Application for Memphis Academy of Science & Engineering Elementary

Application for Memphis Academy of Science & Engineering Elementary School

Opening in the 2019-20 School Year

Table of Contents

GENERAL INFORMATION FORM 2 ASSURANCES FORM 3 SECTION 1 ACADEMICS 1.1 School Mission and Goals 4 1.2 Enrollment Summary 7 1.3 Academic Focus and Plan 9 1.4 Academic Performance Standards 14 1.5 Phase-In/Turnaround Planning n/a 1.6 High School Graduation and Postsecondary Readiness n/a 1.7 Assessments 30 1.8 School Calendar and Schedule 32 1.9 Special Populations and At-Risk Students 33 1.10 School Culture and Discipline 38 1.11 Marketing, Recruitment, and Enrollment 45 1.12 Community Involvement and Parent Engagement 47 1.13 Existing Academic Plan 48 1.14 Performance Management 56 SECTION 2 OPERATIONS 2.1 Governance 57 2.2 Start-Up Plan 61 2.3 Facilities 62 2.4 Personnel/Human Capital 63 2.5 Professional Development 68 2.6 Insurance 73 2.7 Transportation 73 2.8 Food Service 73 2.9 Additional Operations 73 2.10 Waivers 75 2.11 Network Vision, Growth Plan, & Capacity 75 2.12 Network Management 76 2.13 Network Governance 77 2.14 Charter School Management Contracts n/a 2.15 Personnel/Human Capital - Network-wide Staffing Projections 78 2.16 Personnel/Human Capital - Staffing Plans, Hiring, Management, and Evaluation 79 SECTION 3 FINANCES 3.1 Planning and Budget Worksheet 80 3.2 Budget Narrative 80 3.3 Financial Plan (for existing operators required to complete Sections 3.1 and 3.2) 80 SECTION 4 PORTFOLIO REVIEW/PERFORMANCE RECORD 4.1 Past Performance 83 ATTACHMENTS 87

GENERAL INFORMATION Name of school: Memphis Academy of Science & Engineering (MASE) Elementary School

Projected year of school opening: 2019-2020

Charter authorizer for proposed school: Shelby County Schools Sponsor/Sponsoring Agency: Memphis Bioworks Foundation The sponsor is a not-for-profit organization with 501(c)(3) status: Yes____X _ Model or focus of proposed school: STEM Name of primary contact person (this person should serve as the contact for follow-up, interviews, and notices regarding this application):___Rodrick Gaston______Mailing address: 1254 Jefferson Ave. Memphis, TN 38104 Primary Telephone: 901-333-1580 Email Address: [email protected] Names, current employment, and roles of all people on school design team:

Full name Current job title and employer Position with proposed school

Steve Bares CEO of Memphis Bioworks Foundation MASE Board Chair

Rodrick Gaston Executive Director (ED) of MASE Executive Director

Cameron Cooley MASE Director of Compliance Same

Estilien Louis MASE Assistant Principal (AP) Same

Jordana Soso MASE Director of Operations Same

MASE Board of Directors

MASE Leadership Team Name of proposed school leader (if any): Rodrick Gaston Proposed school leader’s current employment: Executive Director of MASE

City or geographic community: Memphis, TN Does the proposed school intend to contract or partner with a charter management organization (CMO) or not-for-profit education service provider? No ____X______Does this applicant have charter school applications under consideration by any other authorizer(s)? Yes______No___X______

Indicate Applicant Type: ☐ New-Start Applicant X Existing TN Operator Proposing New Focus/Grade OR Existing non-TN operator OR Existing ASD operator ☐ Existing Tennessee Operator Proposing Exact Focus/Grade Structure ASSURANCES

As the authorized representative of the sponsor, I hereby certify that the information submitted in this application for a charter for MASE Elementary School is true to the best of my knowledge and belief, realizing that any misrepresentation could result in disqualification from the application process or revocation after award; and if awarded a charter, the school:

1. Will operate as a public, nonsectarian, non-religious public school, with control of instruction vested in the governing body of the school under the general supervision of the chartering authority and in compliance with the charter agreement and the Tennessee Public Charter

2 Schools Act; 2. Will follow all federal, state, and local laws and regulations that pertain to the operation of a public school, unless waived according to T.C.A. § 49-13-105; 3. Will provide special education services for students as provided in Tennessee Code Annotated Title 49, Chapter 10, Part B of the Individuals with Disabilities Education Act; Title II of the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973; 4. Will adhere to all provisions of federal law relating to students who are limited English proficient (LEP), including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, that are applicable to it; 5. Will follow all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, national origin, religion, ancestry, or need for special education services; 6. Will utilize this application as a contract with the authorizer, if no other agreement is signed, pursuant to Tennessee Attorney General Opinion No. 10-45; 7. Will comply with all provisions of the Tennessee Public Charter Schools Act, including, but not limited to a. employing individuals to teach who hold a license to teach in a public school in Tennessee; b. complying with Open Meetings and Open Records laws (T.C.A. §§ 8-44-101 et seq.; 10- 7-503, 504) (guidance is available from the Office of Open Records Counsel); c. not charging tuition, except for students transferring from another district to the school pursuant to the local board’s out-of-district enrollment policy and T.C.A.§ 49- 6-3003; d. following state financial (budgeting and audit) procedures and reporting requirements according to T.C.A. § 49-13-111, 120, and 127; e. requiring any member of the governing body, employee, officer, or other authorized person who receives funds, has access to funds, or has authority to make expenditures from funds, to give a surety bond in the form prescribed by T.C.A.§ 8-19-101; and 8. Will, at all times, maintain all necessary and appropriate insurance coverage.

Rodrick Gaston Signature______

Rodrick Gaston Printed Name of Authorized Signer

Executive Director Title of Authorized Signer

3 CHARTER SCHOOL APPLICATION NARRATIVE

1. ACADEMIC PLAN DESIGN AND CAPACITY

1.1 School Mission and Goals

(1.1 a,b) Mission and Vision The Memphis Academy of Science and Engineering (MASE) Elementary School’s mission is to prepare students for success in middle and high school, sufficiently prepared in science, technology, engineering, and mathematics (STEM) such that they can one day confidently choose college and careers in science and engineering, or any field that inspires their interest.

The vision of Memphis Academy of Science and Engineering is to be a national model for STEM education. One hundred percent of our elementary level students with have the academic, personal, and social tools they need to be successful in middle school and beyond. Our ultimate aspiration is to produce global citizens with critical thinking skills, the ability to solve complex problems, and the technological sophistication to have a positive impact on the communities in which they live and work.

MASE Elementary and Middle/High Schools will earn a national reputation for being a leader in educating minority and at-risk students in the fields of science, technology, and engineering. MASE strives to have our programs nationally recognized among industry leaders and universities for developing competent, articulate, and self-reliant young adults.

Please see Section 1.4 for specific, measurable goals aligned with the MASE mission and vision.

(1.1 c) Meeting the Purpose MASE Elementary will meet the prescribed purposes for charter schools through the following: 1) Improve learning for all students and close the achievement gap between high and low students. Please see Section 1.3 for how this will be accomplished. 2) Provide options for parents to meet educational needs of students in high priority schools. For more details, see Section 1.2. 3) Encourage the use of different and innovative teaching methods, and provide greater decision-making authority to schools and teachers in exchange for greater responsibility for student performance. For further information, see Section 1.3. 4) Measure performance of pupils and faculty, and ensure that children have the opportunity to reach proficiency on state academic assessments. Please see Section 1.4 for specific, measurable goals and assessment methods. 5) Create new professional opportunities for teachers. More information may be found in Section 1.1e and 2.5. 6) Afford parents substantial meaningful opportunities to participate in the education of their children. See Sections 1.1e, 1.10, and 1.12 for details.

(1.1 d) Addressing the District’s Priorities MASE uses several data-driven tools and methods for measuring the performance of pupils and faculty members on a continuous basis. In keeping with the expectations of our middle school goals, elementary scholars will be expected to achieve at least 75% or higher on assessments throughout the school year. These assessments include formative and summative assessments given as weekly, benchmark, and/or quarterly exams.

The administrators, faculty, staff, and community will develop a strategic plan and implement district, state, and federal requirements, according to the guidelines set forth in law, which include the following:

● Parents will be made aware of their rights to be involved in the Title I program.

4 ● Allow parents to observe the school’s program(s) and visit classrooms. ● Provide parents with student information and progress reports. ● Solicit feedback and suggestions from parents during parent meetings on topics related to their child’s education. ● Provide parents with an explanation of the school’s curriculum and academic assessments, special programs, and local/state requirements that students are expected to meet during parent meetings. ● Provide parents with a copy of the Family Engagement Plan in a language the parents can understand.

MASE is cognizant of the need to offer a curriculum that supplements district options, rather than duplicated efforts. If approved, this feeder school will help support the enrollment goals of MASE Middle/High School while allowing room for students from other elementary feeder schools to attend MASE secondary school.

(1.1 e) Overcoming Barriers to Achievement MASE will place special focus on two potential barriers to achievement, low family engagement and inadequate teacher quality, as well as socio-emotional support systems.

Engage Families The MASE Family Engagement Plan was jointly developed with parents to establish the expectations for parental involvement. Memphis Academy of Science and Engineering expects parental involvement in the educational process. Parents will be involved in an organized, ongoing, and timely way to plan and review programs. The school and home have a shared goal of promoting success in our children. Parents will have opportunities for regular meetings for suggestions, decision-making, and responses, such as: ● Attend school events and serve as advisors for school concerns. ● Serve on the school’s Leadership Team. ● Use their talents and resources to enhance the instructional process. ● Become school supporters and advocates. ● Respond to memos, surveys, questionnaires, and requests through the school’s monthly newsletter and parent meetings.

To ensure our parents and community participate in the development and implementation of the school’s program, we will do the following: ● Invite all parents to a Title I annual meeting and other parent meetings/trainings to explain the components and requirements of Title I. ● Provide flexible times for our parents to attend parent meetings during the day and throughout the school year. ● Offer parental training and workshops in parent meetings to meet the diverse needs of our parents. ● Involve parents in planning and developing school improvements. ● Develop jointly with parents a Student/Teacher/Parents Compact demonstrating how parents and students share responsibilities with the school. ● Encourage parents to regularly visit, take an active role in school planning, observe in classrooms, and volunteer their services in the school. ● Parents will also be invited to participate in our Annual Parent and Community Learning Week. In this winter event, we ask parents to schedule hour-long blocks to participate in student lessons in the classrooms of their choice.

All parents and guardians will be provided timely information about parent programs.

The success of our family engagement efforts will be measured through parent satisfaction surveys, feedback from parent meetings and forums, input from Parent Advisory Council members, complaints and compliments logged and recorded, parent volunteer hours, number/percentage of parents who are actively engaged, as defined by the Board of Directors at the beginning of each school year.

High-Quality Teachers A key method MASE will use to attract, retain, and develop high-quality teachers is the MASE Teacher Mentoring Program. After successful completion of a minimum of one year in the program, most teachers can qualify to become a mentor.

MASE Teacher Mentoring Program

Action Steps Timeline Required Resources Person(s) Responsible 1. Each novice Beginning Date: Mentoring Handbook School Director, Instructional teacher/new teacher to August Orientation Packet Facilitator MASE will be assigned to Monitoring Date: (please note the Instructional the mentor coordinator. Weekly Facilitator appears in the Ending Date: budget as “Other - May instructional staff”) 2. Teachers new to a Beginning Date: Mentoring Handbook Elementary School Director grade at MASE will be August Orientation Packet assigned to a buddy Monitoring Date: teacher in the Middle Monthly School. Ending Date: May 3. Each protégé will Beginning Date: Professional Development School Director, Instructional receive professional August Catalogue and training Facilitator development on-site and Monitoring Date: materials created by the at the Content-Area and Monthly district Grade-Level Training Ending Date: Sessions to promote their May professional growth. 4. Each protégé will meet Beginning Date: Mentoring Handbook Instructional Facilitator with Mentoring Teacher August Orientation Packet on a weekly basis to Monitoring Date: Mentor Meeting Form discuss the protégé’s Weekly Lesson plans professional progress and Ending Date: Notebooks for notes his or her performance in May TEAM Evaluation Forms the classroom. Mentoring Contact Log and Record of Activities 5. Each teacher will Beginning Date: Student work and other School Director, Instructional participate in a January resources needed to Facilitator, MASE teachers schoolwide Formative Monitoring Date: share ideas or best Assessment Seminar to At the end of the practices implemented in share ideas and best activity the classroom. practices. Ending Date: January 6. Mentoring Coordinators Beginning Date: Teaching Resources School Director, Instructional will prepare Survival Tool As new teachers Mentoring Information Facilitator Kits for any new teacher arrive First Days of School by to MASE or new to a Monitoring Date: Harry Wong grade within MASE As admin team Elementary School. distributes them to teachers and survey their impression Ending Date: May

In addition to the MASE Teacher Mentoring Program, we will also encourage teachers to explore options

6 for teaching value-added courses such as those provided by Code.org. Beyond teacher mentorships, MASE believes the teachers with the most growth as measured by TVAAS and with the highest evaluation scores should populate the pool from which we select leaders to help us to enhance the performance of the entire faculty.

Success of our mentoring program will be measured by the number of teachers who are evaluated as high performing, improvement in new or struggling teachers, TVAAS growth scores, teacher satisfaction surveys, and complaints and compliments received.

Support Systems In addition to serving students academically, we will also implement a Response to Intervention- Behavior (RTI-B) process and system to identify, track, and respond to students’ disciplinary actions that may be linked to the social/emotional health and development of the student. A universal screener for behavior will be administered 2-3 times per school year to identify high, medium, and low behavioral risks. After the universal screener is conducted, the risk roster will be cross referenced with the behavioral referral tracker to analyze the behavioral risks. Students will then be tiered based on risk rating. Students that are synonymously high risk will be referred for a functional behavior assessment (FBA) and development of a tier three behavior intervention plan (BIP). Students that are rated as medium risk may or may not be referred for an FBA, data collection of specific behavior are tracked, and based on the outcome are considered for the development and implementation of a Tier 2 BIP.

Students rated as low risk will be monitored for behaviors exhibited via classroom observation of social emotional learning (SEL) curriculum implementation. Appropriate family supports will also be offered to all students through our service personnel, which includes our School Social Worker, ESL Teachers (Classroom Teacher with ESL certification), Academic Interventionists (also called a SPED Teacher) and Instructional Facilitators. Our School Social Workers will host monthly events for families and parents, as well as our ESL Lead Teacher will serve as the committee chairperson for our ESL parent/family advocacy group. In addition, our Academic Interventionists will contact parents regularly via phone, text, and school events. School leadership and instructional staff will ensure that students with disabilities participate in a full school day, with regards to their IEP services and accommodations. Students receiving transportation services outlined and documented in their IEPs will also receive those services. School leaders and teachers will track assessment, progress monitoring, exit ticket, and other pertinent intervention data by inputting data into a goals tracker for each student with an IEP, which captures EasyCBM data, intervention data, and classroom performance. Academic Interventionists teachers will collaborate and plan with general education teachers weekly about student progress. Making changes to the services and programming, if necessary, will be done by the Academic Interventionist contacting the parent to schedule an IEP meeting, along with the IEP team members to discuss student progress.

(1.1 f) What the school will look like when achieving the mission Our ultimate aspiration is to produce global citizens with critical thinking skills, the ability to solve complex problems, and the technological sophistication to have a positive impact on the communities in which they live and work. MASE Elementary and Middle/High Schools seek to be a unique educational option for urban parents, serving mostly underprivileged K-12 students with a STEM-focused curriculum. This model will improve learning for those students in that, from the outset of their educational experiences, students will be exposed to achievement-oriented curriculum and instruction and have a sense of their standing in the nation and world. Students will be given individually-tailored tools to help them improve throughout their experience at MASE.

1.2 Enrollment Summary

(1.2 a,b,c) Community Description, Rationale, Surrounding Schools

7 MASE Elementary will primarily serve students in grades K-5 who would otherwise attend an underperforming school as determined by Tennessee’s Educational Accountability System. MASE will recruit students from across Shelby County; the current MASE 6-12 school serves students from 30 different zip codes (please see graphic), and MASE Elementary will follow this model.

MASE’s target audience is a broad range of students and their families who seek a focused, hands-on science and engineering alternative to the conventional classroom setting. While MASE recruitment efforts will target all populations within the Memphis area, regardless of race, disability, ethnicity, or gender, the anticipated school population will be predominantly African American based on the demographics of the existing MASE 6-12 school (94% African American) and the demographics of the Shelby County Schools district (78% African American) as a whole. While only 6% of the current student population at MASE are Hispanic or White, the number is growing.

We also anticipate the majority of our students will live in low-income families, based on the current student population of MASE Middle/High School; MASE currently serves 73% economically disadvantaged students.

We anticipate more than 75% of our students will continue to come to us from North and South Memphis, Raleigh, Frayser, and Whitehaven based on our current student population at MASE Middle/High School. (see pie chart) In these neighborhoods are 59 schools that appear on the 2015 TN Priority Schools List.* While we will recruit across the city, we will especially focus student recruitment efforts in these areas where schools are struggling. Our existing MASE families will be the primary source of new students, as MASE Middle/High School families have expressed interest in a STEM focus at MASE Elementary School for their elementary aged children. Informal interest surveys conducted by the MASE elementary founding team have resulted in approximately 70 potential students.

*(https://www.tn.gov/assets/entities/sbe/attachments/8-26- 14%20II_A_State_Identified_Reward_Priority_Focus_Schools_Attachment_3.pdf)

Our secondary focus area will be the Medical District, which is predicted to grow by more than 2,600 families over the next five years. (“An Analysis of Residential Market Potential,” Zimmerman/Volk Associates Inc., Feb. 2017). MASE Middle/High School has already increased enrollment using this strategy. Like MASE Middle/High, MASE Elementary will be conveniently located for the STEM professionals who live and/or work in the Medical District area, and the school’s STEM focus will be a particular draw for such families who are likely to value a hands-on, experiential, STEM-centric approach to learning.

As evidenced by data from the 2018 SCS-Authorized Charter School report, which shows comparative performance and evaluations for both district-operated and charter-operated schools, the areas that MASE Elementary will serve still do not provide enough high-quality schools to meet the need.

According to the Regional Analysis in the SCS report, scores were given to schools in the district. As the report describes the ratings, “To approximate how charter schools compared with other SCS schools that families might consider enrolling in, we aggregated various rates for district-managed schools surrounding charters in twelve (12) different Shelby County communities.”

8 The chart below from the SCS Regional Analysis shows elementary options in the area immediately surrounding where MASE Elementary would be located, the Downtown/Midtown (Medical District) neighborhood. According to the Regional Analysis, no elementary school in the area achieved a score of “excellent” as shown in green. While Snowden K-8 received a “good” rating, fewer than 30% of its students achieved proficiency on the state assessment (TN State Report Card for 2016-17, https://www.tn.gov/education/data/report-card.html). Regardless of performance, one school is not enough to provide families with a variety of options from which to choose.

Please note MASE Middle/High achieved the rating of excellent with a 4.51 score out of a possible 5.

In the regions where most MASE Middle/High students live, and where we expect most MASE Elementary school students will come from, namely North Memphis, South Memphis, Raleigh, Frayser, and Whitehaven, families have even fewer high-quality options.

North Memphis offers no options rated as good or excellent in the Regional Analysis:

9 Of the nine elementary schools rated in South Memphis, fewer than half are scored as good or excellent, which is insufficient to meet the community’s needs for high-quality options.

Not one elementary school in Raleigh, Frayser or Whitehaven received an “excellent” rating in the SCS report. Of the 23 elementary schools rated in these communities, just 6 (about 26%) were scored as “good.” The remaining 17 were rated as “fair” or “needs improvement.”

(1.2 d,e) Providing an Alternative Students in Shelby County Schools make up nearly 12% of the state’s total student population, and while troubling performance data across the State of Tennessee remains a major issue in English Language Arts, and Mathematics, Shelby County students scored significantly lower than the state average (see graphs that follow).

Tennessee School Report Card

As demonstrated in the previous section, the neighborhoods that MASE serves need high-quality elementary school options. For the last 15 years, the Memphis Academy of Science and Engineering has offered students a different kind of education structured around the provision of challenging tasks that can prepare them for a technology-driven world, coupled with a rigorous academic setting where mastery of the Tennessee standards is the minimum standard of success.

As shown in the the 2018 SCS-Authorized Charter School report, MASE Middle/High is the highest performing secondary school in not only the Midtown/Downtown/Medical District area, but also the highest ranked charter secondary school in the district. (see chart below--MASE is at the far right)

MASE Elementary will seek to offer opportunities that outpace not only the schools from which our students have already come, but also to perform better than the state and district averages. To this end, a data-driven environment coupled with professional development for teachers to make positive use of the data will set MASE apart from surrounding schools.

MASE will conduct professional development for teachers through regular collaboration and a close study of student learning. It will further use a more traditional analysis of “step-back” student assessment information (e.g., state, standardized and interim testing results), and a “close-up” scrutiny of what students say and do during the unfolding of real lessons.

Professional development will involve the coordination of in-house professional development specialists and contracted consultants, and will focus on ELA, mathematics, social studies, science (incorporating Next Generation Science Standards to enhance the current Tennessee science standards) and positive student management. The MASE Elementary School Director and Instructional Facilitator will observe classroom instruction and evaluate teachers’ performance throughout the school year.

In addition, the school will provide training to its teachers in proven approaches to classroom management, such as Teach Like a Champion by Doug Lemov to increase students’ active mental engagement in classroom activities and promote responsible, self-directed compliance with all school rules.

More details about our Academic Plan can be found in Section 1.3.

(1.2 f) Enrollment Practices MASE Elementary recruitment efforts will target all populations within the Memphis area, regardless of race, disability, ethnicity, or gender. MASE agrees that it shall operate, in all respects, as a nonsectarian, nonreligious, non-home-based public school. Admission shall not be determined according to place of residence of the pupil or of his or her parent or guardian. Specifically, MASE will always be nonsectarian in its programming, admission policies, employment practices, and all other operations. MASE shall not charge for tuition and will not discriminate against any student on the basis of ethnicity, national origin, religious affiliation, gender, or disability.

13 (1.2g) Enrollment chart and demographics

GRADE NUMBER OF STUDENTS LEVEL YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 AT CAPACITY 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025

K 30 30 30 30 30 30

1 30 30 30 30 30 30

2 35 35 35 35 35 35

3 35 35 35 35 35 35

4 0 35 35 35 35 35

5 0 0 35 35 35 35

TOTAL 130 165 200 200 200 200

ANTICIPATED DEMOGRAPHICS % OF ECONOMICALLY % OF STUDENTS % OF ENGLISH DISADVANTAGED WITH DISABILITIES LANGUAGE STUDENTS LEARNERS

93% - Black/African-American 80% 13% 4% 5% - Hispanic or Latino 2% - White or Other

1.3 Academic Focus and Plan

(1.3 a) School Concept The existing MASE, which serves grades 6-12, was the first charter school in Tennessee. It was established in 2003 as a center of excellence in technology, science and math education, achieved through a rigorous academic program coupled with motivating project-based learning, and a nurturing, supportive environment that promotes exceptionally high standards of conduct and academic achievement. Through collaborative partnerships between teachers, families, community organizations, corporations, and universities, MASE has established a model for education reform that offers a unique instructional focus on math, science, and technology founded in solid literacy skills, and produces uncommon results for some of the most underserved students in the country.

Families throughout Memphis are realizing their children are not equipped with the technical skills necessary to succeed in an increasingly technology-driven economy. In fact, a significant number of students in the Memphis area are not meeting the State’s math and science standards. At a national level, the National Academy of Sciences reports that three out of four students leave school without mastering enough mathematics to “cope with either on-the-job demands for problem-solving or college expectations for mathematical literacy.” Many MASE students, in contrast, have mastered ALL required state standards and some have met state graduation requirements by, at least, the end of their 11th grade year.

For the last 15 years, Memphis Academy of Science and Engineering has offered students a different kind of education structured around the provision of challenging tasks that can prepare them for a technology-driven world, coupled with a rigorous academic setting where mastery of the Tennessee standards is the minimum standard of success.

The current endeavor is to establish MASE Elementary School to provide a high-quality STEM education at a younger age, closing the achievement gap at the K-5 level.

Academic Focus MASE Elementary will focus on science, technology, engineering, and mathematics (STEM). At the heart of MASE’s instructional approach is inquiry-based instruction that emphasizes meaning and guided immersion in a community of practice, building on children’s ideas and prior knowledge. The goals of MASE Elementary STEM curriculum are as follows:

1) Provide students with a strong foundation in science, technology, engineering and math; 2) Help students acquire knowledge and skills in problem solving, teamwork and innovation; 3) Support students in understanding the relevance of what they are learning and how it will prepare them for the future; and 4) Explore STEM careers.

Dr. Charles Merrill defines STEM as a “standards-based, meta-discipline reading at the school level where all teachers, especially science, technology, engineering, and mathematics (STEM) teachers, teach an integrated approach to teaching and learning, where discipline-specific content is not divided, but addressed and treated as one dynamic, fluid study (Brown et al., 2011).” This will hold true for MASE Elementary.

(1.3 b,c,d) Academic Plan

How STEM Supports the Mission and Research Supporting the Academic Focus The U.S. has recognized a trend of losing ground globally in key science and technology fields. In the words of Michio Kaku, “The U.S. is losing the edge in high tech areas -- first in physics, then in biology, now in space research” (Kaku, 2011). The natural place for decision-makers to look for a solution is education. Since the late 20th century, there has been increased focus on national initiatives directing and equipping students for technology-oriented careers.

At the same time, the U.S. has been grappling with students, families, and communities caught in a cycle of poverty. One solution to break the cycle: STEM. “Science is the engine of prosperity” (Kaku, 2011). As further evidence, the career exploration website, Payscale.com, lists the top ten salaried careers, and all are STEM-related disciplines. (chart follows)

Many policymakers have come to understand the need for STEM education to keep the U.S. competitive in key fields, as well as providing a path out of poverty. MASE has been responding to these needs since 2003.

Payscale.com (2015)

We see a focus on STEM education as a way to teach children how to think. Over the last 15 years, we have learned some lessons. Take, for instance, “STEMmania.” To many, this is a catchy moniker to attract students to STEM-related events and programs. This has also been the negative term used by those who favor the liberal arts as the model for teaching children. Some, like CNN’s Fareed Zakaria, have even called America’s “obsession” with STEM education “dangerous” (Zakaria 2015). At MASE, we have come to understand that, while STEM is the primary academic focus, it must be taught in context. Even though science may drive economies, thought drives science.

Plan Characteristics

Inquiry and project-based learning (PBL) in all subjects will be our two primary components of instruction at MASE Elementary. These two methods work well together in teaching STEM disciplines (Pansan, et al 2010). Thomas (2000) notes that PBL increases content mastery because it is organized around collaboration, authenticity, and student-driven inquiry.

To ensure effective use of these two instructional methods, some of the strategies we will employ are as follows: ● Use of whole class, small group, and pair instruction effectively and in a balanced way. ● Use of metacognitive skills, such as reflecting their own thinking process, and developing effective learning strategies. ● Peer tutoring and tutoring strategies provide additional learning opportunities for students at risk of academic failure. Teachers will structure, monitor, and initiate the tutoring process and students will be prepared for the process.

All core subject areas are essential in student learning at all grade levels. Nonetheless, learning to read is the most important foundational skill students need to be successful in school and life. MASE Elementary will put emphasis on developing comprehension and vocabulary skills, as well as strong mathematics skills, in the early grades.

Curricula Overview Engineering by Design will be coupled with Eureka Math curriculum (also drawing on resources such as iReady Math and GoMath) and Core Knowledge ELA curriculum with a solid reading, writing, and grammar component. Combined, these three curricula will form the foundation of our academic plan.

ELA Curriculum for MASE Elementary MASE Elementary is committed to facilitating active, participatory learning, and implementing standards- based curricula. We have elected to adopt a pre-developed, researched-based, scripted, comprehensive ELA curriculum: Core Knowledge. As described on the Core Knowledge website (www.coreknowledge.org), knowledge is at the heart of this program. More specifically, Core Knowledge believes that students must not only master standards, but they also must internalize and apply foundational, important, shared knowledge and language. Additionally, as stated on their website, Core Knowledge developed their standards-based (CCSS and TN Core) curricula from the perspective of the following guiding principles: ● Knowledge builds on knowledge ● Knowledge is the key to reading comprehension

Grade Domains of Study Standards Skills Acquired Level

KK Domain 1: Nursery Rhymes RL.K.1-10 Phonics & Reading and Fables RI.K.1-10 Awareness of Noises Left/Right Domain 2: The Five Senses RF.K.1-4 Discrimination Domain 3: Stories W.K.1-10 Awareness of Noises, Words, and Phrases Domain 4: Plants SL.K.1-6 Blending Sounds into Words Differentiating Domain 5: Farms L.K.1-6 Shapes Domain 6: Native Americans Sound Spelling (Ex. Sound /m/ Spelled ‘m’) Domain 7: Kings and Oral Blending Queens One-Syllable Short Vowel Sounds and Domain 8: Seasons and Words Weather Alphabet/Letter Names Domain 9: Columbus and Rhyming Words the Pilgrims Grammar Domain 10: Colonial Towns Introduction to Phrases and Townspeople Spelling Domain 11: Taking Care of One-Syllable Short Vowel Sounds the Earth One-Syllable Short Vowel VC and CVC Domain 12: Presidents and Words American Symbols Dictation of Sounds Dictation of Sounds and Words Dictation of Words and Phrases Dictation of Tricky Words One-Syllable Short Vowel Words with Consonant Blends, Clusters, and/or Digraphs One-Syllable Short Vowel CVC, CCVC, CVCC, and CCVCC Words

17 One Syllable Short Vowel Words with Initial or Final Blends and/or Clusters One-Syllable Short and Long Vowel Words with the Final –e Spelling

Writing Prewriting Skills: Drawing on a Vertical Surface, Vertical Line, Horizontal Line, Circle, Diagonal Line, Cup, Hump, Wavy Line, Hook Writing Individual Letters Writing Own Name Word Writing: One-Syllable Short Vowel CVC Words (with Cues), One-Syllable Short Vowel CVCC, CVCCC, and CCVCC Words (with Cues)

1 Domain 1: Fables and RL.1.1-10 Truncated Listing: Stories RI1.1-10 Phonics & Reading Domain 2: The Human Body RF.1.1-4c Sounds /ch/ Spelled ‘ch’ and /sh/ Spelled Domain 3: Different Lands, W.1.1-10 ‘sh’, ‘th’, ‘qu’, ‘ng’, Sounds /w/, /e/, /u/ Similar Stories SL.1.1-6 Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’, Sounds Domain 4: Early World L.1.1-6 /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Sounds /x/, Civilizations /k/ Spelled ‘x’—’X’, ‘k’—’K’, et al. Domain 5: Early American Segmenting into Phonemes Civilizations Chaining: One-Syllable Short Vowel Words Domain 6: Astronomy with Digraphs, One-Syllable Short Vowel Domain 7: The History of Words with Initial or Final Blends, Clusters, the Earth or Digraphs Domain 8: Animals and Reading Tricky Words (e.g. are, were, here, Habitats there, where, no, I, of, all, et al) Domain 9: Fairy Tales Double-Letter Spellings for Consonant Domain 10: A New Nation: Sounds American Independence Uppercase Letters Domain 11: Frontier Rhyming Words Explorers Grammar Identifying Nouns Identifying Proper Nouns Identifying Verbs Identifying Past- and Present-Tense Verbs Using Adjectives Understanding Past, Present, and Future Tense Plural Nouns Root Words Contractions Statements, Questions, and Exclamations Sentence Building Building Sentences with Adjectives and Prepositions Spelling Chaining: One-Syllable Short Vowel Words Dictation: One-Syllable Short Vowel Words with Double-Letter Spellings, One-Syllable

18 Words with Long Vowel Digraphs Spelling Words: One-Syllable Short Vowel Words with Double-Letter Spellings, One- Syllable Words with Long Vowel Digraphs Writing Word Writing: One- and Two-Syllable Words with ‘g’ > /g/ or /j/ (with Cues), One- and Two-Syllable Words with ‘t’, ‘tt’, or ‘ed’ > /t/ (with Cues), One- and Two-Syllable Words with ‘d’, ‘dd’, ‘ed’ > /d/ (with Cues), Two-Syllable Words (with Cues) Writing and Opinion Paragraph (Independent)

2 Domain 1: Fairy Tales and RL.2.1-10 Truncated Listing: Tall Tales RI.2.1-10 Phonics & Reading Domain 2: Early Asian RF.2.3-4c Basic Code Spellings for /a/, /i/, /p/, /b/, Civilizations W.2.1-8, 10 /t/, /d/,/o/, /e/, /u/, /k/, /g/,/k/, /j/, /v/, Domain 3: The Ancient SL.2.1-6 /f/, /h/, /l/, et al. Greek Civilization L.2.1-6 Chaining: One-Syllable Short Vowel Words Domain 4: Greek Myths Tricky Words: the, he, she, we, be, me Domain 5: The War of 1812 Double Letter Spellings ‘bb’, ‘cc’, ‘ck’, ‘dd’, ‘ff Domain 6: Cycles in Nature ’, ‘gg’, ‘ll’, ‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’; Domain 7: Westward Spelling Alternatives ‘qu’, ‘wh’, ‘wr’, ‘kn’ Expansion Close Reading Domain 8: Insects Grammar Domain 9: The U.S. Civil War Past Tense –ed Domain 10: The Human Quotation Marks Body Synonyms and Antonyms Domain 11: Immigration Common and Proper Nouns Domain 12: Fighting for a Capitalization Cause Action Verbs ‘To be’ as a Verb Subject and Predicate Compound Subjects and Predicates

Spelling Spelling Words Introduction: hawk, yarn, crawl, vault, haunted, causes, oil, spoiled, coin, cowboy, enjoy, destroy, moon, spool, cartoon, et al. Dictation: One-, Two-, and Three-Syllable Words with /ə/ or /u/ Alphabetizing to the Second Letter Writing Word Writing: One-Syllable Short Vowel Words, Creating Compound Words, Two- Syllable Words with –ing Endings, One- and Two-Syllable Words with ‘g’ > /g/ or /j/ Response to Text: Sentences (with Citation), Multi-Sentence Description Planning, Drafting, and Editing a Fictional Narrative

3 Domain 1 : Classic Tales: RL.3.1-10 Truncated Listing: Wind RI.3.1-10 Phonics & Reading in the Willows RF.3.1-4c Spellings and Sounds: ‘g’ > /g/, ‘g’ > /j/, ‘c’ > Domain 2 : Classification of W.3.1-10 /k/, ‘c’ > /s/, ‘kn’ > /n/, ‘wr’ > /r/, ‘wh’ > Animals SL.3.1-6 /w/, ‘qu’ > /qu/ Domain 3 : Human Body: L.3.1-6 Grammar/Writing Systems and Senses Identify and use adverbs that tell how and Domain 4 : The Ancient end with –ly Roman Spelling Civilization Spelling with r-controlled vowels Domain 5 : Light and Sound spelled ‘ar,’ ‘or,’ ‘ir,’ ‘ur,’ and ‘er’, /ee/ Domain 6 : The Viking Age spelled ‘ee’ and ‘e’, /ee/ spelled ‘ea,’ ‘ie,’ Domain 7 : Astronomy: Our and ‘i’, /n/ spelled ‘n’, ‘nn’, ‘kn’, and ‘gn’, et Solar al. System and Beyond Morphology Prefixes un– and non–, re– and pre–, dis– and mis–, pro– and anti–, uni–, bi–, tri–, multi–, over–, mid–, and under– Suffixes –er, –or, –ist, –ian, –y and –al, –ous and –ly, –ive and –ly, –ful and –less, –ish and –ness, –able and –ible

4 Domain 1: Personal RL.4.1-10 Truncated Listing: Narratives RI.4.1-10 Writing and Research Domain 2: The Middle Ages RF.4.1-4 • Produce a variety of types of writing— Domain 3: Poetry W.4.1-10 including stories, reports, summaries, Domain 4: Islamic Empires SL.4.1-6 descriptions, Domain 5: Quest: Eureka! L.4.1-6 poems, letters—with a coherent structure Domain 6: Geology or story line. Domain 7: The American • Know how to gather information from Revolution different sources (such as an encyclopedia, Domain 8: Treasure Island magazines, interviews, observations, atlas, on-line), and write short reports presenting the information in his or her own words. Grammar and Usage • Understand what a complete sentence is, and identify subject and predicate in single-clause sentences distinguish complete sentences from fragments identify and correct run-on sentences • Identify subject and verb in a sentence and understand that they must agree. • Identify and use different sentence types: declarative, interrogative, imperative, exclamatory. • Know the following parts of speech and how they are used: nouns, pronouns, verbs (action verbs and auxiliary verbs), adjectives (including

20 articles), adverbs, conjunctions (and, but, or), interjections.

5 Domain 1: Personal RL.5.1-10 Truncated Listing: Narratives RI.5.1-10 Writing and Research Domain 2: Early American RF.5.1-4c • Produce a variety of types of writing - Civilizations W.5.1-10 including reports, summaries, letters, Domain 3: Poetry SL.5.1-6 descriptions, research essays, essays that Domain 4: The House on L.5.1-6 explain a process, stories, poems—with a Mango Streets coherent structure or story line. Domain 5: Adventures of • Know how to gather information from Don Quixote different sources (such as an encyclopedia, Domain 6: Geology magazines, interviews, observations, atlas, Domain 7: The Renaissance on-line), and write short reports Domain 8: The Reformation synthesizing information from at least Domain 9: Quest: A three different sources, presenting the Midsummer information in his or her own words Night's Dream Grammar and Usage Domain 10: Native • Understand what a complete sentence is, Americans and identify subject and predicate correct fragments and run-ons • Identify subject and verb in a sentence and understand that they must agree. • Know the following parts of speech and how they are used: nouns, verbs (action verbs and auxiliary verbs), adjectives (including articles), adverbs, conjunctions, interjections. • Understand that pronouns must agree with their antecedents in case (nominative, objective, possessive), number, and gender

Math Curricula for MASE Elementary EngageNY—is a complete, standard aligned, PreK-through-12 curriculum that carefully sequences the mathematical progressions into expertly crafted modules. EngageNY provides educators with a comprehensive curriculum, in-depth professional development, books, and support materials. EngageNY connects math to the real world in ways that take the fear out of math and build student confidence – helping students achieve true understanding lesson by lesson and year after year. This curriculum is very well aligned to standards for both CCSS and TN Core.

Grade Learning Modules Standards Skills Acquired by Emphasis Cluster Level

KK Module 1: Numbers to 10 K.CC.1-5 Counting and Cardinality Module 2: Two-Dimensional K.OA.3 • Know number names and count sequence. and Three-Dimensional K.MD.1-3 • Count to tell the number of objects. Shapes K.G.1-7 • Compare numbers. Module 3: Comparison of K.NBT.1 Operations and Algebraic Thinking

21 Length, Weight, Capacity, and • Understand addition as putting together Numbers to 10 and adding to, and understand subtraction as Module 4: Number Pairs, taking apart and taking from. Addition and Subtraction to Number and Operations in Base Ten 10 • Work with numbers 11-19 to gain Module 5: Numbers 10–20 foundations for place value. and Counting to 100 Module 6: Analyzing, Comparing, and Composing Shapes

1 Module 1: Sums and 1.OA.1-8 Operations and Algebraic Thinking Differences to 10 1.NBT.1-6 • Represent and solve problems involving Module 2: Introduction to 1.MD.1-4 addition and subtraction. Place Value Through Addition 1.G.1-3 • Understand and apply properties of and Subtraction Within 20 operations and the relationship between Module 3: Ordering and addition and subtraction. Comparing Length • Add and subtract within 20. Measurements as Numbers • Work with addition and subtraction Module 4: Place Value, equations. Comparison, Addition and Number and Operations in Base Ten Subtraction to 40 • Extend the counting sequence. Module 5: Identifying, • Understand place value. Composing, and Partitioning • Use place value understanding and Shapes properties of operations to add and subtract. Module 6: Place Value, Measurement and Data Comparison, Addition and • Measure lengths indirectly and by iterating Subtraction to 100 length units

2 Module 1: Sums and 2.OA.1-4 Operations and Algebraic Thinking Differences to 100 2.NBT.1-9 •Represent and solve problems involving Module 2: Addition and 2.MD.1-9 addition and subtraction. Subtraction of Length Units 2.G.1-3 •Add and subtract within 20. Module 3: Place Value, •Work with equal groups of objects to gain Counting, and Comparison of foundations for multiplication. Numbers to 1000 Number and Operations in Base Ten Module 4: Addition and •Understand place value. Subtraction Within 200 with •Use place value understanding and Word Problems to 100 properties of operations to add and subtract. Module 5: Addition and Measurement and Data Subtraction Within 1000 with •Measure and estimate lengths in standard Word Problems to 100 units. Module 6: Foundations of •Relate addition and subtraction to length. Multiplication and Division Module 7: Problem Solving with Length, Money, and Data Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes

3 Module 1: Properties of 3.OA.1-9 Operations and Algebraic Thinking Multiplication and Division 3.NBT.1-2 • Represent and solve problems involving and Solving Problems with 3.MD.1-8 multiplication and division. Units of 2–5 and 10 3.NF.1-3 • Understand the properties of multiplication

22 Module 2: Place Value and 3.G.1-2 and the relationship between multiplication Problem Solving with Units of and division. Measure • Multiply and divide within 100. Module 3: Multiplication and • Solve problems involving the four Division with Units of 0, 1, 6– operations and identify and explain patterns 9, and Multiples of 10 in arithmetic. Module 4: Multiplication and Number and Operations – Fractions Area • Develop understanding of fractions as Module 5: Fractions as numbers. Numbers on the Number Line Measurement and Data Module 6: Collecting and • Solve problems involving measurement Displaying Data and estimation of intervals of time, liquid Module 7: Geometry and volumes, and masses of objects. Measurement Word • Geometric measurement: understand Problems concepts of area and relate area to multiplication and to addition.

4 Module 1: Place Value, 4.OA.1-5 Operations and Algebraic Thinking Rounding, and Algorithms for 4.NBT.1-6 • Use the four operations with whole Addition and Subtraction 4.MD.1-7 numbers to solve problems. Module 2: Unit Conversions 4.G.1 Number and Operations in Base Ten and Problem Solving with 4.NF.1-7 • Generalize place value understanding for Metric Measurement multi-digit whole numbers. Module 3: Multi-Digit • Use place value understanding and Multiplication and Division properties of operations to perform multi- Module 4: Angle Measure and digit arithmetic. Plane Figures Number and Operations – Fractions Module 5: Fraction • Extend understanding of fraction Equivalence, Ordering, and equivalence and ordering. Operations • Build fractions from unit fractions by Module 6: Decimal Fractions applying and extending previous Module 7: Exploring understandings of operations on whole Multiplication numbers. • Understand decimal notation for fractions, and compare decimal fractions.

5 Module 1: Place Value and 5.NBT.1-7 Number and Operations in Base Ten Decimal Fractions 5.MD.1-5 • Understand the place value system. Module 2: Multi-Digit Whole 5.OA.1-3 • Perform operations with multi-digit whole Number and Decimal 5.NF.1-7 numbers and with decimals to hundredths. Fraction Operations 5.G.1-4 Number and Operations – Fractions Module 3: Addition and • Use equivalent fractions as a strategy to Subtraction of Fractions add and subtract fractions. Module 4: Multiplication and • Apply and extend previous understandings Division of Fractions and of multiplication and division to multiply and Decimal Fractions divide fractions. Module 5: Addition and Measurement and Data Multiplication with Volume • Geometric measurement: understand and Area concepts of volume and relate volume to Module 6: Problem Solving multiplication and to addition. with the Coordinate Plane

EbD™ Model Program We will use the grade-level appropriate curricula from Engineering by Design to build a solid STEM Education for students before they matriculate to the sixth grade. Engineering by Design™ is a National Model Program that was developed in collaboration and consultation with the ITEEA-STEM Center for Teaching and Learning™, Technology Education Advisory Council, ITEEA institutional members, and the mathematics, science, and engineering communities. The intent of the program is related to the development of technological literacy for students in Grades K-12, and delivered in the context of STEM (Science, Technology, Engineering, and Math).

MASE Elementary will use this introduction as the basis for the development of STEM Education. The assessments used in the program in general, and in these courses in particular, are designed specifically to measure achievement of the Standards for Technology Literacy, Common Core Math, and Common Core ELA. Science Standards derived from the National Science Education Standards (NSES) will be aligned with the Next Generation Science Standards (NGSS).

Grade Overview Standards Skills Acquired Level

KK A Home for All Seasons Technology Literacy Standards Truncated Listing: engages young learners in 1. The characteristics and scope of • Distinguish between hands-on inquiry and design technology. the natural world and as they explore animal 2. The core concepts of technology. the human-made homes. The kindergarten 3. The relationships among world. Building Block in the TEEMS technologies and the connections • Categorize objects as Integrative Curriculum for between technology and other either natural or Elementary STEM integrates fields of study. designed by humans. concepts of science, 4. The cultural, social, economic, and • Identify simple tools technology, engineering, political effects of technology. used to measure, cut, and mathematics as 5. The effects of technology on the and fasten. students create various environment. • Describe how the use animal homes. Science and 6. The role of society in the of tools and machines mathematics concepts that development and use of technology. can be helpful or are reinforced include: the 7. The attributes of design. harmful. basic needs of organisms, 8. Engineering design. • Compare changes in habitats, numbers and 9. Apply the design process. the environment that quantities, measurement, 10. Use and maintain are good or bad. and shapes. technological products and • Categorize or sort systems. objects using the 11. Assess the impact of products physical characteristics and systems. of the materials from 12. Construction technologies. which they are made. • Recognize that asking National Science Education Standards questions and making A. Science as Inquiry observations help a B. Physical Science person figure out how C. Life Science things work. E. Science & Technology • Identify science as a F. Science in Personal and Social way of answering Perspectives questions and

24 G. History and Nature of Science explaining the natural Common Core Mathematics: world. K.CC.4 • Identify technology as K.MD.1 a way of inventing K.G.1 tools and techniques to K.G.5 solve human problems. Common Core ELA: R1 R2 R4 W2 W7 SL4

1 Agriculture Around Us Technology Literacy Standards: Truncated Listing: engages young learners in 1. The characteristics and scope of ● Describe properties hands-on inquiry and design technology. of soil (i.e., color, as they explore one of the 2. The core concepts of technology. texture, capacity to greatest challenges of the 3. The relationships among retain water, and twenty-first century— technologies and the connections ability to support managing the Earth's land, between technology and other fields the growth of specifically soil. This first of study. plants). grade Building Block in the 4. The cultural, social, economic, and ● Distinguish changes TEEMS Integrative political effects of technology. in the environment Curriculum for Elementary 5. The effects of technology on the as natural or human- STEM integrates concepts of environment. made. science, technology, 6. The role of society in the ● Compare changes in engineering, and development and use of technology. the environment mathematics through the 7. The attributes of design. that are good or bad. environmental context of 8. Engineering design. ● Identify soil management and 9. Apply the design process. contributions that conservation. Science and 10. Use and maintain humans have made mathematics concepts that technological products and systems. throughout the are reinforced include 11. Assess the impact of products history of science plants, nutrients, food and and systems. and technology. fiber systems, soil 12. Agricultural and related ● Identify tens and composition, place value, biotechnologies. ones in a two-digit length, 3-D shapes, tallying number and the data, and using data tables. National Science Education Standards quantities that they A. Science as Inquiry represent. C. Life Science ● Identify the length of D. Earth & Space Science an object as a whole E. Science & Technology number in inches. F. Science in Personal and Social ● Construct composite Perspectives shapes from 2-D and G. History and Nature of Science 3-D geometric shapes. Common Core Mathematics: ● Organize data for up 1.NBT.2 to three categories 1.MD.2 in a table. 1.MD.4 ● Ask and answer 1.G.2 questions about details in a text with Common Core ELA: prompting.

25 R1 ● Identify the main R2 topic and retell key R4 details of a text. W2 ● Ask and answer W7 questions to SL4 determine unknown words.

2 Our Environment, Our Health Technology Literacy Standards: Truncated Listing: engages young learners in 1. The characteristics and scope of ● Distinguish between hands-on inquiry and design technology. the natural world as they explore one of the 2. The core concepts of technology. and the human- most important challenges of 4. The cultural, social, economic, and made world. the twenty-first century – political effects of technology. ● Identify tools and dependence on fossil fuels 5. The effects of technology on the techniques that and the reduction of carbon environment. people use to help emissions. This second grade 6. The role of society in the them complete Building Block in the TEEMS development and use of technology. tasks. Integrative Curriculum for 8. The attributes of design. ● Name simple tools Elementary STEM integrates 9. Engineering design. used to measure, concepts of science, 11. Apply the design process. cut, and fasten. technology, engineering, and 12. Use and maintain technological ● Name materials mathematics through the products and systems. used to make things. environmental context of 19. Manufacturing technologies. ● Describe how the reducing, reusing, and use of tools and recycling and problems National Science Education Standards machines can be associated with fossil fuels. A. Science as Inquiry helpful or harmful. Science and mathematics B. Physical Science ● Identify specific concepts that are reinforced D. Earth & Space Science examples of include pollution, matter, E. Science & Technology materials that can be fossil fuels, natural resources, F. Science in Personal and Social reused or recycled. place value, length, recording Perspectives ● Describe a product data, and graphing data. G. History and Nature of Science that has been made to meet a specific Common Core Mathematics: human need or 2.NBT.1 want. 2.NBT.3 ● Recognize that 2.MD.1 everyone can design 3.MD.2 solutions to problems. Common Core ELA: ● Describe design as a R1 creative process. R2 ● Apply a design R4 process that W2 includes identifying W7 a problem, looking SL4 for ideas, developing solutions, and sharing solutions with others to solve a technological problem. ● Write and draw ideas and solutions

26 during the design process. ● Construct an object using the design process.

3 Every Drop Matters engages Technology Literacy Standards: Truncated Listing: young learners in hands-on 1. The characteristics and scope of 1. Identify earth inquiry and design as they technology. resources and explore one of the greatest 2. The core concepts of technology. materials that come challenges of the twenty-first 3. The relationships among from the environment century — universal access to technologies and the connections to meet the needs and clean water. This third grade between technology and fields. wants of humans. Building Block in the TEEMS 4. The cultural, social, economic, and 2. Identify equivalent Integrative Curriculum for political effects of technology. fractions and compare Elementary STEM integrates 5. The effects of technology on the fractions by reasoning concepts of science, environment. about their size. technology, engineering, and 6. The role of society in the 3. Identify technology mathematics through the development and use of technology. as a way of inventing environmental context of 8. The attributes of design. tools and techniques to water resource management 9. Engineering design. solve human problems. and conservation. Science 10. The role of troubleshooting, 4. Identify earth and mathematics concepts research and development, invention resources and that are reinforced include and innovation, and experimentation materials that come properties of water, the in problem solving. from the environment water cycle, the interaction of 11. Apply the design process. to meet the needs and water and earth, fractions, 12. Use and maintain technological wants of humans. measurement of volume, and products and systems. 5. Describe an example the use of data. 13. Assess the impact of products and of common systems. technological change in a community (ie. National Science Education Standards transportation, A. Science as Inquiry communication) that B. Physical Science has had either a D. Earth & Space Science positive or negative E. Science & Technology impact on society or F. Science in Personal and Social the environment. Perspectives 6. Ask and answer G. History and Nature of Science questions about a text, referring explicitly to Common Core Mathematics: details in the text as 3.NF.3 the basis for answers. 3.MD.2 7. Access online 3.MD.3 information while 3.G.2 conducting research. 8. Determine the Common Core ELA: meaning of domain- R1 specific words relevant R2 to a grade-level topic R4 or subject. W2 9. State a conclusion W4 consistent with W7 information, SL4 observations, and data.

27 10. Provide an example of the effect that human waste has had on the environment (ie. water).

4 The Power of Solar engages Technology Literacy Standards: Truncated Listing: young learners in hands-on 1. The characteristics and scope of 1. Identify tools, inquiry and design as they technology. materials, and explore one of the greatest 2. The core concepts of technology. techniques used to challenges of the twenty- 3. The relationships among make things or first century—making solar technologies and the connections complete tasks. energy economical. This between technology and fields. 2. Identify parts of a fourth grade Building Block 4. The cultural, social, economic, and system and explain in the TEEMS Integrative political effects of technology. how it may not work Curriculum for Elementary 5. The effects of technology on the as planned if a part STEM integrates concepts of environment. is missing. science, technology, 6. The role of society in the 3. Identify specific engineering, and development and use of technology. resources (ie. tools, mathematics through the 8. The attributes of design. materials, environmental context of 9. Engineering design. information, people, sustainable sources of 11. Apply the design process. time) necessary to energy. Science and 12. Use and maintain technological complete tasks. mathematics concepts that products and systems. 4. Describe how tools are reinforced include the 13. Assess the impact of products and are used to design, solar system, energy systems. make, use, or assess transfer, temperature, 16. Energy and power technologies. technology. electricity, decimals, 5. Describe how tools perimeter, area, angles, National Science Education Standards and machines points, lines, rays, and A. Science as Inquiry extend human symmetry. B. Physical Science capabilities in D. Earth & Space Science science and E. Science & Technology technology. F. Science in Personal and Social 6. Identify that Perspectives requirements are G. History and Nature of Science the criteria or limits that must be met Common Core Mathematics: when designing or 4.NF.6 making a product. 4.MD.3 7. Identify and 4.G.1 describe 4.G.3 relationships that exist between Common Core ELA: technology and R1 science. R2 8. Describe how the R4 results of the use of W2 technology can be W4 good or bad. W7 9. Describe the design SL4 process as a method of developing solutions to problems.

28 10. Apply a design process that includes defining a problem, generating ideas, selecting a solution, testing solutions, making an item, evaluating it, and presenting results to solve a technological problem.

29 5 Community Connections Technology Literacy Standards: Truncated Listing: engages young learners in 1. The characteristics and scope of 1. Graph points within hands-on inquiry and design technology. the first quadrant of a as they explore one of the 2. The core concepts of technology. coordinate plane. most important challenges 3. The relationships among 2. Interpret coordinate of the twenty-first century- technologies and the connections values of points on a restoring and improving between technology and fields. map. urban and community 4. The cultural, social, economic, and 3. Identify and describe infrastructure. This fifth political effects of technology. relationships that exist grade Building Block in the 5. The effects of technology on the between technology TEEMS Integrative environment. and science. Curriculum for Elementary 6. The role of society in the 4. Distinguish between STEM integrates concepts of development and use of technology. science as a way to science, technology, 8. The attributes of design. propose explanations engineering, and 9. Engineering design. for questions about the mathematics through the 10. The role of troubleshooting, natural world and environmental context of research and development, invention technology as a way to human impact and the and innovation, and experimentation propose solutions to sustainable use of land. in problem solving. human problems and Science and mathematics 11. Apply the design process. needs. concepts that are reinforced 12. Use and maintain technological 5. Recognize and include motion, land and products and systems. describe that science water, populations, 13. Assess the impact of products and influences society conversion of units, systems. through knowledge. coordinates, and statistics. 17. Communication technologies. 6. Recognize and 18. Transportation technologies.. describe that technology influences National Science Education Standards society through A. Science as Inquiry products and B. Physical Science processes. E. Science & Technology 7. Draw inferences, F. Science in Personal and Social quoting accurately Perspectives from the text as G. History and Nature of Science evidence. 8. Identify Common Core Mathematics: contributions that 5.MD.1 humans have made 5.G.2 throughout the history 6.SP.2 of science and 6.SP.5 technology. Common Core ELA: 9. Identify and list tools R1 that people have made R2 to provide food, make R4 clothing, and protect W2 themselves. W4 10. Describe how the W7 results of the use of SL4 technology can be good or bad.

30 Engaged Time: To accomplish the objectives of inquiry-based instruction, more time is needed in the classroom. But more time does not necessarily equate to more learning. At MASE, there is a difference between “Engaged Time” and “Allocated Time.” MASE firmly believes that offering students an extended school day that is designed to maximize “Engaged Time” offers MASE’s students the best opportunity to internalize information and truly learn.

The instructional approach at MASE is designed to maximize engaged time and increase student motivation to learn. But more time spent on a task does not necessarily translate into success unless students are aware of the connection each task has to the “real” world. Students are prompted to involve themselves throughout their education at MASE in completing “hands-on” tasks.

Teachers develop their lesson plans to ensure that students are getting maximum exposure to concepts and can demonstrate mastery of the TN standards. Approximately 70% of all instructional time is devoted to standards instruction and concept mastery, and the remaining time is dedicated to value added projects, practice, and hands-on learning measured through authentic assessments.

Instructional Methods: The instructional goals of MASE require a varied array of instructional delivery methods within an inquiry-based and guided immersion-based instructional philosophy. MASE, therefore, focuses its efforts on ensuring that every teacher is made aware of instructional possibilities through constant professional development.

Teachers have the strategic ability to make sound and pragmatic teaching decisions based on the individualized needs of students under their care. Some of the instructional methods that MASE Elementary will employ are:

INQUIRY-BASED METHODS GUIDED IMMERSION–BASED METHODS Indirect instruction Direct instruction Experiential learning Interactive instruction Independent study Teacher-directed small group discussion Motivational field lessons Socratic questioning Project-based learning One-to-one teacher instruction Research-based learning Peer tutoring Discovery learning Cooperative learning (Teamwork) Model building Guest speakers Simulations Role play Homework Case studies PROJECT-BASED LEARNING METHODS Computer activities Asking and refining questions Brainstorming Debating ideas Making predictions Designing plans and/or experiments Collecting and analyzing data Drawing conclusions Communicating ideas and findings to others Asking new questions Creating artifacts

Inquiry-Based Instruction: At the heart of science education reform and MASE’s instructional approach is inquiry-based instruction that emphasizes meaning and guided immersion in a community of practice, building on children’s ideas and prior knowledge, and assisting them to develop concepts and practices representative of the science community. The characteristics of inquiry-based instruction are:

● Teachers create situations for students to solve problems. ● Students make connections to previous knowledge. ● Students bring their own questions to learning.

31 ● Students investigate to satisfy their own questions. ● Students design a way to try out their own ideas. ● Students communicate through journaling, oral presentations, drawing, graphing, charting, etc. ● Students revise explanations as they learn.

While MASE allows teachers to choose methods that they feel will best address their students’ needs while covering specific topics, the following is a common model used in MASE classrooms:

1) Start with a guided exploration of a topic as a whole class. 2) Proceed to student small group inquiry about an open-ended, debatable issue. 3) Encourage students to ask personally relevant and socially significant questions. 4) Work in groups to achieve diversity of views. 5) Predict, set goals, define outcomes. 6) Find or create information...look for patterns. 7) Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable. 8) Arrive at a conclusion...take a stand...take action. 9) Document, justify, and share conclusion with larger audience.

(1.3 e) Curriculum and Learning Environment

Cohorts (Ability Groups): To facilitate the inquiry-based and guided immersion methods of instruction, MASE has created a unique schedule of cohorts that focuses on a student’s strengths and deficiencies. After reviewing assessment results from the school’s internal standards-driven assessment system called Think Link, students are placed in an appropriate cohort. The cohort dictates what classes and what schedule a student is given. For example, if a 5th grade student struggles with math and is deficient in the same standards as others, he or she is grouped with similarly struggling peers. These students may have math first thing in the morning and last class of the day, when research has demonstrated urban school students most readily acquire skills.

Class size and structure: Class size will be approximately a 1:20 teacher to student ratio, with a 1:15 ratio for kindergarten. We will have two cohorts of 15-20 students per grade level. The overall school size will be small relative to the other elementary schools in the area, with a maximum of 200 students.

Classroom Model: Here is a look at the classroom model for introducing concepts using inquiry-based learning:

Activating prior knowledge: Engaging students in a conversation about what they already know. By bringing the students' own background and experiences to the learning table, students will find ways to connect to the topic and will activate some basis for creating meaning with the text they are reading. The personal connection to learning increases a student's motivation to explore, read, and struggle with difficulties as they arise.

Providing background information from multiple sources such as: museum exhibits, audio recording, videos, articles, books, primary source material, websites, photographs, and art. Students need to know something about the topic to be able to perceive and formulate meaningful inquiries.

Defining outcomes for which students will be held accountable. Students need to know up front exactly what's expected of them in inquiry-based instruction. At MASE, teachers are required to develop lessons that will result in the mastery of the TN SPIs. Required lesson plan formats include SPIs and objectives.

Modeling design product outcomes (technology, art): Provide frameworks by showing students a PowerPoint presentation, a website, a proposition-support framework, a museum exhibit, a

32 choreographed dance performance, etc. Students need to see models of what it is they are being asked to do. They must have a supporting structure that provides grounding for their creations, but doesn't limit their creativity.

Establishing a general topic or inquiry, e.g. “What happens when the structure around people breaks down?” (Unit on the Great Depression) or “How are human beings adversely impacting our planet?” (Exploring environmental issues that impact the Amazon Rainforest). A broad problem question or topic provides students with a general focus for selecting more specific inquiries.

Student teams conduct background research and define focused problem questions within the broader inquiry or topic. Without a knowledge base or some degree of familiarity with the topic, it is difficult for students to develop relevant inquiries within the broad topic area. Students need to be provided with background material and/or guided to research their own background material. This base will enable them to begin to formulate a big-picture understanding of the broad topic area, and then to select a specific inquiry interest which connects to the broader topic.

Establish and communicate inquiry presentation framework:

1) State problem question; 2) Develop proposition that can be argued; 3) Provide background information; 4) Support proposition with facts, statistics, examples, expert authority, logic, and reasoning; 5) Propose solutions and action ideas.

Refer students back to expected outcomes and inquiry framework to create alignment between their presentations and intended outcomes.

Ask students synthesis, application, and evaluation questions to help them refine their thinking and guide their research.

Support technology (PowerPoint, website, Hyperstudio) and art design product creation.

Empower students to coach and train one another within their teams.

Provide a forum for student presentations, which includes students, teachers, parents, and community members.

Provide vehicles for student participation in action projects that connect their learning to specific actions.

Incorporate ongoing, meaningful peer and teacher assessment. Reflect on what worked and what didn't, and try it again.

(1.3 f) Instructional Goals

MASE Elementary will provide a rigorous course of study designed to prepare students to succeed in middle school and beyond. All students will be held to high academic standards and challenged to grow no matter where they are academically.

High-level Goals Using inquiry-based instruction as the foundation upon which instruction is built, MASE is committed to the following instructional goals:

1) MASE will promote student collaboration by providing a comfortable setting for contribution by all

33 community members, enabling collaboration, providing students with numerous experiences and support using teamwork, and helping students to learn from one another.

2) MASE will encourage student discussions by extending class discussion beyond class sessions, improving student writing, creating a non-threatening forum for exchange, and encouraging expression of “wild” and diverse ideas.

3) MASE will address diverse learning styles by piquing student interest in course material, using media appropriate to course content, and reaching students using a variety of teaching strategies.

4) MASE will support active learning by providing students with extensive learning experiences, helping them understand abstract or complicated ideas, and providing them with useful applications of theoretical ideas.

5) MASE students will demonstrate technological literacy as appropriate for the student’s age level.

Specific Academic Benchmarks Students’ annual academic goals for state standardized tests will be set based on iReady Diagnostics, MAP, and End of Year (EOY) Assessments. The previous year’s data is used to estimate how well they will perform on the following year’s state test in Grades 3-5. In addition to using the previous year’s data, their bi-weekly assessments (MasteryConnect) and benchmark assessments i.e. MAP and I-ready (3 times per year) are also considered in determining their academic goals. Data used to set academic goals will be analyzed and set by MASE’s Academic Team. See Section 1.4a Academic Achievement Goals for details.

Process for Setting Benchmarks The School Improvement Team (SIT)—which consists of school administrators, lead teachers, parents, and key board members—will use data from these tests to evaluate and adjust the school improvement plan and the schoolwide goals. The MASE Board of Directors will receive regular reports containing the most recent MAPs and bi-weekly assessment data(submitted to each regular meeting of the board of directors) on the school's progress toward its goals, and must approve the School Improvement Plan recommended by the SIT at least annually. The School Improvement Team’s work is evaluated based on a ratio of goals met to goals set (100% is 21/21). If the ratio falls below 85% (18/21), the composition of the SIT will be changed by the Board of Director.

Teachers of the appropriate subjects will discuss test data during Professional Learning Community meetings (PLCs) and use it to inform and improve instruction. On a regular basis, teachers will also use data from their common assessments and frequent formative assessments (See Section 1.4a Academic Achievement Goals for details about the specific assessments and frequency) to evaluate and improve instruction. Teachers will work in PLCs to collaborate on successful teaching strategies and ways to address the learning of all students.

(1.3 g) Strategies for our Population Researchers have found that classrooms that support these types of learning—inviting children to find meaning in fellow students' ideas, ways of talking, and ways of seeing, and engaging children in active inquiry into their own accounts of scientific phenomena—are highly engaging to children who in other situations might feel marginalized. Classroom practices designed to engage children in exploring the potential meanings and functions of their own ideas and ways of expressing them resulted in:

● High levels of participation by diverse students. ● Understanding of the scientific phenomena beyond the scope of the curriculum. ● An expanded repertoire of sense-making practices relevant to science learning and teaching.

Researchers have documented the many ways those practices can be harnessed pedagogically to support deep scientific understanding for all children. The research contends that one of the pressing

34 goals of education in the 21st century must be to assist children to understand one another's ideas and sense-making practices, to become aware of the limits of those in relation to different contexts, to see how what they already know relates to sense-making practices in science, and learning to appropriate unfamiliar practices for their own purposes as learners.

Response to Instruction and Intervention (RTI2) With students coming from a wide range of geographical locations and experiences, it is anticipated that MASE will have a student population with a wide range of abilities.

A key element of the school’s approach to student success will be the Response to Intervention (RTI2) program, including an Academic Intervention Team, led by a full-time school Academic Interventionist (also called a SPED Teacher), which addresses the needs of students who lag academically or socially, and which assumes primary responsibility for referring students to the appropriate on-site Academic Intervention Team for evaluation and services when necessary.

MASE Elementary will follow the SCS RTI Implementation Guide using iReady, easyCBM, and NWEA in their respective roles to screen, monitor, tier, students according to results and to prescribe research- based intervention. It is a tiered system in the areas of reading, math, and behavior for grades K-12. MASE will utilize Study Island to monitor and assess the ongoing progress of students.

The RTI2 program will allow MASE Elementary to align with the state’s and district’s visions for effective teaching and learning. Study Island aligns the school’s program with innovative technology that organizes data and connects areas of need to interventions and progress.

State of Tennessee RTI Conceptual Framework

35 Shelby County Schools RTI Guidance

The following is a listing of the MASE Elementary RTI2 Data Team and their responsibilities:

School Director • Arranges for Universal Screenings/Benchmarks to be administered • Creates school-wide schedule for RTI2 intervention times • Ensures that instruction and tiered interventions occur with fidelity • Attends School RTI2 Data Team meetings

RTI2 Chairperson (Instructional Facilitator) • Oversees the RTI2 calendar and schedules RTI2 Data Team meetings • Adheres to the Universal Screening and Benchmark dates • Coordinates collection of data and Fidelity Checks • Maintains RTI2 student-specific folders • Attends School RTI2 Data Team meetings • Serves as a liaison between the principal and teachers • Collaborates regularly with the school psychologist • Oversees research-based interventions for all students

36 • Assists RTI2 Data Team to complete/review Student Intervention Plans • Provides training to school staff on appropriate teaching and intervention methodologies

School Psychologist (Note: This position is provided by Shelby County Schools district and does not appear in the MASE budget) • Guides schools and provides review of implementing the RTI2 Framework • Attends school RTI2 Data Team Meetings, Quarterly • Reviews progress monitoring data and conducts GAP Analyses (as needed) • Guides the RTI2 Data Team through the special education referral procedures

Classroom Teacher (Teachers who teach core subjects) • Delivers good first teaching to all students in class • Provides research-based interventions and progress monitoring for Tier 2/3 students • Attends RTI2 Data Team meetings • Completes required paperwork for students in Tier 2/3

ESL Teacher (Core Teacher with ESL Certification) • Delivers Tier 1 instruction to ELL students scoring 3.6 and below on WIDA ACCESS • Provides researched-based interventions for Tier 2 supplemental instruction • Provides observations and input for ELL students • Assists in providing communication between home and school

Academic Interventionist (SPED Teacher) • Consults with RTI2 Data Team • Provides guidance regarding best practices in interventions • Provides skill-based interventions to students with an IEP • Involved in referrals for special education services

Support Teacher (Teachers who teach non-core subjects, such as PE or Art) • Supports school in RTI2 implementation • May provide Tier 2/3 interventions and/or academic enrichment, with proper training

Contact with Parents/Guardians Parent communication is a mandatory component of the SCS and MASE RTI2 Framework. Parent contact (provided in the parent’s native language) is required at the following times: • Universal screening (Dates and Duration of screening) • After reviewing benchmark data and beginning tiered intervention • After every RTI2 Data Team Meeting, including a printed copy of the progress monitoring graph • Before decreasing Tier 3 intervention time • Before stopping Tier 2 intervention time • Before making a referral to special education

Teachers develop their lesson plans to ensure that students are getting maximum exposure to concepts and can demonstrate mastery of the TN standards. Required lesson plan formats include SPIs and objectives. Approximately 70% of all instructional time is devoted to standards instruction and concept mastery, and the remaining time is dedicated to value added projects, practice, and hands-on learning measured through authentic assessments.

37 tier three behavior intervention plan (BIP). Students that are rated as medium risk may or may not be referred for an FBA, data collection of specific behavior are tracked, and based on the outcome are considered for the development and implementation of a Tier 2 BIP.

Bibliography

Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current perceptions. Technology and Engineering Teacher, 70(1), 5-9.

Kaku, Michio. (2011). Has the Brain Drain of Top Scientists Caused the US to Lose Its Edge? The Big Think, http://bigthink.com/dr- kakus-universe/has-the-brain-drain-of-top-scientists-caused-the-us-to-lose-its-edge

Marx, R.W., P.C. Blumenfeld, J.S. Krajcik, B. Fishmanand E. Soloway, (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. J. Res. Sci. Teac., 41: 1063-1080. http://www.its-about-time.com/htmls/pbis/letuspaper.pdf

Pansan, et al. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities. Journal of Social Sciences 6 (2): 252-255, 2010

Thomas, J. (2000). A review of research on project-based learning. Report prepared for The Autodesk Foundation. Retrieved from http://www.bie.org/index.php/site/RE/pbl_research/29

Zakaria, Fareed. (2015). Why America’s obsession with STEM education is dangerous. The Washington Post. https://www.washingtonpost.com/opinions/why-stem-wont-make-us-successful/2015/03/26/5f4604f2-d2a5-11e4-ab77- 9646eea6a4c7_story.html?postshare=5271427599633895

1.4 Academic Performance Standards (1.4a) Academic Achievement Goals As described in 1.3f, MASE Elementary will provide a rigorous course of study designed to prepare students to succeed in middle school and beyond. All students will be held to high academic standards and challenged to grow no matter where they are academically. High-level Goals Using inquiry-based instruction as the foundation upon which instruction is built, MASE is committed to the following instructional goals:

1) MASE will promote student collaboration by providing a comfortable setting for contribution by all community members, enabling collaboration, providing students with numerous experiences and support using teamwork, and helping students to learn from one another.

38 2) MASE will encourage student discussions by extending class discussion beyond class sessions, improving student writing, creating a non-threatening forum for exchange, and encouraging expression of “wild” and diverse ideas. 3) MASE will address diverse learning styles by piquing student interest in course material, using media appropriate to course content, and reaching students using a variety of teaching strategies. 4) MASE will support active learning by providing students with extensive learning experiences, helping them understand abstract or complicated ideas, and providing them with useful applications of theoretical ideas. 5) MASE students will demonstrate technological literacy as appropriate for the student’s age level.

As described in Section 2.1c, success of the school is measured in terms of school enrollment, academic achievement in terms of the percentage of students deemed proficient and advanced on state tests, and the academic growth of students year-over-year as reported by TVAAS scores. Parent feedback and satisfaction is also taken into consideration. The following table outlines specific targets.

MASE Academic Goals*

Content Area Assessment Tool Frequency Goal

English Language Bi-Weekly Every 2 By the end of year 1, 50% of all students will Arts/Reading Assessments, Weeks demonstrate mastery on all assessed standards. By Goals MasteryConnect the end of year 3, 60% of all students will demonstrate mastery on all assessed standards.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 65th percentile.

TNReady Annually The percentage of student approaching mastery will be at least 5% greater that the district by the third year. Absolute proficiency goals will be established after the first year of testing.

TVAAS The TVAAS Composite score for Literacy will be at least a 4 by the second year of testing.

Mathematics Bi-Weekly Every 2 By the end of year 1, 55% of all students will Assessments, Weeks demonstrate mastery on all assessed standards. By MasteryConnect the end of year 3, 65% of all students will demonstrate mastery on all assessed standards.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 70th percentile.

40 TVAAS The TVAAS Composite score for Numeracy will be at least a 4 by the second year of testing.

41 Science Bi-Weekly Every 2 By the end of year 1, 55% of all students will Assessments, Weeks demonstrate mastery on all assessed standards. By MasteryConnect the end of year 3, 65% of all students will demonstrate mastery on all assessed standards.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 70th percentile.

TVAAS The TVAAS Composite score for Grade 3 Science will be at least a 4 by the second year of testing.

Social Studies Bi-Weekly Every 2 By the end of year 1, 50% of all students will Assessments, Weeks demonstrate mastery on all assessed standards. By MasteryConnect the end of year 3, 60% of all students will demonstrate mastery on all assessed standards.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 65th percentile.

TVAAS The TVAAS Composite score for Grade 3 Social Studies will be at least a 4 by the second year of testing.

42 STEM Careers Kuder Galaxy (K- Annually At least 50% of students will express and Interest 5) demonstrate interest in STEM Careers by the end of their third year at MASE Elementary. At least 60% will demonstrate competency toward their stated areas of interest.

*Note: These projections are general targets only and represent a range of performance. They will change annually depending upon testing methodology, student performance, standards changes, or policy changes at the school level, district level, state level, and/or national level. Because methodology has been changing at the state and local levels, MASE makes no contractual commitment to perform to the projections.

