Sallie B Howard School for the Arts and Education

NC ACCESS Subgrant Program Application Recommendation Sallie B. Howard School for the Arts & Education June 8, 2020 Introduction

The North Carolina Department of Public Instruction (NCDPI) was awarded a Public Charter Schools Program (CSP) grant from the U.S. Department of Education (USDOE) of approximately $36,600,000. The CSP grant is being used to implement the North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program1 to:

1. Increase the number of educationally disadvantaged students attending high-quality charter schools and expand the number of high-quality charter schools available to educationally disadvantaged students; 2. Develop a cohort of charter school leaders who can develop and demonstrate best practices in serving educationally disadvantaged students; and 3. Broadly disseminate best practices in serving educationally disadvantaged students and foster collaboration in the charter school community and between charter schools and traditional public schools.

The NC ACCESS Program has allocated the majority of the CSP funds to advance Priority 1 listed above through school-level subgrants, though subgrant recipients must also demonstrate a desire to share best practices with both charter schools and traditional public schools. The NC ACCESS Program will run a competitive subgrant application process annually and award subgrants to North Carolina charter schools that propose a comprehensive plan to increase the number of educationally disadvantaged students attending high-quality charter schools and expand the number of high-quality charter schools available to educationally disadvantaged students.

This recommendation report includes the following information:

1. Procedural History: A review of the procedural steps taken by the applicant and NC ACCESS Program team to ensure a consistent application and evaluation process. (p. 3) 2. Conclusion and Recommendation: The NC ACCESS Program recommendation to approve or deny the subgrant application. (p. 3) 3. Summary of the Application: A brief description of the applicant’s proposed enrollment and funding request. (p. 4) 4. Summary of the Evaluation: A summary of the overall evaluation of the subgrant application by the Review Committee, including section ratings and application strengths and areas of concern. (p. 5-6) 5. Exhibits: Additional documentation pertinent to the recommendation. (p.7)

1 https://www.dpi.nc.gov/students-families/innovative-school-options/charter-schools/nc-access-program

Overview of the Evaluation Process

The NC ACCESS Subgrant Program is a competitive application process designed to award funding for North Carolina charter schools that propose to serve an increased number of educationally disadvantaged students. Each subgrant application has been reviewed by a committee of NC ACCESS Program team members and trained external evaluators. Applications were evaluated using the approved NC ACCESS Program subgrant application scoring rubric.2

The subgrant application for Sallie B. Howard School for the Arts & Education was evaluated by a Review Committee consisting of the following individuals:

Evaluator Role Connie Cuttino External Evaluator Joann Jacullo-Noto External Evaluator Dr. Barbara O’Neal Program Coordinator, NC ACCESS Program

All evaluations have been considered, and the recommendation made to the Charter School Advisory Board (CSAB) is based on the evidence provided by the applicant and all evaluations by the Review Committee. The CSAB will take all recommendations, evaluations, application materials, and due diligence into account and make a recommendation for the approval of subgrants to the State Board of Education (State Board). The State Board will determine the final approval of all subgrant awards.

A subgrant application that merits a recommendation for approval should present a clear, realistic picture of how the charter school expects to successfully implement the proposed plans to increase the number of educationally disadvantaged students attending high-quality charter schools and expand the number of high-quality charter schools available to educationally disadvantaged students. In addition to meeting the criteria that are specific to each section, each part of the proposal should align with the overall mission, budget, and goals of the subgrant application and NC ACCESS Program.

Recommendations for approval or denial are based on the completed application which includes school information, signed assurances, enrollment projections, education plan, operations plan, budget, budget narrative, logic model, and appendices. The enrollment projections, education plan, operations plan, budget, budget narrative, and logic model are scored out of a possible one hundred (100) points. Applicants must score at least eighty (80) points to meet the standard and to be considered for a recommendation for approval. Applications that do not meet the standard in all sections as evidenced by the summary review ratings will be deemed not ready for approval.

2 https://files.nc.gov/dpi/documents/charterschools/ncaccess/scoring-rubric.docx

Procedural History

The following outlines the steps completed by Sallie B. Howard School for the Arts & Education (Applicant), the NC ACCESS Program team, and the Review Committee to ensure an objective, transparent, and comprehensive application evaluation process:

1. The Applicant submitted a Letter of Intent (LOI) to the NC ACCESS Program prior to the deadline on January 15, 2020 indicating interest in applying to the NC ACCESS Subgrant Program. 2. The LOI was reviewed and the Applicant was designated as “Eligible” to complete a full subgrant application. The Applicant was notified of their eligibility status via email.3 3. The CSAB was notified of the Applicant’s eligibility status via emailed report on January 27, 2020. 4. The Applicant submitted a full subgrant application in Epicenter prior to the deadline on March 1, 2020.4 5. The NC ACCESS Program Review Committee evaluated the full subgrant application using the approved NC ACCESS Program subgrant application scoring rubric.5 6. A final recommendation was drafted based on the completed evaluations by Review Committee members.

Conclusion and Recommendation

Sallie B. Howard School for the Arts & Education submitted an application for an Expansion subgrant for implementation beginning in the 2020-2021 school year. The application and evaluation summaries for the subgrant application submitted by Sallie B. Howard School for the Arts & Education begin on page four (4) of this document. Based on the procedural history and the comprehensive evaluation of the Review Committee using the approved NC ACCESS Program subgrant application scoring rubric, the NC ACCESS Program team recommends Sallie B. Howard School for the Arts & Education be awarded an Expansion subgrant for the 2020 application cycle.

Subgrant Application for Sallie B. Howard School RECOMMENDED FOR APPROVAL for the Arts & Education:

6/8/20 ______Dave Machado, Director Date Office of Charter Schools

3 See Exhibit A. 4 See Exhibit B. 5 See Exhibit C.

Summary of the Application

School Name: Sallie B. Howard School for the Arts & Education

Location of School: Wilson County

CMO/EMO: N/A

Subgrant Type: Expansion

Projected Enrollment:

Subgrant Grade Levels Total Student Total ED Student ED Enrollment Year Served Enrollment Enrollment Percentage 2020-2021 K-10 1,198 958 80% 2021-2022 K-11 1,248 998 80% 2022-2023 K-12 1,298 1,038 80% 2023-2024 K-12 1,398 1,118 80% 2024-2025 K-12 1,523 1,218 80%

Requested Funding Amount: $1,200,000

Recommended Funding Amount: $900,0006

6 The NC ACCESS Program reserves the right to recommend less subgrant funding than officially requested by an applicant based on the strength of the application, projected growth, the activities and justifications provided, past academic, operational, and financial performance, and other due diligence. The CSAB and State Board will make recommendations and approvals based the “Recommended Funding Amount”. The NC ACCESS Program will conduct a final budget review with each awarded school and approve all final budgets prior to the reimbursement of any funding.

Summary of the Evaluation

In accordance with the NC ACCESS Program subgrant application scoring rubric, “in order to pass the review, applicants must (a) meet all criteria in sections (I), (II), and (VII); and (b) score at least eighty (80) combined points between sections (III), (IV), and (V). Section (VI) will be used to determine priority if there are more eligible applications than subgrant awards.”7 The review committee’s average rating for each section of the application are as follows:

General Standards Status Section I – Application Contact Information Complete Incomplete Section II – Assurances Complete Incomplete Section VII – Certification Complete Incomplete

Total (all sections must be complete to pass) Pass Fail

Points Points Technical Standards Possible Earned Section III – Application Narrative (A, B, and C) 70 65 Section III (D) – Student Transition Plan Complete Incomplete Section IV – Budget, Budget Narrative, and Logic Model 30 29 Section V – Competitive Preference Standards Up to 12 9 Total (must receive at least 80 points to pass) 100 103

Standards Standards Priority Standards Possible Met Section VI – Priority Consideration Status 4 3

Overall Application Status Rating In order to pass, the application must (a) achieve a rating of “Pass” for the Pass with Priority General Standards and (b) score at least eighty (80) points on the Technical Pass Standards. The Priority Standards will be used to determine priority if there are more eligible applications than available awards. Fail

7 https://files.nc.gov/dpi/documents/charterschools/ncaccess/scoring-rubric.docx

The review committee recommends that the subgrant application for Sallie B. Howard School for the Arts & Education be approved based on the following evaluation:

Strengths

The rationale behind the projected increase is clear. As evidence, in 2019-2020, 187 students were waitlisted due to limited space and resources. Further, the applicant projects that by 2020-2021 enrollment will be 1198 and by 2024-2025 enrollment will increase to 1523. The numbers represent a steady increase in the upcoming years and are a clear indication there will be a need for resources to support the number of students projected. The applicant clearly describes a lottery process that will ensure equal opportunity and access to all populations.

The applicant clearly describes the school’s academic program which represents a strong commitment to meet the needs of educationally disadvantaged students. The applicant expects to improve the current academic curriculum with tutoring and out-of-school-time support. The plan is innovative as it will combine various teaching strategies with an arts and science focus which will translate into real life events including exposure to career professionals and career paths for ethnically and economically diverse populations which may have never been considered/achieved without experiential learning opportunities.

The rigorous year-round school calendar and schedule presented clearly demonstrates the commitment of staff to ensure student success.

The applicant effectively demonstrated that policies, procedures, and expectations are in place to ensure support for the school climate and the school philosophy. For example, the applicant indicated that they believe the commitment to a year-round calendar is designed to reduce stress and burnout for both students and teachers. The required school uniforms minimize distractions and disruptions and help define an awareness of appearance being secondary to the work and effort one exemplifies. Clear guidelines on violations of these policies are shared from day one, so that students and their families are aware of the discipline required to succeed in this school.

The applicant currently provides transportation and will continue to provide bus services. The applicant indicated that the grant will provide an opportunity for them to replace outdated buses with newer ones equipped with the latest safety devices and will be appropriately sized to accommodate the anticipated number of students they will carry, while also being more fuel efficient.

Weaknesses

The applicant does not describe a detailed plan for broadening the network of international recruitment as indicated and no retention plan is described.

Exhibit A: NC ACCESS Program Eligibility Notification

January 13, 2020

VIA EMAIL

Sandeep Aggarwal, Assistant Director Sallie B. Howard School 1004 Herring Avenue Wilson, NC 27893 [email protected]

Dear Mr. Aggarwal,

Thank you for your interest in the NC ACCESS Subgrant Program and for submitting a Letter of Intent (LOI). We are grateful for your commitment to the students of North Carolina. After a review of the LOI, eligibility criteria, and school performance data, Sallie B. Howard School has been designated as eligible to apply for an Expansion subgrant for implementation beginning in the 2020-2021 school year. The Charter Schools Advisory Board (CSAB) will be notified of the eligibility status of all applicants on February 10, 2020.

Due to Sallie B. Howard School’s designation as eligible, Sallie B. Howard School may move forward and submit the full subgrant application. As a reminder, completed applications are due in Epicenter by 5:00pm (EST) on March 1, 2020. The NC ACCESS team will ensure you have access to the application portal in Epicenter and will contact you if any additional information is needed.

Please reach out to the NC ACCESS team at [email protected] or (919) 807-3981 if you have any additional questions and visit the NC ACCESS page of our website for application and guidance materials and training information.

Sincerely,

Dave Machado, Director Office of Charter Schools

DM/JW

OFFICE OF CHARTER SCHOOLS 6307 Mail Service Center, Raleigh, North Carolina 27699-6307 | (919) 807-3981

Exhibit B: NC ACCESS Program Subgrant Application

North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program Request for Application

Due by 5:00 pm (EST), March 1, 2020

North Carolina Department of Public Instruction Office of Charter Schools 301 N. Wilmington Street Raleigh NC 27601-2825 919-807-3491

Mailing Address: 6307 Mail Service Center Raleigh, NC 27699-6307

Prepared by: Sallie B Howard School for the Arts and Education

Contents

Description Page Number

Section I. Contact information 2

Section II. Assurances 2 - 4

Section III. Application Narrative Section A 5 – 6

Section III. Application Narrative Section B 7 - 11

Section III. Application Narrative Section C 11 - 16

Section IV. A. Budget 18 - 23

Section IV. B. Budget Narrative 24 - 25

Section IV. C. Logic Model 26 - 28

Section V. Competitive Preference Standards 29

Section VI. Priority Consideration Status 30

Section VII. Certification 31

Section VIII. Appendices A. i, ii, iii 32 - 35

Section VIII. Appendices B (Contract) 36

Section VIII. Appendices C and D (Title I approval) 37

Section VIII. Appendices E (State Board approval) 38

Assurances The charter school agrees to comply with all of the following provisions:

1. Recipients will (i) annually provide the North Carolina Department of Public Instruction such information as may be required to determine if the charter school is making satisfactory progress toward achieving the stated objectives and (ii) cooperate with the U.S. Department of Education and the North Carolina Department of Public Instruction in evaluating the entirety of the NC ACCESS program.

2. Recipients will, for the life of the subgrant, participate in all data reporting and evaluation activities as requested by the U.S. Department of Education and the North Carolina Department of Public Instruction; this includes participation in any federal or state funded charter school evaluations or studies, final grant report documentation, and financial statements.

3. Recipients will comply with federal laws including, but not limited to, the Age Discrimination Act of 1975, Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, and sections 613(a)(5) and 613(e)(1)(B) of the Individuals with Disabilities Education Act.

4. Recipients will comply with all provisions of the Non-Regulatory Guidance—Public Charter Schools Program of the U.S. Department of Education, which includes the use of a lottery for enrollment if the charter school is oversubscribed.

5. Recipients operate (or will operate if not yet open) a charter school in compliance with all state and federal laws and that the charter school does not discriminate based on race, gender, national origin, color, disability, or age.

6. Recipients shall ensure that a student’s records, and, if applicable, a student’s individualized education program as defined in section 602(11) of the Individuals with Disabilities Act, will follow the student, in accordance with applicable law (P.L. 107-110, section 5208).

7. Recipients will comply with all provisions of ESSA, including but not limited to, provisions on school prayer, the Boy Scouts of America Equal Access Act, the Armed Forces Recruiter Access to Students and Student Recruiting Information, the Unsafe School Choice Option, the Family Educational Rights and Privacy Act (FERPA), and assessments [P.L. 107-110].

8. Internal Controls must ensure compliance with federal statutes, regulations, and terms of the award. Recipients will evaluate and monitor compliance, take prompt action when instances of noncompliance are identified, and safeguard protected personally identifiable information (PII).

9. Recipients possess the legal authority to apply for this grant; a resolution or motion has been adopted by the charter school’s governing body that authorizes the submission of this application, including all understanding and assurances contained herein, directing and authorizing the “charter school contact person/administrator” to act in connection with the application and to provide such additional information as required.

10. Recipients will ensure that the awarded grant funds will be spent or encumbered in accordance with the guidance outlined in the Allowable Use of Funds section of this application.

11. Recipients shall maintain accounting records and other evidence pertaining to costs incurred, with the provision that the records shall be kept available by the grantee during the grant period and thereafter for five full years from the date of final payment. The North Carolina Department of Public Instruction must be permitted to audit, review, and inspect the grantee’s activities, books, documents, papers and other records relating to the expenditures of grant proceeds. The recipient further agrees to comply with all federal and state audit requirements and ensures that arrangements have been made to finance those mandatory audits.

12. Recipients are required to keep and maintain all equipment purchased with grant funds in accordance with federal law and regulations.

13. Recipients will ensure equitable program participation, as required under section 427 of the General Education Provision Act.

14. Recipients will comply with the lower-tier certification covering lobbying and debarment/suspension in 34 CFR Parts 82 and 85.

15. Recipients understand that if any findings of misuse of grant funds are discovered, project funds must be returned to the North Carolina Department of Public Instruction and that the North Carolina Department of Public Instruction may terminate a grant award upon 30 days’ notice if it deems that the recipient is not fulfilling the funded program as specified in the approved grant application.

16. Recipients shall attend all mandatory meetings/trainings required by the North Carolina Department of Public Instruction.

17. Recipients agree that the lead administrator and a board member of the charter school will participate fully in all required activities of the NC ACCESS Fellowship program.

18. Recipients agree to onsite monitoring by the North Carolina Department of Public Instruction as necessary to ensure that the subgrant is used for authorized purposes, in compliance with Federal statutes, regulations, and the terms and conditions of the subgrant; and that subgrant performance goals are achieved.

