY AND DO NOT WANT TO PURCHASE COVERAGE FOR CERTIFIED “ACTS OF TERRORISM”. I UNDERSTAND THAT THIS REJECTION IS EFFECTIVE UNTIL I AFFIRMATIVELY REVOKE IT IN THE MANNER SET FORTH IN SELECTIVE’S “OFFER OF TERRORISM INSURANCE COVERAGE WHEN TERRORISM INSURANCE COVERAGE WAS PREVIOUSLY REJECTED” FORM, AND THAT IF I SIGN THIS FORM THIS POLICY AND ANY RENEWALS WILL EXCLUDE COVERAGE FOR LOSSES RESULTING FROM CERTIFIED “ACTS OF TERRORISM”.

Attachment #5 Resumes

Darrell Allison , Board Member of AAC President, Parents for Educational Freedom [email protected]

As the founding president of Parents for Educational Freedom in North Carolina, Darrell Allison is working to reform and redefine K-12 education. His work, focused on expanding educational opportunity for all children, is based on a fundamental premise: Parents, regardless of address or income, should be free to choose the best school for their child.

Darrell’s belief in the power of parental school choice has served as a catalyst for building bipartisan alliances that promote and effect legislative change. Darrell has played an instrumental role in the passage of historic school choice legislation, including: elimination of the cap on public charter schools; creation of a tuition grant program for special needs students; and establishment of the Opportunity Scholarship Program, which provides private school scholarships to low-income families. In 2016 Darrell worked to secure successful passage of legislation that exponentially grows the Opportunity Scholarship Program through $145 million in funding over the next decade.

A results-driven reformer, Darrell has also pushed to increase school choice access and resources for families. In 2012 he launched the North Carolina Public Charter School Accelerator, an innovative schools project to create and sustain new public charter schools in underserved communities. In 2016 Darrell led development of PEFNC’s location-based school choice web application, NCSchoolsAroundMe; the app provides parents with critical school report card data and customized information about their private and public charter school options.

Darrell understands the strategic importance of advocacy and outreach in mobilizing public support for reform. He is a frequent commentator on school choice and education reform topics across television, print, and radio channels, and has been featured or quoted more than 1,000 times in the media within the past two years. His emphasis on coalition-building has helped PEFNC become North Carolina’s leading parental school choice organization, with a membership base of 60,000-plus supporters.

Honored as an Education Reformer to Watch by the Walton Family Foundation in 2013, Darrell has also been recognized as a Diversity Champion for Education Reform by Partners for Developing Futures.

Darrell’s success as an education reformer builds on his experience working with White House officials and congressional leaders, as well as from serving as a legal specialist for the US Department of Justice. A former White House intern, Darrell graduated magna cum laude from North Carolina Central University and received his juris doctor from the University of North Carolina School of Law.


Darrell has not only been impactful in the K-12 landscape in North Carolina, but he also serves on the Board of Governors for the University of North Carolina System that oversees 16 university campuses serving nearly 250,000 students.

Rob Bryan, Board Member of AAC Attorney

Robert ("Rob") P. Bryan III (born June 4, 1971) is an American politician and attorney from North Carolina. A Republican, he served as a member of the North Carolina House of Representatives from Mecklenburg County from 2013, when he defeated long-time Democratic incumbent Martha Alexander, until 2016, when he was defeated by Democratic candidate Mary Belk. As Representative, Rob was a vice-chairman of the House Appropriations Committee and Chairman of the Education Appropriations Subcommittee. He also chaired one of the House Judiciary Committees. Bryan was admitted to the state bar of North Carolina in 1998 and began work as an associate at the Charlotte office of the firm Kennedy Covington Lobdell & Hickman, now K&L Gates. He later served as special counsel in the Charlotte office of Parker Poe Adams & Bernstein. In 2006, Bryan joined the Charlotte office of Womble Carlyle Sandridge & Rice, the largest law firm headquartered in North Carolina. At Womble Carlyle, Bryan was a partner in the Real Estate Development Practice Group and served as a member of the firm's recruiting committee.