Specific Academic Benchmarks Students’ annual academic goals for state standardized tests will be set based on the previous year’s proficiency levels. The previous year’s data is used to estimate how well they will do on the following year’s state test. In addition to using the previous year’s data, biweekly assessments (Mastery Connect) and benchmark performance on the Northwest Evaluation Association Measures of Academic Progress assessments (NWEA), I Ready, and EASYCBM (3 times per year) are also considered in determining their academic goals. Data used to set academic goals will be analyzed and set by MASE’s Academic Team. By the end of the first charter period (5 yr. contract) MASE will be in the top quartile of performance in Shelby County Schools.

(1.4 b) Process for Setting Benchmarks In analyzing the data, a student’s current year goal will be based on the probability that they will show growth or reach a particular proficiency level, according to how they scored the previous year(s). Student progress will be monitored on a continuous basis throughout the school year. Not only will students have three interim exams during the school year, they will also have biweekly formative assessments. In addition, teachers will use formative assessment strategies to measure mastery during each class period. The data from the weekly assessments will be evaluated weekly and presented by classroom teachers during (PLC) Professional Learning Communities. This report will also include plans for intervention. The interim assessments will allow teachers to measure the progress of state standards over time, with the goal of seeing an increase in mastery from interim 1 to interim 3. At the end of the school year, the academic progress of students in grades 2-5 will be measured using the state standardized test.

Mid-year enrollees will be assessed upon school entrance, and benchmarks established based on these results if no previous assessment data is available. In Y1, success will be measured by comparing fall assessment benchmarks to spring assessment data. We will use iReady as a diagnostic screener for mid- year enrollees, in addition to another MASE-created baseline assessment, coupled with EasyCBM for RTI2 tiering.

(1.4c) Corrective Action Plans If the school falls below state and/or district academic expectations, the school will implement intervention plans inclusive of subject-specific, student, and teacher goals.

If subject specific, then we will analyze school, district, and state data to determine trends and identify possible issues. The school will then seek out additional classroom resources (i.e. curriculum, supplemental, manipulatives, etc.) to assist in the learning process. Interventions will also be set for students that might include daily mandatory intervention sessions, tutoring, and Saturday School. Students will be exposed to programs such as Study Island and Dibles to enhance their learning experience.

43 Teachers will also have goals and interventions in place. At the beginning of the school year, teacher data will be analyzed, which includes state testing data and evaluation data. This information will be used to identify professional development needs. Each teacher will have an individualized professional development growth plan and may include pairing with an Instructional Facilitator, collaboratively planning with a peer, peer observations, professional development sessions, etc. All of these measures will be monitored throughout the school year using various forms of data, including biweekly student data, interim assessments, lesson plans, classroom observations, and more.

As described in Section 2.1c, the MASE Board of Directors will conduct an annual, formal, written evaluation of the Leadership Team. The Board will solicit feedback from many sources, including Shelby County Schools, staff, and parents to assess performance. From this evaluation, the Board will establish goals toward which the Leadership Team will strive and be held accountable each year, the accomplishment of which will serve as a part of the following year’s evaluation.

(1.4d) Student Attendance Our goal is a 95% attendance rate. We will accomplish this through family-school partnerships, as described in Sections 1.1e and 1.10c, and through creating a culture that encourages students to be self- directed and self-motivated as described in 1.10c.

MASE Elementary School will send a clear message that going to school every day is a priority by providing regular recognition and rewards to students and families who have good and improved attendance. The strategy is not to focus solely on perfect attendance, since the children who struggle the most will soon be left out of such awards. This method can help improve the accuracy of attendance data since the students themselves are likely to help ensure teachers are aware of who is and isn’t in class.

Incentives from Teachers: • Positive notes home to parents expressing appreciation for their efforts to get their children to school on time

• Extra time at the computer, PE, or recess

• Free homework pass

• First-in-line privileges for lunch or dismissal

• Pencils, pens, stickers, posters, book covers, bookmarks, etc.

• Team certificates for the best record or most improved record

• Name on the “Attendance Wall” in the classroom

• Chance to act as teacher’s assistant

Incentives from Administration and the MASE Parent Organization: • Recognition during morning announcements

• Certificate/award at student assembly

• Breakfast/lunch with the principal, superintendent, school board president, mayor, or local celebrity

• School supplies (pencil with logo or flash drive)

• Food coupons redeemable in school cafeteria

• Smoothie party for class with best attendance

44 • “School money” for the school store

• Choice of donated products (movie, tickets, gift certificate)

• Traveling trophy for grade-level homeroom with best monthly attendance

• Attendance T-shirts, hats, buttons

• Age-appropriate rewards for most improved attendance

• Gold Neck Ties on specific days for students whose class has most improved attendance

(1.4e) Matriculation When considering factors for promoting a student, we keep in mind that a lack of progress on one or more factors should not automatically result in a decision to retain a child.

The response is organized by these sections: Promotion Guidelines – Kindergarten Promotion Guidelines – First and Second Grades Promotion Guidelines – Third through Fifth Grades

These guidelines will help the MASE Elementary school staff assess students’ readiness for the next grade. Although not intended to be rigid grade level competency requirements, the guidelines provide a continuum for discussing each student’s progress with grade level skills and concepts. Several items of note:

(1) Students can be successful at the next grade level without all factors being present or without being highly proficient in each skill listed.

(2) Special consideration should be given to students with disabilities and ESL students.

(3) Students who demonstrate difficulty in achieving expected milestones during the first semester of the school year shall receive remedial instruction commencing no later than the beginning of the second semester.

Promotion Guidelines: Kindergarten The student considered for promotion to first grade demonstrates:

Literacy Development - Knowledge of most letter names and many of their corresponding sounds. Ability to use their knowledge of sounds and letters to write some words phonetically and can read some words on their own. An understanding of phonemic awareness (ability to hear and say the separate sounds in words). An understanding of the concepts of print (e.g., how to hold a book, how print is read from left to right and top to bottom of a page). Consistency with a majority of the ELA standards for this grade level.

Math - Ability to count, recognize, and write numbers (as noted on Kindergarten Report to Parents). Demonstrates understanding of number concepts using concrete objects. Consistency with a majority of the math standards for this grade level.

Promotion Guidelines: FIRST AND SECOND GRADE The student considered for promotion in grades one and two demonstrates:

Reading - on grade level as defined by the Tennessee State Department of Education and as evidenced through satisfactory completion of a majority of the reading objectives contained in the ELA standards for that grade level. In addition, the student should have received a satisfactory score on at least one of the following indicators:

· End of level reading tests;

45 · Informal reading inventory administered by the classroom teacher, Title I teacher, or reading resource coordinator; or,

· Other reading assessments.

Math - Performance on or above grade level in mathematics. “On or above grade level” is determined through satisfactory completion of most mathematics standards and objectives for that grade level and mastery of most grade level skills contained in the math series.

English - Performance on or above grade level for most of the oral and written communication objectives contained in the ELA standards. Can copy and compose sentences appropriate to grade level standards.

Promotion Guidelines: THIRD through FIFTH GRADES The student considered for promotion in grades three through five demonstrates reading on or above grade level as defined by the Tennessee State Department of Education and as evidenced through satisfactory completion of the majority of the reading objectives for the LEA standards. Other indicators may include satisfactory scores on:

· Formative language arts tests;

· End of Level reading scores;

· Informal reading inventories administered by the reading resource coordinator, Intervention teacher, or classroom teacher; or,

· Other appropriate reading assessments.

Math – Performance on or above grade level as determined through satisfactory completion of the majority of mathematics Standards and skills and concepts contained in the mathematics text for that grade level.

English – Performance on or above grade level for the oral and written communication objectives for the English Standards and can compose satisfactory expository writing scored with an appropriate grade- level rubric.

Social Studies – Comprehends concepts and information contained in the social sciences standards for that grade level.

Students Considered for Retention When a student is considered for retention, the classroom teacher, in consultation with appropriate school personnel, should determine specific remediation strategies or interventions to increase that student’s academic performance. These activities and/or interventions should be in place by the beginning of the second semester of that school year. Remediation strategies for English and Mathematics should be noted on the student’s Intervention Folder. Remediation strategies used at the elementary level may include, but are not limited to: modified/differentiated/accelerated instructional programs, tutorial sessions provided by the reading resource coordinator or Interventionist, mentor program participation, alternative learning models, special tutoring or participation in an after-school “homework club,” smaller classes, extended day activities, Saturday school, summer school, or “Early Back” program.

Retention should be the last resort. During the last decade, many educational groups have reassessed the wisdom of retention practices and have called for practical alternatives. At the school level, principals and their staffs have also considered the effects of retention, and have found that retention carries risks for both short-term and long-term student achievement. Further, retention can negatively impact a student’s aspirations for success. Gains in student achievement through retaining a child appear to be non-existent in many cases and short-lived in some instances. Retaining a student for all subjects for an entire year is a decision that impacts a student for the rest of his/her academic career. Often, a child merely needs additional assistance through specific remediation or intervention strategies to attain success. Retention decisions should never be made based on a single indicator, such as the child’s

46 reading level or a score that the child received on the Standards of Learning Test.

Consequently, an ad hoc Child Study Team or Student Assistance Committee will be formed at the MASE Elementary School to review all data related to the teacher’s recommendation for retaining a student. This committee can be comprised of the following members and will consider various factors listed below: Principal; Classroom Teacher(s); Parent(s) and/or Guardian(s); and may include the Special Education Teacher, Social Worker, and Psychologist.

The committee will review these factors when considering the placement of a child:

· Academic strengths and weaknesses · Learning styles and modalities from a variety of assessments · Attendance · Social maturity · Transiency · Emotional maturity · Motivation to learn · Physical size and development · Parent support · Chronological age Should a decision be made to retain the student, one option for this student’s placement for the next school year is with his/her current classroom teacher. If this option is not utilized, the current classroom teacher will meet with the teacher who will next receive the child, specifying areas of the curriculum with which the child displays proficiency. The current classroom teacher will list specific skills or concepts for which the child displays weaknesses. Both teachers, in consultation with the school’s administration, will develop a written plan to address the student’s academic strengths and weaknesses during the next school year. This plan should ensure that the student continues to be engaged with challenging work for areas displaying strength and is receiving specific, ongoing assistance. Copies of the plan will be given to the child’s parent(s) or guardian(s). Schools are encouraged to develop alternative approaches for instructional delivery methods rather than simply retaining the child. As an example, a retained first grader’s individual plan could specify that the student receives mathematics and science instruction in the second grade because he/she exhibits proficiency in those areas. The progress of the retained student should be carefully monitored during each nine weeks period, making adaptations to the plan based on the student’s academic improvement. A result could include a full advancement to the next grade during the year or advancing to the next grade for one or more subject areas.

(1.4f) Exit Standards Student exit standards are the current State of TN standards. These standards determine what students should know and be able to do from one grade level to the next. Students’ mastery of these standards will be monitored throughout the school year using biweekly assessments, as well as the three interim assessments.

(1.4g) Remediation and RTI² As described in 1.3g and 1.9g, it is anticipated that MASE will have a student population with a wide range of abilities. A key element of the school’s approach to student success will be the Response to Intervention (RTI2) program, including an Academic Intervention Team, led by a full-time school Academic Interventionist, which addresses the needs of students who lag academically or socially, and which assumes primary responsibility for referring students to the appropriate on-site academic intervention team for evaluation and services when necessary.

MASE Elementary will use the Study Island Response to Instruction and Intervention System. Study Island is a results-driven solution that brings together all relevant data sources to support the delivery of a successful system-wide RTI2 program. It is a tiered instructional and intervention system in the areas of reading, math, and behavior for all students in grades K-12. MASE will utilize Study Island to monitor and assess the ongoing progress of the students.

47 The RTI2 program will allow MASE Elementary to align with the state’s and district’s vision for effective teaching and learning. Study Island aligns the school’s program with innovative technology that organizes data and connects areas of need to interventions and progress.

Implementation of RTI2 will begin with administering the universal screener to determine a child’s academic and skill level. A nationally-normed, skill-based screener, such as IReady, will be used to assess reading and math skills and to determine which academic tier students fall into. Tier I is core instruction that is provided to all students on grade-level. Tier II and III are tiered interventions that are provided in addition to core instruction. Specific interventions provided are based on needs identified from the universal screener. Progress monitoring will occur in the specific deficit areas and can occur as often as every 10 days. Instructional decisions will be made not only using progress monitoring for intervention, but also progress on their grade-level assignments. Students will have the ability to progress within and between tiers with the goal of demonstrating continuous growth throughout the school year.

See Section 1.3g for a detailed look at the MASE RTI2 plan.

Data and At-Risk Students Teachers will be trained to collect and analyze their own student data in order to make instructional decisions that are aligned with their students’ progress. However, the Instructional Facilitator will also be responsible for analyzing student data to ensure teachers are developing accurate plans based on the data. Teachers will be responsible for submitting and presenting a data analysis chart weekly based on data collected from schoolwide assessments. The Instructional Facilitator reports to the Assistant Principal of Academics, who oversees and has ultimate responsibility for the collection and analysis of assessment data.

48 The administration and Academic Interventionist will identify students after every grading period who might be in danger of not being promoted to the next grade. Early intervention is the key to helping these students be successful. Once a student is identified as potentially at risk, the parents are notified and a plan is put in place for giving the student the help and support he or she needs to succeed. Strategies may include subject tutoring, during or after school study hall, and mentoring. The goal is to give every student the opportunity to do his or her best and reach his or her full potential.

1.7 Assessments

(1.7 a) Interim Assessments Every student will be required to complete assessments of learning on a biweekly basis in all core subjects. In addition, students will be given three interim assessments throughout the school year to measure progress towards mastery of state standards. The items used in these assessments are not only directly tied to concepts and state objectives, but also to the readiness skills that are not explicitly included in the state curriculum standards. Assessment tools will include LinkIt and Dibles. Both assessment platforms have items that are aligned with our current state standards and state assessments. LinkIt will be used to measure mastery of all core content standards. The data analysis platform can be customized to ensure alignment with performance goals (i.e. ≥75%). Because literacy will be one of the primary focuses of the elementary school, Dibles will be used to measure oral reading and retell fluency.

(1.7 b) Measuring Student Progress Student progress will be measured on a continuous basis. Not only will students have three interim exams during the school year, they will also have biweekly assessments designed by an Instructional Facilitator. In addition, teachers will use formative assessment strategies to measure mastery during each class period. The data from the biweekly assessments will be evaluated biweekly and presented by classroom teachers. This report will also include plans for intervention. The interim assessments will allow teachers to measure the progress of state standards over time, with the goal of seeing an increase in mastery from Interim 1 to Interim 3. At the end of the school year, the academic progress of students in grades 2-5 will be measured using the state standardized test. The results of this test will be used to assist in determining proper placement in cohorts the following school year.

Performing well (>75%) on assessments is the primary goal in every classroom every week and is our threshold for mastery. Because instruction is differentiated among Instructional Groups (commonly known as ability groups or cohorts), not all students are held to the same weekly standards. Learning and instruction is based on a student’s assessed learning needs.

The school will solidify alignment of the curriculum with students’ assessed needs on a yearly basis. This alignment addresses the entire spectrum of student needs.

Please see Section 1.4a for a list of key assessments and aligned academic goals.

See 1.7d below for how and when data will be analyzed and evaluated, and how this analysis will inform instruction.

(1.7 c) Test Coordinator Test coordination at the school will be the responsibility of the Instructional Facilitator, who will receive input from other school administrators when necessary. The Instructional Facilitator reports to the Assistant Principal of Academics, who oversees test coordination at the leadership level.

49 (1.7 d) Informing Instruction

Mechanics and Philosophy: Instructional Groups Instructional Groups (cohorts) are determined three times within an academic year. The first instructional group distribution happens before the beginning of the school year based on the previous year’s standardized test results. The second distribution occurs at the end of the first quarter. The groupings are fairly stable at this point for the duration of the year. Only students who show significant change in their academic growth pattern based on a prediction interval of their current success in December will be moved to a different instructional group. The final distribution is very similar to the previous one and happens at the beginning of the second semester. This practice reflects our aim to provide differentiated instruction at MASE.

The basic goal of a course is for the student to demonstrate achievement at grade level. Some instructional groups may necessarily include student SPIs from a previous grade level to advance learning to the current grade level. Using this approach with students identified as needing additional services allows the Academic Intervention Team to work with a greater number of their students at once.

Lesson Plans For the students, their accountability mantra is “Learn something every day. Prove it every week.” The mantra for teachers is “Teach something every day. Check it every week.” Our understanding of what they can do drives student learning.

Individual teachers will structure lessons based on students’ assessed needs. This means that more than one lesson plan needs to be submitted on a weekly basis to demonstrate differentiated instruction. Additional professional development is provided to facilitate this practice. In some courses, teachers simply need to stagger their lessons across ability groups to accommodate the disparate learning rates of the students in different instructional groups. In other cases, teachers plan entirely different lessons to maximize student achievement.

To readily access and report standard coverage, teachers choose standard components (CLEs, Checks for Understanding, SPIs) from a customized list created for their courses. Administration is able to track group level mastery using Study Island and PowerSchool, our student data management system. Biweekly analysis of data is done in a collaborative manner among teachers, school directors, and academic teams. The ultimate decision about what to do next lies with the teachers, but examination of how those decisions are made is a community responsibility. Biweekly assessments, designed by the Instructional Facilitator, are discussed during teacher planning once per week, no more than two days after the assessment. All decisions regarding interventions happen collaboratively between the Instructional Facilitator and the teacher.

Please see Sections 2.5c and 2.4e for a detailed look at the professional development and coaching plans that will support teachers, and how teachers will be coached and developed to effectively design and implement lessons that are responsive to the data.

At-Risk Student Data MASE Elementary will use the I Ready Response to Instruction and Intervention System. I Ready is a results-driven solution that brings together all relevant data sources to support the delivery of a successful system-wide RTI2 program. It is a tiered instructional and intervention system in the areas of reading, math, and behavior for all students in grades K-12. MASE utilizes I Ready and EASYCBM to monitor and assess the ongoing progress of the students. See Section 1.3g for a detailed look at the MASE RTI2 plan.

50 tracker to analyze the behavioral risks. Students will then be tiered based on risk rating. Students that are synonymously high risk will be referred for a functional behavior assessment (FBA) and development of a tier three behavior intervention plan (BIP). Students that are rated as medium risk may or may not be referred for an FBA, data collection of specific behavior are tracked, and based on the outcome are considered for the development and implementation of a Tier 2 BIP.

Communicating Data to Teachers & Training and Support The initial Benchmark Assessment measures students’ retention of material in the same subject area from the previous year, in addition to their learning progress within the first few weeks of the new school year. After the first few weeks’ results are generated, they are available for immediate review. The following weeks’ lesson plans are inextricably linked to student achievement the previous week.

Instructors are trained to reflect and plan lessons based on students’ weekly assessment results. School leaders also evaluate learning on a regular basis. A discussion about student learning happens on a weekly basis in senior staff meetings.

(1.7 e) Collecting & Analyzing Data Teachers will be trained to collect and analyze their own student data to make instructional decisions aligned with their students’ progress. However, the Instructional Facilitator will also be responsible for analyzing student data to ensure teachers are developing accurate plans based on the data. Teachers will be responsible for submitting and presenting a data analysis chart weekly based on data collected from schoolwide assessments. The Instructional Facilitator reports to the Assistant Principal of Academics, who oversees and has ultimate responsibility for the collection and analysis of assessment data.

1.8 School Calendar and Schedule

(1.8 a) School Calendar MASE Elementary will follow the Shelby County Schools Annual Calendar exactly, with a slightly longer school day. However, in the case of in-service, MASE will have an additional week of in-service at the beginning of each academic year. Please see School Calendar (Attachment A).

(1.8 b) How Calendar Reflects the Academic Program The calendar is based on the required 180 days of classroom instruction (State of Tennessee TCA 49-6- 3004). We align with the Shelby County Schools calendar to benefit parents who have children in other schools as well as MASE. With a commitment to “engaged time” (see 1.8 d “Using Time Strategically”), and a slightly longer school day, we are able to achieve our academic goals within this timeframe. We will

51 strive to ensure strong attendance rates to make the most of our scheduled days; as described in 1.4, our goal is a 95% attendance rate.

(1.8 c) Structure of the Day The school day will begin at 7:30 a.m. Each morning will begin with breakfast and a brief morning meeting we call “Community Circle.” Students’ class schedules will include one-hour blocks of Math, ELA, STEM, Social Studies, Reading Comprehension and Fluency, and an exploratory class. During the ELA and Math hours, our Academic Interventionist co-teaches (please note: the co-teaching model applies to Academic Interventionist/SPED Teachers only) in the lower-performing (RTI2 tiers II and III) classes to provide additional support and intervention. Our daily schedule will also include lunch, recess, and 3:30 p.m. dismissal.

Example Student School Day Schedule (Mon-Thurs)

Breakfast and Community Circle 7:30-8:00

Math + additional RTI2 support for Tiers II & III 8:00-9:00

ELA + additional RTI2 support for Tiers II & III 9:00-10:00

Science 10:00-11:00

Lunch 11:00-11:30

Recess 11:30-11:45

Social Studies 11:45-12:45

Exploratory Class (related to STEM) 12:45-1:30

Reading Comprehension and Fluency 1:30-2:30

FLEX BLOCK: Either RTI2, enrichment (STEM- 2:30-3:30 related), tutoring, or special interest clubs (for Tier I)

Dismissal 3:30

Example Student School Day Schedule (Fri)

Breakfast and Community Circle 7:30-8:00

Math + additional RTI2 support for Tiers II & III 8:00-9:00

ELA + additional RTI2 support for Tiers II & III 9:00-10:00

Science 10:00-11:00

Lunch 11:00-11:30

Recess 11:30-11:45

52 Social Studies 11:45-12:45

FLEX BLOCK: Either RTI2, enrichment (STEM- 12:45-1:45 related), tutoring, or special interest clubs (for Tier I)

Student Dismissal 2:00

Teacher Professional Development 2:00-3:30

(1.8 d) Why This Schedule Students will spend a minimum of seven hours daily devoted to academic instruction. Tiered interventions will occur through differentiation strategies in each classroom. These strategies include, but aren’t limited to, differentiation by product, student ability, and proficiency groups established by state standardized tests.

Students who receive accommodations will receive additional tiered interventions daily with the Academic Interventionist, in accordance with their IEP plan. The 2:30-3:30 block will be reserved for intervention, enrichment, and tutoring to allow time for additional intervention strategies to be implemented, as well as special interest clubs for students who are at Tier 1 and are not in specific need of intervention because they have met the >75% mastery threshold in all classes. The needs of the students will determine which service they receive.

Using Time Strategically: To accomplish the objectives of inquiry-based instruction, more time is needed in the classroom. But more time does not necessarily equate to more learning. At MASE, there is a difference between “Engaged Time” and “Allocated Time.” MASE firmly believes that offering students an extended school day that is designed to maximize “Engaged Time” offers MASE’s students the best opportunity to internalize information and truly learn. The instructional approach at MASE is designed to maximize engaged time and increase student motivation to learn. But more time spent on a task does not necessarily translate into success unless students are aware of the connection each task has to the “real” world. Students are prompted to involve themselves throughout their education at MASE in completing “hands-on” tasks.

To maximize engaged time, teachers develop their lesson plans to ensure that students are getting maximum exposure to concepts and can demonstrate mastery of the TN standards. Approximately 70% of all instructional time is devoted to standards instruction and concept mastery and the remaining time is dedicated to value added projects, practice, and hands-on learning measured through authentic assessments.

(1.8 e) Typical School Day The school day will begin at 7:30 a.m. Each morning will begin with breakfast and a brief morning meeting that we call “Community Circle.” Students’ class schedules will include one-hour blocks of Math, ELA, STEM, Social Studies, Reading Comprehension and Fluency, and an exploratory class. During the ELA and Math hours, our Academic Interventionist/SPED Teacher co-teaches (please note: the co-teaching model refers to the SPED Teacher conducting in-class academic intervention only) in the lower performing (higher RTI tier) classes to provide additional support and intervention. Our daily schedule will also include lunch and recess. School will dismiss at 3:30 p.m. Monday through Thursday, and at 2 pm on Fridays to allow time for teacher professional development. In addition to the above schedule, teachers will receive a planning period daily. This time may be used for professional duties including instructional preparation, professional development coaching, or collaborative PLCs and planning.

Please see 1.8c for an example student schedule. All grades will follow this same structure.

53 (1.8 f) Extracurricular Activities Extracurricular activities will be determined with input from students and parents. Examples might include soccer, softball, chess, dance, gardening, and more.

(1.8 g) Saturday School Program MASE Elementary School’s annual calendar is 180 days in length; four of these required school attendance days will take place on Saturdays. These days are included in the school’s budget.

In keeping with Shelby County Schools before and after school program for elementary students, MASE will apply for Extended Learning Opportunities and Programs (ELOP). The purpose of this program is to offer extended before and after school hours to accommodate parent schedules. The program will operate from 6 a.m.-7:15 a.m. and 3:30 p.m.-6:30 p.m. It will be available to all students. The program is carried out by highly-qualified, trained, professional site staff members.

Additional, non-mandatory Saturday School events will be added if needed for additional academic support to prepare for state assessments. Funding for additional Saturdays is budgeted through Title 1 Funding. MASE teachers will be paid a stipend for their participation.

1.9 Special Populations and At-Risk Students

(1.9 a) Comprehensive Plan and (1.9 e) Special Education: Students with Disabilities and/or 504 Plans

MASE shares the vision that “special education is built on the belief that all students can and will learn.” MASE will offer a full inclusion model as much as a student's needs and IEP allow.

Students with special needs will be identified according to the TN Department of Education regulations and recommended procedures. Students will be provided with a full range of services and placements to fulfill the special education requirements identified for students with disabilities. An Individualized Education Plan (IEP) will be developed in accordance with standard practices for each student with disabilities. The IEP team will be responsible for the development of Individualized Education Plans.

The student’s IEP will reflect all the elements required by the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. The services will include intense elements: ● Students present levels of functioning and academic performance; ● Measurable annual goals and, where appropriate, short-term objectives; ● Special education, related services, and supplementary aids and services; ● A statement of program modifications and/or supports to be provided for the student; ● The extent (if any) to which the student will participate with nondisabled students in the general education class and extracurricular activities; ● Any individual modification in the administration of state or other required assessments of student achievement needed for the student to participate in the assessments; ● Projected date for the beginning of services and modification and anticipated frequency, location, and duration of services and modifications; ● How progress toward annual goals will be measured; ● Transition services for students ages 13 years and above; and ● Documentation that the student has been informed of his/her rights that will be transferred to the student upon reaching the age of majority.

Evaluation procedures will be administered in accordance with federal regulations to determine whether a student is disabled and the nature and extent of the special education and related services that the student needs. The use of this term means procedures are used selectively with an individual student and does not include basic tests administered to or procedures used with all students in a school, grade, or class.

54 Our comprehensive plan for serving students with special needs includes conducting universal screeners (i.e. STEP for K-2, and MAP for 3- 5) and identifying students falling below the 40th percentile as candidates for RTI2 services. In K-5, all students will also receive daily computer-based intervention via ••••••••iReady and Study Island during literacy rotations. After students are populated for RTI2 services: K- 2- students are tiered based on how many STEP levels they are behind the goal 3-5 students are assessed. Students placed in Tier II receive daily intervention from their classroom teacher Students placed in Tier III receive daily intervention from interventionists Students in Tier II are progress monitored bi-weekly, and Tier III scholars are progress monitored weekly In addition, students with disabilities also receive instructional supports with accommodations and modifications as outlined in their IEPs.

Record-keeping Requesting Records from previous schools: To request records from previous schools, a written record request form will be sent to student’s previous schools via facsimile. The request for the records of students with disabilities will be also sent in attention of Exceptional Children Department, and the request for students with 504 Accommodation Plans will be also sent in attention of the school’s 504 Coordinator.

Record Confidentiality (on site): In order to ensure record confidentiality, the records of students with disabilities and 504 Accommodation Plans will be kept in a secure place with access sheet included in the records.

Record Compliance (on site):

55 Our school will provide special education and related services according to the federal mandates of the Individuals with Disabilities Education Act and the regulations of the Tennessee Public School Law, Article 9. To ensure record compliance, our school will develop and implement a record compliance monitoring system. The Exceptional Children Coordinator will complete a compliance checklist for all records of students with disabilities. Each record will be reviewed and if any noncompliance is found, a corrective action of noncompliance will take place immediately. Verification of correction will be the final action to ensure the noncompliance was corrected. The 504 Coordinator at our school will monitor the 504 accommodation plans compliance as required by Section 504 of the Rehabilitation Act of 1973.

Federal Compliance MASE will adhere to all applicable provisions of federal law relating to students with disabilities, including the IDEA, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990. MASE will work with Shelby County Schools to ensure that all students with disabilities who qualify under the Individuals with Disabilities Education Act (IDEA): ● will have available a free appropriate public education (FAPE); ● are appropriately evaluated; ● are provided with an individualized educational plan (IEP); ● receive an appropriate education in the least restrictive environment; ● are involved in the development of and decisions regarding the IEP, along with their parents.

MASE Elementary will have policies and procedures to ensure that all children with disabilities residing in the school’s jurisdiction, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated in accordance with TN Procedures Governing Programs and Services for Children with Disabilities.

Research has shown evidence that those students with exceptional needs whose educational needs can be met in a regular classroom setting benefit from remaining in that setting. We seek to offer students the least restrictive environment possible for their optimal learning. MASE will provide this fully inclusive model in conjunction with a special education teacher, who will make necessary modifications and supplement curriculum for identified students. The special education teacher will collaborate with classroom teachers to ensure that all accommodations and modifications are provided as required by a student’s IEP. In addition to supporting students in the regular classroom, special educators will also pull students out of class, as needed, for additional support and assessment.

In order to make sure that students are achieving all their IEP goals, MASE’s everyday instruction will be differentiated to meet varying learning modalities and learning levels. Some of the programs offered to exceptional children at MASE may include the following: ● Extended Time on Assignments ● Multiple Sessions ● Individual Pull-Out Instruction ● In-Classroom Collaboration with the Special Education Teacher ● Preferential Seating ● Small Group Instruction ● Peer Tutoring ● Differentiated Assignments

All special education students will receive appropriate support, remediation, and consultation services in accordance with FAPE. All students will have access to appropriate procedures and mechanisms, along with their parents, to resolve any disputes or disagreements related to MASE’s or Shelby County Schools’ provision of FAPE.

Curricula for exceptional children in MASE will follow the curricula adapted for non-exceptional students. However, focus will be given to instruction on various subjects, depending on the needs of the individual students. Exceptional students’ cognitive, affective, motor and vocational development within the curricular areas will be emphasized.

56 MASE will designate one of the school’s special education teachers as the school’s special education liaison with Shelby County Schools. Responsibilities of this individual will include coordinating with the Shelby County Schools special education office throughout the year to ensure that all required special education and related services are being provided and that all IEPs are appropriately updated.

MASE Elementary will support and enhance the social, emotional, and academic functioning of all students in the school, especially the special education students. This education shall include special services supported with special education teachers, and will meet their unique needs by providing a full range of educational opportunities offered in the least restrictive environment.

(1.9 b) Founding Team Experience All current school administrators of MASE have 10+ years working with special populations including recruiting staff, being members of IEP and 504 teams, developing schedules, devising intervention plans (students with disabilities) and enrichment plans (gifted students), coordinating testing accommodations, and more. The administrators (MASE Executive Director/Principal Rodrick Gaston, Director of Compliance Cameron Cooley, AP of Academics Juanika Lee, Director of Operations Jordana Soso, and AP of Culture Estilien Louis) serve on the founding design team and will serve as administrators for MASE Elementary School as well as the existing MASE 6-12.

(1.9 c) Adequate Staffing for Special Needs Staffing for special groups will be based on student needs and state/district requirements. Students’ schedules will be developed to accommodate any necessary services, including pull-out services. Service providers, such as speech therapists, will be contracted based on enrollment. MASE will also utilize services provided by Shelby County Schools, such as the school psychologist. At least one teacher will be ESL certified. Either the SPED Teacher/Academic Interventionist will be certified for IG. For students with severe disabilities we have and will continue to work with community agencies (e.g. Youth Villages, LeBonheur Children’s Hospital, St. Jude Children’s Research Hospital) to provide what is needed for those students to receive as full and adequate an education as other students in the school. We will provide homebound services as needed. Our building is facility ADA compliant and, all of our students participate in a school-wide inclusion program. All students have a majority of their courses with the main student body. Only RTI2 classes and Intellectually Gifted classes are are prescribed for those students who demonstrate a need.

(1.9 d) Using Data to Serve Students The student’s IEP will be reviewed by the IEP team and also will be discussed with the student at least twice a year. Based on these reviews and discussions, the IEP will be updated accordingly. The IEP team will also develop and implement teaching strategies and classroom modifications so that the special education student will be educated in the least restrictive environment. Referrals to outside resources will be made on the basis of need in order to address more complex and difficult issues.

Parents are involved in the IEP process and consulted about potential evaluation. Following the evaluation, MASE will notify the parents/guardian that the evaluation has been completed. The notice shall include the following, with the exception of the items specified that are pertinent to both permission for evaluation and placement:

● Results of the evaluation and the educational implications; ● Statement of the parents/guardian(s) rights to attend a meeting of the IEP team; ● A statement of the parents/guardians right of refusal of permission for placement; ● An explanation of other rights pertaining to the placement process; ● A full description of all procedural safeguards available; ● A declaration that the student will not be placed in special education without the knowledge and written approval of the parent; ● A list of the sources where the parents/guardian may obtain free/low cost legal services; and ● A statement of any other factors relevant to the proposed action.

57 MASE will comply with federal and state regulations for serving exceptional children. Following are some of the commitments that MASE makes:

● Enrollment to all children will be open, regardless of disability status, which is in compliance with the regulation states that “free appropriate public education is available for exceptional children.” ● Assistive technology devices or assistive technology services, or both, will be made available to a child with a disability if required as a part of the child's (1) Special education; (2) Related services; or (3) Supplementary aids and services. ● Exceptional children will be placed in least restrictive environment. ● Each exceptional child will have an Individualized Educational Plan (IEP) and IEP team. ● An initial evaluation and reevaluation activities will be conducted after parent consent is obtained. ● Annual notices to the parents of exceptional children will be given. ● Child with special needs will be placed in the appropriate special program within 90 calendar days of receipt of a referral, unless the parent refuses to give consent for evaluation or placement.

(1.9 f) English Learners (EL)

Methods for identifying ELL students The WIDA-ACCESS Placement Test (W-APT) is the assessment used for initial identification and placement of students identified as having limited English proficiency. Eligibility assessment on the W- APT is based on results of the Home Language Survey (HLS) process. The HLS process, identification, and subsequent placement of limited English proficient students in English as a Second Language (ELL/ESL) services are guided at the state level by the Tennessee Department of Education.

Specific instructional programs, practices, and strategies the school will employ to ensure academic success and equitable access to the core academic program for these students ● Differentiated instruction to meet the needs of all learners ● ELL/ESL pull outs ● Stand-alone ELL/ESL programs ● Cooperative learning ● Content-based ELL/ESL programs ● Collaborative teaching with other teachers

Plans for monitoring and evaluating the progress and success of ELL students, including exiting students from ELL services The ESL teacher (classroom teacher with ESL certification) closely monitors the student's development of social communicative language and academic language proficiency during the school year. A series of steps are taken for monitoring and guiding student progress: ● Ongoing monitoring of development of language and content skills/knowledge as the student progresses through the individualized program of instruction. ● Assessments of student work are used to determine appropriate instructional approaches, adaptations, materials and coursework. ● Determining when the student has acquired the academic language proficiency necessary to be placed full-time at the appropriate grade level in the regular instructional program without ELL/ESL services (exit criteria). ● Post-service monitoring to ensure successful transition into the regular instructional program. ● Periodic program evaluation to ensure that language and academic support services for ELL/ESL students are effective.

(1.9 g) Special Education: At-Risk Students

Identifying At-risk Students The administration and Academic Interventionist will identify students after every grading period who might be in danger of not being promoted to the next grade. Early intervention is the key to helping these students be successful. Once a student is identified as potentially at risk, the parents are notified and a plan is put in place for giving the student the help and support he or she needs to be successful.

58 Meeting the Need Strategies may include subject tutoring, during or after school and mentoring. The goal is to give every student the opportunity to do his or her best and reach his or her full potential.

A key element of the school’s approach to student success is the Response to Intervention (RTI2) program, including an Academic Intervention Team, led by a full-time school Academic Interventionist, which addresses the needs of students who lag academically or socially, and which assumes primary responsibility for referring students to the appropriate on-site academic intervention team for evaluation and services when necessary.

As previously described, MASE Elementary will use the Study Island Response to Intervention System. Study Island is a results driven RTI solution that brings together all relevant data sources to support the delivery of a successful system-wide RTI2 program. It is a tiered instructional and intervention system in the areas of reading, math, and behavior for all students in grades K-12. MASE utilizes Study Island to monitor and assess the ongoing progress of the students.

In addition to serving students academically, we will also implement a Response to Intervention- Behavior (RTI-B) process and system to identify, track, and respond to students’ disciplinary actions that may be linked to the social/emotional health and development of the student. A universal screener for behavior will be administered 2-3 times per school year to identify high, medium, and low behavioral risks. After the universal screener is conducted, the risk roster will be cross referenced with the behavioral referral tracker to analyze the behavioral risks. Students will then be tiered based on risk rating. Students that are synonymously high risk will be referred for a functional behavior assessment (FBA) and development of a tier three behavior intervention plan (BIP). Students that are rated as medium risk may or may not be referred for an FBA, data collection of specific behavior are tracked, and based on the outcome are considered for the development and implementation of a Tier 2 BIP.

(1.9 h) Special Education: Gifted Students MASE will work closely with Shelby County Schools to make sure our future Intellectually Gifted (IG) students showing high performance capability academically and intellectually are correctly identified and their highly unique and specialized needs are fully met in our nurturing school environment. MASE will establish an IG Committee Review Team to be comprised of an Administrator, IG Coordinator, classroom teachers, special educator and English for Speakers of Other Languages (ESOL) teacher where

59 applicable. This committee will meet to review nominations and pertinent data to determine the continuation of the screening process for identification.

MASE will determine whether each student was already placed in an IG program before; students who have previously been designated as IG will then be further screened by MASE Elementary School to confirm eligibility. If there is no record available about a student who claims to have been classified as IG, then the student will be advised to take one or more tests, such as Common Test of Basic Skills, Stanford Achievement Test, Weschler series of IQ tests, MAP Test, and Stanford-Binet test.

IQ Classification: ● 130-145 Moderately Gifted ● 145-160 Highly Gifted ● 160-180 Exceptionally Gifted ● 180 and above Profoundly Gifted

Specific instructional programs, practices, strategies, and opportunities the school will employ MASE will adhere to the following program when educating IG students: ● Emphasizing skills in critical thinking, problem solving, and inquiry. ● Involving the student in selecting and planning field trips. ● Planning and providing optional and voluntary enrichment activities. ● Planning assignments and activities that challenge the students to the full extent of their abilities. ● Providing in-class seminars for students to discuss topics and problems that they are pursuing individually or as members of a learning team. ● Providing independent and joint learning opportunities. ● Working with individual students in the planning of their own objectives and activities for learning.

MASE believes that all students are entitled to equal access to learning and achievement. We provide this access by placing exceptional students in the most enabling learning environment possible. Once a student is identified as an IG student, with the signed consent from their legal guardians, MASE will invite the student to MASE’s Gifted Program. Students will be observed during the first half of the academic year. If teachers report that the student has the necessary academic potential, the student will be invited to a special interest team, such as First Lego League.

Plans for monitoring and evaluating the progress and success of intellectually gifted students MASE monitors and evaluates gifted students to ensure students are making learning gains. Goals will be established based on each student’s gifted level, and these goals will be stated in each student’s IEP. Teachers who have gifted students in the classrooms monitor progress to ensure the gifted student achieves successful completion of the gifted goals in the general education setting. The special education teacher is required to maintain a record of the services as related to the IEP goals. Goals for gifted learners will be monitored to ensure the gifted services provide focus on expected outcomes as indicated in the IEP document, and these goals are clearly intended to ensure increased academic gains. The IG committee review team will meet to evaluate the program and to facilitate effective changes as needed.

1.10 School Culture and Discipline

(1.10 a) Student Handbook Please see Attachment B, Student Handbook and forms.

(1.10 b) School Culture One of the goals for our students is the development of self-discipline within a safe, supportive environment, and with the partnership of families. Students and parents learn that the student is responsible for his or her own actions. Administrators, teachers, students, and parents are encouraged to be active partners in establishing and implementing the school rules. The following is a table of students’ rights and responsibilities. For students to earn these rights, they must accept the parallel responsibilities.

60 Rights Responsibilities

1. To be treated with respect. To be dealt To behave in a manner that is appropriate and is a credit to with according to uniform standards. the student, his/her family and school.

To respect others, including all those in authority.

To show respect by removing all head coverings during and throughout the school day.

To treat others as you would like to be treated.

To dress appropriately for school.

2. To go to and from school safely. To use appropriate behavior when waiting at the bus stop or parent/guardian car.

To wear protective gear if biking to school.

To walk all bikes, skateboards, etc. when on school grounds.

To be orderly on the bus.

To go directly to school.

To respect crossing guards.

To respect other people’s property.

3. To attend a school that is in good To refrain from any behavior that results in the destruction physical condition. of personal or school property.

To refrain from eating candy or gum during school hours.

To dispose of any trash in the proper receptacle.

To refrain from eating or drinking outside the cafeteria without the supervision of a staff member.

To not take the property of others without their permission.

To assist in keeping cafeteria tables clean.

To assist in keeping classrooms, the media center, hallways, and the cafeteria clean.

To not deface in any way personal or school property (books, desks, walls, lockers, etc).

4. To have classrooms and hallways To arrive on time for classes.

61 that are conducive to effective learning.

To allow each person (teacher and student) to speak without interruption.

To develop listening and study skills.

To remain at your desk or seat unless permission is granted to do otherwise.

To complete assignments.

To not cheat.

To not distract others in classes.

To not use laser pointers, headphones, CD players, beepers, cell phones, pagers, electronic games, etc. while on school grounds.

5. To have sufficient time and space To talk in moderate tones in the cafeteria. to eat lunch in a pleasant atmosphere.

To dispose of trash in the proper receptacles.

To place any unwanted food in the proper receptacles.

6. To enjoy and participate in To use appropriate behavior in the auditorium. assembly programs.

To show respect for all individuals, including presenters and performers.

7. To enjoy and participate in school- To use appropriate behavior in all school-related activities. related activities (dances, field trips, All school activities are an extension of the school and all plays, sporting events, etc.) school rules apply.

8. To have an orderly and safe To walk and keep to the right in hallways and stairs when environment in and around the building at passing. all times during school hours, including after-school programs.

To walk and not run in the building.

To observe all playground guidelines and restrictions that pertain to skateboards, rollerblades, etc.

To have no physical contact with other students.

To not jump, climb, or throw objects in the building.

62 To remain on school grounds at all times while school is in session.

To remain under teacher supervision when present after school hours.

To not use backpacks in class or the hallways. Backpacks are to be kept in the locker at all times during the school day.

9. To evacuate the building safely To maintain silence. under teacher supervision in the event of a fire or emergency situation including all drills and building evacuations.

To follow all teacher/ staff member directions.

To remain with your class at all times.

To join a class as soon as possible if walking through a hallway during an alarm.

10. To expect that if your rights have To expect that if you are in violation of others’ rights you been violated the offenders will be sought will accept the consequences. and action will be taken.

To develop self-discipline, students must assume increasing responsibility for their own behavior. They are expected to obey all rules and regulations that have been developed by MASE to ensure the orderly operation of the educational program. When a student violates these rules and regulations, the parents and school personnel have a shared responsibility to take necessary action to correct the student’s behavior. Every reasonable effort shall be made to change a student’s inappropriate behavior through positive means before implementing more severe action such as suspension or expulsion.

(1.10 c) Creating Culture

A Safe and Positive Environment for Learning MASE believes all students have the right to make choices and that it is MASE’s role to help encourage students to make positive choices. Part of the educational process requires that students be given the opportunity to make decisions for themselves. When the choice a student makes is a poor one, MASE will take a nurturing approach to guiding the student to make a positive choice the next time he or she encounters a similar situation. This process is part of the character development role that our school will play in the lives of our students.

The cornerstone of MASE’s approach to developing a safe and nurturing learning environment is that all of our students have rights and that with these rights come responsibilities. Students’ rights and responsibilities will be set forth in the policies and regulations that are adopted by the Board of Directors, which will include student adherence to a code of conduct. Appropriate behavior and conduct is expected from students at all times. The student will be held accountable for his/her behavior during school hours, including while the student is going to and from MASE and at or near bus stops and on the bus. Maintaining behavioral standards within the school is essential to ensuring an environment conducive to learning.

63 In addition, the school will provide training to its teachers in proven approaches to classroom management, such as “Responsive Classroom,” to increase students’ active mental engagement in classroom activities and promote responsible, self-directed compliance with all school rules.

Family-School Partnerships The MASE Family Engagement Plan, jointly developed with parents, will establish the expectations for parental involvement, regardless of when they arrive during the school year. Memphis Academy of Science and Engineering expects parental involvement in the educational process. Parents will be involved in an organized, ongoing, and timely way to plan and review programs. The school and home have a shared goal of promoting success in our children.

Parents will have opportunities for regular meetings for suggestions, decision-making, and responses, such as: ● Attend school events and serve as advisors for school concerns. ● Serve on the school’s Leadership Team. ● Use their talents and resources to enhance the instructional process. ● Become school supporters and advocates. ● Respond to memos, surveys, questionnaires, and requests through the school’s monthly newsletter and parent meetings.

To ensure our parents and community participate in the development and implementation of the school’s program, we will do the following: ● Invite all parents to a Title I annual meeting and other parent meetings/trainings to explain the components and requirements of Title I. ● Provide flexible times for our parents to attend parent meetings during the day and throughout the school year. ● Offer parental training and workshops in parent meetings to meet the diverse needs of our parents. ● Involve parents in planning and developing school improvements. ● Develop jointly with parents a Student/Teacher/Parents Compact demonstrating how parents and students share responsibilities with the school. ● Encourage parents to regularly visit, take an active role in school planning, observe in classrooms, and volunteer their services in the school. ● Parents will also be invited to participate in our Annual PC Learning Week. In this winter event, we ask parents to schedule hour-long blocks to participate in student lessons in the classrooms of their choice.

To encourage parents' presence and active involvement, the school building will include a dedicated parent room. This room will allow parents a place to gather and build relationships with one another, discuss matters of mutual interest, and afford them an opportunity to feel comfortable and take ownership in the school. The room will also be equipped to provide parents access to online school materials and PowerSchool, an online student information platform. PowerSchool will allow parents to monitor their children's academic progress, behavior, and attendance over the course of the year. PowerSchool provides information related to assigned student homework; offers resources for homework assistance; presents scores on various assessments and progress growth information; and posts newsletters and school calendars. PowerSchool will synchronize with teachers' monitoring of student progress and help remind teachers of previous and ongoing student needs.

64 In addition, MASE’s facility will be made available to student and parent/guardian groups to use the facility for educational purposes, discussion groups, and other programs that may be offered in cooperation with third party organizations and institutions.

Our school will actively engage parents in their children's learning. Prior to each school year, we will make parents and each student aware of grade level performance expectations. Student progress against those goals will be communicated to parents regularly through direct teacher communication; PowerSchool; progress reports; report cards; and, parent-teacher conferences.

Parents also will be encouraged to help form clubs or groups to support extracurricular or school-time activities in the building. Consistent with our mission, we will facilitate the formation of a parent organization at our school. Our board will expect that the parent organization support our mission and student body in all it does and report frequently on the organization's initiatives. We will ensure our parent organization has the necessary policies and procedures in place to stay in compliance with law, including those necessary for sound financial management.

Each year, parents will have two opportunities to complete a survey inspired by the some of the most effective parent surveys from around the country. This survey will seek to ensure that parents' expectations and students' needs are understood and met. “Voice of the Parent” is designed to systematically drive action and accountability so that we remain parent-, student-, and community- focused. These surveys will be confidential, and the feedback received will be compiled into summary statistics for use at the school leadership and board levels.

Community Engagement MASE believes that a school must be connected to the families and community both. While serving students and families from across the Memphis area, we also intend to make MASE’s facility a gathering place for the neighborhood. By opening MASE’s facility evenings, weekends, and during break periods for community use, we will engage the surrounding community and deepening our relationship with those who live and work near the school.

MASE uses several tools to assess our community engagement program. MASE conducts community surveys to gain specific feedback, holds open forum sessions at board meetings to invite community input in decision making,and invites community members to serve on committees of the Board of Directors.

(1.10 d) School Culture for Students with Special Needs Students with special needs will be assured the same safe, supportive environment and partnership with families as mainstream students. The Student Rights and Responsibilities will be adapted if necessary to meet the needs of students with disabilities or English Language Learners. We will make every effort to engage the families of ELLs in the language they are most comfortable with.

65 receiving transportation services outlined and documented in their IEPs will also receive those services. School leaders and teachers will track assessment, progress monitoring, exit ticket, and other pertinent intervention data by inputting data into a goals tracker for each student with an IEP, which captures EasyCBM data, intervention data, and classroom performance. Academic Interventionists teachers will collaborate and plan with general education teachers weekly about student progress. Making changes to the services and programming, if necessary, will be done by the Academic Interventionist contacting the parent to schedule an IEP meeting, along with the IEP team members to discuss student progress.

(1.10 e) Student Discipline Policy Please see Attachment C, the 2019-2020 student discipline policy for MASE Elementary.

(1.10 f) School Discipline An unfortunate trend in public education is for individuals of all ages to expect and accept a culture of low expectations, which inhibits, rather than promotes, the drive for excellence. MASE will counter this trend in public education by (1) placing high expectations on students, administration, staff, and families and (2) giving each member of the school’s community the tools and assistance they need to succeed.

One of the key ingredients for academic achievement is a supportive learning environment. MASE has a three-pronged approach to providing such an environment. First, MASE will create an atmosphere in which students will feel safe and free to actively participate in their education and in the education of their fellow classmates. Second, MASE will provide students with a framework of rights and responsibilities. Third, MASE will develop an active parent and community engagement program to help ensure that the Board of Directors is responding appropriately to the needs of students and their families.

Encouraging Positive Behavior In addition to deterring poor student choices, MASE rewards positive decision making. Research studies have demonstrated that when positive behavioral support strategies are implemented schoolwide, children benefit by having an environment that is conducive to learning. They learn more about their own behavior, learn to work together, and support each other as a community of learners.

MASE develops and encourages positive decision-making through the following framework:

● A clearly stated, positive purpose within the Code of Conduct. ● A set of positively-stated expectations for behavior. ● Procedures for teaching schoolwide expectations. ● A continuum of procedures for encouraging students to display expected behaviors. ● A continuum of procedures for discouraging violations of schoolwide expectations. ● A method for monitoring implementation and effectiveness.

Student Expectations Parents and students sign a contract promising to honor the code of behavior. The behavior policies are distributed to students and parents and reviewed during orientation. This code of behavior, in addition to stipulating standards of conduct, specifies disciplinary measures to be taken in the event of misbehavior.

All students are instructed via a student handbook as to the results of violating school policy. MASE, moreover, is committed to the idea that the learning process will not be interrupted at any time. Discipline for classroom disruptions is handled by both teachers and the administrator(s). Students and instructors will respect each other and their surroundings. Corporal punishment is not used.

Non-Discretionary Offenses It is the responsibility of the student not to engage in behavior that disrupts the ongoing program of the school, shows disrespect for the rights of others, or presents a clear and present danger to the health,

66 safety, or welfare of those in school or to the general public. If the student fails to fulfill his/her responsibilities in regards to conduct, disciplinary action will follow. In disciplinary cases, students are entitled to due process. Students may be recommended for long-term suspension or expulsion for offenses, based on the seriousness and degree of the behavior and with consideration for the safety and protection of the students, staff, and MASE property. The following offenses will not be tolerated:

● fighting or physical assault, ● sexual harassment, ● continuous disruption of school environment/classroom, ● possession, use, or selling of drugs or drug paraphernalia, ● possession of a firearm, weapon, or explosives.

MASE will be a drug-free and weapon-free zone.

Manifestation Hearing for Discipline of Special Education Students A manifestation hearing must be held when school personnel recommend a long-term suspension (more than 10 school days) or when a student is approaching ten cumulative days of suspension for a student with an active IEP. The purpose of the hearing is to determine if the student's inappropriate behavior is substantially related to the student's disability.

A child with a disability who is removed from his/her educational setting for disciplinary reasons for more than 10 school days (or who is removed for 45 school days for weapons, drugs or serious bodily injury) must continue to receive the services in his/her IEP as well as access to the general education curriculum. Such student must also receive, as appropriate, a functional behavioral assessment and behavior intervention services and modifications that are designed to address the behavior violation so that it does not recur.

If school personnel seek to order a change in placement that would exceed 10 school days and the behavior that gave rise to the violation of the school code is determined not to be a manifestation of the student’s disability, the relevant disciplinary procedures for nondisabled students may be applied to the child with a disability in the same manner and for the same duration as would be applied to a child who is not disabled.

The manifestation hearing team will include the student's IEP team and other qualified personnel. The director of special education, or designee, will preside at the hearing as required by the district. The manifestation designee may be any staff member trained by the special education director in conducting manifestation hearings.

When a disciplinary action involving a change of placement for a student who has an active IEP for more than 10 consecutive or cumulative school days in a school year is because he/she engaged in behavior that violated any rule or code of conduct of the charter school that applies to all children:

● The parents shall be notified of that decision and of all procedural safeguards accorded, not later than the date on which the decision to take that action is made; and ● Immediately, if possible, but in no case later than 10 school days after the date on which the decision to take that action is made, a review shall be conducted of the relationship between the child's disability and the behavior subject to the disciplinary action.

The charter school representative, the parent, and relevant members of the IEP Team (as determined by the parent and the charter school representative) shall review all relevant information in the student's file, including the child's IEP, any teacher observations, and any relevant information provided by the parents.

As stated at the outset, the term manifestation determination review is a process to be taken by the IEP Team and other qualified personnel. The process that must be taken before reaching a decision that the

67 behavior of the child was not a manifestation of his/her disability is a responsibility of the IEP Team which must:

● First consider, in terms of the behavior subject to disciplinary action, all relevant information, including evaluation and diagnostic results, including the results or other relevant information supplied by the parents of the child; observations of the child; and the child’s IEP and placement.

● The IEP Team then determines that in relationship to the behavior subject to disciplinary action, (i) the child’s IEP and placement were appropriate and (ii) the special education services, and behavior intervention strategies were provided consistent with the child’s IEP and placement.

● The IEP Team then determines that (i) In relationship to the behavior subject to disciplinary action, the child’s IEP and placement were appropriate and the special education services, supplementary aids and services, and behavior intervention strategies were provided consistent with the child’s IEP and placement; (ii) The child’s disability did not impair the ability of the child to understand the impact and consequences of the behavior subject to disciplinary action; and (iii) The child’s disability did not impair the ability of the child to control the behavior subject to disciplinary action.

The IEP team will consider a behavior as a manifestation of the student's disability when the charter school representative, the parent, and relevant members of the IEP Team determine that either the conduct in question was:

1) Caused by, or had a direct and substantial relationship to, the child's disability; or 2) The direct result of the charter school's failure to implement the IEP.

The IEP Team will determine that the behavior of the child was not a manifestation of such child's disability if the charter school representative, the parent, and relevant members of the IEP Team determine that either the conduct in question was not:

1) Caused by, or had a direct and substantial relationship to, the child's disability; or 2) The direct result of the local educational agency's failure to implement the IEP. If the manifestation review determines that the student’s misbehavior was a manifestation of their disability, the IEP Team shall:

1) Conduct a functional behavioral assessment, and implement a behavioral intervention plan for such child, provided that the local educational agency had not conducted such assessment prior to such determination before the behavior that resulted in a change in placement; 2) In the situation where a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior; and 3) Return the child to the placement from which the child was removed, unless the parent and the local educational agency agree to a change of placement as part of the modification of the behavioral intervention plan.

If the manifestation review determines that the student’s misbehavior was not a manifestation of their disability, the relevant disciplinary procedures applicable to children without disabilities may be applied to the child in the same manner in which they would be applied to children without disabilities.

If the charter school initiates disciplinary procedures applicable to all children, the charter school shall ensure that the special education and disciplinary records of the child with a disability are transmitted for consideration by the person or persons making the final determination regarding the disciplinary action.

68 If the student's behavior is a manifestation of their disability, the IEP must be reviewed and revised as appropriate. If the student's behavior is not a manifestation of their disability, disciplinary action may be taken, but the charter school must continue to make FAPE available to the student.

If the parent of a child with a disability disagrees with the manifestation determination, or if the charter school believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others, either party may request an appeal hearing. If an appeal hearing occurs, the Hearing Officer may:

● Return a child with a disability to the placement from which the child was removed; or ● Order a change in placement of a child with a disability to an appropriate interim alternative educational setting for not more than 45 school days if the hearing officer determines that maintaining the current placement of such child is substantially likely to result in injury to the child or to others.

When a parent requests a hearing regarding a disciplinary action or to challenge the interim alternative educational setting or the manifestation determination, the child shall:

● Remain in the interim alternative educational setting pending the decision of the hearing officer or ● Until the expiration of the time period whichever occurs first, unless the parent and the State or local educational agency agree otherwise.

Charter school officials can report crimes committed by children with disabilities to appropriate law enforcement authorities to the same extent as they do for crimes committed by non-disabled students. A manifestation hearing must take place no later than 10 calendar days after the date on which the decision is made to conduct a hearing. Parents must be notified in writing five calendar days prior to the hearing. Parents may waive the five-day timeline.

1.11 Marketing, Recruitment, and Enrollment

(1.11 a) School Enrollment Policy Please see Attachment D for the School Enrollment Policy.

(1.11 b,c,d,e) Communications Plan

Target Community and Demographics MASE Elementary will serve primarily students in grades K-5 who are at risk of not making adequate progress or who would otherwise attend an underperforming school as determined by Tennessee’s Educational Accountability System. MASE will focus its student recruitment efforts in the downtown area and the surrounding communities. The target audience is a broad range of students and their families who seek a focused, hands-on science and engineering alternative to the conventional classroom setting. In its outreach efforts, MASE will focus on ensuring diversity within its student population.

Demographics of Shelby County Schools show a student population that is approximately 78 percent African American. MASE’s student population reflects that diversity. While only 6 percent of the student population are Hispanic or White, the number is growing. MASE recruitment efforts target all populations within the Memphis area, regardless of race, disability, ethnicity, or gender. MASE agrees that it shall operate, in all respects, as a nonsectarian, nonreligious, non-home-based public school. Admission shall not be determined according to place of residence of the pupil or of his or her parent or guardian. Specifically, MASE will always be nonsectarian in its programs, admission policies, employment practices, and all other operations; shall not charge for tuition; and will not discriminate against any student on the basis of ethnicity, national origin, religious affiliation, gender, or disability.

Marketing & Recruitment Plan, Informing the Community, Targeting Outside Groups MASE will employ a direct recruitment method targeting the local community, surrounding universities, businesses, and research institutions. When possible and where necessary, our recruitment efforts will be

69 bilingual. MASE also seeks support from local nonprofit organizations that operate within the same community. MASE will hold an Open House at the beginning of the school year to introduce all the staff, their qualifications, and to provide an overview of the MASE program.

Recruiting will be active in the downtown area immediately surrounding Research Park in communities such as Bellevue, New Pathways, Peabody Vance, The Edge, and public housing projects. MASE recruits students and informs the community through the following methods:

Open Houses/Community Meetings • Providing multiple Open House information sessions throughout the Memphis metro area. • Providing information sessions and posting flyers at community centers and public libraries throughout the Memphis metro area and in selected communities around the metro area. • Conducting information sessions at local churches. • Posting informational flyers in underserved neighborhoods.

Community and Youth Services Partnerships • Providing information about MASE to youth-serving organizations such as Boys and Girls Clubs, YMCA, Youth Services, and others. • Developing partnerships with athletics programs such as the Grizzlies, the Redbirds, and local collegiate teams.

Media Outreach • Advertising and participating on talk shows and providing news to local radio stations and local television outlets. • Advertising in and providing news to local newspapers such as the Commercial Appeal and the Memphis Business Journal. • Advertising on and providing news to community-focused websites.

Online Information • Maintaining a website that contains information about MASE, what it offers, and how to apply. • Registering the website with search engines such as Yahoo and Google, social media sites, and niche educational websites. • Seeking to establish links with other education and community-based organizations that have web pages, including Shelby County Schools and contiguous school districts, Tennessee Department of Education, Memphis Regional Chamber of Commerce, and others

70 Marketing Timeline MASE is devoted to providing an educational environment that is conducive to learning for every scholar that joins our community. Thus, having a precise marketing plan that reflects goals, communication, and timelines is critical to our community of learning. We have provided a chart that reflects our marketing plan, the person(s) responsible for completing the task, timelines and communicated notes. Individuals included in this plan are all within MASE’s network and budget. These individuals have also taken part in the implementation of these marketing strategies at our current location and have met enrollment goals every year using them. The chart below highlights our detailed plan.

Marketing Plan Who Date Notes

Student recruitment & ED/ School December 2018 Admission Director/AP/I/ Guidance Counselor

Marketing:

Design flyer/packet IF/ Director of September 2018 Operations

Translate flyer into Spanish IF/ Director of September 2018 Operations

Post Flyers and Billboards in IF/ Director of September - October the communities Operations 2018

Meet with community ED/IF/ AP September- November leaders to gain support of 2018 our program

Work with local parental ED/IF/ AP September- November outreach programs 2018

Enrollment:

Review open enrollment School Director/ AP September 2018 platform

71 Post open enrollment on School Director/ AP/ September 2018 Translate in Spanish website IT Director

Post enrollment through Director of September – July 2019 Translate in Spanish social media Operations/AP/School Director

Host open house info ED/AP/School September – July 2019 Provide Translators session Director

Host enrollment info in ED/AP/School September – July 2019 Provide Spanish targeted locations Director Translators

Canvass targeted School Director/AP September – July 2019 communities

Send out news press ED/Director of September – July 2019 Operations

Connect with local pre-k School Director/ AP September 2018 programs leaders

Admission Lottery & Enrollment:

Identify Lottery protocol ED/AP/ School September 2018 Director

Identify Lottery date(s) School Director/ AP September 2018

72 Release Lottery date IT Director/ Director September 2018 through social media, of Operations website, and radio

Analyze Enrollment Data School Director/ AP September 2018

Conduct admissions lottery School Director/ AP September 2018

Start wait list School Director September 2018

Contact families School Director/ AP September 2018 – July 2019

Send out acceptance letters School Director November- July 2018

Start registration process Registrar/Director of February 2019– July with families Operations 2019

The MASE founding team has already started sharing the vision for MASE Elementary School with certain community members who are currently working with young people and/or are doing work to improve educational options for students in the Midtown/Downtown area. We will start our full community engagement plan, in 2-3 months and talk with key community members, then parents and students, then industry partners to determine the vision for future leaders in the Midtown/Downtown area. From there, we will work with appropriate partners over the next 6-12 months to develop curricular paths, mentor/internship program plans, and recruiting strategies. Upon approval of our application, we will start our full outreach plan, including going to pre-K programs, after-school organizations, and churches, and also by marketing through various media outlets. Once MASE Elementary is open, we will create an advisory council of community, parent, and industry partners to continue developing the school. This council will help to ensure that we are staying true to our vision and mission and continuing to evolve with changes in community and workforce needs.

Enrollment of Students and Equal Opportunity In accordance with state regulations, MASE will open its doors to any student who resides in Memphis and is willing to make a commitment to the school’s schedule and academic approach. MASE will not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Admission shall not be determined according to place of residence of the pupil or of his or her parent or guardian (within this state), other than giving students living within Memphis priority. MASE will be nonsectarian in its programs, admission policies, employment practices, and all other operations and shall not charge

73 tuition.

If the number of students within Memphis who apply during the designated enrollment period outnumbers the number of available seats, a lottery process will be used. If the number of applicants from Memphis does not outnumber the available seats, the remaining seats will be made available to any interested student willing to comply with the school’s policies. If the number of non-Memphis students outnumber available seats, a lottery process will be used for those seats.

All applications that exceed available seats at MASE and are received prior to the application deadline will be entered in the school’s lottery. The school administrator will keep a copy of the applications on file in the school office. At the time of application, parents will be given a copy of the Open Enrollment Lottery Procedures; in addition, parents will be given any available written information regarding MASE’s program philosophy, program goals, and parental and student commitments. The administrator of the school/program will conduct a lottery as needed that takes into account the following ranked list of priorities:

1) Students from Shelby County Schools attendance area. 2) Siblings of currently enrolled students. 3) Children of teachers, founder, or members of the governing body.

All new applications will be held without numbers between scheduled lotteries. At lottery time, the initial step will be the drawing for position according to grade level. The lottery will then proceed as follows:

1) Draw grade levels to determine order of the drawing; draw siblings and attendance area children if applicable to the school/program; draw district-wide applications. 2) Sibling names will be drawn and assigned the lowest available waiting-list numbers. Where families have more than one child, the lowest available number will be assigned simultaneously to each grade level. To be eligible under this section, the sibling must be already on the rolls at the time the other entering sibling is enrolled. 3) Names of children from the rest of the district will be drawn second and assigned waiting- list numbers in sequence behind sibling and attendance-area names. 4) After each lottery, families will be notified of their status on the list and advised that they must notify the school if they wish to remain on the list. At that time they should provide updated information (address, telephone number, etc.) if necessary.

The names will be entered into the waiting list after the scheduled lottery is held. A copy of the list will be forwarded to the Superintendent of Shelby County Schools. Names will be numbered consecutively within each grade level based on the lottery draw. An indication will be made after the last number entered from each lottery so that it will be possible to determine which names were entered from every lottery.

Students will be enrolled in the school from the approved waiting lists in numerical order unless the administrator preempts the waiting list for documented hardship circumstances. As openings occur in a particular grade level, the parents of the next student on the waiting list will be notified of the opening and will have the requirement of registering in the school/program within two school days. When an opening occurs and no names remain on the waiting list, a special lottery will be held for that grade level only after soliciting for interest from students in the school.

(1.11 f) Continuing Recruitment Student recruitment after the school has opened will include promoting the school’s achievements, engaging families, encouraging referrals and word-of-mouth, and updating the school’s website and social media, in addition to attending fairs and community events, media outreach, engaging partners, and evaluating parent satisfaction.

74 1.12 Community Involvement and Parent Engagement

(1.12 a) Parent and Community Demand We have experienced strong demand from current MASE parents who want an elementary school for their student’s younger sibling. In addition, our numerous community partners have reiterated the need for a workforce with a strong STEM foundation.

Our existing MASE families will be the primary source of new students, as MASE Middle/High School families have expressed interest in a STEM focus at MASE Elementary School for their elementary aged children. Informal interest surveys conducted by the MASE elementary founding team has resulted in approximately 70 potential students.

*(https://www.tn.gov/assets/entities/sbe/attachments/8-26- 14%20II_A_State_Identified_Reward_Priority_Focus_Schools_Attachment_3.pdf)

(1.12 b, c, d) Engagement The MASE founding team has already started sharing the vision for MASE Elementary School with certain community members who are currently working with young people and/or are doing work to improve educational options for students in the Midtown/Downtown area. We will start our full community engagement plan, in which over 2-3 months we will talk with key community members, then parents and students, then industry partners to determine the vision for future leaders in the Midtown/Downtown area. From there, we will work with appropriate partners over the next 6-12 months to develop curricular paths, mentor/internship program plans, and recruiting strategies. Upon approval of our application, we will start

75 our full outreach plan, including going to nearby middle schools, after-school organizations, and churches, and also by marketing through various media outlets. Once MASE Elementary is open, we will create an advisory council of community, parent, and industry partners to continue developing the school. This council will help to ensure that we are staying true to our vision and mission and continuing to evolve with changes in community and workforce needs.

Strong parental involvement often is the result of effective and robust school-home communication. MASE is committed to maintaining an atmosphere of open dialogue between school and parents. A monthly newsletter, website, and Facebook page will keep interested families aware of and connected to the latest happenings of the school as it prepares to open. Social media websites will be used to help form and maintain connections between school leaders and parents. While our school is constructed, a temporary school office will be available for staff contact and prospective parent visits.

During the months before the school opens, school staff and parents will initiate the relationships that will strengthen and grow throughout our school community. This pre-opening rapport with prospective parents will peak with a family orientation held at the end of the summer to allow prospective students and newly- enrolled students and their families to meet the principal, teachers, classmates, and other school staff.

(1.12 e) Evidence of Support Please see a list of MASE partners as Attachment E. While the leadership team has conducted informal surveys of current MASE parents to determine their interest in MASE Elementary, this data is not currently available in a formal report.

1.13 Existing Academic Plan

76 (1.13 a) Existing Academic Plan at MASE 6-12 For the past several years, MASE has operated its middle and high school with growing academic success. The course map below illustrates the high school curriculum.

Course Map 9th Grade 10th Grade 11th Grade 12th grade

Mathematics Algebra 1 Geometry Algebra Adv. Algebra and Trigonometry or Pre- Calculus

Language English I English II English III or English IV or AP Language AP Literature & Composition & Composition

Science Biology Chemistry Physics AP Biology, Chemistry, or Physics or Other Science Elective

Social Studies World History US History Government & Personal Economics Finance/ Business Principles

STEM STEM I STEM II STEM III STEM IV

Specialty Physical Visual Art or Spanish I Spanish II Education and Visual Design Lifetime Wellness

Electives Environmental Engineering Scientific Health Careers (Flexible Grade Science Design Research Exploration Level)

Core Subject Overview: MASE High School

Language Arts

Gra Knowledge Level Gained Proficiency Achieved Skills Acquired de Lev el

9 Students in English I explore the Students must ● Express reflections and reactions ways that audience, purpose, demonstrate 86% to literature and to personal and context shape oral proficiency on each experience

77 communication, written skill acquired in class ● Explain meaning, describe communication, and media and assessments as well processes, and answer research technology. While emphasis is as the appropriate questions placed on communicating for level of attainment the ● Evaluate communication and purposes of personal state requires for this critique texts expression, students also class. ● Make and support an informed engage in meaningful opinion communication for expressive, ● Participate in conversations about expository, argumentative, and and written analyses of literary literary purposes. genres, elements, and traditions ● Use knowledge of language and standard grammatical conventions

Grade Knowledge Level Gained Proficiency Achieved Skills Acquired Level

10 Students in English II read, Students must ● Examine non-literary texts discuss, and write about demonstrate 86% related to cultural studies both classical and proficiency on each ● Research material to use contemporary world skill acquired in class primarily in clarifying their own literature (excluding British assessments as well explanatory responses to and American authors) as the appropriate situations and literary-based through which students will level of attainment the issues identify cultural significance. state requires for this ● Critically interpret and They will examine pieces of class. evaluate experiences, world literature in a cultural literature, language, and context to appreciate the ideas diversity and complexity of ● Use standard grammatical world issues and to connect conventions and select global ideas to their own features of language experiences. Students will appropriate to purpose, continue to explore audience, and context of the language for expressive, work explanatory, critical, argumentative, and literary purposes, although emphasis will be placed on explanatory contexts.

11 Students in English III Students must ● Relate the experiences of analyze United States demonstrate 86% others to their experiences literature as it reflects social proficiency on each ● Research the diversity of perspective and historical skill acquired in class American experience significance by continuing assessments as well ● Examine relationships to use language for as the appropriate between past and present expressive, expository, level of attainment the ● Build increasing sophistication argumentative, and literary state requires for this in defining issues and using purposes. The emphasis in class. argument effectively English III is critical analysis ● Create products and of texts through reading, presentations that maintain

78 writing, speaking, listening, standard conventions of and using media. written and spoken language

12 Students in English IV will Students must ● Express reflections and integrate all the language demonstrate 86% reactions to texts arts skills gained throughout proficiency on each ● Explain principles inspired by their education. The skill acquired in class the curriculum curriculum both affirms assessments as well ● Interpret and qualify texts these skills and equips the as the appropriate ● Research and address issues students to be lifelong level of attainment the of public or personal concern learners. Students continue state requires for this ● Create products and to explore expressive, class. presentations that maintain expository, argumentative, standard conventions of and literary contexts with a written and spoken language focus on British Literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media.

Mathematics

Grade Knowledge Level Gained Proficiency Skills Acquired Level Achieved

9 Geometry continues students’ Students must ● Inductive reasoning study of geometric concepts, demonstrate ● Deductive reasoning building upon seventh grade 86% proficiency ● Logical decision making topics. Students will move from on each skill ● Development of mathematical an inductive approach to acquired in proofs deductive methods of proof in class ● Understanding of trigonometric their study of geometric figures. assessments as relationships Two- and three-dimensional well as the ● Probability analysis reasoning skills will be appropriate emphasized and students will level of broaden their use of the attainment the coordinate plane to include state requires transformations of geometric for this class. figures. Appropriate technology, from manipulatives to calculators and graphics software, will be used regularly for instruction and assessment.

9 Algebra I students will be Students must ● Inductive reasoning involved in solving problems demonstrate ● Deductive reasoning that arise from real-world 86% proficiency ● Logical decision making settings and contexts and using on each skill ● Development of mathematical the language of algebra to find acquired in proofs and interpret solutions. class ● Understanding of trigonometric Development of conceptual assessments as relationships

79 understanding of proportionality, well as the ● Probability analysis multiple representations, appropriate variables, level of equality and inequality, attainment the functions and dependency, and state requires data analysis are all included in for this class. the instruction of Algebra I.