19. Recipients agree to use financial management systems, including records documenting compliance with Federal statutes, regulations, and the terms and conditions of the Federal award, that are sufficient to permit the preparation of reports required by general and program-specific terms and conditions; and the tracing of funds to a level of expenditures adequate to establish that such funds have been used according to the Federal statutes, regulations, and the terms and conditions of the Federal award.

20. The applicant understands that, as articulated in the charter agreement, the renewal or revocation of the charter is based on the academic, operational, and financial performance of the school as outlined and reported through the NC Charter School Performance Framework.

21. The applicant understands that, as stated in the charter agreement, it has autonomy and flexibility in the planning, development, and implementation of the education program, including over budgetary and financial decisions.

III. APPLICATION NARRATIVE In twenty (20) pages or less (single-spaced), please answer the following questions. If some of the information is well-articulated in your approved charter application, you are welcome to refer to the application and attach relevant sections in appendix E to this subgrant application. This application section is worth up to seventy (70) points. .

A. Enrollment Projections (10 points) Provide all projected enrollment estimates for the duration of the subgrant and explain the rationale supporting the enrollment projections. This application section is worth up to ten (10) points.

Subgrant Grade Levels Total Student Number of ED* Percentage of ED* Year Served Enrollment Students Student Population 2020- K-10 1198 958 80 2021 2021- K-11 1248 998 80 2022 2022- K-12 1298 1038 80 2023 2023- K-12 1398 1118 80 2024 2024- K-12 1523 1218 80 2025 *Educationally Disadvantaged (ED) includes those who are economically disadvantaged, homeless or unaccompanied youth, English learners, students with disabilities, immigrant students, and migrant students.

A.1 Explain the rationale behind the projected enrollment figures above; specifically, how the projected numbers are both ambitious and feasible. (5 points) The rationale for the listed numbers is based on Sallie B. Howard School's (SBHS) enrollment history in grades K-8 from 1997 to present, as well as the number of applicants that are currently in the pipeline. Specifically, the projected number of educationally disadvantaged students is supported by past enrollment trends and community demographic information that reflects actual enrollment. Perhaps the best evidence of feasibility is that, year after year, significantly more families and students seek enrollment at our school than there are available spaces. In 2019-2020, 187 students had to be put on the waitlist for enrollment. In fact, 50 of Sallie B’s 8th grade students have already enrolled in the 9th grade program. The addition of new classrooms in the Middle School/High School building going into year four will allow for the spike in enrollment shown in the figures above. By year five (2024-2025), SBHS will open the new auditorium, which will free up still more space for classrooms in the existing main school building. By 2022, the robust Marketing Plan and Public Awareness Campaign led by the Marketing Committee will promote enrollment amongst educationally disadvantaged students across the region. Facility, staffing, and equipment enhancements will ensure that SBHS has the capacity to serve increasing numbers of students. We are confident that the projected enrollment numbers are feasible and attainable based on the combination of computers available to every student, advanced biotech lab equipment, better educated and diverse faculty, and the chance to be part of a school focused on real-world preparation and achievement. Enrollment increases are also bolstered by the expected return on the invigorated marketing program for the school.

A.2 Describe how the school plans to implement a weighted lottery. (5 points)

The Sallie B Howard School weighted lottery implementation plan is as follows:

1. Parents will apply in the lottery system called Lotterease as normal. 2. A subgroup will be added for economically disadvantaged (ED) that parents may choose to opt in at the time of their application. 3. When the lottery is run the school will gather 50% of the selected applicants from the ED subgroup. 4. The lottery then runs as it normally would without any percentage settings but checks the percentage settings before completing the lottery run. Lotterease will check if that percentage was achieved without intervention. 5. If the percentage - (50% ED) - was not achieved, Lotterease takes applications from the preference group from the highest (or top) on what will become the waitlist and moves them up into the selected group until the 50% ED is achieved. 6. Now that the percentage of 50% ED is achieved, the lottery is complete.

B. Education Plan (30 points) Provide responses to all the questions below regarding the education plan proposed by the school. Additional evidence may be provided in Appendix E. This application section is worth up to thirty (30) points.

B.1 Provide a General Education Provision Act (GEPA) statement demonstrating how the school has or will eliminate any and all barriers to enrollment for educationally disadvantaged students. (2 points)

The Sallie B. Howard School was opened specifically to afford the primarily African American and Hispanic population of disadvantaged and disengaged students in Wilson County, NC and its surrounding communities the chance to prosper in a curriculum geared to real-world achievement and success. This aligns with the language of the General Education Provision Act (GEPA), specifically the Act’s basic statement of purpose, which is to “ensure equal access to education and to promote educational excellence by (1) ensuring equal opportunities to participate for all eligible students, teachers, and other program beneficiaries in any project or activity...and (2) promoting the ability of such students, teachers, and beneficiaries to meet high standards.” Our mission statement reinforces this belief: “Sallie B. Howard School for the Arts & Education is committed to cultivating high student achievement in academics, character and the arts. Our mission is to provide every child – privileged or underprivileged – with the kind of education that nurtures their gifts, talents, and potential, and enables them to become more than they ever thought they would be.” The mission seeks to help all students develop the skills necessary to become literate, life-long learners who are responsible and productive citizens in an ever-changing world. Per NC G.S. 115C-218.45 (a), any child who is qualified for admission to grades kindergarten through grade 8 in a NC Public School is qualified for admission to SBHS in grades K-8. SBHS shall not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Except as otherwise provided by law or the charter of SBHS, SBHS shall not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. There will be no barriers based on gender, race, color, religion, ethnicity, national origin, language, disability, or socioeconomic status in our enrollment policies. To ensure this, all marketing and enrollment materials will be made available in both English and Spanish, as well as other languages upon request. The application will be accepted in both paper and electronic form, so that access to the internet is not required to apply. As with the existing primary school, the new high school will accurately reflect the racial and demographic composition of the communities from where the students come. The message of inclusivity and opportunity for all children seeking to better themselves is what the SBHS strives for on a daily basis. We will continually monitor our program effectiveness to ensure that targeted audiences remain engaged, and address deficiencies and maximize participation as needed.

B.2 Provide at least three (3) school-specific subgrant program goals. Subgrant goals must be SMART (specific, measurable, achievable, rigorous, and time-bound). (3 points)

● Goal #1: Every SBHS student in grade 8-12 will have access to computer technology. o Objective for Goal #1: SBHS will purchase laptop computers for every high school student and tablets for every eighth grade student by the end of the 2022- 23 school year. o Outcome for Goal #1: By August 2023, every SBHS high school student will have access to a laptop and every SBHS eighth grade student will have access to a tablet. ● Goal #2: Every SBHS science lab will be equipped with state-of-the-art biotechnology equipment. o Objective for Goal #2: SBHS will purchase and install state-of-the-art biotechnology lab equipment by the end of the 2021-22 school year. o Outcome for Goal #2: By August 2022, the SBHS biotech/science lab will be outfitted with state-of-the-art biotechnology equipment. ● Goal #3: SBHS students will be exposed regularly to professional instruction in real- world usage of biotechnology equipment and related career exploration. o Objective for Goal #3: SBHS will recruit two additional visiting instructors, who are connected to the state’s Research Triangle, to demonstrate professional use of biotechnology equipment and explore related career opportunities with students by the end of the 2021-22 school year. o Outcome for Goal #3: By August 2022, SBHS will have a total of two visiting instructors who regularly demonstrate professional use of biotechnology equipment and explore related career opportunities with students. ● Goal #4: All professional staff at SBHS will have regular opportunities for professional development in order to improve their skills, enhance the quality of teaching for students, and attract more qualified teachers to the school. o Objective for Goal #4: SBHS will form a Staff Development Committee, which will meet regularly, to create and implement a comprehensive Staff Development Plan by the end of the 2020-21 school year. o Outcome for Goal #4: SBHS will offer annual professional development opportunities to all professional staff by the 2023-24 school year. ● Goal #5 SBHS will enroll more disadvantaged students: o Objective for Goal #5: SBHS will partner with at least two local agencies to increase outreach and host numerous year-round open houses to invite disadvantaged families to learn more about SBHS programs and initiatives. o Outcome for Goal #5: By August 2023, SBHS will have increased its enrollment of disadvantaged students by 10% (an increase of more than 100 students). ● Goal #6: SBHS will increase its visibility in the community in order to enhance public awareness and grow total student enrollment. o Objective for Goal #6: SBHS will form a Marketing Committee, which will meet regularly, to create and oversee a comprehensive Marketing Plan and Public Awareness Campaign by the end of the 2022-23 school year. o Outcome for Goal #6: By August 2024, SBHS will have increased its public visibility and awareness and grown its total student enrollment by 325.

● Goal #7: SBHS will replace its antiquated bus fleet with newer, safer and better maintained vehicles. o Objective for Goal #7: SBHS will purchase 19 buses over the next three years until the entire bus fleet is replaced. o Outcome for Goal #7: SBHS will have an entirely new fleet of buses by 2023, making our bus operations very efficient.

Sallie B. Howard School is committed to building from students’ previous academic records, acknowledging perceived shortcomings with tutoring and other support outside of regular school hours, while also building a curriculum that relies more on practical experiences and the melding of different teaching methods to develop hands-on learning standards. By focusing on the burgeoning arts and science fields, the school tailors opportunities in those areas to show each student the potential for continued learning and employment that relate to the skills they demonstrate in the program. Real-life exposure to working professionals in these career paths resonate with the school’s ethnically and economically diverse population, where students may not have considered such areas prior to being involved in SBHS’s unique experiential learning style. The SBHS ESL Department serves nearly 170 students each year in grades K-8 who have qualified as English Learners (EL), according to state and federal regulations. Notably, EL students performed better than the state’s subgroup average on the 2019 3-8 grade assessments (38% proficiency SBH vs. 18% proficiency NC). Our school will continue to provide students, including those in the new 9-12 grade levels, with research- oriented learning curriculum that helps English Learners better access classroom instruction and achieve academic success. We seek to develop EL students’ critical thinking skills to prepare them to mindfully navigate the media-saturated and diverse world that they live in. Our ESL staff works closely with content-area teachers, parents, and leaders to ensure that these goals can be met. The school’s educational program, and system for identifying students who need assistance meeting the school's curriculum standards, ensures that disadvantaged students’ academic needs are met. SBHS employs a full-time Special Education Director to direct and monitor strategies for students with an Individual Educational Plan (IEP), English Learners (EL), and the school’s MTSS/RTI system. The 9-12 grade program will utilize grade-level MTSS/RTI teams to analyze student growth data; students who are falling behind in core academic subjects will be provided with Tier II or Tier III supports, dependent on need. These interventions may include small-group tutoring, individualized instruction, referral for wrap-around services, or other supports as appropriate. This includes the school’s Corrective Math and Corrective Reading program. SBHS currently uses the MTSS/RTI system in the K-8 grade levels, and has the staff expertise to implement multi-tiered student support at the 9-12 level.

B.4 Explain how the charter school’s education plan compares to or differs from that of the local LEA(s). (5 points)

SBHS follows the Common Core State Standard curriculum, as does the local LEA, Wilson County Schools. This curriculum enables students to move progressively from Kindergarten through Twelfth grade building on their essential skills as they matriculate. By aligning our educational plan around this shared framework, SBHS aligns to the consistent educational standards established across all states to ensure that students graduating from high school are prepared to enter credit-bearing courses at two- or-four- year college programs or to enter the workforce. These standards are: ● Research and evidence based. ● Clear, understandable, and consistent ● Aligned with college and career expectations ● Based on rigorous content and application of knowledge through higher-order thinking skills.

● Built upon the strengths and lessons of current state standards.

● Informed by other top performing countries in order to prepare all students for success in our global economy and society. In contrast with local LEAs, by focusing on the arts and advanced technology in our curriculum, we distinguish our educational program and emphasize advanced conceptual and interactive accomplishment as noted by both faculty and guest professionals. SBHS’s longer high school school days, and the planned partnerships within the mission-targeted industries, creates opportunity for students to focus their efforts on gaining real-life understanding of the concepts that are emphasized within the curriculum. While didactic traditional classroom instruction is used, our programs are built on the idea that immersion in high-level activity will more clearly map paths to real-life successes for our students. Our school’s nine hour school day and 12-month attendance calendar stands in contrast to the other local LEAs. All 9-12 grade Sallie B students must earn a minimum of 28 credits prior to graduation. Given Sallie B’s rigorous schedule, a student at our school will essentially attend high school for the equivalent of an additional year. Our leadership believes that these demanding academic requirements will develop students’ academic stamina, time management skills, and ability to succeed in the college, military, or career path of their choosing.

B.5 Describe the school’s discipline and school climate philosophy and how it supports the development of educationally disadvantaged students. (5 points) The Sallie B. Howard School is built on the discipline of its namesake, who taught pride and deep awareness of African American history and culture, and the cultivation of a genuine thirst for knowledge and learning. To show anything but respect for those ideals will not be tolerated, especially in an environment where every chance is being given to the students to create success where it might have been previously unexpected. The commitment to a year-round calendar is designed to reduce stress and burnout for both students and teachers. In an atmosphere of responsibility and rigor, allowance for additional educational support and focused extra-curricular activities will be seen as a privilege afforded to them as they work to establish career paths. Also, required school uniforms minimizes distractions and disruptions and help define an awareness of

appearance being secondary to the work and effort one exemplifies. Clear guidelines on violations of these policies are shared from day one, so that students and their families are aware of the discipline required to succeed in this school. Likewise, teachers and administrators are provided with ongoing cultural competence training to ensure that the diverse experiences of the student body are reflected in teaching practices. Recognizing the importance of class time for the academic development of students, particularly those who are educationally disadvantaged, non- exclusionary disciplinary practices that empower students to develop personal responsibility are emphasized. SBHS emphasizes family partnerships and strong teacher, student, and parent relationships. The school’s MTSS team identifies students in need of enhanced social-emotional support and provides them with wraparound services to ensure that all students succeed. The goal of these interventions is for all students to achieve lifelong academic, behavioral, social, and emotional success.

B.6 Describe how the school’s calendar supports the development of educationally disadvantaged students. (5 points)

The adoption of the year-round school calendar, with a 6 week summer break and traditionally recognized holidays, helps to keep the students focused on learning in which they are engaged. Prolonged absence from the school atmosphere can lead to learning loss and loss of crucial instructional time needed to review material learned prior to the prolonged absence. Our expanded school calendar is designed to create additional opportunities for unique immersive teaching techniques, and bring stability to the students where it may have been lacking before, allowing them more time spent within the program’s structure. Additionally, the 21st Century Community Learning Center coordinated in partnership with Sipnayan offers disadvantaged students with additional after-school enrichment and academic support. The after-school program is particularly valuable to students from low- income families, where parents working multiple jobs may not have the time or education to support homework completion.

C. Operations Plan (30 points) Provide responses to all the questions below regarding the operations plan proposed by the school. Additional evidence may be provided in Appendix E. This application section is worth up to thirty (30) points.

C.1 Detail any partnerships the charter school maintains or plans to develop to support educationally disadvantaged students, including a description of the roles and responsibilities of the applicant, partner organizations, and CMO/EMO, including the administrative and contractual roles and responsibilities of such partners.1 (2 points) SBHS has partnered with a 21st Century Community Learning Center recipient, Sipnayan, since August 2018, to provide after school homework and tutoring support to raise the academic proficiency levels of middle school students who have struggled to pass state competency exams in reading, math, and/or science. SBHS provides classrooms and recreation facilities for Sipnayan to operate the afterschool program on our campus. In

1 Provide any contractual agreements as part of Appendix B.

11 addition, a majority of the students enrolled in the program are classified as at-risk students. This contractual partnership benefits educationally disadvantaged students attending SBHS by providing them with additional educational assistance at no cost to their families. Sipnayan is responsible for operating all functions of the afterschool program, including staffing, curriculum, transportation, enrollment, health and safety, etc. SBHS is responsible for providing safe and up-to-date facilities, and equipment and materials that are in working order. We share instructional and testing data with Sipnayan so they can track student academic progress and collect data to measure the success of the program. Many teachers in the after school program are SBHS teachers and staff familiar with the participating students, and can target those individuals' academic gaps and interventions needed to raise their achievement. SBHS recognizes and promotes the important qualities of scholarship, service, leadership, character and citizenship in students by maintaining an active chapter of the National Junior Honor Society. Every year, SBHS participates in MATHCOUNTS, a national middle school mathematics competition that builds problem-solving skills and fosters achievement through four levels of fun, in-person “bee” style contests. During the year, SBHS “mathletes” prepare by working together in a supported environment consisting of students with varying interests and ability levels. The MATHCOUNTS program builds students’ critical thinking and problem-solving skills that are necessary for success in mathematics and other fields of study.