Bryan has received numerous awards for his legal work including being awarded the Business Leaders Magazine's "Movers and Shakers" award in 2008, being named to Charlotte Business Journal 's "40 under 40" list in 2009, and being named a North Carolina Super Lawyers ' "Rising Star" from 2009-2011.

In addition to his work for the firm, Bryan has maintained an active local profile in both political and civic service. On the political front, he served as treasurer of Ruth Samuelson's campaign for Mecklenburg County Commissioner in 2000, a member of the Mecklenburg County Republic Party's Executive Committee in 2003, and Chairman of the Mecklenburg County Republican Party from 2009-2011. Bryan's other past civic activities include serving as Vice-Chairman of El Centro Hispano from 2002-2004, as President of the Christian Legal Society of Charlotte from 2006- 2012, as Chairman of the Board of Directors of the Pregnancy Resource Center of Charlotte from 2006-2012, and as an Elder of the Uptown Church from 2001-2004.

Philip Byers , Board Member of AAC President, Challenge Foundation Properties [email protected]

PROFESSIONAL EXPERIENCE

• CHALLENGE FOUNDATION, Southeast Regional Program Director, 2009-

Present • ISOTHERMAL COMMUNITY COLLEGE, Facilitator for Leadership Rutherford

Program, 2008-2010 • THOMAS JEFFERSON COMMUNITY EDUCATION FOUNDATION, Executive

Director, 2007-2013 • RUTHERFORD COUNTY SHERIFF'S OFFICE, NORTH CAROLINA • Sheriff of Rutherford County, 2005-2006 • Chief Deputy, 2001-2005 • Patrol Commander/Detective, 1994-2001

EDUCATION

• WESTERN CAROLINA UNIVERSITY, CULLOWHEE, NORTH CAROLINA • Master of Public Affairs (Research and Graduate Studies) • APPALACHIAN STATE UNIVERSITY, BOONE, NORTH CAROLINA • Bachelor of Science (Secondary Education) • INSTITUTE OF GOVERNMENT, UNIVERSITY OF NORTH CAROLINA, • NORTH CAROLINA STATE UNIVERSITY, MASTER OF PUBLIC

ADMINISTRATION PROGRAM • The Law Enforcement Executive Program

CERTIFICATIONS

• FEDERAL AVIATION ADMINISTRATION, WASHINGTON, D.C. • Private Pilot, Airplane Single Engine (354 Pilot in Command Flight Hours) • Certification Number 244232628

MEMBERSHIPS

Kiwanis International, Masonic Lodge, Oasis Shrine, Pi Gamma Mu National Honor Society, Toastmaster International, Appalachian State University Alumni, Western Carolina University Alumni

BOARD APPOINTMENTS

• AdvantageWest Economic Development Group, 2012-2013


• Lake Lure Classical Academy: A Challenge Foundation Academy, 2009-2013 (Board Chair 2009-11)

• Brevard Academy: A Challenge Foundation Academy, 2010-2012 (Board Member)

• Town of Forest City Parks and Recreation Board, 2009-2013 • Rutherford County Economic Development Commission, 2008-2010 • Community Foundation of WNC/Rutherford County, 2008-2012 • Family Resources Board of Directors, 2004-2012 (Chairman 2007-08) • Thomas Jefferson Classical Academy Board of Directors, 2004-Present

(Chairman 2006-2007) • Rutherford Polk and McDowell Board of Health, 1993-1999 (Chairman 1996-

1998) • Rutherford County Airport Authority, 1995-1998 (Chairman 1995-1998) • Isothermal Community College Board of Trustees, 1998-2002

Clinton Bradley Miller, Board Member of AAC 132 Presidio Ave San Francisco, CA 94115

Non profit board of directors

The Core Knowledge Foundation StandardsWork TeamCFA Foundation Challenge Foundation Properties AAC, Achievement For All Children