10 Algebra II continues students’ Students must ● Demonstrate basic computations study of advanced algebraic demonstrate of addition, subtraction, concepts including functions, 86% proficiency multiplication, and division for all polynomials, rational on each skill types of numbers expressions, complex numbers, acquired in ● Solve equations containing up to systems of equations and class three variables inequalities, and matrices. assessments as ● Graph equations that contain Emphasis should be placed on well as the variables as high as the third practical applications and appropriate degree modeling. Appropriate level of ● Solve linear and quadratic technology, from manipulatives attainment the inequalities to calculators and application state requires ● Graph linear and quadratic software, will be used regularly for this class. inequalities for instruction and assessment. ● Interpret graphs and charts of equations and inequalities ● Verify solutions of selected problems ● Solve problems using basic trigonometry, probability, and statistics ● Recognize and determine what skills are needed to solve a specific problem

11 Advanced Algebra and Students must Major content strands include Trigonometry is designed for demonstrate functions, matrices, and trigonometric those students who have 86% proficiency applications. successfully completed three on each skill years of upper level acquired in mathematics but do not seek to class pursue secondary Precalculus assessments as and Calculus credit. Advanced well as the Algebra and Trigonometry appropriate provides a greater number of level of students with the opportunity to attainment the study higher levels state requires of mathematics for four years for this class. and to become better prepared for college entrance examinations (ACT and SAT) or the modern workplace.

11 Pre-Calculus provides students Students must Students will acquire knowledge and a complete study of demonstrate develop skills which enable them to trigonometry, as well as 86% proficiency identify functions and use functions

80 advanced algebra topics, on each skill notation; investigate polynomial, analytic geometry, sequences acquired in rational, exponential, and logarithmic and series, and data analysis. class functions; solve equations using Applications and modeling will assessments as numeric, graphic, and analytic be included throughout the well as the methods; define, evaluate, and graph course of study. Appropriate appropriate trigonometric functions and their technology, from manipulatives level of inverses; solve triangles; solve to calculators and application attainment the applications using vectors; and software, will be used regularly state requires represent complex numbers in for instruction and assessment. for this class. trigonometric form.

12 Calculus develops the student’s Students must ● Evaluate derivatives understanding of the concepts demonstrate ● Evaluate integrals of calculus (functions, graphs, 86% proficiency ● Analyze geometry of physical limits, derivatives, and integrals) on each skill phenomena and provides experience with its acquired in ● Understand relationships methods and applications. The class ● Recognize the boundaries of course encourages the assessments as relationships geometric, numerical, analytical, well as the ● Approximate change and verbal expression of appropriate concepts, results, and level of problems. Appropriate attainment the technology, from manipulatives state requires to calculators and application for this class. software, will be used regularly for instruction and assessment.

Social Studies

Gra Knowledge Level Gained Proficiency Skills Acquired de Achieved Lev el

9-12 Students in the ninth through Students ● Possess civic understanding and accept twelfth grades take classes in must their responsibilities as citizens in a World Geography, United demonstrate democratic society States History, Economics, and 86% ● Are proficient in the skills of information Government. At the secondary proficiency acquisition; information use for problem level (grades 9-12), students on each skill solving, decision making, and planning; will polish and deepen their acquired in interpersonal relationships and social understanding of history and class participation; and civic participation the social sciences. Following assessments ● Possess the ability to apply concepts the essentially geographic as well as and theories to analyze and explain: perspective of the elementary the ▪ The structure, function, and operations and middle levels, the appropriate of the economic, social, and political secondary-level social studies level of institutions of the United States and program consists of the history attainment other societies and the economic, of the United States; links the state social, and political behavior of people economics and political requires for ▪ The historical development and unique science (government) in a this class. characteristics of societies course intended to provide ▪ Persistent issues and problems students with the knowledge, ▪ Basic geographic concepts skills, and habits of mind to ● Demonstrate values consistent with the

81 enter effectively into adult fundamental tenets of democracy citizenship; offers several ● Exhibit constructive attitudes toward perspectives for world study; change, conflict, diversity, and and suggests a variety of uncertainty social studies electives. ● Demonstrate concern for others and for the environment Science

Gra Knowledge Level Gained Proficiency Skills Acquired de Achieved Lev el

9-12 In Physics & Physical Science, students Students must ● Ability to do scientific come to an understanding of: demonstrate 86% inquiry ● Conservation of mass and energy. proficiency on ● Understanding about ● Conservation of momentum. each skill scientific inquiry ● Waves. acquired in class ● Abilities to perform safe ● Fields. assessments as and appropriate ● Interactions of matter and energy. well as the manipulation of materials, appropriate level equipment, and In Biology, students come to an of attainment the technologies understanding of: state requires for ● Mastery of integrated ● The cell. this class. process skills: ● The molecular basis of heredity. ▪ Acquiring, processing, ● Biological evolution. and interpreting data ● The interdependence of organisms. ▪ Identifying variables and ● Matter, energy, and organization in their relationships living systems. ▪ Designing investigations ● The behavior of organisms. ▪ Experimenting ▪ Analyzing investigations In Chemistry, students come to an ▪ Constructing hypotheses understanding of: ▪ Formulating models ● The structure of atoms. ● The structure and properties of matter. ● Chemical reactions. ● Conservation of energy and matter. ● The interaction of energy and matter.

STEM Subject Overview

Gra Knowledge Level Gained Proficiency Skills Acquired de Achieved Lev el

9 STEM I: Foundation is a foundational course in the Students Upon completion of this STEM cluster for students interested in learning must course, proficient more about careers in science, technology, demonstrate students are able to engineering and mathematics. This course covers 86% identify and explain the basic skills required for STEM fields of study. proficiency steps in both the

82 on each skill engineering design and acquired in the scientific inquiry class processes. They conduct assessments research to develop as well as the meaningful questions, appropriate define simple problem level of scenarios and scientific attainment investigations, develop the state fundamental design requires for solutions, conduct basic this class. mathematical modeling and data analysis, and effectively communicate solutions and scientific explanations to others.

10 STEM II: Applications is a project-based learning Students Upon completion of this experience for students who wish to further explore must course, proficient the dynamic range of STEM fields introduced in demonstrate students will have a STEM I: Foundation. Building on the content and 86% thorough understanding critical thinking frameworks of STEM I, this course proficiency of how scientists and asks students to apply the scientific inquiry and on each skill engineers research engineering design processes to a course-long acquired in problems and project selected by the instructor with student input. class methodically apply STEM Instructors design a project in one of two broad assessments knowledge and skills; and pathways (traditional sciences or engineering) that as well as the they will be able to reflects the interest of the class as a whole; the appropriate present and defend a students then apply the steps of the scientific level of scientific explanation inquiry or the engineering design process attainment and/or an engineering throughout the course to ask questions, test the state design solution to hypotheses, model solutions, and communicate requires for comprehensive STEM- results. this class. related scenarios.

11 STEM III: STEM in Context is an applied course in Students Proficient students will be the STEM career cluster which allows students to must able to effectively use work in groups to solve a problem or answer a demonstrate skills such as project scientific question drawn from real-world scenarios 86% management, team within their schools or communities. This course proficiency communication, builds on STEM I: Foundation and STEM II: on each skill leadership, and decision Applications by applying scientific and engineering acquired in making. knowledge and skills to a team project. class assessments and appropriate level of attainment the state requires.

12 STEM IV: STEM Practicum is a capstone course Students Upon completion of the intended to provide students with the opportunity to must practicum, students will apply the skills and knowledge learned in previous demonstrate be prepared for courses within a professional, working environment. 86% postsecondary study in a In addition to developing an understanding of the proficiency STEM field. Students will professional and ethical issues encountered by on each skill also present and defend

83 STEM professionals in the workplace, students acquired in a senior thesis based on learn to refine their skills in problem solving, class an inquiry-based, STEM- research, communication, data analysis, teamwork, assessments themed project using the and project management. The course is designed as well as the depth and breadth of to meet the mission-specific goals of MASE: appropriate STEM skills and instruction will include school laboratory training or level of understanding they have work-based learning internships, cooperative attainment gained during their time education, service learning, mentoring, and job the state at MASE. shadowing. requires for this class.

(1.13 b, c) Changes to curriculum and justification for changes Because MASE Elementary will serve younger students, the existing grade 6-12 curriculum will be adapted to be age appropriate, while maintaining the key elements of a STEM focus, inquiry-based learning, problem-based learning, and high expectations. All core subject areas are essential in student learning at all grade levels. Nonetheless, learning to read is the most important foundational skill students need to be successful in school and life. MASE Elementary will put emphasis on developing comprehension and vocabulary skills, as well as strong mathematics skills, in the early grades as described in the Academic Plan 1.3.

Please see Section 1.3, Academic Plan, for a detailed look at how MASE will adapt its curricula to serve elementary students.

1.14 Performance Management

(1.14 a) Organizational Goals Our organizational goals are determined by the Board of Directors to ensure all MASE schools are working to meet the mission and vision of MASE. The School Improvement Team assigns appropriate progress measurement tools and the school administration will manage daily practice to meet the following targets: ● MASE Academic Goals*

Content Area Progress Frequency Goal Measurement Tool

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score

84 in the 65th percentile.

TVAAS The TVAAS Composite score for Literacy will be at least a 4 by the second year of testing.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 70th percentile.

TVAAS The TVAAS Composite score for Numeracy will be at least a 4 by the second year of testing.

Science Bi-Weekly Every 2 By the end of year 1, 55% of all students will Assessments, Weeks demonstrate mastery on all assessed standards. By MasteryConnect the end of year 3, 65% of all students will demonstrate mastery on all assessed standards.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score

85 in the 70th percentile.

TVAAS The TVAAS Composite score for Grade 3 Science will be at least a 4 by the second year of testing.

iReady Quarterly No more than 25% of students will fall in to Tier II or Tier III, by the end of year 1.

NWEA MAP Quarterly Students who have been a part of the MASE Elementary Program for at least 3 years will score in the 65th percentile.

TVAAS The TVAAS Composite score for Grade 3 Social Studies will be at least a 4 by the second year of testing.

STEM Careers Kuder Galaxy (K- Annually At least 50% of students will express and Interest 5) demonstrate interest in STEM Careers by the end of their third year at MASE Elementary. At least 60% will demonstrate competency toward their stated areas of interest.

(1.14 b, c) Measuring Progress and Course Correction The graphic below from the National Association of Charter School Authorizers reflects the MASE Board of Directors’ view of performance management. Using the key data points, the board sets annual expectations, monitors, and, if necessary, intervenes to support the best professional environment for

86 student achievement, growth, college readiness, regulatory compliance, and our mission-specific goal of readying students for post-secondary disciplines or careers in STEM.

Throughout the school year, MASE has a unified intervention plan for students and cohorts who are not meeting the established targets. We will replace teachers during and at the end of academic year if there is evidence in achievement data that suggests their instructional practices hurt rather than help students’ chances of acceptable achievement or growth. In the case of school leaders (School Director, AP of Academics, or Executive Director), adjustments in staffing are made at the end of academic years. Adjustments are made to ensure adequate growth and achievement over the long term.

The School Improvement Team (SIT)—which consists of school administrators, lead teachers, and board members— will use data to evaluate and adjust the school improvement plan and the schoolwide goals. The MASE Board of Directors will receive regular academic, financial, and enrollment reports on the school's progress toward its goals, and must approve the School Improvement Plan recommended by the SIT at least annually.

(1.14 d) Determining Readiness to Grow The MASE Board of Directors uses a red lighting/green lighting process to determine whether growth should be pursued, slowed, or stopped. The Board takes into account progress toward academic benchmarks, the community need/achievement gap, financial health of the schools, enrollment trends, and facility opportunities.

87 2. OPERATIONS PLAN AND CAPACITY

2.1 Governance

(2.1 a) Governance Philosophy The school is operated as a duly constituted TN nonprofit public benefit corporation, and is governed in accordance with applicable TN Corporations Code Sections and its adopted bylaws, which shall be consistent with the terms of this charter application. As provided for in the TN Corporations Code, the school is governed by its Board of Directors, whose members have a legal fiduciary responsibility for the academic, fiscal, and operational well-being of the school.

The Board of Directors has a responsibility to solicit input from, and opinions of, the parents of school students regarding issues of significance and to weigh the input and opinions carefully before taking action. The primary method for executing their responsibility is the adoption of policies that offer guidance and interpretation of the charter and procedures to assist the staff in facilitating the implementation of such policies.

The Board of Directors of MASE meets on a regular basis to advise the school on the operations of the school, staff, teachers, and students. Similarly, it advises on curriculum, instruction, fundraising, and governance, all with the purpose of increasing student achievement.

Responsibilities The Directors meet regularly and as needed and are responsible for carrying out Board responsibilities including, but not limited to, the following: • Hiring and evaluating the Executive Director of MASE. • Approving and monitoring the implementation of general policies of the MASE. These include effective human resource policies for career growth and compensation of the staff. • Developing and monitoring an operational business plan that focuses on student achievement and sound fiscal planning. • Approving and monitoring the school’s annual budget. • Monitoring schoolwide scholar academic data on a quarterly basis. • Acting as fiscal agent. This includes the receipt of funds for the operation of the school in accordance with charter school laws and the receipt of grants and donations consistent with the mission of the school. • Contracting an external auditor to produce an annual financial audit according to generally accepted accounting practices. • Regularly measuring progress of both student and staff performance. • Involving parents and the community in the support of school programs. • Executing all other responsibilities provided for in the TN Corporations Code. • Development, review, or revision of the school's accountability and mission. • Development of the school calendar and schedule of Board meetings. • Development of Board policies and procedures. • Review of requests for out of state or overnight field trips. • Approval of charter amendments. • Approval of annual fiscal and performance audits. • Approval of personnel discipline (suspensions or dismissals) as needed. • Appoint an administrative panel to act as a hearing body and take action on recommended student expulsions. • Hiring, supervision, evaluation and if necessary, termination of the school officers and administration. • Creation of external or sub committees as needed.

88 Meetings The Board of Directors meet at least once every two months to discuss MASE’s operations and hear reports and updates, consider and adopt policies, and consider requests and concerns from parents, students, and teachers. A majority vote of those present at a board meeting will constitute action by the Board of Directors. Board of Directors may not act unless a quorum is present. All board meetings and minutes will be posted in accordance with Tennessee state law on the school website for public viewing. All meetings of the Board shall be held in accordance with the Tennessee Open Meetings Law.

Fiscal Oversight Among the most important responsibilities of the board of directors is ensuring that the organization manages its financial resources effectively to further the mission. The board will set the policies for financial management and review financial practices and reports to ensure that staff are adhering to those policies. Day-to-day accounting and financial management are the task of staff.

The Board of Directors shall ensure sound fiscal management of the school by: ● Ensuring that financial systems provide adequate information for managing resources to accomplish program goals; ● Ensuring that financial managers provide accurate, relevant financial reporting to the public, constituencies and all relevant parties; ● Assessing adherence to laws, regulations, and financial contract clauses; ● Assessing effective, efficient use of public dollars; and ● Evaluating and assessing the effectiveness of financial management oversight activities.

The Board of Directors of MASE will ensure that the school prepares an annual operating budget of revenues and expenses, a cash flow projection, and a capital budget. These budgets and projection are reviewed and approved by the Board of Directors annually and modified as necessary. Financial statements displaying budget vs. actual results are prepared by the financial officer, reviewed by the Executive Director, and presented to the Board of Directors at each board meeting.

(2.1 b) Board Composition and Structure The Memphis Academy of Science and Engineering is governed by a maximum of twelve members of the Board of Directors. We have identified a membership size of nine to be ideal to best support student achievement and operational stability. Further to this end, the MASE Board of Directors recently created two committees to the board structure:

1) STEM in Motion: This committee will help develop corporate and community partnerships, assess the market demand for workforce development and career-specific programming, and promote the STEM program to celebrate student achievement and recruit participants. 2) Facilities/Operations: Will assess the school’s current and future needs, research facility options to meet these needs, conduct cost benefit analysis to examine the financial impact as well as impact on students and families, and negotiate terms to ensure organizational stability.

All board members will have skills and experience to match their board responsibilities and the needs of the schools. Each member shall hold office for one year or until such time that a successor is elected.

Parent Participation The school will develop a Parent Committee, composed of parents and guardians of the students of our school, who will act in an advisory capacity to the Leadership Team and Board of Directors. Meetings will be held throughout the year allowing parents to hear how a charter school operates, how it provides an educational service, and how it is held accountable to the community. The parent of a MASE student from each MASE school will also serve as members of the Board of Directors.

All parents sign a parent Commitment to Excellence Contractual Agreement at MASE. In this contract, each parent agrees to complete four hours per quarter of volunteer service for a total of 16 volunteer hours. Parents receive a Parent Report Card “grading” them on their performance. Parents who complete the required four hours for the quarter receive an A, those who complete three hours receive a B, those

89 who complete 2 hours receive a C, and any parent completing fewer than two hours receives an I. To encourage additional parent involvement, the school will also develop an extensive, ongoing list of opportunities for parents and offer extracurricular activities for both student and parent participation. If a parent refuses or is unable to volunteer, the child will nonetheless be allowed to continue enrollment in MASE as a public charter school.

Consistent with our mission, we will facilitate the formation of a parent organization at our school. Our board will expect that the parent organization support our mission and student body in all it does and report frequently on the organization's initiatives. We will ensure our parent organization has the necessary policies and procedures in place to stay in compliance with law, including those necessary for sound financial management.

(2.1 c) Evaluating Success Evaluation of the Executive Director One of the key functions of the Board of Directors is to hire and oversee the performance of the Executive Director. The MASE Board of Directors will conduct an annual, formal, written evaluation of the Executive Director. The Board will solicit feedback from many sources, including Shelby County Schools, staff, and parents to assess the performance of the Executive Director. From this evaluation, the Board will establish goals toward which the Executive Director will strive and be held accountable each year, the accomplishment of which will serve as a part of the following year’s evaluation.

Evaluation of School Success Success of the school is measured in terms of school enrollment, academic achievement in terms of the percentage of students deemed proficient and advanced on state tests, and the academic growth of students year-over-year as reported by TVAAS scores. Parent feedback and satisfaction is also taken into consideration.

Evaluation of Board Performance A comprehensive evaluation system will be used to help the board reflect on its own performance. This will be facilitated by BoardOnTrack. More information in section 2.1 d.

(2.1 d) Increasing Capacity To strengthen the board’s capacity, we have implemented BoardOnTrack, a nationally-recognized system that develops boards through a combination of expertise, training, and web-based tools. With the assistance of BoardOnTrack, we have already improved evaluation, assessment, and onboarding. Communication amongst board members has been streamlined, and the training and orientation process for new members has been improved. BoardOnTrack has enhanced the efficiency of policy development,

90 compliance, financial oversight, and strategic planning. This tool helps ensure the MASE mission is always the board’s guiding focus.

We have identified a membership size of nine to be ideal to best support student achievement and operational stability. As members leave through natural attrition and term expiration, the board will identify necessary skill sets and experience levels to target when recruiting new members.

(2.1 e) From Founding to Governing Board The existing MASE Board of Directors, founded in 2003, will serve as the governing board for all MASE schools, effective immediately upon authorization of the MASE Elementary School charter.

(2.1 f) Orientation for New Members Members receive orientation and ongoing training through a partnership with BoardonTrack, including onboarding materials, goal-setting facilitation, and an in-depth annual retreat.

(2.1 g) Handling Complaints Parents and stakeholders are encouraged to express their concerns and to visit the school and meet with the staff. To this end, MASE shall annually distribute Parent Surveys to all parents requesting them to give their opinions on the progress of their child and encouraging them to express suggestions on how the school might improve. The outcomes of these surveys will be returned to the school and reviewed with faculty and administration to address any concerns.

The Student Handbook outlines the process for the prompt and equitable resolution of student or parent complaints at the lowest possible administrative level. Complaints about school personnel will be investigated fully and fairly. Whenever a complaint is made by a parent or student directly to the MASE Board of Directors as a whole, or to a Board member as an individual, it will be referred to the School Director for study and possible solution. An employee who is the object of a complaint will be informed promptly and afforded the opportunity to present the facts as he/she sees them. See Attachment B, Student Handbook, for a detailed description of the parent complaint procedures.

For employee complaints, all employees should discuss such problems with their immediate supervisor, who is the key person for all communications involving the employee's work. In presenting the problem to higher levels of authority within the school, an employee may ask the School Director/Executive Director for advice or assistance. Employees should use this procedure within a reasonable time after the problem occurs. All grievances should be brought to the attention of the School Director.

Formal complaints must first be filed directly with the Executive Director, who will respond to the complaint in a reasonable amount of time. But, if the grievance concerns the Executive Director the Board Chairman will advise the Board of Directors if the complaint is deemed unsatisfactory, then the complaint may be escalated, in written form, to the Board of Directors.The Board will review and respond to the complaint within 30 days.

Please see the Employee Manual (attached) for the formal policies and procedures. These policies supplement the Open Door Policy, which states the philosophy of MASE that all employees have free access to the School Director to informally express their work-related concerns.

91 Current board members and their areas of focus or expertise roles:

Full name Current job and Area of focus/expertise employer President and Executive Community Service/Outreach, Public Relations, Director, Education, Management/Organizational Chair: Dr. Memphis Experience, Finance, Marketing, Steven J. Bioworks Fundraising/Grant Writing, Personnel/Human Bares Foundation Capital Public Relations, Management/Organizational Owner, Reliant Experience, Finance, Marketing, Susan Investment Fundraising/Grant Writing, Personnel/Human Huffman Management Capital Parent/Community Involvement, Community Tiffany Syreeta Owner, Destine Service/Outreach, Management/Organizational Jones Creations Experience COO, iScreen Darryl Jackson Vision, Inc. Finance, Management/Organizational Experience Douglas COO, City of McGowen Memphis Finance, Management/Organizational Experience Regulatory Consultant, M Squared Legal Expertise/Attorney, Gary Lynch Associates Management/Organizational Experience Partner, The Legal Expertise/Attorney, Eager Street Management/Organizational Experience, Public Daniel Copp Group Relations, Marketing Smith and Management/Organizational Experience, Jessica Becker Nephew Community Service/Outreach

Please governance documents as Attachments F1-F7.

2.2 Start-Up Plan

MASE understands the required flexibility and adaptability that is required when starting and operating a high performance school. We have seen the do's and don'ts over the past seventeen years operating the school. Most importantly, we understand and anticipate the start-up potential challenges.

Academic Program Design and Implementation. MASE will look to implement a successful model that will challenge our scholars and prepare them for success in the future. We will implement a team of administrators to further help and refine this during our planning year. Facilities. The Board of Directors has created a committee to focus on the long-term facility needs of all MASE schools, to ensure the buildings meet the needs of students and families.

(2.2 a) Start-Up Plan

The MASE Elementary School Director will be hired during the planning year and will lead the development and execution of a start-up plan. He or she will be supported by the MASE Middle/High staff, the Board of Directors, community partners, and contract services as needed.

Date Category Action Item Responsible (Title)

Ongoing Community Engagement Develop additional School Director & Board with support & Fundraising community partnerships of existing MASE staff

Aug-Dec. Student Recruitment & Design informational School Director & Board with support 2018 Enrollment materials of existing MASE staff

Aug-Dec. Student Recruitment & Print materials School Director & Board with support 2018 Enrollment of existing MASE staff

Aug-Dec. Student Recruitment & Partner with other schools School Director & Board with support 2018 Enrollment of existing MASE staff

Aug-Dec. Student Recruitment & Partner with community School Director & Board with support 2018 Enrollment organizations that serve of existing MASE staff children (churches, Boys & Girls Club, YMCA, etc.)

Aug-Dec. Student Recruitment & Design and launch website School Director & Board with support 2018 Enrollment of existing MASE staff

Aug-Dec. Student Recruitment & Select enrollment platform School Director & Board with support 2018 Enrollment of existing MASE staff

Aug-Dec. Student Recruitment & Review updated School Director & Board with support 2018 Enrollment enrollment and lottery of existing MASE staff laws in TN

Aug-Dec. Personnel/HR Conduct search for and School Director & Board with support 2018 hire school leader of existing MASE staff

Aug-Dec. Personnel/HR Write staff job descriptions School Director & Board with support 2018 and set salaries and of existing MASE staff benefits

Aug-Dec. Personnel/HR Hire planning year staff School Director & Board with support 2018 of existing MASE staff

93 Aug-Dec. Personnel/HR Select benefits vendor School Director & Board with support 2018 of existing MASE staff

Aug-Dec. Personnel/HR Create teacher recruitment School Director & Board with support 2018 advertising and materials of existing MASE staff

Aug-Dec. Personnel/HR Engage TFA and MTR as School Director & Board with support 2018 potential partners of existing MASE staff

Aug-Dec. Personnel/HR Update employee manual School Director & Board with support 2018 of existing MASE staff

Aug-Dec. Facilities Identify facility School Director & Board with support 2018 of existing MASE staff

Aug-Dec. Facilities Negotiate and execute School Director & Board with support 2018 facility contract of existing MASE staff

Aug-Dec. Facilities Contract with architecture School Director & Board with support 2018 firm to design floorplan of existing MASE staff and space usage

Aug-Dec. Facilities RFP for construction School Director & Board with support 2018 services of existing MASE staff

Aug-Dec. Facilities Contract with renovations School Director & Board with support 2018 contractor or negotiate of existing MASE staff renovations with landlord

Aug-Dec. Facilities Secure financing School Director & Board with support 2018 of existing MASE staff

Aug-Dec. Academics & Culture Identify and purchase or School Director & Board with support 2018 design curricula of existing MASE staff

Aug-Dec. Academics & Culture Identify and purchase School Director & Board with support 2018 assessments of existing MASE staff

Aug-Dec. Academics & Culture Set measurable goals and School Director & Board with support 2018 benchmarks of existing MASE staff

Aug-Dec. Academics & Culture Establish MOUs with School Director & Board with support 2018 organizations and of existing MASE staff businesses for student internship positions

94 Aug-Dec. Academics & Culture Update school calendar if School Director & Board with support 2018 necessary of existing MASE staff

Aug-Dec. Academics & Culture Finalize school schedule School Director & Board with support 2018 of existing MASE staff

Aug-Dec. Academics & Culture Update school discipline School Director & Board with support 2018 policy of existing MASE staff

Aug-Dec. Academics & Culture Update the School Director & Board with support 2018 student/school/parent of existing MASE staff compact

Aug-Dec. Academics & Culture Finalize plan for Saturday School Director & Board with 2018 School, tutoring, after support of existing MASE staff school programming

Aug-Dec. Academics & Culture Codify components of School Director & Board with support 2018 school culture of existing MASE staff

Aug-Dec. Community Engagement Identify potential funders School Director & Board with support 2018 & Fundraising and partners and initiate of existing MASE staff communications

Aug-Dec. Community Engagement Cultivate relationships with School Director & Board with support 2018 & Fundraising potential partners and of existing MASE staff funders

Aug-Dec. Community Engagement Negotiate terms of School Director & Board with support 2018 & Fundraising partnerships and develop of existing MASE staff MOUs

Aug-Dec. Community Engagement Investigate options for School Director & Board with support 2018 & Fundraising loans, lines of credit, other of existing MASE staff financing

Aug-Dec. Community Engagement Research grant School Director & Board with support 2018 & Fundraising opportunities and of existing MASE staff development annual plan to submit proposals

Aug-Dec. Community Engagement Submit grant requests School Director & Board with support 2018 & Fundraising of existing MASE staff

Aug-Dec. Community Engagement Recruit board members School Director & Board with support 2018 & Fundraising with fundraising of existing MASE staff experience

95 Aug-Dec. Operations (other) Establish checking account School Director & Board with support 2018 in the school’s name of existing MASE staff

Aug-Dec. Operations (other) Set procurement policies School Director & Board with support 2018 and procedures of existing MASE staff

Aug-Dec. Operations (other) Set money-handling School Director & Board with support 2018 policies and procedures of existing MASE staff

Aug-Dec. Operations (other) Set conflict of interest School Director & Board with support 2018 policy of existing MASE staff

Aug-Dec. Operations (other) Conduct annual board School Director & Board with support 2018 training retreat of existing MASE staff

Aug-Dec. Operations (other) Finalize budget School Director & Board with support 2018 of existing MASE staff

Aug. 2018- Personnel/HR Hold teacher recruitment School Director & Board with support May 2019 events of existing MASE staff

Aug. 2018- Student Recruitment & Distribute (post and mail) School Director & Board with support Aug. 2019 Enrollment student recruitment of existing MASE staff materials

Aug. 2018- Student Recruitment & Work with partners to School Director & Board with support Aug. 2019 Enrollment spread the word, host of existing MASE staff events

Aug. 2018- Student Recruitment & Advertise on social media School Director & Board with support Aug. 2019 Enrollment and website of existing MASE staff

Aug. 2018- Student Recruitment & Partner with PR firm for School Director & Board with support Aug. 2019 Enrollment media outreach of existing MASE staff

Aug. 2018- Student Recruitment & Engage community School Director & Board with support Aug. 2019 Enrollment partners to advocate for of existing MASE staff the school

Jan.-May Student Recruitment & Launch online enrollment School Director & Board with support 2019 Enrollment of existing MASE staff

Jan.-May Student Recruitment & Door-to-door canvassing School Director & Board with support 2019 Enrollment events of existing MASE staff

Jan.-May Student Recruitment & Hold twice weekly open School Director & Board with support 2019 Enrollment houses of existing MASE staff

96 Jan.-May Student Recruitment & Send acknowledgment and School Director & Board with support 2019 Enrollment welcome packet to of existing MASE staff registered families

Jan.-May Student Recruitment & Keep registered families School Director & Board with support 2019 Enrollment engaged via email of existing MASE staff

Jan.-May Personnel/HR Advertise open positions School Director & Board with support 2019 (Teach 901, other job of existing MASE staff postings)

Jan.-May Personnel/HR Host recruitment events School Director & Board with support 2019 on college campuses of existing MASE staff

Jan.-May Personnel/HR Codify staff evaluation School Director & Board with support 2019 policies and procedures of existing MASE staff

Jan.-May Personnel/HR Hire teachers and other School Director & Board with support 2019 instructional staff of existing MASE staff

Jan.-May Safety & Security Contract with security School Director & Board with support 2019 provider of existing MASE staff

Jan.-May Safety & Security Contract with healthcare School Director & Board with support 2019 providers (nurse, etc.) of existing MASE staff

Jan.-May Facilities Secure permits School Director & Board with support 2019 of existing MASE staff

Jan.-May Facilities Contract with janitorial School Director & Board with support 2019 service provider of existing MASE staff

Jan.-May Academics & Culture Align all curricula with TN School Director & Board with support 2019 standards of existing MASE staff

Jan.-May Academics & Culture Create materials to teach School Director & Board with support 2019 school culture to students, of existing MASE staff teachers, families

Jan.-May Academics & Culture Plan summer academic School Director & Board with support 2019 teacher training of existing MASE staff

Jan.-May Academics & Culture Identify and purchase School Director & Board with support 2019 system for recording, of existing MASE staff reporting, and analyzing student data

Jan.-May Community Engagement Create volunteer policies School Director & Board with support 2019 & Fundraising and manual of existing MASE staff

97 Jan.-May Community Engagement Develop process for School Director & Board with support 2019 & Fundraising background checks for of existing MASE staff volunteers

Jan.-May Community Engagement Create communication School Director & Board with support 2019 & Fundraising materials for volunteer of existing MASE staff opportunities

Jan.-May Community Engagement Create 5-year budgets and School Director & Board with support 2019 & Fundraising fundraising plans of existing MASE staff

Jan.-May Operations (other) Establish record-keeping School Director & Board with support 2019 system of existing MASE staff

Jan.-May Operations (other) Codify record-keeping School Director & Board with support 2019 policies and procedures of existing MASE staff

Jan.-May Operations (other) Create professional School Director & Board with support 2019 development plan for non- of existing MASE staff instructional staff

Jan.-May Operations (other) Create employee School Director & Board with support 2019 evaluation system for non- of existing MASE staff instructional staff

Jan.-May Operations (other) Develop annual goal- School Director & Board with support 2019 setting process for the of existing MASE staff organization and the school

Jan.-May Operations (other) Develop annual goal- School Director & Board with support 2019 setting process for staff of existing MASE staff members, board of directors

Jan.-May Operations (other) Establish contingency School Director & Board with support 2019 budget and plan in event of existing MASE staff of low enrollment or fundraising

Jan.-Aug. Personnel/HR Run background checks on School Director & Board with support 2019 employment applicants of existing MASE staff

Jan.-Aug. Safety & Security Create school safety and School Director & Board with support 2019 crisis plan of existing MASE staff

Jan.-Aug. Safety & Security Ensure compliance with School Director & Board with support 2019 fire and health codes of existing MASE staff

98 Jan.-Aug. Facilities Complete all inspections School Director & Board with support 2019 of existing MASE staff

Jan.-Aug. Academics & Culture Codify special population School Director & Board with support 2019 plan of existing MASE staff

Jan.-Aug. Operations (other) Finalize food services plan School Director & Board with support 2019 of existing MASE staff

Jan.-Aug. Operations (other) Finalize transportation School Director & Board with support 2019 plan and contract with of existing MASE staff provider

Jan.-Aug. Operations (other) Purchase and install food School Director & Board with support 2019 services equipment, if of existing MASE staff necessary

June-Aug. Operations (other) Purchase furniture, School Director & Board with support 2019 supplies, materials of existing MASE staff

June-Aug. Student Recruitment & Orientation event for School Director & Board with support 2019 Enrollment enrolled students and of existing MASE staff families

June-Aug. Student Recruitment & Request and receive School Director & Board with support 2019 Enrollment student records of existing MASE staff

June-Aug. Student Recruitment & Collect enrollment School Director & Board with support 2019 Enrollment information from parents of existing MASE staff

June-Aug. Student Recruitment & Enter students in School Director & Board with support 2019 Enrollment PowerSchool of existing MASE staff

June-Aug. Personnel/HR Host orientation event for School Director & Board with support 2019 staff of existing MASE staff

June-Aug. Personnel/HR Enter staff information into School Director & Board with support 2019 payroll system of existing MASE staff

June-Aug. Facilities Install IT infrastructure School Director & Board with support 2019 of existing MASE staff

June-Aug. Facilities Prepare facility for use School Director & Board with support 2019 (paint, clean, move in of existing MASE staff furniture, etc.)

June-Aug. Academics & Culture Host summer teacher School Director & Board with support 2019 training of existing MASE staff

99 June-Aug. Academics & Culture Host family and student School Director & Board with support 2019 summer orientation of existing MASE staff

June-Aug. Academics & Culture Benchmark assessment of School Director & Board with support 2019 students of existing MASE staff

June-Aug. Academics & Culture Identify and train members School Director & Board with support 2019 of the SPED team of existing MASE staff

June-Aug. Academics & Culture Identify special School Director & Board with support 2019 populations and obtain of existing MASE staff records

(2.2 b) Challenges

Developing a stronger financial and operational system. In order to support elementary, middle, and high school during the planning year, MASE's CFO will work with the board's Finance Committee to develop financial and operational systems that will ensure the school efficiencies to maximize dollars that will be distributed across classrooms in elementary, middle, and high school. Academic Program Design and Implementation. MASE will look to implement a successful model that will challenge our scholars and prepare them for success in the future. We will implement a team of administrators to further help and refine this during our planning year. Please see the 1.3 Academic Plan for more details. Facilities. The Board of Directors has created a committee to focus on the long-term facility needs of all MASE schools, to ensure the buildings meet the needs of students and families. Please see 2.3 Facilities for more details.

2.3 Facilities (2.3 a & b) Facility Needs The facility plan will allow for 130 square feet per student. The school will include classrooms, three computer labs, a main office, two teacher work areas, and storage areas. Additional facilities, such as athletic facilities and auditorium, will be provided through an articulated agreement with Mississippi Boulevard Church.

(2.3 c) Capacity and Experience MASE has 13 years of experience in charter school facilities acquisition and management. The schools also receive support from Memphis Bioworks Foundation, which provides operations oversight and fiscal management to MASE.

(2.3 d) Identifying and Securing a Facility In 2008, MASE merged its middle and high school facilities onto one campus through a partnership with Mississippi Boulevard Church. The lease for this facility expires in 2021; we have first option to renew for an additional years through 2026. The MASE Board of Directors recently formed a committee to research facility options and negotiate terms with our current leaseholder and potential landlords. MASE would like

100 to initiate a dialogue with the district to be sure our planned facility strategy fits into the strategic plan of the district. MASE is exploring several options, including 1) renovation of and expansion within the current campus, and/or 2) relocation to another space.

1) Expansion within current campus The current MASE campus is leased from Mississippi Boulevard Christian Church. The facility includes unused and underutilized areas that could be renovated or adapted to house additional MASE students at the existing location.

2) Relocation MASE would be open to discuss leasing a vacant facility owned by Shelby County Schools as an alternative to the current facility.

A Facilities/Operations Committee has been added to the Board of Directors to assess the school’s current and future needs, research facility options to meet these needs, conduct cost benefit analysis to examine the financial impact as well as the impact on students and families, and negotiate terms to best ensure organizational stability.

As a contingency, we have space available in our current facility that would accommodate students during Year One of operation. We have also priced portable buildings, talked with our current landlord about other properties, discussed available properties with other landlords, and would be open to discussions with Shelby County Schools about utilization of vacant facilities. Our Board of Directors Facilities Committee is exploring additional options.

(2.3 e) ADA Compliance The building that houses MASE is compliant with requirements from the American Disabilities Act and is equipped to accommodate students who may have physical disabilities and students with vision and hearing challenges. Modifying equipment and devices will be acquired for special populations; examinations, training and materials will be adjusted and qualiﬁed readers or interpreters will be provided. Alternate assessment practices will also be incorporated into the curriculum to support their instructional program. If a student’s needs require the provision of specialized services not available at the school, community service providers will be sought or a request will be made for the provision of services through Shelby County Schools.

(2.3 f) Timeline Please see Section 2.2a Start-Up Plan for the facility timeline.

(2.3 g) Contingency Plan As a contingency, we have space available in our current facility that would accommodate students during Year One of operation. We have also priced portable buildings, talked with our current landlord about other properties, discussed available properties with other landlords, and would be open to discussions with Shelby County Schools about utilization of vacant facilities. Our Board of Directors Facilities Committee is exploring additional options.

We consider the current leased space to be viable for the long term. However, our board is conducting cost benefit analysis and market research to determine whether finding another space would better align with MASE’s vision and goals. The board, as informed by their research and meetings with the leadership team, will determine next steps prior to the expiration of our renewable lease in 2021.

2.4 Personnel/Human Capital

(2.4 a) Leadership Structure

101 MASE leadership team to ensure each school successfully meets and exceeds school site goals and the organizational mission. He sets the vision for the network, leads networking and engagement initiatives, and provides the board with timely updates on the performance and initiatives of the network. The ED liaises with authorizers, legislators, and other gatekeepers to advocate for policies and structures that benefit the network and communities served by the network. The ED will serve as the leader of MASE and will ultimately be accountable for all academic, operational, and financial functions of the network schools. The ED/Principal must be committed to the mission of MASE and willing to work collaboratively to achieve the schoolwide goals as set out in this application and the school improvement plan. Professional education experience and a master's degree in school administration is preferred.

Assistant Principal (AP) of Academics and Assistant Principal (AP) of Discipline & Culture: The AP reports to the Principal and will focus on the specific duties of Academics or Discipline & Culture for the network of schools. Must be committed to the mission of MASE and willing and able to work collaboratively to achieve the schoolwide goals. Professional education experience and a relevant degree is preferred.

Director of High School, Director of Middle School, Director of Elementary School: The School Director will oversee day-to-day operations of the school. He or she will be responsible for the academic performance of the school and will oversee the teachers and school staff. The School Director reports to the Executive Director.

Please see Attachment G.

(2.4 b) Leadership Capacity Rodrick Gaston will serve as Executive Director/Principal for all MASE schools. Please see his resume, Attachment H.

(2.4 c) Hiring Process for School Administrator If it is necessary to select a new Executive Director or School Director, the selection process begins in the fall of the year previous to the new hire. The MASE Board of Directors encourages internal candidates for this position, but also conducts a national search over a six-month time period. The TEAM (Tennessee Educator Acceleration Model) will be used to evaluate the Executive Director, the Assistant Principals, School Directors, and all teachers.

(2.4 d) Recruiting and Hiring Staff The long-term success of MASE rests on its ability to attract and retain highly qualified and highly motivated personnel. Attracting, training, and retaining skilled professionals, especially instructional staff members and special education specialists, will be a primary focus.

Recruitment Our strategy incorporates the best practices employed by high-performing schools within the Shelby County Schools district and across the nation. MASE partners with local universities to recruit their top students, in addition to our partnership with Teach 901 and participation in job fairs. MASE also conducts national searches for educators who are interested in building public charter schools. MASE has also built relationships with Teach for America (TFA) and the Memphis Teacher Residency (MTR), both of which have a large pool of high-quality teacher candidates. Between our network of colleges and universities and our relationship with TFA and MTR, we feel confident that we have a quality pool of teacher candidates to recruit from on an annual basis. As schools close, such as GRAD Academy and Legacy Leadership Academy, due to under-enrollment or other non-academic challenges, these schools could add another source of experienced leaders to the MASE talent pipeline.

Qualifications of Staff Successful candidates will demonstrate philosophical alignment with the stated vision and mission, have experience or training in the pedagogical approaches to be used at the school, and understand and embrace the pioneering effort that is required to build a public charter school. MASE also looks for

102 educators with a science, math, technology, or engineering background. A special emphasis is placed on finding teachers who are committed, passionate, and motivated to working with urban students in a science, technology, and math-rich environment.

Executive Director (Principal): MASE is led by the Executive Director/Principal, who reports directly to the Board of Directors. The ED/Principal is ultimately responsible for the success of the network and oversees the MASE leadership team to ensure each school successfully meets and exceeds school site goals and the organizational mission. He sets the vision for the network, leads networking and engagement initiatives, and provides the board with timely updates on the performance and initiatives of the network. The ED liaises with authorizers, legislators, and other gatekeepers to advocate for policies and structures that benefit the network and communities served by the network. The ED will serve as the leader of MASE and will ultimately be accountable for all academic, operational, and financial functions of the network schools. The ED/Principal must be committed to the mission of MASE and willing to work collaboratively to achieve the schoolwide goals as set out in this application and the school improvement plan. Professional education experience and a master's degree in school administration is preferred.

Teachers: Teachers will be responsible for teaching the subject matter, maintaining safe and orderly classrooms, working collaboratively to further the mission and goals of the school, maintaining accurate records, and contributing to the MASE community. All teachers must have a complete understanding of the subject matter and a bachelor's degree. Teachers must be either highly-qualified or have the ability to be highly-qualified. All teachers must have a current valid Tennessee teaching license or meet the minimum requirements for licensure as defined by the State Board of Education.

SPED Teachers (Academic Interventionists): SPED teachers, also called Academic Interventionists, will be tasked with addressing the needs of students with special needs. SPED teachers will provide continuing instruction and evaluation of students in the SPED program. They will work closely with core subject teachers to ensure the needs of students receiving SPED services are met. They will ensure compliance with all applicable laws and regulations. SPED teachers will be highly-qualified and licensed.

Office Manager: The Office Manager will be responsible for student data, attendance, communications, and oversight of office procedures. He or she will have a bachelor's degree. This position is shared with the MASE Middle/High School.

Instructional Facilitator/Coach (one per school): These positions report to the AP of Academics and support the teachers with evaluations and coaching. Must be committed to the mission of MASE and willing and able to work collaboratively to achieve the schoolwide goals. Professional education experience and a relevant degree is preferred.

Director of Operations: The Director of Operations oversees the facilities, security, IT, and infrastructure of all MASE locations. This position supervises the office staff, secretary, registrar, and IT team. Must be committed to the mission of MASE and willing and able to work collaboratively to achieve the schoolwide goals. Professional education experience and a relevant degree is preferred. This position is shared with the MASE Middle/High School.

Hiring Process Overview

103 MASE has a three-step hiring process for new teachers: 1) Applicants are interviewed by the School Director. 2) If the first interview is successful, a sample lesson is modeled with MASE students. 3) If the sample lesson meets MASE standards, a second interview with the Executive Director is conducted. For more details, please see Section 2.4 h.

(2.4 e) Supporting and Developing Teachers

Teacher Evaluations MASE uses TEAM (Tennessee Educator Acceleration Model) to evaluate teachers and leaders. The primary focus of teacher evaluations is professional growth and development. The system provides for differentiated appraisals of an educator’s work based on their individual need and growth. It provides an opportunity for those being evaluated to be significantly involved in the design and execution of the measures used to assess their performance.

The four major components of the teacher evaluation system are: 1) Core Competencies and Expectations 2) Beginning Teacher Track 3) Professional Growth Teacher Track 4) Intensive Support Teacher Track

Core Competencies and Expectations

Standard One: Instruction 1) Prepares for classroom instruction with written evidence of adequate preparation 2) Delivers or facilitates effective opportunities for learners 3) Correlates lesson and unit planning with school and state curriculum 4) Demonstrates appropriate knowledge of subject matter 5) Assesses and records learner performance

Standard Two: Environments 1) Develops and maintains an organized, orderly learning environment 2) Maintains acceptable standards of classroom behavior 3) Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities 4) Upholds and supports classroom rules 5) Treats students with respect and dignity

Standard Three: Communication 1) Uses effective communication with faculty, staff, students, parents, and community 2) Establishes and maintains cooperative professional relationships

Standard Four: Policy and Procedure 1) Maintains records as required by law, school policy, and administrative regulations 2) Attends and participates in faculty, departmental and school meetings 3) Abides by school policies, building procedures, and state and federal laws 4) Meets all contractual obligations 5) Participates actively and constructively in program development 6) Maintains confidentiality concerning information about students or school community

104 Professional Growth Track

Purpose The professional growth track should enable participants who have successfully completed the beginning teacher track to engage in collaborative goal-setting for the purpose of promoting and enhancing professional growth. It should allow for differentiation based upon the ability and experience level of the person being evaluated.

Procedures Professional Growth Plans (PGPs) should be developed collaboratively, should contain attainable and assessable goals, and should have a positive impact on student learning. PGPs may be developed individually or by a “team” of teachers and have timelines no longer than three years. All parties should reach a consensus on the goal(s), and each person involved should sign and date the goals document.

By October 1 annually, a conference will be held with the School Director and the AP. During this conference, the goal(s) will be determined. By October 15, an action plan that includes activities and a timeline, indicators, resources and support needed, and ways of assessing progress toward the goal(s) will be established using the Professional Growth Track Planning Form. There will be a minimum of one interim conference involving the ED/Principal, the School Director, and the teacher(s), and an annual review by the end of the school year. Each teacher on the Professional Growth Track will also be formally evaluated at least once per year.

Intensive Support Track

Purpose The purpose of the Intensive Support Track is to improve the performance of staff members who have been identified by their supervisors as failing to meet core competencies or expectations. For those staff members who have not demonstrated satisfactory performance on the core competencies, a more direct and intensive system of support is necessary.

The intent of this process is positive; however, it may serve as a basis for future employment decisions should the teacher fail to meet core competencies and/or should performance fail to improve within the time specified by the ED/Principal and the School Director.

Procedures The teacher will be notified in writing that he or she has been placed on the Intensive Support Track. The notification will state specific, well-defined reasons for placing the teacher on this track and may occur at any time. Upon receipt if this notification, the teacher has ten working days to meet with the School Director to initiate the development of the Intensive Support Plan. The teacher has the opportunity to respond in writing to the notification prior to the development of the Intensive Support Plan. All appropriate due process procedures will be followed. All teachers should understand that nothing in this Intensive Support Track process supersedes the at-will nature of their employment.

There are two levels in the intensive support track: level A and level B:

Level A: When the School Director observes and/or evaluates any staff member and indicates a performance problem, the School Director will develop an individualized improvement plan to focus on specific areas of the core expectations. The data collection will take the form of the observation process. At any time during the appraisal cycle, the School Director could make one of the following recommendations: to move the staff member into the beginning teacher track or to move the staff member into Level B of the intensive support track. The School Director will determine the time limits within which the teacher must meet core expectations in the targeted area(s) of performance. The time limits will be a minimum of six weeks and a maximum of one year.

Level B: When the School Director observes and/or evaluates any staff member and indicates a significant level of unsatisfactory performance on the MASE core competencies, or if the staff member in

105 Level A fails to advance to the beginning teacher track within the designated time limit, the staff member is placed in Level B of the Intensive Support Track. At this level, a support team will design an improvement plan for the teacher. The Intensive Support Team will consist of the ED/Principal, the School Director, the teacher’s department chairperson, and at least two veteran MASE teachers, one of which must be outside the teacher’s grade level, and another of which must be outside the teacher’s department. The improvement plan will include a statement of the problem, goals and objectives, and an implementation plan. The plan will focus on specific areas of the core expectations. The School Director will provide reasonable resources to help the Level B teacher fulfill the improvement plan.

In cases where teachers do not desire assistance from an Intensive Support Team, the School Director will require that a waiver of such assistance be signed and filed. The School Director will then develop an improvement plan with the individual teacher. Following the time limits established within which to correct deficiencies (minimum of six weeks, maximum of one year) and during which the observation procedure is used, the School Director will either move the teacher to the Beginning Teacher Track or submit to the principal reasonable cause for termination of the teacher for unsatisfactory performance. Teachers should note that the School Director can only submit cause for termination; only the ED/Principal can terminate a teacher.

(2.4 f) Leadership Pipeline MASE uses TEAM (Tennessee Educator Acceleration Model) not only to evaluate teachers and leaders, but also to identify potential leaders within our school. The School Leader proactively approaches teachers and staff who demonstrate leadership potential, and also encourages staff to express their interest in career advancement. We partner with New Leaders New Schools, Inc. to train and develop these candidates at no cost to the individuals. For example, this year Lead Teacher Juanika Lee and Dean Estilien Lewis were promoted to newly-created positions of Assistant Principal from within our MASE pipeline. In addition, MASE uses the Teacher Mentoring Program (see 2.5 d) to develop leadership capacity. After one year in the program, teachers can qualify for a mentor position.

(2.4 g) Unsatisfactory Performance Please see above 2.4 e.

(2.4 h) Hiring and Dismissal Procedures MASE has a three-step hiring process for new teachers: 1) Applicants are interviewed by the School Director. 2) If the first interview is successful, a sample lesson is modeled with MASE students. 3) If the sample lesson meets MASE standards, a second interview with the Executive Director is conducted.

A criminal background check is conducted prior to the commencement of employment.

MASE will focus on the TEAM cycle of continuous feedback to improve its systems. School and classroom walkthroughs occur at least 3 times per week. Informal feedback is given to staff weekly, and formally, objective feedback is provided at least once a month to update each staff member’s Growth Plan. Teachers and school leaders who are not meeting expectations for academics and school culture will be placed on a performance improvement plan (PIP). Prior to a staff member being placed on a PIP, observations of continued poor performance will have been documented and discussed between the staff member and his/her manager. The PIP consists of measurable indicators that the staff member must reach in order to meet expectations, and acceptable growth is expected to be made within one grading period. While on a PIP, a staff member receives more professional development opportunities in the area(s) of weakness. These opportunities include shadowing an effective teacher or school leader, daily one-on-one instructional planning meetings with the school director, and school visits. After one grading period of intensive professional development and a comprehensive PIP, the manager will evaluate the staff member to determine if s/he can remain in her/his role. If the staff member’s performance continues to jeopardize SEC students in any way, s/he will be terminated.

106 More details about our hiring and dismissal processes may be found in our Employee Manual. Please see Attachment I.

(2.4 i) Salary and Benefits Salary and Incentives MASE will offer competitive salaries that meet or exceed those of the Shelby County Schools District. The bonus and incentive structure is outlined in the Employee Manual (see attached).

Retention MASE Middle/High School has a cadre of high-quality teachers: 93% of MASE teachers have been TEAM evaluated as Level 4 or 5, according to 2015-16 data. By cultivating a strong culture where everyone feels valued, invested, and supported, the school retained all but one teacher (95% rate) last year. Strategies for retention include the following: multi-faceted support for staff by administration; competitive salaries and performance bonuses; frequent, useful performance feedback coupled with coaching and professional development; and advancement opportunities and training for those interested in leadership roles. The MASE Teacher Mentoring Program (previously described) also helps to develop and retain high-quality teachers. Also see 2.4 e for details about how MASE will develop and support teachers to drive retention.

(2.4 j) Employment Contracts MASE will have an at-will employment policy, which means that the term of employment is for no definite period and may be terminated by the employee or by MASE at any time and for any reason, with or without cause or advance notice. (2.4 k) Employee Manual Please see Attachment I, the Employee Manual. In addition to the MASE Employee Manual, teachers also receive a teacher handbook addressing more specific requirements and guidelines.

Position Start-up Year 1 Year 2 Year 3 Year 4 Year 5 Principal/Executive Director (shared with 0 .2 .25 .3 .3 .3 MASE Middle/High) Assistant Principal 0 .15 .2 .3 .3 .3 (shared) School Director(s) .5 1 1 1 1 1 Classroom Teachers 0 8 10 12 12 12 Special Education Teachers/Academic 0 1 1 1 1 1 Interventionists Instructional Facilitator (Other - Instructional 0 1 1 1 1 1 Staff) Social Worker (contract) 0 .1 .15 .2 .2 .2 School Psychologist (provide by SCS--does 0 .1 .15 .2 .2 .2 not appear in MASE budget) Office Manager 0 .3 .5 .5 .5 .5 (shared) Director of Operations 0 .3 .5 .5 .5 .5

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2.5 Professional Development

(2.5 a) Time Scheduled for Professional Development Professional development will primarily occur on every Wednesday for up to 1½ hours after student dismissal. During these sessions, the structure might consist of whole group, content based or grade level PLCs, or other small group structures. Content-based or individual professional development might also occur during teachers’ planning blocks to allow time for collaborative planning.

Non-teaching staff consists of School Administration (ED, School Directors, AP, IF, School Counselor, Director of Federal Programs, IT Director, and Director of Operations) and clerical staff. The School Administration each have required development and compliance meetings with Shelby County Schools. In addition, to District-provided development the school will provide access to online/virtual, regional, and national professional development opportunities directly related to each individual’s professional duties. Among those opportunities, each administrator will be required to select a minimum of 30 contact hours per academic year of professional development. Clerical staff include the receptionist and registrar. In addition, to District-provided development the school will provide access to online/virtual, regional, and national professional development opportunities directly related to each individual’s professional duties. Among those opportunities, clerical staff person will be required to select a minimum of 15 contact hours per academic year of professional development (with approval from the Director of Operations). At the end of each year, those hours will be logged and kept in a personnel file.

The ESL certified faculty and the Academic Interventionists (responsible for Special Education) each have required development and compliance meetings with Shelby County Schools. In addition, to District- provided development the school will provide access to online/virtual, regional, and national professional development opportunities directly related to each individual’s professional duties. Among those opportunities, each of these teachers will be required to select a minimum of 30 contact hours per academic year of professional development (with approval form the School Director). At the end of each year, those hours will be logged and kept in a personnel file.

(2.5 b) Person Responsible for Professional Development Organization and implementation of professional development sessions will be the responsibility of the Instructional Facilitator, with input from other school administrators if necessary. This is overseen by the Assistant Principal of Academics.

(2.5 c) Core Components of Professional Development Plan Professional development in the areas of special education and EL will occur throughout the school year. In the initial session that will occur during in-service week, the special education and EL teachers will review protocols surrounding IEP implementation, discipline for students with disabilities, and proper communication to both SPED and EL parents. The core components of the professional development plan and structure can be found in the diagram and description below.

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Professional Development Coaching Phases

Phase 1: August-September: Work with teachers on the following: ● Real-time coaching ● Developing and implementing lesson plans o How to write effective lessons o How to choose lessons based on curriculum map o How to assess lessons o Model lessons o Differentiating Instruction based on need ● Data Analysis ● Use of class wide behavior management system o Setting up class rules, routines and procedures o Explaining the rules, routines and procedures o Setting up class incentive programs ● Organizing the classroom ● Building relationships with students and parents o Sending letters home o Calling all parents with a positive phone call o Getting to know students, interests and hobbies o Lesson planning

Phase 2: October-February ● Setting up coaching cycles with all teachers o Deciding on professional development needed based on SMART goals, interim data, principal evaluation, performance management goals ● Modeling ● Co-teaching ● Observing ● Feedback ● Co-planning ● Peer observation ● Lesson planning with teachers o Train and support teachers in planning effective lessons with rigorous activities and higher order questioning ● Working with teachers to differentiate instruction based on student needs from assessment/performance data o Benchmarks o Exit slips o Biweekly assessments

Phase 3: March Support teachers in getting ready for state assessments. ● Small group instruction ● Bridge week plans ● Intensive teaching ● Intensive coaching

Phase 4: April-June ● Final coaching cycle

109 o Deciding on professional development needed based on SMART goals, interim data, principal evaluation, performance management goals o Modeling, Co-teaching, Observation, Feedback, Co-planning, Peer observation ● Getting ready for next year o Supporting teachers in new projects for next year o Drilling skills for next course after testing o Writing/editing/finalizing curriculum for next school year o Creating professional development calendar for next school year

Levels of Coaching

Coaching Cycles will occur in 2, 4 or 8-week intervals, based on the level of need of each teacher. Coaching should include, but is not limited to, co-teaching, co-planning, modeling, walk-throughs, demonstrations, etc.

● Each 4-week period Instructional Facilitators (Coaches) will meet with the Assistant Principal of Academics to review teacher data (i.e. observations, evaluations, etc.) to determine which coaching cycle teachers need to be on. ● Facilitators will set SMART goals for each teacher that are specific to meeting their professional growth needs. ● Facilitators will create a schedule that matches the level of need of each teacher on their caseload. ● Depending on teachers and circumstances there may be adaptations to the 6-8 teachers during a coach cycle. ● Each time a facilitator interacts with a teacher, they must document it on the facilitator/teacher interaction form. Facilitators are expected to document these interactions on the coach teacher tracker. The teacher tracker will be used as a key data point in determining the impact of coaching efforts and help drive decision-making for next steps.

In addition to an extensive pre-opening professional development program prior to the start of each school year (details in 2.5 d), MASE provides ongoing professional development in the form of trainings, speakers, workshops, and enabling employees to take courses. Throughout the year, professional development topics will include an overview of the school’s charter, accountability plan, mission, policies and procedures, assessment as well as program training. Monthly professional development days will include follow-up training.

(2.5 d) PD Prior to School Opening The following table lists the faculty development session, which will occur one month prior to the first day of school.

Number of Topic Who Attends days 1 Charter, policies and procedures All Staff 1 MASE Culture All Staff 2 Curriculum/Instruction All Instructional Staff 2 Reading Program All Instructional Staff 1 Math Program All Instructional Staff 2 Unit and Project Development – All instructional staff standards/ benchmarks 1 Assessment – formal and school All Staff based 1 Meeting the needs of all students: All Staff

110 ● Differentiated instruction ● Accommodations and modifications 1 Meeting the needs of all students: Special education and support 1. IEP requirements and policies staff 2. Restraint Training 1+ Inquiry-based instruction Instructional Staff 1+ Project-based Learning Instructional Staff 5+ Technical training TBD 1 EbD STEM Lab training STEM Faculty

The Teacher Mentoring Program (details below) will help support teachers in delivering unique or challenging aspects of the chosen curriculum.

MASE Teacher Mentoring Program

Action Steps Timeline Required Person(s) Resources Responsible 1. Each novice Beginning Date: Mentoring School Director, teacher/new teacher August Handbook Instructional to MASE will be Monitoring Date: Orientation Packet Facilitator assigned to the Weekly mentor coordinator. Ending Date: May 2. Teachers new to a Beginning Date: Mentoring Grade level chairs grade at MASE will August Handbook be assigned to a Monitoring Date: Orientation Packet mentoring teacher. Monthly Ending Date: May 3. Each protégé will Beginning Date: Professional School Director, receive professional August Development Instructional development on-site Monitoring Date: Catalog and Facilitator and at the Content- Monthly training materials Area Training Ending Date: created by the Sessions to promote May district their professional growth. 4. Each protégé will Beginning Date: Mentoring Instructional meet with Mentoring August Handbook Facilitator Teacher on a weekly Monitoring Date: Orientation Packet basis to discuss the Weekly Mentor Meeting protégé’s Ending Date: Form professional progress May Lesson plans

111 and his or her Notebooks for performance in the notes classroom. Classroom Observation Forms Mentoring Contact Log and Record of Activities 5. Each teacher will Beginning Date: Student work and School Director, participate in a January other resources Instructional schoolwide Formative Monitoring Date: needed to share Facilitator, MASE Assessment Seminar At the end of the ideas or best teachers to share ideas and activity practices best practices. Ending Date: implemented in the January classroom.

6. Mentoring Beginning Date: Teaching School Director, Coordinators will As new teachers Resources Instructional prepare Survival Tool arrive Mentoring Facilitator Kits for any new Monitoring Date: Information teacher to MASE or As the admin team First Days of new to a grade within distributes them to School by Harry MASE Elementary the new teachers Wong School. and survey their impression of the kit Ending Date: May

Since the school will be small with two teachers per grade, mentors may be from another grade level, including MASE Middle/High. All novice teachers will also be mentored by the Instructional Facilitator (coach).

(2.5 e) Cultivating Future Leadership Capacity MASE uses the TEAM evaluation not only to evaluate teachers and leaders, but also to identify potential leaders within our school. The School Leader proactively approaches teachers and staff who demonstrate leadership potential, and also encourages staff to express their interest in career advancement. We partner with New Leaders New Schools, Inc. to train and develop these candidates at no cost to the individuals. For example, this year Lead Teacher Juanika Lee and Dean Estilien Lewis were promoted to newly-created positions of Assistant Principal from within our MASE pipeline.

In addition, MASE uses the Teacher Mentoring Program (see 2.5 d) to develop leadership capacity. After one year in the program, teachers can qualify for a mentor position. We will also encourage teachers to explore options for teaching accelerated courses such at Advanced Placement.

2.6 Insurance Please see Attachments J1 and J2 for types of insurance coverage and a letter of required coverage.

112 2.7 Transportation

(2.7 a) Transporting Students to and from School MASE currently has a bus contract with Kline Tours, which transports students in all areas where MASE students live. (See chart for neighborhood distribution of current MASE students.) For students needing specialized transportation services, we will contract through Shelby County Schools. MASE will provide transportation for Saturday school for all students without access to other sources of transportation. The routes will be the same as the Monday-Friday daily transportation.

MASE will abide by all state and federal regulations regarding its transportation service, particularly including providing transportation as required by students’ IEPs. MASE will abide by all regulations regarding its transportation service, including the federal McKinney-Vento Homeless Assistance Act. We will work with our transportation contractor, both during the initial negotiations and contract development and after implementation, and use additional resources (such as public transportation options) to ensure that any student that meets the qualification for being homeless or temporarily displaced will be able to remain in the school, even if temporarily living outside of the general boundaries where transportation services are provided.

(2.7 b) Transporting Students for Extracurricular Activities In addition to our contract with Kline Tours, MASE owns a 44-passenger school bus that provides transportation for field trips and athletic events.

(2.7 c) Transportation Plan The current MASE school bus and Kline Tours operator are in compliance with all state and federal student transportation laws and regulations. The Director of Operations oversees all compliance issues in conjunction with Shelby County Schools. Feedback about transportation will be handled by the Director of Operations.

2.8 Food Service

(2.8 a) Food Service Plan A Shelby County Schools nutrition specialist will manage food service operations. The school will participate in the district’s nutrition program and will follow all mandated guidelines for participation. All students will receive breakfast and lunch at no cost. In addition, kindergarten students will receive two snacks and ﬁrst grade students will receive one snack during the school day. The kitchen will adhere to all health standards, and a serving and dining area will be provided for the students.

Nutrition Services will also offer after school snacks or suppers at no charge to students participating in after school programs (e.g. tutoring). Nutrition Services will be reimbursed for these meals by the Tennessee Department of Human Services under the USDA Child and Adult Care Food Program.

(2.8 b) Meeting the Needs of Low-Income Students All students will receive meals as described above at no cost under the Community Eligibility Provision.

(2.8 c) Collecting FRPL Information Free and reduced price lunch information is collected from families through a form in the student registration packet.

Nutrition Services will use MASE’s roster data provided through Shelby County Schools’ Student Management System (SMS) to determine which students can be directly certified as eligible for free

113 meals. It will do so through automated matching against the state’s files for students participating in the Supplemental Nutrition Assistance Program or Temporary Assistance to Needy Families and for students who are foster children.

Additionally, MASE will annually ask students’ families to complete and return the Tennessee Department of Education’s Household Information Survey so that SECHS can determine which students meet the income requirements for being considered at-risk/economically disadvantaged. Results will be recorded in SMS.

2.9 Additional Operations

(2.9 a) Technology We will provide a 1:1 technology environment with laptops or other age-appropriate technology for each student to use during the school day. ($29,550 for 150 rugged Chromebooks). Wiring, network, modem, router and high-speed Internet service costs have been included in the budget. ($2,258 for wiring and network, $645 for three wifi access points, $128 for a modem and router, $75/month for Internet service). In addition, MASE has three existing classroom-size computer labs, and has met all necessary requirements to administer state-mandated testing requirements as recorded in the Online Readiness Report. Teacher and administrator technology needs have also been incorporated into the budget, including laptops, printers, fax machines, document cameras, projectors, and screens. (2.9 b) Student Information Management The file cabinets containing cumulative records will be placed in a location where they are secure from general scrutiny, but where they are accessible to authorized personnel for use on a regular basis. Copies of student educational records housed at locations other than the Registrar’s Office must also be kept in a secure area to maintain maximum privacy. A system for recording the name, date, and time that a cumulative record is removed from the file is always in place. Only authorized employees of MASE are allowed to access and use MASE computer systems. Each authorized employee is responsible for understanding and conforming to the following regulations:

1. The personal employee password used to access the SCS VPN and SMS Powerschool is known only to the individual employee. 2. Each authorized employee is responsible for establishing and changing the personal password and for maintaining its secrecy. 3. Revealing this password to another individual is not permitted pursuant to the Federal Educational Rights and Privacy Act (FERPA). A response agreeing to the stated conditions must be entered by all system users prior to system authorization of an employee password. When an authorized employee has been cleared through the security screen and has accessed any one of the MASE computer systems, activity performed by the individual is recorded by the computer. Should any unauthorized use or misuse of the system or data occur, the employee will be held accountable, which could result in dismissal. An employee allowing access to any system through revealing a personal password, or by allowing another person to perform any activity by “signing on” with a personal password WILL BE HELD ACCOUNTABLE.

(2.9 c) School Health and Nursing Services MASE has a working relationship with Shelby County Schools and Coordinated School Health. Health screenings and related services for students are handled on a case by case basis. Should the need arise for regular nursing services, MASE will contract with a part-time nursing professional to provide the services required for our students. This role is overseen by the School Director.

(2.9 d) Safety and Security

Safety & Security Plan The Director of Operations oversees safety and security. A full plan for safety and security of students, staff, and guests will be developed by the Director of Operations once a facility has been identified.

114 Crisis Plan A comprehensive crisis plan has already been written. It covers gas leaks, bomb threats, fire, trespasser/intruder, individual with weapon(s), active shooter, suicidal attempts, or and other safety threatening situations. The plan includes emergency management, handling media, and evacuation procedures. A Crisis Prevention Team has been identified and trained in their roles. All teachers and staff are trained on proper emergency procedures. Drills are conducted periodically throughout the year to ensure that everyone is prepared in case of an actual occurrence of an emergency.

(2.9 e) School Maintenance Memphis Bioworks Foundation provides facilities maintenance support alongside the lessor of the property in which the school is housed, Mississippi Boulevard Church. MASE has an annual contract with ISS Facilities, Services, Inc. for janitorial services.

(2.9 f) N/A

(2.9 g) N/A

2.10 Waivers

Descripti Proposed T.C.A. How this waiver will increase student on of replacement Citation achievement Statute policy or practice 49-6- School Increase the in- This waiver will allow the faculty and 3004 term – In- service days as administration to have a greater impact service needed both on student learning by having a better Days before school planning design and intervention begins and during implementation as a cohesive team. the academic This will also allow us to respond to year. unforeseen challenges more effectively.

State Proposed Description How this waiver will increase student Board replacemen of Statute achievement Rule t 0520-1-3- Length of Lengthen The longer day allows an additional hour .02 School Day School Day to take the additional STEM or Science for Students to 7½ hours electives in our curriculum, while not sacrificing anytime from the core, state- mandated courses.

2.11 Network Vision, Growth Plan, & Capacity

(2.11 a) Network Strategic Vision Our strategic vision is to add MASE Elementary to the existing MASE 6-12 to complete our feeder pattern. Beyond this, MASE has no plans to open additional schools. As such, our “network” will consist of just two schools, which will share select resources.

As the organization expands, the Board is looking to add additional members through a robust new member recruitment and nomination process, led by the Governance Committee. Potential new members will be vetted first as committee members, providing useful insight regarding their capacity and commitment, as well as contributing to a more robust committee structure. As the organization grows, its most critical operational and strategic needs will drive the prioritization of additional competencies or experiences that are needed to augment the Board’s current capacity.

115

MASE seeks to continue to improve and sustain its strong performance in Shelby County. We are 100% committed to putting the time, effort, and focus in adding the elementary program. MASE seeks to continue to improve its educational commitment to our community families by being consistent at all school levels. The elementary will help MASE move from being a reward school for the top 5% in the state for academic growth to being a reward school for top 5% in the state for academic proficiency.The elementary will be the foundation in achieving this goal. The proposed charter, if approved, will officially launch a MASE K-12 pipeline to college.

(2.11 b) N/A

(2.11 c) Evidence of Organizational Capacity MASE Middle/High has been operating as a charter school for 15 years. During that time, we have worked diligently to close the achievement gap. Less than 10% of our incoming sixth graders come to us performing on grade level. Even at such a young age, they have already fallen well behind their peers in academic achievement. By founding MASE Elementary School, we will reach younger students with a robust STEM curriculum, and cultivate a love of learning and high levels of achievement before they fall behind, thereby preventing an achievement gap.

Academic Capacity Even though only one in ten MASE students enters the school on grade level, MASE earned a TVAAS score of 5 (out of 5) for the past two years, and recognition as a State of Tennessee Reward School for Academic Improvement in 2017. In addition, the 2018 SCS School Performance Framework (SPF) scored MASE 4.51 (out of 5) based on academic performance, academic growth, school climate, and college and career readiness.

This score makes MASE the highest ranked charter secondary school in the district, performing well above the regional average, all while serving primarily low-income (73%) and minority students (94%). (See charts below from the 2018 SCS-Authorized Charter School report).

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We are confident we can achieve this level of academic growth and achievement in MASE Elementary as well.

Operations Capacity MASE operations is overseen by the Board of Directors and the school’s sponsor, Memphis Bioworks Foundation. Our operations capacity has benefitted from board stability; more than half (7 of 12) of the MASE Board Members from 2012 still serve in their capacities, a healthy turnover rate that has afforded us both continuity and fresh ideas. Our board representatives, including the COO of the City of Memphis, COO of iScreen Vision Inc., a Partner in The Eager Street Group, and the CEO of Memphis Bioworks, offer a wealth of operations experience and knowledge. The combined skill set of this team has led to a score of “excellent” (4.02 out of 5) on the SCS 2016-17 Operations Score Card.

117 To ensure organizational stability, responsibility for record-keeping, compliance, oversight, and other essential functions are spread throughout organization, so that a loss in one department can be managed by another. Within the next five years, we will codify our policies and procedures in an operating manual to ensure anyone can step into an organizational role and ensure smooth operations continue.

Financial Sustainability As the school’s sponsor, Memphis Bioworks oversees operations and finances for MASE. After the school’s final facility loan payment this year, MASE Middle/High will offer a high-quality STEM education funded solely through the Basic Education Program (BEP). Additional funds from grants, investments, and partnerships enable MASE to offer extracurricular activities and after school programming, to grow new programs, and to invest in new ideas. In addition to BEP, MASE Middle/High is funded through corporate and individual donations, private and federal grants, and zero-interest loans. Committed, ongoing funders include the Hyde Family Foundations, Memphis Bioworks, MNVC, anonymous donors, and the MASE Board of Directors. In addition, the Dept. of Education has awarded MASE $1.3M over the next five years for after school programming, and MASE also received a facility grant from the State of Tennessee this year for $125,000 to offset the costs of the lease of the facility. Our committed funders have expressed their support of and encouragement for MASE Elementary. The MASE Board of Directors, which will oversee both MASE Elementary and MASE Middle/High, contributes both financially and through in-kind services, and members make referrals to prospective funding sources. As we fill the seats of outgoing board members, we will recruit new members with fundraising and development expertise to strengthen the board’s capacity.

118 Community partnerships continue to be key to our sustainability as an organization and to supporting student achievement. As we expand our network, we will cultivate new relationships and strengthen our existing ones with partners such as Le Bonheur Children’s Hospital, St. Jude Children’s Research Hospital, ServiceMaster, Bethel University (dual enrollment), William R. Moore College of Technology, Smith & Nephew, NASA’s Marshall Space Flight History Center, Christian Brothers University, Mississippi Boulevard Church, FedEx, International Paper, and the Mid-South Food Bank. MASE’s sponsor, Memphis Bioworks, has long-established relationships with more than 250 STEM-oriented businesses in Memphis.

(2.11 d) N/A

(2.11 e) N/A

(2.11 f) Risks and Challenges

Facilities. The Board of Directors has created a committee to focus on the long-term facility needs of all MASE schools, to ensure the buildings meet the needs of students and families.

(2.11 g) Facility Please see 2.3 Facilities for our facility plan.

(2.11 h) Annual Report Please see Attachment L, the organization’s most recent annual report.

2.12 Network Management

(2.12 a) Leadership Team Roles and Responsibilities The MASE Network Leadership Team consists of the Executive Director, School Directors, and Assistant Principals.

Executive Director (Principal): MASE is led by the Executive Director/Principal, who reports directly to the Board of Directors. The ED is ultimately responsible for the success of the network and oversees the MASE leadership team to ensure each school successfully meets and exceeds school site goals and the organizational mission. He sets the vision for the network, leads networking and engagement initiatives, and provides the board with timely updates on the performance and initiatives of the network. The ED liaises with authorizers, legislators, and other gatekeepers to advocate for policies and structures that benefit the network and communities served by the network. The ED will serve as the leader of MASE and will ultimately be accountable for all academic, operational, and financial functions of the network schools. The ED/Principal must be committed to the mission of MASE and willing to work collaboratively to achieve the schoolwide goals as set out in this application and the school improvement plan. Professional education experience and a master's degree in school administration is preferred.