C.2 Describe how the school’s staffing structure, capacity, and diversity will be sufficient to meet the needs of all students, particularly educationally disadvantaged students. (3 points)

Based on the school’s current enrollment and size of staff, there is one certified teacher for every 25 students in SBHS; when you consider the numerous instructional assistants, departmental teachers, Special Education staff, and more, the ratio of instructors to students becomes 1:14, which is a far better model for personal interaction. As more grade levels are added, SBHS will preserve individual attention by maintaining, and hopefully improving upon, the current staff to student ratio. The diverse nature of the faculty creates a perception by the students that their teachers are more aware of the struggles that they are encountering in their educational efforts. These teachers are more likely to have personal experiences that mirror those of their students. Our school employs both a full- time Special Education Director and a full-time English as a Second Language Coordinator. We have a diverse faculty, by intention, where we have employed teachers and staff from various countries including but not limited to Jamaica, India, Philippines, South Africa, Zimbabwe, Columbia, Mexico, Canada, England. This rich diversity gives our students a unique exposure to various cultures, languages, accents and dialects. Our founder and Executive Director, JoAnne Woodard, Ph.D., is a licensed psychologist and highly dedicated educational professional who has devoted her entire career to addressing the educational and emotional development of educationally disadvantaged children. She is joined by a team of dedicated leaders who are propelling SBHS to new heights of achievement in this challenging world of education.

The principal aim of the SBHS marketing plan is to reach 100 percent of the low income, multicultural families residing in northeastern North Carolina. It will do this by employing seven carefully developed strategies as follows:

1 - Strengthened Digital Presence: enhance website with dynamic features such as a virtual tour, a video channel, blog, regular updates on enrollment/application and events; establish a dedicated content creation team to promote the school brand and messaging via Facebook, Instagram, and Twitter. 2 - Bilingual Integration: build upon the school’s existing daily bilingual communications (ie morning announcements, application, flyers, letters, etc are in Spanish; translators attend all school events) by adding Spanish translation to the website and producing Spanish language marketing advertisements. 3 - Expanded Pipeline of Global Teacher Recruitment – broaden our network of international recruitment agencies to increase our pool of teacher talent 4 - Information Sessions – continue hosting after-work opportunities for parents to stay up-to-date on critical information and school requirements. 5 - Enhanced Parent Services Program – increase our offerings of support resources for parents to include more frequent parenting classes, childcare, adult education, job training and wellness programs 6 - Sponsored Activations – identify relevant trade shows, conferences, and high-traffic events in and outside of NC to have a presence in. 7 - Year-Round Advertising – keep SBHS communications top of mind among local radio, TV, print/digital and direct mail audiences on a consistent basis. The presence of our buses in the community will also serve as an effective identifier for our school.

C.4 Describe how the school currently does or will provide a transportation plan that accommodates and supports educationally disadvantaged students. (5 points)

At this time SBHS is working with a fleet of 19 mid-1990s-model buses, which lack heating and air conditioning and have suffered numerous breakdowns, to provide transportation to its student population. These buses will be replaced with 12 buses from model year 2013 and forward in the first year, then four and three buses of similar age in years two and three of the grant. Each bus will be equipped with the latest safety devices and will be appropriately sized to accommodate the anticipated number of students they will carry, while also being more fuel efficient. Each will be easily recognizable and distinguishable to educationally disadvantaged students. Large bus numbers will be displayed along and the name of the school on the exterior sides of each bus. By offering free and timely bus service, SBHS will better serve the educationally disadvantaged students by providing them full access to the academic support system in place during the elongated school days.

C.6 Describe how the school’s professional development plan supports and is tailored to the development of educationally disadvantaged students. (5 points)

The SBHSAS aligns perfectly with the original mission of the school: to provide an arts based curriculum that allows all students – privileged and underprivileged – to discover and develop their gifts, talents, and intelligences that when given expression will motivate them to achieve and excel in all areas of school life. We have successfully fulfilled this mission in our K-8 program as evidenced in the excellence of our arts program and our SRC achievement as a “B” for the past 3 consecutive years in math, science, and reading. We are expanding our already successful programs into high school to further the mission of the school as a premiere high school of arts and science.

The instructional model and professional development plan at SBHS is based on the principle that ALL students can learn if instructed explicitly and passionately. Our culture of high expectations motivates and prepares students to meet the required rigorous academic standards. The science and art of teaching are employed with fidelity and consistency to teach students the value of hard work and commitment. We use research based instructional practices that are aimed at instilling strong work habits, critical thinking skills, creativity, passion and joy among students to help them develop their intellectual capacities and natural love for learning. Our professional development plan is designed from Doug Lamov’s book “Teach Like a Champion” and Paul Bambrick Santoyo’s book “Get Better Faster”. Professional development is intensive and ongoing from summer intensive sessions to full day teacher workdays and weekly PLC sessions. Some of the most effective, foundational instructional practices teachers and staff learn and apply include the following: a. Exemplars- Teaching begins with the end in mind. Teachers create a model of instructional excellence for each day for students to achieve and master. They hold students accountable to acquire and demonstrate mastery of the concept and required work habits. b. Chunking- To reduce the cognitive load, facilitate comprehension and boost long term memory, we use a brain-based instructional strategy called Chunking to teach new information to our students. Students receives information in bite sizes which are easy to process and retain in long term memory. c. AgMo- To maximize student learning, an effective data- driven strategy called aggressive monitoring is used in every classroom to catch student misunderstandings in the moment to adjust their thinking. Student misconceptions are removed in the moment before they get registered in their brains. d. Work Habits: For students to show and demonstrate that they are cognitively engaged in the lesson and are able to process information at the expected level, they are required to

14 use work habits in each classroom. This involves annotating their work, explaining their answers, showing their work (math)etc. Their thinking comes to the surface through these work habits which helps teachers to modify their lessons in the moment. e. In addition to teaching Common Core Standards, we also provide interventions to help our students strengthen their reading and math skills. Corrective Math and Corrective Reading are two programs offered to our students in grades 3- 8. These interventions are incorporated within our daily schedule and are provided for students who have proven to need support in these areas. f. Habits of Discussion: We believe that “When you change how students talk in class, you change the way they think”. We use a system of academic discourse in our classrooms called “Habits of Discussion,” which is derived from Doug Lamov’s book “Teach Like Champion”. Through this system, students are trained to listen, articulate and develop ideas to hold intelligent discussions in the classrooms. They are provided with the tools to move away from ordinary discussions to more structured and organized discourses which helps them become effective communicators and better writers. g. Assessments: Students’ academic growth and understanding are monitored through various assessment tools throughout the year to ensure that students are meeting the rigorous academic needs of their grade level. Common Formative Assessments (CFA) takes place once during a quarter to assess student understanding of work covered. At the end of a quarter, an End-of-Quarter (EOQ) Assessment is administered to assess mastery of all concepts taught during the quarter. The CFA and EOQ grade weighs heavily (50%) on the total grade. Students complete an End-of-Year (EOY) Assessment to demonstrate mastery of all work covered during the year. This assessment is given prior to EOG assessments to check student readiness for state assessments.

In addition to the ongoing and recurring professional development plans described in detail above to build the capacity of our teachers to master best instructional practices, we provide other professional development opportunities for teachers and staff. We send teachers to the Ron Clark Academy weekend workshop in Atlanta. RCA is a successful school serving students of color in grades 5-8. It is a model for innovative and impactful practices that lead to consistently high academic achievement among students considered at risk. We also partner with Howard Glasser to send teachers and staff to Nurtured Heart Approach (NHA) trainings. NHA is a positive approach to discipline for all students. We also send teachers to a week long Foundation of Reading and Foundations of Math training offered by the Department of Public Instruction at several locations around the state. This is a research based certification training in the theoretical and practical application of instructional practices that lead to high student achievement in these content areas.

As a result of our professional development and consistent instructional practices, we have achieved a school report card grade of “B” for three consecutive years. We have also “exceeded growth” for 6 consecutive years. (Data on page 32)

C.7 Describe the school’s plan to engage families and implement a parent/community advisory council.2 (5 points)

Parents of SBHS students are impressed with the importance of their participation in the education of their children from day one. While the traditional roles such as classroom volunteers and activity chaperones do exist, the parents are invited to participate in a school based advisory council called School Improvement Team, which provides input to the school’s Board of Directors. In this capacity, the parents have a say in monitoring the progress of the school in relation to its mission and vision, assist in disseminating news about the school’s programs to other school families, checking the progress of all efforts toward the school’s set goals, and assist in the development of recommendations to the Board of Directors, while also sharing news of input and concerns from other families to the Directors. The school based advisory council also has a voting role regarding the implementation of school policies and their modifications, based on input from the Board of Directors.

*This section is for Planning and Implementation, Implementation Only, and Replication subgrant applicants Only*

Student Transition Planning

In five (5) pages or less (single-spaced), please provide a school closure plan. This section will be scored as “Complete” or “Incomplete”; there is no numerical score associated with this section. Exemplary plans will utilize the following best practices established by NACSA and scholarship on charter school closure: ● Form a Student Transition Committee (STC) – This committee will consist of one NC ACCESS program staff member (in an advisory capacity), at least two members of the school’s administrative team, at least three parents from the school, at least two members of the charter school’s board, and if possible, one to two (1-2) members of the LEA district student reassignment office in which the school is geographically located. This committee will plan activities related to family and student support during the closure process. The committee will establish a Student Transition Plan (discussed below) that focuses on student reassignment into high quality schools as quickly as possible following a school closure. The STC will work with quality local charter and district schools to establish enrollment preferences for displaced students. ● Develop a Student Transition Plan (STP) – The Transition Plan must include a plan to provide written notices to parents, schedule multiple informational meetings at varied times so that all parents have an opportunity to attend, provide individualized assistance to parents, and collaborate with the broader educational community in the event of a school closure. The STC must also work diligently to identify and address any barriers to providing transitional support to parents and students (i.e. providing written materials in appropriate home languages and offering meetings at different times of day). Clear deadlines for key reassignment activities must be established in the STP. Please outline the proposed Student Transition Committee and Student Transition Plan below. N/A for expansion grant

IV. BUDGET, BUDGET NARRATIVE, AND LOGIC MODEL Applicants must submit a completed financial plan outlining the acceptable use of subgrant funds for the duration of the grant period. This application section is worth up to thirty (30) points.

A. Budget Complete a proposed budget, using the template provided, outlining anticipated costs for the duration of the subgrant period. Please refer to the information provided in this RFA, the NC ACCESS Subgrant Application Process Guidance Document, nonregulatory guidance, and Uniform Guidance Title 2 - Subtitle A - Chapter II - Part 200 Subpart E when completing the budget.

Additionally, applicants should include the following provisions in the proposed budget: 1. Set aside three thousand dollars ($3,000) in “Support – Travel, Conferences, and Meetings” in year one (1) to cover travel costs associated with the NC ACCESS Fellowship; 2. No more than fifty percent (50%) of the total subgrant funding may be expended by the end of year one (1); 3. No more than seventy-five percent (75%) of subgrant funding may be expended by the end of year two (2); and 4. The entire subgrant cannot be expended in less than three (3) years.

This application section is worth fifteen (15) points.

NC ACCESS PROGRAM SUBGRANT BUDGET Directions for completing this workbook are found on tab 1a-Instrutions.

Name of Charter School: Sallie B. Howard School for the Arts and Education Authorizer Name: North Carolina State Board of Education

Select Subgrant Award Type: Expansion Maximum Award Amount: $ 1,250,000.00 Award Amount Requested: $ 1,200,000.00 Date: February 25, 2020

Name of person completing this report: Name: Sandeep Aggarwal Phone: 252-293-4150 E-mail: [email protected] Name of person to be contacted regarding budget questions: Name: Sandeep Aggarwal Phone: 252-293-4150 E-mail: [email protected]

Program Contact: For all application, budget, or other program-realated questions contact the NC ACCESS team at: (919) 807-3981 or [email protected]

Funding Request Cost Category Planning Year Year 1 Implementation Year 2 Implementation Year 3 Implementation Year 4 Implementation Year 5 Implementation Instructional Program$ - $ 135,000.00 $ 130,000.00 $ 160,000.00 $ 50,000.00 $ - Support Program$ - $ 425,000.00 $ 170,000.00 $ 130,000.00 $ - $ - Total: N/A$ 560,000.00 $ 300,000.00 $ 290,000.00 $ 50,000.00 $ -

Revised September 2019 NC ACCESS PROGRAM SUBGRANT BUDGET Budget Request Summary Applicant Name: Sallie B. Howard School for the Arts and Education Subgrant Type: Expansion Planning Year 1 Year 2 Year 3 Year 4 Year 5 Budget Category Total Year Implementation Implementation Implementation Implementation Implementation* INSTRUCTIONAL PROGRAM Salaries$ - $ - $ - $ - $ - $ - $ - Employee Provided Benefits$ - $ - $ - $ - $ - $ - $ - Professional Fees and Contracted Services$ - $ - $ - $ - $ - $ - $ - Supplies and Materials$ - $ - $ 100,000.00 $ 100,000.00 $ - $ - $ 200,000.00 Technology and Equipment$ - $ 105,000.00 $ - $ 35,000.00 $ 25,000.00 $ - $ 165,000.00 Travel, Conferences, and Meetings$ - $ 30,000.00 $ 30,000.00 $ 25,000.00 $ 25,000.00 $ - $ 110,000.00 Other$ - $ - $ - $ - $ - $ - $ - Subtotal Instructional Program$ - $ 135,000.00 $ 130,000.00 $ 160,000.00 $ 50,000.00 $ - $ 475,000.00 SUPPORT PROGRAM Salaries$ - $ - $ - $ - $ - $ - $ - Employee Provided Benefits$ - $ - $ - $ - $ - $ - $ - Professional Fees and Contracted Services$ - $ 62,000.00 $ 50,000.00 $ 40,000.00 $ - $ - $ 152,000.00 Supplies and Materials$ - $ - $ - $ - $ - $ - $ - Technology and Equipment$ - $ - $ - $ - $ - $ - $ - Travel, Conferences, and Meetings$ - $ 3,000.00 $ - $ - $ - $ - $ 3,000.00 Other$ - $ 360,000.00 $ 120,000.00 $ 90,000.00 $ - $ - $ 570,000.00 Subtotal Support Program$ - $ 425,000.00 $ 170,000.00 $ 130,000.00 $ - $ - $ 725,000.00 Grand Total N/A$ 560,000.00 $ 300,000.00 $ 290,000.00 $ 50,000.00 $ - $ 1,200,000.00 Error Messages (Be sure to clear all errors before submission.) NC ACCESS PROGRAM SUBGRANT BUDGET Year 1 Implementation Budget Detail Sallie B. Howard School for the Arts and Education Complete the budget detail below for all year 1 implementation expenses. Expansion Contact the NC ACCESS Program team if more than 50 rows are needed. 123456 Budget Category Item/Expense Quantity Unit Price Total Cost Description/Notes Support - Travel, Conferences, Meetings NC ACCESS Fellowship Travel Cost 1$ 3,000.00 $ 3,000.00 Required Travel costs associated with the NC ACCESS Fellowship Support - Other School Buses 12$ 30,000.00 $ 360,000.00 Upgrading our very old school bus fleet to provide safe and reliable transportation to our students Instr. - Technology and Equipment Student Computers 150$ 700.00 $ 105,000.00 Student computers as a part of our one to one initiative for high school and also 8th grade students Support - Professional Fees and Contracted Services Recruitment and marketing 1$ 62,000.00 $ 62,000.00 Website, Advertisement, Creative Tools, Events etc Instr. - Travel, Conferences, Meetings Staff Professional Development 1$ 30,000.00 $ 30,000.00 Staff profesional development to local NC conferences & to Ron Clark Academy, Atlanta GA where we have had success $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - NC ACCESS PROGRAM SUBGRANT BUDGET Year 2 Implementation Budget Detail Sallie B. Howard School for the Arts and Education Complete the budget detail below for all year 2 implementation expenses. Expansion Contact the NC ACCESS Program team if more than 50 rows are needed. 123456 Budget Category Item/Expense Quantity Unit Price Total Cost Description/Notes Support - Travel, Conferences, Meetings NC ACCESS Fellowship Travel Cost 1$ - $ - None Support - Other School Buses 4$ 30,000.00 $ 120,000.00 Upgrading our very old school bus fleet to provide safe and reliable transportation to our students Instr. - Technology and Equipment Student Computers 0 $ - No planned computer purchase in the second year Support - Professional Fees and Contracted Services Recruitment and Marketing 1$ 50,000.00 $ 50,000.00 Website, Advertisement, Creative Tools, Events etc Instr. - Travel, Conferences, Meetings Staff Professional Development 1$ 30,000.00 $ 30,000.00 Staff profesional development to local NC conferences & to Ron Clark Academy, Atlanta GA where we have had success Instr. - Supplies and Materials Biotech lab equipment and books 1$ 100,000.00 $ 100,000.00 Biotech class and lab equipment and books $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - NC ACCESS PROGRAM SUBGRANT BUDGET Year 3 Implementation Budget Detail Sallie B. Howard School for the Arts and Education Complete the budget detail below for all year 3 implementation expenses. Expansion Contact the NC ACCESS Program team if more than 50 rows are needed. 123456 Budget Category Item/Expense Quantity Unit Price Total Cost Description/Notes Support - Travel, Conferences, Meetings NC ACCESS Fellowship Travel Cost 1 $0.00 $ - None Support - Other School Buses 3$ 30,000.00 $ 90,000.00 Upgrading our very old school bus fleet to provide safe and reliable transportation to our students Instr. - Technology and Equipment Student Computers 50$ 700.00 $ 35,000.00 Student computers as a part of our one to one initiative for high school and also 8th grade students Support - Professional Fees and Contracted Services Recruitment and Marketing 1$ 40,000.00 $ 40,000.00 Website, Advertisement, Creative Tools, Events etc Instr. - Travel, Conferences, Meetings Staff Professional Development 1$ 25,000.00 $ 25,000.00 Staff profesional development to local NC conferences & to Ron Clark Academy, Atlanta GA where we have had success Instr. - Supplies and Materials Biotech lab equipment and books 1$ 100,000.00 $ 100,000.00 Biotech class and lab equipment and books $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - NC ACCESS PROGRAM SUBGRANT BUDGET Year 4 Implementation Budget Detail Sallie B. Howard School for the Arts and Education Complete the budget detail below for all year 4 implementation expenses. Expansion Contact the NC ACCESS Program team if more than 50 rows are needed. 123456 Budget Category Item/Expense Quantity Unit Price Total Cost Description/Notes Instr. - Technology and Equipment Student Computers 25$ 1,000.00 $ 25,000.00 Instr. - Travel, Conferences, Meetings Staff Professional Development 1$ 25,000.00 $ 25,000.00 $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - B. Budget Narrative In five (5) pages or less (single-spaced), complete a budget narrative that: a. describes anticipated costs for the duration of the grant period, delineating planning and implementation expenditures; b. demonstrates financial viability beyond the expiration of the grant period; and c. describes how the applicant will have a high degree of autonomy over the budget and operations, including autonomy over personnel decisions.