Work experience

Carlyle Group, Managing Director HMI Capital, Senior Advisor Bridgewater Associates, Director Belle Haven Investments, founder of real estate investment Daiwa Securities, Managing Director Salomon Brothers, Director

Education

University of Virginia, BS Finance 1983 President of McIntire School of Commerce, student body UVA Lawn Selection Committee Varsity Baseball

Independent Contractor through Leaders Building Leaders

KATY RIDNOUER, M.ED. 2943 Providence Trail Lane, Charlotte, NC 28270 | C: (980) 333-1939 | [email protected]

SUMMARY Accomplished education professional with twenty-four years of mission-driven experience, including teaching, instructional leadership, human resources, fiscal management, fundraising, building acquisition and maintenance, and policy development. Proven highly effective communicator, entrepre- neur, and leader with excellent collegial and problem-solving skills.

HIGHLIGHTS • Founder of innovative public elementary charter school. • Successful grant writer and administrator awarded over $1.45 from federal and private sources. • Author of ASCD’s best-selling book, Managing Your Classroom with Heart, and teacher training book, Every-

day Engagement.

PROFESSIONAL EXPERIENCE 9/2017 to present Consultant

Leaders Building Leaders, Charlotte, N.C. • Coaching public charter school leaders to chart and navigate their path to excellence.

8/2013 to 8/2017 Founder, Board Chair, and Head of School

VERITAS Community School, CFA – Charlotte, North Carolina • Served as the sole administrator responsible for instruction, operations, governance, and finance. • Met the needs of a diverse student body with rigorous academics, 90 minutes of daily exercise, freshly-pre-

pared meals, conflict resolution instruction, and daily Mandarin lessons. • Led all aspects of the charter application process and served as school liaison with the North Carolina Office

of Charter Schools. • Initiated, created, and conducted all public relations, marketing, and engagement efforts. • Recruited, interviewed, hired, and evaluated all team members. • Ensured compliance with all federal, state, and local mandates and reporting documents. • Conducted responsible fiscal management of a $2m budget. • Wrote and received over $1m in grant funding and over $50k in furniture donations. • Served as the sole liaison between the Board of Directors, NCDPI, NCOCS, teaching staff, student body, and

parents, monitoring legislative updates and writing school policy. • Partnered with UNCC researchers to correlate academic and health data and to secure full-year guidance

counselor and social work interns.

1/2010 to 5/2014 and Instructor, Charlotte, N.C. 8/1996 to 12/2006 Central Piedmont Community College – Charlotte, North Carolina Planned and organized instruction in ways that maximized student learning; employed a combination of cut- ting-edge and traditional teaching strategies to connect content to students’ lives; modified instructional methods and strategies to meet needs of diverse student population; and encouraged the development of communication skills and higher order thinking skills in all students. Classes served educators earning continu- ing education credits for teacher certification and students enrolled in the Adult High School and Developmen- tal English programs.

12/2006 to 1/2011 Author Everyday Engagement and accompanying workbook, Chapters from Everyday Engagement: Making Students and Parents Your Partners in Learning: A research-based book and workbook written to encourage teachers to


embed pro-engagement action and attitudes into everyday practice to increase student achievement and engagement to learn from students’ first teachers and to keep students in class, behavior on course, and learning on track. Published by ASCD.

Managing Your Classroom with Heart: A classroom management book for teachers of middle and high school students to provide practical strategies to teach necessary content in a compassionate classroom. A 2007 Fi- nalist for the Association of Educational Publishers Distinguished Achievement Award, this book has been translated into Korean, Turkish, Indonesian, and Arabic. Published by ASCD.

12/2004 to 4/2014 Education Writer • Education Week Teacher, EdBlog with Larry Ferlazzo, “Listening To Parents With Our Heads And Hearts”

01/07/2014. • Education Week Teacher, EdBlog with Larry Ferlazzo, “Response: The Difference Between Parent ‘Involve-

ment’ & Parent ‘Engagement’” 03/27/2012 • The Virginia Journal of Education, “A Guide to Student Interaction: Essential Guidelines for Better Classroom

Management” 04/2008. • The Parent Institute, “Making a Smooth Transition to Middle School” Fall 2005. • The Parent Institute, “32 Ways to Enhance Your Child’s Learning,” Fall 2004.