119 Mr. Rodrick Gaston will serve in this role. After an exhaustive executive search and vetting process, the Board of Directors selected Mr. Gaston as School Leader for the MASE Middle/High School in 2015, and since that time the school has earned the highest TVAAS score possible (5 of 5), earned the designation of Reward School for academic improvement, and was recently rated as the best charter secondary school in the district by Shelby County Schools (based on SPF framework scores in the 2018 SCS- Authorized Charter Schools Report). He is a seasoned administrator with more than 20 years of experience in education, all in Memphis schools, including positions as Assistant Principal of W.E.B. Du Bois and Assistant Principal of Bishop Byrne Middle and High School. His education and credentials include an M.S. in Administration and Supervision and certification as a Tennessee Professional Administrator. As an experienced coach who’s passionate about bringing out the best in others, he brings to MASE the skill set to motivate and inspire his leadership team, teachers, staff, students and families. He describes himself as “a highly motivated educational leader who aspires to establish school culture and educational support conducive to student learning and socialization and is committed to academic rigor, while helping children reach their highest potential.” The Board is more than confident that Mr. Gaston will excel in the role of Executive Director overseeing MASE Elementary and MASE Middle/High Schools.

(2.12 b) Organization Charts for Years 1, 3, and 5 Please see Attachment M for MASE Elementary School organizational charts.

(2.12 c) Shared Support Services MASE Elementary and Mase 6-12 will share some support services, but MASE does not intend to provide shared or centralized support services schools outside the MASE network.

The table following summarizes school- and organization-level decision-making responsibilities as they relate to key functions.

School Decision- Function Network Decision-Making Making Performance Goals Executive Director Executive Director Curriculum Executive Director Executive Director Professional Development Executive Director Executive Director Data Management and Executive Director Executive Director Interim Assessments Promotion Criteria Executive Director Executive Director Culture Executive Director Executive Director Budgeting, Finance, and Executive Director / Board of Executive Director /

120 Accounting Directors Board of Directors Executive Director Executive Director/School Student Recruitment Director School Staff Recruitment and Executive Director Executive Director/School Hiring Director H/R Services (payroll, Executive Director / Board of Executive Director / benefits, etc.) Directors Board of Directors Executive Director / Board of Executive Director / Development/ Fundraising Directors Board of Directors Executive Director / Board of Executive Director / Community Relations Directors Board of Directors/ School Director Executive Director/Director of Executive I/T Technology Director/Director of Technology Executive Director / Memphis Executive Director / Facilities Management Bioworks Foundation Memphis Bioworks Foundation Executive Director / Memphis Executive Director / Vendor Management / Bioworks Foundation Memphis Bioworks Procurement Foundation Executive Director / Memphis Executive Director / Other operational services Bioworks Foundation Memphis Bioworks Foundation

2.13 Network Governance

(2.13 a) Network Level Governance Structure The MASE Board of Directors will serve as the governing board for all MASE schools. One parent from each network school will serve as a member. MASE parents are encouraged to participate in the governance process and ensure community representation, the board will actively recruit new directors from the communities served by the schools. Designated parent seats to represent each MASE school will be reserved on the board annually, and those parents will be recruited and nominated by the governance committee from a pool of candidates contributed by PTSO (Parent Teacher Student Organization).

(2.13 b) Board Size and Composition Please see Section 2.1.

(2.13 c) Powers and Duties Please see Section 2.1.

(2.13 d) How the Board Supports Success Please see Section 2.1.

(2.13 e) Balancing Interests The MASE Board of Directors, in consultation with the MASE leadership team, will make decisions as to how to allocate resources among the elementary, middle, and high schools. Key stakeholders may serve on the board, on school-level advisory committees, or offer suggestions through the MASE Open Door Policy.

121 Our strategic vision is to add MASE Elementary to the existing MASE 6-12 to complete our feeder pattern. Beyond this, MASE has no plans to open additional schools. As such, our “network” will consist of just two schools, which will share select resources.

(2.13 f) Holding the Charter The sponsoring entity, Memphis Bioworks Foundation, will hold the charter.

2.14 N/A

2.15 Personnel/Human Capital - Network-wide Staffing Projections

As outlined in the table below, the number of teachers will increase as the enrollment of the Elementary School increases. MASE Elementary will reach full enrollment by Y3, and thus Y3- Y5 staffing remains constant. Management positions, office staff, and staff specifically dedicated to the Middle/High School will be in place starting in Year 1.

Year Year 1 Year 2 Year 3 Year 4 Year 5 Number of elementary schools 0 1 1 1 1 Number of middle/high schools 1 1 1 1 1 Total schools 2 2 2 2 2 Student enrollment 685 720 755 755 755 Management Organization Positions Executive Director/Principal 1 1 1 1 1 Director of Operations 1 1 1 1 1 Assistant Principal - Student Culture 1 1 1 1 1 Assistant Principal - Academics 1 1 1 1 1 Director of Fed. Programs & Compliance 1 1 1 1 1 IT Director 1 1 1 1 1 Total back-office FTEs 7 7 7 7 7 Elementary School Staff School Director 1 1 1 1 1 Social Worker (contracted) .1 .15 .2 .2 .2 Instructional Facilitator 1 1 1 1

Office Manager (shared) .3 .5 .5 .5 .5

Classroom Teachers (Core Subjects) 8 10 12 12 12 Academic Interventionist/SPED 1 1 1 1 1 Teacher School Psychologist (provided by .1 .15 .2 .2 .2 SCS--does not appear in MASE budget) Total FTEs at elementary schools 11.5 13.8 15.9 15.9 15.9 Middle & High School Staff School Director 1 1 1 1 1 Classroom Teachers (Core Subjects) 21 21 21 21 21

122 Classroom Teachers (Specials) 8 8 8 8 8 Instructional Facilitator 2 2 2 2 2 School Counselor 1 1 1 1 1 Registrar/Attendance 1 1 1 1 1 Office Manager (shared) .6 .5 .5 .5 .5 Total FTEs at middle and high school 34.6 34.5 34.5 34.5 34.5 Total Network FTEs 53.1 55.3 57.4 57.4 57.4

2.16 Personnel/Human Capital – Staffing Plans, Hiring, Management, and Evaluation

Our strategic vision is to add MASE Elementary to the existing MASE 6-12 to complete our feeder pattern. Beyond this, MASE has no plans to open additional schools. As such, our “network” will consist of just two schools, which will share select resources.

(2.16 a) School Organizational Structure Please see Section 2.4.

(2.16 b) School Organizational Chart Please see Attachment G for the School Organizational Chart.

(2.16 c) Relationship of School Organization to the Network All MASE schools will be overseen to the Executive Director/Principal, who reports directly to the Board of Directors. School Directors report to the Executive Director.

(2.16 d, e) Sourcing and Training School Leaders & Recruiting and Hiring Teachers Please see Section 2.4 for our recruitment and retention process.

(2.16 f) Handling Unsatisfactory Performance and Turnover Please see Section 2.4.

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SECTION 3: FINANCIAL PLAN AND CAPACITY

3.1 Planning and Budget Worksheet (Attachment O) Please see Attachment O. 3.2 Budget Narrative (Attachment P) Please see Attachment P.

3.3 Financial Plan (3.3a) Describe the fiscal health of other schools in your network. Are any of the schools on fiscal probation or in bankruptcy?

The MASE Middle/High School has met financial and regulatory compliance year after year and is currently in compliance with the Federal Programs Office of Shelby County Schools and with the State of Tennessee. Each year a full report of activities has been generated, as well as an independent audit. The proposed budget is designed to meet all students’ needs by providing additional professional support beyond what is required by State law and beyond what is required to teach solely our courses and maintain regulatory compliance. Additional staff persons are projected to cover dual roles in some instances in order to provide the needed support. Other staff members are shared between the middle and high school budgets in order to provide the necessary flexibility to cover all programs in the MASE Elementary school. MASE is not on fiscal probation and is not in bankruptcy.

It is important to note that MASE does not plan to expand beyond a single Elementary and the Middle/High school (2 schools). The addition of the Elementary school is to improve the proficiency of students who enter the existing MASE Middle / High school.

(3.3b) Explain how the organization will reach its fundraising goals over the next five years. Provide a development plan that includes staffing needs.

With the participation of the CEO and Board, the following plan serves as a guide for development initiatives through FY 2023. The Development Plan has been created to outline how supplemental funds will be acquired to support programming and initiatives beyond the Basic Educational Program (BEP). BEP funding is sufficient to operate the school; no philanthropic funds are needed to operate on a sustained basis.

It is intended that this will be assessed, revised and updated on an annual basis. This plan supports the efforts of the Memphis Academy of Science & Engineering (MASE) strategic plan, and as changes are made to the strategic plan, this document will be updated to reflect that.

Discrete Goals ● Ensure 100% acceptance to and graduation from post-secondary training or education institutions. ● Provide that 100% graduates have base competency in Natural Sciences, Technical Literacy, Engineering Design, and Mathematics. ● Establish lasting partnerships with the business community which assist the school is tailoring its STEM Education focus to address pressing needs in the local economy.

Strategic Priorities ● Develop a sustainable grant writing and management program to achieve discrete goals of the school. ● Establish a capital campaign with a major annual giving event to address organizational debt and to prepare for the possibility of moving to a new campus at the end of our current lease (if the proposal to remain is not successful). If the school remains at its current site, funds will be used for improvement and expansion. ● Reduce the overall debt beyond the annual payments currently planned by at least 15% per

124 year. ● Establish a scholarship fund for all students who exceed the base competencies in STEM.

Roles and Responsibilities of the Development Plan Purpose of the Development Plan: The Development Plan involves raising funds, developing relationships and connecting people with causes they are passionate about. Roles within a development program include connectors, who tie together people and causes; experts, who speak knowledgeably and passionately about the mission of an organization; and closers, who ask for support.

Mission: The MASE Development Plan supports the strategic priorities of the school by securing funding from diverse sources and building positive relationships throughout the community.

Philosophy: The implementation of the development plan is the responsibility of all stakeholders, including all staff, volunteers, parents, board, and committees, but is respectful of the time and effort of each contributor.

Revenue Projections The revenue projections we have currently meet all the necessary needs for staffing, instructional materials, and facilities for the next five years for the Basic Education Program. However, grant funding may significantly add to the total revenues so that we may offer additional staffing, programming, and facilities. Additional components include, but are not limited to, the following: · Before- and After-School Enrichment Programs · Summer STEM Camps · Summer School for Advanced Credits and Remediation · Travel to Value-Added Sites (Colleges, Industries, Hands-on Field Experiences) · STEM-in-Motion · Facilities (Science Labs, Engineering/Art Studios) · Specialized STEM-Related Courses (e.g. Computer Science, Medical Science, Manufacturing, Vocational Specialties, etc.)

Yearly Development Targets

Year 0 Year 1 Year 2 Year 3 Year 4 Year 5

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24

Fundraisin g & Philanthro $100,00 py 0 - $25,000 $25,000 $50,000 $75,000

Development Priorities

Implement best practices Efficient and effective involvement of volunteers Appropriate tools and resources Long term and stable funding strategy Perpetual: Endowment or recurring federal and private grant funding Diversified: includes major giving, planned giving, reliable annual giving

125 Expanded: upgrade current donors and acquire new ones Uniform and clear marketing message Alignment of website and promotional materials Top of mind presence in community

Key Constituents Board of Directors Science Olympiad Smith & Nephew National Aeronautics and Space ServiceMaster Administration (NASA) Moore College of Technology LeBonheur Children’s Hospital Middle Tennessee State University The Hyde Family Foundation Christian Brothers University Parent and Community Volunteers The University of Tennessee Staff Team America Rocketry Challenge Shelby County Schools FIRST Robotics State Department Education

Development Audits All programs will be examined on a regular basis to evaluate effectiveness, efficiency, and resource allocation.

Development Tactics · Annual giving · Events · Direct mail · Major gifts and planned giving · Corporate Giving · Non-traditional revenue · Foundation/Grants · In-kind contributions

126 SECTION 4: PORTFOLIO REVIEW/PERFORMANCE RECORD

4.1 Past Performance (a) Describe your existing educational program and whether or not it is a success.

Memphis Academy of Science and Engineering is a college preparatory school with an academic focus on STEM. Our goal is to prepare our students for success in college, with a high percentage choosing careers in science and engineering.

The vision of Memphis Academy of Science and Engineering is to be a national model for STEM education. We will graduate one hundred percent of our students with the academic, personal and social tools they need to complete a four-year college degree in science or engineering. Our aspiration is to produce global citizens with critical thinking skills, the ability to solve complex problems, and the technological sophistication to have a positive impact on the communities in which they live and work.

MASE, Tennessee’s first charter school, seeks to break new ground by also being a unique educational option for urban parents preparing mostly underprivileged students with a STEM- focused curriculum from K-12th grade. This model will improve learning for those students in that, from the outset of their educational experiences, students will be exposed to achievement- oriented curriculum and instruction, and will have a sense of their standing in the nation and world on an annual basis. Students will also be given individually-tailored tools to help them improve throughout their experience at MASE.

The leadership team at MASE understands that, as a charter school, we bear greater responsibility for student performance than our traditional district peer schools. Therefore, using different and innovative teaching methods is a natural fruit of the enhanced decision-making ability we hold as sacred and central to our purpose. MASE uses several data-driven tools and methods for measuring the performance of pupils and faculty members on a continuous basis.

The academic program at MASE Middle/High is one which is yielding the best results for our students. Our results from the past few years show a mixture of results. In some subject areas, MASE scores higher than the SCS District, and in others, MASE scores very near or slightly below the achievement level of the SCS District. Nevertheless, given the deficiencies that students come to us with, we are helping students to grow academically at a much greater rate than the average school in the SCS District and the State of Tennessee. We consider this a success for our students’ educational journey. We do anticipate that, with time, student achievement scores will outpace the district in every subject area.

MASE seeks to continue to improve and sustain its strong performance in Shelby County. We are 100% committed to putting the time, effort, and focus in adding the elementary program. MASE seeks to continue to improve its educational commitment to our community families by being consistent at all school levels. The elementary will help MASE move from being a reward school for the top 5% in the state for academic growth to being a reward school for top 5% in the state for academic proficiency.The elementary will be the foundation in achieving this goal. The proposed charter if approved, will officially launch a MASE K-12 pipeline to college.

(b) Provide detailed student achievement and growth results for each school in the network as Attachment R.

See Attachment R.

(c) Have the schools in the network demonstrated success in raising student achievement levels by meeting/exceeding state and national standards for most

127 students?

MASE Middle/High has not had proficiency rates greater than 50% in every subject. Students come to us with severe deficiencies, so our TVAAS rating of 5, which shows the highest level of student growth, is a more accurate reflection of student achievement under the MASE model.

(d) If applicable, provide the graduation rates for each school in the network.

The current graduation rate for MASE Middle/High is 98%.

(e) Using the Portfolio Summary Template, provide a detailed summary of all of the schools in the operator's portfolio as Attachment S.

See Attachment S.

(f)Select one or more of the consistently high-performing schools that the organization operates, and discuss the school’s performance.

Currently, there is only one school in the network, MASE Middle/High. The performance was discussed in question (a) above.

(g) Be specific about the results on which you base your judgment that the school is high-performing.

In the last two academic years, MASE has increased student growth in a way no other school in the Shelby County Schools district has. As is well known, the 2016-17 academic year was a challenging year for testing in the State of Tennessee. It was the first year the newer Common Core-aligned standards were used across the state to assess learning in Grades 2-12. Even though students only had one year to prepare for these new, more rigorous tests, students at MASE continued to grow at a faster rate than the bulk of other students across Shelby County and the State of Tennessee. In 2017, MASE earned the highest possible composite growth score for our tested subjects, which is a 5. MASE is the only school in the Shelby County Schools district to earn composite scores of 5 in Literacy, Numeracy, Science, and Social Studies, and one of only 20 schools out of 1,556 schools in Tennessee to have a 5 in each composite category.

MASE Growth Scores 2016 2017 2018 Overall Composite 5 5 TBD Literacy Composite 5 5 TBD Numeracy Composite 3 5 TBD Literacy and Numeracy 5 5 TBD Composite Science Composite N/A 5 TBD Social Studies Composite N/A 5 TBD

The growth measurements for schools are based on several factors. While students are matriculating through elementary and middle school, a predictive measure is calculated for each student’s annual learning quantity for each subject (Math, Language Arts, Science, and Social Studies). For students who have grown the predicted amount for one year of high-quality teaching in a standard classroom, the growth score is a 3. This is called the growth standard. For students, classes, and schools who have moderate evidence that they have exceeded the growth standard, the assigned score is 4. For students, classes, and schools who have significant evidence that they have exceeded the growth standard, the

128 assigned score is 5. This is the composite score that MASE has earned and can be associated with growth that is far above the amount of growth the State of Tennessee has predicted the school would experience as a whole.

(h) Discuss the primary causes to which you attribute the school’s distinctive performance.

Intervention Period - Our classes are ability grouped. Students with disabilities are co-taught by their regular classroom teacher and an academic interventionist (SPED Teacher). Because we use inclusion for our students with disabilities, the co-teacher also serves students who do not have disabilities. This may have contributed to higher achievement by those students who did not need the depth of help they received in some of those classes. Those students who do have disabilities do not receive pull-out help--unless it is specified in their IEP--in order to avoid singling them out. In addition, we have an intervention period where all students who are struggling (exceptional or not) receive additional tutoring, remediation, and intervention services.

Two Instructional Facilitators – We have experienced Instructional Facilitators (i.e. Instructional Coaches), one for the middle grades and a second for high school grades, who are responsible for providing feedback on lesson plans, observations and evaluations. They provide coaching sessions and assist teachers with individual student turnaround.

Formative Assessment Plan – Our formative assessment plan works in two-week cycles, during which students who are struggling to master content are identified and intervention is planned in the regular classroom, in the intervention period, and at home.

(i) Discuss any notable challenges that the school has overcome in achieving its results.

Facilities Challenges – Despite the relative lack of science facilities, we have been successful in most of our science tested courses, and are looking forward to even greater performance in this area having implemented a few staffing adjustments. Our Board of Directors is working now to identify opportunities to add formal science facilities to our school.

Funding Challenges – Funding for charter schools has always been a challenge in Tennessee, however we have been able to overcome funding challenges by applying for and having been awarded several grants, which are helping us to meet students’ needs during the regular school day and after school.

Incoming Student Deficiencies – Many of our students come to us with achievement levels that are below grade level, and are often one or more grades behind in terms of content mastery. We have used the practices mentioned above to help our students grow academically, so much so that the average student at MASE Middle/High has grown at a faster rate than the average student in the SCS District.

(j) Identify any ways in which the school’s success has informed or affected how other schools in the network operate. Explain how the effective practice or structure or strategy was identified and how it was implemented elsewhere in the network.

N/A - only one school in the network

(k) Select one or more of the organization’s schools whose performance is relatively low or not satisfactory and discuss the school’s performance. Be specific about the results on which you base your judgment that performance is unsatisfactory.

129

N/A - only one school in the network

(l) Describe the primary causes to which you attribute the school’s problems. N/A

(m) Explain the specific strategies that you are employing to improve performance.

N/A - only one school in the network

(n) How will you know when performance is satisfactory? What are your expectations for satisfactory performance in terms of performance levels and timing?

N/A - only one school in the network

(o) For all schools operating under another authorizer: provide, as Attachment T, the most recent performance/evaluation/renewal reports produced by the authorizer(s) (or by a third-party evaluator, if applicable).

See Attachment T.

(p) For all schools operating in the state of Tennessee: provide the following in Attachment U: (a) the last two years of audited financial statements for each school or school(s); and (b) the most recent internal financial statements, including balance sheets and income statements.

See Attachment U.

(q) List any contracts with charter schools that have been terminated by either the organization or the school, including the reason(s) for such termination and whether the termination was for “material breach.”

N/A

(r) List any and all charter revocations, non-renewals, shortened or conditional renewals. N/A

(s) Explain any performance deficiencies or compliance violations that have led to formal authorizer intervention. N/A

(t) Identify any current or past litigation, including arbitration proceedings, by school, that has involved the organization or any charter schools it operates. If applicable, provide in Attachment V: (1) the demand, (2) any response to the demand, and (3) the results of the arbitration or litigation.

See Attachment V.

130 Memphis Academy of Science and Engineering 2018-19 Calendar

Date Day(s) Event Students Out Teachers Out First Semester – 88 Days July 24-August 3 Monday-Friday Professional Development Out In August 6 Monday First Day for Students- Term 1 In In September 3 Monday Labor Day Out Out September 13 Thursday Parent Teacher Conferences 4-7pm In In st October 5 Friday 1 Nine Week End In In October 8-12 Monday-Friday Fall Break Out Out nd October 15 Monday 2 Nine Weeks Begins In In October 23 Tuesday Term 1 Honor Ceremony 9am In In October 27 Saturday Saturday School In In November 12 Monday Veterans Day Out Out November 17 Saturday Saturday School In In November 19-23 Monday-Friday Thanksgiving Break Out Out December 14 Friday Winter Holiday Program 12:30-2:30pm In In December 17-19 Monday-Wednesday Semester Exams In In December 19 Wednesday End of First Semester – 12:00pm Dismissal In In December 20-31 Thursday –Monday Winter Break Out Out Second Semester – 93 Days January 1 Tuesday Winter Break Out Out January 2-3 Wednesday-Thursday Professional Development Out In January 4 Friday Administration Day Out In rd January 7 Monday 3 Nine Weeks Begins In In January 18 Friday Term 2 Honor Ceremony 8-10am In In January 21 Monday Martin Luther King, Jr. Day Out Out February 7 Thursday Parent Teacher Conferences 4-7pm In In February 18 Monday Presidents Day Out Out February 22 Thursday Black History Month Program 12:30-2:30pm In In March 2 Saturday Saturday School In In rd March 8 Friday 3 Nine Weeks Ends In In March 11-15 Monday-Friday Spring Break Out Out th March 18 Monday 4 Nine Weeks Begins In In March 26 Tuesday Term 3 Honor Ceremony 8-10am In In April 5 Friday JNHS/NHS Induction Ceremony 1-2:30pm In In April 6 Saturday Saturday School - EOC/TCAP Blitz In In April 13 Saturday EOC/TCAP Blitz In In April 19 Friday Spring Holiday Out Out April 22 Monday Spring Holiday Out Out April 27 Saturday Senior Prom 8pm-12am Out In May 9 Thursday Class Day 10-11:30am In In May 10 Friday Graduation Rehearsal HS 9-11:30am In In May 11 Saturday Graduation 10-12pm Out In May 21 Tuesday Middle School Graduation 10-11:30am In In May 21-23 Tuesday-Thursday Semester Exams In In th May 23 Thursday 4 Nine Weeks Ends In In May 24 Friday Administration Day – Year Closeout Out In

Memphis Academy of Science and Engineering 2018-19 Calendar

2019-2020 School Year Community Handbook

Memphis Academy of Science and Engineering

MASE BOARD OF DIRECTORS Steven J. Bares, Ph.D. Susan Huffman Nathaniel Spates Tiffany Syreeta Jones Darryl Jackson Gary Lynch Daniel Copp Jessica Becker Sondra Howell

The Memphis Academy of Science and Engineering maintains an Internet website that contains the information listed above, with interesting facts and references available regarding the Board of Directors, administration, school calendar, athletic schedules, and other programs. The website address is http://www.discovermase.org.

High School: Ninth- Twelfth Grades Middle School: Sixth- Eight Grades 1254 Jefferson Avenue Memphis, TN 38104 (901) 333-1580 School Hours: Mon-Thurs. 7:30 a.m. - 3:15 p.m. Friday’s 7:30 a.m. - 1:30 p.m.

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Message from the Executive Director

MASE is a community of learners that is committed to academic excellence and student achievement. We are committed to providing the broadest possible set of educational opportunities for our students and access to the best curricular and pedagogical tools available for our faculty. While our accomplishments over the last few years have been noteworthy, we are still a long way from achieving our goals, and we rededicate ourselves each day to reaching them. We believe that every student is gifted with unique potential and has the ability to achieve academic excellence. We know that by setting high expectations, providing an instructional environment that is rigorous and supportive, and meeting each student where she or he is as a learner, they can accomplish anything to which they are committed. MASE is a student-centered community. We embrace the reality that we are citizens of a global community, and that its success will depend on the work and creativity of a highly-educated population. The work of the Academy is to prepare our students to be active and engaged in the process of creating a brighter future for everyone. As a faculty, we understand that we are senior partners in the learning process. We are part of a team that includes students and parents. A measure of our success is how we meet our most challenging students on their most challenging days. We will work tirelessly to nurture our students, parents, and colleagues. Our goal is to teach students to become critical thinkers and life-long learners. We recognize that academic achievement without charter growth is a fleeting accomplishment. To that end, we dedicate ourselves, and are committed to the Academy’s core values: · Respect- Treating others with care, and courtesy and representing yourself, family, and school with pride. · Integrity- Always doing the right thing even when no one is watching. · Community- Collectively working hard to ensure a positive culture and academic achievement in a safe and supportive environment. · Excellence- Commitment to high-quality education and high-expectations in all that we do. I look forward to working with all of you as we work toward an academically successful school year.

Sincerely, Rodrick Gaston Executive Director

3 MASE Community Handbook 2019-2020

Memphis Academy of Science and Engineering

Memphis Academy of Science and Engineering is a student-centered community of learners. We are dedicated to helping each student realize their unique potential through academic achievement and community engagement.

Vision As a community of learners, we embrace the diversity and inherent dignity of each individual. A MASE education is a partnership among students, faculty and parents, in which the academic growth of our students is nurtured in an environment that is supportive, rigorous and which sets high expectations.

Core Values Respect- Treating others with care and courtesy and representing yourself, family, and school with pride.

Integrity- Always doing the right thing even when no one is watching. Community- Collectively working hard to ensure a positive culture and academic achievement in a safe and supportive environment.

Excellence- Commitment to high-quality education and high-expectations in all that we do.

Philosophy To ensure every student experiences a school culture that: ● Provides a safe, healthy learning environment ● Nurtures a climate founded on positive expectations ● Promotes risk-taking ● Accommodates the needs of various learning styles ● Stimulates critical-thinking skills ● Promotes equality and celebrates diversity ● Values social responsibility in terms of self, others, school, community and environment ● Encourages students to identify and meet personal learning goals ● Recognizes the importance and value of co-curriculum learning experiences ● Celebrates individual student successes ● Connects learning to the “real world”

4 MASE Community Handbook 2019-2020

Mission The mission of MASE is to produce lifelong learners, critical thinkers, effective communicators, and productive members of the global community.

MASE Culture The MASE community respects the thoughts, feelings, physical safety, and rights of others and demonstrates consideration of property. Our shared goal is to create a positive learning environment enhanced by the contributions of every member.

Student Behavior To guarantee a good social and educational climate, it is important that students understand that acceptable standards of behavior will be expected at all times. Discipline will be administered when any individual’s actions interfere with teachers teaching and students learning. Students are expected to conduct themselves in an orderly, respectful and courteous manner at all times. However, in the event a student acts inappropriately, there will be consequences in order to make it clear that this behavior is not acceptable and cannot be tolerated.

Rights and Responsibilities One of the goals for MASE’s students is the development of self-discipline. Students and parents must learn that the student is responsible for his or her own actions. Administrators, teachers, students, and parents are active partners in establishing and implementing the school rules. The following is a table of students’ rights and responsibilities.

Rights Responsibilities 1. To be treated with respect. To be dealt a) To behave in a manner that is appropriate with according to uniform standards. and is a credit to the student, his/her family, and the school. b) To respect others. c) To show respect by removing all head coverings during and throughout the school day. d) To treat others as you would like to be treated. e) To dress appropriately for school.

2. To go to and from school safely. a) To use appropriate behavior when waiting at the bus stop or parent/guardian car. b) To wear protective gear if biking to school. c) To walk all bikes, skateboards, etc. when on school grounds. d) To be orderly on the bus. e) To go directly to school.

5 MASE Community Handbook 2019-2020

f) To respect crossing guards. g) To respect other people’s property.

3. To attend a school that is in good a) To refrain from any behavior that results in physical condition. the destruction of personal or school property. b) To refrain from eating candy or gum during school hours. c) To dispose of any trash in the proper receptacles. d) To refrain from eating or drinking outside the cafeteria without the supervision of a staff member. e) To not take the property of others without their permission. f) To assist in keeping cafeteria tables clean. g) To assist in keeping classrooms, the media center, hallways, and the cafeteria clean. h) To not deface in any way personal or school property (books, desks, walls, lockers, etc.).

4. To have classrooms and hallways that a) To arrive on time for classes. are conducive to effective learning. b) To allow each person (teacher and student) to speak without interruption. c) To develop listening and study skills. d) To remain at your desk or seat unless permission is granted to do otherwise. e) To complete assignments. f) To not cheat. g) To not distract others in classes. h) To not use laser pointers, headphones, CD players, beepers, cell phones, pagers, electronic games, etc. while on school grounds.

5. To have sufficient time and space to a) To talk in moderate tones in the cafeteria. eat lunch in a pleasant atmosphere. b) To dispose of trash in the proper receptacles. c) To place any unwanted food in the proper receptacles. d) To use appropriate behavior in the auditorium. e) To show respect for all individuals, including presenters and performers.

6. To enjoy and participate in assemblies. a) To use appropriate behavior in all school-related activities. All school activities

6 MASE Community Handbook 2019-2020

are an extension of the school and all school rules apply.

7. To enjoy and participate in school- related activities (dances, field trips, plays, sporting events, etc.)

8. To have an orderly and safe a) To walk and keep to the right in hallways environment in and around the and stairs when passing. To walk and not run building at all times during school in the building. hours, including after-school b) To observe all playground guidelines and programs. restrictions that pertain to skateboards, rollerblades, etc. c) To have no physical contact with other students. d) To not jump, climb, or throw objects in the building. e) To remain on school grounds at all times while school is in session. f) To remain under teacher supervision when present after school hours.

9. To evacuate the building safely under a) To maintain silence. teacher supervision in the event of a b) To follow all teacher/staff directions. fire or emergency situation including c) To remain with your class at all times. all drills and building evacuations. d) To join a class as soon as possible if walking through the hall during an alarm.

10. To expect that if your rights have been a) To expect that if you are in violation of violated, the offenders will be sought others’ rights, you will accept the and action will be taken. consequences.

MASE’s Rights and Responsibilities Objectives: ❖ Self-Control •• ❖ Good Citizenship •• ❖ Learning environment that supports student-centered, interactive, hands-on •• learning.

Process For Determining Consequences For Inappropriate Behavior: ❖ Each case will be decided on its own merits. •• ❖ Staff will make every effort to resolve problems informally. •• ❖ Staff will immediately engage parents and guardians for repeated inappropriate •• behaviors. ❖ Staff will immediately engage the administration for serious offenses as outlined •• below.

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❖ The MASE Senior Leadership will review serious offenses and will make •• recommendations for appropriate consequences, and will follow-up consultation with internal and external resources, assessment, etc.

“Short-range” Measures For Solving Student Behavior Problems May Include the Following: ❖ Individual follow-up discussion and agreement, with parent notification. •• ❖ Teacher/Counselor/Student meeting to develop a plan of action. •• ❖ Prompt after-school make-up of lost instructional/learning time with the teacher. •• ❖ Behavior contract. •• ❖ Exclusion from class activity if the student’s attendance at the activity is likely to •• threaten the safety of self and others, or causes disruption of the learning environment. ❖ Lunch/Recess restrictions. •• ❖ Restricted bathroom/hallway passes. •• ❖ Restricted field trip, class activities, and adventure trek participation. •• ❖ Temporary loss of all after-school privileges: athletics, clubs, activities, etc. •• ❖ Restoration of property, including replacement compensation, as appropriate. ••

Attendance Regular attendance is of vital importance to an effective instructional program. It allows for continuity of instruction, classroom participation, learning experiences, and study, all of which are necessary to attain the goal of maximum educational benefits. There is also a direct relationship between poor attendance and poor academic performance. Students with good attendance records generally achieve higher grades and enjoy school more. Thus, attendance is required of all students enrolled at MASE during the days and hours that the school is in session, unless it is shown to the satisfaction of the School Director that an acceptable cause exists to justify the student’s absence.

Absences A student is considered absent from a class if he or she is not in that class for more than ½ of that class period.

Parents of students who will miss at least ½ of their first period class should call the school office (Jefferson: 901-333-1596) to inform the school if the student will or will not be coming to school that day.

Excused Absences The following absences may be excused if the documentation listed by each is provided within two (2) school days of the absence occurring: a. Illness – Note from doctor’s office/hospital confirming visit on day of illness b. Illness lasting more than one day – Note from doctor’s office/hospital confirming visit on first day of illness, as well as form from doctor’s office stating when student is allowed to return to school 8 MASE Community Handbook 2019-2020

c. Funeral of a family member – Obituary before the funeral; Program from the funeral when child returns to school d. Wedding of a family member – Program of the wedding e. Attendance at a school-sponsored function

Unexcused Absences An absence for which no documentation (see above) is provided, or for which a parent writes a note, will be considered unexcused. A parent-written note will not guarantee that the absence will be excused.

Compulsory Attendance All children are required to attend school if they are between the ages of six (6) and sixteen (16). Failure to attend school on a regular basis [fifteen (15) or more unexcused absences in one academic calendar] may result in that child being retained in his or her current grade. The school th reserves the right to contact the Department of Children and Family Services after the fifth (5 ) th and tenth (10 ) unexcused absence.

Attendance and School Functions Any student who is absent during the entire school day, whether that absence is excused, unexcused, or mandated from the school (i.e., suspension), is not allowed to attend or participate in any school-related or school-sponsored function that morning or evening (e.g., sporting events, dances, etc.)

Assignments for Absent Students Assignments will be given to students who are absent only after that absence occurred and was excused. Students have one (1) day to make up missed work for each day that they were absent.

Checkout Attendance in all classes is part of the Commitment to Excellence that was agreed to and signed by both parents and students. The school personnel at MASE does recognize that there are certain circumstances for which checking out a student is necessary. MASE does, however, recommend that parents and guardians make such instances rare. In the case of appointments with doctors or dentists, we ask that parents schedule these during the weekends or breaks during the school year. If a child must check out, please abide by the following.

Checkout Policy Students will be allowed to check out of school when one of the following circumstances occurs: 1) Pre-approved appointment – A doctor’s or dentist’s note has been submitted to the school prior to the time of the appointment. If possible, please get these in at least one day before the scheduled appointment. 2) Severe illness in the immediate family* 3) Death in the immediate family* 4) Any other reasons will be granted on a case-by-case basis. These will be decided prior to the student’s absence from school by the School Director.

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Students will be allowed to check out three (3) times per quarter before parents are notified of excessive absences from school. Any extenuating circumstances should be cleared with the grade-level administrator *Each student is allowed one exception (failing to have information on hand regarding the reason for checkout). At that time, the party checking out the student out must sign a document stating that they will provide the information either by fax or by bringing it in before the student returns to school. If the information is not provided, the student’s ability to check out will be forfeited. If the information is provided to the school, the student will then be allowed another exception.

Special Note: At the end of the academic school year, each student’s file will be audited. In the event that appropriate documentation, relating to the reason(s) for a student’s checkout, has not been forwarded to the school, a violation of the Commitment to Excellence contract will be noted on the student’s record, and will be considered when when student transfers are renewed. A violation of the Commitment to Excellence contract may result in a denial of future transfer renewal applications.

Checkout Procedures In order to ensure your child’s safety, MASE has put in place certain procedures that MUST be followed:

The school-issued “Parent ID” must be presented at the front desk at the time of checkout. After providing the ID: 1. If the person is the parent pictured on the ID, he or she must provide documentation that will be placed in the student’s file that verifies the reason for the checkout (unless this information was already provided and is on file). Should the person not be able to submit such documentation at the time of checkout, he or she must sign a “Student Release Form,” which will be placed in the student’s file. This form will stay in the student’s file until proper documentation, provided in a sufficient amount of time, is submitted. Should no documentation ever be submitted, a parent may not check out his or her child without prior documentation unless that parent signs a withdrawal form and transfers the child to another school. OR… 2. If the person checking the student out is not the parent pictured on the ID, the person must provide a state-issued picture identification card (i.e., driver’s license), which must be copied for the student’s file. The student’s file must be checked to ensure that the person is on the list of approved persons able to check the student out. All persons must be at least 18 years of age in order to be placed on the approved list of persons able to check a student out. This person must also provide proper documentation at the time of checkout. Should no documentation be available, the school office must contact the parent or guardian of the child to explain that this person must sign the “Student Release Form” on the parent’s behalf, and that the form will remain in the student’s file until such time as proper documentation is provided. Should no documentation ever be provided, no person other than the parent may check the student out, and the student will be released only when the parent has signed a withdrawal form and transferred the student to another school.

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Emergency Contact Form At the beginning of each academic year, the parent(s)/guardian(s) of each student enrolled at MASE must fill out an information sheet, providing such information as contact numbers for the parent(s)/guardian(s), allergies that the student may have, and who to contact in case of an emergency. All persons listed on the “Emergency Contact Form” are able to make decisions regarding the child if the school is unable to contact the parent at any of the numbers provided. The listed persons are also able to check the student out, provided he or she has the appropriate identification (see MASE Identification Badge section). Since these persons are able to take the actions listed above, everyone listed on the “Emergency Contact Form” must be at least 18 years of age.

Copies of the “Emergency Contact Form” are available in the office.

Homebound Due to the rigor and the structure of the academic program at MASE, the school does not provide homebound services to students who will be absent for extended periods of time, nor will the school accept work or grades from another school system’s homebound program. MASE will do everything in its power to make as many appropriate accommodations as possible so a student misses as few days as possible.

Religious Holidays A student’s absence for a religious holiday must be pre-approved by the School Director in order for the absence to be excused. Absences for religious holidays are excused on a case-by-case basis. Without prior approval from the School Director, if a student is absent from school and claims it was for religious reasons, the absence may not be excused.

Student Release Form A parent or guardian who wishes to check out his or her child without first submitting the required documentation must sign a “Student Release Form.” This form states that the parent/guardian is using his or her one time to check out the student without having to produce documentation regarding why the student is being checked out. This absence is unexcused. This absence will remain unexcused, and the form will remain in the student’s file until proper documentation regarding the checkout is submitted. Once documentation is submitted, the form will be removed from the student’s file, the absence excused, and the parent/guardian will have another opportunity to check out the child without first providing documentation. Should no documentation be submitted, the form will remain in the student’s file, the absence will be unexcused, and the parent/guardian will be unable to check out his or her child without prior 11 MASE Community Handbook 2019-2020 documentation regarding the reason for the checkout unless the parent withdraws the child and transfers him to another school. Should a parent refuse to sign the student release form, a blank copy of the form will be placed in the student’s file with a notation regarding the parent’s refusal to sign. This will be treated as if the parent signed the form and failed to bring proper documentation.

A copy of the student release form is attached.

Tardiness A student is considered tardy to school if he or she arrives after 7:30 am. All tardy students must report to the main office to check in before proceeding to class.

A student is tardy to class if he or she is not in that class by the time that class is scheduled to start (see grade schedules).

Parents of students who will be tardy to school should call the school office (Jefferson: 901-333-1580) to inform the school that the student will be arriving late.

Excused Tardies The following tardies may be excused if the documentation listed is provided when the child is brought to school:

Illness, doctor or dentist appointment – Note from doctor’s office/hospital confirming visit on day of tardy

Unexcused Tardies A tardy for which no documentation (see above) is provided, or for which a parent writes a note, will be considered unexcused. Being tardy to school because of traffic will not be considered excused. A parent-written note does not guarantee that the tardy will be excused.

Excessive Tardies Consequences rd ● 3 tardy Verbal warning t h ● 6 tardy Letter sent to parent/guardian outlining this policy and possible Conference ● 9th tardy Letter mailed home regarding consequence appropriate for student (Detention/Suspension) Procedures Announcements Announcements of concern to students and teachers will be sent, when necessary, via electronic mail to each student’s personal email account. Through this system, the Student Council, teachers, and administrators supply students with additional information regarding activities and organizations not mentioned in this handbook. Announcements will be sent only if they have been approved by the School Director or grade-level administrator and presented to said persons before the end of the previous school day.

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Cafeteria MASE provides a breakfast and lunch program for every student enrolled. Students opting not to eat a lunch provided by the school should bring a sack lunch from home. Students who are eating a breakfast and/or a lunch provided by the school must notify the school in order to receive the meal. In order for report cards to be mailed or for a student to leave MASE (whether through a transfer or graduation), all accounts regarding monies owed to the school for providing a breakfast and/or lunch must be paid. Free or reduced-price meals are available to those students whose families meet Federal guidelines. Applications may be made at any time if the family’s economic situation changes. State and federal statutes regulate free and reduced-price status. Any misuse or fraudulent activity will result in disciplinary action.

Breakfast Students who enter school between 7:00 a.m. and 7:20 a.m., will have the opportunity to eat a breakfast provided by the school. Breakfast is to be eaten in the cafeteria and must be finished before dismissal to classes. Before proceeding to classes, students must ensure that the area is clean. All garbage must be thrown away in the proper trash receptacles, and any spills must be cleaned.

Lunch Parents are encouraged to ensure that their scholar has everything for his or her school day before they arrive at school. This includes lunch. All students without a lunch are offered a school-provided lunch. Under no circumstances may a fast-food lunch be brought to a student.

General Rules and Guidelines ● Students are expected to conduct themselves in a quiet and orderly manner at all times. ● Soft drinks are not allowed, even during lunch. ● Students should not play video games, listen to music, or use their laptop computers ● during lunch. ● Cellular phone use is prohibited throughout the entire school day, including lunch. ● All items, including garbage, must be taken to the designated areas. ● Students are not allowed to bring to school or to have someone bring to school any fast- ● food lunches.

Dismissal Drop-off/Pick-up MASE elementary school pick-up/drop-off area is located in the front of the school. All parents should enter the school from Jefferson Ave and exit onto Montgomery Ave. If parents choose to park and wait for their scholar, he/she should park in the south-west parking lot.

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Entering and Leaving School Parents should not drop off their child before 7:30 a.m. Once dropped off, students are to remain on school property until dismissal, or until checked out. If Students are dropped off early, they should not enter the building before being directed to do so by a teacher or an administrator. All students arriving to School after 7:30 a.m. are to report to the main office to sign in tardy and wait to be escorted to class. Students are to promptly leave the school building upon dismissal. After being dismissed, students are not to re-enter the school building. Faculty and staff are required to arrive to school by 7:00 a.m. and end their day at 3:30 p.m.

Hall Pass Students are given hall passes for front office visits and emergency use ONLY!

Lost and Found Personal property, including but not limited to, cell phone, IPads, IPods, lasers, radios, recorders, walkmans, CD and tape players, pagers, expensive jewelry, electronic games, etc., may not be brought to school by students during normal school hours. The school will not accept responsibility for the loss of personal property. These items will be confiscated and returned only to parents. Should a child lose an item of this nature, he or she is to inquire at the main office, where students or staff members who find items lying around are to turn them in. Items not claimed by the end of the school year are donated to a charitable organization.

Photographs/Videotapes – Public Relations From time to time, outside media sources such as newspapers, television news crews, and public relations photographers and videographers come to the school to take photographs or film. If you do not wish to have your child photographed or videotaped, you must complete the “Media Consent Form.” This form does not cover photographs taken for the MASE yearbook or MASE newspaper; all students, through their enrollment at MASE, automatically give their consent to be photographed by members of the yearbook or newspaper staffs for the purpose of being published in those school-approved activities.

Pupil Records Parents, legal guardians, and adult pupils are advised that they have the right to review pupil records in accordance with State law. Such requests must be directed to the School Director for prior approval at least three (3) school days in advance of requested review.

School Closings Inclement Weather All-Day Closings – Notice of school closings will be posted on the Memphis City Schools Website. School closings will also be available during news broadcasts of Channels 3 (WREG) and 5 (WMC), as well as on the websites for Channels 3 and 5. This information will be available at approximately 6:00 a.m.

Delayed Opening Pupil Time Schedules – In the event that weather conditions do not permit school to start at the normal time, but should be clear for most of the school day, school for all students will begin at 10:00 a.m.

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Parent Responsibilities Parents should make arrangements with neighbors or other responsible individuals to drop off their children should they not be able to do so in case of a delayed opening. Absences on delayed-opening school days will be considered unexcused without the proper documentation (see Attendance section).

Electronic Use Electronic use including cellular phone use is prohibited during the school day. In case of a problem or an emergency during the school day, students’ may be allowed to make phone calls using his/her cellular phone or office phone. If it is found that a student used a cellular phone or any other electronic device during school hours without authorization from school personnel, the device will be immediately confiscated and returned to the parent ONLY at the cost of $10.00.

Visitors State Law – By State law, all persons who are not regular members of the school personnel must report to the main office and state their reasons for being on school grounds or in the building. As to whether the person may remain is entirely up to the School Director. This law is for the protection of students and staff, and it will be enforced.

Student Visitors – Bringing visitors to school is discouraged. However, if there is a valid reason why a visitor must come to school with one of our students, this will be considered by the School Director, or another administrator. The student must complete a “Request for Student Visit Form” at least three (3) school days prior to the visit. Students are responsible for the behavior of their visitor while at school. The visitor must have a pass from the office.

Parents as Visitors – In an effort to minimize class disruption, all parent messages and/or drops for students will be held in the main office. Students may pick up messages and/or items from parents at the end of the school day if a member of the office staff was unable to take the message or item to the student during school hours. Parents wishing to visit with their child at school must first secure permission from the grade-level dean at least one (1) school day prior to the visit. Parents appearing at school wishing to visit with their child on the same day may be asked to wait until such a time that it will not be disruptive to the student’s class schedule. All decisions regarding parents visiting their children during school hours are made by the School Director and are final.

Medication and Illness MASE wishes to cooperate fully with students, parents, and the medical profession to assure that any student receives required medication during the normal school day at the time(s) the student needs it. It is preferred that medications be taken by students at home. However, MASE recognizes that certain circumstances may necessitate taking medication during school hours. Guidelines have been established to maintain control of authorized drugs within the school and to ensure the health and welfare of the students.

Administering Medication

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Before any medication may be administered to or by any pupil during school hours, parents are required to submit the proper forms (see below) for such medication, and relieve MASE and its employees of liability for any actions related to the administration of medication.

Illness or Injury during the School Day Illness – Should a student become ill during the school day, he or she must notify a teacher or other school personnel, who will, at that time, call the parent or guardian. The parent may opt to bring medication to the student, or check the student out. If the parent chooses to check the child out of school, that parent must take the child to the doctor in order for the check-out to be excused. A parent does not need to sign the “Student Release Form” if the school called the parent regarding the child’s illness.

Injury – If a child is injured at school, an incident report will be completed and filed. Parents and guardians will be notified of the injury. The parent may opt to check the student out at that time, without having to sign the “Student Release Form.” However, in order for the check-out to be excused, the parent must take the child to see the doctor the same day the injury occurred.

Immunization Requirements All students must meet Tennessee state immunization requirements. The school is required to maintain official school records indicating: 1. DTP Vaccine (diphtheria and tetanus toxoid and pertussis vaccine): A 10-year booster shot is recommended for all students in grades 6-12. 2. Polio Vaccine 3. Measles Vaccine 4. Rubella Vaccine 5. Mumps Vaccine 6. Hepatitis B Vaccination Series School personnel will annually review records and advise students of deficiencies or updated requirements. Students transferring to MASE must submit documentation of compliance with the law in the form of official school records, records from a public health department, or a certificate signed by a licensed doctor.

Non-compliance with these requirements may result in a student being excluded from school until such time that appropriate documentation is provided.

Non-Prescription Medication Students are permitted to carry a one-day’s supply of non-prescription medication to self-administer if a “Parent’s Non-Prescription Medication Request Form” is signed by the parent and on file in the office. Copies of this form are in the main office.

Prescription Medication In accordance with school policy, prescription medications must be kept locked in the main office and administered by school personnel. A “Physician’s Medication Procedure Request Form,” as well as a “Parent’s Medication Procedure Request Form,” must be completed, signed, and on file in the office before any prescription medication will be given. Copies of these forms are in the main office. In rare instances, a student may be allowed to carry certain 16 MASE Community Handbook 2019-2020 prescription medications (e.g., asthma inhalers). If the physician deems it medically necessary for the student to carry a medication with him or her, the physician will note this on the required form.

Co-Curricular and Extra-Curricular Activities Activities All activities are carefully planned to be age-appropriate and engaging. One of the goals for scholars’ activities is to allow the student to explore many after-school options in a non-threatening manner.

Transportation to Activities If a scheduled activity takes place off campus, the student must have a consent form signed by the parent, allowing MASE to transport the child to and from the school and the designated area for the activity.

Awards and Incentives Students at MASE are rewarded for the wonderful things they do and accomplish. Students are recognized for their work at an assembly held during the school day, in front of the entire school. Parents are welcome to attend these assemblies. Some of the awards include:

Perfect Attendance – Each student who has been neither tardy or absent from school, and has neither checked in or checked out of school, will receive a certificate and an item of value. This is awarded at the end of the year.

Honor Roll – Each student who earns the grades to be on one of the honor rolls (see Honor Roll section) will receive a certificate and an item of value. This is awarded at the end of each quarter.

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Discipline This handbook provides information about the policies and procedures of our School-wide Discipline Plan. When parents, students and teachers work together toward a common goal, a more enjoyable school experience will happen. The goal of our plan is to help our students be successful. Discipline plays a huge role in a child’s education. It is a life-long skill children will rely on as they become active members of their community. Our students deserve the most positive learning environment to achieve academic success. Therefore, this school-wide discipline plan will be in effect at all times.

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Defining Discipline:

Discipline is a process that uses teaching, modeling and other appropriate strategies to maintain the behaviors necessary to provide a safe, orderly and productive learning environment by changing unacceptable behavior to acceptable behavior.

Our teachers and staff will provide all students with an enriching, challenging and nurturing learning atmosphere each year. Each teacher has a classroom management plan to address procedures and discipline in the classroom. This plan includes positive rewards. Please make sure you and your child understand these rules and procedures. If you have any questions, please do not hesitate to contact your child’s teacher.

If your child’s teacher contacts you about a discipline concern for your child, please be supportive and responsive to work with us so that your child’s behavior has a positive outcome.

Stop and listen attentively Open the door to making good choices Act responsibly Respect Beliefs Related to MASE Elementary School:

● The misbehavior of one student will not be allowed to interfere with the learning opportunities of other students.

● The misbehavior of a student will not excuse him/her from successfully completing learning objectives.

● Every discipline is an opportunity to teach expected behavior.

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● Expected behavior must be communicated, taught and modeled throughout the school year.

● Parents have a responsibility to ensure that their children’s behaviors do not take away from a safe, orderly and academically productive learning environment of others.

The Classroom Teacher’s Commitment

Teachers will:

● Enforce the School-wide Discipline Plan as agreed

● Communicate high behavioral expectations to students and parents

● Commit to follow through to the success of student behavior

● Take responsibility for classroom problems and behavior

● Foster a school climate characterized by a concern for students as individuals

● Take an interest in the personal goals, achievements and needs of their students

● Support the students in their academic and extracurricular activities

Staff Member’s Commitment

Staff members will:

● Enforce the School-wide Discipline Plan as agreed

● Communicate high behavioral expectations to students

● Commit to follow through to the success of student behavior

● Take an interest in personal goals, achievements and needs of students

● Support the students in their academic and extracurricular activities.

Administrator’s Commitment

Administrators will:

● Support the teachers in this disciplinary system

● Model high behavioral expectations

● Maintain a school climate in which everyone wants to achieve self-discipline

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● Foster a school climate where the administration is sincerely concerned for the staff and students as individuals

● Take an interest in personal goals of teachers, staff and students

MASE Community’s Commitment

● Be specific: tell the student exactly what they did ● Be timely: don’t wait to praise or correct ● Be sincere: insincere praise is usually worse than none at all ● Be consistent: with everything, everywhere ● Communicate: keep open lines of communication open between home and school

Securing Parent and Student Agreement and Active Support

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The success of a school-wide system lies in the relationship built between parents, staff and students of the school community. This relationship begins with communication. Parents will be informed about current school issues, success and concerns through school-wide newsletters, classroom teacher’s updates, the school website, parent meetings and parent handbooks. The hope is by keeping parents well-informed, the plan will be more successful. On an individual basis, student behavioral issues are addressed with parents through the daily conduct sheet, parent/teacher emails, notes home, phone calls home and parent conferences. A signature is required for any written notification concerning behavior. The signature helps school staff identify that the parent is aware of the concerns being raised and is the beginning of establishing an open line of communication. This communication helps to foster the success of the school-wide plan. MASE school-wide plan will be successful because it is based on a commitment to each child’s success, to easy-to-follow school rules and to consistency. The system allows for each teacher’s style in the classroom and it allows for age appropriate communication and discipline without compromising school-wide policies, expectations and consistency.

Parent’s Commitment

Parents will:

● Reinforce the School-wide Discipline Plan

● Communicate high behavioral expectations to their child

● Commit to follow through to the success of their child’s behavior

● Take an interest in personal goals, achievements and needs of their child

● Support the students in their academic and extracurricular activities.

Student’s Commitment

Students will:

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● Follow the School-wide Discipline Plan

● Maintain high behavioral expectations

● Accept responsibility for your behavior

● Set personal goals and work hard to achieve them

Behavioral Expectations

The following chart explains MASE Behavioral Expectations. At the beginning of the year, students will be explicitly taught these expectations. Our expectations will be reinforced throughout the year. Our goal is through these easy-to-follow expectations, a positive learning atmosphere will be established throughout the school.

Arrival/Dismissal

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Quiet stairways and hallways ● Walk quietly to your destination ● Walk on the right side of the stairs during arrival ● Be aware of your surroundings ● Enter and exit quietly Open the door to ● Walk when you enter and exit the building making good choices ● Pay attention and keep the line moving during dismissal ● Be on time Act responsibly ● Be prepared/know how you are getting home ● Listen and follow the directions of the safety patrol leaders ● Keep hands and feet to yourself at all times Respect self and others ● Use indoor voices ● Walk appropriately to and from cars/buses

Hallway

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● Hands by your side or in the “Hips and Lips” position Open the door to ● Walk silently making good choices ● Pay attention and keep the line moving ● Proceed directly to destination Act responsibly ● Remain with your teacher at all times ● Report any problems or inappropriate behavior to an adult

● Keep hands and feet to yourself at all times Respect self and others ● Keep silent in the hall at all times Classroom ● Stop, listen and follow directions when an adult speaks to you Stop and listen ● Respond immediately to “Peace and Quiet” signal attentively ● Raise hand and wait to be acknowledged before speaking Open the door to ● Do your best making good choices ● Treat others the way you want to be treated ● Participate in class ● Be on time Act responsibly ● Be prepared ● Complete assignments in school and at home ● Remain on task in the classroom ● Respond kindly and appropriately with peers Respect self and others ● Follow school and classroom rules ● Keep hands and feet to self ● Be patient and wait your turn ● Clean up after yourself

Bathroom

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Respond immediately to “Peace and Quit” signal

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● Report any inappropriate behavior Open the door to ● Use inside voices making good choices ● Use restroom time wisely ● Enter restroom quietly ● Exit restroom quietly ● Clean up after yourself Act responsibly ● Flush toilet ● Wash your hands with soap and water ● Place paper in trash ● Give others privacy Respect self and others ● Wait patiently for your turn ● Keep your hands and feet to yourself at all times ● Be considerate of others in the restroom

Physical Education/Free-Organized Play

● Stop, listen and follow directions when an adult speaks to you Stop and listen ● Respond immediately to “Peace and Quiet” signal attentively ● STOP and walk to line when the bell rings ● Play only in designated areas (stay away from dumpster, hill, wall Open the door to and fence line) making good choices ● Be polite at all times ● Be honest ● Use appropriate language Act responsibly ● Report any bullying or inappropriate behavior to an adult ● Keep hands and feet to yourself at all times Respect self and others ● Play kindly and appropriately with others

Lunchroom

● Enter lunchroom quietly Stop and listen ● Stop, listen and follow directions when an adult speaks to you attentively ● Respond immediately to “Peace and Quiet” signal ● Choose entrée quickly and progress through line 25 MASE Community Handbook 2019-2020

● Get utensils and condiments Open the door to ● Remain at assigned table making good choices ● Refrain from playing with food and other items ● Use disinfectant to clean hands before getting lunch ● Stay in single file when walking in the lunchroom Act responsibly ● Stop talking when all the classes have entered the cafeteria ● Hand in lunch tickets ● Stop talking when preparing for dismissal from cafeteria ● Clean around your sitting area and on the floor ● Use good manners while eating Respect self and others ● Eat only your food; do not share your food ● Respect others and their space at the table

Assemblies/Field Trips

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Respond immediately to “Peace and Quiet” signal

● Enter and exit quietly Open the door to ● Remain with your teacher and class/group making good choices ● Do your best ● Follow school and classroom rules Act responsibly ● Obey staff members on bus and at destination ● Represent your school in a positive manner ● Ask appropriate questions ● Respect all adults Respect self and others ● Be patient and wait your turn ● Respect materials and property

Defining Unacceptable Behaviors

There are two levels of behaviors: minor and major. Minor behaviors will be addressed and handled by teachers. Major behaviors will be referred to the office to be handled by the counselor or principal. (See flowchart on page 15) The following table defines minor and major behavior concerns.

Behavior Minor Major

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Destruction of Something that can be Inability to clean or fix. Property/Vandalism removed, cleaned, or fixed. Disrespect toward a peer Mildly rude interactions Rude and deliberate with a peer or peers that interactions or arguing with may cause a slight upset. a peer or peers that is offensive to the peer/peers. Disrespect toward a staff Mildly rude interactions Rude and deliberate member/adult. with a staff member/adult interactions or arguing with that may cause a slight a staff member/adult that is upset. offensive to the staff member/adult.

Inappropriate Behavior Slight disruption that Continued or physical hinders the learning of disruption that hinders the others. learning of others. Inappropriate Language Profanity exclaimed, not Continuous swearing, intended at an individual. offensive gestures or comments directed at an individual Insubordination/Disrespect Failure to follow directions Continued refusal to follow in a reasonable amount of direction or arguing with an time. adult. Physical Aggression Pushing, Shoving, Hitting, Hitting (more than once) Kicking (one time) Fighting (Defined as actions Accidental Physical that require a visit to the Contact, Wrestling, school nurse) Slapping, Spitting, Biting or Throwing Harmful Objects Teasing, Verbal and Put Downs, Making fun of Continual Behavior or Non-Verbal Peer(s), Making faces, Minor Actions: Poking or Pointing, Put Downs, Making fun of Inappropriate hand gestures Peer(s), Making faces, or drawing Poking or Pointing, Inappropriate hand gestures or drawing Threats and/or Verbal Overt or implied verbal or Overt or implied verbal or Abuse physical threat (one time) physical threat (more than once) Uniform Violation Wearing uniform, but may Refusing to wear uniform. have uniform pieces

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missing (ex. Open toed shoes, wrong t-shirt). Wandering Wandering the classroom. Leaving an area without permission. Additional, Major Unacceptable Behaviors

● Acts of Hate/Violence – This is any act of hate/violence including but not limited to, verbal abuse, slurs (including ethnic, religious, or gender-based), threats, physical violence or conduct, vandalism or destruction of property directed against any person.

● Bullying – This is defined as unwanted, aggressive behavior that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. The imbalance of power involves the use of physical strength, access to embarrassing information, or popularity to control or harm others.

● Cyberbullying – This is defined as bullying that takes place using electronic technology. ● Cheating or Plagiarism – This defined as using the work of others as your own. ● Extortion – This is defined as an act of attempting to secure money, property, or favors through a threat of implied threat of physical or psychological harm.

● False Fire Alarm – This is defined as activating or causing the fire alarm to sound when there is no real evidence or sign of fire. Falsely reporting a fire endangers the safety of all.

● Harassment – This is defined as any unwelcome conduct based on a protected class under the federal civil rights laws that is severe, pervasive or persistent and creates a hostile environment that interferes with or limits a student's ability to participate in or benefit from services, activities, or opportunities offered by a school.

● Inappropriate use of Computer Systems – This is defined as accessing or using inappropriate materials including copying or transferring copyrights materials and software without permission, sharing access to one’s personal account, using unauthorized e-mail such as chain letter advertising, instant messaging and chat rooms, cyber bullying, or tampering with any files of another student or staff member.

● Malicious Pranks and Pseudo Threats – This includes any act of substance used to cause disruption, panic, or an unsafe situation. This also includes deliberately misrepresenting substances as something they are not.

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● Physical Attack on Staff – This includes any aggressive physical battery on a staff member. This also includes any physical contact (hitting, touching angrily, pushing, shoving kicking, biting in an aggressive manner with the intent to do harm.)

● Theft/Burglary – This is taking something, which does not belong to you. Students must demonstrate a respect for the property of others. Any found articles must be returned to the rightful owner.

● Use and/or Possession of Alcohol, Prescription or Non-prescription drugs, Tobacco, Illegal drugs, Intoxicants and Inhalants – This is possession of intoxicants, inhalants, smoking materials or controlled substances which are prohibited.

● Use and/or Possession of Communication and Other Electronic Devices – Beepers, electronic paging devices, and cellular phones or personal radio devices are not allowed. Laser pointers and other disruptive devices will be confiscated.

● Use and/or Possession or Use of Destructive or Harmful Substances: firecrackers, matches and lighters – This is possession of matches, fire crackers, snaps, tobacco products, smoke bombs, stink bombs, pepper spray, or any other destructive or harmful substance.

● Use and/or Possession and/or Trading/Selling of Non-School Related Items – This includes students having personal toys, trading cards, dolls, IPODs, and other electronic gaming devices. The school is not responsible for the loss of these items. These items are best left at home.

● Weapons – This is unauthorized storing, possessing, or carrying firearms, knives, or any other object (including look-alike or pretend weapons) which could be used as a weapon. This is a very serious offense and is strictly prohibited.

Consequences for Minor and Major Incidents

When students do not follow the outlined school-wide discipline plan they will receive consequences based on the philosophy of progressive discipline. Progressive discipline uses a consistent approach that starts with a minor consequence for first offenses to a more severe consequence for repeat offenses.

Minor behavioral issues will be handled by the teacher (classroom, technology, music or physical education). They will use their discretion when they believe the classroom behavior requires a referral. The following is a sampling of the consequences teachers may use:

● Redirection ● Removal to a “time out” area within the classroom ● Conference with student 29 MASE Community Handbook 2019-2020

● Note to parent ● Phone call to parent ● Teacher detention (morning or afternoon) ● Removal to another setting (no longer than 15 minutes) ● Loss of Extracurricular Activity Privileges (Art, Technology and Music) ● Written Referral to Administrator

Major offenses will be handled by an administrator. Each child is an individual whose needs will be considered when determining the consequence. The following is a sampling of the consequences administrators may use:

● Natural consequence (clean desk that student wrote on, letter of apology, etc.) ● Parent phone call/Notification ● Loss of Extracurricular Activity Privileges (Art, Technology and Music) ● Parent-Teacher-Student Conference with Administrator ● Detention (morning/afternoon) ● Parent Pick-Up ● Referral to Discipline Team to Develop a Behavior Plan ● In-School Suspension ● Suspension (in-school or out of school) ● Expulsion Recommendation ● Referral to Law Enforcement

Positive Support System

This component of the school-wide discipline plan is to recognize students for meeting school behavioral expectations. Four incentive programs will be in place to acknowledge students who meet our expectations. The incentive programs are:

Student of the Month Award Assemblies One student per teacher will be recognized for exhibiting the “Character of the Month”. Parents of students receiving Student of the Month will be invited to attend a breakfast award ceremony.

Tardy-Free/Perfect Attendance Free Jean Day Scholars who have been present and have received no tardies for each 20 day reporting period will receive a jean-pass. 30 MASE Community Handbook 2019-2020

Monthly Birthday Celebration Scholars will be called down to the office to receive a birthday pencil. Also, student names will be posted on school-wide calendar.

Noble Award Scholars who exemplify the character pillar for the month will receive a noble award certificate and will be recognized at a school-wide assembly.

Star Student Celebrations Our goal is that all students follow school-wide behavior expectations. When we observe them being safe, treating others with kindness, trying their best and being respectful, we acknowledge them by giving positive verbal feedback and a stamp on their star card. At the end of each quarter, students who have earned all their stars will be invited to participate in an activity (Popcorn and a movie, game hour, extra gym time, arts and craft session, etc.).

“E” Party Scholars who maintain an “E” on daily conduct sheet for two consecutive weeks will have 20 minutes of free-time in the gymnasium.

MASE Elementary School

2019-2020

Notice of Receipt of School-wide Discipline Plan

The School-wide Discipline Plan has been written so that students and family members know what behavior is expected. It is helpful when parents are aware of school rules so they can help support our school from home. Please sit down and talk about these rules with your child(ren).

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MASE Uniforms

Uniform Requirements: (General Guidelines for Both Boys and Girls) Boys Uniform: ▪ SPIKNER MASE Blazer ▪ SPIKNER White Oxford Shirt with MASE logo ▪ SPIKNER gray long pants (Dickies and Cargos pants are prohibited) ▪ SPIKNER purchased tie ▪ Black dress belt with no ornamentation. ▪ Black or gray dress socks (No athletic socks) ▪ Black formal/casual shoes

Girls Uniform: ▪ SPIKNER MASE Blazer ▪ SPIKNER White Oxford Shirt with MASE logo ▪ SPIKNER plaid pleated skirt ▪ SPIKNER purchased gray pants ▪ SPIKNER purchase cross tie ▪ White, gray, burgundy, or black knee-high socks ▪ Black formal/casual shoes (heel shoes should not exceed 2-inches in height) ▪ White, gray, burgundy, or black hair accessories

Uniforms: 1. All uniforms will be purchased through SPIKNER Uniforms, with the exception of black formal shoes, black belt and gray pant (Dickies and Cargos pants are prohibited). 2. Students must attend school in full uniform, failure to do so will result in non-attendance. 3. SPIKNER will hold fitting sessions to insure the proper fit of uniforms. 4. Gray dress pants purchased from another source should fit appropriately. If a student continues to wear pants that do not fit, they will be required to purchase appropriately fitted pants through SPIKNER School Uniforms. Pants must be worn at the waist. Sagging pants and/or tight pants will NOT be allowed.

5. Students should be well-groomed at all times. Uniforms are to be cleaned, pressed and in good repair. 6. Oxford uniform shirts must be tucked in completely at all times. 7. Shoes must be black dress shoes, closed-toed, and must have a back. No tennis/bowling /walking/jogging shoes are allowed. Heels are limited to two inches. 8. Only black belts are allowed. 9. Any undershirts must not be visible. Students may not wear printed t-shirts underneath their blouses/shirts. 10. Skirts should fall no higher than one inch above the knee. 11. Tights are acceptable in solid black, solid gray or solid burgundy. Tights are not to have any design or patterns at all. 12. NO hats, caps, beanies, do rags, head wraps, scarves or bandanas can be worn. 13. MASE blazers must be worn at all times throughout the school day.

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14. For a student’s benefit, all uniforms and personal property should be clearly labeled. The school cannot be responsible for lost articles.

Jewelry: 1. Earrings are limited to one pair of matching earrings no larger than one inch. Studs are preferred. No body piercings are allowed to show. 2. Boys are not allowed to wear any earrings. 3. Students may wear one bracelet, one watch and one necklace, but must to be worn under their oxford shirt. Students are not permitted to wear excessive or faddish jewelry.

Grooming: 1. Tattoos must be covered at all times. 2. Males should be clean cut and shaved. 3. Males hair must be basic fade or crew cut. No Mohawks, high top fades or hair designs. 4. All hair must be natural colors. No bleached hair.

Bags: 1. Purses of a reasonable size are allowed, but their access may be restricted. If a book fits in the purse, it will be classified as a book bag, not a purse. 2. Backpacks must be mesh or see through only for safety purposes.

***The school reserves the right to make decisions about any items or styles not specifically addressed here, and to send any student home who does not comply with these regulations***

Alternative Uniform: Students in alternate uniforms will be allowed on campus ONLY if they have a receipt in hand showing purchase of uniform, otherwise, they will be subject to non-attendance until a uniform is secured. The alternate uniforms are as follows:

Boys: ▪ White Oxford Shirt ▪ Gray long pants (Dickies and cargos pants are prohibited) ▪ SPIKNER purchased tie/black tie ▪ Black belt ▪ Black formal/casual shoes

Girls: ▪ White Oxford Shirt ▪ Gray pants (found in uniform stores) ▪ SPIKNER purchase cross tie/black cross tie ▪ White, gray, burgundy, or black knee-high socks ▪ Black formal/casual shoes (hill shoes should not exceed 2-inches in length) ▪ White, gray, burgundy, or black hair accessories

33 MASE Community Handbook 2019-2020

Search and Seizures To maintain order and discipline in the schools, and to protect the safety and welfare of students and school personnel, school authorities may search a student, student lockers and desks under the circumstances outlined below, and may seize any illegal, unauthorized or contraband materials discovered in the search.

Student desks are school property and remain at all times under the control of the school. However, students are expected to assume full responsibility for the security of their desks. Students should not expect privacy regarding items placed in school property, because school property is subject to search at any time by school officials. Periodic, general inspections of desks may be conducted by school authorities for any reason. This may occur at any time, without notice, without student consent and without a search warrant.

A student's person or personal effects (e.g. purse, car, book bag, or athletic gear) may be searched whenever a school official has reasonable suspicion to believe that the student is in possession of illegal, unauthorized or contraband material. If a search yields illegal or contraband materials, such findings shall be turned over to the proper legal authorities. A student's failure to permit searches and seizures as provided by this policy will be considered grounds for disciplinary action and potentially permanent expulsion.

Officers of the law, appearing with duly-processed search warrants, should be accorded the right to search or inspect according to the order. The School Director shall be notified of such searches as soon as possible, and the parents of the student shall be informed.

Complaint Procedure for Parents The purpose of this guide is to aid parents in securing—at the lowest possible administrative level—prompt and equitable resolution of student or parent complaints. Complaints about school personnel will be investigated fully and fairly. Anonymous complaints will be disregarded. Whenever a complaint is made directly to the MASE Board of Directors as a whole, or to a Board member as an individual, it will be referred to the School Director for study and possible solution. An employee who is the object of a complaint will be informed promptly and afforded the opportunity to present the facts as he/she sees them. The goal of this section is: • To establish a simple framework for addressing concerns. • To provide for prompt resolution of concerns. • To ensure that all parties will participate in a cooperative manner to resolve concerns. • To ensure that most concerns will be handled without resorting to this procedure beyond Step 1. • To assure that the system has a procedure to receive citizens' concerns in an orderly fashion to achieve the best possible educational program for students. • Step 1 – Direct Conversation If a parent has a disagreement or misunderstanding with a teacher, the parent should address the concern to the specific teacher directly involved with the circumstances surrounding the concern. 34 MASE Community Handbook 2019-2020

The staff member will meet with the parent as soon as possible, but in no case longer than five (5) calendar days after the teacher has been notified of the concern (subject to change by mutual agreement).

Step 2 – Fact and Possible Resolution If a parent or the teacher is not satisfied with the outcome of Step 1, or the parent/teacher is unwilling to meet independently, without the presence of an administrator, a meeting with the teacher, appropriate administrator, and parent will be arranged at a mutually convenient time, but in no case more than five calendar days after the meeting in Step 1. This step is to be informal and verbal. No further action will be taken beyond Step 2, unless the parent submits in writing a signed and dated statement of facts giving rise to this concern, the name of the accused teacher, and the remedy sought.

Step 3 – Formal Process If a parent's concern is not satisfactorily resolved at either the first or second level, the parent should then refer this concern to the School Director in writing. At that time, another meeting will be arranged at the convenience of the parent and staff member directly concerned, but in no case later than ten calendar days (subject to change by mutual agreement). The staff member has the right to be part of all meetings, with or without a representative as he/she so determines. The School Director or his/her designee will supply written dispositions to all parties within five calendar days. Copies of the disposition will be sent to the Board of Directors. The disposition may also be placed in the teacher's personnel file when deemed appropriate by the School Director. The teacher and parent shall be informed if the letter is to be placed in the personnel file.

Step 4 – Discipline Review Board If either party is still dissatisfied with the outcome of Step 3, the problem will be placed on the agenda of the next regularly scheduled discipline review board, on which one member of the Board of Directors sits. The meeting will be held in executive session, with only the discipline review board members and the affected persons present.

Step 5 – Executive Session If either party is still dissatisfied with the outcome of Step 4, the problem will be placed on the agenda of the next regularly scheduled Board of Directors meeting. The meeting will be held in executive session, with only the Board of Directors members and the affected persons present.

Dispositions Dispositions of all meetings will be rendered in writing within five (5) school days of the meeting, with reasons stated. Repeat Concerns If a parent believes there has been a repeat of the previous concern, they may go directly to Step 3 - "Formal Process."

35 MASE Community Handbook 2019-2020

MASE Community Code of Conduct Handbook Failure to return this notice of receipt will not relieve students or parents from the responsibility for knowledge of the MASE Elementary School School-wide Discipline Plan.

I have read MASE Elementary School’s Discipline Plan and have discussed the plan with my family.

I understand my child is responsible for abiding by MASE Elementary School’s Discipline Plan.

______Parent/Guardian Signature Date

______Student Signature Date

36 MASE Community Handbook 2019-2020

School-wide Discipline Plan 2019-2020

Table of Contents

School-wide Discipline Plan Rationale and Philosophy 3

Securing Staff Agreement and Active Support 5

Securing Parent and Student Agreement and Active Support 7

Behavioral Expectations 8

Defining Unacceptable Behavior 12

Behavior Flowchart 16

Consequences for Minor and Major Incidents 17

Positive Support System 18

Notice of Receipt of Discipline Plan- signature required 19

This handbook provides information about the policies and procedures of our School-wide Discipline Plan. When parents, students and teachers work together toward a common goal, a more enjoyable school experience will happen. The goal of our plan is to help our students be successful. Discipline plays a huge role in a child’s education. It is a life-long skill children will rely on as they become active members of their community. Our students deserve the most positive learning environment to achieve academic success. Therefore, this school-wide discipline plan will be in effect at all times.