This application section is worth ten (10) points.

Please outline the budget narrative below. The Sallie B. Howard School is requesting the maximum ask of $1,250,000 for this grant, to cover a substantial portion of the expenses anticipated with the opening of its new high school in the fall of 2020, and the following establishing years for the program.

The largest single element of the grant is $570,000 - nearly half of the grant total - for the purchase of 19 school buses over the first three years of the program. We want to systematically replace the antiquated fleet of mid-1990s buses currently in use, meeting or exceeding current safety standards to better transport our growing student population. The plan is to purchase 12 late-model (2013 and newer) school buses in the first year of this grant, four in year two, and three in year three, which will replace the entire current fleet and add one more vehicle to the inventory. We have been working with vendors to price these vehicles, and will be ready to move forward quickly with the awarded funding. SBHS has a fully equipped bus garage, with a full-time and part- time bus mechanic, and we expect these vehicles to have a lengthy road life and maintain value over several years. Like all of our physical equipment, the buses will be supplemented by our existing infrastructure depreciation fund account.

The second largest budget line in the plan will be allocated to years two and three of the program, with $100,000 in each of those two years committed to biotech equipment and texts to outfit two labs. The proximity of our school to North Carolina’s famed Research Triangle, and the employment opportunities in the biotechnology field across a significant portion of our state and beyond, has led us to focus on this field as a major emphasis of our curriculum. The labs will be furnished with current state-of-the-art equipment; we will work with various consultants and advisors to select the options that will provide the longest benefit in the school lab setting prior to making purchases in the middle years of the grant. Through daily instruction and interaction with professionals working in the field, we expect to generate above-average opportunities for success in the biotech industry for our graduates. The mix of contracted maintenance and support with access to the equipment fund account, and our diligence in the purchase process, will keep our labs in good stead beyond the time parameters of this grant.

The goal of having a 1:1 ratio of students to computers for grades 8 through 12 as we continue our expansion means we will need to make a significant investment in new technology purchases. To that end, we are planning to spend $165,000 on computers over the term of this grant. The first year of the grant will see $105,000 spent for 150 new computers, with $35,000 spent in year three for 50 new machines, and 25 more (adjusting for price increases) for $25,000 in year four. By following the standards in the secondary school field, and through anecdotal advice, we will purchase computers that are easy to update and expand at minimal cost. We have excellent

24 contracted IT support, and money in the equipment fund to help us meet the needs of our students for a long time.

Professional Fees and Contracted Services represent the next largest portion of the budget. A total of $152,000 has been allocated here over the first three years of the grant. The first year expenditures will be greatest, at $62,000, to create the parameters for the plan. Years two and three will see expenditures of $50,000 and $40,000 that will build off the newly established promotional framework. The key provisions here include development of a reinvigorated and more interactive website, which is a primary objective in our first year expenses, a year-round advertising strategy across several untapped media outlets, a greatly expanded and more current social media presence that can easily reach large numbers of prospective families and staff, and participation in and sponsorship of public events that will create more awareness and understanding of the SBHS brand. We feel that the traction gained from these efforts will help us create new partnerships with media outlets and businesses and individuals who take active roles in supporting the community to supplement the marketing and recruitments budget line that has always existed for SBHS. We are confident that the spin-off from this budget line will put us in a good promotional position for the foreseeable future.

Professional Development has always been integral to the mission of the Sallie B. Howard School, and will be a stronger focus with the awarding of this grant money. SBHS will spend $110,000 over four years from this grant to send as many as 45 members of our staff for continuing education opportunities. The primary focus will be on attendance at the Ron Clark Academy Experience, in Atlanta, GA, widely recognized as the leading forum for training educators working with educational and economic disadvantages through innovative practices that tap into the students’ innate abilities, using non-traditional teaching methods and modernized recognition tactics. Our leadership team will constantly seek additional programs that can offer relevant training to the faculty in our unique school model. SBHS has always been committed to professional development for our staff and will continue to do so in the years after this grant. The mix of the school’s ongoing promise to bolster the effectiveness of our staff, and the resulting performance improvements, will pay dividends far beyond the scope of this plan.

The final line in the budget is the required $3,000 in year one to support travel costs associated with the NC ACCESS Fellowship.

As a fully independent public charter school, the Sallie B. Howard School leadership will have full autonomy over this spending plan, and will continue to review the best ways to spend the funds within each line to gain the maximum impact and benefit for the school. That includes personnel decisions that are directly or indirectly impacted by the grant funding.

C. Logic Model APPENDIX B – LOGIC MODEL

Objectives • Sallie B. Howard School (SBHS) will purchase laptop computers for every high school student and tablets for every eighth- grade student by the end of the 2022-2023 school year. • SBHS will purchase and install state-of-the-art biotechnology equipment in the specially constructed biotech lab in the high school building, by the end of the 2022-2023 school year. • SBHS will recruit two additional visiting instructors who are connected to the state’s Research Triangle to demonstrate professional use of biotechnology equipment and help students explore related career opportunities by the end of the 2021- 2022 school year. • SBHS will form a Staff Development Committee, which will meet regularly, to create and implement a comprehensive Staff Development Plan by the end of the 2020-2021 school year. • SBHS will partner with at least two local agencies to increase outreach and host four open houses every year to invite disadvantaged families to learn more about SBHS programs and initiatives. • SBHS will form a Marketing Committee, which will meet regularly, to create and oversee a comprehensive Marketing Plan and Public Awareness Campaign by the end of the 2021-2022 school year. • SBHS will purchase a predetermined number of buses per year over the next three years until the entire fleet is replaced with safe, reliable and energy efficient buses.

Outputs Outcomes and Impact Inputs Activities Participation Short Medium Long Expanded Career Conduct at least 5 Seek to actively By August 2023, our SBHS will offer annual SBHS will increase access Exploration career days per year. engage at least 60 specially designed professional to a high-quality Opportunities Make regular use of students per year in SBHS biotech science development education for cutting-edge advanced STEM lab will be outfitted opportunities to all disadvantaged students biotechnology courses in the lab. with state-of-the-art teachers and staff in Wilson County, NC equipment in science biotechnology beginning in the 2022- through expanded labs and 1:1 tech. at the equipment. 2023 school year. professional th th 8 -12 grade level to development, career expose students to By August 2022, SBHS exploration, and modern work PD will reach 100% of will have a total of two technology and STEM- environments. teachers within 3 visiting instructors focused initiatives.

years. Primary who regularly Staff Professional Staff in all buildings training will be at the demonstrate Additionally, SBHS will Development will receive technical Ron Clark Academy, professional use of expand community assistance and training, Atlanta GA, and biotechnology partnerships and plus program through the Nurtured equipment and help outreach and marketing evaluation for Heart Approach by students explore By August 2023, SBHS efforts, while also continuous Howard Glasser. This potential careers. will have increased its improving its student improvement. will add to a enrollment of transportation options, to successful in- house By the end of the 2020- disadvantaged students increase the number of Community Outreach Conduct four training provided by 2021 school year, SBHS by 10%. disadvantaged students it community our Director of will finish developing serves. Develop a Marketing events/open houses Instruction and its Staff Development By August 2024, SBHS Committee per year and effectively Curriculum. Plan. will have increased its market these events to public visibility and build relationships Engage at least 50 awareness and grown with current families families per year its total student as well as prospective through outreach and enrollment by 25%. families who may be events. interested in sending SBHS will have an their child to SBHS. SBHS will replace entirely new fleet of oldest and least fuel- buses by 2023-2024 Transportation Team Research potential bus efficient buses in the school year. purchases and current fleet first to maximize transportation needs. cost savings.

Assumptions External Factors -Low-income students have limited access to high-level STEM equipment SBHS is located in the city of Wilson, North Carolina. As a municipality and/or contact with potential STEM role models. with a 22.8% poverty rate and a median household income of $41,037, -Low-income students have limited access to technology outside of school, Wilson has limited resources to support youth development outside of which limits potential educational enrichment opportunities. its schools. Thus, SBHS must provide comprehensive, wraparound -A lack of consistent professional development in how to effectively supports for educationally disadvantaged students in the region. engage with educationally disadvantaged students hinders teacher effectiveness. -Prospective parents and community members are disconnected and/or unaware of the educational benefits that SBHS has to offer. -Low-income students have limited access to consistent transportation options to explore high quality education and extracurricular activities.

V. COMPETITIVE PREFERENCE STANDARDS Indicate if any of the following competitive preference standards apply to your existing/approved school. Please outline how the school meets any of the criteria outlined below and provide any additional evidences to support each selected status in Appendix C.

Applicants providing detailed plans for the following items may receive up to an additional three (3) points per standard.

Opening, expanding, or replicating a school in a rural or underserved urban area (i.e. Yes X without a high-quality school within fifteen (15) miles). No SBHS is expanding into its new high school by offering grades 9 and 10 in September 2020, adding grade 11 in the 2021-22 school year and grade 12 in 2022-23. There are few schools that have earned the same “B” SPG that our program has in the geographic area it serves. Increasing the racial and ethnic diversity in their new, expanded, or replicated school. Yes X No Currently we serve a nearly exclusively minority (roughly 60% African American and 39% Hispanic) population, with Caucasian students representing just about 1% of the student body. With expansion into our quality, focused pre-professional model High School program, we expect to draw from new areas and populations, and increase racial and ethnic diversity.

The inclusion of high school (9-12) grade levels. Yes X No We are expanding to grades 9 and 10 in the 2020-21 school year, and will be adding grade 11 in 2021-2022 and grade 12 in 2022-2023.

Develop or manage a charter school focused on dropout recovery and academic reentry. Yes No X While important, these are not focal points of our program.

VI. PRIORITY CONSIDERATION STATUS Indicate if any of the following applies to your existing/approved school. Applicants meeting at least two of the following conditions will receive priority consideration designation, which may impact the distribution of subgrant awards when the number of applications receiving a passing score on the application rubric exceeds the number of subgrants to be awarded. Please outline how the school meets any of the criteria outlined below and provide any additional evidences to support each selected status in Appendix D.

Currently serve a forty percent (40%) or higher economically disadvantaged population. Yes X No Our school serves an overwhelming majority of economically disadvantaged students, presently at 63.8%, as shown in the table below. Economically disadvantaged students, English learners, and students with disabilities have proficiency rates higher than the state average for their subgroup.

Economically disadvantaged students, English learners, and students with disabilities have Yes X proficiency rates higher than the state average for their subgroup. No

Category SBHS % STATE %

EDS 63.8 46.2

ELS 50.7 29.2

SWD 27.7 23.1

As evidence of participation in applicable federal programs, have Title I status. Yes X No SBHS has held school wide Title I status for several years; the latest Title I approval letter is attached.

Maintained an “A” or “A+NG” SPG, as determined by the NCDPI, and met or exceeded Yes growth, as determined by EVAAS, for three consecutive years prior to the application. No X SBHS has maintained a “B” grade over that time.

Section VIII - Subgrant Application Appendices Sallie B Howard School for the Arts and Education

Part A - Appendices i, ii, and iii

Description 2016-2017 2017-2018 2018-2019 Letter Grade B B B School Performance Grade 74 70 72 School Achievement 68 64.8 67.7 EVAAS Composites 97 90.1 90.9

2016-2017

2017-2018

2018-2019

Part A, Appendix iv is not applicable to our high school, as it will open in August 2020.

32 Page 33 Page 34 Page 35 Page 36 TO Dr. JoAnne Woodard, Executive Director Sallie B. Howard School – LEA 98A

FROM Susan Brigman, Assistant Director (Interim) Federal Program Monitoring and Support Division

Alex Charles, Section Chief Federal Program Monitoring and Support Division

DATE December 2, 2019

Project Approval, Title I Application, FY 2019-2020 FEDERAL AWARDING AGENCY: U.S. Department of Education (USED) PASS-THROUGH ENTITY: N.C. Department of Public Instruction (NCDPI) Federal Award # S010A190033 C.F.D.A. 84.010A Beginning Date: July 1, 2019 Ending Date: June 30, 2020

The review of your FY 2019-2020 Title I, Part A application and budget in Program Report Code (PRC) 050 has been completed and the project found to be acceptable. We are pleased to inform you that within the constraints of these funds, your proposed project is approved on the Comprehensive Continuous Improvement Plan System. The estimated award amount is $506,635.00 The final award amount is available at: NCDPI School Allotment Section. Follow the link ‘Public Site for Allotment Data’ and then ‘Estimated (Planning) Allotment’ / 3. Federal – All LEA. This memorandum provides authority to request, receive, and expend Title I funds.

Comments:  Federal funds received under this part must be used only to supplement the funds that would, in the absence of such Federal funds, be made available from State and local sources for the education of students participating in programs assisted under this part, and not to supplant such funds.  A school implementing a schoolwide program shall use school allocations only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-Federal sources for the school, including funds needed to provide services that are required by law for children with disabilities and English learners.  All positions, whether full or part-time must adhere to the requirements of §200.430(i) (Standards for Documentation of Personnel Expenses).  Funds used to provide services to preschool-age children must comply with the performance standards established under section 641A(a) of the Head Start Act (42 U.S.C. 9836a(a)).  The 12% administrative cost limitation is calculated on end-of-year expenditures, not the budgeted amount.  The LEA must maintain records annually documenting compliance with comparability under §1118(c).  LEAs must implement meaningful interventions in its schools identified as CSI and TSI.  LEA/School Plan(s) should be reviewed annually in accordance with §1112(a)(5).  Teachers and paraprofessional qualifications must be documented in compliance with the requirements of §1112(c)(6).  Not more than 15% of the funds allocated may carryover for one additional fiscal year. (Excludes allocations of less than $50,000).