8/2000 to 8/2011 Education Presenter Throughout the United States, in Dublin, Ireland and on St. Martin, delivered engaging and interactive professional development workshops to provide educators hands-on, practical, and effective classroom management strategies and a framework and understanding for encouraging student and parent engagement.

EDUCATION M.ED.: Secondary Education, 1993. George Mason University – Fairfax, Virginia. B.A.: English, 1991. George Mason University – Fairfax, Virginia.

PROFESSIONAL ORGANIZATIONS • Kappa Delta Pi, International Honor Society in Education • Association for Supervision and Curriculum Development • North Carolina Public Charter School Association

PROFESSIONAL TRAINING Active Based Learning AHERA/Asbestos EVAAS E-rate Canvas Charter School Finance

CKLA Compass Diverse Learners Facilitating Learning John Maxwell Certification NCEES Teacher Evaluation

Peaceful People Tools Singapore Math NWEA MAP SPARK Teacher Match Whole Brain Teaching

NOTEWORTHY ACCOMPLISHMENTS • 2010 – 2013: Church Board Member, Co-Chair 2012-2013. • 2007 – 2008: Parent Teacher Association, Chair, Aravon School, Co. Wicklow, Republic of Ireland. • 2003: Marathon Participant, Kiawa, South Carolina, 4 hours, 25 minutes. • 1999 – 2004: Senior High Religious Education Advisor. • 1998 – Present: Mother to three happy, accomplished young men. • 1996 – Present: Mentor in the Big Brother/Big Sister Program. • 1993: Summer Intern, Adult High School, Takini School, Cheyenne River Reservation, SD • 1987: Earned Private Pilot’s License.

KATY RIDNOUER, M.ED.

Independent Contractor through Leaders Building Leaders

CURRICULUM VITAE

Thomas William Miller, Ed.D. 5116 Busted Rock Trail

Raleigh, North Carolina 27610 (910) 431-7441

[email protected]

EDUCATION (Ed. D.) (2011) Doctorate in Educational Leadership, University North Carolina

Wilmington

Supporting Areas of Emphasis: Coursework in K-12 Leadership, Higher Education, Research and Statistics

Dissertation Title: “How Effective K-8 North Carolina Charter Schools Meet Their Purposes” successful defense, October 2011, Graduation December 2011

(M. Ed.) (2007) Masters of Education in Curriculum Instruction & Supervision,

University of North Carolina Wilmington

Supporting Area of Emphasis: Cognitive Coaching, Curriculum Development, Literacy Coaching, Research and Statistics

Thesis Title: “The Overall Effects of a Critical Friends Group in an Elementary Setting”

(B. S.) (2000) Bachelors of Science in Special Education, East Stroudsburg University of Pennsylvania

CURRENT PROFESSIONAL LICENSES/CERTIFICATIONS

* Certified Human Behavior Consultant (DISC), Personality Insights (2015) * Certified Executive Coach and Speaker, John C. Maxwell Team (2014) * Superintendent and School Administration (North Carolina, exp. 2018) * Curriculum Instructional Specialist (North Carolina, exp. 2018) * Cross Categorical: Exceptional Children Ed. (K-12) (North Carolina, exp. 2018) * National Board Certification: Early Childhood through Young Adult: Exceptional Needs Specialist (2005-2015)

PROFESSIONAL EXPERIENCE Leaders Building Leaders, LLC

Founder, Executive Coach, Speaker, Teacher and Consultant (July 2014) • Leadership Development: As an extension of the leadership team,

develop personalized leadership programming to support leaders and organizations meet their mission, goals and purpose.

• Teaching and Training: Support current and future charter school leaders and governing boards through personalized professional development, coaching, teaching and consulting.