MASE School-wide Discipline Plan

Defining Discipline:

If your child’s teacher contacts you about a discipline concern for your child, please be supportive and responsive to work with us so that your child’s behavior has a positive outcome.

Stop and listen attentively Open the door to making good choices Act responsibly 4

Respect Beliefs Related to MASE Elementary School:

● The misbehavior of one student will not be allowed to interfere with the learning opportunities of other students.

● The misbehavior of a student will not excuse him/her from successfully completing learning objectives.

● Every discipline is an opportunity to teach expected behavior.

● Expected behavior must be communicated, taught and modeled throughout the school year.

● Parents have a responsibility to ensure that their children’s behaviors do not take away from a safe, orderly and academically productive learning environment of others.

The Classroom Teacher’s Commitment

Teachers will:

● Enforce the School-wide Discipline Plan as agreed

● Communicate high behavioral expectations to students and parents

● Commit to follow through to the success of student behavior

● Take responsibility for classroom problems and behavior

● Foster a school climate characterized by a concern for students as individuals

● Take an interest in the personal goals, achievements and needs of their students

● Support the students in their academic and extracurricular activities

Staff Member’s Commitment

Staff members will:

● Enforce the School-wide Discipline Plan as agreed

● Communicate high behavioral expectations to students

● Commit to follow through to the success of student behavior

● Take an interest in personal goals, achievements and needs of students

● Support the students in their academic and extracurricular activities.

Administrator’s Commitment

Administrators will:

● Support the teachers in this disciplinary system

● Model high behavioral expectations

● Maintain a school climate in which everyone wants to achieve self-discipline

● Foster a school climate where the administration is sincerely concerned for the staff and students as individuals

● Take an interest in personal goals of teachers, staff and students

MASE Community’s Commitment

Securing Parent and Student Agreement and Active Support

Parents will:

● Reinforce the School-wide Discipline Plan

● Communicate high behavioral expectations to their child

● Commit to follow through to the success of their child’s behavior

● Take an interest in personal goals, achievements and needs of their child

● Support the students in their academic and extracurricular activities.

Student’s Commitment

Students will:

● Follow the School-wide Discipline Plan

● Maintain high behavioral expectations

● Accept responsibility for your behavior

● Set personal goals and work hard to achieve them

Behavioral Expectations

Arrival/Dismissal

● Be on time Act responsibly ● Be prepared/know how you are getting home ● Listen and follow the directions of the safety patrol leaders ● Keep hands and feet to yourself at all times Respect self and others ● Use indoor voices ● Walk appropriately to and from cars/buses

Hallway

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Respond immediately to “Peace and Quiet” signal ● Be aware of your surroundings ● Stay in line ● Hands by your side or in the “Hips and Lips” position Open the door to ● Walk silently making good choices ● Pay attention and keep the line moving ● Proceed directly to destination Act responsibly ● Remain with your teacher at all times ● Report any problems or inappropriate behavior to an adult

● Raise hand and wait to be acknowledged before speaking Open the door to ● Do your best making good choices ● Treat others the way you want to be treated ● Participate in class ● Be on time Act responsibly ● Be prepared ● Complete assignments in school and at home ● Remain on task in the classroom ● Respond kindly and appropriately with peers Respect self and others ● Follow school and classroom rules ● Keep hands and feet to self ● Be patient and wait your turn ● Clean up after yourself

Bathroom

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Respond immediately to “Peace and Quit” signal ● Report any inappropriate behavior Open the door to ● Use inside voices making good choices ● Use restroom time wisely ● Enter restroom quietly ● Exit restroom quietly

● Clean up after yourself Act responsibly ● Flush toilet ● Wash your hands with soap and water ● Place paper in trash ● Give others privacy Respect self and others ● Wait patiently for your turn ● Keep your hands and feet to yourself at all times ● Be considerate of others in the restroom

Physical Education/Free-Organized Play

Lunchroom 12

Assemblies/Field Trips

● Stop, listen and follow directions when an adult speaks to Stop and listen you attentively ● Respond immediately to “Peace and Quiet” signal

● Respect all adults Respect self and others ● Be patient and wait your turn ● Respect materials and property

Defining Unacceptable Behaviors

Behavior Minor Major Destruction of Something that can be Inability to clean or fix. Property/Vandalism removed, cleaned, or fixed. Disrespect toward a peer Mildly rude interactions Rude and deliberate with a peer or peers that interactions or arguing with may cause a slight upset. a peer or peers that is offensive to the peer/peers. Disrespect toward a staff Mildly rude interactions Rude and deliberate member/adult. with a staff member/adult interactions or arguing with that may cause a slight a staff member/adult that is upset. offensive to the staff member/adult.

Additional, Major Unacceptable Behaviors

● False Fire Alarm – This is defined as activating or causing the fire alarm to sound when there is no real evidence or sign of fire. Falsely reporting a fire endangers the safety of all.

Behavior Flowchart

The flowchart outlines the steps staff will use to handle behavior concerns.

*Parents will be notified of their child (ren)’s behavior on a daily basis, which will be indicated on his/her/their conduct sheet. The conduct sheet will be brought home each evening, must be signed by the parent/guardian and returned to school each day.

Consequences for Minor and Major Incidents

● Redirection ● Removal to a “time out” area within the classroom ● Conference with student ● Note to parent ● Phone call to parent ● Teacher detention (morning or afternoon) ● Removal to another setting (no longer than 15 minutes) ● Loss of Extracurricular Activity Privileges (Art, Technology and Music) ● Written Referral to Administrator

● In-School Suspension ● Suspension (in-school or out of school) ● Expulsion Recommendation ● Referral to Law Enforcement

Positive Support System

Tardy-Free/Perfect Attendance Free Jean Day Scholars who have been present and have received no tardies for each 20 day reporting period will receive a jean-pass.

Monthly Birthday Celebration Scholars will be called down to the office to receive a birthday pencil. Also, student names will be posted on school-wide calendar.

Noble Award Scholars who exemplify the character pillar for the month will receive a noble award certificate and will be recognized at a school-wide assembly.

“E” Party Scholars who maintain an “E” on daily conduct sheet for two consecutive weeks will have 20 minutes of free-time in the gymnasium.

MASE Elementary School

2018-2019

Notice of Receipt of School-wide Discipline Plan

Failure to return this notice of receipt will not relieve students or parents from the responsibility for knowledge of the MASE Elementary School School-wide Discipline Plan.

I have read MASE Elementary School’s Discipline Plan and have discussed the plan with my family.

I understand my child is responsible for abiding by MASE Elementary School’s Discipline Plan.

______Parent/Guardian Signature Date

______Student Signature Date

MASE Enrollment Policy:

New Students

Parents of new students interested in enrolling at the Memphis Academy of Science and Engineering will be given the opportunity to participate in an annual Pre-Enrollment Process. The date pre-enrollment begins and ends will be determined by the school administration each year and will be posted in the school office as well as on the school's web site. Parents of students interested in enrolling in the school must complete and return an accurate Pre-Enrollment Form to the School’s Main Office by the deadline provided by the school.

As permitted by the Tennessee Charter School Laws, MASE will give preference in enrollment to the following categories of students, in the following order: ● Returning students (re-enrollment of existing students by posted deadline); ● Siblings of a currently enrolled student. For the purpose of this policy, a sibling is defined as a child who is related to an existing student by blood or adoption and who share a legal tie to at least one common parent; ● Holdover Students from the prior school year; ● Students residing in the school district in which the charter is located (Shelby County School District); ● Students residing outside the school district in which the charter school is located (all other school districts within the Memphis Area).

In the event the number of applicants for any given grade or section exceeds the number of enrollment slots (seats) available, the school will accept students by a first come first serve process. The school will grant enrollment preference according to the aforementioned criteria. The school will notify parents whose pre-enrollment application were successful within 30 days of being accepted. Parents that do not receive such notice should contact the school to determine their application status (wait list). Open Enrollment is open to the public.

After all available enrollment slots (seats) are filled, wait lists will be created and maintained for each grade. The initial wait list will be created on a first come first served basis as part of our enrollment process. When a slot becomes available in a grade, multiple attempts will be made to contact the parents of the first student on the waitlist. Parents will be given twenty four hours to

accept the position. Acceptance is determined by the parent completing and delivering an accurate Enrollment Form to the school office within twenty-four (24) hours of being notified by the school. If the enrollment slot is declined, if the school is unable to make contact, no response is received, or an accurate Enrollment Form is not delivered to the school office within twenty-four hours of being notified, the enrollment slot will be forfeited and the next student on the waitlist will be contacted. Multiple attempts will be made to contact prospective parents before moving on to the next student on the waitlist. Once all vacant enrollment slots for each particular grade and section are filled, enrollment will be closed.

*The Memphis Academy of Science and Engineering is an equal opportunity educational institution. MASE Partnerships

Below are a few of our committed community partners:

Adkins and Associates Baptist Memorial Hospital Bethel University Christian Brothers University Church Health Center Disney Donorschoose Greater Community Temple Church of God in Christ Grow Memphis Healthy Memphis Common Table IBM Johns Hopkins University Le Bonheur Children’s Hospital Medical Education Research Institute (MERI) Memphis Community Foundation Memphis University Hospital Metronics Middle Tennessee State University Mississippi Boulevard Christian Church NSBE Peace Bee Farm Smith & Nephew Southwest Tennessee Community College St. Jude Children’s Research Hospital STAX Museum Target Corporation Tennessee State University The Hyde Family Foundation The Memphis Zoo The Pink Palace The Regional Medical Center (The MED) The Tennessee Agricultural Extension Agency The University of Memphis University of Tennessee Health Science Center

MASE’s sponsor, Memphis Bioworks, has long-established relationships with more than 250 STEM-oriented businesses in Memphis, providing trained and certified workers in partnership with, and under grants from, the Federal and State Departments of Labor. MASE plans to leverage these relationships and expand this work to include MASE students.

#GritGrindCode

Meka Egwuekwe Executive Director

July 22, 2018

Rodrick Gaston Memphis Academy of Science and Engineering 1254 Jefferson Ave Memphis, TN 38104

Dear Mr. Gaston,

This letter is to express CodeCrew’s support of MASE and its efforts to expand its educational offerings to elementary school students.

At CodeCrew, not only do we firmly believe in the importance of STEM education, we are particularly interested in expanding access to quality computer science education to all children in all grade levels in Memphis and Shelby County, whether they attend public, private, or charter school. For more than a year, CodeCrew and MASE have successfully collaborated to bring quality computer science education to your high school students, a partnership we are excited to be expanding in the 2018-19 school year.

As computers and software become increasingly ubiquitous, CodeCrew believes that access to quality computer science education should begin in elementary school if our city and our country are to be competitive on the world stage in the 21st century. Your commitment to bringing STEM education, including computer science education, to elementary school students aligns with our goals, and is an important step in our city’s pathway to the prosperity our kids and our region deserve.

We look forward to our continuing partnership with MASE. If you or anyone has any questions at all, please do not hesitate contact me directly at m [email protected] or 901-484-4203.

Sincerely,

Meka Egwuekwe CodeCrew Executive Director

CodeCrew • 88 Union Avenue, Fl 2, Memphis, TN 38103 • www.code-crew.org • (901) 229-1720

7851 Wood Chase Dr., Cordova, TN. 38016 Darryl D. Jackson Tele: (cell) 901.831.9626 (home) 901. 624-7808 e-mail:[email protected]

EXECUTIVE SUMMARY: Darryl Jackson is a 30 year seasoned business executive with a reputation for delivering results, being a “quick study”, and seeing the “big picture”. He has a wealth of management experience to in the areas of strategic planning, sales, product development, finance and engineering. He has demonstrated experience in leading multiple startup businesses within several Fortune 100 companies including GE Capital, Xerox, and Kodak. He is currently the Chief Operating Officer of iScreen Vision Inc., a vision screening digital technology company whose products help pediatricians identify whether a child needs glasses or shows signs of eye disease. He received his MBA from a top-tier university and holds an undergraduate degree in engineering.

● Excels in: 1. Keeping an organization focused on understanding and responding to the needs of customers through personal involvement and a continuous drive for customer feedback. 2. Making sound, timely decisions with available information and willing to take calculated risks to seize business opportunities as they arise. 3. Visualizing the future, building scenarios and strategies around a vision, and translating those strategies into winning business opportunities. 4. Leading and coaching cross-functional teams to over-achieve business goals and objectives.

EDUCATION: ● University of Rochester, Master of Business Administration ● Tuskegee University, Bachelor of Science in Mechanical Engineering. (1986)

Community Involvement ● MASE (Memphis Academy Science and Engineering ) Charter School Board Member ● Tutor- St Andrew AME Church

ISCREEEN VISION INC: Chief Operating Officer May 2010 - Present Memphis, TN

● Responsible for day-to-day operations of an innovative Memphis –based digital vision screening technology company. As a member of executive management team, accountable for sales, product development, engineering, and manufacturing. iScreen’s technology enables pediatricians to identify vision abnormalities in children that can go undected.

DIGITAL Q: President& CEO Oct. 2009-May 2010 Memphis, TN

● Established start-up technology company that enables food stamp recipients to add digital coupons directly to their EBT card. Developed innovative digital coupon systems allows the 38 million Americans on food stamps easy access to the $200 billion grocery coupon market. Our technology extends food stamp recipients purchasing power by 15% and puts more food on the table at no additional cost.

MEMPHIS BIOWORKS FOUNDATION: Vice President, Sales & Development June 2007 –Oct. 2009 Memphis, TN

● Responsible for developing and implementing sales, development, and Biologistics iniatitiaves to support economic development and job creations in Memphis’ Bioscience sector. ● Appointed CEO of Innova funded start up technology company.

GE CAPITAL SOLUTIONS: Dec 2005 – June 2007

Vice President, Sales Force Effectiveness Memphis, TN ● Responsible for sales coverage and deployment of seven business verticals within GE’s Equipment Finance Services ● Managed a team of seven who focused on driving sales excellence and execution through the identification and classification of high, medium, and low priority prospects via SAS modeling and sales insight. ● Ongoing reprioritization of sales prospects have resulted in an incremental $200M in pipeline within six months.

Vice President, Hospitality Finance –Northeast Region Memphis, TN ● Responsible for growing GE’s hospitality financing business in the Northeast Region ● Delivered over $300M and 100% YOY revenue growth through selective account management strategies and key growth initiatives. ● Established key relationship with decision makers in the hospitality industry.

STORAGE USA/A GE COMPANY: Vice-President Commercial Sales Dec. 2003- Decc.2005 Memphis, TN ● Delivered $4M in Commercial Sales Revenue in 2004. ● Designed and established Commercial Sales Division at Storage USA. Primary responsibilities included: (1) Delivering significant revenue growth. (2) Establishing a clear concise vision and strategy (3) Defining and documenting roles and responsibilities of all team members (4) Empowering sales team and holding them accountable for results and (5) Designing and implementing a sales compensation for entire commercial sales team. ● Managed team of 12 National Account Manager, Area Sales Managers, and Commercial Sales Specialist responsible for driving commercial sales growth and business simplification.

EASTMAN KODAK COMPANY Sr. Director, Home Printing Solutions Jan. 2002- Nov.2003 Rochester, NY

● Sr. Director with P&L accountability for one of the fastest growing business units within Eastman Kodak Company. Responsible for all product development/engineering (Japan), manufacturing (China), marketing, and sales (US/UK/Hong Kong) in the Home Printing Business Solutions business unit. Business unit employed approximately 60 people with worldwide requiring global focus and integration. ● Developed and presented venture capital business plan with investment profile and ROI to CEO. Plan approved and accepted by CEO. Grew home printing business from a start up project to $110MM business unit in 18 months. ● Developed Market Attack Plan with appropriate product portfolio mix, design & manufacturing strategy, pricing strategy, and channel development strategy to overachieve business goals and objectives

Director, Strategic Business & Sales Development April 2000- Jan. 2002

● Responsible for identifying, negotiating, closing and executing business development agreements with selected on-line and storefront retailers to expand Kodak’s online presence. ● Lead Kodak negotiator with Yahoo to develop multi-million dollar online partnership with Yahoo. Also lead negotiator for Kodak in online business deal with major Consumer Electronics retailers.

XEROX CORPORATION: National Account Manager June 1998-April 2000 Rochester, NY

● Identified, negotiated, and implemented new strategic business opportunities for Xerox small office-home office (SOHO) printers based on marketplace analysis of consumer buying habits and financial metrics that indicated limited growth in office superstores (i.e. Office Depot, Staples, etc.) due to channel maturity. ● Developed and implemented a consumer electronic store channel expansion strategy focused on adding partner and consumer value throughout the product life cycle. Negotiations resulted in Xerox establishing a retail partnership with the nation’s largest consumer electronic retailer. Alliance resulted in $43M incremental revenue. ● Created and executed an internet business model that allowed Xerox SOHO division to distribute its SOHO printers and multi-function products via the internet without creating conflict with existing retail channel partners. Strategy yielded an alliance with selected e-tailers that is projected to provide 20% incremental business growth.

Retail Customer Service & Support Program Manager Jan. 1997-June 1998

● Developed and implemented U.S. customer service and support strategies to improve business processes. ● Reduced customer support costs 25 % and improved customer satisfaction six points by combining two call centers into to one and streamlining system and personnel processes.

Worldwide Retail Supplies Marketing Manager Jan. 1995-Jan. 1997

Product Planning Manager Dec. 1993-Jan. 1995

Sr. Systems Project Engineer Manager Sept. 1991- Dec. 1993

Executive Assistant to Senior Vice President Dec. 1990-Sept. 1991

Project Design Engineer May 1986-Dec. 1990

GARY E. LYNCH 1330 Oak Grove Road Hernando, MS 38632 [email protected] (901) 849-1146

Professional Experience:

M SQUARED ASSOCIATES - May 2015 to present Independent consultant for the medical device industry specializing in quality management system implementation, FDA/ISO audit support, and regulatory approvals of products and facilities.

SMITH & NEPHEW, INC. – CORDOVA, TN Employed for 38 years at Smith & Nephew, Inc. / Richards Manufacturing, performing various technical and managerial functions. Strengths include organizing resources of people and equipment to accomplish company goals.

SMITH & NEPHEW ADVANCED SURGICAL DEVICES Group Director Quality Assurance 2011 to May 2015: Responsible for all aspects of product quality and compliance with US and international regulatory standards.

SMITH & NEPHEW, INC. – ORTHOPAEDIC GBU Group Director of Quality 2003 to 2011: Responsible for all Quality Control activities associated with the Orthopaedics Global Business Unit. Managed approximately 200 employees and $12M budget.

SMITH & NEPHEW, INC. – ORTHOPAEDIC DIVISION Team Unit Manager – Instruments 1999 to 2003: Responsible for production-related activities associated with the manufacture of Orthopaedic Instruments. Managed 65 employees and $3M budget.

SMITH & NEPHEW, INC. – ORTHOPAEDIC DIVISION Group Manager – Quality Control 1992 to 1999: Responsible for all activities related to Quality Control and Quality Engineering for the Orthopaedic Implant Division. Managed up to 100 Engineers and Technicians and $4.5M budget. Conducted quality system audits of major suppliers. Also was responsible for conducting quality system and regulatory audits of sister divisions of Smith & Nephew, Inc.

SMITH & NEPHEW ORTHOPAEDICS Quality Control Manager 1988 to 1992: Responsible for the inspection of raw materials, semi- finished goods, and final product. Managed approximately 65 Technicians and Supervisors.

SMITH & NEPHEW RICHARDS, INC.

Research Lab Manager 1978 to 1988: Responsible for scheduling and performing lab experiments to substantiate the integrity of Smith & Nephew Richards’ materials and products. Included static and dynamic mechanical testing, corrosion testing, metallography, electron microscopy, and tribology. Also designed and constructed various test equipment. Managed 15 Technicians.

EDUCATION

Southwest Tennessee Community College, Memphis, TN Biomedical Engineering Technology

Christian Brothers University, Memphis, TN International Business Management

PROFESSIONAL ASSOCIATIONS

American Society of Testing and Materials American Society for Quality Board of Advisors – Southwest Tennessee Community College Advisory Board – Northwest Mississippi Community College Board Member – Memphis Academy of Science and Engineering

CERTIFICATIONS

Lean Six Sigma Black Belt Certified Biomedical Auditor – American Society for Quality Certified Quality Manager - American Society for Quality Certified Quality Auditor - American Society for Quality Certified Quality Engineer - American Society for Quality

REFERENCES

Marcos Velez Duran President M Squared Associates (202) 744-7292

Roy Smith President Greater Memphis Medical Device Council (901) 490-2578

Shawn Tubbs Director of Quality Smith & Nephew (901) 212-4909

Jessica H. Becker 3900 Planters View Bartlett, Tennessee 38133 (901) 359-9639 [email protected]

SUMMARY: Deep knowledge in Quality Management Systems and stage-gate business review process used for product lifecycle management. Broad functional area experience including Product Development, Quality, Manufacturing, Research & Innovation and Program Management. Seasoned Manager and Leader.

Key Experience & Competencies Quality Management International Secondment Personnel Management Quality Auditing Process Development Problem Solving Manufacturing Production Project Implementation Business Perspective Product Design Technical Writing Various Software Tools

EXPERIENCE: Aug. 1997 – Present Smith & Nephew Inc., Memphis, Tennessee Manufacturer of Medical Devices Senior Quality Director (Sept. 2015 – Present) ● Accountable for Compliance and Product Quality across all facilities in Memphis. ● Responsible for $20m budget and approximately 250 people that cover Quality Control, Quality Assurance and Compliance activities. ● Interface with Regulatory Agencies and Notified Bodies on behalf of the Memphis site.

Quality Assurance Director (Sept. 2012 – Sept. 2015) ● Quality Management Representative for Memphis area facilities consisting of over 1 million square feet in total of manufacturing, office and warehouse space, approximately 1700 area employees and approximately 40,000 catalog items. ● Defend the site during external audits/inspections including, but not limited to, FDA and BSI. ● Directly responsible for key elements of the Quality Management System and their associated resources: Corrective & Preventive Action (CAPA), Internal Audit, Document Control, Device History Records, Training Records, and Quality Management Reviews. ● Actively participate in Corrective & Preventive Actions, process development/improvement activities, and support for various functional areas such as Operations, Regulatory, Product Development, Procurement, Upstream Quality & Manufacturing, Packaging, Supplier Quality, etc.

Sr. Project Lead, Portfolio Process (Oct. 2010 – Sept. 2012) ● Using cross-functional input, established Global Phase Review Discipline (PRD) process that is utilized across the ASD Division to commercialize new products as well as phase-out product lines. Primary author for majority of PRD procedures, work instructions and templates. ● Trained individuals and guided them through PRD process. ● Implemented enhancements to PRD process. For example, coordinated with Ex-Ortho and Ex-Endo to update PRD for new ASD Division and aligned with new Group Head Office Stage Gate Standard. ● Coordinated Gate Review meetings: communication, agendas, materials and notes. ● Compiled and published monthly metrics for the PRD process. ● Co-developed/administrated for the global Program Management Office (PMO) SharePoint site. ● Continued Strategy Deployment Process training and coordinating reporting to Executives as well as compiling quarterly Orthopaedic Scorecard reporting to Group Head Office.

Innovation Technology Analyst (May 2008 – Sept. 2010) ● Identified, tested, and/or experimented with a broad range of technologies. ● Interfaced with Regulatory agencies to determine appropriate Regulatory pathways for new technologies including participating in a Pre-IDE Meeting with FDA and coordinating early discussions with BSI and TUV. ● Gained understanding of customer experiences and matched customer insights with technology. ● Planned and executed strategic-based meetings, ideas and projects. ● Interfaced with Business Development group to identify potential licensing and acquisition targets. ● Identified and coordinated relationships with potential technology partners. ● Communicated how new technologies/solutions could be applied in ways that maximize their value, which were in alignment with business goals. ● Maintained Insight Innovation SharePoint site. ● Designated internal subject matter expert on the Strategy Deployment Process (SDP). Conducted training on the process and coordinated with teams globally for monthly reporting to Executives using SDP. Developed and administered global Orthopaedic Strategy Deployment SharePoint site. ● Compiled from teams globally, quarterly reporting on Orthopaedics Scorecard for Group Head Office. ● Performed first internal audit of Compliance Process. Developed audit checklist and assisted with audit report.

Director Upstream Manufacturing (Sept. 2006 – May 2008) ● Established processes and infrastructure to support newly formed Upstream Manufacturing group. The purpose of Upstream Manufacturing was to iterate with Product Development in designing new products and develop manufacturing and inspection processes that ensure high quality, cost competitiveness, and meet delivery expectations. ● Facilitated rapid prototyping needs for Product Development through suppliers, internal factories, and internal prototyping services. ● Identified opportunities to implement strategic manufacturing initiatives to advance innovation and/or reduce costs such as manufacturing technologies, vertical integration of processes, and supplier partnerships.

Quality Group Manager (Sept. 2005 – Sept. 2006) ● Supervised implementation of new product lines for the Reconstructive Division and responsible for compliance to global regulatory standards. ● Led cross-functional and cross-divisional team in developing and implementing new Design Control and Risk Management processes for the Reconstructive and Trauma Divisions. Reference specification numbers 0025000: Product Specification, 0025001: Risk Management and 0025002: Design Transfer. Primary author of revision 0 for 0025001 and 0025002. ● Supervised general department administration such as work schedules, performance appraisals, disciplinary actions, and regular department meetings. ● Maintained excellent working relationships within Quality, Manufacturing, and Product Development, among other departments. ● Led or participated in internal and external audits.

Quality Manager (Aug. 2001 – Sept. 2005) ● Responsible for ensuring compliance to global regulatory standards, especially ISO 13485, ISO 14971, and FDA 21 CFR Part 820. ● Supervised implementation of new product lines, responsible for Metrology Lab and Gauge Calibration and monitored existing products in production. ● International Experience: Relocated with family for a three month secondment in the Birmingham, U.K. area to support the Quality Management System for a recently acquired company (MMT). Made follow up trips to the UK to complete their training program and later to assist with their successful FDA audit. ● Facilitated investigation and coordinated subsequent actions to address product concerns, field actions, complaints, and corrective and preventative actions. ● Obtained ASQ Certifications in Quality Management and Quality Auditing and obtained lead auditor status within Smith & Nephew. ● Supervised Quality Control improvement efforts and monitored system transitions such as implementation of Matrix PLM System. ● Experienced in managing both Hip Quality and Knee Quality groups.

Senior Product Development Engineer (Jan. 1999–Aug. 2001) ● Responsible for development and maintenance of Echelon Hip Systems, Cable System, and Renovation Implant Removal System—responsible for coordinating and meeting project schedule, project documentation, presentations to Executive Staff, and coordinating efforts among various departments such as Marketing, Manufacturing, Quality, Sales, and Regulatory affairs. ● Quality Critical Performance Driver Team Leader responsible for recruiting and directing team members at management levels from different functional areas in pursuit of team goals to increase the value of the company to our customers and coworkers (2001). ● Maintained good rapport with orthopaedic surgeons nationally and internationally and participated in sales training presentations and demonstrations. ● Participated in successful FDA and TUV audit of Echelon design control files.

Product Development Engineer II (Aug. 1997–Dec. 1998) ● Coordinated implementation of new Renovation Implant Removal System ● Collaborated with Marketing, Surgeon Designers, Quality, and Manufacturing in facilitating appropriate design of products. ● Provided technical support to internal and external customers as required.

July 1994 – July 1997 Thomas & Betts Corporation, Memphis, Tennessee Fortune 500 Manufacturer of Electrical and Electronic Components

Associate Engineer (Aug. 1996–July 1997) ● Responsible for the development and maintenance of $44 million Steel City product line and $10 million Perfect-Line product line. ● Identified $315,000 potential savings in cost containment projects. ● Supported customers through direct and indirect contact on technical and quality issues. ● Worked closely with international facility to address daily production issues.

Engineer in Training (July 1994–July 1996) ● Implemented new ceiling fan support product—responsible for design, testing, addressing manufacturing issues, financial justification and package design. ● Supervised a drafter in documentation project for outdoor electrical product line. ● Implemented $125,000 cost savings project—redesigned stamped steel outlet cover and developed financial justification. ● Supported international manufacturing facility relocation via product and technical information.

June 1993–July 1994 Smith & Nephew Orthopaedics Inc., Memphis, Tennessee Manufacturer of Medical Devices

Engineering Intern in Hip Development ● Coordinated Engineering change approvals through Development, Manufacturing, Quality, Marketing, and Graphics departments ● Conducted extensive test programs

EDUCATION: Christian Brothers University, Memphis, Tennessee ● Bachelor of Science in Mechanical Engineering, May 1994 Academic Scholarship ● Master of Business Administration, December 2001 Specialization in Finance

CERTIFICATIONS: ● Certified Quality Manager American Society for Quality Certification No. 7133

● Certified Quality Auditor American Society for Quality Certification No. 27410

● Certified Biomedical Auditor American Society for Quality Certification No. 278

● Engineer-in-Training Tennessee State Board of Architectural and Engineering Examiners No. 15,280

PATENTS & PUBLICATIONS: ● US 5,647,613 Connector for retentively terminating electrical conduit Co-Inventor; Issued July 15, 1997

● US 5,934,631 Hanger bar assembly Co-Inventor; Issued August 10, 1999

● EP 00746075B1 Electrical receptacle cover having an integrally formed detachable fastening nut; Co-Inventor; Issued September 29, 1999

● US 6,066,805 Electrical receptacle cover having an integrally formed detachable fastening nut; Co-Inventor; Issued May 23, 2000

● Jessica H. Becker, Robert L. Barrack, M.D., David Kelman, Alisha Bergin. “The Effect of Reamer Tip Geometry on Femoral Canal Diameter.” 67th AAOS, Orlando, FL, March 2000.

OTHER: ● Mentor (former) student from Memphis Academy of Health Sciences as a part of the Smith & Nephew Scholars program (June 2011 to present)

● Member of Memphis Academy of Science and Engineering Board (September 2016 to present)

REFERENCES: ● Mike Kessler, Quality Director Smith & Nephew, Inc. 901-399-5648

● Gary Lynch, Medical Device Consultant M Squared Associates 901-849-1146

NATHANIEL L. SPATES JR. 6 W. GE Patterson Ave. #403 ▪ Memphis, TN 38103 Home: 901-907-4944 ▪ Cell: 901-338-0129 ▪ E-mail: [email protected]

Marketer with proven success in strategic planning, broadcasting promotions, on-air conduction, and building strong client relationship with consumers and other companies. I am searching for a company looking to use my sales and marketing skills

EXPERIENCE:

ELLIOTT DATA SYSTEMS Nov. 2016 – Present Account Executive ♦ Assisting clients w/ best solution for credential management ♦ Assist K-12 market with best solutions for improving school security & functionality ♦ Meeting quarterly sales quota

IHEART RADIO MEMPHIS (WHRK) Mar. 2003 – Apr. 2017 Promotions Asst./Programming Asst./On-Air Personality ♦ Assist with strategic marketing schemes to maximize station visibility and positive influence on listeners. ♦ Maintain the upkeep of the stations presence in remote locations ♦ Conduct on-air shows and giveaways ♦ Speak at city-wide events ♦ Mentor to students

ADT SECURITY Oct. 2012 – Apr. 2016 Small Business Sales Representative ♦ Meeting with potential business owners to discuss security options. ♦ Cold calling and door knocking for new business. ♦ Maintaining current customer base. ♦ Assisting customers with best options for security and CCTV ♦ Individual sales grew consistently for 3 consecutive years.

FLINN BROADCASTING (KXHT) Nov. 2001 – Nov. 2002 Interim Promotions Director/Producer ♦ Drew up proposals for potential clients for annual marketing budgets. ♦ Dispatched promotions team to remote locations to maximize station visibility. ♦ Produced on air shows that reached record market rankings

EDUCATION:

Architectural Technology (2000) – The University of Memphis

SKILLS: ♦ French (Basic skills). ♦ Proficient with Windows® supported programs. ♦ Expert with Adobe® supported programs.

NATHANIEL L. SPATES JR. 6 W. GE Patterson Ave. #403 ▪ Memphis, TN 38103 Home: 901-907-4944 ▪ Cell: 901-338-0129 ▪ E-mail: [email protected]

REFERENCES:

DeSean Grayson National Director of Sales Radio One 101 Marietta St. NW. Suite 1200 Atlanta, GA 30303 202-528-4676 [email protected]

Rachel Levine Educator St. Georges Independent School 3749 Kimball Ave. Memphis, TN 38111 802-318-3710 [email protected]

Nick Liles General Manager 901 Smart Home Pros 4648 Merchants Park Cir. Suite 1000 Collierville, TN 38017 901-485-4457

SONDRA WILLIS-HOWELL, MBA, M.Ed. 2475 GREENCLIFF DRIVE: SOUTHAVEN, MISSISSIPPI 38672 901.205.8507 / 662.393.0743 [email protected]

SUMMARY OF QUALIFICATIONS:

An accomplished workforce development executive and Human Resources professional with an extensive history of providing leadership in developing and implementing large scale workforce initiatives and social service programs. Proven success in developing and growing effective collaborations, leveraging resources, and utilizing model business practices to achieve desired outcomes.

KEY ACCOMPLISHMENTS:

● Secured over $8 million in grants and manage a $20 million budget for workforce programming; ● Supervised development of customized data base systems to track grant and customer performance; ● Formed the Delta FORCE (Forging Opportunities and Restoring Careers Through Education) customer-centered design collaboration, recognized in 2016 by the U.S. White House; ● Designed Essential Skills training to equip front-line staff with the expertise to improve job performance; ● Management of local workforce initiatives that have provided career support to more than 50,000 residents and placed more than 10,000 program participants in full and/or part-time employment; ● Managed diverse networks of multiple community-based partners, training institutions, and employers.

EXPERIENCE

Memphis Bioworks Foundation, Memphis, TN - Director of Workforce Development February 2015-Present * Responsible for the oversight of all workforce initiatives, grants, and staff. Responsibilities include, but are not limited to, the fiscal management of over $20 million in federal grant funding, ensuring effective regional collaboration, compliance with appropriate federal, state, and local guidelines, the achievement of program metrics as well as increasing opportunities for job seekers by facilitating linkages between employers and training provider personnel to revise and/or establish relevant training curricula for new and emerging jobs in target industries. . Independent Consultant August 2014 – Present *Provide comprehensive program support, design and implementation strategies for non-profits and small businesses including but not limited to grant writing, capacity building strategies, strategic planning and program assessment and evaluation.

Seedco, Memphis, TN – Vice President of Programs February 2013 – August 2014 *Accountable for managing multiple workforce development and social service programs in the Mid-South region which included providing management oversight for the operations of a network of multiple Community Based Organizations (CBOs) and more than 500 community partners (employers, training providers, other service providers) as well as an extensive network of volunteers with a total annual budget of $16.5 million dollars flowing into Seedco and out to the CBOs via various subcontracts. Also responsible for the professional development of internal and external staff. Senior Program Manager, September 2007 – February 2013. *Demonstrated success in overseeing a robust portfolio of programs and services designed to enhance the local workforce. Specific responsibilities include contract procurement and management, job forecasting, training and employment placement in addition to the compilation and analysis of data, and the preparation of executive report as well as oversight of data management as it related to programs. Successes include leading a diverse team of case managers, job developers and coaches in providing services to over 50,000 Tennessee residents, placing over 8,000 residents in full-time employment and over 5,000 in part-time employment.

New Pathways, Inc. Executive Director January 2004 – September 2007 *Responsible for the overall management and operation of the organization including identifying and securing needed resources in addition to administering all community development corporation programs and operations in an effort to positively promote the mission and work of the organization. Specific responsibilities included recruiting, training and managing staff and negotiating effectively with the Board of Directors and other partners to accept and implement recommendations where substantial resources were required to promote community and economic growth. Successes included securing funding to open and operate a community resource center that provided career development and asset building services to over 500 individuals and families annually, managing the Youth Empowerment Project (YEP) where local youth were employed as community activists and trained in community development.

AFFILIATIONS

Memphis Academy of Science and Engineering (MASE) Board Member: 2017 - Present Emerging Technologies in Occupational Health and the Environment (ÉCOLE) Advisory Board Member: 2016 - Present Leadership Desoto Leadership Academy: 2014 - Present Mothers of the NILE (National Institute of Law and Equity) Board Member: 2008, 2014 The Energy, Industry, Construction Consortium, Tennessee (TEICC) Board 2011 – 2014

Current Memberships: Society for Human Resource Management (SHRM); National Association for Workforce Development Professionals, Greater Memphis Area and Fayette County Chambers

EDUCATION:

Master of Education (M.Ed.) Concentration: Adult Education Strayer University: February 2015

Master of Business Administration (MBA) Concentration: Human Resources Strayer University: December 2010

Bachelor of Arts (BA) Concentration: Political Science University of California, Los Angeles: June 1991 SONDRA WILLIS-HOWELL, MBA, MEd 2475 Greencliff Drive Southaven, Mississippi 38672 901.205.8507 [email protected]

PROFESSIONAL REFERENCES

Fayre Crossley Executive Director of Grants and Compliance Memphis Bioworks Foundation 20 S. Dudley St., Memphis, TN 38103 [email protected] 901.866.1411

Leslie Lynn Smith President and CEO EPICENTER 902 S. Cooper St., Memphis, TN, 38104 [email protected] 810.875.2925

Sutton Mora-Hayes Vice President, Grants and Initiatives Community Foundation of Greater Memphis 1900 Union Avenue Memphis, Tennessee 38104 [email protected] 901.722.0054

Pete Nelson President/Executive Director AgLaunch Initiative 88 Union Avenue, 6th Floor Memphis, Tennessee 38103 [email protected] 901.315.1694

Rev. 2018

STEVEN J. BARES 821 Harbor Bend Rd., Memphis, TN 38103 901-828-3524

EDUCATION Ph.D. Physical Chemistry (Electrical Engineering minor), Oregon State University (1983) MBA, Marketing, Oregon State University (1988) B.Sc. Chemistry, California State University - Humboldt (1979) Foreign Language: German

PATENT, PUBLICATIONS, AND AWARDS Ten Patents covering ink jet inks, printer and telecommunications hardware design, and chemical additives to inks Training as Certified Internet Web (CIW) Developer Deposition, declaration and trial testimony experience Over 25 technical and business publications and conference proceedings Experienced Expert Witness in printing and imaging materials Featured in Oregon Business Journal’s "Planning to Succeed Forum," seminar and video National Science Foundation and NATO scholarship award in laser/optoelectronics

PROFESSIONAL EXPERIENCE

2001 – Present Memphis Bioworks Foundation President and Executive Director Managing executive for foundation responsible for life sciences economic development, entrepreneurship and education Initiated construction of $450M UT-Baptist Research Park Launched 60,000 s.f. Bioworks incubation center along with supporting services, accelerators and recruitment program Launched Innova, an early-stage seed fund dedicated to technology and bioscience companies in the region (Four funds under management) Launched TriMetis, a Memphis-based pre-clinical CRO Founded Memphis Academy of Science and Engineering, Tennessee’s first charter school. Formed and spun out EPIcenter, a community wide entrepreneurial hub Raised over $200M in philanthropic, grant, construction, and programmatic funds

1994-2001 International Paper Director of Web Commerce – Office papers (1999 to 2001) Business Manager - Consumer Office Papers (1997 to 1999) Director of Product Development (1994 to 1997) Grew revenue by 29% with $18 million in additional profit in first twelve months. Introduced new Invent it® and Jet Print Photo® lines and color laser printer papers with first year sales greater than $7 million. Introduced comprehensive Internet strategy, including B2B e-commerce applications, new brand-driven web sites, and partnership/alliance program Initiated EDI implementation with trade customers including sales data tracking, first-phase category management tools, and system-wide execution plan

Directed corporate sponsored retooling of divisional product development efforts in a $21 billion company with over 150 development programs in packaging, printing papers, imaging, chemicals, and building products. Doubled product development output from $600 million to $1.2 billion in packaging and printing papers sectors. Developed and introduced specialty laser and inkjet printing grades for use in office and high throughput printing systems Integrated product development programs in five R&D centers in different countries into a single applied R&D effort that reduced costs and new product time-to-market by 30%. Managed the development of three new technologies and initiated four fully staffed new business ventures. Managed geographically dispersed staff of 90 including technologists, product managers, and two manufacturing facilities.

1990-1994 Sparcom Corporation President, Vice-President of Marketing/Sales Founding executive (and co-owner) of handheld technical software/hardware company targeting scientists, engineers and business professionals. Developed business plan, raised first and second rounds of equity financing, and reached profitability on sales of $3.1 million in second year of operation. Started spin-off venture for manufacturing and marketing portable wireless internet–enabled terminals using packet data, radio-modem technology. Patented line of specialized docking station products with unique low-power, long battery-life design. Developed product line, alliances, customer base, raised initial capital and executed company sale to venture firm.

1984-1991 Hewlett-Packard Program Manager, Member of Technical Staff Participated in startup team of ink jet printer supplies division and the introduction of the DeskJet ®, PaintJet® and ThinkJet® printer brand. The DeskJet Printer is the world’s top-selling printer brand and used by more than 240 million customers around the world. Led US, European and Asian media strategy for HP's peripherals group including business planning, joint development agreements, vendor relations, industry-wide specifications, and product planning. Participated in team of chemists developing printheads, inks and manufacturing processes for the HP ThinkJet, PaintJet, and DeskJet printers. Led the development of plain paper inks, media, and labels which yielded $25 million in annual sales. 4 1983-1984 Exxon Research and Engineering Post-Doctoral Research Professional Built and managed a one-year research program in laser ablation and chemical catalysis with $3 million research budget. Purchased and set up of $1.5 million in equipment, directed two research assistants, and co-authored four technical publications.

Patents

5,739,665 Handheld RF Docking Station for palm sized Bares, SJ computer 5,250,107 Waterfast ink for thermal ink jet printers Bares SJ EP 526025 5,065,620 Method for measuring quality of ink jet media Bares SJ 4,911,003 Measuring method for ink jet inks Bares SJ 5,023,625 Ink flow control for thermal ink jet printer Bares, SJ; Leban, MA EP 354706 4,975,118 Ink for Ink Jet process containing mono and disazo Bares, SJ; Bruder, H; EP 326025 dyestuff Dyllick-Brezinger, R; Mayer, U 5,015,292 Ink for Ink Jet Process Bares, SJ; Bruder, H; DE 3801945 Dyllick-Brezinger, R; Mayer, U 4,836,851 Ink for Ink Jet printing – comprising modified dye Bares SJ; Hindagolla, SJ; EP 328375 with aromatic dye molecule carrying Johnson, LE; Pawlowski, NE poly-hydroxylated groups EP 259001 Low Temperature Ink Composition for Thermal Bares, SJ; Wooding, ML Ink Jet Printing D380205 Radio Modem Docking Station for Palm Sized Bares, SJ Computer

Selected Community Boards

Agricenter International (Five year service, exited 2010) American Health Information Management Association (exited 2010) Governor’s STEM Council (Appointed by former Governor Bredesen) Innova Corporation (Founding Board Chair) Life Science Tennessee (Board Chair 2015-16, Executive Committee and Treasurer) Memphis Academy of Science and Engineering (Founding Board Chair) Memphis Chamber of Commerce (completed term) Memphis Research Consortium (Board member and Executive Committee) Mid-South Sustainable Energy Solutions, LLC (Founding Board Chair) Pink Palace Museums (completed, term ended) Tennessee Charter School Association (Board Chair, merged with another non-profit) University of Tennessee Research Foundation (4 years service, exited 2009) Vaxent, LLC (Founding Board Chair) TriMetis Lifesciences (current Board Chair) TN Independent College and University Association (TICUA) Susan L. Huffman, CFA

Ms. Huffman is a founder and principal of Reliant Investment Management, LLC, as well as its predecessor firms, Weibel Huffman Keegan, Inc. and Weibel and Logan Investment Management. Ms. Huffman serves as Chief Manager of the firm and as the company’s Chief Investment Officer. Before starting her own firm in 1986, she served as an officer in the Trust Investment Division of Union Planters National Bank. Susan is a Phi Beta Kappa graduate of Rhodes College, where she earned the BA degree, cum laude, in Business Administration and Economics. She is a Chartered Financial Analyst and past President of the Memphis Society of Financial Analysts, as well as a member of the Association for Investment Management and Research. Susan has served on the Investment Advisory Council for the Tennessee Consolidated Retirement System (TCRS), which assists the Treasurer of the State of Tennessee and its investment staff in investment strategy decisions for the TCRS portfolios. Susan has served on the Board of the Junior League of Memphis. She is the Chair of the Margaret Hyde Council at Rhodes College and serves as a member of the Rhodes College Parent’s Council. Susan served as a deacon at Idlewild Presbyterian Church, and as an elder of LaGrange Presbyterian Church where she was a charter member. She serves on the board of the Memphis Academy of Science and Engineering (MASE), Tennessee’s first charter school.

Board Policies

The MASE Board of Directors policies, including frequency of meetings, and policies on open meetings, and policies on open records, are mandated by Tennessee law, and are followed in accordance with this law.

MASE Network Organizational Chart 9680 Woodland Hills Dr. Cordova, TN 38018 Rodrick W. Gaston 901 -515-7302 email [email protected]

It is said by John F. Kennedy that “Change is the law of life. And those who look only to the past or present are certain to miss the future!

Objective

A highly motivated educational leader who aspire to establish school culture and educational support conducive to student learning and socialization and is committed to academic rigor, while helping children reach their highest potential.

Education

M.S. Administration and Supervision Cumberland University (August 2011) B.S. Exercise and Sports Science University of Memphis (December 1998) Certifications

Tennessee Professional Beginning Administrator (ILL-B) K-12

Tennessee Apprentice Teacher (PE and Health) K-12

Professional Experience

Principal (July 2015-Present)

Memphis Academy of Science and Engineering

● Establish and promote high standards and expectations for all students and staff for academic performance and responsibility for behavior. ● Manage, evaluate and supervise effective and clear procedures for the operation and functioning of the school consistent with the philosophy, mission, values and goals of the school including instructional programs, extracurricular activities, discipline systems to ensure a safe and orderly climate, building maintenance, program evaluation, personnel management, office operations, and emergency procedures. ● Ensure compliance with all laws, board policies and civil regulations. ● Establish the annual master schedule for instructional programs, ensuring sequential learning experiences for students consistent with the school’s philosophy, mission statement and instructional goals. ● Supervise the instructional programs of the school, evaluating lesson plans and observing classes (teaching, as duties allow) on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with research on learning and child growth and development. ● Establish procedures for evaluation and selection of instructional materials and equipment, approving all recommendations. ● Supervise in a fair and consistent manner effective discipline and attendance systems with high standards, consistent with the philosophy, values, and mission of the school. ● Ensure a safe, orderly environment that encourages students to take responsibility for behavior and creates high morale among staff and students. File all required reports regarding violence, vandalism, attendance and discipline matters.

Assistant Principal/ Curriculum Coordinator/Athletic Director (June 2013-July 2015)

W.E.B. Du Bois Consortium of Schools

● Plans, evaluates, and implements school wide curricula, assessments, and academic programs to support student learning ● Fosters positive relationships with students, parents/guardians, and community stakeholders ● Analyzes and utilize summative, formative, and common assessment data for the improvement of curriculum for instruction and student achievement ● Assists in professional development of instructional staff; sets agenda and leads meetings of academic concern ● Collaborates with staff to develop master schedule for classes ● Assists Principal with establishing and supervising procedures for evaluation, selection, and distribution of textbooks, instructional materials, supplies, and equipment ● Ensures effective implementation of all safety procedures, crisis plans, etc. ● Collaborates with the administrative council regarding the formulation of new disciplinary rules, regulations, policies, and procedures. ● Develops and implements behavior and environmental management policies that are consistent with the mission of the school and appropriate to meet the needs of the students and the teachers. ● Maintains accurate records on the referrals and detentions

Assistant Principal/ Athletic Director/Head Football Coach (June 2011-2013)

Bishop Byrne Middle and High School Catholic Diocese of Memphis

● Plan, organize, guide, evaluate and direct the implementation of all school activities including instruction, building administration, communication, staffing and pupil services. ● Make recommendations concerning the school's instructional program. ● Upholds and models a moral code which is consistent with the teaching of the school. ● Responsible for efficient operation of all interscholastic athletic programs. ● Ensures that all facets of the athletics program meet standards and specified by TSSAA and/or PAA. ● Analyzed data and reports. ● Ensures effective implementation of all safety procedures, crisis plans, etc. ● Collaborates with the administrative council regarding the formulation of new disciplinary rules, regulations, policies, and procedures. ● Develops and implements behavior and environmental management policies that are consistent with the mission of the school and appropriate to meet the needs of the students and the teachers. ● Maintains accurate records on the referrals and detentions. ● Lead in the development, determination of appropriateness, and monitoring of the instructional program by understanding the individual needs of students in the program and assessing the programs designed to meet those needs. ● Provides proactive, comprehensive and facilitative leadership for the school in the planning and implementation of a challenging curriculum. ● Participate in the recruitment, selection and supervision of all school building personnel. ● Evaluate performance and counsel all staff members regarding their individual and group performance. ● Act affirmatively in hiring and promoting to meet the goals and objectives of the school district. ● Monitors expenditures of funds for athletics and other departments.

Teacher/ Head Football Coach (August 2009-2011)

Central High School (Memphis City Schools)

● Constructed different lesson plans for classes of different high school grade levels to help them develop athletic skills and enjoy exercising. ● Served as Head Coach for the athletic team. Supported and upheld a philosophy of athletics consistent with that of the athletic department. ● Taught high-school students physical fitness techniques and guided them toward living a healthy and active lifestyle. ● Administered quality public education, social services and improvement of quality of life for all stake holders. ● Responsible for the coordination of team’s professional and recruit travel, and all rules compliance requirements. ● Mentored players and staff. ● Organized and conducted practices, conditioning programs, competitive events and fund-raising events. ● Developed curriculum for at-risk students. ● Coached #1 high school player in the State of Tennessee (Cameron Clear) University of Tennessee. ● Was instrumental in helping 95% of students received scholarships. ● MIAA City Championships J.V. 2010

Teacher/Head Football and Track Coach (August 1999-2009)

Bellevue Middle School (Memphis City Schools)

● Responsible for the Physical Education Department and Lifetime Wellness classes. ● Coached various athletic teams. Supported and upheld a philosophy of athletics consistent with that of athletic department. ● Organized and conducted practices, conditioning programs, competitive events and fund-raising events. ● Consultant to parents of troubled youth and provide intervention services. ● Promoted student participation in arts and athletics in the urban community. ● Strength training, conditioning and dynamic flexibility. ● Mentored players and staff. ● 6 City Championships ( Football) ● 4 City Championships ( Track) ● 5 Consecutive Undefeated Seasons 2002-2006 ● Assisted high school players in athletic development and fundamentals to advance their athletic careers.

Professional Affiliations

● National Association of Secondary School Principals (NASSP) ● Member of American Football Coaches Association ( AFCA) ● Member of Fellowship of Christian Athletes (FCA) ● Omega Psi Phi Fraternity Inc. ● New Direction Christian Church (Usher) ● National Educators Association ● Tennessee Coaches Association(TCA) ● Tennessee Education Association (TEA) ● American Association of School Administrators

Professional Accomplishments

● Coached and developed several Division I and NFL athletes to include: Artaves Gipson (University of Memphis) Lonnie Ballentine (Houston Texans NFL) Damien Robinson (Mississippi State) Dan Williams (Arizona Cardinals NFL) Henry Harris (Southeast Missouri) Cameron Clear (Texas A&M))

Professional References

Clyde Israel Former Principal (Bishop Byrne High School) 901-346-3060

Kevin Malone School Principal (Bellevue Middle School) 901-219-2925

Dr. Willie Herenton Executive Director (W.E.B. Du Bois Consortium of Schools) 901-326-6476

Martha West Former Principal (Bruce Elementary) 901-485-9730

Donald Edwards Associate Superintendent of Schools (Archdiocese of Miami) 305-762-1018

M A S E

EMPLOYEE

MANUAL

Updated: July 2016

Table of Contents Introduction ...... 5 Employee Manual Overview ...... 5 Open Door Policy ...... 5 Employment ...... 5 Affirmative Action ...... 5 Americans With Disabilities Act Policy ...... 6 Procedure for Requesting an Accommodation ...... 6 Employment Categories ...... 6 Fair Labor Standards Act classifications ...... 7 At-Will Employment ...... 7 Initial Employment Period ...... 7 Employment of Relatives / Close Personal Relationships...... 8 Employment of Relatives ...... 8 Close Personal Relationships ...... 8 Termination and displacement ...... 9 Voluntary Termination ...... 9 Involuntary Termination ...... 9 Termination Due to Reorganizations, Economics, or Lack of Work ...... 9 Exit Interview ...... 9 Benefits Upon Leaving MASE ...... 9 Workplace Rules and Proceedures ...... 10 Policy Against Harassment ...... 10 Rules of Conduct and Discipline ...... 11 Policy...... 11 Discipline Procedure ...... 12 Job Performance ...... 12 Misconduct ...... 12 Conflicts of Interest ...... 13 Outside Employment ...... 13 Work Product Ownership ...... 14 School Property, security and Confidential Information ...... 14 School Property ...... 14 Proprietary and Confidential Information ...... 14 Obligations on Termination ...... 15 Technology Use and Privacy ...... 15 Technology Resources Definition ...... 15 Authorization ...... 16 Use ...... 16 Improper Use ...... 16 Access To Technology Resources ...... 17 Privacy ...... 17 Passwords ...... 17 Data Collection ...... 17 Deleted Information ...... 18 The Internet and Online Services ...... 18 Confidentiality ...... 18 Monitoring ...... 18 Software Use ...... 18 License Restrictions ...... 18 Software for Home Use ...... 19 Confidential Information ...... 19

2 Security ...... 19 Audits ...... 19 Termination of Employment...... 19 E-mail Policy ...... 19 Internet Use Policy ...... 21 Drug-Free Workplace...... 22 Purpose of Guideline ...... 22 Employee Cooperation ...... 23 Definitions ...... 23 Prohibited Conduct ...... 23 Alcohol ...... 23 Illegal Drugs ...... 24 Legal Drugs ...... 24 Disciplinary Action ...... 24 Criminal Convictions ...... 25 Use of Legal Drugs ...... 25 Unregulated or Authorized Conduct ...... 25 Confidentiality ...... 26 Pre-employment Testing ...... 26 Reasonable Suspicion Testing ...... 26 Voluntary Requests For Treatment ...... 26 Workplace Safety ...... 26 Policy...... 26 Safety Rules ...... 26 First Aid ...... 27 Violence in the Workplace ...... 27 Reporting ...... 27 Investigation ...... 28 Corrective Action and Discipline ...... 28 Inspections and Searches on School Premises ...... 28 Purpose of the Guidelines ...... 28 Definitions ...... 28 Inspections and Searches ...... 29 Internal Complaint Review Procedure ...... 30 Purpose and Scope ...... 30 Procedure ...... 30 Time Off ...... 32 Paid Time Off Summary ...... 32 Fall and Spring Breaks ...... 34 Leaves of Absence ...... 35 Legally Required Leaves of Absence ...... 35 Military Leave ...... 35 Leave of Absence Without Pay ...... 36 Continuing Benefit Plan Coverage ...... 37 Vacation and Personal Time ...... 37 Performance Appraisal ...... 37 Returning/Not Returning From a Leave ...... 37 Compensation and Benefits ...... 38 Hours of Work, overtime and pay days ...... 38 Hours of Work ...... 38 Overtime Pay ...... 38 Place and Time for Payment of Wages ...... 38 Performance and Pay Review ...... 39

3 Appraisal Process ...... 39 Teacher Licensure Requirements ...... 40 Employee Benefits ...... 40 Disclaimer ...... 40 Insurance Benefits ...... 41 Benefits Upon Leaving MASE ...... 41 Miscellaneous Topics ...... 42 Career Opportunities and Progression ...... 42 Staff Training...... 42 Employee Referral Program ...... 42 Dress Code ...... 42 Smoking Policy ...... 43 Travel and Expense Accounts ...... 43 Personnel Records ...... 44 Reference Checks ...... 44 Background Checks and Fingerprinting ...... 44 Solicitation and Distribution ...... 44 Employee Assistance Program...... 45 MASE Employment Manual Acknowledgement Form ...... 45

4 INTRODUCTION

EMPLOYEE MANUAL OVERVIEW

This manual is intended to outline and explain the Memphis Academy of Science and Engineering's (MASE's) practices and policies. This employee handbook also summarizes current school benefits. Please refer to the actual plan documents for information and answers to specific benefit questions.

This employee manual should be regarded as a set of guidelines only. It is not a contract. Neither the policies in this manual, nor any other written or verbal communication by a school officer, manager or Executive Director are intended to create a contract of employment or a warranty of benefits. The policies in this manual may be amended, modified, deleted or otherwise changed by the Memphis Academy of Science and Engineering (MASE) without prior notice. This manual supersedes and replaces all prior employee manuals, handbooks, policies or procedures. If you have any questions about any of the policies or procedures in this manual, please consult the Executive Director.

OPEN DOOR POLICY

MASE has an Open Door Policy that encourages employee participation in decisions affecting them and their daily professional responsibilities. Employees who have job-related concerns or complaints are encouraged to talk them over with the Middle School or High School Directors or any other management representative with whom they feel comfortable. There will be no retribution for expressing concerns or complaints. MASE believes that employee concerns are best addressed through this type of informal and open communication.

Employees are encouraged to raise work-related concerns with the Directors, or with another management representative of their choice, as soon as possible after the events that cause the concern. Employees are further encouraged to pursue discussion of their work-related concerns until the matter is fully resolved. Although MASE cannot guarantee that in each instance the employee will be satisfied with the result, MASE will attempt in each instance to explain the result to the employee if the employee is not satisfied. MASE will also attempt to keep all such expressions of concern, the results of its investigation, and the terms of the resolution confidential. However, in the course of investigating and resolving the matter, some dissemination of information to others may be appropriate.

Employees who conclude that their work-related concerns should be brought to the attention of MASE by written complaint and formal investigation may avail themselves of the Internal Complaint Review procedure set forth in this Manual (see Internal Complaint Review Procedure).

EMPLOYMENT

AFFIRMATIVE ACTION

MASE practices affirmative action with positive steps to ensure that women, minorities, disabled individuals and covered veterans are adequately represented in the School’s workforce.

MASE will afford equal employment opportunities to qualified applicants and employees without regard to race, color, religion, national origin, sex, age, disability or veteran status. In addition, affirmative action will be taken to employ and advance employment in minority group members, females, veterans of the Vietnam era, and qualified disabled persons and disabled veterans. This policy applies to all personnel actions.

5 MASE will endeavor to employ and advance employment for qualified individuals who possess the essential qualifications with or without reasonable accommodations.

This non-discrimination policy applies to all areas of employment including recruitment, hiring, training, promotion, compensation, benefits, transfer, and social and recreational programs. It is the responsibility of every manager and employee to conscientiously follow this policy. Any employee having any questions regarding this policy should discuss them with the Executive DirectorExecutive Director.

AMERICANS WITH DISABILITIES ACT POLICY

MASE is committed to complying with all applicable provisions of the Americans With Disabilities Act ("ADA"). It is MASE’s policy not to discriminate against any qualified employee or applicant with regard to any terms or conditions of employment because of such individual's disability or perceived disability so long as the employee can perform the essential functions of the job. Consistent with this policy of nondiscrimination, MASE will provide reasonable accommodations to a qualified individual with a disability, as defined by the ADA, who has made MASE aware of his or her disability, provided that such accommodation does not constitute an undue hardship on MASE.

Employees with a disability who believe they need a reasonable accommodation to perform the essential functions of their job should contact the Executive Director. MASE encourages individuals with disabilities to come forward and request reasonable accommodation.

PROCEDURE FOR REQUESTING AN ACCOMMODATION

On receipt of an accommodation request, a member of the management team and your supervisor will meet with you to discuss and identify the precise limitations resulting from the disability and the potential accommodation that MASE might make to help overcome those limitations.

MASE will determine the feasibility of the requested accommodation considering various factors, including, but not limited to the nature and cost of the accommodation, the availability of tax credits and deductions, outside funding, MASE's overall financial resources and organization, and the accommodation's impact on the operation of MASE, including its impact on the ability of other employees to perform their duties and on MASE's ability to conduct business.

MASE will inform the employee of its decision on the accommodation request or on how to make the accommodation. If the accommodation request is denied, employees will be advised of their right to appeal the decision by submitting a written statement explaining the reasons for the request. If the request on appeal is denied, that decision is final.

The ADA does not require MASE to make the best possible accommodation, to reallocate essential job functions, or to provide personal use items (i.e., eyeglasses, hearing aids, wheelchairs etc.).

An employee or job applicant who has questions regarding this policy or believes that he or she has been discriminated against based on a disability should notify the Executive Director. All such inquiries or complaints will be treated as confidential to the extent permissible by law.

EMPLOYMENT CATEGORIES

Based on the conditions of employment, employees of MASE fall into the following categories:

• Full-Time: An employee who works the standard working hours of MASE each week (for these purposes, eight hours per day, five days per week).

6 • Part-Time: Part-time employees are classified as exempt or non-exempt and work a regular schedule of less than 40 hours per week. Part time employees do not receive any additional compensation or benefits provided by MASE. • Temporary Employees: A temporary employee is hired for a specified project or time frame and generally works an irregular schedule of less than 32 hours per week. A temporary employee in a non-exempt position is paid by the hour while a temporary employee in an exempt position is paid according to the terms of hire for that individual. Temporary employees do not receive any additional compensation or benefits provided by MASE. • Administrative Employees – Employees who work twelve months per year are deemed to be Administrative Employees. • Instructional Employees – Employees who work ten months per year, generally from August to May during the school year.

FAIR LABOR STANDARDS ACT CLASSIFICATIONS

• Exempt employees: classified as such if their job duties are exempt from the overtime provisions of the Federal and State Wage and Hour Laws. Exempt employees are not eligible for overtime pay. Their salaries are calculated on a monthly basis. • Non-Exempt employees: receive overtime pay in accordance with our overtime policy. Their salaries are calculated on an hourly basis. • Certain employees will periodically qualify for stipends to perform specific duties. These stipends will be defined by situation and communicated to the eligible employees. Payment will occur on the fulfillment of the duties identified.

AT-WILL EMPLOYMENT

MASE has an at-will employment policy, which means that the term of employment is for no definite period and may be terminated by the employee or by MASE at any time and for any reason, with or without cause or advance notice. This document is in alignment with the employee contract. As this manual is amended, the employee contract is also amended. MASE does not offer tenured or guaranteed employment. Either MASE or an employee can terminate the employment relationship at any time, with or without cause, with or without notice.

For cause shall include, but not be limited to: (i) engaging in conduct that would constitute a crime involving moral turpitude; (ii) engaging in conduct that brings discredit upon the Academy as determined by the Academy at its sole discretion; (iii) neglecting or failing to discharge his or her duties under this Agreement; (iv) failing to devote his or her full business time to the Academy during the term of this Agreement, without reasonable excuse or authorization; (v) performing of this or her duties in a grossly negligent manner; (vi) failing to maintain the confidentiality of information regarding students and the Academy (vii) violating school policies, procedures, and/ or the terms of this offer; (viii) the Academy's lacking of sufficient funding to support retention of your position and/or lacking student enrollment to support retention of your position; or (ix) death of employee.

No supervisor or other representative of MASE has the authority to enter into any agreement for employment for any specified period of time, or to make any agreement contrary to the above, unless approved by the MASE Board of Directors.

INITIAL EMPLOYMENT PERIOD

New employees begin their employment with MASE in a special evaluation, or ‘probationary’, period. This period allows employees to have an initial time of adjustment in order to learn about MASE and

7 about his/her job. Additionally, the initial employment period gives the employee's supervisor a reasonable period of time to evaluate his/her performance.

The initial employment period is 2 months, during this time, the new employee will be provided with training and guidance from his/her Supervisor. He/she may be discharged at any time during this period if his/her Supervisor concludes that he/she is not progressing or performing satisfactorily. Under appropriate circumstances, the initial ‘probationary’ period may be extended. Additionally, as is true at all times during an employee's employment with MASE, employment is not for any specific time and may be terminated at will, with or without cause and without prior notice.

At the end of the initial employment period, the employee and his/her supervisor may discuss his/her performance. Provided his/her job performance is "satisfactory" at the end of the initial employment period, he/she will continue in MASE’s employment as an at-will employee.

EMPLOYMENT OF RELATIVES / CLOSE PERSONAL RELATIONSHIPS

Employment of Relatives

Relatives of present employees may be hired, assigned, re-assigned or transferred by MASE only if: (1) the individuals concerned will not work in a direct supervisory relationship, and (2) the employment will not pose difficulties for supervision, security, safety, or morale. Relatives are defined as spouses, children, sisters, brothers, mothers, fathers, nieces/nephews, and persons related by marriage.

Present employees who marry, or who become related by marriage, will be permitted to continue employment with MASE only if they do not work in a direct supervisory relationship with one another, or otherwise pose difficulties for supervision, security, safety, or morale. If employees who marry, or who become related by marriage, do work in a direct supervisory relationship with one another, MASE will attempt to reassign one of the employees to another position for which he or she is qualified, if such a position is available. If no such position is available, then one of the employees will be required to leave employment with MASE within 60 days of the change in status. The decision as to which employee will leave is left solely to the spouse-employees.

Close Personal Relationships

Employees who are involved in, or become involved in, a romantic or sexual relationship with another employee may continue employment with MASE only if: (1) the individuals concerned will not work in a direct supervisory relationship, and (2) the employment will not pose difficulties for supervision, security, safety, or morale Present employees who are involved in, or become involved in, a romantic or sexual relationship with another employee will be permitted to continue employment with MASE only if they do not work in a direct supervisory relationship with one another, or otherwise pose difficulties for supervision, security, safety, or morale. If such employees work in a direct supervisory relationship with one another, MASE will attempt to reassign one of the employees to another position for which he or she is qualified, if such a position is available. If no such position is available, then one of the employees will be required to leave employment with MASE within 60 days of the change in status. The decision as to which employee will leave is left solely to the employees. Exceptions to this rule may be made by the Executive Director of MASE with approval of the Chairman of the Board.

8 TERMINATION AND DISPLACEMENT

Voluntary Termination

If the employee wishes to voluntarily terminate his or her employment with MASE, they may do so by written notification to a Director. This notification is to be presented at least two weeks prior to the date of termination. Vacation days and personal days may not be included in the two-week notice period.

MASE will consider an employee to have voluntarily terminated his or her employment if an employee does any of the following:

• Elects to resign from MASE • Fails to return from an approved leave of absence on the date specified by MASE • Fails to report for work without notice to MASE

If management determines that an employee may leave prior to the end of the employee's two-week notice, the employee may be paid for the remainder of that period without being required to work out the notice.

Involuntary Termination

An employee may be terminated involuntarily for reasons that include poor performance, misconduct, or other violations of MASE rules of conduct. However, every MASE employee has the status of "employee- at-will," meaning that no one has a contractual right, express or implied, to remain in MASE's employ. Therefore, MASE may terminate an employee's employment, or an employee may terminate his/her employment, without cause, and with or without notice, at any time for any reason.

Termination Due to Reorganizations, Economics, or Lack of Work

From time to time, MASE may need to terminate an employee as a consequence of reorganizations, job eliminations, economic downturns in business, or lack of work. Should MASE consider such terminations necessary, MASE will attempt to provide all affected employees with advance notice when practical. Layoff benefits associated with such terminations, if any, will be as specified in the notice.

Exit Interview

Employees who leave MASE for any reason may be asked to participate in an exit interview. This interview is intended to permit terminating employees the opportunity to communicate their views regarding their work with MASE, including job duties, job training, job supervision, and job benefits. At the time of the interview, employees are expected to return all School-furnished property, such as uniforms, tools, equipment, identification cards, keys, credit cards, documents, and handbooks. Arrangements for clearing any outstanding debts with MASE and for receiving final pay also will be made at this time.

Benefits Upon Leaving MASE

Coverage on Life, Medical and Dental insurance ends on the last day of the month in which your last day of employment falls.

9 An employee, unless dismissed for gross misconduct, has the option to continue Medical/Dental Benefits in accordance with the Consolidated Omnibus Budget Reconciliation Act ("COBRA") regulations.

WORKPLACE RULES AND PROCEEDURES

MEDIA POLICY

The Executive Director and Chairman of the Board serves as the chief spokespersons and are sole authorized to speak in an official capacity on behalf of MASE. The Executive Director or the Chairman of the Board, at his/her discretion, may designate other staff to serve as a spokesperson and representative in responding to media requests or give statements on behalf of MASE. Employees should direct any media inquiries regarding MASE to the Executive Director. Violations of this policy may result in disciplinary actions up to and including termination.

POLICY AGAINST HARASSMENT

MASE is committed to providing a workplace free of sexual harassment (which includes harassment based on gender, pregnancy, childbirth, or related medical conditions), as well as harassment based on such factors as race, color, religion, national origin, ancestry, age, physical disability, mental disability, medical condition, marital status, sexual orientation, family care or medical leave status, or veteran status. MASE strongly disapproves of and will not tolerate harassment of employees by managers, Directors, or co-workers. Similarly, MASE will not tolerate harassment by its employees of non-employees with whom MASE employees have a business, service, or professional relationship. MASE has zero tolerance for any type of harassment to students, parents, or other family members of MASE students.

Harassing conduct includes, but is not limited to: epithets, slurs or negative stereotyping; threatening, intimidating or hostile acts; denigrating jokes and display or circulation in the workplace of written or graphic material that denigrates or shows hostility or aversion toward an individual or group (including through e-mail). Individuals and conduct covered by these policies apply to applicants and employees, and prohibit harassment, discrimination and retaliation whether engaged in by fellow employees, by a Directors or manager or by someone not directly connected to MASE (e.g., an outside vendor, consultant or customer). Conduct prohibited by these policies is unacceptable in the workplace and in any work- related setting outside the workplace, such as during business trips, business meetings and business related social events.

Sexual harassment, constitutes discrimination and is illegal under federal, state, and local laws. For purposes of this policy, sexual harassment is defined, as in the Equal Employment Opportunity Commission Guidelines, as unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when, for example:

• Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment • Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual • Such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating and intimidating, hostile or offensive working environment

Sexual harassment, may include a range of subtle and not so subtle behaviors and may involve individuals of the same or different gender. Depending on the circumstances, these behaviors may include, but are not limited to: unwanted sexual advances or requests for sexual favors; sexual innuendo; verbal abuse of a sexual nature; commentary about an individual's body, sexual prowess or sexual deficiencies; leering, catcalls or touching; insulting or obscene comments or gestures; display or

10 circulation in the workplace of sexually suggestive objects or pictures (including though e-mail); and other physical, verbal, or visual conduct of a sexual nature. Harassment on the basis of any other protected characteristic is also strictly prohibited. Under this policy, harassment is verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his or her race, color, religion, sex, age, national origin, disability or any other characteristic protected by law or that of his or her relatives, friends or associates and that:

• Has the purpose or effect of creating an intimidating, hostile or offensive work environment • Has the purpose or effect of unreasonably interfering with an individual's work performance • Otherwise adversely affects an individual's employment opportunities

Any incident of harassment, including work-related harassment by any School personnel or any other person, should be reported promptly to the employee's Directorl or manager (or to any other member of management), who is responsible for investigating the matter. Managers who receive complaints or who observe harassing conduct should inform a Director immediately. MASE emphasizes that an employee is not required to complain first to the Director if that Director is the individual who is harassing the employee.

Every reported complaint of harassment will be investigated thoroughly and promptly. Confidentiality will be maintained throughout the investigatory process to the extent consistent with adequate investigation and appropriate corrective action.

In addition, MASE will not tolerate retaliation against any employee for cooperating in an investigation or for making a complaint to the Director or any other manager.

In the case of School employees, if harassment is established, MASE will discipline the offender.

Misconduct constituting harassment, discrimination or retaliation will be dealt with promptly and appropriately. Responsive action may include, for example, training, referral to counseling, monitoring of the offender and/or disciplinary action such as warning, reprimand, withholding of a promotion or pay increase, reduction of wages, demotion, reassignment, temporary suspension without pay or termination, as MASE believes appropriate under the circumstances. With regard to acts of harassment by customers, parents, students, or vendors, corrective action will be taken after consultation with the appropriate management personnel.

RULES OF CONDUCT AND DISCIPLINE

Policy

It is MASE’s policy to employ personnel who are willing and able to perform the functions of their jobs in a satisfactory manner, to observe the rules and regulations of MASE and to devote their time and attention to the business of MASE during working hours. From time to time, it may become necessary to counsel or discipline employees who, for one reason or another, fail to observe the goals set forth above. This procedure is intended only as a guideline to the commonly accepted steps a Director should take in correcting employee misbehavior. It should be remembered that employees are counted on to exercise a considerable degree of self-discipline.

Employees are expected to respond to positive leadership and timely communication from Directors. Disciplinary procedure should be used, whenever possible, in such a way and at such times as to reinforce in employees the desire to meet accepted standards of work and conduct. The responsibilities that employees are expected to assume are communicated during their orientation period by their Directors and should be re-emphasized by Directors as required. This fosters two-way communication and should leave no question as to acceptable work standards or behavior.

11 Discipline Procedure

Except as set forth below, discharge for misconduct or poor performance ordinarily will be preceded by an oral warning and a written warning.

MASE reserves the right to proceed directly to a written warning or to termination for misconduct or performance deficiency, without resort to prior disciplinary steps, when MASE deems such action appropriate. Nothing in these rules is intended to modify the at-will nature of employment with the school.

The rules set forth below are intended to provide employees with fair notice of what is expected of them. Necessarily, however, such rules cannot identify every type of unacceptable conduct and performance. Therefore, employees should be aware that conduct not specifically listed below but which adversely affects or is otherwise detrimental to the interests of MASE, other employees, or customers, may also result in disciplinary action.

Nothing in these rules is intended to modify the at-will nature of your employment with the school.

Job Performance

Employees may be disciplined for poor job performance, including but not limited to the following:

• Unsatisfactory work quality or quantity • Poor attitude (for example, rudeness or lack of cooperation) • Excessive absenteeism, tardiness, or abuse of break and lunch privileges • Failure to follow instructions or School procedures • Failure to follow established safety regulations • Unwillingness to adapt to the culture and values of MASE.