SB/CAC/ms c: Title I Director

Page 37 FEDERAL PROGRAM MONITORING AND SUPPORT DIVISION 6307 Mail Service Center, Raleigh, North Carolina 27699-6307 | (919) 807-3957 | Fax (919) 807-3968 AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER February 6, 2020

VIA EMAIL

Dr. JoAnne Woodard School Director

Mr. Maurice Barnes Board Chair Sallie B. Howard School for the Arts and Education 98A 1004 Herring Avenue Wilson, NC 27893

Dear Dr. Woodard and Mr. Barnes,

Per State Board Policy CHTR-014 and NC General Statute 115C-218.8, the State Board of Education (SBE) must approve certain amendments to a school’s charter. On February 6, 2020, the SBE approved Sallie B. Howard School’s request to expand to high school beginning with 9th and 10th grade in the 2020-21 school year with a total projected ADM of 1198.

This approval applies only to the high school expansion amendment request sent to the Office of Charter Schools and dated December 5, 2019. Any other amendments would need to be sent to our office for processing.

If you have any questions or concerns regarding this amendment please contact Ashley Baquero at 919-807-3979 or [email protected].

Sincerely,

Dave Machado, Director Office of Charter Schools

DM/AB/pnp

OFFICE OF CHARTER SCHOOLS 6307 Mail Service Center, Raleigh, North Carolina 27699-6307 | (919) 807-3981 AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER Page 38

Exhibit C: NC ACCESS Program Subgrant Application Evaluation Rubrics

North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program Subgrant Application Rubric

Applicant: Sallie B Howard

Reviewer Name: Dr. Barbara O’Neal

Updated September 2019 Sallie B. Howard

Overview of the NC ACCESS Subgrant Program

In 2018, the North Carolina Department of Public Instruction (NCDPI) was awarded a Public Charter Schools Program (CSP) grant from the U.S. Department of Education (USDOE) of approximately $26,600,000. The CSP grant will be used to implement the North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program to: 1. Increase the number of educationally disadvantaged students attending high-quality charter schools and expand the number of high-quality charter schools available to educationally disadvantaged students; 2. Develop a cohort of 100 charter school leaders who can develop and demonstrate best practices in serving educationally disadvantaged students; and 3. Broadly disseminate best practices in serving educationally disadvantaged students and foster collaboration in the charter school community and between charter schools and traditional public schools.

The NC ACCESS Program and CSP define educationally disadvantaged students as students who are economically disadvantaged, homeless or unaccompanied youth, English learners, students with disabilities, immigrant students, and migrant students.

The NC ACCESS program has allocated the majority of the CSP funds to advance Priority 1 listed above through school-level subgrants, though subgrant recipients must also demonstrate a desire to share best practices with both charter schools and traditional public schools. For each of the five (5) years of the federal CSP award, the NC ACCESS Program will run a competitive subgrant competition and award subgrants to North Carolina charter schools that propose a comprehensive plan to increase the number of educationally disadvantaged students attending high quality charter schools and expand the number of high quality charter schools available to educationally disadvantaged students.

Ratings and Criteria

The NC ACCESS Subgrant Program is a competitive application process designed to award funding for schools that propose to serve an increased number of educationally disadvantaged students. Each subgrant application will be reviewed by a team of NC ACCESS Program team members and external evaluators. All evaluations will be considered, and a recommendation will be made to the Charter School Advisory Board (CSAB). The CSAB will take all recommendations, application reviews, and due diligence into account and make a recommendation for the approval of subgrants to the State Board of Education (State Board). The State Board will determine the final approval of all subgrant awards.

A subgrant application that merits a recommendation for approval should present a clear, realistic picture of how the school expects to successfully implement the proposed plans to increase the number of educationally disadvantaged students attending high quality charter schools and expand the number of high quality charter schools available to educationally disadvantaged students. In addition to meeting the criteria that are specific to each section, each part of the proposal should align with the overall mission, budget, and goals of the application and NC ACCESS Program.

Sallie B. Howard narrative, and logic model are scored out of a possible one hundred (100) points. Applicants must score are least eighty (80) points to meet the standard.

Applications that do not meet standard in all sections as evidenced by the summary review ratings will be deemed not ready for approval.

Instructions for Reviewers

Reviewers should complete each rubric section based on the evidence provided in the application. There are seven (7) total rating sections to complete: I. Applicant Contact Information II. Signed Assurances III. Application Narrative (70 points possible) a. Enrollment Projections (10 points) b. Education Plan (30 points) c. Operations Plan (30 points) d. If applicable, a school closure plan (check for completeness) IV. Budget, Budget Narrative, and Logic Model (30 points possible) a. Budget (15 points) b. Budget Narrative (10 points) c. Logic Model (5 points) V. Competitive Preference Standards (optional; up to 12 points possible) VI. Priority Consideration Status (optional; up to 4 standards possible) VII. Certification VIII. Appendices (there is no scoring associated with section VII; information will supplement sections III, IV, V, and VI)

Please note that there may be appendices to support information provided in the above sections. When evaluating an application, reviewers should both rate each section and provide comments, if applicable. Reviewers should look for responses that reflect a thorough understanding of key issues and barriers for educationally disadvantaged students. Responses should clearly align with the mission, goals, and budget of the proposed plan. Each response should include specific and accurate information that shows thorough preparation and understanding of school operations and serving educationally disadvantaged students. Reviewers should use objective language and complete sentences in their comments on the strengths and weaknesses/areas of concern of each section of the application. The comments and evidence provided are as significant as the rating. Below are examples of specific and detailed comments:

Strengths of the application: • “The plan aligns with the overall mission and goals because…” • “The education and discipline plans are research based and proven effective with the targeted population of students because…” • “The lunch program is comparable to the National School Lunch Program and will support an educationally disadvantaged population by...” • “The marketing plan clearly outlines how the school will recruit and enroll a higher educationally disadvantaged population by…” • “The budget uses sound assumptions and is consistent with the goals of the proposed plan.”

Weaknesses/areas of concern of the application: 3

Sallie B. Howard

• “The curriculum and school calendar do not align with the mission and goals because . . .” • “The discipline plan does not include provisions for students with disabilities.” • “The budget assumptions include the unallowable use of funds for construction.” • “The plan proposes two buses, but there is no accompanying line item in the budget that allocates funds for purchasing buses.”

Once all seven (7) rating sections are scored individually, the evaluator should complete the summary ratings page with all final ratings and scores. In order to pass the review, applicants must (a) meet all criteria in sections (I), (II), and (VII); and (b) score at least eighty (80) combined points between sections (III), (IV), and (V). Section (VI) will be used to determine priority if there are more eligible applications than subgrant awards. The CSAB will make a final recommendation to the State Board on subgrant awards. The State Board will determine the final approval of all subgrant awards.

*Please remember that all documents, including your individual review, will be available to the public.

Sallie B. Howard

Application Scoring Rubric

Section I – Application Contact Information

Characteristics of a strong response: • All applicant contact information is complete and accurate. Status: Complete Incomplete Comments (if applicable)

All applicant contact information is complete and accurate.

Section II – Assurances

Characteristics of a strong response: • Assurances are signed. Status: Complete Incomplete Comments (if applicable)

Assurances are signed.

Sallie B. Howard

Section III – Application Narrative

A. Enrollment Projections A.1 Explain the rationale behind the projected enrollment figures; specifically, how the projected numbers are both ambitious and feasible. Characteristics of a strong response: • Enrollment projections are complete, ambitious, and realistic. • Enrollment projections demonstrate a significant increase of educationally disadvantaged students, including economically disadvantaged, homeless or unaccompanied youth, English learners, students with disabilities, immigrant students, and migrant students. Points Possible: 5 Points Earned: 5 Strengths Page The applicant provided a reasonable rationale for the projected enrollment that is 5 ambitious and potentially feasible. The applicant indicated that the projected number of educationally disadvantaged students is supported by past enrollment trends and community demographic information that reflects actual enrollment. The school has significantly more families and students seek enrollment at the school than there are available spaces. For example, in 2019-2020, 187 students had to be put on the waitlist for enrollment.

The addition of new classrooms in the Middle School/High School building going into year four will allow for the spike in enrollment. By year five (2024-2025), SBHS will open the new auditorium, which will free up still more space for classrooms in the existing main school building. By 2022, the robust Marketing Plan and Public Awareness Campaign led by the Marketing Committee will promote enrollment for more educationally disadvantaged students across the region.

Weaknesses/Areas of Concern Page No weaknesses noted. N/A

A.2 Describe how the school plans to implement a weighted lottery. Characteristics of a strong response: • Clear description of the process and mechanism for implementing a weighted lottery. • Clearly articulated subgroup category weights and/or enrollment percentage goals. • Rationale for the applied weights are reasonable and justified. Points Possible: 5 Points Earned: 5 Strengths Page The applicant will implement a weighted lottery. The applicant is proposing the 6 weight lottery will include the following: (1) Parents will apply in the lottery system called Lotterease as normal. (2) A subgroup will be added for economically disadvantaged (ED) that parents may choose to opt in at the time of their application. (3) When the lottery is run the school will gather 50% of the selected applicants from the ED subgroup. (4) The lottery then runs as it normally would without any percentage settings but checks the percentage settings before completing the lottery run. Lotterease will check if that percentage was achieved without intervention. (5) 6

Sallie B. Howard

If the percentage - (50% ED) - was not achieved, Lotterease takes applications from the preference group from the highest (or top) on what will become the waitlist and moves them up into the selected group until the 50% ED is achieved. (6) Now that the percentage of 50% ED is achieved, the lottery is complete. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Section III – Application Narrative (cont.)

B. Education Plan B.1 Provide a General Education Provision Act (GEPA) statement demonstrating how the school has or will eliminate any and all barriers to enrollment for educationally disadvantaged students. Characteristics of a strong response: • Statement clearly articulates the school’s desire and plan to eliminate any and all barriers to enrollment for all students, especially educationally disadvantaged students. Points Possible: 2 Points Earned: 2 Strengths Page The applicant provided an adequate GEPA statement. For example, the applicant 7 indicated that there will be no barriers based on gender, race, color, religion, ethnicity, national origin, language, disability, or socioeconomic status in our enrollment policies. To ensure this, all marketing and enrollment materials will be made available in both English and Spanish, as well as other languages upon request. The application will be accepted in both paper and electronic form, so that access to the internet is not required to apply. As with the existing primary school, the new high school will accurately reflect the racial and demographic composition of the communities from where the students come. The message of inclusivity and opportunity for all children seeking to better themselves is what the SBHS strives for on a daily basis. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

B.2 Provide at least three (3) school-specific subgrant program goals. Subgrant goals must be SMART (specific, measurable, achievable, rigorous, and time-bound). Characteristics of a strong response: • All goals are specific, measurable, achievable, rigorous, and time-bound. • Goals are aligned to the NC ACCESS Program and activities in the subgrant application. Points Possible: 3 Points Earned: 3 Strengths Page The applicant provided six SMART Goals that are relevant and aligned with the 7-8 mission and goals of the NC ACCESS program. The goals are specific, measurable and timebound. For example, two of the goals are: Goal #1: Every SBHS student in grade 8-12 will have access to computer technology. o Objective for Goal #1: SBHS will purchase laptop computers for every high school student and tablets for every eighth grade student by the end of the 2022- 23 school year. o Outcome for Goal #1: By August 2023, every SBHS high school student will have access to a laptop and every SBHS eighth grade student will have access to a tablet.

Goal #6: SBHS will increase its visibility in the community in order to enhance public awareness and grow total student enrollment. o Objective for Goal #6: SBHS will form a Marketing Committee, which will meet regularly, to create and oversee a comprehensive Marketing Plan and Public Awareness Campaign by the end of the 2022-23 school year. o Outcome for Goal #6: By August 2024, SBHS will have increased its public visibility and awareness and grown its total student enrollment by 325.

Weaknesses/Areas of Concern Page No weaknesses noted. N/A

B.3 Describe how the school’s academic program is or will be specifically tailored to meet the needs of educationally disadvantaged students. Include specific strategies the charter school currently uses or plans to use to serve educationally disadvantaged students. Characteristics of a strong response: • Clear and comprehensive description of the strategies being utilized to serve educationally disadvantaged students, especially intervention, differentiation, and support services. • A robust and quality curriculum overview, supported by research, with a plan for implementation. • Evidence the proposed academic plan will be appropriate and effective for growing all students while at the same time closing achievement gaps. Points Possible: 10 Points Earned: 10 Strengths Page The applicant indicated that they will continue to review student academic records 8-9 and is committed to building from students’ previous academic records, acknowledging perceived shortcomings with tutoring and other support outside of regular school hours, while also building a curriculum that relies more on practical experiences and the melding of different teaching methods to develop hands-on learning standards.

Sallie B. Howard

The academic program focuses on real-life exposure to working professionals in these career paths resonate with the school’s ethnically and economically diverse population, where students may not have considered such areas prior to being involved in SBHS’s unique experiential learning style. SBHS employs a full-time Special Education Director to direct and monitor strategies for students with an Individual Educational Plan (IEP), English Learners (EL), and the school’s MTSS/RTI system.

The 9-12 grade program will utilize grade-level MTSS/RTI teams to analyze student growth data; students who are falling behind in core academic subjects will be provided with Tier II or Tier III supports, dependent on need. These interventions may include small-group tutoring, individualized instruction, referral for wraparound services, or other supports as appropriate. This includes the school’s Corrective Math and Corrective Reading program. SBHS currently uses the MTSS/RTI system in the K-8 grade levels and has the staff expertise to implement multi-tiered student support at the 9-12 level. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

B.4 Explain how the charter school’s education plan compares to or differs from that of the local LEA(s). Characteristics of a strong response: • Clear articulation of the services and programs offered by the school that are similar and/or different from offerings in the local LEA. Points Possible: 5 Points Earned: 5 Strengths Page The applicant indicated that they follow the Common Core State Standard curriculum, as 9 does the local LEA, Wilson County Schools. By aligning the educational plan around this shared framework, SBHS aligns to the consistent educational standards established across all states to ensure that students graduating from high school are prepared to enter credit- bearing courses at two- or-four year college programs or to enter the workforce. However, in contrast with local LEAs, the programs focus on the arts and advanced technology in the curriculum.

SBHS’s longer high school sdays, and the planned partnerships within the mission-targeted industries, creates opportunity for students to focus their efforts on gaining real-life understanding of the concepts that are emphasized within the curriculum. The school implements a nine hour school day and 12-month attendance calendar stands in contrast to the other local LEAs. All 9-12 grade Sallie B students must earn a minimum of 28 credits prior to graduation. Given Sallie B’s rigorous schedule, a student at our school will essentially attend high school for the equivalent of an additional year. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

B.5 Describe the school’s discipline and school climate philosophy and how it supports the development of educationally disadvantaged students. Characteristics of a strong response: • A clear vision for school culture or climate that will promote a positive and supportive academic environment and is inclusive for a diverse student body. • Coherent plan for creating and/or sustaining the intended culture for students, teachers, administrators, and parents. • Discipline plan that has clear policies and procedures and has thoughtful consideration of the needs and rights of educationally disadvantaged students, especially students with disabilities. Points Possible: 5 Points Earned: 5 Strengths Page The applicant effectively demonstrated that policies, procedures and expectations are 10 in place to ensure support for the school climate and the school philosophy. For example, the applicant indicated that they believe the commitment to a year-round calendar is designed to reduce stress and burnout for both students and teachers. The required school uniforms minimize distractions and disruptions and help define an awareness of appearance being secondary to the work and effort one exemplifies. Clear guidelines on violations of these policies are shared from day one, so that students and their families are aware of the discipline required to succeed in this school.

Teachers and administrators are provided with ongoing cultural competence training to ensure that the diverse experiences of the student body are reflected in teaching practices. Recognizing the importance of class time for the academic development of students, particularly those who are educationally disadvantaged, non- exclusionary disciplinary practices that empower students to develop personal responsibility are emphasized.