• Consulting: Research national, state and local “better practices” in leadership to develop leadership consortiums and seminars that build the leadership capacity in organizations and communities – focused on building the framework of effective charter schools.


North Carolina Public Charter School Accelerator Program Director (July 2014)

• Have supported the approval and opening of 15 public charter schools to achieve the NC Public Charter School Accelerator Program mission of building a vibrant pipeline of high-quality, highly innovative, public charter schools in rural and underserved areas by:

o Supporting public charter school applicant groups in rural and underserved areas in the development of a quality public charter school application through specific teaching, coaching and consulting in charter school governance and operations.

o Navigating the board and school leaders of the State Board of Education (SBE) approved public charter schools through the ready to open process through specific teaching, coaching and consulting in areas of governance, operations, and development of sustainable cultural operating systems.

o Recruit field experts to build a superior team to support the multiple phases of partners of the NC Public Charter School Accelerator program to ensure a high-quality and community engaged public charter school.

o Write and manage grants securing over $400,000 in direct funding to charter schools.

North Carolina Department of Public Instruction: Office of Charter Schools

Education Consultant (February 2012 to June 2014) • Develop and lead governance training sessions for governing boards of

North Carolina public charter schools. • Developed and monitor the Ready to Open Process for State Board of

Education approved public charter schools. • Research and publish articles highlighting best practices in North

Carolina public charter schools. • Develop, organize and lead professional development sessions for

charter schools authorized to open in North Carolina. • Develop, organize and lead processes to apply for a public charter

school. • Evaluate submitted charter school applications (Proposed Mission,

Purposes, Education Plan, Governance, Operations and Financial Plan). • Monitor regional caseload of charter schools for legal compliance and

fidelity towards authorized programming.

The Roger Bacon Academy, Leland, North Carolina Middle School Director at Charter Day School (January 2009-January 2012)

• Align all aspects of school programing to ensure the philosophy, mission, values and goals of the school are carried out.

• Led teachers to implement consistent instructional practices and procedures across all classrooms to increase time on task and student success.

• Led highly qualified professional development and cognitive coaching cycles to further develop teacher leadership and meet the unique needs of students.

• Responsible for the recommendations for hiring and non-renewal based on strategic personnel evaluations.

University North Carolina Wilmington: Watson School of Education Project Instructional Leader, December 2007- December 2008

• Assess, evaluate and modify the effectiveness of the Middle Grades Educators Empowering Learners (MGEEL) program

• Collect and managed data for university instructors to promote future grant initiatives.

• Collaborate with Outreach Alliances Department members to develop and maintain community to school programs.

• Build communication channels between school systems and university faculty

Charter Day School: Leland, North Carolina

Exceptional Children’s Teacher, July 2007 – November 2007

New Hanover County Schools: Wilmington, North Carolina Exceptional Children’s Teacher: Learning Disabled, 2005 – 2007

Murrayville Elementary Exceptional Children’s Teacher: Self-Contained Autism, 2000-2005

Alderman Elementary

TEACHER LEADERSHIP • 2009-2011: Middle School Director, Professional Development Chairperson • 2008-2009: Middle Grades Educators Empowering Learners Grant • 2005-2008: National Board Certification Teacher Candidates • 2007: Critical Friends Group (Murrayville Elementary School) • 2005- 2007: Co-chairperson Student Support Team Murrayville Elementary • 2005-2007: Site Coordinator Murrayville Elementary for interns from UNCW • 2005- 2007: Lead Mentor (Murrayville Elementary) • 2008: Certified TPAI-R Observer/Evaluator (NHCS) • 2003-2005 Exceptional Children Chairperson (Alderman Elementary School)

EDUCATION RESEARCH

How K-8 North Carolina Charter Schools Meet Their Purposes: 2011 - Dissertation study investigating the characteristics of five effective

K-8 charter schools within the state of North Carolina. Study demonstrated how these effective schools met the six managing purposes of a N.C. charter school.