Misconduct

Employees may be disciplined for misconduct, including but not limited to the following:

• Insubordination • Dishonesty • Breach of trust • Theft • Discourtesy • Misusing or destroying School property or the property of another on School premises • Disclosing or using confidential or proprietary information without authorization • Falsifying or altering School records, including the application for employment • Interfering with the work performance of others • Gross negligence • Altercations • Harassing, including sexually harassing, employees or customers or parents or students • Being under the influence of, manufacturing, dispensing, distributing, using, or possessing alcohol or illegal or controlled substances on School property or while conducting School business • Gambling on School premises or while conducting School business • Sleeping on the job or leaving the job without authorization • Possessing a firearm or other dangerous weapon on School property or while conducting School business (this action could result in the imprisonment of the employee) • Being convicted of a crime that indicates unfitness (as determined by MASE at its sole discretion) for the job or raises a threat to the safety or well-being of MASE, its employees, customers, or property

12 • Failing to report to MASE, within five days, any conviction under any criminal statute for a violation occurring in the workplace • Violating established rules or policies, including conflict of interest rules

CONFLICTS OF INTEREST

Employees are expected to devote their best efforts and attention to the full-time performance of their jobs. They are expected to use good judgment, to adhere to high ethical standards, and to avoid situations that create an actual or potential conflict between the employees personal interests and the interests of MASE.

A conflict of interest exists when the employees loyalties or actions are divided between MASE interests and those of another, such as a competitor, supplier, or customer. Both the fact and the appearance of a conflict of interest should be avoided. Employees unsure as to whether a certain transaction, activity, or relationship constitutes a conflict of interest should discuss it with the Executive Director for clarification. Any exceptions to this guideline must be approved in writing by the Executive Director.

While it is not feasible to describe all possible conflicts of interest that could develop, some of the more common conflicts, from which employees should refrain, include the following:

• Accepting personal gifts or entertainment from competitors, customers, suppliers, parents, students, financial donors, members of the Board of Directors, or potential suppliers • Working for competitors, customers, suppliers, parents, students, financial donors, members of the Board of Directors, or potential suppliers • Engaging in self-employment in competition with MASE • Having a direct or indirect financial interest in or relationship with a competitors, customers, suppliers, parents, students, financial donors, members of the Board of Directors, or potential suppliers except that ownership of less than 0.5% of the publicly traded stock of a corporation will not be considered a conflict • Developing a personal relationship with a subordinate employee or leading member of MASE that might interfere with the exercise of impartial judgment in decisions affecting • Using School assets or labor for personal use • Acquiring any interest in property or assets of any kind for the purpose of selling or leasing it to MASE • Committing MASE to give its financial or other support to any outside activity or organization

If an employee or someone with whom an employee has a close relationship (a family member or close companion) has a financial or employment relationship with competitors, customers, suppliers, parents, students, financial donors, members of the Board of Directors, or potential suppliers, the employee must disclose this fact in writing to the Executive Director. Employees should be aware that if they enter into a personal relationship with a subordinate employee, leading member of MASE or with an employee of a competitor, supplier, or customer, a conflict of interest may exist, which requires full disclosure to MASE.

Failure to adhere to this guideline, including failure to disclose any conflicts or to seek an exception, will result in discipline, up to and including termination of employment.

Outside Employment

Employees are required to obtain written approval from their supervisor before participating in outside work activities. Approval will be granted unless the activity conflicts with MASE’s interest.

In general, outside work activities are not allowed when they:

13 • prevent the employee from fully performing work for which he or she is employed at MASE, including overtime assignments; • involve organizations that are doing or seek to do business with MASE, including actual or potential vendors or customers; or • violate provisions of law or MASE’s policies or rules.

From time to time, School employees may be required to work beyond their normally scheduled hours. Employees must perform this work when requested. In cases of conflict with any outside activity, the employee's obligations to MASE must be given priority. Employees are hired and continue in MASE's employ with the understanding that MASE is their primary employer and that other employment or commercial involvement which is in conflict with the business interests of MASE is strictly prohibited.

Work Product Ownership

All MASE employees must be aware that MASE retains legal ownership of the product of their work. No work product created while employed by MASE can be claimed, construed, or presented as property of the individual, even after employment has terminated or the relevant project completed. This includes written and electronic documents, audio and video recordings, and also any concepts, ideas, or other intellectual property developed for the School, regardless of whether the intellectual property is actually used by MASE. Information classified as confidential must remain so and supplying certain other entities with certain types of information may constitute a conflict of interest.

SCHOOL PROPERTY, SECURITY AND CONFIDENTIAL INFORMATION

The security of employees, employee property, and School property is of vital importance to MASE. All employees share responsibility to ensure that proper security is maintained, as well as the safekeeping and proper usage of School property.

School Property

MASE provides supplies, equipment, computers and other materials (otherwise ‘property’) necessary for an employee to perform his/her job. These items are to be used solely for MASE’s purposes. Employees are expected to exercise care in the use of School property and use such property only for authorized purposes. Loss, damages or theft of School property should be reported to the Executive Director at once. Negligence in the care and use of School property may be considered grounds for discipline, up to and including termination.

MASE’s equipment, such as telephones, postage, facsimile and copier machine, is intended to be used for business purposes. An employee may only use this equipment for non-business purposes in an emergency and only with the permission of his or her supervisor. Personal usage, in an emergency, of these or other equipment that results in a charge to MASE should be reported immediately to the Director. If determined to be appropriate, reimbursement of these expenses, losses or charges will be required of the employee.

MASE employees are required to abide by any specific policies defined by the school as it relates to the use and management of school assets.

Proprietary and Confidential Information

School property includes not only tangible property, such as desks and typewriters, but also intangible property such as information. Of particular importance are proprietary information and confidential information. Proprietary information includes all information obtained by School employees during the course of their work. This manual, for example, contains proprietary information. Confidential Information

14 is any School information that is not known generally to the public or the industry. Student lists and files, customer files, personnel files, computer records, financial and marketing data, process descriptions, research plans, formulas, and trade secrets are examples of confidential information.

Given the nature of MASE business, protecting proprietary and confidential information is of vital concern to MASE. This information is one of the most important assets of MASE. It enhances MASE’s opportunities for future growth, and indirectly adds to the job security of all employees.

Employees must not use or disclose any proprietary or confidential information that they obtain during employment with MASE, except as required by their jobs. This obligation remains even after an employee’s employment relationship with MASE ends. If an employee is in a position that gives him or her access to particularly sensitive information, the employee may be required to sign a written nondisclosure agreement. In addition, all employees must observe good security practices. They are expected to keep proprietary and confidential information secure from outside visitors and all other persons who do not have a legitimate reason to see or use such information.

School rules regarding document control, restricted access to areas of the facility, and other such procedures must be strictly observed by each employee. Failure to adhere to School policies regarding proprietary and confidential information will be considered grounds for discipline, including dismissal.

The protection of MASE business information, property and all other assets are vital to the interests and success of the School. No MASE related information or property, including without limitation, documents, files, records, computer files, equipment, office supplies or similar materials (except in the ordinary course of performing duties on behalf of MASE) may, therefore, be removed from MASE ’s premises.

In addition to observing this policy, you may be asked to sign a written nondisclosure agreement.

Violation of this policy will result in appropriate disciplinary action, up to and including discharge.

Obligations on Termination

On termination of employment, whether voluntary or involuntary, all School documents, related information, and property that the employee has in his/her possession, including without limitation, documents, files, records, manuals, information stored on a personal computer or on a computer disc, supplies, and equipment or office supplies must be returned to MASE.

TECHNOLOGY USE AND PRIVACY

MASE provides various Technology Resources to authorized employees to assist them in performing their job duties for MASE. Each employee has a responsibility to use MASE Technology Resources in a manner that increases productivity, enhances MASE public image, and is respectful of other employees. Failure to follow MASE policies regarding its Technology Resources may lead to disciplinary measures, up to and including termination of employment.

Technology Resources Definition

Technology Resources consist of all electronic devices, software, and means of electronic communication including, but not limited to, the following: personal computers and workstations; lap-top computers; mini and mainframe computers; computer hardware such as disk drives and tape drives; peripheral equipment such as printers, modems, fax machines, and copiers; computer software applications and associated files and data, including software that grants access to external services, such as the Internet; electronic mail; telephones; cellular phones; pagers; and voice mail systems.

15 Authorization

Access to MASE Technology Resources is within the sole discretion of MASE: Generally, employees are given access to MASE various technologies based on their job functions. Only employees whose job performance will benefit from the use of MASE Technology Resources will be given access to the necessary technology.

Use

MASE's Technology Resources are to be used by employees only for the purpose of conducting School business. Employees may, however, use MASE Technology Resources in several ways that do not violate any School policy. Examples include but are not limited to:

• Sending and receiving necessary and occasional personal communications -Preparing and storing incidental personal data (such as personal calendars, personal address lists, and similar incidental personal data) in a reasonable manner • Use the telephone system for brief and necessary personal calls not resulting in additional cost to MASE.

The use of the technology resources for such personal efforts should not interfere with normal MASE business. The use of technology resources for personal efforts should not cause excessive load or add increased risk to the MASE technical resources. If that is determined to be the case by a Director, the employee is responsible for immediately responding to a request to remove the technology resources causing the interference or risk.

MASE assumes no liability for loss, damage, destruction, alteration, disclosure, or misuse of any personal data or communications transmitted over or stored on MASE Technology Resources. MASE accepts no responsibility or liability for the loss or non-delivery of any personal electronic mail or voice mail communications or any personal data stored on any School property. MASE strongly discourages employees from storing any personal data on any of MASE Technology Resources.

Improper Use

• Prohibition Against Harassing, Discriminatory and Defamatory Use:

MASE is aware that employees use electronic mail for correspondence that is less formal than written memoranda. Employees must take care, however, not to let informality degenerate into improper use. As set forth more fully in MASE Policy Against Harassment, MASE does not tolerate discrimination or harassment based on gender, pregnancy, childbirth (or related medical conditions), race, color, religion, national origin, ancestry, age, physical disability, mental disability, medical condition, marital status, sexual orientation, family care or medical leave status, veteran status, or any other status protected by state and federal laws. Under no circumstances may employees use MASE Technology Resources to transmit, receive, or store any information that is discriminatory, harassing, or defamatory in any way (e.g., sexually-explicit or racial messages, jokes, cartoons).

• Prohibition Against Violating Copyright Laws:

Employees must not use MASE Technology Resources to copy, retrieve, forward or send copyrighted materials unless the employee has the author's permission or is accessing a single copy only for the employee's reference.

• Other Prohibited Uses:

16 Employees may not use any of MASE Technology Resources for any illegal purpose, violation of any School policy, in a manner contrary to the best interests of MASE, in any way that discloses confidential or proprietary information of MASE or third parties, or for personal or pecuniary gain.

Access To Technology Resources

All messages sent and received, including personal messages, and all data and information stored on MASE electronic-mail system, voice mail system, or computer systems are School property regardless of the content. As such, MASE reserves the right to access all of its Technology Resources including its computers, voice mail, and electronic-mail systems, at any time, at its sole discretion.

Privacy

Although MASE does not wish to examine personal information of its employees, on occasion, MASE may need to access its Technology Resources including computer files, electronic-mail messages, and voice mail messages. Employees should understand, therefore,that they have no right of privacy with respect to any messages or information created or maintained on MASE Technology Resources, including personal information or messages. MASE may, at its discretion, inspect all files or messages on its Technology Resources at any time for any reason. MASE may also monitor its Technology Resources at any time in order to determine compliance with its policies, for purposes of legal proceedings, to investigate misconduct, to locate information, or for any other business purpose.

Passwords

Certain of MASE Technology Resources can be accessed only by entering a password. Passwords are intended to prevent unauthorized access to information. Passwords do not confer any right of privacy upon any employee of MASE. Thus, even though employees may maintain passwords for accessing Technology Resources, employees must not expect that any information maintained on Technology Resources, including electronic-mail and voice mail messages, are private. Employees are expected to maintain their passwords as confidential. Employees must not share passwords and must not access co- workers systems without express authorization.

Data Collection

The best way to guarantee the privacy of personal information is not to store or transmit it on MASE Technology Resources. To ensure that employees understand the extent to which information is collected and stored, below are examples of information currently maintained by MASE. MASE may, however, in its sole discretion, and at any time, alter the amount and type of information that it retains.

• Telephone Use and Voice mail: Records may be kept of all calls made from and to a given telephone extension. Although voice mail is password protected, the Director can reset the password and listen to voice mail messages. • Electronic Mail: Electronic mail may be backed-up and archived. Although electronic mail is password protected, the Director can reset the password and read electronic mail. • Desktop Facsimile Use: Copies of all facsimile transmissions sent and received may be maintained in the facsimile server. • Document Use: Each document stored on School computers has a history, which shows which users have accessed the document for any purpose. • Internet Use: Internet sites visited, the number of times visited, and the total time connected to each site may be recorded and periodically monitored. • Social media and messages can be accessed.

17 Deleted Information

Deleting or erasing information, documents, or messages maintained on MASE Technology Resources is, in most cases, ineffective. All employees should understand that any information kept on MASE Technology Resources may be electronically recalled or recreated regardless of whether it may have been deleted or erased by an employee. Because MASE periodically backs-up all files and messages, and because of the way in which computers re-use file storage space, files and messages may exist that are thought to have been deleted or erased. Therefore, employees who delete or erase information or messages should not assume that such information or messages are confidential.

The Internet and Online Services

MASE provides authorized employees access to on-line services such as the Internet.

MASE expects that employees will use these services in a responsible way and for business related purposes only, except as laid out in the 'Use' section above. Under no circumstances are employees permitted to use MASE Technology Resources to access, download, or contribute to the following:

• gross, indecent, or sexually-oriented materials • job-search sites • gambling sites • illegal drug-oriented sites

Additionally, employees must not sign guest books at Web sites or post messages to Internet news groups or discussion groups at Web sites. These actions will generate junk electronic mail and may expose MASE to liability or unwanted attention because of comments that employees may make. MASE strongly encourages employees who wish to access the Internet for non-work-related activities to get their own personal Internet access accounts and use personal electronic devices for these purposes.

Confidentiality

Some of the information to which MASE has access is confidential. Employees should avoid sending confidential information over the Internet, except when absolutely necessary. Employees also should verify electronic mail addresses before transmitting any messages.

Monitoring

MASE may monitor both the amount of time spent using on-line services and the sites visited by individual employees. MASE reserves the right to limit such access by any means available to it, including revoking access.

SOFTWARE USE

License Restrictions

All software in use on MASE Technology Resources is officially licensed software. No software is to be installed or used that has not been duly purchased and licensed appropriately for the intended use. No employee may load any software on MASE computers, by any means of transmission, unless authorized in advance. Authorization for loading software onto MASE computers should not be given until the software to be loaded has been thoroughly scanned for viruses. Violation of this policy will result in the Director taking appropriate corrective and disciplinary action as outlined in this manual.

18 Software for Home Use

MASE endeavors to license its software so that it may be used on portable computers and home computers in addition to office computers. Before transferring or copying any software from a School Technology Resource to another computer, employees must request permission and receive written authorization from the Technology Director.

Confidential Information

MASE is very sensitive to the issue of protection of trade secrets and other confidential and proprietary information of both MASE and third parties (Confidential Information). Therefore, employees are expected to use good judgment and to adhere to the highest ethical standards when using or transmitting Confidential Information on MASE Technology Resources.

Confidential Information should not be accessed through MASE Technology Resources in the presence of unauthorized individuals. Similarly, Confidential Information should not be left visible or unattended. Moreover, any Confidential Information transmitted via Technology Resources should be marked with the following legend: This message contains confidential information. Unless you are the addressee (or authorized to receive for the addressee), you may not copy, use, or distribute this information. If you have received this message in error, please call (901) 333-1580 or return it promptly by mail.

Security

MASE has installed a variety of programs and devices to ensure the safety and security of MASE Technology Resources. Any employee found tampering or disabling any of MASE security devices will be subject to discipline up to and including termination.

Audits

MASE may perform auditing activity or monitoring to determine compliance with these policies. Audits of software and data stored on MASE Technology Resources may be conducted without warning at any time.

Termination of Employment

E-MAIL POLICY

Every MASE employee is responsible for using the electronic mail (E-mail) system properly and in accordance with this policy. Any questions about this policy should be addressed to the Technology Director.

The E-mail system is the property of MASE. It has been provided by MASE for use in conducting School business. All communications and information transmitted by, received from, or stored in this system are School records and property of MASE. The E-mail system is to be used for School purposes only. Use of the E-mail system for personal purposes is prohibited.

19 Employees have no right of personal privacy in any matter stored in, created, received, or sent over the MASE mail system.

MASE, in its discretion as owner of the E-mail system, reserves and may exercise the right to monitor, access, retrieve, and delete any matter stored in, created, received, or sent over the E-mail system, for any reason and without the permission of any employee.

Even if employees use a password to access the E-mail system, the confidentiality of any message stored in, created, received, or sent from the MASE E-mail system still cannot be assured. Use of passwords or other security measures does not in any way diminish MASE's rights to access materials on its system, or create any privacy rights of employees in the messages and files on the system. Any password used by employees must be revealed to MASE as E-mail files may need to be accessed by MASE in an employee's absence.

Employees should be aware that deletion of any E-mail messages or files will not truly eliminate the messages from the system. All E-mail messages are stored on a central back-up system in the normal course of data management.

Even though MASE has the right to retrieve and read any E-mail messages, those messages should still be treated as confidential by other employees and accessed only by the intended recipient. Employees are not authorized to retrieve or read any E-mail messages that are not sent to them. Any exception to this policy must receive the prior approval of MASE management.

MASE's policies against sexual or other harassment apply fully to the E-mail system, and any violation of those policies is grounds for discipline up to and including discharge. Therefore, no E-mail messages should be created, sent, or received if they contain intimidating, hostile, or offensive material concerning race, color, religion, sex, age, national origin, disability or any other classification protected by law.

The E-mail system may not be used to solicit for religious or political causes, commercial enterprises, outside organizations, or other non-job related solicitations.

The E-mail system shall not be used to send (upload) or receive (download) copyrighted materials, trade secrets, proprietary financial information, or similar materials without prior authorization from MASE management. Employees, if uncertain about whether certain information is copyrighted, proprietary, or otherwise inappropriate for transfer, should resolve all doubts in favor of not transferring the information and consult the Technology Director.

Management approval is required before anyone can post any information on commercial on-line systems including E-mail or the Internet.

Users should routinely delete outdated or otherwise unnecessary E-mails and computer files. These deletions will help keep the system running smoothly and effectively, as well as minimize maintenance costs.

Employees are reminded to be courteous to other users of the system and always to conduct themselves in a professional manner. E-mails are sometimes misdirected or forwarded and may be viewed by persons other than the intended recipient. Users should write E-mail communications with no less care, judgment and responsibility than they would use for letters or internal memoranda written on MASE letterhead.

Because E-mail records and computer files may be subject to discovery in litigation, MASE employees are expected to avoid making statements in E-mail or computer files that would not reflect favorably on the employee or MASE if disclosed in a litigation or otherwise.

20 Any employee who discovers misuse of the E-mail system should immediately contact the Executive Director.

Violations of MASE's E-mail policy may result in disciplinary action up to and including discharge.

MASE reserves the right to modify this policy at any time, with or without notice.

Use of E-mail via MASE’s computer system constitutes consent by the user to all of the terms and conditions of this policy.

INTERNET USE POLICY

Employees may be provided with access to the Internet to assist them in performing their jobs.

Disclaimer of liability for use of Internet: MASE is not responsible for material viewed or downloaded by users from the Internet. The Internet is a worldwide network of computers that contains millions of pages of information. Users are cautioned that many of these pages include offensive, sexually explicit, and inappropriate material. In general, it is difficult to avoid at least some contact with this material while using the Internet. Even innocuous search requests may lead to sites with highly offensive content. In addition, having an e-mail address on the Internet may lead to receipt of unsolicited e-mail containing offensive content. Users accessing the Internet do so at their own risk.

Employees must not deliberately perform acts that waste computer resources or unfairly monopolize resources to the exclusion of others. These acts include, but are not limited to, sending mass mailings or chain letters, spending excessive amounts of time on the Internet, playing games, engaging in online chat groups, printing multiple copies of documents, or otherwise creating unnecessary network traffic. Because audio, video and picture files require significant storage space, files of this or any other sort may not be downloaded unless they are business-related.

The computers and computer accounts given to employees are to assist them in performance of their jobs. Employees should not have an expectation of privacy in anything they create, store, send, or receive on the computer system. The computer system belongs to MASE and may only be used for business purposes.

MASE has the right, but not the duty, to monitor any and all of the aspects of its computer system, including, but not limited to, monitoring sites visited by employees on the Internet, monitoring chat groups and news groups, reviewing material downloaded or uploaded by users to the Internet, and reviewing e- mail sent and received by users.

MASE may use software to identify inappropriate or sexually explicit Internet sites. Such sites may be blocked from access by School networks. In the event you nonetheless encounter inappropriate or sexually explicit material while browsing on the Internet, immediately disconnect from the site, regardless of whether the site was subject to School blocking software.

Material that is fraudulent, harassing, embarrassing, sexually explicit, profane, obscene, intimidating, defamatory, or otherwise unlawful, inappropriate, offensive (including offensive material concerning sex, race, color, national origin, religion, age, disability, or other characteristic protected by law), or violative of MASE’s equal employment opportunity policy and its policies against sexual or other harassment may not be downloaded from the Internet or displayed or stored in MASE’s computers. Employees encountering or receiving this kind of material should immediately report the incident to their supervisors or the Executive Director. MASE’s equal employment opportunity policy and its policies against sexual or other harassment apply fully to the use of the Internet and any violation of those policies is grounds for discipline up to and including discharge.

21 Employees may not use MASE’s Internet connection to download games or other entertainment software, including wallpaper and screen savers, or to play games over the Internet.

Employees may not illegally copy material protected under copyright law or make that material available to others for copying. You are responsible for complying with copyright law and applicable licenses that may apply to software, files, graphics, documents, messages, and other material you wish to download or copy. You may not agree to a license or download any material for which a registration fee is charged without first obtaining the express written permission of the Executive Director.

To ensure security and to avoid the spread of viruses, employees accessing the Internet through a computer attached to MASE’s network must do so through an approved Internet firewall. Accessing the Internet directly is strictly prohibited unless the computer you are using is not connected to MASE’s network.

Files obtained from sources outside MASE, including disks brought from home; files downloaded from the Internet, new groups, bulletin boards, or other online services; files attached to e-mail; and files provided by customers or vendors may contain dangerous computer viruses that may damage MASE’s computer network. Employees should never download files from the Internet, accept e-mail attachments from outsiders, or use disks from non-School sources, without first scanning the material with School-approved virus checking software. If you suspect that a virus has been introduced into MASE’s network, notify the IT staff immediately.

Without the express permission of their supervisors, employees may not send unsolicited e-mail to persons with whom they do not have a prior relationship.

This policy may be amended or revised from time to time as the need arises. Users will be provided with copies of all amendments and revisions.

Any abuse of Internet access may result in your access being denied, disciplinary action, including possible termination, and civil and criminal liability.

Use of the Internet via MASE’s computer system constitutes consent by the user to all of the terms and conditions of this policy.

DRUG-FREE WORKPLACE

Purpose of Guideline

It is the intent of MASE to maintain a workplace that is free of drugs and alcohol and to discourage drug and alcohol abuse by its employees. MASE has a vital interest in maintaining safe and efficient working conditions for its employees.

Substance abuse is incompatible with health, safety, efficiency, and success at MASE. Employees who are under the influence of a drug or alcohol on the job compromise MASE interests, endanger their own health and safety and the health and safety of others, and can cause a number of other work-related problems, including absenteeism and tardiness, sub-standard job performance, increased workloads for coworkers, behavior that disrupts other employees, delays in the completion of jobs, inferior quality in products or service, and disruption of customer relations.

To further its interest in avoiding accidents, to promote and maintain safe and efficient working conditions for its employees, and to protect its business, property, equipment, and operations, MASE has established this Guideline concerning the use of alcohol and drugs. As a condition of continued employment with MASE, each employee must abide by this Guideline.

22 Employee Cooperation

Early detection of substance-abuse problems benefits everyone. For example, it benefits the employee with the substance-abuse problem because it gives him or her the opportunity to correct the problem before it leads to serious harm to the employee or others; it benefits the employee's co-workers who otherwise might have to carry an extra burden by covering for the substance abuser or who otherwise might be exposed to serious injury; and it benefits MASE because it gives MASE an opportunity to prevent accidents and avoid performance problems associated with substance abuse. Accordingly, all employees should understand that co-workers with substance-abuse problems should be encouraged to seek assistance.

Definitions

For purposes of this Guideline:

• Illegal drugs or other controlled substances means any drug or substance that (a) is not legally obtainable; or (b) is legally obtainable but has not been legally obtained; or (c) has been • legally obtained but is being sold or distributed unlawfully. • Legal drug means any drug, including any prescription drug or over-the-counter drug, that has been legally obtained and that is not unlawfully sold or distributed. • Abuse of any legal drug means the use of any legal drug (a) for any purpose other than the purpose for which it was prescribed or manufactured; or (b) in a quantity, frequency, or manner that is contrary to the instructions or recommendations of the prescribing physician or manufacturer.

Reasonable suspicion includes: a suspicion that is based on specific personal observations such as an employees manner, disposition, muscular movement, appearance, behavior, speech or breath odor; information provided to management by an employee, by law enforcement officials by a security service, or by other persons believed to be reliable; or a suspicion that is based on other surrounding circumstances.Possession means that an employee has the substance on his or her person or otherwise under his or her control.

Prohibited Conduct

The prohibitions of this section apply whenever the interests of MASE may be adversely affected, including any time the employee is:

• On School premises • Conducting or performing School business, regardless of location • Operating or responsible for the operation, custody, or care of School equipment or other property • In the presence of students or parents on school sponsored activities • Responsible for the safety of others

Alcohol

The following acts are prohibited and subject an employee to disciplinary action, including possible discharge:

• The unauthorized use, possession, purchase, sale, manufacture, distribution, transportation, or dispensation of alcohol • Being under the influence of alcohol

23 Illegal Drugs

The following acts are prohibited and subject an employee to disciplinary action, including possible discharge:

• The use, possession, purchase, sale, manufacture, distribution, transportation, or dispensation of any illegal drug or other controlled substance • Being under the influence of any illegal drug or other controlled substance

Legal Drugs

The following acts are prohibited and subject an employee to disciplinary action, including possible discharge:

• The abuse of any legal drug • The purchase, sale, manufacture, distribution, transportation, dispensation, or possession of any legal prescription drug in a manner inconsistent with law • Working while impaired by the use of a legal drug or product whenever such impairment might include but is not limited to: o Endanger the safety of the employee or some other person o Pose a risk of significant damage to School property or equipment o Substantially interfere with the employee's job performance or the efficient operation of MASE business or equipment

Disciplinary Action a) Discharge for Violation of Guideline A first violation of this Guideline may result in immediate discharge, whenever the prohibited conduct:

• Caused injury to the employee or any other person, or, in the sole opinion of management, endangered the safety of the employee or any other person • Resulted in significant damage to School property or equipment, or, in the sole opinion of management, posed a risk of significant damage • Involved the sale or manufacture of illegal drugs or other controlled substances • Involved in the possession, distribution, or dispensation of illegal drugs or other controlled substances • Involved an employee who had not completed the introductory period or was a casual, seasonal, or temporary employee • Involved the failure of an employee to report a criminal conviction, as required by below b) Discretion Not to Discharge In circumstances other than those described above, MASE, in the discretion of the Executive Director, may choose not to discharge an employee for a first violation of this Guideline if the employee satisfactorily completes participation in an approved drug or alcohol abuse assistance or rehabilitation program. c) Effect of Criminal Conviction An employee who is convicted under a criminal drug statute for a violation occurring in the workplace or during any School-related activity or event will be deemed to have violated this Guideline. d) Written Warning An employee who is not discharged for a first violation of this Guideline may receive a final written warning,

24 e) Effect of Second Violation A second violation of this Guideline at any time will result in immediate discharge. f) Effect of Discharge on Eligibility for Rehire Employees who are discharged for a violation of this Guideline will not be eligible for rehire by MASE.

Criminal Convictions

Employees are required by this Guideline to notify MASE of any conviction under a criminal drug statute for a violation occurring in the workplace or during any School-related activity or event, not later than five days after any such conviction. When required by federal law, MASE will notify any federal agency with which it has a contract of any employee who has been convicted under a criminal drug statute for a violation occurring in the workplace.

Use of Legal Drugs

MASE recognizes that employees may, from time to time, be prescribed legal drugs that, when taken as prescribed or according to the manufacturers instructions, may result in their impairment. Employees may not work while impaired by the use of legal drugs if the impairment might endanger the employee or someone else, pose a risk of significant damage to School property, or substantially interfere with the employees job performance. If an employee is so impaired by the appropriate use of legal drugs, he or she may not report to work. To accommodate the absence, the employee may use accrued paid time off (PTO).

The employee may also contact the Director to determine whether or not he or she qualifies for an unpaid leave of absence, such as family care or medical leave. Nothing in this Guideline is intended to sanction or encourage the use of accrued paid time off (PTO) to accommodate absences due to the abuse of legal drugs.

Further, nothing in this Guideline is intended to diminish MASE’s commitment to employ and reasonably accommodate qualified disabled individuals. MASE will reasonably accommodate qualified disabled employees who must take legal drugs because of their disability; however, MASE is under no obligation to make an accomodation for employees who, because of their appropriate use of such drugs, cannot perform the essential functions of their positions adequately or safely.

Unregulated or Authorized Conduct a) Customary Use of Over-the-Counter Drugs Nothing in this Guideline is intended to prohibit the customary and ordinary purchase, sale, use, possession, or dispensation of over-the-counter drugs, so long as that activity does not violate any law or result in an employee being impaired by the use of such drugs in violation of this Guideline. b) Off-the-Job Conduct This Guideline is not intended to regulate off-the-job conduct, so long as the employees off-the-job, legal use of alcohol or drugs does not result in the employee being under the influence of, or impaired by, the use of alcohol or drugs in violation of this Guideline. c) Authorized Use of Alcohol

MASE may provide alcohol for consumption at certain events such as social functions. The consumption of alcohol at these events does not violate this policy.

25 Confidentiality

Disclosures made by employees to the Directors concerning their use of legal drugs will be treated confidentially and will not be revealed to others unless there is an important work-related reason to do so in order to determine whether it is advisable for the employee to continue working. Disclosures made by employees to the Directors concerning their participation in any drug or alcohol rehabilitation program will be treated confidentially.

Pre-employment Testing

Every external applicant, including former employees, may be required to pass a drug screening test prior to any job offer that may be extended.

REASONABLE SUSPICION TESTING

Employees will be required to undergo testing for alcohol or other drugs when observed behavior or other information creates a reasonable suspicion that an incident, accident, or their less than fully-satisfactory job performance is the result of alcohol or other drug use.

Voluntary Requests For Treatment

A regular employee voluntarily requesting treatment for alcohol or other drug use, or addiction, will be allowed to go through rehabilitation treatment, and if eligible, placed on disability leave consistent with all other disability leaves. This is available on a one-time basis only, and the employee must sign a written agreement committing to continued participation in the program as a condition of continued employment.

WORKPLACE SAFETY

Policy

MASE is committed to providing and maintaining a healthy and safe work environment for all employees. You are required to know and comply with MASE General Safety Rules below and to follow safe and healthy work practices at all times. You also are required to report immediately to your supervisorany potential health or safety hazards, and all injuries or accidents. First aid supplies are located in the reception area. The location of the nearest doctor and/or medical facility is posted in the reception area.

If an employee is injured on the job, MASE provides coverage and protection in accordance with the Worker's Compensation Law. When an injury is sustained while at work, it must be reported immediately to the employee's supervisor, who in turn will notify the Executive Director of the incident.

Safety Rules

Safety is to be given primary importance in every aspect of planning and performing all MASE activities. We want to protect against industrial injury and illness, as well as minimize the potential loss of production.

Please report all injuries (no matter how slight) to your supervisor mmediately. Also report anything that needs repair or is a safety hazard.

Below are some general safety rules. This list is not intended to be comprehensive. Your supervisor may post additional safety procedures in your department or work area:

26 • Avoid overloading electrical outlets with too many machines • Use flammable items, such as cleaning fluids, with caution • Walk - do not run • Report to your manager if you or a co-worker becomes ill or is injured • Ask for assistance when lifting heavy objects or moving heavy furniture • Keep cabinet doors and file and desk drawers closed when not in use • Sit firmly and squarely in chairs that roll or tilt • Avoid horseplay or practical jokes • Start work on any machine only after safety procedures and requirements have been explained (and you understand them)

Failure to adhere to these rules will be considered serious infractions of safety rules and will result in disciplinary actions.

First Aid

There is an appropriately stocked first aid box maintained by a qualified first aide provider, who is responsible for looking after staff in need of attention, and who is also responsible for taking control in the event of accident and/or injury. Signs indicating the location of the first aid kit, the first aide qualified individuals, and nearby doctors and/or hospitals or medical facilities are clearly displayed.

VIOLENCE IN THE WORKPLACE

MASE recognizes that workplace violence is a growing concern among employers and employees across the country. MASE is committed to providing a safe, violence-free workplace and strictly prohibits employees, parents, students, former students, consultants, customers, visitors, or anyone else on School premises or engaging in a School-related activity from behaving in a violent or threatening manner. As part of this policy, MASE seeks to prevent workplace violence before it begins and reserves the right to deal with behavior that suggests a propensity towards violence even prior to any violent behavior occurring.

MASE believes that prevention of workplace violence begins with recognition and awareness of potential early warning signs and has established procedures for responding to any situation that presents the possibility of violence. Workplace Violence Defined

Workplace violence includes but is not limited to:

• Threats of any kind • Threatening, physically aggressive, or violent behavior, such as intimidation of or attempts to instill fear in others • Other behavior that suggests a propensity toward violence, which can include belligerent speech, excessive arguing or swearing, sabotage, or threats of sabotage of School property, or a demonstrated pattern of refusal to follow School policies and procedures • Defacing School property or causing physical damage to the facilities • With the exception of security personnel, bringing weapons or firearms of any kind on School premises, in School parking lots, or while conducting School business

Reporting

If any employee observes or becomes aware of any of the above-listed actions or behavior by an employee, customer,parent, student, former student, consultant, visitor, or anyone else, he or she should notify The Director immediately. Further, employees should notify the Executive Director if any restraining

27 order is in effect, or if a potentially violent non-work related situation exists that could result in violence in the workplace.

Investigation

All reports of workplace violence will be taken seriously and will be investigated promptly and thoroughly. In appropriate circumstances, MASE will inform the reporting individual of the results of the investigation. To the extent possible, MASE will maintain the confidentiality of the reporting employee and of the investigation but may need to disclose results in appropriate circumstances, for example, in order to protect individual safety. MASE will not tolerate retaliation against any employee who reports workplace violence.

Corrective Action and Discipline

If MASE determines that workplace violence has occurred, MASE will take appropriate corrective action and will impose discipline on offending employees. The appropriate discipline will depend on the particular facts but may include written or oral warnings, probation, reassignment of responsibilities, suspension, or termination. If the violent behavior is that of a non-employee, MASE will take appropriate corrective action in an attempt to ensure that such behavior is not repeated. Under certain circumstances, MASE may forego disciplinary action on the condition that the employee takes a medical leave of absence. In addition, MASE may request that the employee participate in counseling, either voluntarily or as a condition of continued employment.

INSPECTIONS AND SEARCHES ON SCHOOL PREMISES

Purpose of the Guidelines

MASE believes that maintaining a workplace that is free of drugs, alcohol, and other harmful materials is vital to the health and safety of its employees and to the success of MASE business. MASE also intends to protect against the unauthorized use or removal of School property.

In addition, MASE intends to assure its access at all times to School premises and School property, equipment, records, documents, and files. Accordingly, MASE has established this Guideline concerning inspections and searches, on School premises. This Guideline applies to all employees of MASE.

Definitions

For purposes of this Guideline:

• Prohibited materials means firearms or other weapons; explosives and/or hazardous materials or articles; illegal drugs or other controlled substances as defined in MASE Drug-Free Workplace Guideline; drug-related paraphernalia; and alcoholic beverages or School property that an employee is not authorized to have in his or her possession. • School property includes all documents, records, software, and files relating to MASE business; and all equipment, hardware, and other property of any kind, whether owned, leased, rented, or used by MASE. • School premises includes all premises and locations owned or leased by MASE or under the control of MASE, including parking lots, lockers, and storage areas. • Reasonable suspicion includes a suspicion that is based on specific personal observations such as an employees manner, disposition, muscular movement, appearance, behavior, speech or breath odor; information provided to management by an employee, by law enforcement officials, by a

28 security service, or by other persons believed to be reliable; or a suspicion that is based on other surrounding circumstances. • Possession means that an employee has the substance or school property on his or her person or otherwise under his or her control.

Inspections and Searches a) Access to School Property In order to ensure access at all times to School property, and because employees properly in possession of School property or information related to school business may not always be available to produce the property or information when needed in the ordinary course of MASE business, MASE reserves the right to conduct a routine inspection or search at any time for School property on School premises. MASE reserves the right to access information and communications stored on School Technology Resources, at all times.

Routine searches or inspections for School property may include an employee’s office, desk, file cabinet, closet, computer files, voice mail, or similar places where employees may store School property or School-related information.

Because even a routine search for School property might result in the discovery of an employee’s personal possessions, all employees are encouraged to refrain from bringing into the workplace any item of personal property that they do not wish to reveal to MASE. b) Inspections and Searches for Prohibited Materials Inspections or searches for prohibited materials in or on School premises also will be conducted whenever MASE has reasonable suspicion that a particular employee or employees may be in possession of such materials in violation of this Guideline.

Inspections or searches for prohibited materials may be conducted by an independent security service or by MASE with its own personnel. In all cases, a member of management should be present.

Inspections or searches for prohibited materials may include an employee’s office, desk, file cabinet, closet, or other locations where employees may place personal possessions, including, but not limited to, employee lockers and vehicles, when on school premises, and/or other items of personal property worn or carried while on school premises.

Employees who refuse to cooperate during an inspection or search will not be forcibly detained or searched. They will be informed, however, that MASE will base any disciplinary decision on the information that is available, including their refusal to consent to the search as well as the information that gave rise to a reasonable suspicion that the employee was in possession of prohibited materials, if applicable, and that their failure or refusal to cooperate could deprive MASE of information that may clear them of suspicion. In addition, MASE reserves the right to take appropriate action to prevent the unauthorized removal from School premises of School property. c) Disciplinary Action Employees who are found to be in possession of prohibited materials in violation of this Guideline or have used School property in an unauthorized manner and/or are found to be in violation of other MASE policies and guidelines will be subject to discipline, up to and including discharge, regardless of MASE reason for conducting the search or inspection.

If an employee refuses to cooperate with a search or inspection that is based on reasonable suspicion that the employee is in possession of prohibited materials, MASE may take that refusal into consideration in determining appropriate disciplinary action. Discipline will be based on all available information, including the information giving rise to the reasonable suspicion. It is therefore to the employees advantage to cooperate with the search or inspection whenever prohibited material are present.

29 INTERNAL COMPLAINT REVIEW PROCEDURE

Purpose and Scope

The purpose of the Internal Complaint Review Policy is to afford all employees of MASE the opportunity to seek internal resolution of their work-related complaints. This policy is intended to supplement the Open Door Policy set forth in this Handbook/Manual, which states the philosophy of MASE that all employees have free access to the Executive Director to informally express their work-related concerns.

A grievance is an allegation by an employee based upon specific facts that there has been a violation, misinterpretation, misapplication, discriminatory application, or unreasonable application of the employer's policy, procedure, rule, or regulation regarding the employee's employment conditions. A grievance gives the employee an opportunity to present his or her version of any such dispute.

Employees are assured that they have a right to file what they feel to be legitimate grievances and to follow the formal procedure through the appeal process if necessary without fear of censure, reprisal or retaliatory conduct. This policy shall be applicable to all grievances upon occurrences arising at or subsequent to the effective date of this procedure.

All employees should discuss such problems immediately with the Executive Director, who is the key person for all communications involving the employee's work. In presenting the problem to higher levels of authority within the school, an employee may ask the Executive Director for advice or assistance. Employees should use this procedure within a reasonable time after the problem occurs. All grievances should be brought to the attention of the Executive Director.

Procedure

Filing of Complaint

Employees should file written complaints with the Executive Director as soon as possible after the events that give rise to the employees work-related concerns. The written complaint should set forth in detail the basis for the employee’s complaint.

Investigation

The Executive Director dates and logs all written complaints and sends the employee an acknowledgment that the complaint is under review.

The Executive Director or his/her designee investigates the complaint, meeting separately with the employee and with others who either are named in the complaint or who may have knowledge of the facts set forth in the complaint. MASE will attempt to treat all internal complaints and their investigation as confidential, recognizing, however, that in the course of investigating and resolving internal complaints some dissemination of information to others may be appropriate.

On completion of the investigation, the Executive Director orally reports his/her findings and conclusions to the employee. If the complaint is resolved to the employee’s satisfaction, the terms of the resolution should be recorded and signed by both the employee and the Executive Director.

Appeal

If the complaint is not resolved to the employee’s satisfaction, the employee may submit a written request for review of the complaint to the Executive Director and then the Chairman of the MASE Board of Directors. On completion of the appeal review, the employee should receive an oral explanation of the

30 conclusion reached and the reasons for that conclusion. Decisions resulting from appeal reviews by the Chairman of the Board of Directors of MASE will be final.

MASE strongly believes in and endorses expeditious, non-judicial resolution of employment disputes. In the event that a dispute cannot be resolved to each parties’ satisfaction, the dispute will be submitted to arbitration. The decision that results from the arbitration process will be binding and final.

Non-Retaliation

If an employee has filed a complaint in good faith, the employee should not be disciplined or otherwise penalized because of the complaint, regardless of whether or not the complaint is sustained. If it appears that the complaint was not filed in good faith, approval of the Executive Director should be obtained before taking any action.

ATTENDANCE GUIDELINES

The efficient operation of MASE depends heavily upon its employees attending work as scheduled. As such, dependability, attendance and punctuality are essential and are a condition of employment. Employees are expected at work on all scheduled work days, during all scheduled work hours, and on time. Approval from a manager is required to deviate from these attendance guidelines.

If an employee expects to be late or absent, he/she must notify his/her supervisor or the Executive Director as far in advance as possible, but not later than one hour before his/her scheduled starting time. This policy applies for each day of his/her absence. An employee who fails to contact his/her immediate supervisor or the Director may be considered for disciplinary action or as having voluntarily resigned.

A careful record of absenteeism and lateness is kept by the employee's supervisor and becomes part of the personnel record. Repeated absenteeism and lateness is cause for disciplinary actions.

Separate policies exist for 10 month employees (Instructional Employees) and 12 month employees (Administrative Employees). Ten month employees include all teachers and instructional staff, and 12 month employees include the Executive Director, Middle School & High School Directors, office staff and support staff.

Employees who begin work during the year and are not employed on July 1st of the school’s calendar year will accrue Paid Time Off on a prorated basis depending on their start date. For these employees, Holiday pay is earned after the completion of a 90 day probationary period.

REQUIRED ATTENDANCE – TEACHERS & INSTRUCTORS (10 MONTH)

Teachers and instructors are expected to attend designated administrative, training and professional development sessions including the days identified before school begins and during the school year. These days and times are intended to follow the Shelby County Schools schedule, but they may be changed at the discretion of the Executive Director.

31 PAID TIME OFF (PTO) – TEACHERS & INSTRUCTORS

PAID TIME OFF SUMMARY – TEACHERS & INSTRUCTORS

The following table summarizes the Paid Time Off (PTO) for 10 month (Teaching) resources of MASE.

EVENT TEACHERS & INSTRUCTORS - # of Days

HOLIDAYS* (SEE LIST BELOW) 6 Days

FALL, WINTER & SPRING BREAK* Approximately 13 Days

PAID TIME OFF (Sick Time) 10 Days

*The MASE schedule is intended to mirror the Shelby County Schools schedule. Unless changed by the MASE Executive Director, the Shelby County School schedule should be followed

Included in each 10 month employee’s work year are the following:

• Holidays

• Labor Day (1 day) • Veterans Day (1 day) • Thanksgiving Break (2.days) • Martin Luther King Day (1 day) • Good Friday (1 day)

Paid Time Off will not be granted on the day before or after a scheduled Holiday unless previously approved by the Supervisor or Executive Director. Unexcused absences on the day(s) before or after a Holiday will be unpaid. NOTE: Eligibility: Part time and temporary employees are ineligible for holiday benefits.

Paid Time Off for 10 month employees is intended to cover Illness or Injury, Birth, Adoption, foster care placement, and Bereavement.

Employees using sick leave may be required to provide medical certification as proof of an illness or injury at the discretion of the Executive Director.

Unused Paid Time Off will not be paid out upon termination from employment.

REQUIRED ATTENDANCE – ADMINISTRATIVE STAFF (12 MONTH)

Administrative staff are expected to attend designated administrative, training and professional development sessions including the days identified before school begins and during the school year. These days and times are intended to follow the Shelby County Schools schedule, but they may be changed at the discretion of the Executive Director.

32 PAID TIME OFF (PTO) – ADMINISTRATIVE STAFF

PAID TIME OFF SUMMARY – ADMINISTRATIVE STAFF

The following table summarizes the Paid Time Off (PTO) for 12 month (Administrative) resources of MASE.

EVENT Administrative Staff - # of Days

HOLIDAYS* (SEE LIST BELOW) 19 Days

PAID TIME OFF (includes Vacation, 10 Days Sick, Personal Time)

*The MASE schedule is intended to mirror the Shelby County Schools schedule. Unless changed by the MASE Executive Director, the Shelby County School schedule should be followed

Included in each 12 month employee’s work year are the following:

• Holidays

• Independence Day (1 day) • Labor Day (1 day) • Fall Break (2 days) • Veterans Day (1 day) • Thanksgiving Break (2 days) • Winter Break (7 days) • Martin Luther King Day (1 day) • Spring Break (2 days) • Good Friday (1 day) • Memorial Day (1 day)

NOTE: Eligibility: Part time and temporary employees are ineligible for holiday benefits.

Paid Time Off for 12 month employees is intended to cover Vacation, Personal time, Illness or Injury, Birth, Adoption, foster care placement, and Bereavement.

Employees using sick leave may be required to provide medical certification as proof of an illness or injury at the discretion of the Executive Director.

For twelve month Administrative Staff, all requested Paid Time Off between school years should be taken at least a week before school starts unless previouisly approved by the Executive Director.

33 FALL AND SPRING BREAKS

The MASE office is open during both the Fall and Spring breaks. All 12-month employees are expected to be at work on School business except as allowed in the Holiday schedule. Employees with accrued vacation may request to use it during these periods.

PAID TIME OFF – ALL EMPLOYEES

To ensure efficiency and productivity, it is important that every employee be on the job on time regularly. For this reason, careful attention is given to attendance, punctuality, and dependability. MASE recognizes, however, that an employee may occasionally be affected by injury or illness. As a result, the Paid Time Off policy is designed to provide protection to employees against loss of income during unavoidable illness or injury.

If MASE has questions about the nature or length of an employee's disability, a written certification from a physician or licensed health care professional may be required.

Paid Time Off (Sick Leave) for Teachers/Instructors

All 10-month employees are eligible for 10 (ten) days Paid Time Off days per school year, accrued at a rate of .83 days per month. Temporary and part-time employees are ineligible to earn or receive sick leave benefits.

Use:

• Sick leave may be taken for personal illness, emergency, or disability, or for a family care leave purpose as described under the Family and Medical Leave Act. • Hours absent for medical and dental appointments will be treated as sick leave. • A maximum of five (5) Paid Time Off days may be carried over to the next school year. MASE retains the right to request a verification from a licensed health care provider for all absences due to illness or disability. Paid Time Off pay may be withheld if a satisfactory verification is not received. • Paid Time Off will not accrue during any leave of absence. • Employees will not receive pay for unused Paid Time Off on termination of employment.

Paid Time Off for Administrative Employees

12-month administrative employees are eligible to accrue up to five (10) Paid Time Off days. Paid Time Off days accrue at a rate of .83 days per month and are to be used for either sick leave, personal time or vacation days. A maximum of five (5) unused Paid Time Off days may be carried over past the employee’s anniversary date. On termination of employment, the employee is paid for any allowed carry over days plus all accrued but unused Paid Time Off days at the base rate of pay at the time of termination.

Paid Time OffApproval:

All Paid Time Off days off must be approved in advance by the Executive Director or their designee

Scheduling of Paid Time Off Days:

Scheduling of discretionary days is to be done in a manner consistent with MASE operational requirements. Requests should be submitted by employees to the Executive Director for approval at least two weeks prior to the absence. In the event that two or more employees have requested absences covering the same period and may not be absent simultaneously, preference shall be given to the

34 employee with the greater length of service. Subject to Executive Director approval, an employee may otherwise schedule and take any time once it has been earned.

SNOW DAYS & SNOW POLICY

MASE will follow the schedule for Shelby County Schools. In the case of inclement weather, MASE will follow the opening and closing times of Shelby County Schools including any make-up days required.

LEAVES OF ABSENCE

MASE may provide (A) family care and medical leave for up to 12 weeks per year in accordance with the federal Family and Medical Leave Act of 1993; (B) disability leave as required to reasonably accommodate employees with a qualified disability under the Americans with Disabilities Act (ADA) or with a workplace injury; and (C) leave for other legally required absences as set forth below. Employees having any questions regarding this policy should contact the Executive Director. MASE is not statutorily required to follow the Federal guidelines unless MASE has over 50 employees.

Legally Required Leaves of Absence

Employees will be granted a leave of absence as required by law for the purpose of fulfilling any required legal or military obligation (e.g., jury duty, appearance as a witness in a legal proceeding, military reserve duty, appearance at school by a parent when requested pursuant to the Education Code, or performance of emergency duty by a volunteer firefighter).

Employees are required to provide reasonable advance notice of any need for such leave and are expected to return to work each day or portion of the day that they are not selected for jury duty or called as a witness. For part-time and/or hourly employees, this leave will be unpaid. For salaried employees, salary during leave will be offset by any amounts received as jury or witness fees or as military pay, and no salary will be paid for workweeks in which school is not in session.

MATERNITY LEAVE In accordance with Tennessee Maternity Act and Family Medical Leave Act, female employees who request leave thirty (30) days in advance due to pregnancy or childbirth shall be granted unpaid maternity leave not to exceed four months, which will run concurrent with any requirements under the Family Medical Leave Act (FMLA). Maternity Leave (FMLA and TMA) will begin the first day of disability due to pregnancy.

MILITARY LEAVE

An employee who is a member of the United States Army, Navy, Air Force, Marines, Coast Guard, National Guard, Reserves or Public Health Service will be granted a leave of absence for military service, training or related obligations in accordance with applicable law. Employees on military leave may substitute their accrued paid leave time for unpaid leave; however, the Employee will not be paid for Military Leave. At the conclusion of the leave, upon the satisfaction of certain conditions, an employee generally has a right to return to the same position he or she held prior to the leave or to a position with like seniority, status and pay that the employee is qualified to perform. The Military Leave policy is intended to follow Federal guidelines.

Continuation of Health Benefits During a military leave of less than 31 days, an employee is entitled to continued group health plan coverage under the same conditions as if the employee had continued to work; however, the employee is responsible for their share of the cost. For military leaves of more than 30 days, an employee may elect

35 to continue his/her health coverage for up to 24months of uniformed service, but may be required to pay all or part of the premium for the continuation coverage. If an employee does not pay MASE currently for their share of the health insurance, MASE may cancel the employee’s health insurance coverage. [NOTE: Employees and/or dependents who elect to continue their coverage may not be required to pay more than 102% of the full premium for the coverage elected. The premium is to be calculated in the same manner as that required by COBRA.] Requests for Leave

Upon receipt of orders for active or reserve duty, an employee should notify his/her supervisor, as well as the Executive Director, as soon as possible, and submit a copy of the military orders to his/her supervisor and the Executive Director (unless he/she is unable to do so because of military necessity or it is otherwise impossible or unreasonable).

Leave for Training and Other Related Obligations (e.g., fitness for service examinations)

Employees will also be granted time off for military training (normally 14 days plus travel time) and other related obligations, such as for an examination to determine fitness to perform service. Employees should advise their supervisor and/or department head of their training schedule and/or other related obligations as far in advance as possible.

Return from Military Leave

Upon return from military service, an employee must provide notice of or submit an application for reemployment in accordance with the following schedule: 1) An employee who served for less than 31 days or who reported for a fitness examination, must provide notice of reemployment at the beginning of the first full regular scheduled work period that starts at least eight hours after the employee has returned from the location of service. 2) An employee who served for more than 30 days, but less than 181 days, must submit an application for reemployment no later than 14 days after completing his/her period of service, or, if this deadline is impossible or unreasonable through no fault of the employee, then on the next calendar day when submission becomes possible.

3) An employee who served for more than 180 days must submit an application for reemployment no later than 90 days after the completion of the uniformed service.

4) An employee who has been hospitalized or is recovering from an injury or illness incurred or aggravated while serving must report to the Human Resources Department (if the service was less than 31 days), or submit an application for reemployment (if the service was greater than 30 days), at the end of the necessary recovery period (but which may not exceed two years).

Required Documentation

An employee whose military service was for more than 30 days must provide documentation within two weeks of his/her return (unless such documentation does not yet exist or is not readily available) showing the following: (i) the application for reemployment is timely (i.e. submitted within the required time period); (ii) the period of service has not exceeded five years; and (iii) the employee received an honorable or general discharge.

LEAVE OF ABSENCE WITHOUT PAY

Should a situation arise that temporarily prevents an employee from working, he/she may be eligible for a personal Leave of Absence without pay. However, employees must be employed for at least two years prior to the requested leave.

36 Any request for a leave of absence without pay must be submitted in writing as far in advance as possible and it will be reviewed on a case-by-case basis by the employee's supervisor/manager and the Executive Director. The decision to approve or disapprove is based on the circumstances, the length of time requested, the employee's job performance and attendance and punctuality record, the reasons for the leave, the effect the employee's absence will have on the work in the department and the expectation that the employee will return to work when the leave expires.

Leaves of absence will be considered only after all PTO has been exhausted. The duration of a leave of absence, if granted, is according to the following schedule:

Length of Service Allowable Leave of Absence without pay

Less than 2 years of service Not available

Greater than 2, less than 10 years of service 4 weeks

More than 10 years of service 10 weeks

Continuing Benefit Plan Coverage

While on a personal unpaid leave of absence employee's medical coverage will end on the 1st day of the month following the start of such leave. Employees will have the opportunity of continuing their benefits for a maximum period of 18 months by paying the monthly premiums as required by COBRA legislation. Unemployment Insurance benefits cannot be collected while on a leave of absence without pay.

Salary Action

Any planned salary increase for an employee returning from an unpaid leave of absence without pay will be deferred by the length of the leave.

Vacation and Personal Time

During the calendar year that an employee takes an unpaid leave of absence without pay, the employee will not accrue PTO. Unused vacation and personal days must be used before an unpaid leave of absence without pay will be granted.

Performance Appraisal

The normal performance appraisal date of an employee on an unpaid leave of absence without pay will be extended by the length of the leave.

Returning/Not Returning From a Leave

Due to the nature of our business, MASE cannot guarantee either that an employee's job will remain available or that a comparable position will exist when return from an unpaid leave is sought. When an employee is ready to return from a leave of absence without pay, MASE will attempt to reinstate the employee to his/her former position or to one with similar responsibilities.

If the position or a similar position is not available, MASE will search for a suitable position for 30 days from the date the unpaid leave was to officially end. The employee will not be paid for this time. If the employee has not been placed by the end of this period, he/she will be terminated.

37 An employee who returns to work following an unpaid leave will be considered as having continuous service. If an employee does not return from an unpaid leave of absence without pay, the termination date is the last day of the authorized leave period or the date the employee notifies his/her supervisor/manager he/she is not returning, whichever is sooner. Such employees may be considered for reemployment.

COMPENSATION AND BENEFITS

HOURS OF WORK, OVERTIME AND PAY DAYS

Hours of Work

MASE work hours are generally from 7:30 am – 4:30 pm for faculty and 8:00 a.m. to 5:00 p.m. for administrative staff , unless otherwise agreed upon in writing between the Executive Director, Director, and employee. Teachers lunches and planning periods are determined by the Directors as necessary to accommodate the faculty member and the students. Administrative employees are entitled to 1 hour of break (including lunch) time per day. The work week begins on Monday and ends the following Sunday. MASE reserves the right to modify employees’ start and end times and the number of hours worked. Depending on School work needs, employees will be required to work overtime when requested to do so

Overtime Pay

Overtime Definition and Pay-Rates

Unless otherwise advised, overtime will not normally be payable for any position within MASE. Where overtime pay is required by law, MASE will pay overtime consistent with applicable federal and state law and regulations.

Workweek and Workday

Unless otherwise provided, the workweek on which weekly overtime calculations will be based begins each Monday at midnight; and each workday on which daily overtime calculations will be based begins at midnight.

Pre-Authorization

Non-exempt employees, as defined by the U.S. Department of Labor, may not work overtime without the express prior approval of the Director.

Place and Time for Payment of Wages

Regular Pay Days

Employees are paid semi-monthly. If a payday falls on a weekend or a holiday, pay will be distributed on the preceding workday. Pay is normally made by direct bank deposit, or otherwise by check. Pay slips (and checks, if applicable) are distributed by the Director on the date assigned for payment. If the employee is absent when the pay slip is distributed, the employee may claim the pay slip from the Director upon their return.

Payment on Resignation or Termination

38 If an employee resigns, at the employee's option, their final pay can be made by direct bank deposit or check. If payment by check is elected, the check will be available on the final day of work provided the employee has given at least 2 weeks prior notice. If an employee resigns without giving 2 weeks notice or fails to return to work, his or her paycheck will be mailed by regular mail to his or her last known address not later than 2 weeksafter the date when an employee is considered to have terminated. If an employee is terminated involuntarily, his or her final paycheck will be mailed once all termination-related documents have been finalized by applicable parties. The employee’s final pay will include payment for all wages due and not previously paid, minus authorized deductions. These deductions include any fees owed to MASE for computer equipment or lunches.

PERFORMANCE AND PAY REVIEW

In order to attract and retain a highly qualified and competent work force, MASE has instituted a performance management process to compensate employees in a fair and equitable manner based upon demonstrated job performance, and in accordance with its Equal Employment Opportunity policy.

Through this process, employees will receive constructive work reviews, designed to address performance and skill developmental needs and interests, and be eligible for consideration of a salary review.

At MASE, compensation is linked directly to performance. All employees may receive regular performance reviews, as detailed in the next section.

Appraisal Process

MASE operates a structured appraisal and performance review process. It exists for the employee to receive feedback on their performance, for the Director to receive feedback from the employee, for communication of school news and developments, to identify and address training and development needs, and to agree upon key tasks for the months ahead.

The appraisal and performance review process is also a forum for the employee to discuss anything else they would like to with the Director.

The appraisal and performance review process includes these steps: 1. Upon commencement of employment with the school, at the start of every performance management period, or at the start of a new position within the school, the Director will meet with the employee to explain the appraisal system and objectives of the position. a. The employee is to be given a job specification and full explanation of what is required of them in their job. The Director will discuss key objectives of the role with the employee and how these objectives will be measured. b. A discussion of the training and skills required to do the job will be held. The employee and Director will discuss the skills required to do the job, then assess the employee’s strengths and developmental needs in relation to these. In this way, any needs can be identified and addressed by way of training or coaching. c. Periodically, either quarterly, monthly or weekly (as advised at initial review), the Director and employee will have a review meeting to discuss progress during that period. d. Any training that has taken place during the period will be reviewed, and future training considered. Notes taken in this meeting will become part of the performance appraisal process. 2. Quarterly, a formal review of performance and objectives will be held. a. The employee's progress against the original objectives set will be assessed, and objectives for the full year revised in accordance with any changes in school/department objectives. 3. At the end of the financial year, prior to June 30, annual appraisals will be conducted. a. Employees will be asked to complete an annual appraisal form, to which will be added comments from the Director.

39 b. Directors will make a formal, documented assessment of the employees’ performance. c. This assessment will be reviewed with the employee. 4. Teacher Evaluations and Observations a. Observations/Evaluations will be conducted 3 to 5 times per academic year. b. Three will be conducted by the school Director or someone appointed by the Executive Director, COO, or Director . c. One or two may be conducted by a peer. d. The evaluations/observations will be a combination of announced and unannounced visits to the classrooms. e. The results of the evaluations will be shared with the teachers. f. Evaluations and results will be submitted as required to the teacher licensing bodies of the state. Any questions about the appraisal process should be addressed first with the Director. If there are remaining questions, a meeting with the employee, Director, and the Executive Director or Chief Operating Officer can be arranged.

Teacher Licensure Requirements

MASE teachers will be required to be in compliance with all licensing requirements of the state. All requirements are the responsibility of the individual teachers to know and address. Directors will work to insure the teachers are provided with the environment and resources to successfully complete all licensing requirements. Employment is contingent on licensing requirements being completed on the timeline identified by the state and by MASE.

EMPLOYEE BENEFITS

Disclaimer

MASE has established a variety of employee benefit programs designed to assist employees and their eligible dependents in meeting the financial burdens that can result from illness and disability, and to help employees plan for retirement. This portion of the Employee Manual contains a very general description of the benefits to which MASE employees may be entitled. This general explanation is not intended to, and does not, provide employees with all the details of these benefits. Therefore, this Manual does not change or otherwise interpret the terms of the official plan documents. Employee rights can be determined only by referring to the full text of the official plan documents, which are available for examination from the Executive Director and Memphis City Schools. To the extent that any of the information contained in this Manual is inconsistent with the official plan documents, the provisions of the official documents will govern in all cases.

Please note that nothing contained in the benefit plans described herein shall be held or construed to create a promise of employment or future benefits, or a binding contract between MASE and its employees, retirees or their dependents, for benefits or for any other purpose. All employees shall remain subject to discharge or discipline to the same extent as if these plans had not been put into effect.

As in the past, MASE reserves the right, in its sole and absolute discretion, to amend, modify or terminate, in whole or in part, any or all of the provisions of the benefit plans described herein, including any health benefits that may be extended to retirees and their dependents. Further, MASE reserves the exclusive right, power and authority, in its sole and absolute discretion, to administer, apply and interpret the benefit plans described herein, and to decide all matters arising in connection with the operation or administration of such plans.

For more complete information regarding any of our benefit programs, please refer to the Summary Plan Descriptions, which were provided separately, or contact the Executive Director.

40 Insurance Benefits

Workers Compensation Insurance

MASE carries Workers Compensation Insurance coverage as required by law to protect employees who are injured on the job. This insurance provides medical, surgical, and hospital treatment in addition to payment for loss of earnings that result from work-related injuries. Compensation payments begin after the seventh day of absence resulting from injury.

Should an employee sustain a work-related injury, he/she must immediately notify his/her department supervisor and the Director. Should his/her injury require the attention of a doctor, a list of approved Workers' Compensation physicians can be obtained by calling Memphis Bioworks Foundation for direction. In the case of an emergency, employees should go to the nearest hospital emergency room for treatment and then notify their MASE Director if additional treatment is necessary.

Medical and Dental Insurance

All employees and their dependents are eligible to participate in MASE medical and dental insurance plan starting at the next enrollment period following their effective date of employment. Contact the Director for more information about plan specifics. MASE follows the Memphis City Schools benefit program, so additional information can be obtained using the Memphis City Schools website.

Enrollment Period

The enrollment period for the School's medical and dental insurance plans is August 1st – October 31st for employees on staff at the start of the school year. Employees hired subsequent to this time will be required to enroll within 30 days of employment.

Premium Payments for Employees on Leave

MASE will pay the employer portion of the premiums for continuation of group insurance benefits for one month following the beginning of any authorized leave, other than leave which falls under the Family and Medical Leave Act. Thereafter, the employee must reimburse MASE for the full premium costs if the employee wishes to remain covered under the group plans.

Insurance Coverage Information

More detailed information about eligibility requirements and insurance coverage is available from the Executive Director. MASE follows the Shelby County Schools benefit program, so additional information can be obtained using the Shelby County Schools website.

Other Benefits

Other forms of insurance, including life and short-term disability, are available at the employee’s expense. Refer to the insurance information provided with your employment packet. Note that MASE does not provide short-term disability insurance for employees.

All information for insurance enrollment and/or modifications must be communicated to the Director’s office. Otherwise, premiums owed will be deducted from your paycheck once MASE administration becomes aware of the enrollment/change.

Benefits Upon Leaving MASE

Coverage on Life, Medical and Dental insurance ends on your last day of employment. An employee, unless dismissed for gross misconduct, has the option to convert to individual life insurance, and/or to

41 continue Medical/Dental Benefits in accordance with the Consolidated Omnibus Budget Reconciliation Act ("COBRA") regulations.

MISCELLANEOUS TOPICS

CAREER OPPORTUNITIES AND PROGRESSION

MASE encourages employees to assume higher-level positions or lateral transfers for which they qualify. Toward this end, MASE has a job awareness program that offers employees the opportunity to bid for certain positions within MASE.

Generally, employees must be in their job for at least one year before applying for a change in position. In addition, employees must have a good performance, attendance and punctuality record.

Each employee requesting a transfer will be considered for the new position along with all other applicants. Each transfer is judged on an individual basis, depending on the needs of both departments involved.

Employees who wish to apply for a transfer should discuss it first with their supervisor/manager and the Director so that it may be determined if their skills fit the requirements of the desired job. Employees should also feel free to discuss their career aspirations with their supervisor/manager or the Director at any time.

All final decisions regarding transfers will be made by the Executive Director.

Staff Training

The school is committed to the development and training of their staff, Upon commencement of employment, employees are provided opportunities to lear or be trained in the areas they will be responsible for during the course of their employment. In addition, if at any during time the course of their employment, the employee or the Director feels that extra training and development would be of benefit, appropriate training can be arranged.

Overall faculty development is a critical aspect of MASE’s success. There are times when faculty development opportunities will be identified and required of certain MASE employees. Every attempt will be made to arrange these to be as convenient as possible for MASE employees. If significant additional personal time is required, every attempt will be made to compensate faculty for their additional time.

EMPLOYEE REFERRAL PROGRAM

MASE continually seeks qualified employees and appreciates recommendations made by existing employees. If you are aware of a qualified candidate for a MASE opening, please have them provide a professional resume which can be submitted to the hiring director.

DRESS CODE

The policy is one of professional at all times, unless there is a published exception. It is the responsibility of the employee to dress in a professional, age appropriate manner for all school functions. Executive Director and senior leaders share the responsibility of enforcing the code for all MASE employees. MASE approved Parker School Uniform items can be purchased at the same discount as students and worn in the school environment.

42 Male Staff

Male staff will be dressed in collared dress shirt, tie, and dress slacks. (No jeans)

Appropriate dress shoes will be worn. (No athletic shoes)

Shirts must be tucked in at all times.

Jackets are not required but are suggested for any event with external visitors or trips.

Certain days may be designated by a consensus of the senior staff as business casual days. On those days, MASE logo polos can be worn.

Appropriate jewelry (watch and one ring on each hand.)

Tattoos must be covered at all times.

Piercings should be covered using flesh colored studs.

Appropriate, tasteful hair styles.

Female Staff

The following items are appropriate for the female staff:

Dress slacks or skirts to the knee or longer. (No capris, shorts, jeans)

Dresses to the knee or longer.

Business type jackets or suits—especially when there are external visits or visitors to MASE.

Tasteful blouses, shirts, sweaters buttoned or styled to provide appropriate coverage.

Tasteful, professional shoes. Straps on the back.

Tasteful, professional jewelry.

Tattoos must be covered at all times.

Piercings should be covered using flesh colored studs (except for one piercing per ear).

Appropriate, tasteful hair styles and grooming.

SMOKING POLICY

Smoking is not permitted in the building. If you do smoke, please do so outside. You must be at least 50 feet from any building entrance used by students, parents, and other faculty.

TRAVEL AND EXPENSE ACCOUNTS

MASE will reimburse employees for reasonable expenses incurred for approved educational travel. Receipts should be turned in for all reimbursable expenses. A reasonable effort must be made to secure a duplicate receipt. In the event that a receipt is not available, document the amount, date, place, & nature of the expense. This documentation should be signed by the employee & turned in with the related expense report. Mileage will be reimbursed at the official IRS rate.

43 Travel expenses must be authorized by the Director prior to dates of travel and be submitted on the approved expense reimbursement form for reimbursement within 30 days of completion.

PERSONNEL RECORDS

The information in the employees personnel file is permanent and confidential, and must be kept up-to- date. The employee should inform the Director immediately whenever there are changes in personal data such as address, telephone number, marital status, number of dependents, and person(s) to notify in case of emergency. The employee is also responsible for maintaining a current group life insurance beneficiary designation.

The employee has the right to inspect his or her personnel file at reasonable times at a reasonable place, and on reasonable notice. In addition, employees have the right to request copies of all employment- related documents that they have signed. An employee may inspect only his or her own personnel file and only in the presence of the Director.

Personnel files are the property of MASE and may not be removed from MASE premises without written authorization from the Executive Director.

REFERENCE CHECKS

All inquiries regarding a current or former MASE employee must be referred to the Director.

Should an employee receive a written request for a reference, he/she should refer the request to the Director for handling. No MASE employee may issue a reference letter to any current or former employee without the permission of the Director.

Under no circumstances should any MASE employee release any information about any current or former MASE employee over the telephone. All telephone inquiries regarding any current or former employee of MASE must be referred to the Director.

In response to an outside request for information regarding a current or former MASE employee, the Director will furnish or verify only an employee's name, dates of employment, job title and department. No other data or information regarding any current or former MASE employee, or his/her employment with MASE, will be furnished unless the employee authorizes MASE to furnish this information in writing accompanied by a release of MASE from liability in connection with the furnishing of this information or if MASE is required by law to furnish information.

BACKGROUND CHECKS AND FINGERPRINTING

All MASE employees will be required to submit to a background check and fingerprinting as required by federal, state, and local requirements. Any flagged items will be discussed with the employees and they will be immediately notified of any follow up actions.

SOLICITATION AND DISTRIBUTION

Employees may engage in solicitation on School premises only during their non-working time. Non- working time means time during meals or breaks and before or after scheduled work hours.

Employees may distribute or circulate non-School written materials only during nonworking time and only in non-work areas. The content and time of distribution must be approved in writing by the Director. If an

44 employee is not certain whether an area is a work or non-work area, he or she should consult the Director for clarification.

Solicitation or distribution in any way connected with the sale of any goods or services for profit is strictly prohibited anywhere on School property at any time. Similarly, solicitation or distribution of literature for any purpose by non-employees is strictly prohibited on MASE property at any time.

Persons not employed by MASE may not solicit MASE employees for any purposes on School premises.

Bulletin boards maintained by MASE are to be used only for posting or distributing material of the following nature:

• notices containing matters directly concerning MASE business • announcements of a business nature which are equally applicable and of interest to employees

All posted material must have authorization from The Director. All employees are expected to check these bulletin boards periodically for new and/or updated information and to follow the rules set forth in all posted notices. Employees are not to remove material from the bulletin boards without approval of the Director

EMPLOYEE ASSISTANCE PROGRAM

MASE does not offer an employee assistance program at this time but will support an individual personally pursuing those services if a need arises while an employee of MASE.

End of Employee Manual policies and guidelines.

Please see following page for Employee Acknowledgement form.

MASE EMPLOYMENT MANUAL ACKNOWLEDGEMENT FORM

Upon receipt of the Employee Manual, please read, sign this form, and return to the Executive Director’s office to be placed in your Employee file.

I willfully acknowledge that I have received a copy of the Memphis Academy of Science & Engineering (MASE) Employee Manual.

______PRINT NAME

______SIGNATURE

______DATE

MASE Insurance

Risk Management Philosophy

The Board of Directors believes that there are four aspects of risk management: (i) identification of potential risks, (ii) developing procedures and systems to minimize the likelihood of each potential risk, (iii) developing contingency plans to minimize the impact of any event that occurs, and (iv) making sure that adequate financial resources exist to cover the liability for and cost of such an event.

MASE administration annually conducts a risk management assessment of the school. Following the assessment, the leadership team reviews and revises existing risk management policies and adopt any additional policies needed to provide a solid and effective framework for school operations if an event should occur.

Required Insurance Memphis Academy of Science and Engineering has secured and maintained, as a minimum, insurance as set forth with insurance companies acceptable to the state to protect the charter school from claims which may arise from its operations.

Workers’ Compensation Insurance adequate to protect MASE from claims under Worker’s Compensation Acts, which may arise from its operations.

Comprehensive Bodily Injury and Property Damage Liability for combined single-limit coverage of not less than $5,000,000 for each occurrence. The policy shall be applicable to any claim or loss shall be deemed excess and MASE’s insurance primary despite any conflicting provisions in the school’s policy. Coverage shall be maintained with no self-insurance.

Fidelity Bond coverage shall be maintained by MASE to cover all school employees who handle, process, or otherwise have responsibility for school funds, supplies, equipment, or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention.

Optional Insurance Should MASE deem it prudent and/or desirable to have insurance coverage for damage or theft to the school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall be the responsibility of the school.

MASE will notify Shelby County Schools and the Tennessee Department of Education within 10 days of any cancellation of insurance coverage.

Annual Progress Report

2016-2017

Memphis Academy of Science and Engineering

1254 Jefferson Ave.

Memphis, TN 38104

Rodrick Gaston-Executive Director

Ph 901-333-1580 Fax 901-333-1582

Email [email protected]

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Website www.discovermase.org

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INTRODUCTION 3

PROGRESS TOWARD SCHOOL’S GOALS 4

TNReady/EOC PERFORMANCE AND PROJECTIONS 6

STUDENT MOBILITY 16

OPERATIONS AND FINANCE 17

LEADERSHIP CHANGES 20

PARENT AND COMMUNITY INVOLVEMENT 21

PROMISING PRACTICES/ACTION STEPS 22

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Introduction to Memphis Academy of Science & Engineering

● Name of School - Memphis Academy of Science & Engineering ● Type of charter – Public STEM Charter School ● Year school opened - 2003 ● Age of school – 14 Years ● School hours – 7:30 AM – 3:30 PM ● Grade level(s) served – Grades 6-12 ● Current enrollment - 490 ● Maximum enrollment - 725 ● Number of instructional days per school year – 180 Days ● Name of Board President – Dr. Steven J. Bares ● Board President email address - [email protected] ● Board President phone number – 901-866-1400 ● Name of School Leader – Rodrick Gaston ● School Leader email address – [email protected] ● School Leader phone number – 901-333-1580 ● Mission Statement - Memphis Academy of Science and Engineering is a college preparatory school with an academic focus on science, technology, engineering, and mathematics (STEM). Our goal is to prepare our students for success in college, with a high percentage choosing careers in science and engineering.