SBHS emphasizes family partnerships and strong teacher, student, and parent relationships. The school’s MTSS team identifies students in need of enhanced social-emotional support and provides them with wraparound services to ensure that all students succeed. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

B.6 Describe how the school’s calendar supports the development of educationally disadvantaged students. Characteristics of a strong response: • Calendar and schedule support implementation of the academic plan, including supporting the development of educationally disadvantaged students and aligning with the mission, vision, and goals of the school. Points Possible: 5 Points Earned: 5 Strengths Page The applicant clearly demonstrated why the school calendar will support the 11 development of educationally disadvantaged students. For example, the applicant indicated that the adoption of the year-round school calendar, with a 6 week summer break and traditionally recognized holidays, helps to keep the students focused on learning in which they are engaged. Prolonged absence from the school atmosphere can lead to learning loss and loss of crucial instructional time needed to review material learned prior to the prolonged absence.

The expanded school calendar is designed to create additional opportunities for unique immersive teaching techniques and bring stability to the students where it may have been lacking before, allowing them more time spent within the program’s structure. Additionally, the 21st Century Community Learning Center coordinated in partnership with Sipnayan offers disadvantaged students with additional after- school enrichment and academic support. The after-school program is particularly valuable to students from low-income families, where parents working multiple jobs may not have the time or education to support homework completion. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Section III – Application Narrative (cont.)

C. Operations Plan C.1 Detail any partnerships the charter school maintains or plans to develop to support educationally disadvantaged students, including a description of the roles and responsibilities of the applicant, partner organizations, and CMO/EMO, including the administrative and contractual roles and responsibilities of such partners. Characteristics of a strong response: • Clear delineation of roles and responsibilities between the school and CMO/EMO. • Articulation of budgetary and decision-making autonomy of the board or directors. • Evidence of contractual agreements provided in appendix A. Points Possible: 2 Points Earned: 2 Strengths Page The applicant indicated that they have partnered with a 21st Century Community 11-12 Learning Center recipient, Sipnayan, since August 2018, to provide after school homework and tutoring support to raise the academic proficiency levels of middle school students who have struggled to pass state competency exams in reading, math, and/or science. SBHS provides classrooms and recreation facilities for Sipnayan to operate the afterschool program on our campus. In addition, a majority of the students

Sallie B. Howard enrolled in the program are classified as at-risk students. This contractual partnership benefits educationally disadvantaged students attending SBHS by providing them with additional educational assistance at no cost to their families.

SBHS recognizes and promotes the important qualities of scholarship, service, leadership, character and citizenship in students by maintaining an active chapter of the National Junior Honor Society. Every year, SBHS participates in MATHCOUNTS, a national middle school mathematics competition that builds problem-solving skills and fosters achievement through four levels of fun, in-person “bee” style contests.

Weaknesses/Areas of Concern Page No weaknesses noted. N/A

C.2 Describe how the school’s staffing structure, capacity, and diversity will be sufficient to meet the needs of all students, particularly educationally disadvantaged students. Characteristics of a strong response: • Staffing levels for each year are robust and aligned with the educational program and conducive to the school’s success. • There is clear capacity to support the specialized needs of students, particularly students with disabilities and English learners. • Comprehensive plan to support student’s non-academic needs, including through counselors, behavior specialists, psychologists, etc. • Clear plan to recruit, retain, and support a diverse teaching staff. Points Possible: 3 Points Earned: 3 Strengths Page The applicant indicated that based on the school’s current enrollment and size of 12 staff, there is one certified teacher for every 25 students in SBHS. With other classroom supports, the ratio of instructors to students becomes 1:14. The diverse nature of the faculty creates a perception by the students that their teachers are aware of the struggles that they are encountering in their educational efforts. These teachers are more likely to have personal experiences that mirror those of their students. The school employs both a fulltime Special Education Director and a full-time English as a Second Language Coordinator. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

C.3 Describe the school’s marketing and recruiting plan, with an emphasis on strategies to provide outreach to the families of educationally disadvantaged students, including efforts to overcome any potential language barriers. Characteristics of a strong response: • Compelling student outreach plan that includes community, family, and student involvement, and that is realistic and likely to foster student retention and community support. • Emphasis on strategies that will provide equal access to educationally disadvantaged students. Points Possible: 5 Points Earned: 5 Strengths Page The applicant provided a comprehensive marketing and recruitment plan to recruit 13 and attract educationally disadvantaged students. The applicant indicated that the aim of the SBHS marketing plan is to reach 100 percent of the low income, multicultural families residing in northeastern North Carolina. Some of the strategies include:

(1) Strengthened Digital Presence: enhance website with dynamic features such as a virtual tour, a video channel, blog, regular updates on enrollment/application and events; establish a dedicated content creation team to promote the school brand and messaging via Facebook, Instagram, and Twitter.

(2) Bilingual Integration: build upon the school’s existing daily bilingual communications (i.e. morning announcements, application, flyers, letters, etc are in Spanish; translators attend all school events) by adding Spanish translation to the website and producing Spanish language marketing advertisements.

(3) Information Sessions – continue hosting after-work opportunities for parents to stay up-to-date on critical information and school requirements.

(4 )Year-Round Advertising – keep SBHS communications top of mind among local radio, TV, print/digital and direct mail audiences on a consistent basis. The presence of our buses in the community will also serve as an effective identifier for our school. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

C.4 Describe how the school currently does or will provide a transportation plan that accommodates and supports educationally disadvantaged students. Characteristics of a strong response: • Clear description of transportation plan that includes anticipated routes, extracurricular activities, before- and after-school care, etc. • Description of how the school will arrange transportation for special needs students where necessary. • Clear articulation of how the proposed plan will eliminate transportation barriers for educationally disadvantaged students. Points Possible: 5 Points Earned: 5 Strengths Page The applicant currently provides transportation and will continue to provide bus 13 services. The applicant indicated that the grant will provide an opportunity for them to replace outdated buses with newer ones equipped with the latest safety devices and will be appropriately sized to accommodate the anticipated number of students they will carry, while also being more fuel efficient.

Each will be easily recognizable and distinguishable to educationally disadvantaged students. Large bus numbers will be displayed along and the name of the school on the exterior sides of each bus. By offering free and timely bus service, SBHS will better serve the educationally disadvantaged students by providing them full access to the academic support system in place during the elongated school days. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

C.5 Describe how the school currently does or will provide a school lunch plan that accommodates and supports educationally disadvantaged students. Provide information about participation in the National School Lunch Program or a comparable, comprehensive lunch program. Characteristics of a strong response: • A clear description of how the school will offer food service to all students, adhering to all nutritional guidelines. • Specific strategies to ensure educationally disadvantaged students receive daily meals and are not identifiable as qualifying for free or reduced-price lunch. • A plan to collect free and reduced-price lunch information, including procedures to receive reimbursement. Points Possible: 5 Points Earned: 5 Strengths Page The applicant indicated that SBHS is a School-Wide Title I school and is also 14 qualified under the North Carolina Community Eligibility Provision (CEP), which means the entire student population is eligible for free breakfast and lunch through the CEP, funded by North Carolina Child Nutrition Department. The school has a 96% program participation rate, with 1,048 students currently enrolled. With no expected fluctuation in the school’s demographic composition, we expect to maintain CEP standing, and foresee no change in the nearly full participation of our student body. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Sallie B. Howard

C.6 Describe how the school’s professional development plan supports and is tailored to the development of educationally disadvantaged students. Characteristics of a strong response: • Professional development standards, opportunities, leadership, and calendar/scheduling effectively support the education program and are likely to maximize success in improving student achievement, particularly for educationally disadvantaged students. • Thoughtful plan for professional development in the areas of special education, English learners, and serving low- income students, including implementation of IEP’s or personalized learning plans, discipline, and communication with families. Points Possible: 5 Points Earned: 5 Strengths Page The applicant successfully demonstrated that the school will continue to provide 14 professional development to the staff and faculty on the use of research based instructional practices that are aimed at instilling strong work habits, critical thinking skills, creativity, passion and joy among students to help them develop their intellectual capacities and natural love for learning. The professional development plan is designed from Doug Lamov’s book “Teach Like a Champion” and Paul Bambrick Santoyo’s book “Get Better Faster”. Professional development is intensive and ongoing from summer intensive sessions to full day teacher workdays and weekly PLC sessions. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

C.7 Describe the school’s plan to engage families and implement a parent/community advisory council. Characteristics of a strong response: • Clear plan for informing and educating parents on school policies, procedures, and programming. • A sound and compelling plan for engaging parents and community partners in the design and life of the school through the advisory council, including recruitment strategies, duties, and authority. Points Possible: 5 Points Earned: 5 Strengths Page The applicant has a Parent Advisory Council in place, as well as classroom 14 volunteers and activity chaperones. Parents are invited to participate in a school based advisory council called School Improvement Team, which provides input to the school’s Board of Directors. In this capacity, the parents have a say in monitoring the progress of the school in relation to its mission and vision, assist in disseminating news about the school’s programs to other school families, checking the progress of all efforts toward the school’s set goals, and assist in the development of recommendations to the Board of Directors, while also sharing news of input and concerns from other families to the Directors. The school based advisory council also has a voting role regarding the implementation of school policies and their modifications, based on input from the Board of Directors. Weaknesses/Areas of Concern Page No weaknesses noted. N/A

Application Narrative Total (70 points possible): 70 15

Sallie B. Howard

Section III – Application Narrative (cont.)

D. Student Transition Planning Outline the proposed Student Transition Committee and Student Transition Plan. Characteristics of a strong response: • Clear and specific plan to recruit, develop, and retain a Student Transition Committee. • Comprehensive Student Transition Plan that outlines timelines, communication strategies, clear transition and closure plans, and strategies for informing families of their options. Status: Complete Incomplete Strengths Page N/A Not applicable for Expansion Schools. Weaknesses/Areas of Concern Page N/A Not applicable for Expansion Schools.

Sallie B. Howard

Section IV – Budget, Budget Narrative, and Logic Model

A. Budget Complete a proposed budget outlining anticipated costs for the duration of the subgrant period. Characteristics of a strong response: • Outlines complete, realistic, and viable costs for the duration of the grant period. • All operational costs and major expenditures are accounted for and are realistic. • There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students. Points Possible: 15 Points Earned: 15 Strengths Page Sallie B. Howard School is requesting the maximum ask of $1,250,000 for this grant, 19-27 to cover a substantial portion of the expenses anticipated with the opening of its new high school in the fall of 2020, and the following establishing years for the program. The budget is reasonable and is aligned with the proposed plans in the proposal narrative.

Weaknesses/Areas of Concern Page No weaknesses noted. N/A

B. Budget Narrative Complete a budget narrative explaining anticipated costs for the duration of the subgrant period. Characteristics of a strong response: • Clearly explains reasonable, well-supported cost assumptions anticipated for the duration of the grant. • Demonstrates financial viability beyond the expiration of the grant period. • There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students. Points Possible: 10 Points Earned: 10 Strengths Page The applicant provided a detailed budget narrative that is consistently aligned with 19-27 the program goals and objectives. The largest budget request is for $570,000 for the purchase of 19 school buses over the first three years of the program. SBHS has a fully equipped bus garage, with a full-time and part-time bus mechanic.

Sallie B. Howard

C. Logic Model Complete a Logic Model demonstrating how actions and expenditures are expected to lead to specific outcomes. Characteristics of a strong response: • Clearly articulates how actions and expenditures are expected to lead to specific outcomes. • Aligns clearly and directly to the application narrative. Points Possible: 5 Points Earned: 5 Strengths Page The applicant provided a logic model. The logic model was complete and articulated the 26 proposed inputs, outputs and expected outcomes. Weaknesses/Areas of Concern Page No weaknesses noted. 26

Budget, Budget Narrative, and Logic Model Total (30 points possible): 30

Sallie B. Howard

Section V – Competitive Preference Standards

Opening, expanding, or replicating a school in a rural or underserved urban area (i.e. without a high- quality school within fifteen (15) miles). Points Possible: 3 Points Earned: 3 Comments (if applicable) Page SBHS is expanding into its new high school by offering grades 9 and 10 in September 29 2020, adding grade 11 in the 2021-22 school year and grade 12 in 2022-23. There are few schools that have earned the same “B” SPG that our program has in the geographic area it serves

Increasing the racial and ethnic diversity in their new, expanded, or replicated school. Points Possible: 3 Points Earned: 3 Comments (if applicable) Page Currently the school serves a nearly exclusively minority (roughly 60% African 29 American and 39% Hispanic) population, with Caucasian students representing just about 1% of the student body. With expansion into our quality, focused pre- professional model High School program, we expect to draw from new areas and populations, and increase racial and ethnic diversity.

The inclusion of high school (9-12) grade levels. Points Possible: 3 Points Earned: 3 Comments (if applicable) Page We are expanding to grades 9 and 10 in the 2020-21 school year and will be adding 29 grade 11 in 2021-2022 and grade 12 in 2022-2023.

Develop or manage a charter school focused on dropout recovery and academic reentry. Points Possible: 3 Points Earned: 0 Comments (if applicable) Page N/A Not applicable.

Competitive Preference Standards Total (12 points possible): 9

Sallie B. Howard

Section VI – Priority Consideration Status

Currently serve a forty percent (40%) or higher economically disadvantaged population. Yes No Comments (if applicable) Page Our school serves an overwhelming majority of economically disadvantaged 30 students, presently at 63.8%, as shown in the table below. Economically disadvantaged students, English learners, and students with disabilities have proficiency rates higher than the state average for their subgroup.

Economically disadvantaged, English learners, and students with disabilities have Yes proficiency rates higher than the state average for their subgroup. No Comments (if applicable) Page 30 EDS: SBHS 63.8% State 46.2% ELS: SBHS 50.7% State 29.2 % SWD SBHS 27.7% 23.1%

As evidence of participation in applicable federal programs, have Title I status. Yes No Comments (if applicable) Page SBHS has held school wide Title I status for several years; the latest Title I approval letter is attached.

Maintained an “A” or “A+NG” SPG, as determined by the NCDPI, and met or exceeded Yes growth, as determined by EVAAS, for three consecutive years prior to the application. No Comments (if applicable) Page SBHS has maintained a “B” grade over that time.

Priority Consideration Status Total (4 standards possible): 3

Section VIII – Certification

Characteristics of a strong response: • Application is signed and certified. Status: Complete Incomplete Comments (if applicable)

Application is signed and certified.

Sallie B. Howard

Summary Ratings

General Standards Status Section I – Application Contact Information Complete Incomplete Section II – Assurances Complete Incomplete Section VIII – Certification Complete Incomplete

Total (all sections must be complete to pass) Pass Fail

Points Points Technical Standards Possible Earned Section III – Application Narrative 70 70 Section III (D) – Student Transition Plan Not Applicable Complete Incomplete Section IV – Budget, Budget Narrative, and Logic Model 30 30 Section V – Competitive Preference Standards Up to 12 9 Total (must receive at least 80 points to pass) 100 109

Standards Standards Priority Standards Possible Met Section VI – Priority Consideration Status 4 3

North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program Subgrant Application Rubric

Applicant: Sallie B. Howard

Reviewer Name: Joane Jacullo-Noto

Updated September 2019 Sallie B. Howard

Overview of the NC ACCESS Subgrant Program

2. Develop a cohort of 100 charter school leaders who can develop and demonstrate best practices in serving educationally disadvantaged students; and

3. Broadly disseminate best practices in serving educationally disadvantaged students and foster collaboration in the charter school community and between charter schools and traditional public schools.

Ratings and Criteria

Sallie B. Howard

into account and make a recommendation for the approval of subgrants to the State Board of Education (State Board). The State Board will determine the final approval of all subgrant awards.

Recommendations for approval or denial will be based on the completed application which includes school information, signed assurances, enrollment projections, application narrative, budget, budget narrative, logic model, and appendices. The enrollment projections, application narrative, budget, budget narrative, and logic model are scored out of a possible one hundred (100) points. Applicants must score are least eighty (80) points to meet the standard.

Applications that do not meet standard in all sections as evidenced by the summary review ratings will be deemed not ready for approval.