The Overall Effects of a Critical Friends Group within an Elementary School Setting: 2007

- Thesis study: implemented and studied the overall effects of a critical friend group within a South Eastern North Carolina elementary school. Results from the CFG were compared to previous collaboration and professional development opportunities of the 9 participants.

CONFERENCE PRESENTATIONS Miller, T. (2017). Presenter at the OCS Leadership Institute. The Rule of 5: What Principals Should Do Daily! Durham, NC. Miller, T. (2017). Presenter at the NC Public Charter School Association. Every Principal Communicates Few Connect! Greensboro, NC.

Miller, T. (2017). Presenter at the NC Public Charter School Association. Driving the Board to Excellence! Greensboro, NC.

Miller, T. (2017). Presenter at the Freshtake Conference. Solving Your People Puzzles! Davidson, NC.

Miller, T. (2015). Presenter at the NC Public Charter School Association. The 27 Things Extraordinary Boards Do! Durham, NC.

Miller, T. (2015). Presenter at the NC Alliance for Public Charter Schools. Characteristics of High Impact Public Charter Schools. Durham, NC.

Miller, T. (2015). Presenter at the Fresh Take Conference: Sometimes You Win, Sometimes You Learn & Everyone Communicates, Few Connect. Davidson, NC.

Miller, T. (2015). Presenter at the NC Alliance for Public Charter Schools. Characteristics of High Impact Public Charter Schools. Greensboro, NC.

Miller, T. (2015). Presenter at the NC Alliance Public Charter School Alliance Conference. From Roles to Goals: Better Practices in Governance. Greensboro, NC.

Miller, T. (2013). Presenter at the Pursuing Extraordinary Outcomes in Public Education National Conference. The Characteristics That Sustain "High Growth" Public Charter Schools. Charlotte, NC.

Miller, T. (2013). Presenter at the Pursuing Extraordinary Outcomes in Public Education National Conference. The Characteristics of Effective K-8 Public Charter Schools. Charlotte, NC.

Miller, T. (2013). Presenter - Fresh Take Conference. Davidson, North Carolina. The Characteristics of Effective K-8 Public Charter Schools.

Miller, T. (2013). Presenter- Fresh Take Conference. Davidson, North Carolina Collaborative Effectively: A Critical Friends Approach.

Miller, T. (2011). Presentation at Closing the Achievement Gap Conference, Greensboro, NC. Effective Collaboration in 21st Century Schools.

Miller, T. (2008). Presentation at CREATE: Assessment, Evaluation & Professional Learning Communities, Wilmington, NC. Collaborating Effectively in 21st Century Schools

Miller, T. (2008). Professional Development series through UNCW Watson School of Education, Wilmington, NC. No Two are Alike –How to Build Curriculum through Student Assets.

Miller, T. (2008). Presentation at Mentoring in the 21st Century Educators Conference, Wilmington, NC. Mentoring Exceptional Children’s Teachers using 21st Century Standards.

Miller, T. (2008). National Board Candidate Support Series: Reflecting on the Video Segments New Hanover County Schools: Wilmington, NC.

RESEARCH INTERESTS • Attributes for effective school leadership • Effective schools models (characteristics of) • Effective governance practices • Mentoring and socialization in school systems • Effective teacher collaboration practices • Team member recruitment, development and retention

PUBLICATIONS Miller, T. (2013) NC Fundamentals Webinar Series: Effective Charter School Governance Professional Development Series. NC Department of Public Instruction: Office of Charter Schools

• Roles and Responsibilities (February, 2013) • Evaluating your Plans and Programs (March, 2013) • Developing, Adopting, and Evaluating Policy (April, 2013) • Sustaining a Viable and Fiscally Responsible Organization (May, 2013) • Getting it ALL Done: Committees & Purposeful Meetings (June, 2013) • Composition and Structure (September, 2013) • Leading Purposeful Meetings (October, 2013) • Strategic Goals and Accountability (November,2013) • Policies (Development and Oversight) (January, 2014) • Strategic Planning and Oversight (Academics and Finances) (February, 2014)