The mission of the Memphis Academy of Science and Engineering (MASE) is to provide underserved youth an educational experience that focuses on science, technology, engineering and mathematics (STEM). Since its establishment in 2003, our primary goal for all students is to (i) be proficient in math, English language arts and science by graduation (ii) achieve a 100 percent high school graduation rate and (iii) enroll and ultimately graduate from a four-year college. A secondary goal of the school is to have 50 percent of the graduates enroll and complete a college degree in a STEM ﬁeld. By exposing students to unique scientific learning opportunities grounded in national and state standards, coupled with a strong focus on literacy and math skills, MASE students will have the technological sophistication and broad foundation to compete in any post-secondary setting, and be productive citizens of a global community. We currently serve 480 charter school students in Memphis, Tennessee.

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Section I – PROGRESS TOWARD THE CHARTER SCHOOL’S GOALS (Including Academic Achievement)

Describe the progress made during the last year toward the goals outlined in the current charter agreement (use tables and data, as appropriate). This may include performance frameworks agreed to by the school and the chartering authority, a written response to data provided by the chartering authority, and additional school specific goals from the charter application.

The Tennessee Department of Education have not currently released elementary and middle school data for the 2016-17 school year. We have outlined a very robust forecast for 2017-2018.

As we start the 2017-18 school year for Memphis Academy of Science and Engineering, I am excited to share with you some important data and notes about the progress of our charter school. I am pleased to say that the school year ended with a lot of positives. We fulfilled the goals that were establish at the beginning of the year. It was my goal to build and sustain the ongoing progress that was previously established, concerning academics and achievement for the 2016-17 school year. It was also a goal this year to increase enrollment and muster positive press within the community and media that would help send the message of the great things we are doing here at MASE. I am pleased to say that MASE's enrollment numbers are trending towards our 500 student target. We have worked vigorously to promote and communicate our purpose and goals via media, parents and community support as well making positive connections with elementary and middle schools. In terms of academics, as the state continues with TN Ready we have made adjustments and created infrastructures to ensure MASE Charter will be able show more than marginal improvement. We have proven that we can make meaningful progress and we will be overly prepared for this new testing initiative. I am excited that in one year, MASE has proven that we can compete academically, and have taken steps to ensure we stay and maintain a positive asset to the community. Unfortunately, we have not received data back from our Spring Assessments for Middle School. The middle school data is scheduled to be back during the Fall, because this was the first year of testing with the new TNReady assessments in the middle school. The state expects the middle school scores to be lower this year, similar to last year’s high school results. We feel positive that our middle school students will show meaningful progress on the new assessment similar to the high school which made us a level 5 school. Goals were established to increase the enrollment to 500, hire 3-4 key staff members in the areas of teaching, add more electives in order to enhance our curriculum, and incorporate vigorous fundraising strategies to help move us into a better fiscal position. The school’s objectives moving forward for the upcoming school year are to continue taking the necessary steps to take MASE to the next level. The following are the priorities set for the 2017-18 school year: ● Increase the average ACT composite scores by two points. We have implemented mandatory ACT Prep classes for our juniors. The National ACT standards will be embedded into our curriculum along with Common Core standards,

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● SPED Department Reboot. Establish goals to ensure our parents and students are knowledgeable about compliances, ● Create a true honors program for the middle school, ● Launch a program to ensure success post MASE. Data is needed to help our students stay on track after graduation, ● Continue to explore endeavors to enhance our STEM curriculum. We have started the year fully staffed with highly qualified teachers in every position, we have added two curriculum coaches and continue to work with organizations such as Achievement Network and Compass Learning, and IReady. We have eliminated text books and given each student Netbooks with subscriptions to their classroom curriculums including STEM software. We have also fully incorporated RTI for all students 6-8 which adds additional personalized learning support for each of our students.

It is the goal of Memphis Academy of Science and Engineering and our school board to continue positive working relationships with Shelby County Schools, via the Charter School Office, Mississippi Blvd Christian Church, The Hyde Family Foundation, and garner new support in association with organizations such as Southwest Tennessee Community College, Bethel University, Smith and Nephew, Lebonheur Hospital and New Leaders for New Schools to help MASE Charter school accomplish our academic and achievement goals for the 2016-2017 school year. I am happy to say that we have improved our relationships and fostered some tremendous support and allies from these partnerships.

Our graduation rate is 87.3 percent which ranks in the top 10% in the district. This is a 12% increase from the previous year (75% 2015). Our projected graduation rate for 2017 is 94 percent. The 2017 senior class has surpassed last year’s scholarship totals by receiving $5.6 million ($2.3 million 2016 scholarship and grants raised).

One major addition this year is our new, STEM In Motion program. The positive media coverage has created a buzz within our community already. The new STEM in Motion Program at Smith and Nephew, which will make our STEM school (focused on science, technology, engineering, and mathematics) unlike any other in the Mid-South. The program will provide students with a STEM education that is uniquely rigorous, real, and timely due to excellent instruction and the deepest of community partnerships. Smith and Nephew will provide classroom space for our satellite campus.

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Graduation Rate

The graduation rate for the 2014-15 school year is at 75% which is the same as that of SCS. This reflects students who left MASE after the 2012-13 school year when there was speculation as to the renewal of the school’s charter. Many of those students who did not graduate on time ended up transferring back to district-managed schools where their needs were not met, and some simply left school.

Target Goal: Improve Graduation Rate to 100% in the next 3 years.

Yearly Progress 2015 2016 2017 2018

Graduation Rate 75% 87% 95% 100%

Challenges: Graduation rate is measured by the number of students who graduated on time from the freshmen cohort of which ever respective high school they attended. This means ALL students including those who transferred, moved out of state, dropped out, or those

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who were retained count against your graduation rate if they did not graduate in that four year period. MASE unlike most high school has been challenged with locating more students than the average high school. This is due to flight of students who left MASE during threat of closure in 2013.

Strategy: The graduation rate will improve tremendously each year because the number of students we have to track decreases each year as MASE counselors are currently tracking the attrition, transfers and off-track students every five weeks. The district now provides for the first time, a list to charter schools that assists with tracking these students. MASE also provides on-site summer school and credit recovery for off track students. The reward schools have 85% or better graduation rates. Currently, there are 19 schools in Memphis that meet this requirement. This year, at 87%, MASE will be one of them.

Academic Goals 2017-18

Grades 6-8

● Content Goals o Reading Goal: (Increase student reading fluency & comprehension) ▪ Drop Everything & Read Program implemented daily during homeroom ▪ Students read various forms of media ▪ Book completion tracking & contests o STEM Goal: (Scholars to graduate with a specific set of industry-based skills)-All Stem teachers using a STEM curriculum that’s progressive from 6-12 grades ● Formal Assessments & Data Tracking o Core Content Goal: (Increase proficiency in all 4 tested areas: Math, Science, Social Studies, & ELA) ▪ Structured teacher-made assessments using the LinkIt platform administered biweekly ▪ Teachers use the Self-Directed Improvement System(SDIS) to make instructional decisions & track students’ success ▪ SWD Goal: (Develop life skills for college or technical track) Special Education-Inclusion hours & pull-out hours/3 days required intervention afterschool/Quarterly GPA goal of 2.0/Minimum ACT goal based on individual students ● College to Career Readiness o EXPLORE Test (ACT Practice Test) administered to 10th Graders Grades 9-12

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● Content Goals o STEM Goal: (Scholars to graduate with a specific set of industry-based skills)-All Stem teachers using a STEM curriculum that’s progressive from 6-12 grades o Writing Goal: (Scholars to graduate prepared to enter college on level in the English class)-The English IV teacher will use components of the Freshmen English curriculum from Southwest Community College & the University of Memphis to support English IV curriculum o SWD Goal: (Develop life skills for college or technical track) Special Education-Inclusion hours & pull-out hours/3 days required intervention afterschool/Quarterly GPA goal of 2.0/Minimum ACT goal based on individual students ● Grade Level Tracks o Below Grade Level-Required to take prerequisite courses for extra support o On Grade Level-General track following the graduation requirements o Honors Track-Based on academic & behavior/On track for Honors Diploma ● Enrichment o Goal: (Provide supplemental services to aid in overall academic goals) ▪ Required summer readings ▪ STEM camp @ MASE Summer 2018 ▪ Other STEM camps ● Program in Math for Young Scientists-Boston ● Geosciences Bridge Program-New York ● Organization of Black Aerospace Professionals (ACE Academy)-Memphis ▪ Local/National competitions & field trips ▪ Student leadership program (i.e. peer tutors, Bridge Builders ) … ● College to Career Readiness o ACT Goal: (Increase the average ACT score by 4 points) ▪ ACT Prep available to 9-12 graders th ▪ PLAN Test (ACT Practice Test) administered to 10 Graders th th ▪ All 11 Graders & the bottom & top tier of 12 Graders enrolled in ACT Prep

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2-3 year Forecast 2016-2018

2016 2017 2018

Grad. Rate 87% 95% 100%

English 1 16.7% 19.1% 25%

English 2 22.2% 23.8% 30%

English 3 19.0% 19.1% 25%

Algebra 1 4.6% 8.8% 15%

Algebra 2 11.8% 11.1% 18%

Biology 21.4% 62% 65%

Chemistry 11.8% 8.5% 20%

U.S History 12.3% 20% 25%

ELA 3-8 N/A TBA 45%

Math 3-8 N/A TBA 45%

Science N/A TBA 60%

Social Studies N/A TBA 45% Success Rate 53.62 54.5% 58.3%

Ranking 14-15% Ranking 15-17% Ranking 18-20% Ranking Projection

On pages 12-15 of this document you will find Achievement Network Data charts comparing how Memphis Academy of Science and Engineering compares to the other Shelby County Schools in the district in Math and English Language Arts. The data is comprised of how students scored on common core Math and English Language Arts standards assessments administered four times a year, once at the end of each quarter. MASE uses the data to determine student needs, teacher needs, interventions, and how to design professional development to grow and support the teachers in efforts to improve instruction so, student achievement can be obtained at higher levels. MASE has implemented common core for the past three years and students are already making huge growth and improvements and that is

11 | Page evidenced by the amount of progress we have continuously made on the Achievement Network assessments. The schools (both SCS and Charter) that are a part of the Achievement Network are listed below.

Soulsville Charter Freedom Preparatory Westside Middle Power Center School Charter School School (ASD) Academy Humes Preparatory Memphis Academy of Oakhaven Middle Academy Health Sciences School

Southern Charter New Vision

Math Achievement Network Data

(Compared to the Network)

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ELA Achievement Network Data

(Compared to the Network)

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Section II – STUDENT MOBILITY

List the reasons students left the school during the last year, and why they left. Include the total number of students leaving for each reason. Do not, however, include student names. Describe the school’s plans to improve student retention in the coming year.

Withdrawal Type Count Illness 1 Moved 3 Transportation 6 Expelled 1 Other 1 Total 12

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*Other indicates that the parent did not give a reason for withdrawing the students

Improving student retention in the coming year

● Continue to improve school environment and school culture ● Increase the presence of medical personnel ● Increase community partnerships with local businesses to add more enriching programs for our students ● Continue to research innovative ways to increase rigor and management in our classrooms ● Add more bus routes (Hickory Hill and Parkway Village Neighborhoods)

MASE 20 day ADM for the 2017-2018 school year is currently 493 students. This student mobility increase is largely due to increase of bus routes for the current school year.

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Section III – OPERATIONS AND FINANCE

Describe what the school has done or will do in response to any operational or fiscal challenges faced during the past year. Address any findings from the most recently completed school audit. If the chartering authority formally notified the school of particular concerns, include a brief summary of those concerns and the school’s efforts to remediate those concerns. Provide a detailed accounting, including the amounts and sources, of funds other than those funds received under per pupil state and local funds and federal allocations. Include any funds received from: 1) federal grants, 2) grants, gifts, devises, or donations from any private sources, 3) state funds appropriated for the support of the public charter school, and 4) any other funds that may be received by the local school district.

The MASE Board of Directors is actively engaged is providing oversight and supporting the school. Ninety percent contribute to the annual fund. Several members actively work to solicit donations from the Greater Memphis community on behalf of the school, and others volunteer their time to work with and mentor our students. Members of the Board have contributed their time and expertise to enhance curricular offerings, provide field based learning experiences, and develop opportunities to learn about office and social skills that will prove valuable as our students move on to college and into the

18 | Page workplace. The Board’s engagement continues to provide valuable resources on many levels that are integral to MASE’s overall success.

The Memphis Academy of Science and Engineering is governed by a maximum of fifteen members of the Board of Directors. Prospective Board members are identified and vetted by the Board Chair and Executive Director. The credentials and qualifications are then presented to the full Board for approval. All Board members are selected with skills and experience to match their board responsibilities and the needs of the school. The Board comprises members of the greater Memphis scientific, engineering, medical and business communities, as well as parents of current students. Regular members typically serve a minimum three-year term and parent members serve for at least a one-year term. Both regular and parent appointments are renewable. As sponsor, Memphis Bioworks Foundation has a permanent place on the Board of Directors.

On behalf of the generous gift from the J. R. Hyde, Sr. Family Foundation we have implemented the BoardOnTrack program. With the assistance of BoardOnTrack, communication amongst the board will be stronger and more efficient. In addition, BoardOnTrack will help provide the policy development, financial oversight and strategic planning that best ensures that the state-approved mission is our guiding focus. It is also geared towards making sure that MASE is consistently meeting desired academic standards, and that the board supports MASE administration.

In conjunction to BoardOnTrack, I have also created a MASE dashboard. The MASE dashboard is a tool used for viewing and analyzing student achievement and performance data. Key data for monitoring student achievement and directing policy level decisions is presented in a series of charts and graphs or “gauges” much like a car’s dashboard is displayed.

The Directors meet regularly and as needed and are responsible for carrying out Board responsibilities including, but not limited to, the following: ● Hiring and evaluating the executive director of MASE. ● Approving and monitoring the implementation of general policies of the MASE. These include effective human resource policies for career growth and compensation of the staff. ● Developing and monitoring an operational business plan that focuses on student achievement and sounds fiscal planning ● Approving and monitoring the school’s annual budget. ● Acting as fiscal agent. This includes the receipt of funds for the operation of the school in accordance with charter school laws and the receipt of grants and donations consistent with the mission of the school. ● Contracting an external auditor to produce an annual financial audit according to generally accepted accounting practices. ● Regularly measuring progress of both student and staff performance. ● Involving parents and the community in the support of school programs. ● Executing all other responsibilities provided for in the TN Corporations Code. ● Development, review, or revision of the school's accountability and mission; ● Development of the school calendar and schedule of Board meetings; ● Development of Board policies and procedures; ● Approval of charter amendments; ● Approval of annual fiscal and performance audits;

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● Approval of personnel discipline (suspensions or dismissals) as needed; ● Appoint an administrative panel to act as a hearing body and take action on recommended student expulsions; ● Hiring, supervision, evaluation and if necessary, termination of the school officers and administration; ● Creation of external or sub-committees as needed, including but not limited to, compensation committee and an audit committee.

MASE has been able to maintain a sound financial position from year-to-year due to the continued support of its sponsor, the Memphis Bioworks Foundation. MASE’s management team has worked together with the Memphis Bioworks Foundation to ensure the prudent use of funding from all sources including State, Federal, Local & Private.

The majority of MASE’s assets are invested in capital assets such as building improvements, computers, and other equipment. These assets directly support the school’s ability to achieve high levels of academic success. The historical financial performance of MASE shows that the school’s revenues (including donations and grants) have been sufficient to meet the school’s expense obligations.

MASE’s funding is categorized as “governmental funds.” Governmental funds focus on how money flows into and out of the funds and the balances left at year end that are available for spending in future periods. Financial statements are reported using the modified accrual accounting method, which measures cash and other financial assets that can readily be converted to cash. This basis of accounting is different from the accrual basis used in government-wide financial statements to report on MASE as a whole. The relationship between governmental activities, as a reported in the statement of net assets and the statement of activities and governmental funds, as reported in the balance sheet and the statement of revenues, expenditures and changes in fund balances, is reconciled. A portion of MASE’s funds are also nongovernmental because they are generated from private sources. To expand the instructional program and offer additional student activities, MASE attracts other sources of revenue, such as individual and corporate donors to support the needs of the school.

MASE’s enrollment reached a peak of 767 in the 2009-2010 academic year and since then, has been gradually reduced to its current level (today around 400). With the one campus at Jefferson, we believe that 600 or less students is an appropriate size for the school to deliver a world class STEM curriculum, while offering the individual attention needed for students to succeed. Note that this is different than in the previous charter renewal period where MASE was approved for an enrollment of up to 1000 students. We learned during this renewal period that a smaller and more focused school was more likely to succeed. No matter the enrollment, expenses are adjusted annually to meet actual student count. The Memphis Bioworks Foundation, the sponsor for the school has contributed funding to the operation of the school when necessary, and helped with cash flow management, particularly given the significant uncertainties over this last charter renewal period.

With the financial support of several grants, MASE is able to off-set funding deficiencies that occur during the school year. The management team continues to look for additional sources funding to support the academic mission of the school.

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The budget and projections include payments by the Memphis Bioworks Foundation to MASE to cover the debt service on the loan that paid for tenant improvements for the school’s space in the Memphis Bioworks Foundation’s building, which is now not utilized by MASE. Bioworks plans to re-lease MASE’s former classroom space to other users and use the rent proceeds to pay off the debt on behalf of the school.

*See Attachment (Financial Statement)

Section IV – LEADERSHIP CHANGES

Note any changes in board membership or school leadership during the past year.

No changes were made on the Board of Directors but, role changes for School Administration were made for the 2017- 2018 school year.

Name Title Status Contact Information Rodrick Gaston Executive Effective 11/1/2016 901-333-1603 Director/Principal [email protected] Estilien Louis Assistant Principal Effective 7/1/2017 901-333-1583 (Discipline and [email protected] Culture) Juanika Lee Assistant Principal Effective 7/1/2017 901-333-1589 (Curriculum) [email protected] Savaughn Bunch Middle School Effective 7/1/2017 901-333-1587 Instructional [email protected] Facilitator Kimlynn Grice High School Effective 7/1/2017 901-333-1591 Instructional [email protected] Facilitator

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Section V – PARENT AND COMMUNITY INVOLVEMENT

Briefly summarize parent and community involvement efforts during the past year, including any new community partnerships. Describe how parent and community involvement is effecting or how you anticipate it will effect student achievement.

The MASE Family Engagement Plan was jointly developed in August of 2016 with parents to establish the expectations for parental involvement. Memphis Academy of Science & Engineering expects parental involvement in the educational process. Parents are involved in an organized, ongoing, and timely way to plan and review programs. The school and home have a shared goal of promoting success in our children. Parents had opportunities for regular meetings for suggestions, decision-making and responses.

1. Attend school events and serve as advisors for school concerns 2. Serve on the School’s Leadership Team 3. Use their talents and resources to enhance the instructional process 4. Become school supporters and advocators 5. Respond to memos, surveys, questionnaires, and requests through the school’s monthly newsletter and parent meetings.

rd Parents scheduled monthly meetings to occur on 3 Thursdays of most months. Parents are contacted through a variety of means including, take-home letters and flyers, email, phone blasts, text messaging, Facebook and Twitter, and the school Website. Parents participated in quarterly recognition ceremonies, parent-teacher conferences, volunteer opportunities like Dads of MASE, accompaniment on field trips, athletic events, dances, competition judges, and our largest parent-involvement activity in which parents helped prepared over a 3-month period, the Annual Night at the MASE museum.

MASE has also developed new community partnerships with, Le Bonheur Children’s Hospital, St. Jude Children’s Research Hospital, ServiceMaster, Bethel University (Dual Enrollment), William R. Moore College of Technology, Smith & Nephew, NASA’s Marshall Space Flight Center History, Christian Brothers University, and the Mid-South Food Bank.

Parent and community Involvement help us to develop a more holistic approach to serving students and assisting with increasing student achievement. Our parents are able to more clearly articulate to students the purpose behind mastering curricular materials and well as helping the school to better understand each student’s unique learning needs. Our community partners are essential in bringing to bear the intended outcomes of an education at the State’s first STEM charter school. They help us to focus on the standards and concepts that make students more marketable in a global economy.

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Section VI – PROMISING PRACTICES

If not already outlined above, describe 3-5 operational practices that have had the most impact on student achievement.

ACTION STEPS

List some specific action steps the school plans to take in response to the information gathered and summarized for this annual report. As you consider what steps to take, keep in mind the critical questions the chartering authority will be asking at the time of renewal:

For the 2017-2018 academic year the senior administration at MASE is focusing on academic rigor and student intervention. In order to move MASE students academically we have introduced the following action steps:

INSTUCTIONAL FACILITATORS

On July 1, 2017, Juanika Lee was introduced to our staff as the new Assistant Principal responsible for Curriculum. Mrs. Lee will supervise (2) Instructional Facilitators who work directly with all teachers by providing coaching, student assessments, and academic data. Mrs. Lee is also responsible for the implementation the MASE RTI program.

ACT PREP CLASSES

ACT is one of the most important tests ever taken by most high school students. With so much resting on the outcome, it is vital to be properly prepared. At MASE we have started mandatory th- th ACT Prep classes for all Juniors. Also to ensure all of our student’s grades 9 12 we have started ACT Prep classes twice a month through the MATH Tutors Program.

FACULTY GROWTH

For the 2016-2017 school year MASE administration implemented a one grade level focus for tested subject areas. This process will continue this school year. We no longer have teachers teaching across grade levels in tested areas where we underperformed the district standards. Making this change allows instructors to have smaller classroom sizes and more time for student intervention in order to raise student proficiency levels. Also we have added several electives to our curriculum Band, Choir, African American History, and Journalism.

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ALL IN LEARNING

Cloud-based assessment program and daily tool for teachers and administrators to monitor student and class progress by assessment and standard. With simple and diverse data collection strategies, teachers can easily capture and analyze student data daily and monitor student progress.

SAILS

(Chattanooga State Community College) Seamless Alignment and Integrated Learning Support (SAILS) integrates the Tennessee Board of Regents Learning Support (developmental) math competencies with the Department of Education Bridge Math standards. SAILS utilizes a facilitated hybrid instructional model, combining the professional pedagogical expertise of the certified HS math teacher with dynamic properties of multimedia and digital content. Research supports that this blended system of teaching and learning is the most effective at engaging students with their work, and increases their success rate.

LINK IT- technology platform of integrated web applications that consist of three core elements:

1. An assessment authoring platform and item banking tools 2. An assessment delivery platform with online capability 3. A sophisticated Dashboard-style reporting platform with over 10 distinctive reporting modules. CPS QT DEVICES

Handheld class response clickers that have a fully integrated keyboard with numbers and letter. It allows student to give real time feedback to both simple and complex questions to guide instruction.

IXL

IXL is a program that celebrates effort and persistence. Questions are dynamic, thought-provoking, and nuanced, so guessing your way to success is never an option. Instead, we encourage students to learn from their mistakes and move through new challenges at their own pace. There's no feeling that can match mastering a skill on IXL, since it comes with the satisfaction of knowing you really do “get it.”

Thanks to IXL Analytics' intuitive reports and weekly e-mail updates, you will never miss a second of your students' exciting learning journey. Discover unexpected insights at every turn: track student performance in real time, find the exact item types students are stuck on, measure student progress over time, and see when and where students practice.

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3 R – Rockets, Robotics, & Arithmetic MASE is offering a comprehensive program of academic support for summer months and the academic years in critical STEM subjects: science, technology, engineering and mathematics. MASE is very excited about hosting this after-school (Monday-Thursday) tutoring and STEM programming for grades 6-12 during the 2017-18 academic year and Summer 2018. This program will meet MASE’s overall goal of strengthening student confidence, commitment and academic performance. The on-going engagement of students and their families insures attendance and retention. The academic preparation during out-of-school hours gives students more time to listen, understand and test, as well as increase their mastery. Structured academic support also helps teachers monitor progress and target other areas of need.

3 In the midst of learning, students also need fun. The R program incorporates STEM subject matter and skills in productive and interesting ways. For the last 14 years, the Memphis Academy of Science and Engineering has offered students a different kind of education structured around the provision of challenging tasks that can prepare them for a technology-driven world, coupled with a rigorous academic setting where mastery of the Tennessee standards is the minimum standard of success. Participation also is exciting, so it incentivizes appropriate social behavior and cooperation. Course material, nutritious snacks and dinner, and physical activity will be offered for a total of 15 hours for Grades 6-12.

During the course of the R3 program, each student is expected to demonstrate and maintain mastery of topics in English, Mathematics, and Science. As such, students will have time programmed into each day to specifically sharpen these skills along with time to do their daily homework. The R3 program staff will have regular communication with one of each student's teachers to ensure that the student is making adequate progress in their daily classes.

Focus on STEM Skills

Student will use the Engineering Design Process, an iterative method of design planning and execution, to reach the ultimate goal of producing challenge products in three different types of robot technology as well as rocketry. Along the way, we hope to help students to adhere to these guiding principles throughout each challenge term:

1. Maintain accuracy in record-keeping and communicate findings. 2. Research topics and determine good, reliable sources of information. 3. Analyze small parts of systems and see relationships; notice details in content and process. 4. Recognize cause and effect relationships and distinguish fact and opinion. 5. Use mathematical skills for calculations and measurements. 6. Predict and draw conclusions using data. 7. Read and understand technical materials. 8. Repair equipment and use software. 9. Communicate with others and listen. 10. Think creatively and solve problems and experiment.

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Although the program is squarely and explicit focused on STEM skills it's also imperative that students also develop employability skills which will make them attractive to business firms and educational institutions right away.

Employability Skills: Communication Teamwork Problem solving Initiative and enterprise Planning and organization Self-management Learning Technology Continued Action Steps

CURRICULUM DESCRIPTION Honors Courses Added five honor courses to middle school and 11 honor courses to high school master schedule AP Courses Added AP Literature, AP World Government, and AP Anatomy Dual Enrollment Added a Southwest Community College dual enrollment class Weekly Professional Teachers will now receive weekly professional Development development from 2:30-4pm every Wednesday Power 12 Created an advisory program where each child is attached to an adult that monitors academic growth and achievement with each students Instructional Recruited an 3 member team to conduct Leadership Team academic performance management every five weeks and create a student watch list for students in yellow and red Peer tutoring HS -MS High school seniors in study hall and ACT Prep classes will work with middle school 7-8 grade cohorts on ELA and Math skills two times a week Reading Intervention Incorporating Read 180 and the Edge program to Programs assist identified students with differentiated instruction and strategies to address their literacy gaps

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Weekly evaluations and Each teacher will receive observations with feedback feedback 12 times a semester using formal, in-formal, and walkthrough observations which speak to planning, instruction, and management

OPERATIONS DESCRIPTION

SCS Food Service Continue meals service from to SCS great savings Enrollment Plan A plan has been created to increase our enrollment by 50 kids each year to get to our target goal of 550-600. The current school year has seen an increase of 50 students from the prior year. Active Created a year-long recruitment team to market Recruitment/Marketing MASE to elementary and middle schools in a 6 Team mile radius with a strategic focus on recruiting Hispanic students to bring our enrollment to a 60/35/5% Black, Hispanic and White population and capture a more diverse STEM focused base of students. Use strategies throughout the year such as school shadow days, radio stations, Craigslist, science fairs, Lego competitions to recruit

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MASE Elementary Org Chart Y1 MASE Elementary Org Chart Y3 MASE Elementary Org Chart Y5 MASE Elementary School Budget Narrative (Attachment P)

The entire budget for the first five years of operation under the new charter is based on current enrollment at MASE Middle/High (Grades 6-12) and on the recruitment activities already taking place. MASE has operated at levels greater than the current enrollment with more facilities, staff, faculty and overall expenses in the past and will be able to assume those increased responsibilities again. The original MASE charter has also been renewed twice with the approval of our authorizer, Shelby County Schools. MASE’s sponsor, the Memphis Bioworks Foundation, has provided back office support for the entire time of our existence, and their excellent track record of fiscal responsibility has been a steady source of stability and security during operation. Their accounts and executive oversight of fiduciary management will help ensure the long-term financial health of the school, even while the Bioworks portfolio continues to grow and be successful in its other ventures.

MASE has met financial and regulatory compliance year after year, and is currently in compliance with the Federal Programs Office of Shelby County Schools and with the State of Tennessee. Each year a full report of activities has been generated, as well as an independent audit. The proposed budget is designed to meet all students’ needs by providing additional professional support beyond what is required by State law and beyond what is required to teach solely our courses and maintain regulatory compliance. Additional staff persons are projected to cover dual roles in some instances to provide the needed support. Other staff members are shared between the middle and high school budgets in order to provide the necessary flexibility to cover all programs in the MASE Elementary school.

A significant amount of detail for the School’s budget is found in Attachment O. The assumptions for enrollment and staffing is detailed in this attachment. The School plans on keeping class sizes under 20 students per teacher as provided in the budget and the actual student / teacher ratio will be determined by the enrollment of the school. Staff salaries are based on pay rates for similar positions in the Middle / High School. Some positions, such as the Executive Director/Principal, Assistant Principal and Non-Instructional Staff are shared with the Middle / High school since they will be located on the same campus. It is difficult to anticipate every need that the school may have, so the budget includes a contingency amount in each year to cover unforeseen costs.

Funding sources presented in the proposed budget closely reflect those we currently receive. The BEP funds are based on the projected BEP rate per student for the 2018 / 2019 as provided by Shelby County Schools. The projected enrollment includes Kindergarten through the Grade 3 in the first year, and the addition of Grade 4 in Year 2 and Grade 5 in Year 3. Information regarding Student Enrollment can be found in Section 1.2 of the Application. Likewise, the BEP Transportation budget is based on the 2018 / 2019 rate provided by Shelby County Schools. Title I funding is expected to be similar to the amount per pupil provided for the Middle/High School based on similar student demographics. Student fundraising is an important element of the budget to allow the students to participate in raising funds for extra programs, field trips and materials that will support the education of the students. The budget includes a projected startup grant of $100,000 in the pre-opening period to cover initial costs and philanthropic grants in years 2 - 5 based on past performance of the Middle/High School. There are no student fees reflected in this budget. Our students come from primarily disadvantaged backgrounds; it would be in conflict with our mission to charge fees for educational services.

The expenditures reflected in the budget mirror our current expenditures for the Middle/High School. Benefits figures are based on current payroll deductions and fees. Pay increases are only based on inflation in the budget, however, most of the salaries are higher on the budget than the actual salaries we anticipate paying. This is to allow the school flexibility to offer salaries based on experience and merit of faculty. Depending on the demographics of the Elementary School classes, MASE plans to hire some of its teachers with SPED certifications to supplement the SPED (Academic Interventionist) staff member. The figures for furniture and supplies also reflect our current activities, however we anticipate greater expenses with increased enrollment. The facilities expenditures are based on our current lease and a proposed extension of that lease after it expires in 2021. MASE does not have any plans to purchase real estate and expects to continue to lease the necessary facilities.

MASE is currently audited annually, and has received unqualified opinions every year since its inception. In the event MASE Elementary has financial deficits, it will be able to borrow from our sponsor to cover needs in the school. Because MASE Middle/High is already in operation and has sound financial management and footing, we do not anticipate any disruptions to our financial plans in the first year of operation of MASE Elementary School under a new charter.

MASE has had experience with enrolling high-need students in the past and currently. Each year, there has been sufficient allocation and surplus in the budget to cover those needs, whether they be instructional, medical, psychological, or otherwise.

We outsource payroll service using Intuit.com for managing deposit of payroll into employee accounts, however all other functions and resources are managed by MASE or Memphis Bioworks Foundation. MASE 5-Year Student Achievement

2012-13 2013-14 2014-15 2015-16 2016-17 MASE 6-8

MASE District MASE District MASE District MASE District MASE District ELA 21.2% 29.5% 22.1% 41% 23.9% 32.6% Suspended testing in 14% 19.3% MATH 29.3% 33% 14.5% 41.7% 22.6% 40.4% grades 3-8 20% 16.1% Science 44% 37.4% 45.8% 52% 32.6% 47.1% 52% Not Available Soc.Studies 74.9% 66.7% 69.5% 77% No Test Administered Field Test MASE 9-12

MASE District MASE District MASE District MASE District MASE District ALGEBRA I 18.3% 37.9% 31.4% 53.9% 30.6% 54.1% 4.6% 6.8% 8% 8.7% ALGEGRA II 5.4% 17.4% 1.5% 34.4% 41.1% 37.3% 11.8% 10.6% 11% 10.2% GEOMETRY No State Reporting No State Reporting No State Reporting 11.3% 8.5% 10% 8.4% ENGLISH I 52.6% 42.9% 54.9% 59.7% 53.4% 55.4% 16.7% 16.4% 19% 14.5% ENGLISH II 44.8% 35.2% 48.4% 52.4% 48.1% 48.9% 21.3% 24.7% 22% 23.5% ENGLISH III 26% 17.8% 41.3% 25.8% 21% 24.1% 19% 16% 19% 20.7% BIOLOGY 30.1% 35.1% 32.1% 47.6% 31.5% 42.8% 20.4% 34.5% 62% 38.9% CHEMISTRY No State Reporting 17.1% Not Available 24.6% 23.7% 12% 19.9% 8% 21% HISTORY 93.8% 90.5% 87.3% 92.8% Field Test 12.3% 15.1% 20% 14.3%

2012-13 2013-14 2014-15 2015-16 2016-17

TVAAS Composite 5 1 3 5 5

ACT Average 15.7 16.5 16.7 16.4 17.2

Graduation Rate 74.7% 64.7% 75.0% 87.3% 98.2%

Demographics and Socioeconomics School Contact Info Authorizer Contact Information

% Other Year Grades Total % African % Race/ School Name Opened City State Served Enrollment American Hispanic % White Ethnicity % FRPL % SPED % ELL Contact Name Contact Title Contact Email Contact Phone Authorizing Organization Contact Name Contact Title Contact Email Contact Phone Memphis Academy of Science and Engineering (MASE) 2003 Memphis TN 6-12 555 93 6 0 1 73 10 4 Rodrick Gaston Executive Director [email protected] 901-333-1580 Shelby County Schools Daphne Robinson Director of Charter Schools [email protected] (901) 416-5321 MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING ______

Financial Statements and Supplemental Information For the Year Ended June 30, 2017 MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Contents

Page

Independent Auditor's Report 3-5

Management's Discussion and Analysis (Unaudited) 6-12

Basic Financial Statements

Government-Wide Financial Statements Statement of Net Position 13

Statement of Activities 14

Governmental Fund Financial Statements Balance Sheet 15

Reconciliation of the Governmental Fund Balance Sheet to the Government-Wide Statement of Net Position 16

Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Funds 17

Reconciliation of the Statement of Revenues Expenditures and Changes in Fund Balances of Governmental Funds to the Government-Wide Statement of Activities 18

Notes to Financial Statements 19-37

Required Supplementary Information

Schedule of Changes in MASE's Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS 39

Schedule of MASE's Contributions Based on Participation in the Public Employee Pension Plan of TCRS 40

Notes to Public Employee Pension Plan of TCRS Schedule 41

Schedule of MASE's Proportionate Share of the Net Pension Liability (Asset) Teacher Legacy Pension Plan of TCRS 42

Schedule of MASE's Contributions Teacher Legacy Pension Plan of TCRS 43

Schedule of MASE's Proportionate Share of the Net Pension Liability (Asset) Teacher Retirement Plan of TCRS 44

Schedule of MASE's Contributions Teacher Retirement Plan of TCRS 45 MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Contents (Continued)

Page

Supplementary Information

Schedule of Fundraising 47

Schedule of Expenditures of Federal Awards 48

Notes to Schedule of Expenditures of Federal Awards 49

Internal Control and Compliance

Independent Auditor's Report on Internal Control Over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards 51-52

Schedule of Findings and Responses 53

Schedule of Prior Year Findings 54

th 5100 Poplar Ave., 30 Floor ■ Memphis, TN 38137 Main: 901.685.5575 ■ Fax: 901.685.5583 ■ www.mhmcpa.com

Independent Auditor's Report

To the Board of Directors Memphis Academy of Science and Engineering Memphis, Tennessee

Report on the Financial Statements

We have audited the accompanying financial statements of the governmental activities and the major fund of Memphis Academy of Science and Engineering (MASE) as of and for the year ended June 30, 2017, and the related notes to the financial statements, which collectively comprise MASE's basic financial statements as listed in the table of contents. Management's Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor's Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity's preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity's internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions.

Opinions

In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and the major fund of Memphis

Academy of Science and Engineering as of June 30, 2017, and the respective changes in financial position for the year then ended, in accordance with accounting principles generally accepted in the United States of America.

Member of Kreston International — a global network of independent accounting firms Required Supplementary Information

Accounting principles generally accepted in the United States of America require that the management's discussion and analysis on pages 6 through 12, the schedule of changes in MASE's net pension liability (asset) and related ratios based on participation in the pension plans of TCRS and MASE's contributions based on participation in the pension plans of TCRS on pages 37 through 42 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management's responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance.

Supplementary Information

Our audit was conducted for the purpose of forming an opinion on the financial statements that collectively comprise MASE's basic financial statements. The Schedule of Fundraising is presented for purposes of additional analysis and is not a required part of the basic financial statements. The accompanying schedule of expenditures of federal awards, as required by the State of Tennessee, is presented for purposes of additional analysis and is not a required part of the basic financial statements.

The schedule of fundraising and the schedule of expenditures of federal awards is the responsibility of management and were derived from and relate directly to the underlying accounting and other records used to prepare the basic financial statements. Such information has been subjected to the auditing procedures applied in the audit of the basic financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic financial statements or to the basic financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the schedule of fundraising and the schedule of expenditures of federal awards are fairly stated, in all material respects, in relation to the basic financial statements as a whole.

Other Reporting Required by Government Auditing Standards

In accordance with Government Auditing Standards, we have also issued our report dated December 27, 2017, on our consideration of MASE's internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering MASE's internal control over financial reporting and compliance.

-4- Emphasis of a Matter Regarding Financial Condition and Liquidity

As discussed in note 2 of the financial statements, MASE had prior recurring losses that resulted in an accumulated deficit. Management's plans with respect to this matter are described in note 2.

Memphis, Tennessee December 27, 2017

-5- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

The following Management's Discussion and Analysis (MD&A) of Memphis Academy of Science and Engineering's activities and financial performance provides the reader with an introduction and overview to the financial statements of MASE for the year ended June 30, 2017. This information should be considered within the context of the accompanying financial statements and note disclosures.

FINANCIAL HIGHLIGHTS

• The liabilities of MASE exceeded its assets by $(4,486,960) as of June 30, 2017

• Net position increased by $257,666 during the year

• Capital assets increased by $96,491 for the year ended June 30, 2017

• Total revenues of $4,509,271 were comprised of District Funds - 85%, State of Tennessee funding - 6% and Charitable Giving/Federal Pass-through Grant/Other - 9%

OVERVIEW OF THE FINANCIAL STATEMENTS

This financial report consists of a series of financial statements, notes to those statements and supplementary information. The statements are organized so that the reader can understand MASE as a whole and then proceed to a detailed look at specific financial activities of MASE.

Reporting MASE as a Whole

Government-Wide Financial Statements

In general, users of these financial statements want to know if MASE is better off or worse off as a result of the year's activities. The statement of net position and statement of activities report information about MASE as a whole and about MASE's activities in a manner that helps to answer that question. These statements include all assets and liabilities using the accrual basis of accounting. Under the accrual basis, all of the current year's revenue and expenses are taken into consideration regardless of when cash is received or paid. These statements start on page 13.

The statement of net position reports MASE's net position (total assets less total liabilities). Private sector entities would report stockholder's equity. The statement of activities reports the change in net position as a result of activity during the year. Private sector entities have a similar report titled statement of operations, which reports net income. The statement of activities provides the user a tool to assist in determining the direction of MASE's financial health during the year. Users will want to consider non-financial factors as well as the financial data in arriving at a conclusion regarding the overall health of MASE.

-6- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

MASE participates in the Tennessee Consolidated Retirement System pension plans through Shelby County Schools. MASE reported the following net pension asset and liability by plan:

• Teacher Legacy Plan: Net pension liability of $247,283 • Teacher Retirement Plan: Net pension asset of $5,844 • Public Employee Retirement plan: Net pension asset of $49,071

For the year ended June 30, 2017, MASE recognized a pension expense of $109,215 for the Teacher Legacy Pension Plan.

For the year ended June 30, 2017, MASE recognized a pension expense of $5,091 for the Teacher Retirement Plan.

For the year ended June 30, 2017, MASE recognized a negative pension expense of $7,997 for the Public Employee Retirement Plan.

Reporting MASE's Funds

Governmental Fund Financial Statements

MASE's fund financial statements, the balance sheet and the statement of revenues, expenditures and changes in fund balances, begin on page 15. They provide detailed information about MASE's most significant funds, not MASE as a whole. Funds are established by MASE to help manage money for particular purposes and compliance with various grant provisions.

MASE's funds are categorized as “governmental funds.” Governmental funds focus on how money flows into and out of the funds and the balances left at year end that are available for spending in future periods. Fund financial statements are reported using an accounting method called “modified accrual” accounting, which measures cash and other financial assets that can readily be converted to cash. The modified accrual basis of accounting is different from the accrual basis used in the government-wide financial statements to report on MASE as a whole. The relationship between governmental activities, as reported in the statement of net position and the statement of activities, and governmental funds, as reported in the balance sheet and the statement of revenues, expenditures and changes in fund balances, is reconciled on pages 17 and 19.

A portion of MASE's funds are also “non-governmental” funds because they are generated from private sources. Shelby County School (SCS) disburses approximately 73% of the funds per student to MASE that it spends on the district's other students. All of the funds that MASE receives from SCS are used for the Instruction of Students and the Operation of its Facilities. MASE must use other sources of revenue, such as Individual & Corporate Donors and Debt, to support the many other needs of the school.

-7- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

GOVERNMENT-WIDE FINANCIAL ANALYSIS

Net Position

MASE's net position was less than MASE's liabilities at the close of the fiscal year, resulting in a net deficit of $(4,486,960). MASE's net position is categorized into two categories: net investment in capital assets, restricted and unrestricted, which totaled $578,977, $48,125 and $(5,114,062), respectively, as of June 30, 2017. During the year, MASE reduced its long-term obligations by $120,000.

Capital Assets

As of June 30, 2017, MASE had invested $3,436,867 in capital assets, which have a net book value of $578,977. This investment includes leasehold improvements, instructional and support furniture, computers and other equipment. MASE expects additional property and equipment investments in the June 30, 2016, school year as management continues to look for ways to provide superior educational experience for its students. MASE's facility is large enough to accommodate approximately 500 students for grades 6 through 12. Additional information on capital assets is located in the notes to the financial statements.

MASE's capital assets and accumulated depreciation as of June 30, 2017, are summarized as follows:

Leasehold improvements $ 1,128,576 Computers and office equipment 1,382,076 Computer software 133,299 Food service equipment 34,433 Furniture and fixtures 395,346 Site development 296,388 Other assets/equipment 66,749 3,436,867 Accumulated depreciation (2,857,890)

Capital assets, net $ 578,977

Debt

As of June 30, 2017, MASE had outstanding debt totaling $3,920,922 including notes payable and a line of credit issued for capital improvements/assets and to cover certain operational expenses. MASE paid off the loan with Local Incentives Support Corporation in December 2017. For further information regarding MASE's debt, refer to the notes to the financial statements.

Leases

MASE is currently renting educational space from Mississippi Boulevard Christian Church. The current lease term ends July 31, 2021. For additional information, see the notes to the financial statements.

-8- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

A summary of MASE's net position is as follows:

ASSETS $ 1,065,908

DEFERRED OUTFLOWS OF RESOURCES 200,667

LIABILITIES 5,753,535

NET POSITION Net investment in capital assets 578,977 Restricted 48,125 Unrestricted (5,114,062)

Total net position $ (4,486,960)

Changes in Net Position

MASE's total net position increased $257,666 during the 2017 fiscal year. The increase in MASE's net position indicates that MASE had more incoming revenues than outgoing expenses during the year. Revenues generated from government grants, governmental funds, foundation grants and donations totaled $4,509,271 during the 2017 fiscal year.

Contributions from individuals and organizations of $48,217 were due primarily to continued support from existing MASE donors, the Hyde Family Foundation and Musculoskeletal New Ventures Conference.

Fundraising Activities

MASE implements fundraising programs each year to supplement the operational funds for various student programs. Management has set a goal to raise approximately $100,000 each year. MASE also continues to raise funds to support student sponsored activities including Varsity Sports/Cheerleading, Field Trips and other student groups.

A summary of MASE's operations is as follows:

TOTAL REVENUES $ 4,509,271

TOTAL EXPENSES 4,251,605

CHANGE IN NET POSITION $ 257,666

-9- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

FINANCIAL ANALYSIS OF MASE'S FUNDS

MASE's funds, as presented on the balance sheet on page 15, reported a combined fund balance of $61,090. For the year ended June 30, 2017, the differences between government-wide and fund balances consist of capital assets, amounts due to the Memphis Bioworks Foundation, the line of credit, deferred rent, net pension asset and deferred inflows/outflows of resources which are not reported in MASE's funds.

SCHOOL ACTIVITIES

The mission of MASE is to produce lifelong learners, critical thinkers, effective communicators, and productive members of the global community through a focus on state and national standards, strong industrial partnerships, numerous research opportunities, continuous technological improvements, and a staff committed to social awareness, excellence and personal responsibility. Students are committed to the idea that success in any form is the result of hard work, self-respect and perseverance.

A number of factors contribute to the success of MASE, including:

• An extended school day, • Repetitive instructional model, • Quarterly testing of students and teachers, • Integrated and innovative technology in the classroom, • Highly qualified teachers, and • MASE's ability to gain a Commitment to Excellence from students and their families.

Enrollment for the year increased from 394 students in the prior year to 450 students in the current year. Management expects enrollment of 500 students for the next 2 - 3 years.

STUDENT ENROLLMENT FACTORS AND NEXT YEAR'S BUDGET

Enrollment: FY 2017 enrollment is projected to be approximately 500. Revenues: We anticipate a slight increase in total Basic Education Program (BEP) funding as a result of increased enrollment across all grades. MASE's enrollment for the 2017/2018 school year is consistent with the projection above which is an increase from the prior year and is in line with management's goals for enrollment. In addition, MASE was awarded a grant for $210,480 for the year ending June 30, 2018.

Management has approved an operating budget which it believes will allow MASE to generate enough cash flow to continue operations through June 30, 2018, by reducing costs and seeking grants to support its mission. Memphis Bioworks Foundation (MBF) is the sponsor for MASE and has provided operating cash advances and allowed for the deferral of payments to MBF since the inception of MASE. MBF has represented to MASE that it will defer payment of the balances due as of June 30, 2017, and, if necessary, amounts due for contract accounting services for the year ending June 30, 2018. For FY 2018, MASE expects to raise approximately $260,000 in non- government funds.

-10- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

CONTACTING MASE'S FINANCIAL MANAGEMENT

This financial report is designed to provide our students' parents, taxpayers, donors, creditors, authorities over grant funding and agencies tasked with oversight of the Shelby County Schools with a general overview of MASE's finances and to demonstrate MASE's accountability of the money it receives. If you have questions about this report or need additional financial information, contact MASE's Executive Director at 1254 Jefferson, Memphis, Tennessee 38104, or by telephone at (901) 333-1580.

MASE’s Board of Directors

Steven J. Bares, Ph.D. Chair- MASE President and Executive Director Memphis Bioworks Foundation 20 South Dudley, Suite 900 Memphis, Tennessee 38103

Daniel Copp Partner The Eager Street Group Memphis, Tennessee

Darryl Jackson Chief Operation Officer iScreen Vision, Inc. 3181 Poplar Avenue. Memphis, Tennessee 38111

Douglas McGowen Chief Operating Officer City of Memphis 125 North Main Street Memphis, Tennessee 38103

Gary Lynch Quality / Regulatory Consultant at M Squared Associates Inc. Memphis, Tennessee

Susan Huffman Treasurer- MASE Owner Reliant Investment Management, LLC 1715 Aaron Brenner Dr #504 Memphis, Tennessee 38120

-11- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Management's Discussion and Analysis Year Ended June 30, 2017 (Unaudited)

MASE’s Board of Directors, continued

Tiffany Syreeta Jones Parent Member- MASE Owner Destine Creations Memphis, Tennessee

Jessica Becker Smith and Nephew 1450 Brooks Road Memphis, Tennessee 38116

Jessica Ball Program Officer – Education Hyde Family Foundations 17 West Pontotoc Avenue, Suite 200 Memphis, Tennessee 38103

-12- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Statement of Net Position June 30, 2017

Governmental Activities Assets Current assets Cash $ 374,363 Receivables 54,659 Prepaid expenses 2,994 Total current assets 432,016 Non-current assets Capital assets, net 578,977 Net pension asset 54,915 Total non-current assets 633,892 Deferred outflows of resources Pension asset - contributions 181,303 Difference between actual and expected experience 19,364 Total deferred outflows of resources 200,667 Liabilities Current liabilities Accounts payable 408 Accrued expenses 220,655 Deferred rent 36,550 Note payable 149,863 Total current liabilities 407,476 Long-term liabilities Due to Memphis Bioworks Foundation 1,327,717 Line of credit 3,771,059 Net pension liability 247,283 Total long-term liabilities 5,346,059 Net position Net investment in capital assets 578,977 Restricted 48,125 Unrestricted (5,114,062)

Total net position $ (4,486,960)

The accompanying notes are an integral part of these financial statements.

-13- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Statement of Activities Year Ended June 30, 2017

Functions Student Instruction Total and Services Administration Fundraising Expenses Accounting fees $ 66,368 $ - $ 66,368 $ - Depreciation 129,162 129,162 - - Dues and membership fees 13,335 - 13,335 - Employee benefits 370,743 278,057 92,686 - Equipment rental and maintenance 99,777 84,810 14,967 - Extra-curricular activities 147,860 55,528 - 92,332 Insurance 39,247 29,435 9,812 - Interest expense 124,543 - 124,543 - Marketing 7,434 5,947 1,487 - Meals and entertainment 5,367 4,294 1,073 - Miscellaneous 8,939 - 8,939 - Occupancy 525,492 420,394 105,098 - Payroll taxes 184,072 138,054 46,018 - Postage and shipping 2,114 - 2,114 - Professional and consulting fees 4,618 - 4,618 - Salaries and wages 2,142,139 1,606,604 535,535 - Supplies 213,653 170,922 42,731 - Temporary labor 5,167 3,875 1,292 - Textbooks 420 420 - - Travel and meeting 161,155 120,866 40,289 - Total expenses 4,251,605 3,048,368 1,110,905 92,332

Program revenues Operating grants and contributions 92,332 - - 92,332

Net program expenses 4,159,273 $ 3,048,368 $ 1,110,905 $-

General revenues Contributions 48,217 District funding 3,846,390 State funding 199,000 Federal funding 277,315 Other income 46,017 Total general revenues 4,416,939

Change in net position 257,666

Net position, beginning of year (4,744,626)

Net position, end of year $ (4,486,960)

The accompanying notes are an integral part of these financial statements.

-14- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Balance Sheet June 30, 2017

General Fund

Assets

Cash $ 374,363 Receivables 54,659 Prepaid expenses 2,994

Total assets $ 432,016

Liabilities and Fund Balances

Liabilities Accounts payable $ 408 Accrued expenses 220,655 Notes payable 149,863

Total liabilities 370,926

Fund balances Restricted 48,125 Nonspendable 2,994 Unassigned 9,971

Total fund balances 61,090

Total liabilities and fund balances $ 432,016

The accompanying notes are an integral part of these financial statements.

-15- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Reconciliation of the Governmental Fund Balance Sheet to the Government-Wide Statement of Net Position June 30, 2017

Total governmental fund balances $ 61,090

Amounts reported for governmental activities in the statement of net position are different because:

Net capital assets used in governmental activities are not financial resources and, therefore, are not reported in the governmental fund balance sheet 578,977

Line of credit is not due and payable in the current period and, therefore, is not reported in the funds (3,771,059)

Deferred rent are not due and payable in the current period and, therefore, are not reported in the funds (36,550)

Notes payable are not due and payable in the current period and, therefore, are not reported in the funds (1,327,717)

Net pension asset 54,915

Net pension liability (247,283)

Contributions and changes in value of pension during current fiscal year 181,303

Net deferred inflows/outflows of resources - pension-related 19,364

Net position of governmental activities $ (4,486,960)

The accompanying notes are an integral part of these financial statements.

-16- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Funds Year Ended June 30, 2017

Revenues District funding $ 3,846,390 Contributions 48,217 Federal subrecipient grant 277,315 Student fundraising 92,332 State of Tennessee funding 199,000 Other income 46,017 Total revenues 4,509,271

Expenditures Current - Accounting fees 66,368 Dues and membership fees 13,335 Employee benefits 445,739 Equipment rental and maintenance 99,777 Food service 147,860 Insurance 39,247 Marketing 7,434 Meals and entertainment 5,367 Miscellaneous 8,939 Occupancy 488,942 Payroll taxes 184,072 Postage and shipping 2,114 Professional and consulting fees 4,618 Salaries and wages 2,142,139 Supplies 213,653 Temporary labor 5,167 Textbooks 420 Travel and meeting 161,154 Debt service - Principal 100,000 Interest expense 124,543 Capital outlay 96,491 Total expenditures 4,357,379

Revenues over expenditures 151,892 Reclassification of long-term note payable to short-term note payable (149,863) Net change in fund balances 2,029

Fund balance, beginning of year 59,061

Fund balance, end of year $ 61,090

The accompanying notes are an integral part of these financial statements.

-17- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Reconciliation of the Statement of Revenues Expenditures and Changes in Fund Balances of Governmental Funds to the Government-Wide Statement of Activities Year Ended June 30, 2017

Net change in fund balances - total governmental funds $ 2,029

Amounts reported for governmental activities in the statement of activities are different because:

Rent expense for straight line rent is included only in the governmental activities in the statement of activities. (36,550)

Loss on governmental disposal of capital assets is included only in the governmental activities in the statement of activities. 96,491

Depreciation expense on governmental capital assets is included only in the governmental activities in the statement of activities. (129,162)

Reclassification of long-term note payable to short -term note payable 149,863

Repayment of debt is reported as an expenditure in the governmental funds, but the repayment reduces liabilities in the statement of net position. 100,000

Contributions and changes in deferred inflows/outflows to the pension plans 74,995

Change in net position of governmental activities $ 257,666

The accompanying notes are an integral part of these financial statements.

-18- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements June 30, 2017

Note 1 - Summary of significant accounting policies The significant accounting policies and procedures followed by MASE are as follows: Organization Memphis Academy of Science and Engineering was formed on December 9, 2002, as a Tennessee not-for-profit corporation. The Memphis Bioworks Foundation (MBF), a Tennessee not- for-profit corporation, is the sponsor of MASE. Pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49-13-101, et seq., MASE has been approved as a public charter school. Pursuant to the Act, public charter schools are part of the state's public education program offering an alternative means within the public school system for accomplishing necessary outcomes of education. MASE, through MBF as sponsor, entered into a Charter School Agreement with the Board of Education of the Memphis City Schools on August 11, 2003 (with an effective date of July 1, 2003), to operate a charter school focused on math and science in Memphis, Tennessee. The initial Charter School Agreement expired on July 1, 2008, and was renewed through July 1, 2012, with the Board of Education of Memphis City Schools. Memphis City Schools ceased to exist on July 1, 2013, and Shelby County Schools assumed responsibility for the City of Memphis. As of December 27, 2017, MASE has not signed a Charter School Agreement with Shelby County Schools. Basis of accounting MASE is considered a special purpose governmental entity that engages in both governmental and business type activities and is not a component unit of another governmental entity. MASE follows accounting standards generally accepted in the United States of America as prescribed by the Government Accounting Standards Board (GASB), and the financial statements are prepared in the same manner as general purpose governments. Basic financial statements MASE's basic financial statements include both government-wide (reporting MASE as a whole) and governmental fund financial statements (reporting MASE's major fund). MASE's primary activities are all considered to be governmental activities and are classified as such in the government-wide and governmental fund financial statements. The government-wide financial statements of MASE have been prepared on the accrual basis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recognized when incurred. The governmental fund financial statements are presented on the modified accrual basis of accounting. Revenues under the modified accrual basis are recognized when measurable and available and expenses are recognized when the related liability is incurred. Government-wide financial statements The government-wide financial statements focus on the sustainability of MASE as an entity and the change in MASE's net position resulting from the current year's activities.

-19- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 1 - Summary of significant accounting policies (continued)

Government-wide financial statements (continued)

In the government-wide statement of net position, activities are reported on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long- term debt and obligations. The statement of net position presents the financial condition of MASE at year end.

Net position is classified as applicable into three components: net investment in capital assets, net of related debt; restricted; and unrestricted. These classifications are defined as follows:

Net investment in capital assets - This component of net position consists of capital assets, including restricted capital assets, net of accumulated depreciation and reduced by outstanding balances (if any) of bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction or improvement of those assets. If there are significant unspent related debt proceeds at year end, the portion of the debt attributable to the unspent proceeds is not included in the calculation of net investment in capital assets. Rather, that portion of the debt is included in the same net asset component as the unspent proceeds.

Restricted - This component of net position consists of constraints placed on net asset use through external constraints imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation.

Unrestricted - This component of net position consists of net assets that do not meet the definition of restricted or invested in capital assets, net of related debt. When both restricted and unrestricted assets are available for use, it is MASE's policy to utilize restricted assets first, then unrestricted assets as needed.

The government-wide statement of activities reports both the gross and net cost of MASE's functions. The functions are also supported by general government revenues (general revenues are primarily made up of district BEP funding and donations to the general fund). The statement of activities reduces gross expenses by related function revenues, operating and capital grants. Program revenues must be directly associated with the function. The net costs by function are normally covered by general revenue. MASE allocates indirect cost between functions.

Governmental fund financial statements

The financial transactions of MASE are reported in individual funds in the governmental fund financial statements. Each fund is accounted for by providing a separate set of self-balancing accounts that comprise its assets, liabilities, reserves, fund equity, revenues and expenses.

The emphasis on fund financial statements is on the major funds and the general fund is MASE's primary operating fund. It accounts for all financial resources of MASE, except those required to be accounted for in another fund. All of MASE's financial resources were accounted for in the general fund as of June 30, 2017.

-20- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 1 - Summary of significant accounting policies (continued)

The governmental fund's focus is upon the determination of financial resources, their balance, sources and use, rather than upon net income. MASE classifies governmental fund balances as: nonspendable, restricted, committed, assigned or unassigned based on the level of constraints on the fund balances. When an expenditure is incurred in which both restricted and unrestricted funds are available for use, it is MASE's policy to spend restricted funds first, then unrestricted funds. When an expenditure has been incurred for purposes in which multiple categories of unrestricted funds are available, it is MASE's policy to spend funds in the following order: committed, then assigned, and lastly unassigned funds. The classifications of fund balances are defined as follows:

Nonspendable - This classification consists of fund balances that cannot be spent because they are either not in spendable form, for example, noncash amounts that are not expected to be converted to cash, or the funds are legally or contractually required to be maintained intact.

Restricted - This classification consists of fund balances with external constraints on use imposed by creditors (such as through debt covenants), contributors or laws or regulations of other governments or constraints imposed by law through constitutional provisions or enabling legislation.

Committed - This classification consists of fund balances that can only be used for specific purposes established by formal action of MASE's Board of Directors, its highest level of decision making authority. Such commitments should include contractual obligations of fund assets. Fund balance commitments can only be removed by the same process of the same body employed to previously commit those amounts.

Assigned - This classification consists of all fund balances that are not in the general fund or classified as nonspendable, restricted or committed. In addition, general fund balances that MASE intends to use for specific purposes are also classified as assigned. MASE gives the authority to assign amounts to specific purposes to MASE's controller and personnel under the supervision of the controller tasked with financial recording responsibilities.

Unassigned - This classification consists of all fund balances in the general fund that are not reported as nonspendable, restricted, committed or assigned.

The fund balance detail for MASE is as follows:

General Fund Fund balances Nonspendable - Prepaid expenses $ 2,994 Restricted for - Grant funds 48,125 Unassigned 9,971

$ 61,090 -21- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 1 - Summary of significant accounting policies (continued)

Functional allocation of expenses

The costs of providing various programs and other services have been reported on a functional basis in the statement of activities. Accordingly, certain costs have been allocated among the student instruction and services, administration and fundraising, based on estimates made by management.

Receivables

Receivables represent amounts due from a contract and from the State of Tennessee. MASE does not require collateral for accounts receivable arising from the normal course of business.

An allowance for doubtful accounts is maintained when necessary based upon collection experience in prior years and a review of the collectibility of specific outstanding receivables. All accounts or portions thereof considered uncollectible or to require excessive collection costs are written off to bad debt expense. As of June 30, 2017, there was no allowance for doubtful accounts.

Capital assets

Capital assets are recognized at acquisition cost, if purchased, or the estimated fair value on the date received, if donated, less accumulated depreciation. The cost of routine maintenance and repairs is expensed as incurred. Expenditures which materially extend the economic lives, change capacities or improve the efficiency of the related assets are capitalized. Upon sale or retirement, the cost and related accumulated depreciation are removed from the respective accounts, and the resulting gain or loss, if any, is included in the statement of activities. Depreciation is provided using the straight-line method over the estimated useful lives of the assets or over the term of the lease for leasehold improvements, if less. MASE follows the practice of capitalizing all such expenditures over $1,000.

Pensions

For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the Teacher Legacy Pension Plan in the Tennessee Consolidated Retirement System (TCRS) and additions to/deductions from the plan's fiduciary net position have been determined on the same basis as they are reported by the TCRS. For this purpose, benefits (including refunds of employee contributions) are recognized when due and payable in accordance with the benefit terms of the Teacher Legacy Pension Plan, the Teacher Retirement Plan and the Public Employee Retirement Plan of TCRS. Investments are reported at fair value.

-22- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 1 - Summary of significant accounting policies (continued)

Deferred outflows of resources and deferred inflows of resources

Changes in net pension liability not included in pension expense are reported as deferred outflows of resources or deferred inflows of resources. Employer contributions subsequent to the measurement date of the net pension liability are reported as deferred outflows of resources.

Due to MBF

MBF is the sponsor of MASE. Dr. Steven J. Bares serves as the President and Executive Director of MBF and is the chairman of MASE's Board. No compensation is paid to Dr. Bares for his service to MASE. MASE owes $1,327,717 to MBF as of June 30, 2017, which is not expected to be repaid prior to June 30, 2018.

Long-term obligations

Long-term obligations to be repaid from governmental resources are reported as liabilities in the government-wide financial statements. Long-term obligations consist of Due to Memphis Bioworks Foundation and the line of credit.

Long-term debt for governmental funds is not reported as a liability in the fund financial statements. Debt proceeds and capital lease transactions are reported as other financing sources and payments of principal and interest are reported as expenditures.

Advertising

Advertising costs are charged to operations when incurred. Advertising expense totaled $7,434 for the year ended June 30, 2017.

Revenue recognition

MASE recognizes revenue as follows:

District funding - MASE receives funds from Shelby County Schools (SCS) based on a per- pupil allocation equivalent to the amount spent per pupil within the SCS each year. MASE received $8,506 per pupil and averaged 450 students for the year ended June 30, 2017. District funding is recognized when earned.

Contributions and grants - Contributions and grants are recognized as support when they are received. MASE reports gifts of cash and other assets as restricted support if they are received with donor stipulations that limit the use of the donated assets.

Federal subrecipient grants - MASE receives pass-through funding, Title I, from SCS. Title I is a federal program that provides financial assistance to low income area schools to ensure that the schools meet challenging state academic standards. Title I funding is recognized when it is earned.

-23- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 1 - Summary of significant accounting policies (continued)

Estimates and uncertainties

The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates.

Income taxes

MASE has been determined to be exempt from federal income taxes under Section 501(c)(3) of the Internal Revenue Code (IRC) as evidenced by a determination letter dated June 24, 2003. As a tax-exempt organization, MASE must operate in conformity with the IRC in order to maintain its tax-exempt status. MASE is also exempt from state income tax.

MASE's federal exempt organization tax returns for the years ended June 30, 2014, 2015 and 2016, are subject to examination by the Internal Revenue Service, generally for three years after they are filed.

Subsequent events

MASE has evaluated subsequent events for potential recognition and disclosure through December 27, 2017, the date the financial statements were available to be issued.

Note 2 - Financial condition and liquidity

MASE incurred losses in prior years that resulted an accumulated deficit of $(4,486,960) as of June 30, 2017. For the prior two years, MASE reported an increase in net assets totaling $257,666 for the year ended June 30, 2017 and $51,590 for the year ended June 30, 2016. The increase in net assets was due to several factors including increased grant revenue, better control of expenses, and the collection of funds from SCS which were withheld in prior fiscal years.

MBF is the sponsor for MASE and has provided operating cash advances and allowed for the deferral of payments to MBF since the inception of MASE. MBF has represented to MASE that it will defer these payments on the balance due as of June 30, 2017, and, if necessary, amounts due for contract accounting services for the year ending June 30, 2018.

MASE's enrollment for the 2017-2018 school year is expected at approximately 500 students which meets management's goals for enrollment. Management approved an operating budget which it believes will allow MASE to generate enough cash flow to continue operations through June 30, 2018, by reducing costs and seeking grants to support its mission. In addition, MASE was awarded a new grant totaling approximately $210,000 in October 2017.

-24- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 2 - Financial condition and liquidity (continued)

In August 2017, MASE signed an extension on its line of credit with First Tennessee Bank which extends the due date of the loan to August 2018. In addition, MASE paid off the loan with Local Incentives Support Corporation (LISC) in December 2017.

Management believes the plans which it has put in place and that it anticipates putting in place will allow MASE to generate sufficient cash flows to sustain operating to June 30, 2018.

Note 3 - Deposits with financial institutions

MASE follows GASB Statement 40, Deposit and Investment Risk Disclosures, for financial reporting of deposit risks. Custodial credit risk is the risk that in the event of bank failure, MASE's deposits may not be returned to it. MASE does not have a policy for custodial credit risk. As of June 30, 2017, MASE was not exposed to custodial credit risk, as deposits were covered by FDIC insurance and the State of Tennessee Collateral Pool.

Note 4 - Capital assets

Activity in capital assets consists of the following:

Government-Wide June 30, June 30, 2016 Additions Disposals 2017 Leasehold improvements $ 1,128,576 $ - $ - $ 1,128,576 Computers and office equipment 1,303,313 78,763 - 1,382,076 Computer software 121,171 12,128 - 133,299 Food service equipment 34,433 - - 34,433 Furniture and fixtures 389,746 5,600 - 395,346 Site development 296,388 - - 296,388 Other assets/equipment 66,749 - - 66,749 3,340,376 96,491 - 3,436,867 Accumulated depreciation (2,728,728) (129,162) - (2,857,890)

$ 611,648 $ (32,671) $- $ 578,977

Note 5 - Accrued expenses

Accrued expenses consist of the following:

Accrued payroll $ 176,342 Accrued retirement 23,127 Accrued interest 21,186

$ 220,655 -25- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 6 - Leases

On January 13, 2006, MASE entered into a fifteen-year agreement to lease space from Mississippi Boulevard Christian Church (MBCC) located at 1279 Jefferson Avenue. Lease payments began when MASE received an occupancy permit in August 2006. The lease includes an option for MASE to extend the term for an additional five years. The lease is comprised of three components: service fee, base lease and an additional amount tied to MBCC's note payable to a bank for code improvements. The service fee is $2,083 per month which totaled $25,000 for the year ended June 30, 2017. Lease payments for the note reimbursement and the base lease amount totaled $130,253 and $78,750, respectively, for the year ended June 30, 2017. The base lease has escalating provisions and the lease expense is being recognized on a straight-line basis. The cumulative difference between the straight-line expense and actual amounts paid is a prepaid balance totaling $2,994 as of June 30, 2017. MASE is also required to pay utility costs, insurance, repairs and maintenance. These costs are expensed as incurred.

MASE has operating lease agreements for maintenance and office equipment. The amount expensed under these agreements totaled $52,846 for the year ended June 30, 2017.

As of June 30, 2017, future minimum lease payments required under operating lease agreements are as follows: Year ending June 30, 2018 $ 633,958 June 30, 2019 96,000 June 30, 2020 96,000 June 30, 2021 95,083

$ 921,041

Rent expense totaled $363,227 for the year ended June 30, 2017, which includes service fee payments.

Note 7 - Notes payable

On December 27, 2007, MASE entered into a promissory note with LISC for $1,000,000. The loan has a fixed interest rate of 7.25% and interest payments are due on a quarterly basis. In February 2014, the note was amended to extend the due date to January 2018, and the interest rate changed to 5.5%. The remaining total principal balance borrowed plus accrued interest will be due on January 1, 2018. This note is collateralized by capital campaign pledges and a guaranty from MBF. As of June 30, 2017, the principal amount under this loan totaled $149,863.

Aggregate maturities of long-term debt for the years subsequent to June 30, 2017, are as follows:

Principal Interest Total Year ending June 30, 2018 $ 149,863 $ 4,528 $ 154,391

-26- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 7 - Notes payable (continued)

A summary of changes in the notes payable for the year ended June 30, 2017, is as follows:

Balance Balance July 1, June 30, Due Within 2016 Additions Payments 2017 One Year

LISC $ 249,863 $- $ (100,000) $ 149,863 $ 149,863

Note 8 - Line of credit

MASE has a line of credit with a financial institution for $3,900,000. As of June 30, 2017, the principal amount payable under this loan totaled $3,771,059 and is due on August 1, 2018. The loan is guaranteed by the J.R. Hyde III Family Foundation and has a floating interest rate of prime minus .75% (3.50% as of June 30, 2017) payable quarterly in arrears. The line is uncollateralized and interest only payments are required through August 1, 2018.

Note 9 - Commitments and contingencies

MASE receives financial assistance from state and local agencies in the form of a per-pupil allocation and a federal pass-through grant. The expenditure of funds received under these programs requires compliance with MASE's Charter School Agreement and is subject to audit by the oversight agency. Any disallowed claims resulting from such an audit become a liability of MASE. However, in the opinion of management, any such disallowed claims will not have a material effect on the financial statements.

Note 10 - Related party transactions

As previously noted, MBF is the sponsor of MASE. Dr. Steven J. Bares serves as the President and Executive Director of MBF and is the chairman of MASE's Board. No compensation is paid to Dr. Bares for his service to MASE. MASE owes $1,327,717 to MBF as of June 30, 2017.

MASE recognized expenses for contract accounting services to MBF totaling $44,100 during the year ended June 30, 2017.

MASE received a contribution totaling $25,000 from MBF during the year ended June 30, 2017.

-27- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - Pension plans

Plan descriptions

Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014 are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to existing members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by Local Education Agencies (LEAs) after June 30, 2014. The Teacher Retirement Plan is a separate cost-sharing, multiple employer defined benefit plan.

Employees of Shelby County Unified School District are provided a defined benefit pension plan through the Public Employee Retirement Plan, an agent multiple-employer pension plan administered by the TCRS.

The TCRS was created by state statute under Tennessee Code Annotated Title 8, Chapters 34-37. The TCRS Board of Trustees is responsible for the proper operation and administration of the TCRS. The Tennessee Treasury Department, an agency in the legislative branch of state government, administers the plans of the TCRS. The TCRS issues a publicly available financial report that can be obtained at www.treasury.tn.gov/tcrs.

Benefits provided

Tennessee Code Annotated Title 8, Chapters 34-37 establishes the benefit terms and can be amended only by the Tennessee General Assembly. The chief legislative body may adopt the benefit terms permitted by statute.

Members of the Teacher Legacy Pension Plan and the Public Employee Retirement Plan are eligible to retire at age 60 with 5 years of service credit or after 30 years of service credit regardless of age. Benefits are determined by a formula using the member's highest five consecutive year average compensation and the member's years of service credit. A reduced early retirement benefit is available at age 55 and vested. Members are vested with five years of service credit.

Members of the Teacher Retirement Plan are eligible to retire at age 65 with 5 years of service credit or pursuant to the rule of 90 in which the member's age and service credit total 90. Benefits are determined by a formula using the member’s highest five consecutive year average compensation and the member’s years of services credit. A reduced early retirement benefit is available at age 60 and vest pursuant to the rule of 80. Members are vested with five years of service credit.

Service related disability benefits are provided regardless of length of service. Five years of service is required for non-service related disability eligibility. The service related and non-service related disability benefits are determined in the same manner as a service retirement benefit but are reduced 10 percent and include projected service credits. A variety of death benefits are available under various eligibility criteria.

-28- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement.

A COLA is granted each July for annuitants retired prior to the 2nd of July of the previous year. The COLA is based on the change in the consumer price index (CPI) during the prior calendar year, capped at 3 percent, and applied to the current benefit. No COLA is granted if the change in the CPI is less than one-half percent. A one percent COLA is granted if the CPI change is between one-half percent and one percent. A member who leaves employment may withdraw their employee contributions, plus any accumulated interest. Under the Teacher Retirement Plan, benefit terms and conditions, including COLA, can be adjusted on a prospective basis. Moreover, there are defined cost controls and unfunded liability controls that provide for the adjustment of benefit terms and conditions on an automatic basis.

Public Employee Retirement Plan - Employees covered by benefit terms

At the measurement date of June 30, 2016, the following employees for the Shelby County School District were covered by the benefit terms:

Inactive employees or beneficiaries currently receiving benefits 4,318 Inactive employees entitled to but not yet receiving benefits 7,251 Active employees 3,848

15,417

MASE's employees covered by benefit terms is not available for the measurement dates, therefore, Shelby County School District total numbers are presented above.