Instructions for Reviewers

Reviewers should complete each rubric section based on the evidence provided in the application. There are seven (7) total rating sections to complete:

I. Applicant Contact Information

II. Signed Assurances

III. Application Narrative (70 points possible)

a. Enrollment Projections (10 points)

b. Education Plan (30 points)

c. Operations Plan (30 points)

d. If applicable, a school closure plan (check for completeness)

IV. Budget, Budget Narrative, and Logic Model (30 points possible)

a. Budget (15 points) 3

Sallie B. Howard

b. Budget Narrative (10 points)

c. Logic Model (5 points)

V. Competitive Preference Standards (optional; up to 12 points possible)

VI. Priority Consideration Status (optional; up to 4 standards possible)

VII. Certification

VIII. Appendices (there is no scoring associated with section VII; information will supplement sections III, IV, V, and VI)

Strengths of the application:

• “The plan aligns with the overall mission and goals because…”

• “The education and discipline plans are research based and proven effective with the targeted population of students because…”

• “The lunch program is comparable to the National School Lunch Program and will support an educationally disadvantaged population by...”

• “The marketing plan clearly outlines how the school will recruit and enroll a higher educationally disadvantaged population by…”

• “The budget uses sound assumptions and is consistent with the goals of the proposed plan.”

Weaknesses/areas of concern of the application:

• “The curriculum and school calendar do not align with the mission and goals because . . .”

• “The discipline plan does not include provisions for students with disabilities.”

• “The budget assumptions include the unallowable use of funds for construction.” 4

Sallie B. Howard

• “The plan proposes two buses, but there is no accompanying line item in the budget that allocates funds for purchasing buses.”

*Please remember that all documents, including your individual review, will be available to the public.

Sallie B. Howard

Application Scoring Rubric

Section I – Application Contact Information

Characteristics of a strong response:

• All applicant contact information is complete and accurate.

Status: Complete Incomplete

Comments (if applicable)

All applicant contact information is complete and accurate.

Section II – Assurances

Characteristics of a strong response:

• Assurances are signed.

Status: Complete Incomplete

Comments (if applicable)

Assurances are signed.

Sallie B. Howard

Section III – Application Narrative

A. Enrollment Projections

A.1 Explain the rationale behind the projected enrollment figures; specifically, how the projected numbers are both ambitious and feasible.

Characteristics of a strong response:

• Enrollment projections are complete, ambitious, and realistic. • Enrollment projections demonstrate a significant increase of educationally disadvantaged students, including economically disadvantaged, homeless or unaccompanied youth, English learners, students with disabilities, immigrant students, and migrant students.

Points Possible: 5 Points Earned: 5

Strengths Page

The projections provided are realistic. They indicate enrollment will grow from 1198 5 students to 1523. The grade level will expand from K-10 to K-12. Eighty per cent of students are to be ED. ELL and disabled students are sought for the student enrollment of the school. Advertising is to be done and a marketing plan is to be developed to insure expansion.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

A.2 Describe how the school plans to implement a weighted lottery.

Characteristics of a strong response:

• Clear description of the process and mechanism for implementing a weighted lottery. • Clearly articulated subgroup category weights and/or enrollment percentage goals. • Rationale for the applied weights are reasonable and justified.

Points Possible: 5 Points Earned: 5

Strengths Page

The school is using lotteries and will also add economically disadvantaged students. The 6 lottery will secure 50% of the projected enrollment; 50% will be ED. The lottery will be completed when the 50% goal is achieved.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

Sallie B. Howard

Section III – Application Narrative (cont.)

B. Education Plan

B.1 Provide a General Education Provision Act (GEPA) statement demonstrating how the school has or will eliminate any and all barriers to enrollment for educationally disadvantaged students.

Characteristics of a strong response:

• Statement clearly articulates the school’s desire and plan to eliminate any and all barriers to enrollment for all students, especially educationally disadvantaged students.

Points Possible: 2 Points Earned: 2

Strengths Page

All barriers are to be eliminated. The goal is no discrimination on gender, ethnicity or race. 7 The plan is sound.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

B.2 Provide at least three (3) school-specific subgrant program goals. Subgrant goals must be SMART (specific, measurable, achievable, rigorous, and time-bound).

Characteristics of a strong response:

• All goals are specific, measurable, achievable, rigorous, and time-bound. • Goals are aligned to the NC ACCESS Program and activities in the subgrant application.

Points Possible: 3 Points Earned: 3

Strengths Page

Goals 1 - 7 are stated and refer to growing enrollment, as well as purchasing buses. They 7 are measurable with due dates for completion, and are achievable.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

Sallie B. Howard

Characteristics of a strong response:

• Clear and comprehensive description of the strategies being utilized to serve educationally disadvantaged students, especially intervention, differentiation, and support services. • A robust and quality curriculum overview, supported by research, with a plan for implementation. • Evidence the proposed academic plan will be appropriate and effective for growing all students while at the same time closing achievement gaps.

Points Possible: 10 Points Earned: 10

Strengths Page

The program is described in detail. It is noted that instruction will focus on hands-on 9 learning and that practical experience will be a focus. The exposure to real life professions is planned. The needs of ELL and disabled students are to be addressed. Supports for achievement are identified, such as tutoring. Supports for high school students are presented and discussed.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

B.4 Explain how the charter school’s education plan compares to or differs from that of the local LEA(s).

Characteristics of a strong response:

• Clear articulation of the services and programs offered by the school that are similar and/or different from offerings in the local LEA.

Points Possible: 5 Points Earned: 5

Strengths Page

A 12-month calendar is used to enable continuous learning with no summer break. The 10 focus is on the arts and advanced technology.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

Sallie B. Howard

B.5 Describe the school’s discipline and school climate philosophy and how it supports the development of educationally disadvantaged students.

Characteristics of a strong response:

• A clear vision for school culture or climate that will promote a positive and supportive academic environment and is inclusive for a diverse student body. • Coherent plan for creating and/or sustaining the intended culture for students, teachers, administrators, and parents. • Discipline plan that has clear policies and procedures and has thoughtful consideration of the needs and rights of educationally disadvantaged students, especially students with disabilities.

Points Possible: 5 Points Earned: 5

Strengths Page

The guidelines for handling violations are identified. Interventions are listed. Students are 10,11 to receive social and emotional support. Wrap-around services are to be provided.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

B.6 Describe how the school’s calendar supports the development of educationally disadvantaged students.

Characteristics of a strong response:

• Calendar and schedule support implementation of the academic plan, including supporting the development of educationally disadvantaged students and aligning with the mission, vision, and goals of the school.

Points Possible: 5 Points Earned: 4

Strengths Page

The proposal states that ED students will be sought for enrolment, and a 12 month calendar 11 will be used.

Weaknesses/Areas of Concern Page

How these link to the vision of the school is not fully presented. Examples of how 11 engagement in learning will be provided is not fully explained.

Sallie B. Howard

Section III – Application Narrative (cont.)

C. Operations Plan

Characteristics of a strong response:

• Clear delineation of roles and responsibilities between the school and CMO/EMO. • Articulation of budgetary and decision-making autonomy of the board or directors. • Evidence of contractual agreements provided in appendix A.

Points Possible: 2 Points Earned: 1

Strengths Page

A partnership with a 21st Century School has been identified. This partner will provide 12 homework assistance and tutoring for students.

Weaknesses/Areas of Concern Page

The number of sessions for each support should be stated. The location of the support 12 should be described, as well as how it fits into the student’s schedule.

C.2 Describe how the school’s staffing structure, capacity, and diversity will be sufficient to meet the needs of all students, particularly educationally disadvantaged students.

Characteristics of a strong response:

• Staffing levels for each year are robust and aligned with the educational program and conducive to the school’s success. • There is clear capacity to support the specialized needs of students, particularly students with disabilities and English learners. • Comprehensive plan to support student’s non-academic needs, including through counselors, behavior specialists, psychologists, etc. • Clear plan to recruit, retain, and support a diverse teaching staff.

Points Possible: 3 Points Earned: 2

Strengths Page

Sallie B. Howard

The staff is described as diverse. A Special Education Director has been employed, as well 12 as an ELL specialist. The Director holds a PhD. The faculty to student ratio is 1 -25.

Weaknesses/Areas of Concern Page

There is no percentage of teachers from minority groups, or any evidence of diversity. 12

Characteristics of a strong response:

• Compelling student outreach plan that includes community, family, and student involvement, and that is realistic and likely to foster student retention and community support. • Emphasis on strategies that will provide equal access to educationally disadvantaged students.

Points Possible: 5 Points Earned: 5

Strengths Page

The plan states that 100% of those enrolled will be low income students. The use of digital 13 information for advertising, bilingual materials, flyers and brochures is planned. The plan will be expanded year-round to reach more people. Full year advertising is planned.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

C.4 Describe how the school currently does or will provide a transportation plan that accommodates and supports educationally disadvantaged students.

Characteristics of a strong response:

• Clear description of transportation plan that includes anticipated routes, extracurricular activities, before- and after-school care, etc. • Description of how the school will arrange transportation for special needs students where necessary. • Clear articulation of how the proposed plan will eliminate transportation barriers for educationally disadvantaged students.

Points Possible: 5 Points Earned: 3

Sallie B. Howard

Strengths Page

Nineteen buses are used for transportation. It is noted that many do not have heat; these 13 will be replaced with 12 buses.

Weaknesses/Areas of Concern Page

Transportation plans for special needs students are not provided. How barriers will be 13 eliminated is not fully described.

Characteristics of a strong response:

• A clear description of how the school will offer food service to all students, adhering to all nutritional guidelines. • Specific strategies to ensure educationally disadvantaged students receive daily meals and are not identifiable as qualifying for free or reduced-price lunch. • A plan to collect free and reduced-price lunch information, including procedures to receive reimbursement.

Points Possible: 5 Points Earned: 5

Strengths Page

There are 1048 students receiving free or reduced lunch. This is a Title I school. The school 14 shows 96% enrolment in this program for breakfast and lunch.

Weaknesses/Areas of Concern Page

No weaknesses noted. N/A

C.6 Describe how the school’s professional development plan supports and is tailored to the development of educationally disadvantaged students.

Characteristics of a strong response:

• Professional development standards, opportunities, leadership, and calendar/scheduling effectively support the education program and are likely to maximize success in improving student achievement, particularly for educationally disadvantaged students.

Sallie B. Howard

• Thoughtful plan for professional development in the areas of special education, English learners, and serving low- income students, including implementation of IEP’s or personalized learning plans, discipline, and communication with families.

Points Possible: 5 Points Earned: 2

Strengths Page

PD is based on the Lemov book; training is to be in exemplars and AGMo. The Common 14 Core standards are used and Corrective Math and Reading are used. Training would be in these approaches.

Weaknesses/Areas of Concern Page

The content, duration and frequency of this PD is not described. The PD to assist teachers 14 in instruction of special needs students, ELLS and disabled students is not addressed in the plan.

C.7 Describe the school’s plan to engage families and implement a parent/community advisory council.

Characteristics of a strong response:

• Clear plan for informing and educating parents on school policies, procedures, and programming. • A sound and compelling plan for engaging parents and community partners in the design and life of the school through the advisory council, including recruitment strategies, duties, and authority.

Points Possible: 5 Points Earned: 1

Strengths Page

Families are volunteers in the school. 15

Weaknesses/Areas of Concern Page

Details and description is needed for ways families serve on committees and how they are 15 integrated in the setting of the school and instruction. This is not clear in the proposal.

Application Narrative Total (70 points possible): 58

Sallie B. Howard

Section III – Application Narrative (cont.)

D. Student Transition Planning

Outline the proposed Student Transition Committee and Student Transition Plan.

Characteristics of a strong response:

• Clear and specific plan to recruit, develop, and retain a Student Transition Committee. • Comprehensive Student Transition Plan that outlines timelines, communication strategies, clear transition and closure plans, and strategies for informing families of their options.

Status: Complete Incomplete

Strengths Page

A plan is to be developed. 16

Weaknesses/Areas of Concern Page

No time lines are provided and the plan is not provided. 16

Sallie B. Howard

Section IV – Budget, Budget Narrative, and Logic Model

A. Budget

Complete a proposed budget outlining anticipated costs for the duration of the subgrant period.

Characteristics of a strong response:

• Outlines complete, realistic, and viable costs for the duration of the grant period.

• All operational costs and major expenditures are accounted for and are realistic.

• There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students.

Points Possible: 15 Points Earned: 14

Strengths Page

The budget is reasonable in most respects. It is noted that $ 100,000 is spent on biotech 24,25 equipment, $105,000 for professional fees, and $570,000 on buses. The plan is for each high school student to have their own computer provided by the school. The narrative aligns with the budget.

Weaknesses/Areas of Concern Page

The budget has 50% of funds to be expended on bus purchases. This seems high. 24,25

B. Budget Narrative

Complete a budget narrative explaining anticipated costs for the duration of the subgrant period.

Characteristics of a strong response:

• Clearly explains reasonable, well-supported cost assumptions anticipated for the duration of the grant. • Demonstrates financial viability beyond the expiration of the grant period. • There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students.

Points Possible: 10 Points Earned: 9

Strengths Page

Sallie B. Howard

The narrative is clear. It explains the costs. There is clear alignment between the budget 25,26 and the plan to support ED students.

Weaknesses/Areas of Concern Page

Financial viability beyond the grant period is not fully addressed. 25,26

C. Logic Model

Complete a Logic Model demonstrating how actions and expenditures are expected to lead to specific outcomes.

Characteristics of a strong response:

• Clearly articulates how actions and expenditures are expected to lead to specific outcomes. • Aligns clearly and directly to the application narrative.

Points Possible: 5 Points Earned: 4

Strengths Page

Logic Model is provided and partially sound. Expenditures are linked to outcomes. 26

Weaknesses/Areas of Concern Page

Outcomes are not stated in measurable terms. An increase is stated or an expansion. It 26 does not clearly identify the percentage of change that is to be achieved.

Budget, Budget Narrative, and Logic Model Total (30 points possible): 27

Sallie B. Howard

Section V – Competitive Preference Standards

Opening, expanding, or replicating a school in a rural or underserved urban area (i.e. without a high- quality school within fifteen (15) miles).

Points Possible: 3 Points Earned: 3

Comments (if applicable) Page

Increasing the racial and ethnic diversity in their new, expanded, or replicated school.

Points Possible: 3 Points Earned: 2

Comments (if applicable) Page

Data on prior such enrollment is not stated in order to determine if this factor is increased. 5

The inclusion of high school (9-12) grade levels.

Points Possible: 3 Points Earned: 3

Comments (if applicable) Page

Develop or manage a charter school focused on dropout recovery and academic reentry.

Points Possible: 3 Points Earned: 0

Comments (if applicable) Page

Competitive Preference Standards Total (12 points possible): 8

Sallie B. Howard

Section VI – Priority Consideration Status

Currently serve a forty percent (40%) or higher economically disadvantaged population. Yes

Comments (if applicable) Page

Data is not presented detailing the enrolled students on this indicator. 5

Economically disadvantaged, English learners, and students with disabilities have Yes proficiency rates higher than the state average for their subgroup. No

Comments (if applicable) Page

Data is not provided to determine this is accurate. 5

As evidence of participation in applicable federal programs, have Title I status. Yes

Comments (if applicable) Page

Maintained an “A” or “A+NG” SPG, as determined by the NCDPI, and met or exceeded Yes growth, as determined by EVAAS, for three consecutive years prior to the application. No

Comments (if applicable) Page

26-28

Priority Consideration Status Total (4 standards possible): 2

Sallie B. Howard

Section VIII – Certification

Characteristics of a strong response:

• Application is signed and certified.

Status: Complete Incomplete

Comments (if applicable)

Application is signed and certified.

Sallie B. Howard

Summary Ratings

General Standards Status

Section I – Application Contact Information Complete Incomplete

Section II – Assurances Complete Incomplete

Section VIII – Certification Complete Incomplete

Total (all sections must be complete to pass) Pass Fail

Points Points Technical Standards Possible Earned

Section III – Application Narrative 70 58

Section III (D) – Student Transition Plan Complete Incomplete

Section IV – Budget, Budget Narrative, and Logic Model 30 27

Section V – Competitive Preference Standards Up to 12 8

Total (must receive at least 80 points to pass) 100 93

Standards Standards Priority Standards Possible Met

Section VI – Priority Consideration Status 4 2

Overall Application Status Rating

In order to pass, the application must (a) achieve a rating of “Pass” for the Pass with Priority General Standards and (b) score at least eighty (80) points on the Technical Pass Standards. The Priority Standards will be used to determine priority if there are more eligible applications than available awards. Fail

North Carolina Advancing Charter Collaboration and Excellence for Student Success (NC ACCESS) Program Subgrant Application Rubric

Applicant: Sally B. Howard

Reviewer Name: Constance Cuttino

Updated September 2019 Sallie B. Howard

Overview of the NC ACCESS Subgrant Program

Ratings and Criteria

Sallie B. Howard narrative, and logic model are scored out of a possible one hundred (100) points. Applicants must score are least eighty (80) points to meet the standard.