Miller, T. (2013). Investing in people: The pathway to academic excellence. NCDPI: Office of Charter Schools (October 2013)

Miller, T. (2013). Exploris middle school: Educating adolescents through a highly effective teacher team model. NCDPI: Office of Charter Schools (June 2013)

Miller, T. (2013). Minimizing pupil attrition in north carolina public charter schools NCDPI: Office of Charter Schools (March 2013)

Miller, T. (2013). The elements of a high functioning public charter school board NCDPI: Office of Charter Schools (November 2012)

Miller, T. (2013). Community school of davidson: A School of relationships. NCDPI: Office of Charter Schools (June 2012)

Miller, T. (2013). The characteristics that sustain "high growth" public charter schools NCDPI: Office of Charter Schools (April 2012)

GRANTS RECEIVED & MANAGED Miller, T. & NC Charter Accelerator, (2016). A one-seventy-five thousand dollar grant to support

eight public charter schools with operational and programmatic costs and create a principal in residency program through the Calder Foundation.

Miller, T. & NC Charter Accelerator, (2015). A one-hundred seventy five thousand dollar grant to support eight public charter schools with operational and programmatic costs through the Robertson Foundation.

Miller, T. & NC Charter Accelerator, (2015). A one-hundred thousand dollar grant to support two public charter schools (Shining Rock Classical Academy and VERITAS) in their initial year with operational and programmatic costs through the Calder Foundation.

Miller, T. & NC Charter Accelerator, (2015). A two-year grant to provide literacy training and tutoring for students at two Durham public charter schools (KIPP Durham and Global Scholars Academy) through the Hill Center of Durham was funded through the Mebane Foundation.

Miller, T. & NC Charter Accelerator, (2014). Provided Level One Certification (HillRap) to all staff at Heritage Collegiate Leadership Academy in Bertie County funded through the Mebane Foundation.

COMMUNITY INVOLVEMENT • Global Youth Initiative – Have facilitate youth leadership sessions in a schools across the

state focused on self-leadership and anti-bullying messages. • Charter School Board Member– The Exploris School in Raleigh, NC (2015-present)

Acting Board Chair. • Mentor - Downtown East Community Hope Literacy Program (2013-2014)

ALEXANDER FAMILY YMCA 1603 Hillsborough Street, Raleigh, NC. • Community Volunteer- Knightdale Area Education Work Group - Purpose was to

increase communication with key school and community stakeholders to provide input and suggest recommendations to address issues/concerns with the Knightdale area schools.

PROFESSIONAL MEMBERSHIPS • Member – Association for Supervision and Curriculum Development (ASCD) • Member – Toastmasters International • Member – Knightdale Chamber of Commerce

WORK HISTORY:

Anthony (Tony) Hicks Helton, CEO AAC

181 Westview Street, Forest City, North Carolina 28043 Phone 828-305-5204

2015- 2017 Chief Executive Officer, TeamCFA 2014 - 2015 Southeast Regional Director, TeamCFA

2011 – 2014 Brevard Academy: A Challenge Foundation Academy

School Director

2001 – 2011 Thomas Jefferson Classical Academy: CFA Dean of Students, Athletic Director, Head Football Coach Advance Placement Government and Politics Instructor

1992 – 1996 Elected Office

Rutherford County Government Elected to Board of County Commission Chairman of the Board, 1994-1995

1989 – 2001 Country Plaza, Cliffside, North Carolina

Owner/Operator of small convenience store chain (4 separate stores).

Education: B. A. Political Science, 1989

University of South Carolina, Columbia, SC Activities:

Member, Alpha Tau Omega Fraternity Active in Student Government/Candidate for Student Body President Active at the local level in national politics

Chase High School, Forest City, NC 1985

Family Married to Amy Warren Helton Children Victoria Elizabeth, Rachel Ann, Anthony Hicks, II, Benjamin Warren

Community Member of Lions Club, Rotary Club Church Membership Florence Baptist Church, Forest City, NC

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