Contributions

Teacher Legacy Pension Plan - Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Teachers contribute 5 percent of salary. MASE makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. By law, employer contributions for the Teacher Legacy Pension Plan are required to be paid. The TCRS may intercept the state shared taxes of MASE if the required employer contributions are not remitted. Employer contributions by MASE for the year ended June 30, 2017 to the Teacher Legacy Pension Plan were $145,334, which is 9.04 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability.

-29- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Contributions (continued)

Teacher Retirement Plan - Contributions for teachers are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly or by automatic cost controls set out in law. Teachers contribute 5 percent of salary. MASE makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. Per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except in years when the maximum funded level, as established by the TCRS Board of Trustees, is reached. By law, employer contributions for the Teacher Retirement Plan are required to be paid. The TCRS may intercept the state shared taxes of the sponsoring governmental entity of MASE if the required employer contributions are not remitted. Employer contributions by MASE for the year ended June 30, 2017 to the Teacher Retirement Plan were $16,779 which is 4.00 percent of covered payroll. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability.

Public Employee Retirement Plan - Contributions for employees are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Employees contribute 5 percent of salary. MASE makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. For the year ended June 30, 2017, the employer contributions for MASE were $19,190 based on a rate of 9.04% percent of covered payroll. By law, employer contributions are required to be paid. The TCRS may intercept MASE's state shared taxes if required employer contributions are not remitted. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability.

Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions

Net pension asset/liability

Teacher Legacy Pension Plan - At June 30, 2017, MASE reported a liability of $247,283 for its proportionate share of the net pension liability. The net pension liability was measured as of June 30, 2016, and the total pension liability used to calculate the net pension liability was determined by an actuarial value as of that date. MASE’s proportion of the net pension liability was based on MASE’s share of contributions to the pension plan relative to the contributions of all participating LEAs. At the measurement date of June 30, 2016 MASE’s proportion was 0.039569 percent. The proportion measured as of June 30, 2015 was 0.032251 percent.

Teacher Retirement Plan - At June 30, 2017, MASE reported an asset of $5,844 for its proportionate share of the net pension asset. The net pension asset was measured as of June 30, 2016, and the total pension asset used to calculate the net pension asset was determined by an actuarial value as of that date.

-30- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Net pension asset/liability (continued)

MASE’s proportion of the net pension asset was based on MASE’s share of contributions to the pension plan relative to the contributions of all participating LEAs. At the measurement date of June 30, 2016 MASE’s proportion was 0.056136 percent. The proportion measured as of June 30, 2015 was 0.141143 percent.

Public Employee Retirement Plan - Shelby County Unified School District’s net pension liability (asset) was measured as of June 30, 2016, and the total pension liability used to calculate net pension liability (asset) was determined by an actuarial valuation as of that date. MASE's proportion for this plan is .15 at the June 30, 2016 measurement date.

Actuarial assumptions

The total pension liability in the June 30, 2016, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement:

Inflation 3.0 percent Salary increases Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent Investment rate of return 7.5 percent, net of pension plan investment expenses, including inflation Cost-of-living adjustment 2.5 percent

Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy.

The actuarial assumptions used in the June 30, 2016, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience.

-31- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Actuarial assumptions (continued) of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table:

Long-Term Expected Target Asset Class Real Rate of Return Allocation

U.S. equity %6.46 %33 Developed market international equity %6.26 17 Emerging market international equity %6.40 5 Private equity and strategic lending %4.61 8 U.S. fixed income %0.98 29 Real estate %4.73 7 Short-term securities -1%

%100

The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above.

Discount rate

The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all of the LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan's fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability.

-32- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Changes in the Net Pension Liability (Asset) - Public Employee Retirement Plan

Total Pension Plan Fiduciary Net Pension Liability Net Position Liability (Asset) (a) (b) (a) - (b)

Balance at June 30, 2015 $ 1,752,828 $ 1,854,484 $ (101,656)

Changes for the year - Service cost 20,796 - 20,796 Interest 73,986 - 73,986 Differences between expected and actual experience (26,705) - (26,705) Contributions - employer - 19,998 (19,998) Contributions - employee - 10,792 (10,792) Net investment income - 27,587 (27,587) Benefit payments, including refunds of employee contributions (60,851) (60,851) - Changes in MASE's percentage of total plan activity (756,716) (800,602) 43,886 Administrative expenses - (424) 424 Administrative expenses - 1,425 (1,425)

Net changes (749,490) (802,075) 52,585

Balance at June 30, 2016 $ 1,003,338 $ 1,052,409 $ (49,071)

Sensitivity of the Proportionate Share of Net Pension Liability (Asset) to Changes in the Discount Rate

The following presents MASE's proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what MASE's proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage- point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate:

Teacher Legacy Pension Plan Current 1% Decrease Discount 1% Increase (6.5%) Rate (7.5%) (8.5%) MASE's proportionate share of the net pension liability (asset) $ 1,357,873 $ 247,283 $ (672,680)

-33- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Teacher Retirement Plan Current 1% Decrease Discount 1% Increase (6.5%) Rate (7.5%) (8.5%) MASE's proportionate share of the net pension liability (asset) $ 2,760 $ (5,844) $ (12,183)

Public Employee Retirement Plan Current 1% Decrease Discount 1% Increase (6.5%) Rate (7.5%) (8.5%) MASE's proportionate share of the net pension liability (asset) $ 68,988 $ (49,071) $ (147,922)

Pension expense

For the year ended June 30, 2017, MASE recognized a pension expense of $109,215 for the Teacher Legacy Pension Plan.

For the year ended June 30, 2017, MASE recognized a pension expense of $5,091 for the Teacher Retirement Plan.

For the year ended June 30, 2017, MASE recognized a negative pension expense of $7,997 for the Public Employee Retirement Plan.

Deferred outflows of resources and deferred inflows of resources

Teacher Legacy Pension Plan - For the year ended June 30, 2017, MASE reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources: Deferred Deferred Outflows of Inflows of Resources Resources Differences between expected and actual experience $ 10,407 $ 299,378 Net difference between projected and actual earnings of pension plan investments 276,095 - Changes in proportion of Net Pension Liability (Asset) 331,391 - Contributions subsequent to the measurement date of June 30, 2016 145,334 -

Total $ 763,227 $ 299,378

-34- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Deferred outflows of resources and deferred inflows of resources (continued)

MASE's employer contributions of $145,334, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ending June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows:

Year ending June 30, 2018 $ 33,802 June 30, 2019 33,802 June 30, 2020 166,244 June 30, 2021 93,075 June 30, 2020 (8,408)

$ 318,515

In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense.

Teacher Retirement Plan - For the year ended June 30, 2017, MASE reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources:

Deferred Deferred Outflows of Inflows of Resources Resources Differences between expected and actual experience $ 566 $ 674 Net difference between projected and actual earnings of pension plan investments 957 - Changes in proportion of Net Pension Liability (Asset) 2,384 - Contributions subsequent to the measurement date of June 30, 2016 16,779 -

Total $ 20,686 $ 674

MASE's employer contributions of $16,779, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ending June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows:

-35- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Year ending June 30, 2018 $ 435 June 30, 2019 435 June 30, 2020 435 June 30, 2021 390 June 30, 2022 185 Thereafter 1,354

$ 3,234

Public Employee Retirement Plan - For the year ended June 30, 2017, MASE reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources:

Deferred Deferred Outflows of Inflows of Resources Resources Differences between expected and actual experience - (52,030) Net difference between projected and actual earnings of pension plan investments 34,369 - Changes in proportion of Net Pension Liability (Asset) (388,783) - Contributions subsequent to the measurement date of June 30, 2016 19,190 -

Total $ (335,224) $ (52,030)

MASE's employer contributions of $19,190, reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension liability (asset) in the year ending June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows:

Year ending June 30, 2018 $ (300,006) June 30, 2019 (300,006) June 30, 2020 84,667 June 30, 2021 108,901 June 30, 2022 -

$ (406,444)

-36- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Financial Statements (Continued) June 30, 2017

Note 11 - General information about the pension plans (continued)

Pension plan fiduciary net position

Detailed information about the pension plan's fiduciary net position is available in a separately issued TCRS financial report.

Payable to the pension plan

As of June 30, 2017, MASE reported a payable for the Teacher Legacy Pension Plan of $18,539 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017.

As of June 30, 2017, MASE reported a payable for the Teacher Retirement Plan of $2,140 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017.

As of June 30, 2017, MASE reported a payable for the Public Employee Retirement Plan of $2,448 for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2017.

Note 12 - Concentrations

MASE maintains cash accounts which may exceed federally insured amounts at times and which may at times significantly exceed balance sheet amounts due to outstanding checks. MASE has not experienced any losses in such accounts and management believes it is not exposed to significant risk to cash.

During the year ended June 30, 2017, MASE received 85% of its funding for operations from SCS based on a per-pupil allocation equivalent to the amount spent per pupil within the SCS.

-37- REQUIRED SUPPLEMENTARY INFORMATION MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Schedule of Changes in MASE's Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS Last Fiscal Year Ending June 30

2014 2015 2016 Total pension liability Service cost $ 59,547 $ 37,296 $ 20,796 Interest 169,976 126,307 73,986 Changes in benefit terms - - - Differences between expected and actual experience (136,689) (2,679) (26,705) Change in MASE's percentage of total plan activity - (519,764) (756,716) Benefit payments, including refunds of employee contributions (156,378) (109,780) (60,851) Net change in total pension liability (63,544) (468,620) (749,490)

Total pension liability - beginning 2,284,992 2,221,448 1,752,828 Total pension liability - ending (a) 2,221,448 1,752,828 1,003,338

Plan fiduciary net position Contributions - employer 51,538 34,438 19,998 Contributions - employee 28,842 18,578 10,792 Net investment income 350,245 56,340 27,587 Benefit payments, including refunds of employee contributions (156,378) (109,780) (60,851) Administrative expenses (731) (503) (424) Change in MASE's percentage of total plan activity - (566,718) (800,602) Other - 1 1,425 Net change in plan fiduciary net position 273,516 (567,644) (802,075)

Plan fiduciary net position - beginning 2,148,612 2,422,128 1,854,484 Plan fiduciary net position - ending (b) 2,422,128 1,854,484 1,052,409

Net pension liability (asset) - ending (a) - (b) (200,680) (101,656) (49,071)

Plan fiduciary net position as a percentage of total pension liability %109.83 %105.80 %104.89

Covered-employee payroll $ 573,540 $ 371,500 $ 216,563

Net pension liability (asset) as a percentage of covered-employee payroll(34.99) % (27.36)% (22.66)%

* GASB 68 requires a 10-year schedule for this data to be presented starting with the implementation of GASB 68. The information in this schedule is not required to be presented retroactively prior to the implementation date.

-39- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Schedule of MASE's Contributions Based on Participation in the Public Employee Pension Plan of TCRS Fiscal Year Ending June 30

2014 2015 2016 2017

Contractually required $ 51,538 $ 34,438 $ 19,998 $ 18,725 Contributions in relation to the contractually required contribution 51,538 34,438 19,998 18,725

Contribution deficiency (excess) $- $- $- $-

Covered-employee payroll $ 573,540 $ 371,500 $ 216,563 $ 202,000 Contributions as a percentage of covered-employee payroll %8.99 %9.27 %9.23 %9.27

-40- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Public Employee Pension Plan of TCRS Schedule Last Fiscal Year Ending June 30

Valuation date: Actuarially determined contribution rates for the fiscal year 2017 were calculated based on the June 30, 2015 actuarial valuation.

Methods and assumptions used to determine contribution rates:

Actuarial cost method Frozen initial liability

Amortization method Level dollar, closed (not to exceed 20 years)

Remaining amortization Varies by year method

Asset valuation 10-year smoothed within a 20 percent corridor to market value

Inflation 3.0 percent Salary increases Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent

Investment rate of return 7.5 percent, net of pension plan investment expenses, including inflation

Retirement age Pattern of retirement determined by experience study

Mortality Customized table based on actual experience including an adjustment for some anticipated movement

Cost-of-living adjustment 2.5 percent

-41- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Schedule of MASE's Proportionate Share of the Net Pension Liability (Asset) Teacher Legacy Pension Plan of TCRS Fiscal Year Ended June 30*

2014 2015 2016

MASE's proportion of the net pension liability (asset)0.031156 % 0.032251 % 0.039569 % MASE's proportionate share of the net pension liability (asset) $ 4,282 $ 13,211 $ 247,283

MASE's covered-employee payroll $ 1,034,094 $ 1,207,313 $ 1,428,353 MASE's proportionate share of the net pension liability (asset) as a percentage of its covered- employee payroll %0.41 %1.09 %17.31 Plan fiduciary net position as a percentage of the total pension liability (asset) %100.08 %99.81 %97.14

-42- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of MASE's Contributions Teacher Legacy Pension Plan of TCRS Fiscal Year Ended June 30

2014 2015 2016 2017 Contractually required $ 97,204 $ 109,141 $ 129,123 $ 128,531 Contributions in relation to the contractually required contribution 97,204 109,141 129,123 128,531

Contribution deficiency (excess) $- $- $- $-

MASE's covered-employee payroll $ 1,034,094 $ 1,207,313 $ 1,428,353 $ 1,421,806 Contributions as a percentage of MASE's covered-employee payroll %9.04 %9.04 %9.04 %9.04

-43- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING Schedule of MASE's Proportionate Share of the Net Pension Liability (Asset) Teacher Retirement Plan of TCRS Fiscal Year Ended June 30*

2015 2016 MASE's proportion of the net pension liability (asset) 1.411800 % 0.056136 % MASE's proportionate share of the net pension liability (asset) $ (5,798) $ (5,844)

MASE's covered-employee payroll $ 299,440 $ 247,000 MASE's proportionate share of the net pension liability (asset) as a percentage of its covered-employee payroll (1.94)% (2.37)% Plan fiduciary net position as a percentage of the total pension liability (asset) %127.46 %121.88

-44- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of MASE's Contributions Teacher Retirement Plan of TCRS Fiscal Year Ended June 30

2015 2016 2017

Contractually required $ 7,486 $ 6,183 $ 6,787 Contributions in relation to the contractually required contribution 11,978 9,880 6,787

Contribution deficiency (excess) $ (4,492) $ (3,697) $-

MASE's covered-employee payroll $ 299,440 $ 247,000 $ 169,686 Contributions as a percentage of MASE's covered-employee payroll %4.00 %4.00 %4.00

-45- SUPPLEMENTARY INFORMATION MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of Fundraising Year Ended June 30, 2017

Eighth General Seniors Grade Athletics Total

Fundraising revenues $ 17,223 $ 42,230 $ 10,766 $ 22,113 $ 92,332

Fundraising expenses 17,223 42,230 10,766 22,113 92,332

Fundraising excess of revenues over (under) expenses $ - $- $- $- $-

-47- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of Expenditures of Federal Awards Year Ended June 30, 2017

Beginning Ending Federal Grantor/ Program Title/ Contract (Accrued) Accrued Pass-through Grantor CFDA # Number Deferred Receipts Expenditures (Deferred)

Federal Awards

Department of Education/Title 1 Part A: Title 1 Grants to Local Education Agencies 84.010 $ - $ 245,815 $ 277,315 $ 31,500

Total federal awards $ - $ 245,815 $ 277,315 $ 31,500

-48- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Notes to Schedule of Expenditures of Federal Awards Year Ended June 30, 2017

Note 1 - Basis of presentation

The schedule of expenditures of federal awards (the Schedule) includes the federal award activity of MASE under programs of the federal government for the year ended June 30, 2017. The information in this schedule is presented in accordance with the requirements of Title 2 U.S. Code of Federal Regulations (CFR) Part 200, Uniform Administrative Requirements, Cost Principles and Audit Requirements for Federal Awards (Uniform Guidance). Because the Schedule presents only a selected portion of the operations of MASE, it is not intended to and does not present the financial position, changes in net assets or cash flows of MASE.

Note 2 - Summary of Significant Accounting Policies

Expenditures reported in the schedule are on the accrual basis of accounting. Such expenditures are recognized following the cost principles contained in Title 2 U.S Code of Federal Regulations Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, wherein certain types of expenditures are not allowable or limited as to reimbursement.

-49- INTERNAL CONTROL AND COMPLIANCE

th 5100 Poplar Ave., 30 Floor ■ Memphis, TN 38137 Main: 901.685.5575 ■ Fax: 901.685.5583 ■ www.mhmcpa.com INDEPENDENT AUDITOR'S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS

To the Board of Directors Memphis Academy of Science and Engineering Memphis, Tennessee

We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities and the major fund of Memphis Academy of Science and Engineering (MASE) as of and for the year ended June 30, 2017, and the related notes to the financial statements, which collectively comprise MASE's basic financial statements, and have issued our report thereon dated December 27, 2017.

Internal Control Over Financial Reporting

In planning and performing our audit of the financial statements, we considered MASE's internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of MASE's internal control. Accordingly, we do not express an opinion on the effectiveness of MASE's internal control.

A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity's financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance.

Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or significant deficiencies. Given these limitations, during our audit, we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified.

Compliance and Other Matters

As part of obtaining reasonable assurance about whether MASE's financial statements are free from material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit and, accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards.

Member of Kreston International — a global network of independent accounting firms Purpose of this Report

The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity's internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity's internal control and compliance. Accordingly, this communication is not suitable for any other purpose.

Memphis, Tennessee December 27, 2017

-52- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of Findings and Responses Year Ended June 30, 2017

None noted.

-53- MEMPHIS ACADEMY OF SCIENCE AND ENGINEERING

Schedule of Prior Year Findings Year Ended June 30, 2017

None noted.

-54-

Memphis Academy of Science and Engineering

Report on Financial Statements

For the year ended June 30, 2016

Memphis Academy of Science and Engineering Contents

Page

Independent Auditor’s Report ...... 1-2

Management’s Discussion and Analysis (Unaudited) ...... 3-8

Basic Financial Statements

Government-Wide Financial Statements

Statement of Net Position ...... 9

Statement of Activities ...... 10

Governmental Fund Financial Statements

Balance Sheet ...... 11

Reconciliation of the Governmental Fund Balance Sheet to Government-Wide Statements of Net Position...... 12

Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Funds ...... 13

Reconciliation of the Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Fund to the Government-Wide Statement of Activities ...... 14

Notes to the Financial Statements ...... 15-29

Required Supplementary Information

Schedule of MASE’s Proportionate Share of the Net Pension Asset Teacher Legacy Pension Plan of TCRS ...... 31

Schedule of MASE’s Contributions Teacher Legacy Pension Plan of TCRS ...... 32

Schedule of MASE’s Proportionate Share of the Net Pension Asset Teacher Retirement Plan of TCRS ...... 33

Memphis Academy of Science and Engineering Contents

Schedule of MASE’s Contributions Teacher Retirement Plan of TCRS ...... 34

Schedule of Changes in MASE’s Net Pension (Asset) Liability and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS ...... 35

Schedule of MASE’s Contributions Based on Participation in the Public Employee Pension Plan of TCRS ...... 36

Supplementary Information

Schedule of Fundraising ...... 38

Schedule of Expenditures of Federal Awards ...... 39

Internal Control and Compliance

Schedule of Findings and Responses ...... 43

Schedule of Prior Year Findings ...... 44

Independent Auditor’s Report

Board of Directors Memphis Academy of Science and Engineering Memphis, Tennessee

Report on the Financial Statements

We have audited the accompanying financial statements of the governmental activities and the major fund of Memphis Academy of Science and Engineering (MASE), as of and for the year ended June 30, 2016 and the related notes to the financial statements, which collectively comprise MASE’s basic financial statements as listed in the table of contents.

Management's Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor's Responsibility

Our responsibility is to express opinions on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial auditing contained in Government Auditing Standards, issue by the Comptroller General of the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions.

Opinion

In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and the major fund of Memphis Academy of Science and Engineering as of June 30, 2016, and the respective changes in financial position for the year then ended, in accordance with accounting principles generally accepted in the United States of America. www.elliottdavis.com

Required Supplementary Information

Accounting principles generally accepted in the United States of America require that the management's discussion and analysis on pages 3 through 8, the schedule of changes in MASE's net pension liability (asset) and related ratios based on participation in the pension plans of TCRS and MASE's contributions based on participation in the pension plans of TCRS on pages 31 through 36 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management's responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance.

Supplementary Information

Other Reporting Required by Government Auditing Standards

In accordance with Government Auditing Standards, we have also issued our report dated December 29, 2016, on our consideration of MASE's internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering MASE's internal control over financial reporting and compliance.

Memphis, Tennessee December 29, 2016

2 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

The following Management's Discussion and Analysis (MD&A) of Memphis Academy of Science and Engineering's activities and financial performance provides the reader with an introduction and overview to the financial statements of MASE for the year ended June 30, 2016. This information should be considered within the context of the accompanying financial statements and note disclosures.

FINANCIAL OPERATIONS HIGHLIGHTS

FINANCIAL HIGHLIGHTS

• The liabilities of MASE exceeded its assets by $4,744,626

• Net position increased by $51,590 during the year

• Outlays for new capital assets totaled $18,646

• Total revenues of $3,822,247 were comprised of Federal and State Passthrough Funds - 9%, District Funds - 83% and Charitable Giving/Other - 8%

OVERVIEW OF THE FINANCIAL STATEMENTS

Reporting MASE as a Whole

Government-Wide Financial Statements In general, users of these financial statements want to know if MASE is better off or worse off as a result of the year's activities. The statement of net position and statement of activities report information about MASE as a whole and about MASE's activities in a manner that helps to answer that question. These statements include all assets and liabilities using the accrual basis of accounting. Under the accrual basis, all of the current year's revenue and expenses are reported (accounted for) regardless of when cash is received or paid. These statements are on pages 9 and 10.

The statement of net position reports total assets less total liabilities of MASE. MASE's net position at year end represents available resources for future growth. The statement of activities reports the change in net position as a result of activity during the year. The statement of activities provides the user a tool to assist in determining the direction of MASE's financial health during the year. Users will want to consider non-financial factors as well as the financial data in arriving at a conclusion regarding the overall health of MASE.

3 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

Reporting MASE's Funds

Governmental Fund Financial Statements MASE's governmental fund financial statements, the balance sheet and the statement of revenues, expenditures and changes in fund balances, begin on page 11. They provide detailed information about MASE's most significant funds, not MASE as a whole. Funds are established by MASE to help manage money for particular purposes and compliance with various grant provisions.

MASE's funds are categorized as "governmental funds." Governmental funds focus on how money flows into and out of the funds and the balances left at year end that are available for spending in future periods. Fund financial statements are reported using an accounting method called "modified accrual" accounting, which measures cash and other financial assets that can readily be converted to cash. The modified accrual basis of accounting is different from the accrual basis used in the government-wide financial statements to report on MASE as a whole. The relationship between governmental activities, as reported in the statement of net position and the statement of activities, and governmental funds, as reported in the balance sheet and the statement of revenues, expenditures and changes in fund balances is reconciled in the basic financial statements on pages 12 and 14.

GOVERNMENT-WIDE FINANCIAL ANALYSIS

Net Position MASE's assets were less than MASE's liabilities at the close of the fiscal year, resulting in net position of $(4,744,626). MASE's net position is categorized into two categories: net investment in capital assets and unrestricted, which totaled $611,647 and $(5,356,273), respectively, as of June 30, 2016.

Capital Assets As of June 30, 2016, MASE had invested $611,647 in capital assets, net of depreciation. This investment includes leasehold improvements, instructional and support furniture, computers and other equipment. MASE expects additional property and equipment investments in the June 30, 2017, school year as management continues to look for ways to provide superior educational experience for its students. MASE's facility is large enough to accommodate approximately 500 students for grades 6 through 12. Additional information on capital assets is located in the notes to the financial statements.

Leases MASE is currently renting educational space from Mississippi Boulevard Christian Church. The current lease term ends July 31, 2021. For additional information, see the notes to the financial statements.

Debt As of June 30, 2016, MASE had outstanding debt totaling $4,020,922, including notes payable and a line of credit issued to cover certain operational expenses. For further information regarding MASE's debt, refer to the notes to the financial statements.

4 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

CONDENSED FINANCIAL INFORMATION

A summary of MASE's net position is as follows:

Governmental Activities 2016 2015

Current and other assets $ 195,154 $ 248,689 Non-current assets 705,890 923,530 Total assets 901,044 1,172,219 Deferred outflows of resources 833,218 217,579

Current liabilities 136,093 1,412,156 Long-term liabilities 5,348,639 4,151,059 Total liabilities 5,484,732 5,563,215 Deferred inflows of resources 994,156 622,799 Net position Net investment in capital assets 611,647 716,648 Unrestricted (5,356,273) (5,512,864) Total net position $ (4,744,626) $ (4,796,216)

Changes in Net Position MASE's total net position increased $51,590 during the 2016 fiscal year. The increase in MASE's net position indicates MASE had more incoming revenues during the year than outgoing expenses. Revenues generated from government grants, governmental funds, foundation grants and donations totaled $3,701,691 during the 2016 fiscal year. The actual increase in net position is less than budget because actual student count was less than budgeted. Lower student count resulted in lower payments from Shelby County Schools. Operating revenues increased by $202,140 and expenses increased by $374,331 from fiscal 2015. In addition, MASE adjusts pension costs based on data provided by the Tennessee Consolidated Retirement System annually. This year, there is a net pension asset.

Existing MASE donors including individuals, organizations and the Hyde Family Foundation contributed $190,645 during the 2016 fiscal year. The Musculoskeletal New Ventures Conference also donated $25,000 of the total $190,645 and plans to continue annual donations.

Fundraising Activities MASE implements fundraising programs each year to supplement the operational funds for various student programs. MASE also continues to raise funds to support student sponsored activities including Varsity Sports/Cheerleading, Field Trips and other student groups.

A summary of MASE's operations is as follows:

Governmental Activities 2016 2015

Operating revenues $ 3,822,247 $ 3,620,108 Operating expenses 3,770,657 3,396,327 Change in net position $ 51,590 $ 223,781 5 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

FINANCIAL ANALYSIS OF MASE'S FUNDS

MASE's funds, as presented on the balance sheet on page 11, reported a total fund balance of $59,061. For the year ended June 30, 2016, the differences between government-wide and fund balances consist of capital assets, and amounts due to the Memphis Bioworks Foundation, the line of credit, notes payable, net pension asset and deferred inflows/outflows of resources which are not reported in MASE's funds.

SCHOOL ACTIVITIES

A number of factors contribute to the success of MASE, including:

 An extended school day,  Repetitive instructional model,  Quarterly testing of students and teachers,  Integrated and innovative technology in the classroom,  Highly qualified teachers, and  MASE’s ability to gain a excellence from students and their families.

Enrollment for the year increased from 376 students in the prior year to 394 students. Management expects enrollment of 400-500 students for the next 2 - 3 years.

STUDENT ENROLLMENT FACTORS AND NEXT YEAR'S BUDGET

Enrollment: FY 2016 enrollment is projected to be approximately 450. Revenues: We anticipate a slight increase in total Basic Education Program (BEP) funding as a result of increased enrollment across all grades. MASE's enrollment for the 2016/2017 school year is consistent with the projection above which is a slight increase from the prior year and is on target with management's goals for enrollment.

Management has approved an operating budget and has made operational adjustments which it believes will allow MASE to generate enough cash flow to continue operations through June 30, 2017, by reducing costs and seeking grants to support its mission. Memphis Bioworks Foundation (MBF) is the sponsor for MASE and has provided operating cash advances and allowed for the deferral of payments to MBF since the inception of MASE. MBF has represented to MASE that it will defer payment of the balances due totaling $1,327,717 as of June 30, 2016, and, if necessary, amounts due for contract accounting services for the year ending June 30, 2017. For FY 2016, MASE expects to raise approximately $85,000 in non-government funds.

6 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

CONTACTING MASE'S FINANCIAL MANAGEMENT

MASE’s Board of Directors

Steven J. Bares, Ph.D. Chair- MASE President and Executive Director Memphis Bioworks Foundation 20 South Dudley, Suite 900 Memphis, TN 38103

Daniel Copp Partner The Eager Street Group Memphis, TN

Darryl Jackson Chief Operation Officer iScreen Vision, Inc. 3181 Poplar Avenue. Memphis, TN 38111

Douglas McGowen Chief Operating Officer City of Memphis 125 North Main Street Memphis, TN 38103

Gary Lynch Quality / Regulatory Consultant at M Squared Associates Inc. Memphis, TN

Susan Huffman Treasurer- MASE Owner Reliant Investment Management, LLC 1715 Aaron Brenner Dr #504 Memphis, TN 38120

7 Memphis Academy of Science and Engineering Management’s Discussion and Analysis (Unaudited) As of June 30, 2016

Tiffany Syreeta Jones Parent Member- MASE Owner Destine Creations Memphis, TN

Jessica Becker Smith and Nephew 1450 Brooks Road Memphis, TN 38116

Jessica Ball Program Officer – Education Hyde Family Foundations 17 West Pontotoc Avenue, suite 200 Memphis Tennessee, 38103

8 Memphis Academy of Science and Engineering Statement of Net Position As of June 30, 2016

Governmental Activities Assets Current assets Cash $ 122,774 Receivables 1,008 Prepaid expenses 71,372 Total current assets 195,154

Non-current assets Capital asset, net 611,647 Net pension asset 209,531 Total non-current assets 821,178

Deferred outflows of resources Pension employer contributions during fiscal year 2016 174,313 Pension differences between expected and actual experience 658,905 Total deferred outflows of resources 833,218

Liabilities Current liabilities Accounts payable 89,845 Accrued expenses 46,248 Total current liabilities 136,093

Long-term liabilities Due in less than one year - Note payable 100,000 Due in more than one year - Note payable 149,863 Line of credit 3,771,059 Due to Memphis Bioworks Foundation 1,327,717 Total long-term liabilities 5,348,639

Deferred inflows of resources Differences between projected and actual earnings on investments 1,109,444 Total deferred inflows of resources 1,109,444

Net position Net investment in capital assets 611,647 Unrestricted (5,356,273) Total net position $ (4,744,626) See Notes to Financial Statements

9 Memphis Academy of Science and Engineering Statement of Activities For the year ended June 30, 2016 Functions Student Instruction Total and Services Administration Fundraising

Expenses Accounting fees $ 61,045 $ - $ 61,045 $ - Depreciation 123,647 123,647 - - Employee benefits 231,171 173,378 57,793 - Equipment and rental maintenance 90,820 77,197 13,623 - Extracurricular activities 114,068 58,731 - 55,337 Insurance 30,676 23,007 7,669 - Interest expense 124,143 - 124,143 - Marketing 4,246 3,397 849 - Meals and entertainment 8,165 6,532 1,633 - Occupancy 553,492 442,794 110,698 - Other expenses 17,605 - 17,605 - Payroll taxes 167,368 125,526 41,842 - Pension expense 42,670 32,002 10,668 - Postage and shipping 1,490 - 1,490 - Professional fees 92,264 - 92,264 - Salaries and wages 2,003,649 1,502,737 500,912 - Supplies 69,922 55,938 13,984 - Telephone 5,082 5,082 - - Textbooks 5,894 5,894 - - Travel and meeting 23,240 17,430 5,810 - Total expenses 3,770,657 2,653,292 1,062,028 55,337

Program revenues Federal subrecipient grant 163,423 163,423 - - Fundraising 55,337 - - 55,337 Total program revenues 218,760 163,423 - 55,337 Net program expenses 3,551,897 2,489,869 1,062,028 0

General revenues Contributions 190,645 District funding 3,179,623 State of Tennessee funding 168,000 Insurance recovery 65,000 Other income 219 Total general revenues 3,603,487 Change in net position 51,590

Net position - beginning of year (4,796,216) Net position - end of year $ (4,744,626)

See Notes to Financial Statements

10 Memphis Academy of Science and Engineering Balance Sheet As of June 30, 2016

General Fund

Assets Cash $ 122,774 Receivables 1,008 Prepaid Expense 71,372 Total assets $ 195,154

Liabilities and fund balances Liabilities Accounts payable $ 89,845 Accrued expenses 46,248 Total liabilities 136,093

Fund balances Nonspendable 71,372 Unassigned (12,311) Total fund balances 59,061 Total liabilities and fund balances $ 195,154

See Notes to Financial Statements

11 Memphis Academy of Science and Engineering Reconciliation of the Governmental Fund Balance Sheet to Government-Wide Statement of Net Position For the year ended June 30, 2016

Total governmental fund balances $ 59,061 Amounts reported for governmental activities in the statement of net position are different because:

Net capital assets used in governmental activities are not financial resources and, therefore, are not reported in the governmental fund balance sheet. 611,647

Line of credit is not due and payable in the current period and, therefore, is not reported in the funds. (3,771,059)

Due to Memphis Bioworks Foundation is not due and payable in the current period and, therefore, is not reported in the funds. (1,327,717)

Notes payable are not due and payable in the current period and, therefore, are not reported in the funds. (249,863)

Net pension asset 209,531

Contributions and changes in value of pension during current fiscal year 174,313

Net Deferred inflows/outflows of resources - pension-related (335,251) Net position of governmental activities $ (4,629,338)

See Notes to Financial Statements

12 Memphis Academy of Science and Engineering Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Funds For the year ended June 30, 2016

Revenues District funding $ 3,179,623 State funding 168,000 Contributions 190,645 Federal subrecipient grant 163,423 Insurance 65,000 Fundraising 55,337 Other income 219 Total revenues 3,822,247

Expenditures Current - Accounting fees 61,045 Employee benefits 405,483 Equipment and rental maintenance 90,820 Fundraising 114,068 Insurance 30,676 Marketing 4,246 Meals and entertainment 8,165 Occupancy 553,492 Other expenses 17,605 Payroll taxes 167,368 Postage and shipping 1,490 Professional fees 92,264 Salaries and wages 2,003,649 Supplies 69,922 Telephone 5,082 Textbooks 5,894 Travel and meeting 23,240 Debt service - Principal 130,138 Interest 124,143 Capital outlay 18,646 Total expenditures 3,927,436

Expenditures over revenues (105,189)

Other financing sources Funding from Memphis Bioworks Foundation 144,454 Net Change in Fund Balance 39,265

Fund Balance - beginning of year 19,796 Fund Balance - end of year $ 59,061 See Notes to Financial Statements

13 Memphis Academy of Science and Engineering Reconciliation of the Statement of Revenues, Expenditures and Changes in Fund Balances of Governmental Fund to the Government-Wide Statement of Activities For the year ended June 30, 2016

Net change in fund balance - total governmental fund balances $ 39,265 Amounts reported for governmental activities in the statement of activities are different because:

Capital outlays, reported as expenditures in the governmental fund, are shown as capital assets in the statement of net position. 18,646

Amount due to Memphis Bioworks Foundation is not due and payable in the current period and, therefore, change in balance not reported in the governmental fund. (144,454)

Repayment of debt is reported as an expenditure in the governmental fund, but the repayment reduces liabilities in the statement of net position. 130,138

Contributions to the pension plan that are not included in the governmental activities in the statement of activities. 131,642

Depreciation expense on governmental capital assets is included only in the governmental activities in the statement of activities. (123,647) Change in net position of governmental activities $ 51,590

See Notes to Financial Statements

14 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies

The significant accounting policies and practices followed by MASE are as follows:

Organization:

Memphis Academy of Science and Engineering was formed on December 9, 2002, as a Tennessee not-for-profit corporation. The Memphis Bioworks Foundation (MBF), a Tennessee not-for-profit corporation, is the sponsor of MASE. Pursuant to the provisions of the Tennessee Public Charter Schools Act of 2002 (the Act), T.C.A. Section 49- 13-101, et seq., MASE has been approved as a public charter school. Pursuant to the Act, public charter schools are part of the state's public education program offering an alternative means within the public school system for accomplishing necessary outcomes of education. MASE, through MBF as sponsor, entered into a Charter School Agreement with the Board of Education of the Memphis City Schools on August 11, 2003 (with an effective date of July 1, 2003), to operate a charter school focused on math and science in Memphis, Tennessee. The initial Charter School Agreement expired on July 1, 2008, and was renewed through July 1, 2012, with the Board of Education of Memphis City Schools. Memphis City Schools ceased to exist on July 1, 2013, and Shelby County Schools assumed responsibility for the City of Memphis. As of December 29, 2016, MASE has not signed a Charter School Agreement with Shelby County Schools.

Basis of accounting:

MASE is considered a special purpose governmental entity that engages in both governmental and business type activities and is not a component unit of another governmental entity. MASE follows Generally Accepted Accounting Principles and Governmental Accounting Standards, and the financial statements are prepared in the same manner as general purpose governments.

Basic financial statements:

MASE's basic financial statements include both government-wide (reporting MASE as a whole) and governmental fund financial statements (reporting MASE's major fund). MASE's primary activities are all considered to be governmental activities and are classified as such in the government-wide and governmental fund financial statements.

The government-wide financial statements of MASE have been prepared on the accrual basis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recognized when incurred.

The governmental fund financial statements are presented on the modified accrual basis of accounting. Revenues under the modified accrual basis are recognized when measurable and available and expenses are recognized when the related liability is incurred.

Government-wide financial statements:

The government-wide financial statements focus on the sustainability of MASE as an entity and the change in MASE's net position resulting from the current year's activities.

15 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies, Continued

Government-wide financial statements, continued:

In the government-wide statement of net position, activities are reported on a full accrual, economic resource basis, which recognizes all long-term assets and receivables as well as long-term debt and obligations. The statement of net position presents the financial condition of MASE at year end.

Net assets are classified as applicable into three components: net investment in capital assets, net of related debt; restricted; and unrestricted.

Net investment in capital assets - This component of net position consists of capital assets, including restricted capital assets, net of accumulated depreciation and reduced by outstanding balances (if any) of bonds, mortgages, notes or other borrowings that are attributable to the acquisition, construction or improvement of those assets. If there are significant unspent related debt proceeds at year end, the portion of the debt attributable to the unspent proceeds is not included in the calculation of invested in capital assets, net of related debt. Rather, that portion of the debt is included in the same net asset component as the unspent proceeds.

Governmental fund financial statements:

16 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies, Continued

Governmental fund financial statements, continued:

The classifications of fund balances are defined as follows:

Assigned - This classification consists of all fund balances that are not in the General Fund or classified as nonspendable, restricted or committed. In addition, General Fund balances that MASE intends to use for specific purposes are also classified as assigned. MASE gives the authority to assign amounts to specific purposes to MASE's controller and personnel under the supervision of the controller tasked with financial recording responsibilities.

Unassigned - This classification consists of all fund balances in the General Fund that are not reported as nonspendable, restricted, committed or assigned.

The fund balance detail for MASE is as follows:

General Fund Fund balances Nonspendable – Prepaid expenses $ 71,372 Unassigned (12,311) $ 59,061

17 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies, Continued

Functional allocation of expenses:

The costs of providing various programs and other services have been reported on a functional basis in the statement of activities. Accordingly, certain costs have been allocated among student instruction and services, administrative, and fundraising, based on estimates made by management.

Cash:

MASE maintains cash accounts which may exceed federally insured amounts at times and which may at times significantly exceed balance sheet amounts due to outstanding checks.

Receivables:

Receivables represent amounts due from a contract. MASE does not require collateral for accounts receivable arising from the normal course of business.

Capital assets:

Pensions:

18 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies, Continued

Due to MBF:

MBF is the sponsor of MASE. Dr. Steven J. Bares serves as the President and Executive Director of MBF and is the chairman of MASE's Board. No compensation is paid to Dr. Bares for his service to MASE. MASE owes $1,327,717 to MBF as of June 30, 2016, which is not expected to be repaid prior to June 30, 2017.

Long-term Obligations:

Long-term obligations to be repaid from governmental resources are reported as liabilities in the government- wide financial statements. Long-term obligations consist of notes payable and a line of credit.

Advertising:

Advertising costs are charged to operations when incurred. Advertising expense totaled $4,246 for the year ended June 30, 2016.

Revenue recognition:

MASE follows GASB Statement No. 33, Accounting and Financial Reporting for Nonexchange Transactions, as follows:

District funding – MASE receives funds from Shelby County Schools (SCS) based on a per-pupil allocation equivalent to the amount spent annually per-pupil within the SCS. MASE received $8,031 per-pupil and had an average of 394 students for the year ended June 30, 2016.

Contributions and grants - Contributions are recognized as support when they are received. MASE reports gifts of cash and other assets as restricted support if they are received with donor stipulations that limit the use of the donated assets. MASE also receives reimbursement grants. These grants are not recognized until acceptable expenditures under the grant terms have been made and reimbursement can be requested.

Federal subrecipient grant - MASE receives pass-through funding, Title I, from SCS. Title I is a federal program that provides financial assistance to low income area schools to ensure that MASE meets challenging state academic standards. Title I is recognized when it is earned.

Estimates and uncertainties:

19 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 1. Summary of Significant Accounting Policies, Continued

Tax exemption:

MASE's federal exempt organization tax returns for the years ended June 30, 2013, 2014 and 2015, are subject to examination by the Internal Revenue Service, generally for three years after they are filed.

In-kind contributions:

MASE records various types of in-kind contributions received in the course of daily operations, including contributed equipment, professional services, supplies and materials. Contributed professional services are recognized if the services received (a) create or enhance long-lived assets or (b) require specialized skills, are provided by individuals possessing those skills and would typically need to be purchased if not provided by donation. Such amounts have been reflected as contributions and like amounts included in expenses. Contributions of tangible assets are capitalized at fair value when received.

Concentrations:

MASE received 83% of its funding during the year ended June 30, 2016, from SCS based on a per-pupil allocation equivalent to the amount spent per-pupil within SCS.

Deferred outflows of resources and deferred inflows of resources:

Subsequent events:

MASE has evaluated subsequent events for potential recognition and disclosure through December 29, 2016, the date the financial statements were available to be issued.

Note 2. Financial Condition and Liquidity

MASE has reported significant decreases in net assets for the past three years and as a result, has an accumulated deficit of $(4,744,626) as of June 30, 2016. Net assets increased by $51,590 for the year ended June 30, 2016, after pension adjustments were made. The increase in net assets was due to several factors including increased grant revenue, better control of expenses, and the collection of funds from SCS which were withheld in prior fiscal years.

20 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 2. Financial Condition and Liquidity, Continued

MBF is the sponsor for MASE and has provided operating cash advances and allowed for the deferral of payments to MBF since the inception of MASE. MBF has represented to MASE that it will defer these payments on the balance due as of June 30, 2016, and, if necessary, amounts due for contract accounting services for the year ending June 30, 2017 and will not demand payment prior to June 30, 2017.

MASE's enrollment for the 2016-2017 school year is approximately 450 students which is slightly above management’s budget for enrollment. Due to a 12% increase in enrollment and no expected increases in MASE’s operational expenses, MASE anticipates generating enough cash flow to continue operations through June 30, 2017. MASE paid all of its obligations during the 2015-2016 school year including all scheduled debt payments.

MASE has negotiated with Local Incentives Support Corporation (LISC) to refinance its debt with LISC from a 7- year term to a 10-year term which included the reduction in the interest rate by 225 basis points during 2015. In August 2015, MASE signed an extension on its line of credit with First Tennessee Bank which extends the due date of the loan to August 2017. Also, MBF has agreed to defer all payments due under its debt agreement with MASE until all other debts and commitments are paid by MASE. For the year ended June 30, 2016, MASE has reduced the principal balance of its loan with LISC by approximately $100,000 and paid off a note payable to a former executive director.

Management believes the plans which it has put in place will allow MASE to generate sufficient cash flows to sustain its operations through June 30, 2017.

Note 3. Deposits with Financial Institutions

MASE follows GASB Statement 40, Deposit and Investment Risk Disclosures, for financial reporting of deposit risks. Custodial credit risk is the risk that in the event of bank failure, MASE's deposits may not be returned to it. MASE does not have a policy for custodial credit risk. As of June 30, 2016, MASE was not exposed to custodial credit risk, as deposits were covered by FDIC insurance up to $250,000.

Note 4. Capital Assets

Activity in capital assets consists of the following:

Government- Wide June 30, 2015 Additions Disposals June 30, 2016

Leasehold improvements $ 1,128,576 $ - $ - $ 1,128,576 Computers and office equipment 1,284,667 18,646 - 1,303,313 Computer software 121,171 - - 121,171 Food service equipment 34,433 - - 34,433 Furniture and fixtures 389,746 - - 389,746 Site development 296,388 - - 296,388 Other assets/equipment 66,749 - - 66,749 3,321,730 18,646 - 3,340,376 Accumulated depreciation (2,605,082) (123,647) - (2,728,729) $ 716,648 $ (105,001) $ - $ 611,647

21 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 5. Accrued Expenses

Accrued expenses consist of the following:

Accrued interest $ 17,572 Due to employees – insurance refund 20,070 Accrued retirement 7,087 Other 1,519 $ 46,248

Note 6. Leases

On January 13, 2006, MASE entered into a fifteen-year agreement to lease space from Mississippi Boulevard Christian Church (MBCC) located at 1279 Jefferson Avenue. Lease payments began when MASE received an occupancy permit in August 2006. The lease includes an option for MASE to extend the term for an additional five years. The lease is comprised of three components: service fee, base lease and an additional amount tied to MBCC's note payable to a bank for code improvements. The service fee is $2,083 per month which totaled $25,000 for the year ended June 30, 2016. Lease payments for the note reimbursement and the base lease amount totaled $123,205 and $164,000, respectively, for the year ended June 30, 2016. The base lease has escalating provisions and the lease expense is being recognized on a straight-line basis. The cumulative difference between the straight- line expense and actual amounts paid is a prepaid balance totaling $71,372 as of June 30, 2016. MASE is also required to pay utility costs, insurance, repairs and maintenance. These costs are expensed as incurred.

MASE has operating lease agreements for maintenance and office equipment. The amount expensed under these agreements totaled $53,340 for the year ended June 30, 2016.

As of June 30, 2016, future minimum lease payments required under operating lease agreements are as follows:

2017 $ 282,548 2018 698,856 2019 96,000 2020 96,000 2021 95,083 $ 1,268,487

Rent expense totaled $365,545 for the year ended June 30, 2016, which includes service fee payments and equipment leases.

22 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 7. Notes Payable

On December 27, 2007, MASE entered into a promissory note with LISC for $1,000,000. The loan has a fixed interest rate of 7.25% and interest payments are due on a quarterly basis. In February 2014, the note was amended to extend the due date to January 2018, and the interest rate changed to 5.5%. The remaining total principal balance borrowed plus accrued interest will be due on January 1, 2018. This note is collateralized by capital campaign pledges and a guaranty from MBF. As of June 30, 2016, the principal amount under this loan totaled $249,863.

In July 2012, MASE entered into a promissory note with Harold Wingood, a former executive director, for $50,000. During the year ended June 30, 2016, MASE paid this note payable in full. Aggregate maturities of long-term debt for the years subsequent to June 30, 2016, are as follows:

Principal Interest Total

2017 $ 100,000 $ 11,050 $ 111,050 2018 149,863 4,528 154,391 Total future payments 249,863 15,578 265,441 Less current portion 100,000 11,050 111,050 $ 149,863 $ 4,528 $ 154,391

Balance Balance July 1, June 30, Due Within 2015 Additions Payments 2016 One Year

Note payable - individual $ 30,000 $ - $ (30,000) $ - $ - LISC 350,000 - (100,137) 249,863 100,000 $ 380,000 $ - $ (130,137) $ 249,863 $ 100,000

Note 8. Line of Credit

MASE has a line of credit with a financial institution for $3,900,000. As of June 30, 2016, the principal amount payable under this loan totaled $3,771,059 and is due on August 1, 2017. The loan is guaranteed by the J.R. Hyde III Family Foundation and has a floating interest rate of prime minus .75% (2.75% as of June 30, 2016) payable quarterly in arrears. The line is uncollateralized.

Note 9. Commitments and Contingencies

23 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 10. Related Party Transactions

MASE recognized expenses for services and maintenance and for contract accounting services to MBF totaling $59,400 during the year ended June 30, 2016.

MASE received a contribution totaling $25,000 from MBF during the year ended June 30, 2016.

MASE recognized $81,125 in contributions from another Foundation whose president is on the Board of Directors for MBF.

Note 11. General Information About the Pension Plans

Plan description:

Teachers with membership in the Tennessee Consolidated Retirement System (TCRS) before July 1, 2014, of MASE are provided with pensions through the Teacher Legacy Pension Plan, a cost sharing multiple-employer pension plan administered by the TCRS. The Teacher Legacy Pension Plan closed to new membership on June 30, 2014, but will continue providing benefits to existing members and retirees. Beginning July 1, 2014, the Teacher Retirement Plan became effective for teachers employed by Local Education Agencies (LEAs) after June 30, 2014. The Teacher Retirement Plan is a separate cost sharing, multiple-employer defined benefit plan.

Benefits provided:

24 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 11. General Information About the Pension Plans, Continued

Benefits provided, continued:

Member and beneficiary annuitants are entitled to automatic cost of living adjustments (COLAs) after retirement.

Employees covered by benefit terms:

At the measurement date of June 30, 2015, the following employees of the Shelby County School District under the Public Employee Retirement Plan were covered by the benefit terms:

Inactive employees or beneficiaries currently receiving benefits 4,069 Inactive employees entitled to but not yet receiving benefits 6,771 Active employees 4,268 15,108

The plan is closed to new entrants.

MASE's employees covered by benefit terms is not available for the measurement dates, therefore, Shelby County School District total numbers are presented above.

25 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 11. General Information About the Pension Plans, Continued

Contributions:

Contributions for teachers and employees are established in the statutes governing the TCRS and may only be changed by the Tennessee General Assembly. Teachers and employees contribute 5 percent of salary.

For the Teacher Retirement Plan, per the statutory provisions governing the TCRS, the employer contribution rate cannot be less than 4 percent, except for in years when the maximum funded level, approved by the TCRS Board of Trustees, is reached.

For the Public Employee Retirement Plan and the Teacher Legacy Pension Plan, MASE makes employer contributions at the rate set by the Board of Trustees as determined by an actuarial valuation. For the year ended June 30, 2015 the rate was 9.27% of covered payroll for the Public Employee Retirement Plan and 9.04% of covered payroll for the Teacher Legacy Pension Plan.

By law, contributions for each respective plan are required to be paid. The TCRS may intercept the state shared taxes of the sponsoring governmental entity of the LEA if the required employer contributions are not remitted.

Employer contributions by MASE for the year ended June 30, 2016, to the Teacher Legacy Pension Plan, the Public Employee Retirement Plan, and the Teacher Retirement Plan were $144,423, which is 9.04 percent of covered payroll, 9.27% of covered payroll and 4 percent of covered payroll, respectively. The employer rate, when combined with member contributions, is expected to finance the costs of benefits earned by members during the year, the cost of administration, as well as an amortized portion of any unfunded liability.

Pension Liabilities (Assets), Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions

Pension asset:

As of June 30, 2016, MASE reported an asset of $94,243 for its proportionate share of the net pension asset. The net pension asset was measured as of June 30, 2015, and the total pension liability used to calculate the net pension asset was determined by an actuarial valuation as of that date. MASE's proportion of the net pension liability was based on State Department of Education's employer contributions to the pension plan during the year ended June 30, 2015, relative to the contributions of all participating LEAs. The proportion measured as of June 30, 2015, was 0.144118 percent, .000000 percent, and .0026 percent for the Teacher Retirement Plan, the Teacher Legacy Pension Plan and the Public Employee Retirement Plan, respectively.

Pension expense:

For the year ended June 30, 2016, MASE recognized a pension expense of $42,670 and pension income of $22,746 for all of the plans.

26 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 11. General Information About the Pension Plans, Continued

Deferred outflows of resources and deferred inflows of resources:

For the year ended June 30, 2015, MASE reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources:

Deferred Deferred Outflows of Inflows of Resources Resources

Difference between expected and actual experience $ 10,602 $ 279,390 Net difference between projected and actual earnings of pension plan investments 303,444 411,929 Changes in proportion of net pension asset 344,859 302,837 Contributions subsequent to the measurement date of June 30, 2015 174,313 - $ 833,218 $ 994,156

MASE's employer contributions of $174,313 reported as pension related deferred outflows of resources, subsequent to the measurement date, will be recognized as an increase in net pension asset in the year ending June 30, 2017. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows for the years ending June 30:

2017 $ (78,912) 2018 (78,912) 2019 (78,912) 2020 (49,598) 2021 (47,818) Thereafter (1,099) $ (335,251)

In the table above, positive amounts will increase pension expense, while negative amounts will decrease pension expense.

Actuarial assumptions:

The total pension liability in the June 30, 2015, actuarial valuation was determined using the following actuarial assumptions, applied to all periods included in the measurement:

Inflation 3.0 percent Salary Increases Graded salary ranges from 8.97 to 3.71 percent based on age, including inflation, averaging 4.25 percent including inflation Investment return 7.5 percent, net of pension plan investment expenses, including inflation Cost-of-living adjustment 2.5 percent

27 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 11. General Information About the Pension Plans, Continued

Actuarial assumptions, continued:

Mortality rates are customized based on the June 30, 2012, actuarial experience study and included some adjustment for expected future improvement in life expectancy.

The actuarial assumptions used in the June 30, 2015, actuarial valuation were based on the results of an actuarial experience study performed for the period July 1, 2008 through June 30, 2012. The demographic assumptions were adjusted to more closely reflect actual and expected future experience.

The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees in conjunction with the June 30, 2012, actuarial experience study by considering the following three techniques: (1) the 25-year historical return of the TCRS as of June 30, 2012, (2) the historical market returns of asset classes from 1926 to 2012 using the TCRS investment policy asset allocation, and (3) capital market projections that were utilized as a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. Four sources of capital market projections were blended and utilized in the third technique. The blended capital market projection established the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding inflation of 3 percent. The target allocation and best estimates of arithmetic real rates of return for each major asset class are summarized in the following table:

Long-Term Expected Real Rate Target Asset Class of Return Allocation

US equity 6.46% 33% Developed market international equity 6.26% 17% Emerging market international equity 6.40% 5% Private equity and strategic lending 4.61% 8% U.S. fixed income 0.98% 29% Real estate 4.73% 7% Short-term securities 0.00% 1% 100%

The long-term expected rate of return on pension plan investments was established by the TCRS Board of Trustees as 7.5 percent based on a blending of the three factors described above.

Discount rate:

The discount rate used to measure the total pension liability was 7.5 percent. The projection of cash flows used to determine the discount rate assumed that employee contributions will be made at the current rate and that contributions from all of the LEAs will be made at the actuarially determined contribution rate pursuant to an actuarial valuation in accordance with the funding policy of the TCRS Board of Trustees and as required to be paid by state statute. Based on those assumptions, the pension plan's fiduciary net position was projected to be available to make projected future benefit payments of current active and inactive members. Therefore, the long- term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. 28 Memphis Academy of Science and Engineering Notes to Financial Statements June 30, 2016

Note 11. General Information About the Pension Plans, Continued

Sensitivity of the proportionate share of net pension liability (asset) to changes in the discount rate:

The following presents MASE's proportionate share of the net pension liability (asset) calculated using the discount rate of 7.5 percent, as well as what MASE's proportionate share of the net pension liability (asset) would be if it were calculated using a discount rate that is 1-percentage-point lower (6.5 percent) or 1-percentage-point higher (8.5 percent) than the current rate:

Current 1% Decrease Discount Rate 1% Increase (6.5%) (7.5%) (8.5%)

MASE’s proportionate share of the net pension liability (asset) $ 1,009,440 $ (94,243) $ (1,008,804)

Pension plan fiduciary net position:

Detailed information about the pension plan's fiduciary net position is available in a separately issued TCRS financial report.

Payable to the pension plan:

As of June 30, 2016, MASE reported a payable of $7,087 included in accrued expenses for the outstanding amount of contributions to the pension plan required at the year ended June 30, 2016.

Required Supplementary Information

Memphis Academy of Science and Engineering Schedule of MASE's Proportionate Share of the Net Pension Asset Teacher Legacy Pension Plan of TCRS Fiscal Year Ended June 30*

2015 2016

MASE's proportion of the net pension asset 0.00% 0.032251% MASE's proportionate share of the net pension (asset) liability $ - $ 13,211 MASE's covered-employee payroll $ - $ 1,207,313 MASE's proportionate share of the net pension (asset) liability as a perentage of its covered-employee payroll 0.00% 1.094254% Plan fiduciary net position as a percentage of the total pension liability 100.08% 99.81%

* The amounts presented were determined as of June 30, of the prior fiscal year.

This is a 10-year schedule. However, the information in this schedule is not required to be presented retroactively. Years will be added to this schedule in future fiscal years until 10 years of information is available.

31 Memphis Academy of Science and Engineering Schedule of MASE's Contributions Teacher Legacy Pension Plan of TCRS Fiscal Year ended June 30

2014 2015 2016

Actuarially determined contribution (ADC) $ - $ 109,141 $ 139,720 Contributions in relation to the ADC - 109,141 139,720 Contribution deficiency (excess) $ - $ - $ -

MASE's covered-employee payroll $ - $ 1,207,313 $ 1,545,575 Contributions as a percentage of MASE's covered-employee payroll 0.00% 9.04% 9.04%

32 Memphis Academy of Science and Engineering Schedule of MASE's Proportionate Share of the Net Pension Asset Teacher Retirement Plan of TCRS Fiscal Year Ended June 30*

2016

MASE's proportion of the net pension asset 1.44118% MASE's proportion share of the net pension asset $ (5,798) MASE's covered-employee payroll $ 299,440 MASE's proportionate share of the net pension asset as a perentage of its covered-employee payroll -1.94% Plan fiduciary net position as a percentage of the total pension liability 127.46%

* The amounts presented were determined as of June 30, of the prior fiscal year.

33 Memphis Academy of Science and Engineering Schedule of MASE's Contributions Teacher Retirement Plan of TCRS Fiscal year ending June 30

2015 2016

Actuarially determined contribution (ADC) $ 7,486 $ 22,538 Contributions in relation to the ADC 11,978 22,538 Contribution deficiency (excess) $ (4,492) $ -

Covered-employee payroll $ 299,440 $ 257,966 Contributions as a percentage of covered-employee payroll 4% 8.74%

34 Memphis Academy of Science and Engineering Schedule of Changes in MASE's Net Pension Liability (Asset) and Related Ratios Based on Participation in the Public Employee Pension Plan of TCRS Last fiscal year ending June 30

2014 2015 Total pension liability (asset) Service cost $ 59,547 $ 37,296 Interest 169,976 126,307 Changes in benefit terms - - Differences between actual and expected experience (136,689) (2,679) Change in assumptions - - Change in MASE's percentage of total plan activity - (519,764) Benefit payments, including refunds of employee contributions (156,378) (109,780)

Net change in total pension liability (asset) (63,544) (468,620) Total Pension liability (asset) - beginning 2,284,992 2,221,448 Total Pension liability (asset) - ending (a) 2,221,448 1,752,828

Plan fiduciary net position Contributions - employer 51,538 34,438 Contributions - employee 28,842 18,578 Net investment income 350,245 56,340 Benefit payments, including refunds of employee contributions (156,378) (109,780) Administrative expense (731) (503) Change in MASE's percentage of total plan activity (566,718) Other - 1

Net change in plan fiduciary net position 273,516 (567,644) Plan fiduciary net position - beginning 2,148,612 2,422,128 Plan fiduciary net position - ending (b) 2,422,128 1,854,484

Net Pension Liability (asset)-ending (a) - (b) $ (200,680) $ (101,656)

Covered-employee payroll $ 573,540 $ 371,500

Plan fiduciary net position as a percentage of total pension liability 109.03% 105.80%

Net pension liability (asset) as percentage of covered payroll -34.99% -27.36%

35 Memphis Academy of Science and Engineering Schedule of MASE's Contributions Based on Participation in the Public Employee Pension Plan of TCRS Fiscal Year ended June 30

2014 2015 2016

Actuarially determined contribution (ADC) $ 51,538 $ 34,438 $ 12,055

Contributions in relation to the ADC 51,538 34,438 12,055 Contribution deficiency (excess) $ - $ - $ -

MASE's covered-employee payroll $ 573,540 $ 371,500 $ 130,043 Contributions as a percentage of 8.99% 9.27% 9.27% MASE's covered-employee payroll

Supplementary Information

Memphis Academy of Science and Engineering Schedule of Fundraising For the year ended June 30, 2016

Student General Seniors trips/activities Athletics Total

Fundraising revenue $ 4,224 $ 12,492 $ 30,138 $ 8,483 $ 55,337 Fundraising expenses 2,818 14,196 30,107 8,216 55,337 Fundraising excess of revenues over (under) expenses $ 1,406 $ (1,704) $ 31 $ 267 $ -

38 Memphis Academy of Science and Engineering Schedule of Expenditures of Federal Awards For the year ended June 30, 2016

Federal Grantor/ Beginning Ending Program Title/ CFDA Contract (Accrued) (Accrued) Pass-through Grantor Number Number Deferred Receipts Expenditures Receivable

Federal awards Department of Education/Title 1 Part A: Title 1 Grants to Local Educational Agencies 84.010 $ - $ 163,423 $ (163,423) $ -

Note 1 - Basis of Presentation The schedule of expenditures of federal awards includes the federal grant activity of MASE and is presented on the accrual basis of accounting. The information in this schedule is presented in accordance with the requirements of the State of Tennessee Department of Audit, Audit Manual. Therefore, some amounts presented in the schedule may differ from amounts presented in, or used in the preparation of, the basic financial statements.

Internal Control and Compliance

Independent Auditor's Report On Internal Control Over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance With Government Auditing Standards

To the Board of Directors Memphis Academy of Science and Engineering Memphis, Tennessee

We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities and the major fund of Memphis Academy of Science and Engineering (MASE) as of and for the year ended June 30, 2016, and the related notes to the financial statements, which collectively comprise MASE's basic financial statements, and have issued our report thereon dated December 29, 2016.

Internal Control Over Financial Reporting

In planning and performing our audit of the financial statements, we considered MASE's internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinion on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of MASE's internal control. Accordingly, we do not express an opinion on the effectiveness of MASE's internal control.

Compliance and Other Matters

www.elliottdavis.com

Purpose of this Report

Memphis, Tennessee December 29, 2016

42 Memphis Academy of Science and Engineering Schedule of Findings and Responses For the year ended June 30, 2016

A. Summary of Audit Results

1. The auditor’s report expresses an unmodified opinion on the financial statements.

2. No significant deficiencies relating to the audit of the financial statements were disclosed during the audit.

3. No material weaknesses relating to the audit of the financial statements were disclosed during the audit.

4. No instances of noncompliance were disclosed during the audit.

B. Findings – Financial Statement Audit

None

C. Findings – Compliance

None

43 Memphis Academy of Science and Engineering Schedule of Prior Year Findings June 30, 2016

None noted

44 MASE Attachment V: Litigation Summary

Incident # 1 Demand: In 2013, an employee accused his supervisor of harassment. Response to the Demand: MASE agreed to arbitration to settle the matter. Results of the Arbitration or Litigation: MASE and the former employee resolved the matter in Arbitration.

Incident # 2 Demand: In 2015, an employee accused the school of violation of EEOC regulations. Response to the Demand: MASE agreed to arbitration to settle the matter. Results of the Arbitration or Litigation: MASE and the former employee resolved the matter in Arbitration.

Incident # 3 Demand: In 2008, an employee accused the school of violation of the Uniformed Services Employment and Reemployment Rights Act of 1994. Response to the Demand: MASE agreed to settle the matter before arbitration or litigation occurred. Results of the Arbitration or Litigation: MASE and the former employee resolved the matter by signing a Settlement Agreement.

Sys# School Name FY 2016-2017 BUDGET DOCUMENT 792 MASE 6-12 AVAILABLE FUNDS AND EXPENDITURES (APPROPRIATIONS) F (1) (2) (3) (4) (5) ACCOUNT ESTIMATED REVENUES AND OTHER SOURCES TOTAL GENERAL FEDERAL CENTRAL SCHOOL NO. EXPENDITURES (APPROPRIATIONS) AND OTHER USES ALL PURPOSE PROJECTS CAFETERIA TRANSPORTATION FUNDS FUND 141 FUND 142 FUND 143 FUND 144

1 ESTIMATED REVENUES AND OTHER SOURCES 2 40000 Local Taxes $0 $0 $0 $0 $0 3 41000 Licenses & Permits 0 0 0 0 0 4 43000 Charges for Current Services 142,829 142,829 0 0 0 5 44000 Other Local Revenues 165,000 165,000 0 0 0 6 46500 State Education Funds 4,252,794 4,252,794 0 0 0 7 46800 Other State Revenues 0 0 0 0 0 8 47100 Federal Funds Received Thru State 241,600 0 241,600 0 0 9 47600 Direct Federal Revenues 0 0 0 0 0 10 49000 Other Sources 0 0 0 0 0 11 12 49999 TOTAL ESTIMATED REVENUES & OTHER SOURCES $4,802,223 $4,560,623 $241,600 $0 $0 13 14 30000 EQUITY $0 $0 $0 $0 $0 15 16 TOTAL AVAILABLE FUNDS $4,802,223 $4,560,623 $241,600 $0 $0 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Sys# School Name FY 2016-2017 BUDGET DOCUMENT 792 MASE 6-12 (1) (2) (3) (4) (5) ACCOUNT ESTIMATED REVENUES AND OTHER SOURCES TOTAL GENERAL FEDERAL CENTRAL SCHOOL NO. EXPENDITURES (APPROPRIATIONS) AND OTHER USES ALL PURPOSE PROJECTS CAFETERIA TRANSPORTATION FUNDS FUND 141 FUND 142 FUND 143 FUND 144

1 EXPENDITURES (APPROPRIATIONS) 2 Instruction 3 71100 Regular Instruction Program $2,433,502 $2,433,502 $0 $0 $0 4 71150 Alternative Instruction Program 0 0 0 0 0 5 71200 Special Education Program 0 0 0 0 0 6 71300 Vocational Education Program 0 0 0 0 0 7 71400 Student Body Education Program 192,000 192,000 0 0 0 8 71600 Adult Education Program 0 0 0 0 0 9 Support Services 10 72110 Attendance 0 0 0 0 0 11 72120 Health Services 0 0 0 0 0 12 72130 Other Student Support 0 0 0 0 0 13 72210 Regular Instruction Program 0 0 0 0 0 14 72215 Alternative Instruction Program 0 0 0 0 0 15 72220 Special Education Program 0 0 0 0 0 16 72230 Vocational Education Program 0 0 0 0 0 72250 Education Technology 0 0 0 0 0 17 72260 Adult Education Program 0 0 0 0 0 18 72310 Board of Education 0 0 0 0 0 19 72320 Office of Superintendent 0 0 0 0 0 20 72410 Office of Principal 1,024,284 1,024,284 0 0 0 21 72510 Fiscal Services 50,000 50,000 0 0 0 22 72520 Human Services(Resources)/Personnel 0 0 0 0 0 23 72610 Operation of Plant 0 0 0 0 0 24 72620 Maintenance of Plant 405,000 405,000 0 0 0 25 72710 Transportation 135,000 135,000 0 0 0 26 72810 Central and Other 0 0 0 0 0 27 Operation of Non-Instructional Services 28 73100 Food Service 0 0 0 0 0 29 73300 Community Services 0 0 0 0 0 30 73400 Early Childhood Education 0 0 0 0 0 31 76100 Regular Capital Outlay 0 0 0 0 0 32 80000 Education Debt Services 548,125 548,125 0 0 0 33 91300 Education Capital Projects 0 0 0 0 0 34 99000 Other Uses (Transfers) 0 0 0 0 0 35 36 37 TOTAL EXPENDITURES (APPROPRIATIONS) $4,787,911 $4,787,911 $0 $0 $0 38 *Check should be 0 $0 $0 $0 $0 $0 39 40 Sys# School Name FY 2016-2017 BUDGET DOCUMENT 792 MASE 6-12 (1) (2) (3) (4) (5) ACCOUNT EXPENDITURES (APPROPRIATIONS) TOTAL GENERAL FEDERAL CENTRAL SCHOOL NO. ALL PURPOSE PROJECTS CAFETERIA TRANSPORTATION FUNDS FUND 141 FUND 142 FUND 143 FUND 144

20 21 SCHEDULE OF TRANSFERS 22 23 FUND # PURPOSE FROM FUND TO FUND AMOUNT 24 25 0 0 0 0 $ - 26 0 0 0 0 $ - 27 0 0 0 0 $ - 28 0 0 0 0 $ - 29 0 0 0 0 $ - 30 0 0 0 0 $ - 31 0 0 0 0 $ - 32 0 0 0 0 $ - 33 0 0 0 0 $ - 34 0 0 0 0 $ - 35 0 0 0 0 $ - 36 0 0 0 0 $ - 37 0 0 0 0 $ - 38 0 0 0 0 $ - 39 0 0 0 0 $ - 40 0 0 0 0 $ - Sys# School Name FY 2016-2017 BUDGET DOCUMENT 792 MASE 6-12

CERTIFICATION OF APPROPRIATE LEGISLATIVE BODY SCHOOL FUNDS APPROPRIATION RESOLUTION FOR FISCAL YEAR 2016-2017

General Federal Central School Education Purpose Projects * Cafeteria Transportation Debt Service

Regular Instruction Program $2,433,502 0 0 0 0 Alternative Instruction Program 0 0 0 0 0 Special Education Program 0 0 0 0 0 Vocational Education Program 0 0 0 0 0 Student Body Education Program 192000 0 0 0 0 Adult Education Program 0 0 0 0 0 Attendance 0 0 0 0 0 Health Services 0 0 0 0 0 Other Student Support 0 0 0 0 0 Regular Instruction Program 0 0 0 0 0 Alternative Instruction Program 0 0 0 0 0 Special Education Program 0 0 0 0 0 Vocational Education Program 0 0 0 0 0 Education Technology Program 0 0 0 0 0 Adult Education Program 0 0 0 0 0 Board of Education 0 0 0 0 0 Office of the Superintendent 0 0 0 0 0 Office of the Principal 1024284 0 0 0 0 Fiscal Services 50000 0 0 0 0 Human Services(Resources)/Personnel 0 0 0 0 0 Operation of Plant 0 0 0 0 0 Maintenance of Plant 405000 0 0 0 0 Transportation 135000 0 0 0 0 Central and Other 0 0 0 0 0 Food Service 0 0 0 0 0 Community Services 0 0 0 0 0 Early Childhood Education 0 0 0 0 0 Regular Capital Outlay 0 0 0 0 0 Education Debt Service 548125 0 0 0 0 Education Capital Projects 0 0 0 0 0 Other Uses (Transfers) 0 0 0 0 0

TOTALS BY FUNDS 4787911 0 0 0 0

* The Department of Education no longer approves line item budgets for NCLB allocations (Title I, Title VI, etc.); therefore, NCLB allocations of the School Feder At a minimum, all NCLB allocations (funds) must be appropriated by the appropriate local legislative body, by sub fund and by line-item. Addendums to this do Sys# School Name FY 2016-2017 BUDGET DOCUMENT 792 MASE 6-12

ESTIMATED REVENUE FROM CURRENT SCHOOL TAXES FOR THE FISCAL YEAR BEGINNING JULY 1, 2016

ASSESSED VALUE OF PROPERTY FOR FY 2016-2017:

Real Estate $0 Personalty $0 Public Utilities $0

Total Assessment $0

ESTIMATED REVENUE BASED ON PROPERTY ASSESSMENT ABOVE:

ESTIMATED ESTIMATED DELINQUENT RESERVE FOR AMOUNT OF TAX DELINQUENT ESTIMATED TAX RATE TAX LEVY PERCENTAGE TAXES NET YIELD NAME OF FUND (1) (2) (3) (4) (5)

General Purpose School Fund $0.00 $0.00 0.00% 0.00 0.00 Fund $0.00 $0.00 0.00% 0.00 0.00 Fund $0.00 $0.00 0.00% 0.00 0.00

TOTAL ALL SCHOOL FUNDS $0.00 $0.00 0.00% 0.00 0.00 Page 1 AVAILABLE FUNDS AND EXPENDITURES (APPROPRIATIONS) FOR THE FISCAL YEAR BEGINNING JULY 1, 2016 (6) (7) (8) (9) EDUCATION EDUCATION ______DEBT SERVICE CAPITAL PROJECTS ______FUND 156 FUND 177 FUND FUND

1 $0 $0 $0 $0 2 0 0 0 0 3 0 0 0 0 4 0 0 0 0 5 0 0 0 0 6 0 0 0 0 7 0 0 0 0 8 0 0 0 0 9 0 0 0 010 11 $0 $0 $0 $012 13 $0 $0 $0 $014 15 $0 $0 $0 $016 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Page 2

(6) (7) (8) (9) EDUCATION EDUCATION ______DEBT SERVICE CAPITAL PROJECTS ______FUND 156 FUND 177 FUND FUND

1 2 $0 $0 $0 $0 3 0 0 0 0 4 0 0 0 0 5 0 0 0 0 6 0 0 0 0 7 0 0 0 0 8 9 0 0 0 010 0 0 0 011 0 0 0 012 0 0 0 013 0 0 0 014 0 0 0 015 0 0 0 016 0 0 0 0 0 0 0 017 0 0 0 018 0 0 0 019 0 0 0 020 0 0 0 021 0 0 0 022 0 0 0 023 0 0 0 024 0 0 0 025 0 0 0 026 27 0 0 0 028 0 0 0 029 0 0 0 030 0 0 0 031 0 0 0 032 0 0 0 033 0 0 0 034 35 36 $0 $0 $0 $037 $0 $0 $0 $038 39 40 Page 3

(6) (7) (8) (9) EDUCATION EDUCATION ______DEBT SERVICE CAPITAL PROJECTS ______FUND 156 FUND 177 FUND FUND

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Page 4

Education ______Capital Projects ______

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0

* The Department of Education no longer approves line item budgets for NCLB allocations (Title I, Title VI, etc.); therefore, NCLB allocations of the School Federal Projects Fund must be budgeted in accordance with Section 5-9-401, TCA. At a minimum, all NCLB allocations (funds) must be appropriated by the appropriate local legislative body, by sub fund and by line-item. Addendums to this document for School Federal Projects will be accepted. Page 5