Applications that do not meet standard in all sections as evidenced by the summary review ratings will be deemed not ready for approval.

Instructions for Reviewers

Weaknesses/areas of concern of the application: 3

Sallie B. Howard

*Please remember that all documents, including your individual review, will be available to the public.

Sallie B. Howard

Application Scoring Rubric

Section I – Application Contact Information

Characteristics of a strong response: • All applicant contact information is complete and accurate. Status: Complete Incomplete Comments (if applicable) Applicant contact information is complete and accurate.

Section II – Assurances

Characteristics of a strong response: • Assurances are signed. Status: Complete Incomplete Comments (if applicable) Assurances are signed.

Sallie B. Howard

Section III – Application Narrative

A. Enrollment Projections A.1 Explain the rationale behind the projected enrollment figures; specifically, how the projected numbers are both ambitious and feasible. Characteristics of a strong response: • Enrollment projections are complete, ambitious, and realistic. • Enrollment projections demonstrate a significant increase of educationally disadvantaged students, including economically disadvantaged, homeless or unaccompanied youth, English learners, students with disabilities, immigrant students, and migrant students. Points Possible: 5 Points Earned: 5 Strengths Page The rational behind the projected increase is clear. As evidence, in 2019-2020, 187 students 5-6 were waitlisted due to limited space and resources. Further, the applicant projects that by 2020-2021 enrollment will be 1198, and by 2024-2025 enrollment will increase to 1523. The numbers represent a steady increase in the upcoming years and are a clear indication there will be a need for resources to support the number of students projected.

Weaknesses/Areas of Concern Page No weakness noted. N/A

A.2 Describe how the school plans to implement a weighted lottery. Characteristics of a strong response: • Clear description of the process and mechanism for implementing a weighted lottery. • Clearly articulated subgroup category weights and/or enrollment percentage goals. • Rationale for the applied weights are reasonable and justified. Points Possible: 5 Points Earned: 5 Strengths Page The applicant clearly describes a lottery process that will ensure equal opportunity 6 access to all populations. The plans to ensure economically disadvantaged (ED) parents are included in the process. They will be given the option to choose the lottery through the application. The screening process will ensure that 50% (ED) of students will likely be reached. Furthermore, the internal process described includes monitoring the application process and continually moving the selected preference group up the wait list until 50% of ED students is achieved. This will further ensure a fair process as intended. Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard

Section III – Application Narrative (cont.)

Weaknesses/Areas of Concern Page The goals are not written in SMART terms. The applicant does not provide clear and 8-7 measurable goals with quantifiable targets. For example, Goal 1 does not identify the number of 8-12th grade youth who will have access to computer technology.

Sallie B. Howard

Points Possible: 10 Points Earned: 10 Strengths Page The applicant clearly describes the school’s academic program which represents a 10 strong commitment to meet the needs of educationally disadvantaged students. The applicant expects to improve the current academic curriculum with tutoring and out- of-school-time support. The plan is innovative as it will combine various teaching strategies with an arts & science focus which will translate into real life events, including exposure to career professionals and career paths for ethnically and economically diverse populations which may have never been considered/achieved without experiential learning opportunities. Evidence is provided describing efforts to close the achievement gap. For example, the school will continue its research- oriented learning curriculum designed to help English Learners have better access to classroom instruction and achieve academic success by working with content-area teachers, parents, and leaders. Qualified staff, creation and monitoring of student Individual Educational Plans (IEP) and tracking student progress regularly will ensure this goal and others are met to achieve student success.

Weaknesses/Areas of Concern Page No weakness noted. N/A

B.4 Explain how the charter school’s education plan compares to or differs from that of the local LEA(s). Characteristics of a strong response: • Clear articulation of the services and programs offered by the school that are similar and/or different from offerings in the local LEA. Points Possible: 5 Points Earned: 5 Strengths Page The contrast between the school and local LEA(s) is clearly delineated. Specifically, 9 the school’s primary curriculum focuses on arts and advanced technology through classroom and real-life experiences for students. With a 12-month rigorous school and academic schedule (9-hour school day/12-month attendance calendar), the goal is to help develop student’s academic stamina, time management skills, and provide them with the skills and abilities to succeed in life.

Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard

• Coherent plan for creating and/or sustaining the intended culture for students, teachers, administrators, and parents. • Discipline plan that has clear policies and procedures and has thoughtful consideration of the needs and rights of educationally disadvantaged students, especially students with disabilities. Points Possible: 5 Points Earned: 5 Strengths Page The applicant is clear when describing its school culture, philosophy and commitment 10-11 to disadvantaged students. Policies are made available to students and families including discipline and the culture required to succeed in school. For example, the rigorous year-round calendar is the collaborative effort of parents and educators, and is designed to reduce stress and burnout for both students and teachers. Furthermore, the school is committed to supporting students and continually seeks to identify and support their individual needs for enhanced social-emotional support and by providing wraparound services to ensure that all students succeed.

Weaknesses/Areas of Concern Page No weakness noted. N/A

B.6 Describe how the school’s calendar supports the development of educationally disadvantaged students. Characteristics of a strong response: • Calendar and schedule support implementation of the academic plan, including supporting the development of educationally disadvantaged students and aligning with the mission, vision, and goals of the school. Points Possible: 5 Points Earned: 5 Strengths Page The rigorous calendar and schedule presented clearly demonstrates the commitment 10 of staff to ensure student success. The rigorous year-round school calendar includes a 6-week summer break, and traditionally recognized holidays focusing on arts & science. The calendar and schedule (aligned with real-life experiences) offers opportunities for unique immersive teaching techniques and innovative learning opportunities for disadvantaged students.

Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard

Section III – Application Narrative (cont.)

C. Operations Plan C.1 Detail any partnerships the charter school maintains or plans to develop to support educationally disadvantaged students, including a description of the roles and responsibilities of the applicant, partner organizations, and CMO/EMO, including the administrative and contractual roles and responsibilities of such partners. Characteristics of a strong response: • Clear delineation of roles and responsibilities between the school and CMO/EMO. • Articulation of budgetary and decision-making autonomy of the board or directors. • Evidence of contractual agreements provided in appendix A. Points Possible: 2 Points Earned: 1 Strengths Page The applicant details the commitment of the after-school partner who will provide out-of- Appendix school time support for students. The required contractual agreement is included. The A contractual partnership benefits educationally disadvantaged students by providing them with supplemental educational assistance (e.g. tutoring, mentoring, extra-curricular activities) at no cost to their families.

Weaknesses/Areas of Concern Page The applicant does not articulate the budgetary and decision-making autonomy of the 38 board of directors in the support letter presented.

C.2 Describe how the school’s staffing structure, capacity, and diversity will be sufficient to meet the needs of all students, particularly educationally disadvantaged students. Characteristics of a strong response: • Staffing levels for each year are robust and aligned with the educational program and conducive to the school’s success. • There is clear capacity to support the specialized needs of students, particularly students with disabilities and English learners. • Comprehensive plan to support student’s non-academic needs, including through counselors, behavior specialists, psychologists, etc. • Clear plan to recruit, retain, and support a diverse teaching staff. Points Possible: 3 Points Earned: 2 Strengths Page The applicant provides evidence describing the plan to maintain staffing levels that will 11-12 support the educational program and create a healthy learning environment for students, including maintaining a staff ratio of 1:14. The capacity to support a diverse population is clear, since currently the community consists of African-American, Hispanic and others diverse populations. Furthermore, the faculty is diverse and mirrors the current population being served, and are aware of the struggles students encounter. Supports are in place to help address student’s non-academic need through the use of counselors, behavior specialists, psychologists, and other supports. Weaknesses/Areas of Concern Page The applicant does not describe a detailed plan for broadening the network of international 13 recruitment as indicated, and no retention plan is described.

Sallie B. Howard

C.3 Describe the school’s marketing and recruiting plan, with an emphasis on strategies to provide outreach to the families of educationally disadvantaged students, including efforts to overcome any potential language barriers. Characteristics of a strong response: • Compelling student outreach plan that includes community, family, and student involvement, and that is realistic and likely to foster student retention and community support. • Emphasis on strategies that will provide equal access to educationally disadvantaged students. Points Possible: 5 Points Earned: 5 Strengths Page The applicant provides a detailed plan for marketing and recruiting disadvantaged students 13 for the program. Some of the outreach activities include virtual tours, a video channel, a blog, and regular updates on enrollment/application, social media and daily bilingual communications. This will also include morning announcements, applications, flyers, and letters in Spanish and English. Translators will attend all school events.

Weaknesses/Areas of Concern Page No weakness noted. N/A

C.4 Describe how the school currently does or will provide a transportation plan that accommodates and supports educationally disadvantaged students. Characteristics of a strong response: • Clear description of transportation plan that includes anticipated routes, extracurricular activities, before- and after-school care, etc. • Description of how the school will arrange transportation for special needs students where necessary. • Clear articulation of how the proposed plan will eliminate transportation barriers for educationally disadvantaged students. Points Possible: 5 Points Earned: 5 Strengths Page Transportation will readily be available for students via 12 buses during Year 1. The fleet 13 will increase over the next four years. Each fully equipped bus will include safety devices and will be made available for free to students.

Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard

• A plan to collect free and reduced-price lunch information, including procedures to receive reimbursement.

Points Possible: 5 Points Earned: 5 Strengths Page The applicant provides information describing the current policies in place to ensure 14 food will be made available for all. Currently, there is a 96% participation rate in the State of NC free/reduced lunch program. With 1,048 students currently enrolled in the food program, it is anticipated that students will be provided nutritious snacks/food for free. Weaknesses/Areas of Concern Page No weakness noted. N/A

C.6 Describe how the school’s professional development plan supports and is tailored to the development of educationally disadvantaged students. Characteristics of a strong response: • Professional development standards, opportunities, leadership, and calendar/scheduling effectively support the education program and are likely to maximize success in improving student achievement, particularly for educationally disadvantaged students. • Thoughtful plan for professional development in the areas of special education, English learners, and serving low- income students, including implementation of IEP’s or personalized learning plans, discipline, and communication with families. Points Possible: 5 Points Earned: 5 Strengths Page The professional development plan is extensive and aligned with arts/science-based 14-15 curriculum for all students (privileged/underprivileged). The subject-matter and frequency of the training describes intensive sessions (full day teacher workdays and weekly PLC sessions). Review of the subject matter training to be provided supports the school’s efforts to ensure mastery, understanding student’s learning style, work habits and provides additional supports disadvantaged students. Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard opportunities to become actively involved including monitoring progress towards school vision and creating/voting roles that support the implementation and modification of school policies.

Weaknesses/Areas of Concern Page No weakness noted. N/A

Application Narrative Total (70 points possible): 67

Sallie B. Howard

Section III – Application Narrative (cont.)

Weaknesses/Areas of Concern Page N/A Not applicable.

Sallie B. Howard

Section IV – Budget, Budget Narrative, and Logic Model

A. Budget Complete a proposed budget outlining anticipated costs for the duration of the subgrant period. Characteristics of a strong response: • Outlines complete, realistic, and viable costs for the duration of the grant period. • All operational costs and major expenditures are accounted for and are realistic. • There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students. Points Possible: 15 Points Earned: 15 Strengths Page The budget includes all expenditures needed to successfully implement the project 18-23 services. Thus, the budget is realistic. The line items and cost calculations are presented for salary, fringe benefits and supplies to support the program. Weaknesses/Areas of Concern Page No weakness noted. N/A

B. Budget Narrative Complete a budget narrative explaining anticipated costs for the duration of the subgrant period. Characteristics of a strong response: • Clearly explains reasonable, well-supported cost assumptions anticipated for the duration of the grant. • Demonstrates financial viability beyond the expiration of the grant period. • There is clear alignment between the budget, budget narrative, and the proposed plan to support educationally disadvantaged students. Points Possible: 10 Points Earned: 10 Strengths Page The budget narrative fully describes how costs are calculated and aligned with the 23-25 budget presented. The expenditures include unit price that are reasonable and needed to support the project activities. For example, the applicant proposes to purchase computers throughout the project totaling $165,000 @ unit price of $700 per computer. Weaknesses/Areas of Concern Page No weakness noted. N/A

Sallie B. Howard

The applicant demonstrates a rationale for the proposed project, as evidenced by the 26-27 Logic Model presented. The inputs align with the outputs, outcomes and impact. The consistent review and analysis of data will allow for the project to address challenges as they arise throughout the project year.

Weaknesses/Areas of Concern Page No weakness noted. N/A

Budget, Budget Narrative, and Logic Model Total (30 points possible): 30

Sallie B. Howard

Section V – Competitive Preference Standards

Opening, expanding, or replicating a school in a rural or underserved urban area (i.e. without a high- quality school within fifteen (15) miles). Points Possible: 3 Points Earned: 3 Comments (if applicable) Page The applicant clearly describes plans to expand into its new high school. The 29 gradual expansion processes described include implementing support services to students in grades 9 & 10 in September 2020, adding the 11th grade in the 2021- 22 & 12th in 2022-23.

Increasing the racial and ethnic diversity in their new, expanded, or replicated school. Points Possible: 3 Points Earned: 3 Comments (if applicable) Page Currently the school demographics make up includes 60% African American and 39% 29 Hispanic population, with Caucasian students representing around 1% of the student body. The expansion into the high school will further increase learning opportunities to additional diverse populations.

The inclusion of high school (9-12) grade levels. Points Possible: 3 Points Earned: 3 Comments (if applicable) Page The plan is to expand support services to grades 9 and 10 in the 2020-21 school year. They 29 will be adding grade 11 in 2021-2022, and grade 12 in 2022-2023 as indicated in the proposal narrative presented.

Develop or manage a charter school focused on dropout recovery and academic reentry. Points Possible: 3 Points Earned: 0 Comments (if applicable) Page N/A 29

Competitive Preference Standards Total (12 points possible): 9

Sallie B. Howard

Section VI – Priority Consideration Status

Currently serve a forty percent (40%) or higher economically disadvantaged population. Yes No Comments (if applicable) Page The school provides educational support to well over 40% of known economically 30 disadvantaged populations. The applicant states that presently 63.8% of the school population consists of economically disadvantaged students, English learners, and students with disabilities.

Economically disadvantaged, English learners, and students with disabilities have Yes proficiency rates higher than the state average for their subgroup. No Comments (if applicable) Page 30

Category SBHS STATE % % EDS 63.8 46.2

ELS 50.7 29.2

SWD 27.7 23.1

As evidence of participation in applicable federal programs, have Title I status. Yes No Comments (if applicable) Page The school has had Title I status for several years and the applicant provides a Title I 30 approval letter as support.

Maintained an “A” or “A+NG” SPG, as determined by the NCDPI, and met or exceeded Yes growth, as determined by EVAAS, for three consecutive years prior to the application. No Comments (if applicable) Page According to the applicant, the school has maintained a “B” grade over that time. 30

Priority Consideration Status Total (4 standards possible): 3

Section VIII – Certification

Characteristics of a strong response: • Application is signed and certified. Status: Complete Incomplete Comments (if applicable) Application is signed and certified. 18

Sallie B. Howard

Summary Ratings

General Standards Status Section I – Application Contact Information Complete Incomplete Section II – Assurances Complete Incomplete Section VIII – Certification Complete Incomplete

Total (all sections must be complete to pass) Pass Fail

Points Points Technical Standards Possible Earned Section III – Application Narrative 70 67 Section III (D) – Student Transition Plan Complete Incomplete Section IV – Budget, Budget Narrative, and Logic Model 30 30 Section V – Competitive Preference Standards Up to 12 9 Total (must receive at least 80 points to pass) 100 106

Standards Standards Priority Standards Possible Met Section VI – Priority Consideration Status 4 3